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

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.

A Multifaceted Systems Approach to Addressing Stress Within Health Professions Education and Beyond

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Darla Spence Coffey ◽  
◽  
Kathrin Elliot ◽  
Elizabeth Goldblatt ◽  
Catherine Grus ◽  
...  
Keyword(s):  
Systems Approach ◽  
Health Professions ◽  
Health Professions Education

'I Teach It Because It Is the Biggest Threat to Health': Integrating a Planetary Health Perspective into Health Professions Education

2020 ◽  
Author(s):  
Gabrielle Brand ◽  
Jorja Collins ◽  
Gitanjali Bedi ◽  
James Bonnamy ◽  
Liza Barbour ◽  
...  
Keyword(s):  
Health Professions ◽  
Health Professions Education ◽  
Planetary Health

The application of virtual reality in health professions� digital education: a narrative review (Preprint)

2018 ◽  
Author(s):  
Lorraine Tudor Car ◽  
Bhone Myint Kyaw ◽  
Josip Car
Keyword(s):  
Virtual Reality ◽  
Professional Education ◽  
Health Professions ◽  
Health Professions Education ◽  
Narrative Review ◽  
Current Evidence ◽  
Future Research ◽  
Educational Content ◽  
Potential Applications

BACKGROUND Digital technology called Virtual Reality (VR) is increasingly employed in health professions’ education. Yet, based on the current evidence, its use is narrowed around a few most applications and disciplines. There is a lack of an overview that would capture the diversity of different VR applications in health professions’ education and inform its use and research. OBJECTIVE This narrative review aims to explore different potential applications of VR in health professions’ education. METHODS The narrative synthesis approach to literature review was used to analyse the existing evidence. RESULTS We outline the role of VR features such as immersion, interactivity and feedback and explain the role of VR devices. Based on the type and scope of educational content VR can represent space, individuals, objects, structures or their combination. Application of VR in medical education encompasses environmental, organ and micro level. Environmental VR focuses on training in relation to health professionals’ environment and human interactions. Organ VR educational content targets primarily human body anatomy; and micro VR microscopic structures at the level of cells, molecules and atoms. We examine how different VR features and health professional education areas match these three VR types. CONCLUSIONS We conclude by highlighting the gaps in the literature and providing suggestions for future research.

scholarly journals Creative leaps in theory: the might of abduction

2021 ◽  
Author(s):  
Mario Veen
Keyword(s):  
Health Professions ◽  
Central Place ◽  
Health Professions Education ◽  
Abductive Reasoning ◽  
The Poor ◽  
The World

AbstractThis paper argues that abductive reasoning has a central place in theorizing Health Professions Education. At the root of abduction lies a fundamental debate: How do we connect practice, which is always singular and unique, with theory, which describes the world in terms of rules, generalizations, and universals? While abduction was initially seen as the ‘poor cousin’ of deduction and induction, ultimately it has something important to tell us about the role of imagination and humility in theorizing Health Professions Education. It is that which makes theory possible, because it allows us to ask what might be the case and calls attention to the role of creative leaps in theory. Becoming aware of the abductive reasoning we already perform in our research allows us to take the role of imagination—something rarely associated with theory—seriously.

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