From teaching to learning: Experiences of small CME group work in general practice in Sweden

1999 ◽  
Vol 17 (4) ◽  
pp. 196-200 ◽  
Author(s):  
Gösta Eliasson, Bengt Mattsson
Keyword(s):  
General Practice ◽  
Group Work ◽  
Learning Experiences

scholarly journals Vocational thresholds: developing expertise without certainty in general practice medicine

2016 ◽  
Vol 8 (2) ◽  
pp. 99 ◽  
Author(s):  
Karen Vaughan
Keyword(s):  
General Practice ◽  
General Practitioners ◽  
Learning Experience ◽  
Learning Experiences ◽  
Structured Learning ◽  
Clinical Expertise ◽  
Threshold Concepts ◽  
Powerful Learning ◽  
Hidden Knowledge ◽  
Identity Learning

Abstract INTRODUCTION This paper argues that particular experiences in the workplace are more important than others and can lead to transformational learning. This may enable practitioners to cross ‘vocational thresholds’ to new ways of being. AIM A notion of ‘vocational thresholds’ is developed, aiming to help build an understanding of the most powerful learning experiences of general practitioners (GPs). Vocational thresholds takes its cue from the idea of ‘threshold concepts’ - concepts that transform perspectives and integrate previously disconnected or hidden knowledge, sometimes in ways that are ‘troublesome’ to previously held beliefs. METHODS The paper is based on a thematic analysis of 57 GPs’ brief written accounts of a particularly powerful learning experience during their development. Accounts were provided in a conference session about an ongoing study of workplace-based structured learning arrangements in the fields of general practice medicine, engineering, and building. FINDINGS Most GPs’ accounts focused on development of dispositional attributes that moved them to a new understanding of themselves in relation to their work and patients. Just under two-thirds picked out informal and formal collegial relationships within purposeful learning arrangements as pivotal. A third picked out direct experiences with patients as shifting their perspective. CONCLUSION The emergent idea of vocational thresholds is offered as a way to frame the most important learning experiences identified by GPs. It supports a focus in early and ongoing development beyond accumulating clinical expertise and skills (knowing and doing), to dispositional capability (being) - vital for practitioners negotiating inherent and daily uncertainty. KEYWORDS General practitioners; Medical education; Vocational education; Identity; Learning experiences; Threshold concepts

scholarly journals An established practice in new surroundings: concepts, challenges, pitfalls and guidelines for NCHD Balint Groups

2016 ◽  
Vol 34 (1) ◽  
pp. 1-5 ◽  
Author(s):  
L. Douglas ◽  
L. Feeney
Keyword(s):  
General Practice ◽  
Group Work ◽  
Group Leader ◽  
Balint Groups ◽  
The Face ◽  
Hospital Doctors

Balint groups are now mandatory for psychiatry trainees. Balint groups have been in existence in General Practice for several decades. Providing Balint groups for Psychiatry Non Consultant Hospital Doctors brings with it challenges for the group leader and participants. Many of these challenges are common place in any form of group work, while others are unique to this cohort. This article describes these challenges. Guidelines which offer the the group the best chance of success, in the face of these common challenges, are discussed.

Ideation to Execution

2017 ◽  
pp. 338-354
Author(s):  
Denise Natasha Brewley ◽  
Priya Shilpa Boindala ◽  
Jennifer L. Sinclair
Keyword(s):  
Data Collection ◽  
Group Work ◽  
Learning Experiences ◽  
Active Role ◽  
Student Response ◽  
Peer Instruction ◽  
Mathematics Courses ◽  
Classroom Response System ◽  
Video Lectures ◽  
Relationship Of

In this chapter, a flipped model is implemented in an undergraduate mathematics course. There is a need to enhance learning experiences in STEM disciplines and college mathematics courses. The authors seek to redefine the traditional relationship of instructor as the active conveyor of knowledge and the student as the passive receiver of knowledge. They discuss their efforts to plan and prepare for the course and their experiences with its implementation. The authors started with what they wanted their students to learn in the course. Prior to coming to class, students watched video lectures and completed pre-work assignments. In class, the authors incorporated group-work through peer-instruction and lab activities, and the use of a classroom response system. They present the results of their data collection, feedback from student response surveys. Among other results, the students realized the value of preparation and took an active role in the formation of their own learning experiences.

Ideation to Execution

2015 ◽  
pp. 25-40
Author(s):  
Denise Natasha Brewley ◽  
Priya Shilpa Boindala ◽  
Jennifer L. Sinclair
Keyword(s):  
Data Collection ◽  
Group Work ◽  
Learning Experiences ◽  
Active Role ◽  
Student Response ◽  
Peer Instruction ◽  
Mathematics Courses ◽  
Classroom Response System ◽  
Video Lectures ◽  
Relationship Of

In this chapter, a flipped model is implemented in an undergraduate mathematics course. There is a need to enhance learning experiences in STEM disciplines and college mathematics courses. The authors seek to redefine the traditional relationship of instructor as the active conveyor of knowledge and the student as the passive receiver of knowledge. They discuss their efforts to plan and prepare for the course and their experiences with its implementation. The authors started with what they wanted their students to learn in the course. Prior to coming to class, students watched video lectures and completed pre-work assignments. In class, the authors incorporated group-work through peer-instruction and lab activities, and the use of a classroom response system. They present the results of their data collection, feedback from student response surveys. Among other results, the students realized the value of preparation and took an active role in the formation of their own learning experiences.

Group work in general practice

1997 ◽  
Vol 3 (1) ◽  
pp. 23-32 ◽  
Author(s):  
Peter Thomas ◽  
Mary Costello ◽  
Susan Davison
Keyword(s):  
General Practice ◽  
Group Work

scholarly journals STUDENTS’ PERCEPTION ON THE USE OF COOPERATIVE LEARNING IN EFL LEARNERS

2020 ◽  
Vol 2 (2) ◽  
pp. 182-192
Author(s):  
Dawi Yanti
Keyword(s):  
Social Skills ◽  
Cooperative Learning ◽  
Group Work ◽  
Social Relationship ◽  
Learning Experiences ◽  
Skills Development ◽  
Work Skills ◽  
Efl Learners

ABSTRACT This paper reports a case study aimed at observing the perception of 24 learners in Teknik Instrumentasi Electronika Migas at STT-Migas Balikpapan on the use of cooperative learning. The instruments used were a questionnaire and the analysis showed that the participant generally learning experiences contribute to social skills growth, where positive interpersonal and social relationship became to noticeable and more diverse. Through cooperative learning, individual and group work skills development enhances students' achievement. Keywords: students perception, cooperative learning

scholarly journals Students’ Learning Experience with a Flipped Introductory Organic Chemistry Course: A Course Designed for Non-Chemistry Majors

2021 ◽  
Vol 47 (1) ◽  
Author(s):  
Horace Luong ◽  
Thomas Falkenberg ◽  
Mahdi Rahimian
Keyword(s):  
Organic Chemistry ◽  
Active Learning ◽  
Blended Learning ◽  
Group Work ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Learning Experiences ◽  
Classroom Design ◽  
Student Centered ◽  
Flipped Classrooms

The use of flipped classrooms has been gaining popularity across various disciplines as student-centered active learning pedagogy. In this study, an introductory organic chemistry course was delivered through flipped classroom methodologies, incorporating blended learning to deliver content and group work in the classroom.   The learning experiences of non-chemistry majors students enrolled in the course are discussed. The majority of the students adjusted to the pedagogy and felt autonomy in their learning. These students also believed that most of the flipped classroom design components were a good use of their time in learning organic chemistry.

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