Submitted manuscript, 18.7 KB, Word document
Research output: Contribution to conference - Without ISBN/ISSN › Abstract › peer-review
Research output: Contribution to conference - Without ISBN/ISSN › Abstract › peer-review
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TY - CONF
T1 - SBME
T2 - Association for simulated practice in healthcare (ASPiH) 2013
AU - Shahoumian, Armineh
AU - Parchoma, Gale
AU - Saunders, Murray
AU - Hanson, Jacky
AU - Dickinson, Mike
AU - Pimblett, Mark
PY - 2013
Y1 - 2013
N2 - In medical education learning extends beyond university settings into practice. Non-formal and informal learning support learners’ efforts to meet externally set and learner-identified objectives. In SBME research, boundaries between formal, non-formal, and informal learning have not been widely explored. Whether SBME fits within or challenges these categories can make a contribution.Formal learning is described in relation to educational settings, planning, assessment, and accreditation. Informal learning results from workplace-, home- and community-based activities (Werquin, 2012), often lacks assessment, and can include incidental learning as an unanticipated consequence (Marsick & Watkins, 1990). Non-formal learning is structured in terms of learning objectives, time, and support (Colley et al., 2002), but focused on formative assessment within practical experience.
AB - In medical education learning extends beyond university settings into practice. Non-formal and informal learning support learners’ efforts to meet externally set and learner-identified objectives. In SBME research, boundaries between formal, non-formal, and informal learning have not been widely explored. Whether SBME fits within or challenges these categories can make a contribution.Formal learning is described in relation to educational settings, planning, assessment, and accreditation. Informal learning results from workplace-, home- and community-based activities (Werquin, 2012), often lacks assessment, and can include incidental learning as an unanticipated consequence (Marsick & Watkins, 1990). Non-formal learning is structured in terms of learning objectives, time, and support (Colley et al., 2002), but focused on formative assessment within practical experience.
KW - Simulation based medical education
KW - formal learning
KW - informal learning
KW - non-formal learning
M3 - Abstract
SP - 1
EP - 2
Y2 - 19 November 2013 through 21 November 2013
ER -