Student perceptions of a spiral curriculum

Coelho, Catherine; Moles, David R

doi:10.1111/eje.12156

Cited by 24 publications

(32 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…3,4 That is reflected in medical curriculum's reforms, in which the traditional disciplined-based curricular programme is being replaced by integrative mixed systems and disciplines curricular programme (spiral curriculum). 1,5,6 These new fields of knowledge can fullfill not only existing gaps in the core curriculum, but also provide non-cognitive skills to learners, essential for clinical practice.…”

Section: Amp Studentmentioning

confidence: 99%

Rethinking Anatomy: How to Overcome Challenges of Medical Education’s Evolution

et al. 2017

View full text Add to dashboard Cite

analysing the advantages of the introduction and diversification of pedagogical approaches in Anatomy Education.Results: Anatomy Education's status quo is characterized by: less available teaching time, increasing demands from radiology and endoscopy imaging and other invasive and non-invasive medical techniques, increasing number of medical students and other logistical restrains exposed by the current Medical Education scenario. The traditional learning approach, mainly based on cadaveric dissection, is drifting to complementary newer technologies -such as 3D models or 2D/3D digital imaging -to examine the anatomy of the human body. Also, knowledge transfer is taking different channels, as learning management systems, social networks and computer-assisted learning and assessment are assuming relevant roles. Discussion: The future holds promising approaches for education models. The development of Artificial Intelligence, Virtual Reality and Learning Analytics could provide analytic tools towards a real-time and personalized learning process. Conclusion: A reflection on Anatomy Education, as a comprehensive model, allows us to understand Medical Education's complexity.Therefore, the present Medical Education context favours a blended learning approach, in which multi-modality pedagogical strategies may become the landmark.

show abstract

Section: Amp Studentmentioning

confidence: 99%

Rethinking Anatomy: How to Overcome Challenges of Medical Education’s Evolution

et al. 2017

View full text Add to dashboard Cite

show abstract

“…This 'spiral' approach (Bruner 1960;Coelho and Moles 2016) is often recommended for molecular biology teaching (Anderson and Rogan 2011). The theme of 'engineering biology' is revisited repeatedly in deepening exploration of the chemical and informational structure of DNA.…”

Section: Teaching Foundational Molecular Biologymentioning

confidence: 99%

Developing the Higher Education Curriculum

Smith¹

2017

View full text Add to dashboard Cite

Connecting research and teaching in disciplinary communities 148x List of tables L IS T O F CO N T RI B U TO R S xiiand Culture, Harvard Design Magazine, and Home Cultures, as well as in edited books, including his recently published edited book Sexuality and Gender at Home. Helen Chatterjee is Professor of Biology in the Division of Biosciences, School of Life and Medical Sciences and Head of Teaching andResearch at UCL Culture, UCL. She is a primatologist with a particular interest in the evolution of Southeast Asian primates and has a longstanding interest in university museums and the use of collections in object-based learning as well as to promote health and wellbeing.Elizabeth Cleaver is Director of Learning and Teaching at the University of the West of England. She previously worked at the University of Hull where she led the development of the Curriculum 2016+ approach to curricular and pedagogic design and enhancement. Her wider interests lie in the building of connections between teaching and research in academic settings and, in particular, in supporting colleagues to develop disciplinary pedagogies and disciplinary approaches to educational enquiry. Robert Cockcroft is an Assistant Professor in the Department of Physics andAstronomy at Western University, Ontario, Canada. His second postdoctoral research fellowship was at the MacPherson Institute (formerly MIIETL), where he worked with a number of Student Scholars including Sabrina Kirby. Corony Edwards pursued a successful academic career in EnglishLanguage at the University of Birmingham before being appointed as the University's Director of Educational Development in 2006. In 2012 she moved to the University of Exeter as Head of Education Quality and Enhancement. In 2016 she set up as a freelancer, offering her services to the sector as an independent consultant. She is a Principal Fellow of the HEA, and has significant experience of leading institutional quality enhancement and assurance activities and projects. Nick Grindle is Senior Teaching Fellow at the Arena Centre for Researchbased Education, UCL. Over the past six years he's developed a series of projects about how students learn with objects and in particular how they learn in gallery and study room environments, based in part on his teaching as an art historian. ShelleyLeonie Hannan is a Research Fellow at the School of History, Anthropology, Philosophy and Politics, Queen's University Belfast. She is a social and cultural historian working on themes relating to material culture, gender, intellectual life and the history of the home. She has a professional background in museums and heritage and has conducted research into the value of heritage objects in teaching and learning contexts. Dawn Johnson has worked in education, including compulsory and post compulsory, for the past 32 years. She is currently Director of the Certificate in Professional Studies in Higher Education at Xi'an JiaotongLiverpool University, and previously worked as an Academic Developer at the University of Centra...

show abstract

“…Revisiting subject knowledge before extending and developing further understanding, can enhance recall and comprehension by prompting previously stored information (Christen WL, Murphy TJ, 1991). The excellent system of spiral curricular, as demonstrated by Plymouth University School of Medicine and Dentistry, which revisits human body systems each academic year, with horizontal and vertical integration of topics including increased areas of pathophysiology of disease, is an example of this principle of revisiting prior knowledge being employed successfully (Coelho CS, 2015).…”

Section: 'Thought Is Not Derived From Action But Tested By Applicatiomentioning

confidence: 99%

A Reflection on Some Key Pedagogical Competencies, Valuable to the Role of the Medical Educator

Houldsworth¹

2016

J Contemp Med Edu

View full text Add to dashboard Cite

The role of a university professor is multifaceted; as teacher, facilitator, assessor, evaluator, models of learning themselves as self-directed learners, addressing several key competencies for the effective teacher. It is not only about the transmission of knowledge, facts and skills but also about understanding how a student learns and being able to adapt and differentiate the delivery to personalise the learning. Appropriate questioning to assess prior knowledge and testing or challenging the understanding of the student learning is also a skill for the professor. Being able to access and use a variety of resources is important to deepen the understanding of student learning, including current IT skills. The relationship between learner and mentor is essential, developing trust and confidence. The development of appropriate medical and basic science language is an important element to the learning process. The professor's collaboration and collegiate practices in a learning community enrich the learning experience, where best practice can be shared and communicated. It is important to be able to measure the impact of the teaching through assessment (formative and summative) and evaluation, which drives continued improvement in the learning experience. The innovative use of resources and environment that supports student and patient-centred learning and effectively engages with the students must be contextually and clinically relevant to the student's experience.

show abstract

Student perceptions of a spiral curriculum

Cited by 24 publications

References 24 publications

Rethinking Anatomy: How to Overcome Challenges of Medical Education’s Evolution

Rethinking Anatomy: How to Overcome Challenges of Medical Education’s Evolution

Developing the Higher Education Curriculum

A Reflection on Some Key Pedagogical Competencies, Valuable to the Role of the Medical Educator

Contact Info

Product

Resources

About