Theories of Learning

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History of Medical Education and the US Health Care System
Enarson, C. Burg, F. An Overview of Reform Initiatives in Medical Education. JAMA.
1992;268(9):1141-1143.
Ludmerer, KM. Time to Heal: American Medical Education from the Turn of the
Century to the Era of Managed Care. NY: Oxford University Press: 1999.
Skinner, BF. The shame of American education. American Psychologist, 1984, 39,
947-54.
To Err Is Human: Building a Safer Health System (IOM). In: Corrigan J, Kohn LT,
Donaldson MS, Editors. Washington, DC: National Academy Press: 2000.
Curriculum Development and Change
Berwick, DM. Disseminating Innovations in Health Care. JAMA 2003: 289 (15): 1969-75.
Christakis, N. The Similarity and Frequency of Proposals to Reform US Medical
Education. JAMA 1995: 274 (15): 706-11.
Harden, RM. Approaches to curriculum planning. Med Educ 1986; 20: 458-66.
Identifying and Implementing Educational Practices Supported By Rigorous Evidence:
A User Friendly Guide. Accessed 11/7/11 Washington, DC US Department of
Education Institute of Educational Sciences, 2003.
http://www2.ed.gov/rschstat/research/pubs/rigorousevid/rigorousevid.pdf
Irby Dm, Wilkerson L. Education innovations in academic medicine and environmental
trends. J Gen Intern Med 2003; 18: 370-6.
Kern DE, Thomas PA, Howard DM, Bass EB. Curriculum Develop for Medical Education:
A Six Step Approach. Baltimore: Johns Hopkins University Press, 1998.
Learning Objectives for medical student education: guidelines for medical schools.
Report I of the Medical School Objectives Project. Acad Med 1999; 74(1): 13-18.
Evaluation and Feedback
Boehler, ML, Rogers DA, Schwind CJ, Mayforth R, Quin J, Williams RG and Dunnington G:
An investigation of medical student reactions to feedback: A randomized controlled
trial. Med Educ 2006; 40:746-749.
Canavan C, Holtman MC, Richmond M, Katsufrakis PJ: The quality of written comments
on professional behaviors in a developmental multisource feedback program. Acad
Med 2010; 85(10S): S106- S109.
Cavalcanti RB, Detsky AS: The education and training of future physicians. Why
coaches can’t be judges. JAMA 2011; 306(9): 993-994.
Ende J: Feedback in clinical medical education. JAMA 1983; 250(6): 777-781.
Eva KW. On the generality of specificity. Med Educ 2003; 37:587-588.
Mann K, van der Vleuten C, Eva K, Armson H, Chesluk B, Dornan T, Holmboe E, Lockyer L,
Loney E and Sargeant J: Tensions in informed self-assessment: How the desire for
feedback and reticence to collect and use it can conflict. Acad Med 2011; 86(9):
1120-1127.
Teunissen PW, Stapel DA, van der Vleuten C, Scherpbier A, Boor K, Scheele F: Who
wants feedback? An investigation of the variables influencing residents’ feedbackseeking behavior in relation to night shifts. Acad Med 2009; 84(7): 910-917.
van de Ridder JMM, Stokking KM, McGaghie WC and ten Cate OTJ: What is feedback in
clinical education? Med Educ 2008; 42:189-197.
Wood BP: Feedback: A key feature of medical training. Radiol 2000; 215:17-19.
Faculty Development
Davis DA, Thomson MA, Oxman AD, Haynes RB. Changing Physician Performance. A
systematic review of the effect of continuing medical education strategies. JAMA
1995; 274(9): 700-5.
Davis D, O'Brien MA, Freemantle N, Wolf FM, Mazmanian P, Taylor-Vaisey A. Impact of
formal continuing medical education: do conferences, workshops, rounds, and
other traditional continuing education activities change physician behavior or
health care outcomes? JAMA. 1999 Sep 1;282(9):867-74.
Fordis M, King JE, Ballantye CM, et al. Comparison of the Instructional Efficacy of
Internet-Based CME With Live Interactive CME Workshops JAMA 2005; 294(9):
1043-51.
Morrison EH, Rucker L, Boker JR, Gabbert CC, Hubbell FA, Hitchcock MA, Prislin MD. The
effect of a 13-hour curriculum to improve residents' teaching skills: a randomized
trial. Ann Intern Med. 2004 Aug 17;141(4):257-63.
Sullivan AM, Lakoma MD, Billings JA, Peters AS, Block SD; PCEP Core Faculty. Teaching
and learning end-of-life care: evaluation of a faculty development program in
palliative care. Acad Med. 2005 Jul;80(7):657-68.
Theories of Learning
Bransford J, Brown A, Cocking R. How People Learn: Brain, Mind, Experience and
School. Washington DC: National Academy Press, 2000.
Dunning D, Self insight: Roadblocks and detours on the path to knowing thyself. New
York: Psychology Press, 2005.
Knowles MS, Holton EF, Swanson RA, The Adult Learner. Houston, TX: Gulf Publishing
Co: 1998.
Kruger J, Dunning D. Unskilled and unaware of it; how difficulties ion recognizing one’s
own incompetence lead to inflated self-assessments. J Pers Soc Psych 1999; 77(6):
1121-34.
Martenson D. Learning: current knowledge and the future. Med Teacher 2001; 23:
1292-197.
Merriam SB, Caffarella RS. Learning in Adulthood (2nd edition). San Francisco: JosseyBass, 1999.
Regehr G, Norman GR. Issues in cognitive psychology: implications for professional
education. Acad Med 1996; 71: 988-1001.
Schachter DL. The seven sins of memory: insights from psychology and cognitive
neuroscience. Amer Psychologist 1999; 54: 182-203.
Principles and Methods of Teaching
Underlying theory
Christiansen CR, Garvin DA, Sweet A. Education for Judgment: The Artistry of
Discussion Leadership. Cambridge MA, Harvard Business School Press: 1991.
Kerfoot BP, Baker HE, Koch MO, Connelly D, Joseph DB, Ritchey ML. Randomized
controlled trials of spaced education to urology residents in the United States and
Canada. J Urol 2007; 1007(4): 1481-7.
Mamede S, Schmidt HG Norman GR. Innovations in Problem-based learning: what can
we learn from recent studies? Adv Health Sci Educ Theory Pract, 2006.
Palmer PJ. The Courage to Teach. San Francisco: Jossey-Bass, 1998.
Lecturing
Bligh D. What’s the Use of Lectures? San Francisco: Jossey-Bass, 2000.
PBL Tutorials
Azer SA. Challenges facing PBL tutors: 12 tips for successful group facilitation. Med
Teacher 2005; 27: 676-81.
Boud D, Feletti G. The Challenge of Problem-based learning (2nd Ed). London, Kogan
Page, 1999.
Federman DD. Little-heralded advantages of problem based learning. Acad Med 1999;
74(2): 93-4.
Team Learning
Baylor College of Medicine. Team learning in medical education.
http://www.bcm.edu/fac-ed/?PMID=6586
Clinical Teaching
Buchel T, Edwards F. Characteristics of effective clinical teachers. Fam Ed 2005; 37: 3035.
Furney Sl, Orsino AN, Orsetti KE, Stern DT, Gruppen LD, Irby DM. Teaching the oneminute preceptor. A randomized controlled trial. J Gen Intern Med 2001; 16(9): 62024.
Web -based Teaching
Chumley-Jones, HS, Dobbie A, Alford CL. Web-based learning: sound educational
method or hype? A review of the evaluation literature. Acad Med 2002; 77(10
supple): S86-93.
Cook DA, Dupras DM. A practical guide to developing effective web-based learning. J
Gen Intern Med 2004; 19(6): 698-707.
Kerfoot BP, Baker H, Jackson Tl, et al. A multi-institutional randomized controlled trial
of adjuvant web-based teaching to medical students. Acad med 2006; 81(3): 224-30.
Assessment
Epstein RM, Hundert EM. Defining and assessing professional competence. JAMA 2002;
287: 226-35.
Pangaro LN. A new vocabulary and other innovations for improving descriptive intraining evaluations. Acad Med 1999; 74: 1203-7.
Papadakis MA, Herani A, Banach MA et al. Disciplinary action by medical boards and
prior behavior in medical school. N Engl J Med 2005; 353(25): 2673-82.
Feedback
BingYou RG, Bertsch T, Thompson JA. Coaching medical students in receiving effective
feedback. Teaching and Learning in Medicine 1998; 10: 228-31.
Branch WT, Paranjape A. Feedback and reflection: teaching methods for clinical
settings. Acad Med 2002; 77: 1185-88.
Ende J. Feedback in clinical education. JAMA 1983; 250(6): 777-81.
Epstein RM, Hundert EM. Defining and assessing professional competence. JAMA 2002;
287(2): 226-35.
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