This podcast is a (futile) attempt to translate for clinicians key theories from the field of medical education and the discipline of cognitive psychology. In other words, if you are a health professional who teaches or supervises learners, this podcast provides some foundational evidence that will improve the quality and efficiency of your approach. As a teaser… I suggest adult learning theory is NOT a theory.
In the first section – How We Learn – these key concepts are discussed:
- Knowledge is personally constructed, and not simply transferred from the teacher to the learner.
- Recall is better for learning than repetitively reading content (e.g. flash cards beat highlighting a text)
In the second section – How We Teach - these key concepts are discussed:
- Altering the sequence of information can improve learning (i.e. you can hack your memory by changing the order of information)
- Emotional activation is key. Not too much, not necessarily positive.
In the final section these myths are debunked:
- Learning styles
For bonus material check out the ICE (International Clinician Educator) blog: icenetblog.royalcollege.ca
(link to specific post: http://icenetblog.royalcollege.ca/2015/06/26/education-theory-for-the-meded-clinician/ )
If you’re interested in learning more about medical education literature, check out the KeyLIME Podcast (Key Literature in Medical Education) on iTunes.