Developing a Website to Facilitate the Transfer of Reflective Learning within a Junior Doctor Population

10.5580/287a ◽  
2011 ◽  
Vol 5 (2) ◽  
Keyword(s):  
Junior Doctor ◽  
Reflective Learning

The Effect of Teaching Strategies and Learning Styles on the Students’ Achievement

2014 ◽  
Vol 11 (2) ◽  
Author(s):  
Teguh Satria Amin ◽  
Eddi Setia ◽  
Lince Sihombing
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Strategies ◽  
Sampling Technique ◽  
Reflective Learning ◽  
Direct Reading ◽  
Group 2 ◽  
Experimental Group ◽  
Cluster Random Sampling

This research investigates 1) students’ achievement in reading comprehension taught by using Direct Reading Thinking Activity (DR-TA) strategy is higher than taught by using Know, What to Learn, and Learned (KWL) strategy, 2) students’ achievement in reading comprehension with impulsive learning style is higher than students’ achievement in reading comprehension with reflective learning style, and (3) there is  interaction between teaching strategies and learning styles on the students’ achievement. Two classes containing of 70 students were chosen as sample by apllying cluster random sampling technique. The experimental group 1 was treated by using DR-TA and the experimental group 2 was treated by using KWL. The students’ achievement was measured by using test. The questionnaire was conducted to find out the students’ learning style. The data were analyzed by applying two-ways analysis of variance. The findings show that (1) the students’ achievement in reading comprehension taught by using DR-TA higher than using KWL; (2) students’ achievement in reading comprehension with impulsive learning style is lower than that with reflective learning style; (3) there is interaction between teaching strategies and learning styles on the students’ achievement in reading comprehension. The analysis revealed that the teaching strategies significantly affected the students’ reading achievement.   Keywords: DR-TA, KWL, Impulsive Learning Style, Reflective Learning Style, Reading Comprehension

Using Projects to enable Reflective Learning

2002 ◽  
Vol 2 (3) ◽  
pp. 10-12
Author(s):  
V Lowndes ◽  
S Berry
Keyword(s):  
Reflective Learning

scholarly journals 65 Junior doctor engagement in rota writing during the COVID 19 crisis

2020 ◽  
Author(s):  
Alice Gargan ◽  
Natasha Dunhill-Turner ◽  
Dervla Ireland ◽  
Colin Mitchell
Keyword(s):  
Junior Doctor

The mental health of Australian medical practitioners during Covid-19

2021 ◽  
pp. 103985622110108
Author(s):  
Michelle Anne Adams ◽  
Matthew Brazel ◽  
Richard Thomson ◽  
Hannah Lake
Keyword(s):  
Mental Health ◽  
Junior Doctor ◽  
Demographic Factors ◽  
Cross Sectional Survey ◽  
Mental Health Diagnosis ◽  
Cross Sectional ◽  
Medical Practitioners ◽  
Psychological Distress Scale ◽  
Distress Scale ◽  
Health Diagnosis

Objectives: To ascertain whether doctors were experiencing higher rates of distress during Covid-19 and whether this was impacted by demographic factors. Our hypotheses were that being a junior doctor, having a previous mental health diagnosis and treating Covid-19 positive patients would predict higher rates of distress. Methods: Cross-sectional survey conducted via Survey Monkey. Voluntary participants were recruited from the mailing list of a national-based referral service for doctors to psychiatrists. Distress was measured using the Kessler Psychological Distress Scale (K10). Demographic factors were analysed for predictive value of a higher rating on the K10. Areas of concern in relation to Covid-19 and preference for support services were measured on a Likert scale and compared to levels of distress. Results: The rate of very high distress was 15%. Being a junior doctor and having a previous mental health diagnosis were predictive factors of a higher K10 score. K10 was not affected by likelihood of contact with Covid-19-positive patients. Social isolation had a larger impact on mental health in the context of a previous psychiatric diagnosis. Face-to-face assessments were preferred. Conclusions: Rates of distress in doctors have been higher than baseline during Covid-19. Some groups have been particularly vulnerable.

scholarly journals Building impactful systems-focused simulations: integrating change and project management frameworks into the pre-work phase

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Mirette Dubé ◽  
Glenn Posner ◽  
Kimberly Stone ◽  
Marjorie White ◽  
Alyshah Kaba ◽  
...  
Keyword(s):  
Project Management ◽  
Complex Systems ◽  
Change Management ◽  
Systematic Approach ◽  
Reflective Learning ◽  
Healthcare Organizations ◽  
High Quality ◽  
Comprehensive Collection ◽  
Enabling Institutions ◽  
Efficient Care

AbstractHealthcare organizations strive to deliver safe, high-quality, efficient care. These complex systems frequently harbor gaps, which if unmitigated, could result in harm. Systems-focused simulation (SFS) projects, which include systems-focused debriefing (SFD), if well designed and executed, can proactively and comprehensively identify gaps and test and improve systems, enabling institutions to improve safety and quality before patients and staff are placed at risk.The previously published systems-focused debriefing framework, Promoting Excellence and Reflective Learning in Simulation (PEARLS) for Systems Integration (PSI), describes a systematic approach to SFD. It includes an essential “pre-work” phase, encompassing evidence-informed steps that lead up to a SFD. Despite inclusion in the PSI framework, a detailed description of the pre-work phase, and how each component facilitates change management, was limited.The goal of this paper is to elucidate the PSI “Pre-work” phase, everything leading up to the systems-focused simulation and debriefing. It describes how the integration of project and change management principles ensures that a comprehensive collection of safety and quality issues are reliably identified and captured.

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