Theories and Practices in Learning and Assessment for Postgraduate Medical Education: A Review.
| Autor: | Ismail OM; Department of Trauma and Orthopaedics, Northern Care Alliance NHS Foundation Trust, Manchester, GBR., Said UN; Trauma and Orthopaedics, University Hospitals Coventry and Warwickshire NHS Trust, Coventry, GBR., El-Omar O; Department of Trauma and Orthopaedics, Calderdale and Huddersfield NHS Foundation Trust, Huddersfield, GBR., Bhutta MA; Department of Trauma and Orthopaedics, Northern Care Alliance NHS Foundation Trust, Manchester, GBR. |
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| Jazyk: | angličtina |
| Zdroj: | Cureus [Cureus] 2024 Nov 21; Vol. 16 (11), pp. e74160. Date of Electronic Publication: 2024 Nov 21 (Print Publication: 2024). |
| DOI: | 10.7759/cureus.74160 |
| Abstrakt: | This literature review explores key theories and practical strategies in postgraduate medical education. It examines essential learning strategies, such as didactic and experiential teaching methods, structured lesson planning, and models such as Maslow's hierarchy and Kolb's experiential learning cycle. Active learning techniques and feedback models, crucial for guiding medical trainees' growth, are also discussed. The review then shifts focus to assessment, looking at both formative and summative approaches, Miller's pyramid of competence, and Van der Vleuten's utility equation. By evaluating assessment formats, blueprinting, and feedback, this review offers insights into educational strategies that enhance postgraduate medical training. Competing Interests: Conflicts of interest: In compliance with the ICMJE uniform disclosure form, all authors declare the following: Payment/services info: All authors have declared that no financial support was received from any organization for the submitted work. Financial relationships: All authors have declared that they have no financial relationships at present or within the previous three years with any organizations that might have an interest in the submitted work. Other relationships: All authors have declared that there are no other relationships or activities that could appear to have influenced the submitted work. (Copyright © 2024, Ismail et al.) |
| Databáze: | MEDLINE |
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