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Stay updated with our articles on evidence-based learning and teaching in health professions education written with educator needs and challenges in mind.
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How to Teach Pharmacology to Nursing Students
Learn to teach pharmacology with a free sample lesson plan from Rhonda Lawes PhD, RN from Oral Roberts University and Jacquelyn McMillian-Bohler, PhD, CNM from Duke University School of Nursing.
Bridging the Gap: Enhancing Nursing Student Success with Lecturio at ORU
Read how the integration of Lecturio into Dr. Valentz’s Pathophysiology nursing course at ORU changed the learning outcomes of students by overcoming the limitations of traditional methods and improving engagement and performance.
How to Teach Diversity in Nursing with Lecturio
A sample lesson plan based on the DEIB course taught by Angela Richard-Eaglin, DNP, MSN, FNP-BC, CNE, FAANP, CDE from Yale University and Jacquelyn McMillian-Bohler, PhD, CNM from Duke University School of Nursing.
Assessments: New Uses for an Old Tool
Educators and students alike often think of an assessment as the final stop on the path of learning. Our current understanding of cognitive and neuroscience has taught us, however, that assessments can be an invaluable learning tool as well as a means of evaluation. Properly designed and well-written assessments can determine mastery of material, grade or rank students, measure student progress, reinforce learning, motivate students, and provide feedback to instructors (1). Assessments include more than just written exams; they encompass any form of evaluation or appraisal of a student’s educational progress by formal or informal means.
Learning Objectives and Assessments: Evidence-Based Recommendations for Optimal Efficacy [Incl. Seminar]
We can’t see learning happen, so how do we know it has occurred? Educators rely on observable behaviors as indicators of students’ skills, knowledge, and dispositions. Observable behaviors might include creating a concept map, demonstrating suturing skills, or communicating compassionately with patients. If a student could not successfully perform these before instruction and can perform them after, it is presumed learning has occurred. These desired observable behaviors are defined and communicated in learning objectives: concise statements of what a learner will be able to do as a result of instruction (1).
Effective Presentations: Optimize the Learning Experience With Evidence-Based Multimedia Principles [Incl. Seminar]
The purpose of this article is to introduce effective presentations, which have a set of key qualities: they are appealing, engaging, informative, and concise. Effective presentations gain attention and captivate the audience, but most importantly, they convey information and ideas memorably. Using evidence-based principles in educational multimedia can ensure the development of high-quality learning experiences. In fact, effective presentations have a set of core principles, a host of learner benefits, and a solid foundation in cognitive science. The article also explores the real-world implementation of effective presentations and share a practical application method that educators everywhere can use to develop effective multimedia in their classrooms.
Instructional Design: How Best to Optimize the Learning Process [Incl. Seminar]
Learn about Instructional Design, its benefits, how it helps support the alignment and integration of instructional goals, activities, and resources, and a practical implementation method for daily education practices.
Metacognition in Education: Examples and Strategies
In this article, we explore a concept that has not gained a lot of attention in medical education: metacognition. We start by explaining what metacognition is and why it is relevant for educators and learners. We then dive deeper into the elements of metacognition in the classroom and provide concrete examples of how it can be incorporated by both students and educators.
Active Learning Strategies to Improve Student Engagement in Medical Education
Helping students find a purposeful, productive, and effective way to learn is an important goal for medical educators. That goal can be advanced by the implementation of active learning: a set of evidence-supported educational tools that enhance student understanding and proficiency.
Active Recall and Retrieval Practice in Medical Education
Several evidence-based, data-driven approaches to education promote effective long-term knowledge retention, the most important of which are retrieval-based learning strategies. Retrieval is not only an important evaluative tool in knowledge testing but also one of the most practical ways to make learning durable. The effectiveness of retrieval-based strategies has been convincingly demonstrated in numerous cognitive science studies, and the neurophysiological basis of this effectiveness is becoming better understood. This article reviews the evidence supporting the use of retrieval-based strategies and provides recommendations for their implementation.
Interleaving: How to Mix Related Concepts to Make Learning in Medicine More Durable
In this article in our durable learning series, we explore a very important concept in learning science known as interleaving. While the value of interleaving has been demonstrated in multiple disciplines, it would appear to be significantly underutilized, especially given its potential benefit. In this piece, we will explain what interleaving is and how it is postulated to work from a neuroscientific perspective. We will also look at the evidence that supports its use and then provide recommendations on how medical educators and learners can incorporate it into their approach to learning.
How to Apply Spaced Practice to Make Learning in Medicine More Durable
The purpose of this article is to introduce the learning method called spaced practice, which has been shown to be an effective approach for better retention of information in long-term memory. Spacing as an educational strategy involves spreading out the study of content to be learned over time rather than engaging in protracted study sessions focusing on a single subject. Both cognitive science and neuroscience have reported significant evidence to support the efficacy of spaced learning. It is a powerful learning technique for students and should be integrated into medical education and employed by learners in studying.
Understanding Memory to Enhance Learning in Medical Education
This article gives an overview of the different types of memory and the process of memory formation, drawing conclusions and exploring how understanding memory can be leveraged within the context of medical education.
How to Apply Evidence to Tackle Misconceptions in Medical Education [Incl. Seminar]
After reading this article, readers should be able to have a basic understanding of the history of learning, an array of learning theories, and ineffective as well as effective conventions of medical education. This knowledge should allow educators to understand the importance of making evidence-based choices in their teaching practice.
History of Learning: From Theory to Evidence-Based Application in Medical Education
Learning Science
Metacognition in Education: Examples and Strategies
In this article, we explore a concept that has not gained a lot of attention in medical education: metacognition. We start by explaining what metacognition is and why it is relevant for educators and learners. We then dive deeper into the elements of metacognition in the classroom and provide concrete examples of how it can be incorporated by both students and educators.
Active Learning Strategies to Improve Student Engagement in Medical Education
Helping students find a purposeful, productive, and effective way to learn is an important goal for medical educators. That goal can be advanced by the implementation of active learning: a set of evidence-supported educational tools that enhance student understanding and proficiency.
Active Recall and Retrieval Practice in Medical Education
Several evidence-based, data-driven approaches to education promote effective long-term knowledge retention, the most important of which are retrieval-based learning strategies. Retrieval is not only an important evaluative tool in knowledge testing but also one of the most practical ways to make learning durable. The effectiveness of retrieval-based strategies has been convincingly demonstrated in numerous cognitive science studies, and the neurophysiological basis of this effectiveness is becoming better understood. This article reviews the evidence supporting the use of retrieval-based strategies and provides recommendations for their implementation.
Interleaving: How to Mix Related Concepts to Make Learning in Medicine More Durable
In this article in our durable learning series, we explore a very important concept in learning science known as interleaving. While the value of interleaving has been demonstrated in multiple disciplines, it would appear to be significantly underutilized, especially given its potential benefit. In this piece, we will explain what interleaving is and how it is postulated to work from a neuroscientific perspective. We will also look at the evidence that supports its use and then provide recommendations on how medical educators and learners can incorporate it into their approach to learning.
How to Apply Spaced Practice to Make Learning in Medicine More Durable
The purpose of this article is to introduce the learning method called spaced practice, which has been shown to be an effective approach for better retention of information in long-term memory. Spacing as an educational strategy involves spreading out the study of content to be learned over time rather than engaging in protracted study sessions focusing on a single subject. Both cognitive science and neuroscience have reported significant evidence to support the efficacy of spaced learning. It is a powerful learning technique for students and should be integrated into medical education and employed by learners in studying.
Understanding Memory to Enhance Learning in Medical Education
This article gives an overview of the different types of memory and the process of memory formation, drawing conclusions and exploring how understanding memory can be leveraged within the context of medical education.
How to Apply Evidence to Tackle Misconceptions in Medical Education [Incl. Seminar]
After reading this article, readers should be able to have a basic understanding of the history of learning, an array of learning theories, and ineffective as well as effective conventions of medical education. This knowledge should allow educators to understand the importance of making evidence-based choices in their teaching practice.
Teaching Strategies
Assessments: New Uses for an Old Tool
Educators and students alike often think of an assessment as the final stop on the path of learning. Our current understanding of cognitive and neuroscience has taught us, however, that assessments can be an invaluable learning tool as well as a means of evaluation. Properly designed and well-written assessments can determine mastery of material, grade or rank students, measure student progress, reinforce learning, motivate students, and provide feedback to instructors (1). Assessments include more than just written exams; they encompass any form of evaluation or appraisal of a student’s educational progress by formal or informal means.
Learning Objectives and Assessments: Evidence-Based Recommendations for Optimal Efficacy [Incl. Seminar]
We can’t see learning happen, so how do we know it has occurred? Educators rely on observable behaviors as indicators of students’ skills, knowledge, and dispositions. Observable behaviors might include creating a concept map, demonstrating suturing skills, or communicating compassionately with patients. If a student could not successfully perform these before instruction and can perform them after, it is presumed learning has occurred. These desired observable behaviors are defined and communicated in learning objectives: concise statements of what a learner will be able to do as a result of instruction (1).
Effective Presentations: Optimize the Learning Experience With Evidence-Based Multimedia Principles [Incl. Seminar]
The purpose of this article is to introduce effective presentations, which have a set of key qualities: they are appealing, engaging, informative, and concise. Effective presentations gain attention and captivate the audience, but most importantly, they convey information and ideas memorably. Using evidence-based principles in educational multimedia can ensure the development of high-quality learning experiences. In fact, effective presentations have a set of core principles, a host of learner benefits, and a solid foundation in cognitive science. The article also explores the real-world implementation of effective presentations and share a practical application method that educators everywhere can use to develop effective multimedia in their classrooms.
Instructional Design: How Best to Optimize the Learning Process [Incl. Seminar]
Learn about Instructional Design, its benefits, how it helps support the alignment and integration of instructional goals, activities, and resources, and a practical implementation method for daily education practices.
Education Leadership
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Featured Interviews
Insightful discussions with thought leaders in education
Effective Knowledge Acquisition and Retention in Medical Education: View From Malaysia
The exponential rise in knowledge medical students are expected to master poses a great challenge for today’s educators. For medical school leaders, the implementation of new digital technologies and teaching modalities can be a crucial component to modernizing their organization’s approach to meeting this challenge. Lecturio sat down with Dr. Rajesh Perumbilavil, Deputy Dean of Academic and International affairs, to learn more about how Malaysia’s Asian Institute of Medicine, Science and Technology is moving from knowledge overload to knowledge management.
Learn How to “Make It Stick” with Renowned Author Peter C. Brown (Part 2)
Students have to memorize and understand ever-growing amounts of information and concepts in medical school. To conquer that, universities often urge their students to take the latest courses on “Learning How to Learn”, however, they themselves teach the way they have always taught. Students are responding with an all-time low attendance rate and seek outside help to pass their exams, which can lead to bulimic learning and a next generation of so-so doctors. Read below the first part of our interview series with recognized author Peter Brown to learn more about how we at Lecturio use “Make It Stick” concepts to improve student performance and long term retention, but also how you as a teacher can leverage those sticky ideas for your classroom.
Learn How to “Make It Stick” with Renowned Author Peter C. Brown (Part 1)
Students have to memorize and understand ever-growing amounts of information and concepts in medical school. To conquer that, universities often urge their students to take the latest courses on “Learning How to Learn”, however, they themselves teach the way they have always taught. Students are responding with an all-time low attendance rate and seek outside help to pass their exams, which can lead to bulimic learning and a next generation of so-so doctors. Read below the first part of our interview series with recognized author Peter Brown to learn more about how we at Lecturio use “Make It Stick” concepts to improve student performance and long term retention, but also how you as a teacher can leverage those sticky ideas for your classroom.
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