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SBME: Exploring boundaries between formal, non-formal, and informal learning

Research output: Contribution to conference - Without ISBN/ISSN Abstract

Published

Standard

SBME : Exploring boundaries between formal, non-formal, and informal learning. / Shahoumian, Armineh; Parchoma, Gale; Saunders, Murray; Hanson, Jacky; Dickinson, Mike ; Pimblett, Mark.

2013. 1-2 Abstract from Association for simulated practice in healthcare (ASPiH) 2013, United Kingdom.

Research output: Contribution to conference - Without ISBN/ISSN Abstract

Harvard

Shahoumian, A, Parchoma, G, Saunders, M, Hanson, J, Dickinson, M & Pimblett, M 2013, 'SBME: Exploring boundaries between formal, non-formal, and informal learning', Association for simulated practice in healthcare (ASPiH) 2013, United Kingdom, 19/11/13 - 21/11/13 pp. 1-2.

APA

Shahoumian, A., Parchoma, G., Saunders, M., Hanson, J., Dickinson, M., & Pimblett, M. (2013). SBME: Exploring boundaries between formal, non-formal, and informal learning. 1-2. Abstract from Association for simulated practice in healthcare (ASPiH) 2013, United Kingdom.

Vancouver

Shahoumian A, Parchoma G, Saunders M, Hanson J, Dickinson M, Pimblett M. SBME: Exploring boundaries between formal, non-formal, and informal learning. 2013. Abstract from Association for simulated practice in healthcare (ASPiH) 2013, United Kingdom.

Author

Shahoumian, Armineh ; Parchoma, Gale ; Saunders, Murray ; Hanson, Jacky ; Dickinson, Mike ; Pimblett, Mark. / SBME : Exploring boundaries between formal, non-formal, and informal learning. Abstract from Association for simulated practice in healthcare (ASPiH) 2013, United Kingdom.2 p.

Bibtex

@conference{13c718630f9c4f14b701af481b46e556,
title = "SBME: Exploring boundaries between formal, non-formal, and informal learning",
abstract = "In medical education learning extends beyond university settings into practice. Non-formal and informal learning support learners{\textquoteright} 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. ",
keywords = "Simulation based medical education, formal learning, informal learning, non-formal learning",
author = "Armineh Shahoumian and Gale Parchoma and Murray Saunders and Jacky Hanson and Mike Dickinson and Mark Pimblett",
year = "2013",
language = "English",
pages = "1--2",
note = "Association for simulated practice in healthcare (ASPiH) 2013 ; Conference date: 19-11-2013 Through 21-11-2013",

}

RIS

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 -