Translating the learning sciences into practice: A primer for clinical and translational educators

Norman, Marie; Lotrecchiano, Gaetano R.

doi:10.1017/cts.2021.840

Cited by 9 publications

(6 citation statements)

References 145 publications

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“…However, the present study was conducted in the midst of the COVID-19 pandemic, so it cannot be ruled out that it had a strong impact on teaching and learning in health professional education [ 14 ], including the non-occurrence of educational courses. The development and presence of continuing educational programs in neonatal units and operational frameworks for primary healthcare maintain current practice, translate knowledge into clinical implementation, connect newly acquired knowledge and skills to what is already known or experienced and thus sustain an HP’s career [ 15 , 16 ].…”

Section: Discussionmentioning

confidence: 99%

Investigation of Healthcare Professionals’ Knowledge of Evidence-Based Clinical Practices for Preterm Neonatal Skin Care—A Pilot Study

Metallinou

Nanou

Tsafonia³

et al. 2022

Children

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Neonatal skin care practices are considered crucial for a neonate’s survival and are closely related to healthcare professionals’ (HPs) knowledge and skills in delivering scientifically valid neonatal care interventions. In this descriptive cross-sectional pilot study, conducted in 2022, we aimed to assess HPs’ basic theoretical knowledge of neonatal vernix caseosa, skin microbiota, and bathing as well as knowledge regarding evidence-based clinical practices (referred to as “clinical knowledge”) for preterm neonatal skin care. Eligible participants were neonatologists, pediatricians, obstetricians, midwives and nurses working in the Greek setting. The research instrument was an online questionnaire designed by the research team. Finally, 123 HPs took part in the study. The theoretical, clinical and total knowledge scores were all significantly associated with age, healthcare profession and the sources used for education. Participants’ theoretical and clinical knowledge scores were compared and found not to differ significantly (p = 0.566). A significant and positive correlation was found between theoretical and clinical knowledge scores. Thus, it is concluded that HPs should be updated with the latest evidence-based knowledge and clinical guidelines in order to provide neonatal skin care with high-quality standards.

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Section: Discussionmentioning

confidence: 99%

Investigation of Healthcare Professionals’ Knowledge of Evidence-Based Clinical Practices for Preterm Neonatal Skin Care—A Pilot Study

Metallinou

Nanou

Tsafonia³

et al. 2022

Children

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“…The participants' overwhelmingly positive experiences with the format of the program, in addition to the content, can be attributed to the thoughtful leveraging of techniques drawn from decades of research in learning sciences. 17…”

Section: Limitations and Next Stepsmentioning

confidence: 99%

Developing an engaging and accessible clinical research training program for new investigators

Markman¹,

Brewer²,

Magnuson³

2022

J. Clin. Trans. Sci.

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“…Conducting and supporting such nuanced, boundary-defying research and application for downstream impact requires that those dedicated to clinical and translational science work where scientific exploration is accompanied by lifelong learning. This is where the learning sciences can significantly advance the success of discovery, application, and dissemination (Norman & Lotrecchiano, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…In addition to challenging long-standing myths about teaching and learning (A. Brown & Kaminske, 2018;Nancekivell et al, 2020;Norman & Lotrecchiano, 2021;Riener & Willingham, 2010), the learning sciences distill research on learning into principles and strategies to enhance teaching. Not incidentally, the learning sciences have evolved over much the same timeframe as translational science, tackling the same problem (bringing research into practice) in a different sphere, and grappling with many of the same issues, e.g., promoting innovation within large and often hide-bound systems and creating inclusive and welcoming environments that foster intellectual risk-taking and interdisciplinary exchange.…”

Section: Introductionmentioning

confidence: 99%

“…Not incidentally, the learning sciences have evolved over much the same timeframe as translational science, tackling the same problem (bringing research into practice) in a different sphere, and grappling with many of the same issues, e.g., promoting innovation within large and often hide-bound systems and creating inclusive and welcoming environments that foster intellectual risk-taking and interdisciplinary exchange. In a previous article (Norman & Lotrecchiano, 2021), we identify a set of key learning principles we believe are directly applicable in the educational roles of translational research. These principles synthesize half a century of research on how learning works (Ambrose et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

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The Translational Learning EcoSystem

Lotrecchiano

Norman

2021

InformingSciJ

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Aim/Purpose: In this paper we propose an ecosystem for translational learning that combines core learning principles with a multilevel construct that embraces the tenets of translational research, namely, teaming, translating, and implementing. The goal of the paper is to argue that knowledge of learning sciences is essential at the individual, team, and organizational levels in the translational science enterprise. Background: The two decades that we can now call the translational era of health and medicine have not been without challenges. Many inroads have been made in navigating how scientific teaming, translating knowledge across the health spectrum, and implementing change to our health systems, policies, and interventions can serve our changing global environment. These changes to the traditional health science enterprise require new ways of understanding knowledge, forging relationships, and managing this new tradition of science. Competency requirements that have become important to the enterprise are dependent on a deep understanding about how people learn as individuals, in teams, and within organizations and systems. Methodology: An individual, team, and organizational conceptual framework for learning in translational ecosystems is developed drawing on the learning science literature, a synthesis of 9 key learning principles and integrated with core competencies for translational science. Contribution: The translational learning ecosystem is a means by which to understand how translational science competencies can be reinforced by core learning principles as teaming, translating, and implementation intersect as part of the translational science enterprise. Findings: This paper connects learning science to tailored principles in a simplified way so that those working translational science with less knowledge of theories of learning and pedagogy may be able to access it in a clear and concise way. Recommendation for Researchers: This paper provides a framework for researchers who engage in the education of translational scientists as well as those who are charged with training new scientists in an emerging field critical to health and medicine. Future Research: The translational ecosystem described can serve to expand how teaching and learning impact scientific advances. In addition, it serves as a means in which to understand the impact of learning on micro, meso, and macro levels.

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Translating the learning sciences into practice: A primer for clinical and translational educators

Cited by 9 publications

References 145 publications

Investigation of Healthcare Professionals’ Knowledge of Evidence-Based Clinical Practices for Preterm Neonatal Skin Care—A Pilot Study

Investigation of Healthcare Professionals’ Knowledge of Evidence-Based Clinical Practices for Preterm Neonatal Skin Care—A Pilot Study

Developing an engaging and accessible clinical research training program for new investigators

The Translational Learning EcoSystem

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