Inclusive Learning for the Rural Healthcare Professional

2020 ◽  
pp. 1100-1120
Author(s):  
Sherry Kollmann ◽  
Bernice Bain
Keyword(s):  
Rural Communities ◽  
Critical Pedagogy ◽  
Social Action ◽  
Learning Opportunities ◽  
Socioeconomic Background ◽  
Self Directed Learning ◽  
Learning Abilities ◽  
Inclusive Learning ◽  
Directed Learning ◽  
Level Of Training

The focus of this chapter is on health care manager's need to develop equal learning opportunities in rural communities. Educational opportunities for healthcare professionals in the rural facilities often get overlooked and/or require more effort to obtain the same level of training as their urban counterparts (Buzza, Ono,Turvey, Whittrock, Noble, Reddy, Kaboli, & Schacht, 2011; Hartung, Hamer, Middleton, Haxby, & Fagnan, 2012). Education and self-directed learning (SDL) promotes emancipatory learning and social action (Lindeman, 1926; Merriam & Caffarella, 1999). It provides a way to minimize the gap in learning opportunities for those serving rural communities. Intentionally integrating socio-cognitive and critical pedagogy (Kincheloe, 2008) into their learning engagement can influence the necessary emotional, motivational, and cognitive engagement. The factors considered for this rural population---- include: diversity of staff (i.e., socioeconomic background, cultural differences, learning abilities, and lived experiences), available resources (i.e., computer equipment, speed of internet connection, funding, and staff resources), and the connectedness between the learner and the educator.

Inclusive Learning for the Rural Healthcare Professional

2016 ◽  
pp. 94-113
Author(s):  
Sherry Kollmann ◽  
Bernice Bain
Keyword(s):  
Rural Communities ◽  
Critical Pedagogy ◽  
Social Action ◽  
Learning Opportunities ◽  
Socioeconomic Background ◽  
Self Directed Learning ◽  
Learning Abilities ◽  
Inclusive Learning ◽  
Directed Learning ◽  
Level Of Training

The focus of this chapter is on health care manager's need to develop equal learning opportunities in rural communities. Educational opportunities for healthcare professionals in the rural facilities often get overlooked and/or require more effort to obtain the same level of training as their urban counterparts (Buzza, Ono,Turvey, Whittrock, Noble, Reddy, Kaboli, & Schacht, 2011; Hartung, Hamer, Middleton, Haxby, & Fagnan, 2012). Education and self-directed learning (SDL) promotes emancipatory learning and social action (Lindeman, 1926; Merriam & Caffarella, 1999). It provides a way to minimize the gap in learning opportunities for those serving rural communities. Intentionally integrating socio-cognitive and critical pedagogy (Kincheloe, 2008) into their learning engagement can influence the necessary emotional, motivational, and cognitive engagement. The factors considered for this rural population---- include: diversity of staff (i.e., socioeconomic background, cultural differences, learning abilities, and lived experiences), available resources (i.e., computer equipment, speed of internet connection, funding, and staff resources), and the connectedness between the learner and the educator.

scholarly journals Self-Assessment on the Competencies and Reported Improvement Priorities for Pediatrics Residents

2012 ◽  
Vol 4 (4) ◽  
pp. 445-453 ◽  
Author(s):  
Su-Ting T. Li ◽  
Daniel J. Tancredi ◽  
Ann E. Burke ◽  
Ann Guillot ◽  
Susan Guralnick ◽  
...  
Keyword(s):  
Core Competencies ◽  
Medical Knowledge ◽  
Self Directed Learning ◽  
Self Assessment ◽  
Cross Sectional ◽  
Individualized Learning ◽  
Learning Plan ◽  
Directed Learning ◽  
Level Of Training ◽  
Sectional Analysis

Abstract Background Self-assessment and self-directed learning are essential to becoming an effective physician. Objective To identify factors associated with resident self-assessment on the competencies, and to determine whether residents chose areas of self-assessed relative weakness as areas for improvement in their Individualized Learning Plan (ILP). Methods We performed a cross-sectional analysis of the American Academy of Pediatrics' PediaLink ILP database. Pediatrics residents self-assessed their competency in the 6 Accreditation Council for Graduate Medical Education competencies using a color-coded slider scale with end anchors “novice” and “proficient” (0–100), and then chose at least 1 competency to improve. Multivariate regression explored the relationship between overall confidence in core competencies, sex, level of training, and degree (MD or DO) status. Correlation examined whether residents chose to improve competencies in which they rated themselves as lower. Results A total of 4167 residents completed an ILP in academic year 2009–2010, with residents' ratings improving from advanced beginner (48 on a 0–100 scale) in postgraduate year-1 residents (PGY-1s) to competent (75) in PGY-3s. Residents rated themselves as most competent in professionalism (mean, 75.3) and least competent in medical knowledge (mean, 55.8) and systems-based practice (mean, 55.2). In the adjusted regression model, residents' competency ratings increased by level of training and whether they were men. In PGY-3s, there was no difference between men and women. Residents selected areas for improvement that correlated to competencies where they had rated themselves lower (P < .01). Conclusion Residents' self-assessment of their competencies increased by level of training, although residents rated themselves as least competent in medical knowledge and systems-based practice, even as PGY-3s. Residents tended to choose subcompetencies, which they rated as lower to focus on improving.

scholarly journals Flashmob: A Heutagogical Tool for Social Learning in Entrepreneurship Education

2021 ◽  
pp. 251512742110175
Author(s):  
Richard Tunstall ◽  
Helle Neergaard
Keyword(s):  
Social Action ◽  
Entrepreneurship Education ◽  
New Venture ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Entrepreneurship Theory ◽  
Self Discovery ◽  
Tools And Techniques ◽  
Support Students ◽  
Socially Situated

The development of entrepreneurial mindsets and competencies is a key differentiator of entrepreneurship education, yet traditional, individualist, functional approaches to entrepreneurship education do not adequately support this and appropriate tools and techniques remain unclear. This learning innovation is an approach to directly support the development of entrepreneurial mindsets and competencies in entrepreneurship education through socially-situated experiential learning in a structured way. It uses flashmobs as a heutagogical entrepreneurship education technique, which engages students in self-directed learning through real social action. By careful framing around appropriate entrepreneurship theory, combined with coaching and facilitation, we show how it is possible for entrepreneurship educators to support students in developing a critical reflective appraisal of their own ways of thinking and latent entrepreneurial competencies when facing challenges that require an entrepreneurial response while simultaneously providing the platform for students to embark on their journey of entrepreneurial self-discovery through both experiential and existential learning. We contribute by providing a heutagogical tool to be used either iteratively as the launch-pad into traditional andragogical methods in new venture creation or as the embarkation into new heutagogical programs, which emphasize self-directed entrepreneurial learning.

scholarly journals How do students become self-directed learners in the EFL flipped-class pedagogy? A study in higher education

2019 ◽  
Vol 8 (3) ◽  
pp. 678 ◽  
Author(s):  
Zamzami Zainuddin ◽  
H. Habiburrahim ◽  
Safrul Muluk ◽  
Cut Muftia Keumala
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Learning Activities ◽  
Self Directed Learning ◽  
Learning Abilities ◽  
Classroom Activities ◽  
Vocabulary Skills ◽  
Video Lectures ◽  
Directed Learning ◽  
The Impact

The purpose of this study was to identify the impact of implementing a Learning Management System (LMS) ‘TES BlendSpace’ to promote students’ self-directed learning in EFL flipped-class instruction. For the data collection procedure, an individual interview with ten undergraduate students from an Indonesian college was conducted to demonstrate the potential impacts of the LMS in students’ self-directed learning abilities. The observation of students’ learning activities on the TES BlendSpace was also recorded to support the interview data. The LMS was adopted to distribute and receive information. Thus, the students were able to monitor learning activities, learn the contents before coming to class, evaluate the learning process, and interact with others outside of class hours. The finding of this study suggests that the LMS TES BlendSpace is recommended to be performed in teaching EFL for higher education in Indonesia. It offers students’ occasion to practice and enhances their listening, writing, reading and vocabulary skills in and out-of-class times. It also prepares students to get ready for classroom activities in terms of conversations and speaking skills. The further use of the LMSs should become often-visited sites by students for learning activities and replacing other non-educational favorite websites. The finding of this study indicates that the students’ online culture was predominantly formed by the interesting contents posting on the LMS, especially the video lectures and an easy way to use. Additionally, instructors should develop activities in and around the LMS with a number of benefits and rewards. Hence, the students will be motivated to log in the LMS for learning purposes.

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