Teaching with the brain in mind

Abstract

The chapter examines how the brain uses experience as a basis for learning and how learning changes the brain.

Communication Skills Training in Pediatric Oncology: Moving Beyond Role Modeling

“…Learning is enhanced when strategies that map to each phase of the cycle are employed . Furthermore, adult learning theory suggests that connecting with previous life experiences and engaging a learner's “growing edge”—the boundary between what is mastered and what is not—are important to ensure meaningful learning . To teach to this growing edge requires an understanding of where it is by both teacher and learner.…”

“…[58] Furthermore, adult learning theory suggests that connecting with previous life experiences and engaging a learner's "growing edge"-the boundary between what is mastered and what is not-are important to ensure meaningful learning. [59,60] To teach to this growing edge requires an understanding of where it is by both teacher and learner. Teaching communication skills through role modeling followed by repeated practice may emphasize the "grasping" aspect of learning over the transformative aspect (see Fig.…”

Real-world ethics in palliative care: protocol for a systematic review of the ethical challenges reported by specialist palliative care practitioners in their clinical practice

“…This is crucial to the specialty going forward: the need for training in the ethical aspects of palliative care is recognised as a priority,21 and a thorough understanding of the ethical context practitioners work within is needed if educators are to generate evidence-based curricula that reflect real world contexts. Education benefits from a robust grounding in the real-world experiences of learners: the relevance of educational material is a key factor in adult learner motivation,22 and processing new material in relation to prior experiences contributes to learning efficiency 23. Similarly, in the field of bioethics, there has recently been an ‘empirical turn’, central to which is the idea that understanding the real-world context of moral problems is a key part of their analysis 24.…”

Acting Like It Matters: A Scoping Review of Simulation in Child Welfare Training

“…In contrast allied health professions, especially medicine, have demonstrated the effective use of simulation in medical education and continuing professional development (Issenberg et al, 2005;Ziv et al, 2006). Consistent with contemporary theory and research on learning, active and experiential approaches engage what the learner already knows from experience and simulation provides the opportunity to test out a new idea through doing, or taking action, being observed, and receiving feedback (Taylor & Lamoreaux, 2008;Zull, 2002). Medical educators borrowed the simulator training model for airplane pilots and adapted it to teaching and learning technical skills (e.g., laparoscopic suturing, cardiac life support, central vein catheterization with ultrasound), as well as interpersonal skills Downloaded by [Tufts University] at 08:31 14 October 2014 (e.g., breaking bad news, holding difficult conversations).…”