Using Active Learning to Shift the Habits of Learning in Health Care Education

Internet Journal of Allied Health Sciences and Practice ◽

10.46743/1540-580x/2004.1043 ◽

2004 ◽

Author(s):

Yolanda Griffiths ◽

Kristina Ursick

Keyword(s):

Health Care ◽

Active Learning ◽

Health Care Professionals ◽

Teaching And Learning ◽

Higher Order Thinking ◽

Learning By Doing ◽

Health Care Education ◽

Care Education ◽

Professional Health ◽

Competent Health Care

In order to prepare competent health care professionals, changes in health care education are necessary. Professionals must be more self-directed and ready to apply knowledge in a dynamic manner. Learning by doing and utilizing an active learning approach can be a successful avenue to meet the challenge of cultivating higher order thinking and application of knowledge. This article discusses the use of active learning as a promising method for increasing the effectiveness of teaching and learning within any professional health care curriculum.

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Older people’s involvement in healthcare education: views and experiences of older experts by experience

Working with Older People ◽

10.1108/wwop-01-2020-0003 ◽

2020 ◽

Vol 24 (2) ◽

pp. 125-135

Author(s):

Juliana Thompson ◽

Sue Tiplady ◽

Glenda Cook

Keyword(s):

Health Care ◽

Older People ◽

Lived Experience ◽

Professional Education ◽

Teaching Strategy ◽

Well Being ◽

Health Care Education ◽

Content Type ◽

Care Education ◽

Professional Health

Purpose “Experts by experience' (EBE) involvement in professional health-care education programmes contributes to developing students” caring skills by supporting students’ understanding of the lived experience and reality of service-users’ situations. Also, involvement in health-care education is a beneficial experience for EBEs themselves. This study aims to explore specifically older people’s experiences and perceptions of their involvement of EBE in gerontological education to generate insight into their understanding of this experience. Design/methodology/approach In this qualitative study, EBEs contributing to delivery of health-care professional education programmes at a UK university took part in focus groups (n = 14) to discuss their views and experiences of involvement in EBE teaching. Data were analysed using open coding. Findings Four themes emerged from the data, suggesting that older EBEs’ involvement in education may be beneficial for their well-being. The four themes were “contributing to improved care”, “having a purpose”, “being included” and “feeling appreciated”. Practical implications Findings support the requirement for nurse educators to develop EBE programmes that involve older people as not only a teaching strategy for students but also a method of promoting the health and well-being of the older EBEs. Originality/value There is limited research regarding specifically older EBEs’ experiences of involvement in gerontological education. This is an important area of study because involvement in education may constitute a means of engaging in social, community and voluntary activities for older people, which recent UK health policies advocate as methods of promoting and facilitating healthy ageing.

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Exploring approaches to teaching in three-dimensional virtual worlds

International Journal of Information and Learning Technology ◽

10.1108/ijilt-12-2016-0058 ◽

2017 ◽

Vol 34 (2) ◽

pp. 140-151 ◽

Cited By ~ 8

Author(s):

Claire Englund

Keyword(s):

Health Care ◽

Virtual Worlds ◽

Teaching And Learning ◽

Three Dimensional ◽

Approaches To Teaching ◽

Health Care Education ◽

Conceptions Of Teaching ◽

Content Type ◽

Care Education ◽

Social Nature

Purpose The purpose of this paper is to explore how teachers’ approaches to teaching and conceptions of teaching and learning with educational technology influence the implementation of three-dimensional virtual worlds (3DVWs) in health care education. Design/methodology/approach Data were collected through thematic interviews with eight teachers to elicit their approaches to teaching in a 3DVW and their conceptions of teaching and learning with technology in online health care education. Findings Results indicate that teaching in 3DVWs necessitates the adoption of a student-centred approach to teaching. The teachers’ underlying approaches to teaching and learning became evident in their student-centred approach and use of problem-based activities. The immersive, social nature of the environment facilitated the creation of authentic, communicative learning activities created by the health care teachers and was in alignment with their disciplinary approaches to teaching and learning. Research limitations/implications The sample size of the study is relatively small which limits the degree of external validity and generalisability of the results. Practical implications If sustainability of 3DVWs is to be achieved, academic development activities for teachers and their communities of practice may be necessary to support conceptual change and facilitate a shift to student-centred teaching where necessary. Originality/value There is limited research concerning the relationship between teachers’ approaches to teaching and the use of educational technologies, in particular the implementation of 3DVWs.

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Active learning: in context.

AJP Advances in Physiology Education ◽

10.1152/advances.1995.268.6.s75 ◽

1995 ◽

Vol 268 (6) ◽

pp. S75 ◽

Cited By ~ 3

Author(s):

P K Rangachari

Keyword(s):

Health Care ◽

Locus Of Control ◽

Active Learning ◽

Health Care Education ◽

Learning In Context ◽

Care Education

Active learning has become trendy, particularly in health care education. It has been noted that active learning is an attitude, not a method. Promotion of active learning requires willing students, sympathetic teachers, and an institution willing to promote interactions between them. The essence is to shift the locus of control from the teacher to the student. This essay draws attention to books and articles discussing such issues.

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Entrepreneurship Education in Health Care Education

Education Research International ◽

10.1155/2014/312810 ◽

2014 ◽

Vol 2014 ◽

pp. 1-8 ◽

Cited By ~ 2

Author(s):

L. Salminen ◽

E. Lindberg ◽

M.-L. Gustafsson ◽

J. Heinonen ◽

H. Leino-Kilpi

Keyword(s):

Health Care ◽

Teaching Methods ◽

Health Care Professionals ◽

Entrepreneurship Education ◽

Public Health Care ◽

Project Work ◽

Health Care Education ◽

Care Education ◽

Entrepreneurial Skills ◽

Skills Education

This study describes the content of entrepreneurship education in health care education and the kinds of teaching methods that are used when teaching about entrepreneurship. Health care entrepreneurship has increased in many countries in recent decades and there is evidence that entrepreneurs have also a role in public health care. Therefore the health care professionals need to be educated to have the entrepreneurial skills. Education in the field of health care is still based on traditional forms of teaching and does not give enough attention to the issue of becoming an entrepreneur. The data was collected from teachers(n=111)via e-mail from six Finnish polytechnics. The data were analysed statistically and the open-ended questions were analysed via content analysis. Approximately 23% of the teachers had taught about entrepreneurship. The most popular teaching methods were company visits and cases, lecturing, and project work. The courses dealt with establishing a company, entrepreneurship in general, and marketing. Nearly all of the teachers had cooperated with the entrepreneurs or with the companies in question. Approximately 33% of the teachers took entrepreneurship into consideration often in other courses related to entrepreneurship.

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