Mastery Learning—Benjamin Bloom

Akpan, Ben

doi:10.1007/978-3-030-43620-9_11

Cited by 2 publications

(2 citation statements)

References 3 publications

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“…The instructional strategy for the virtual session was guided by Bloom’s mastery learning model in which specific principles were integrated into the educational session. 9 These principles included communicating learning expectations clearly at the onset of the education session, outlining specific learning objectives, giving prompt feedback during direct observations, and encouraging interaction between faculty and residents. 10 Before the virtual session, residents viewed a video presentation in which teaching faculty examined the role of hand-offs in enhancing patient safety, described elements of both satisfactory and unsatisfactory hand-offs, and discussed individual components of the I-PASS tool.…”

Section: Methodsmentioning

confidence: 99%

Virtual adaptation of resident I-PASS training session during COVID-19

Rouse

Abebe

Naylor

et al. 2022

kjm

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Introduction. Effective communication during the patient handoff process is critical for ensuring patient safety. At our academic medical center, first-year interns complete hand-off training before starting clinical rotations. The purpose of this study was to evaluate a virtual handoff training for residents as an alternative to in-person sessions due to limitations imposed by COVID-19. Methods. Fifty residents were administered pre/post surveys to gauge the helpfulness of the training for clinical practice, familiarity and confidence in providing a handoff, and whether they would recommend the virtual format for incoming interns. Additionally, faculty rated the virtual form of the handoff activity, made comparisons to in-person sessions, and assessed the helpfulness of the session for residents in clinical practice. Results. Forty-four residents (88%) and 11 faculty (85%) completed surveys. After the training session, residents who received instruction and feedback reported significant improvements in familiarity with the handoff tool and confidence in their handoff abilities (both p< 0.001). Both residents and faculty were satisfied with the virtual format of handoff training. Most faculty felt the virtual platform was comparable to in-person sessions and would recommend ongoing use of the virtual platform when in-person sessions were not possible. Conclusions. Teaching hospitals mandate resident training to include strategies for a uniform handoff method to avoid medical errors. Adaptation to a virtual platform can be a successful instruction strategy, allowing for didactic and interactive sessions with direct faculty observation and feedback.

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Section: Methodsmentioning

confidence: 99%

Virtual adaptation of resident I-PASS training session during COVID-19

Rouse

Abebe

Naylor

et al. 2022

kjm

View full text Add to dashboard Cite

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“…According to the principles of mastery learning, it is essential for students to attain a certain level of pro ciency in foundational information before progressing to acquire further knowledge on subject matter (Akpan, 2020). Undoubtedly, education requires the delivery of an abundance of academic input; students should be engaged, inspired, and informed by it.…”

Section: Mastery Learning and Focus On Abilitiesmentioning

confidence: 99%

An Innovative Teaching & Learning Paradigm to Enhance College Students’ Long-Term Memory & Learning Gains

Warley

2024

Preprint

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This article elaborates on the active ingredients and theory of change used to explain an innovative model of teaching and learning called MISSAL. MISSAL is an abbreviation for Meaningful Instruction, Social, Self-Regulated, and Active Learning. This learning intervention is in the third year of research and development. Drawing upon prior scholarly investigations on brain-based learning and various instructional strategies, the active ingredients of this framework are summarized. Using a sample of 12 undergraduate social work students, I examined to what extent the MISSAL approach facilitates short- and long-term knowledge retention and recall of acquired learning, successful exam performance, and learning gains among students enrolled in a content-intensive course. Findings of this preliminary investigation are hopeful. Implications for the higher education sector and future research are discussed.

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Mastery Learning—Benjamin Bloom

Cited by 2 publications

References 3 publications

Virtual adaptation of resident I-PASS training session during COVID-19

Virtual adaptation of resident I-PASS training session during COVID-19

An Innovative Teaching & Learning Paradigm to Enhance College Students’ Long-Term Memory & Learning Gains

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Mastery Learning—Benjamin Bloom

Cited by 2 publications

References 3 publications

Virtual adaptation of resident I-PASS training session during COVID-19

Virtual adaptation of resident I-PASS training session during COVID-19

An Innovative Teaching &amp; Learning Paradigm to Enhance College Students’ Long-Term Memory &amp; Learning Gains

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An Innovative Teaching & Learning Paradigm to Enhance College Students’ Long-Term Memory & Learning Gains