Short notes on concept mapping

In preparation for a concept mapping assignment I ran during the course of this year, I did some reading on concept mapping, during which I made some short notes. Here they are… Concept mapping is useful to establish relationships between ideas and has been linked to 30 % improvement in student understanding Ausubel’s assimilation theory:… Continue reading Short notes on concept mapping

Concept mapping assignment in Movement Science

Fora while I’ve been toying with the idea of using concept mapping for an assignment in the Movement Science module that I teach and I finally took the plunge. See below for the assignment I gave the students using CmapTools to explore relationships between the concepts in the module and clinical practice. It’s my first… Continue reading Concept mapping assignment in Movement Science

Applying theoretical concepts to clinical practice

I just finished giving feedback to my students on the concept mapping assignment they’re busy with. It’s the first time I’ve used concept mapping in an assignment and in addition to the students’ learning, I’m also  trying to see if it helps me figure out what they really understand about applying the theory we cover… Continue reading Applying theoretical concepts to clinical practice

Effective lectures

This is the first draft of an article that was eventually published in the Clinical Teacher mobile app. Introduction “The successful teacher is no longer on a height, pumping knowledge at high pressures into passive receptacles. He is a senior student anxious to help his juniors” (William Osler, 1849-1919) In medical education, the word “lecture”… Continue reading Effective lectures

Twitter Weekly Updates for 2012-05-21

@RonaldArendse nice, who made it? # RT @engadget: Neuroscientists develop game for stroke rehabilitation, give the Wii a run for its money http://t.co/TX6Un7bB # Giving iPad PowerPoint Presentations Just Got a Lot Better http://t.co/YLBI0WLM via @zite # Knowledge Graph A Great New Service from Google http://t.co/EskrzxDU via @zite # @RonaldArendse congrats on your mention in… Continue reading Twitter Weekly Updates for 2012-05-21

From “designing teaching” to “evaluating learning”

Later this month we’ll be implementing a blended approach to teaching and learning in one module in our physiotherapy department. This was to form the main part of my research project, looking at the use of technology enhanced teaching and learning in clinical education. The idea was that I’d look at the process of developing… Continue reading From “designing teaching” to “evaluating learning”

Developing case studies for holistic clinical education

This is quite a long post. Basically I’ve been trying to situate my current research into a larger curriculum development project and this post is just a reflection of my progress so far. It’s probably going to have big gaps and be unclear in sections. I’m OK with that. Earlier this week our department had… Continue reading Developing case studies for holistic clinical education

Complexity theory: learning in unfamiliar contexts

The following are notes I took while reading Fraser, SW & Greenhalgh, T. (2001). Coping with complexity: educating for capability. During the past 6 months or so I’ve found myself thinking more and more that the way we teach health professionals (at least, in my experience) has had too much of a focus on technical… Continue reading Complexity theory: learning in unfamiliar contexts

Posted to Diigo 08/21/2011

OllieBray.com: Is a broken down car parked? “ ‘Thunks’ are deceptively tricky little questions that ‘make your brain go ouch!’ Ian’s examples of ‘Thunks’ include: ‘Is a broken down car parked?’ ‘If you read a newspaper in the newsagents without paying for it, is it stealing?’ ‘Do all polo’s taste the same?’ ‘Can you be… Continue reading Posted to Diigo 08/21/2011