The third wave in health sciences education

Norman, Geoff

doi:10.1007/s10459-013-9461-9

Cited by 7 publications

(4 citation statements)

References 14 publications

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“…I think it is phenomenal and quite unique in comparison with other professional domains. In a recent editorial, Geoff Norman described what he called the ‘third wave in health sciences education’ . I would prefer to see it as a potential fourth generation consisting of research scholars from outside medical education who join our community.…”

Section: Discussionmentioning

confidence: 99%

“…In a recent editorial, Geoff Norman described what he called the 'third wave in health sciences education'. 32 I would prefer to see it as a potential fourth generation consisting of research scholars from outside medical education who join our community. I will give them a warm welcome, but I will simultaneously hope they will grasp and embrace the bigger picture of medical education.…”

Section: Discussionmentioning

confidence: 99%

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Medical education research: a vibrant community of research and education practice

Vleuten

2014

Med Educ

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Medical education is thriving because it is shaped and nourished within a community of practice of collaborating teachers, practitioners and researchers. This obviates the threat of a fissure between education research and education practice. The values of this community of practice - inclusiveness, openness, supportiveness, nurture and mentorship - are key elements for its sustainability. In pacing the development of our research in a manner that maintains this synergy, we should be mindful of the zone of proximal development of our community of practice.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Medical education research: a vibrant community of research and education practice

Vleuten

2014

Med Educ

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“…It is helpful to work with an experienced educational or health professional education researcher to learn through cross‐disciplinary collaboration . If there are no collaborators within your hospital or faculty, try an affiliated faculty of education or contact the author of an article that interests you.…”

Section: Collaborate With An Educational Researchermentioning

confidence: 99%

Ten steps to conducting health professional education research

Scott

Schuwirth

2015

Clin Teach

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Conducting and publishing education research is often difficult for clinicians, who struggle with what is required. Yet clinicians who teach are ideally placed to identify the knowledge gaps about how we can more effectively educate future clinicians. These 10 steps provide clinicians with guidance on how to conduct education research so relevant research findings can inform the education of future clinicians. Conducting and publishing education research is often difficult for clinicians.

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“…Applying principles from cognitive psychology to instructional design in medical education has demonstrated improvements in performance [ 1 ]. Within research studies, applications of cognitive psychology have been associated with increased diagnostic performance [ 2 – 6 ].…”

Section: Introductionmentioning

confidence: 99%

Do research findings on schema-based instruction translate to the classroom?

Blissett¹,

Goldszmidt

Sibbald

2015

Perspect Med Educ

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IntroductionSchema-based instruction has been shown to improve diagnostic performance and reduce cognitive load. However, to date, this has only been studied in controlled research settings. More distractions in classrooms may limit generalizability to real-world settings. We evaluated whether schema-based instruction would maintain its effects on cognitive load optimization and performance in a classroom.MethodsFocused on the approach of interpreting cardiac auscultation findings, 101 first-year medical students at Western University were randomized to receive a traditional (n = 48) or a schema-based lecture (n = 53). Students completed four written questions to test diagnostic performance and a cognitive load assessment at the end of the lecture. Diagnostic performance and cognitive load were compared with independent t-tests.ResultsSchema-based instruction was associated with increased diagnostic performance on written questions (64 ± 22 % vs 44 ± 25 % p < 0.001) and reduced intrinsic cognitive load (mean difference = 15 %, standard error 3 %, p < 0.001). There was no significant difference in reported extraneous (p = 0.36) or germane (p = 0.42) cognitive load.ConclusionsOur results demonstrate that schema-based instruction can be used to reduce intrinsic load and improve diagnostic performance in a real-world classroom setting. The results would be strengthened by replication across other locations and topics.

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The third wave in health sciences education

Cited by 7 publications

References 14 publications

Medical education research: a vibrant community of research and education practice

Medical education research: a vibrant community of research and education practice

Ten steps to conducting health professional education research

Do research findings on schema-based instruction translate to the classroom?

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