scholarly journals Jefferson Scale of Lifelong Learning-Health Professions Students Version (JeffSLL-HPS): An Instrument to Measure Health Professions Students' Orientation Toward Lifelong Learning

MedEdPORTAL ◽  
2014 ◽  
Vol 10 (1) ◽  
Author(s):  
Malorie Novak ◽  
Christie Palladino ◽  
Brittany Ange ◽  
Deborah Richardson
Keyword(s):  
Lifelong Learning ◽  
Health Professions

scholarly journals Rethinking Competence: A Nexus of Educational Models in the Context of Lifelong Learning

Pharmacy ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 81
Author(s):  
Dalia Bajis ◽  
Betty Chaar ◽  
Rebekah Moles
Keyword(s):  
Lifelong Learning ◽  
Continuing Professional Development ◽  
Modern Society ◽  
Health Professions ◽  
Health Professions Education ◽  
Pharmacy Education ◽  
Educational Models ◽  
Competency Based Education ◽  
Learning Practices ◽  
Competency Based

Competency-based education (CBE) “derives a curriculum from an analysis of a prospective or actual role in modern society and attempts to certify students’ progress on the basis of demonstrated performance in some or all aspects of that role”. This paper summarizes pertinent aspects of existing CBE models in health professions education; pharmacy education presented as an example. It presents a synthesis of these models to propose a new diagrammatic representation. A conceptual model for competency-based health professions education with a focus on learning and assessment is discussed. It is argued that various elements of CBE converge to holistically portray competency-based learning and assessment as essential in initial education and relevant to practitioners’ continuing professional development, especially in the context and importance of pursing lifelong learning practices.

scholarly journals Health Professions Students’ Lifelong Learning Orientation: Associations with Information Skills and Self Efficacy

2016 ◽  
Vol 11 (2) ◽  
pp. 121 ◽  
Author(s):  
Misa Mi ◽  
Cheryl Riley-Doucet
Keyword(s):  
Medical Students ◽  
Nursing Students ◽  
Lifelong Learning ◽  
Self Efficacy ◽  
Health Professions ◽  
Learning Orientation ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Information Skills ◽  
Graduate Nursing

Objective – This study aimed to investigate the relationships among health professions students’ lifelong learning orientation, self-assessed information skills, and information self-efficacy. Methods – This was a descriptive study with a cross-sectional research design. Participants included 850 nursing students and 325 medical students. A total of 419 students responded to a survey questionnaire that was comprised of 3 parts: demographic information, the Jefferson Scale of Lifelong Learning (JeffSLL-HPS), and an information self-efficacy scale. Results – Findings of the study show a significant correlation between students’ lifelong learning orientation and information self-efficacy. Average JeffSLL-HPS total scores for undergraduate nursing students (M = 41.84) were significantly lower than the scores for graduate nursing students (M = 46.20). Average information self-efficacy total scores were significantly lower for undergraduate nursing students (M = 63.34) than the scores for graduate nursing students (M = 65.97). There were no significant differences among cohorts of medical students for JeffSLL-HPS total scores. However, for information self-efficacy, first year medical students (M = 55.62) and second year medical students (M = 58.00) had significantly lower scores than third/fourth year students (M = 64.42). Conclusion – Findings from the study suggest implications for librarians seeking ways to advance the value and utility of information literacy instruction in educational curricula. As such instruction has the potential to lead to high levels of information self-efficacy associated with lifelong learning; various strategies could be developed and incorporated into the instruction to cultivate students’ information self-efficacy.

scholarly journals Replacement Of Conceptions Developed During Health Professions Education

2018 ◽  
Vol 08 (03) ◽  
pp. 183-188
Author(s):  
Ambreen Usmani ◽  
Maroosha Imran
Keyword(s):  
Lifelong Learning ◽  
Health Professions ◽  
Health Professions Education ◽  
Professional Studies

Replacement of concepts is another terminology used for misconceptions which are developed at an early and theoretically the student considers it as correct and builds all other related concepts upon it. This eventually become so strong that when they reach their professional studies it becomes extremely difficult to replace the misconception and erase the previously formed schema in their minds. This problem became so prominent that research into students’ misconceptions started and are still continuing so as to identify the areas where replacement of concepts is required providing elaborative evidence about the nature of students’ understandings This research is concentrated on particularising the essential differences between “students’ and experts’ ideas” on a topic that will affect lifelong learning

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