DESCRIBE ACTIVE LEARNING AND JUSTIFY THIS APPROACH TO YOUR TEACHING SETTING AND LEARNER COHORT. DISCUSS THE THEORIES OF LEARNING AND TEACHING THAT BEST INFORM AN ACTIVE LEARNING APPROACH TO TEACHING.

DESCRIBE ACTIVE LEARNING AND JUSTIFY THIS APPROACH TO YOUR TEACHING SETTING AND LEARNER COHORT. DISCUSS THE THEORIES OF LEARNING AND TEACHING THAT BEST INFORM AN ACTIVE LEARNING APPROACH TO TEACHING.
DISCUSS CONSIDERATIONS THAT MUST BE TAKEN INTO ACCOUNT IN ORDER TO ACHIEVE ACTIVE LEARNING ENGAGEMENT WHEN PLANNING TEACHING SESSIONS IN A GP SETTING (DOCTORS), CLINICAL OR CLASSROOM ENVIRONMENT (NURSES AND MIDWIVES).
An international trend in health professional education has seen active learning approaches to teaching and learning replacing more traditional approaches. In preparation for facilitation of active learning the teacher needs to be able to demonstrate knowledge of the theories, concepts and principles that underpin active learning. MUST Discussion : Describe active learning and justify this approach to your teaching setting and learner cohort. Discuss the theories of learning and teaching that best inform an active learning approach to teaching. Discuss considerations that must be taken into account in order to achieve active learning engagement when planning teaching sessions in a GP setting (doctors), clinical or classroom environment (nurses and midwives).
As part of this essay you will: Undertake a literature search to determine what education experts in health care practice advocate to achieve excellence in teaching and learningDiscuss the main points using the literature to substantiate your position.This academic assignment will be marked according to a range of criteria, including: Structure and organizationintroductiondiscussion of termssoundness of argumentconclusion Content, including synthesis and analysisselection of material and relevancereference to literatureanalysis and synthesissourcing/references
Geffen, L. (2014). A brief history of medical education and training in Australia. The medical journal of Australia ,2014,Vol.201(1 Suppl),p.S19-S22Grealish, L. &Smale, L.A. (2011). Theory before practice: Implicit assumptions about clinical nursing education in Australia as revealed through a shared critical reflection. Contemporary Nurse, 39 (1), 51-64.
Mooney, M. & Nolan, L. (2006). A critique of Freire’s perspective on critical social theory in nursing education. Nurse Education Today, 26 (3), 240-244.
Lapkin, s., Levett-Jones, T., Gilligan, C. (2013) A systematic review of the effectiveness of interprofessional education in health professional programs. Nurse Education in Practice, (33), 90 – 102.
Kay, D., Kibble, J. (2015). Learning theories 101: application to everyday teaching and scholarship. AdvPhysiolEduc, 40, 17 – 25
Bastable, S. (2011). Behavioral objectives. In S. B. Bastable et.al. Health Professional as educator: Principles of teaching and learning. Chapter 10. Boston: Jones &Bartlett..
Graffam, B. (2007). Active learning in medical education: Strategies for beginning implementation. Medical Teacher, 29, 38 – 42
George, D., Dreibelbis, T., Aumiller, B (2013) How we used two social media tools to enhance aspects of active learning during lectures. Medical Teacher, 35(2), 985 – 988
Rudland, J.R. (2005). Learning in small groups. In J.A. Dent & R.M. Harden (eds.) A Practical Guide for Medical Teachers (pp.57-65). London: Elsevier.
Longo, A., Tierney, C. (2012). Presentation Skills for the Nurse Educator. Journal for Nurses in Staff Development, 28 (1), 16 – 23

 
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