How supervision and educational supports impact medical students' preparation for future learning of endotracheal intubation skills: a non-inferiority experimental trial.

BACKGROUND: Professional education cannot keep pace with the rapid advancements of knowledge in today's society. But it can develop professionals who can. 'Preparation for future learning' (PFL) has been conceptualized as a form of transfer whereby learners use their previous knowledge to learn about and adaptively solve new problems. Improved PFL outcomes have been linked to instructional approaches targeting learning mechanisms similar to those associated with successful self-regulated learning (SRL). We expected training that includes evidence-based SRL-supports would be non-inferior to training with direct supervision using the outcomes of a 'near transfer' test, and a PFL assessment of simulated endotracheal intubation skills. METHOD: This study took place at the University of Toronto from October 2014 to August 2015. We randomized medical students and residents (n = 54) into three groups: Unsupervised, Supported; Supervised, Supported; and Unsupervised, Unsupported. Two raters scored participants' test performances using a Global Rating Scale with strong validity evidence. We analyzed participants' near transfer and PFL outcomes using two separate mixed effects ANCOVAs. RESULTS: For the Unsupervised, Supported group versus the Supervised, Supported group, we found that the difference in mean scores was 0.20, with a 95% Confidence Interval (CI) of - 0.17 to 0.57, on the near transfer test, and was 0.09, with a 95% CI of - 0.28 to 0.46, on the PFL assessment. Neither mean score nor their 95% CIs exceeded the non-inferiority margin of 0.60 units. Compared to the two Supported groups, the Unsupervised, Unsupported group was non-inferior on the near transfer test (differences in mean scores were 0.02 and - 0.22). On the PFL assessment, however, the differences in mean scores were 0.38 and 0.29, and both 95% CIs crossed the non-inferiority margin. CONCLUSIONS: Training with SRL-supports was non-inferior to training with a supervisor. Both interventions appeared to impact PFL assessment outcomes positively, yet inconclusively when compared to the Unsupervised and Unsupported group, By contrast, the Unsupervised, Supported group did not score well on the near transfer test. Based on the observed sensitivity of the PFL assessment, we recommend researchers continue to study how such assessments may measure learners' SRL outcomes  during structured learning experiences.

The Changing Role of Phonology in Reading Development.

Processing of both a word's orthography (its printed form) and phonology (its associated speech sounds) are critical for lexical identification during reading, both in beginning and skilled readers. Theories of learning to read typically posit a developmental change, from early readers' reliance on phonology to more skilled readers' development of direct orthographic-semantic links. Specifically, in becoming a skilled reader, the extent to which an individual processes phonology during lexical identification is thought to decrease. Recent data from eye movement research suggests, however, that the developmental change in phonological processing is somewhat more nuanced than this. Such studies show that phonology influences lexical identification in beginning and skilled readers in both typically and atypically developing populations. These data indicate, therefore, that the developmental change might better be characterised as a transition from overt decoding to abstract, covert recoding. We do not stop processing phonology as we become more skilled at reading; rather, the nature of that processing changes.

Caracterización de los modelos pedagógicos y su pertinencia en una educación contable crítica / Characterization of pedagogical models and their relevance in a critical accounting education / Caracterização de modelos pedagógicos e sua relevância em uma educação contábil crítica

Resumen En el presente documento se identifican los elementos, los actores y los intereses presentes en los modelos pedagógicos más relevantes en la literatura académica, en contraste con lo aplicado en la educación contable, con el fin de fundamentar un modelo pedagógico tendiente a una formación contable crítica, analítica, activa y propositiva. Para ello, se analizan las teorías y los modelos pedagógicos a través de los autores más citados por investigadores que describen las características de los procesos de aprendizaje desde distintas ciencias sociales, y en el ámbito de la educación contable se revisan artículos, libros y tesis que abordan las necesidades sociales del ejercicio profesional contable enfocando la revisión en las investigaciones dadas con posterioridad a la crisis económica del 2002 en Estados Unidos y aquellas publicaciones emitidas por organizaciones multilaterales que buscan guiar criterios de confiabilidad y comparabilidad de la profesión y la información contable a nivel internacional. Se concluye que los modelos pedagógicos que podrían tener un mayor impacto en la generación de contadores críticos, analíticos, proactivos y propositivos, son aquellos que otorgan un rol principal al estudiante y se enfocan en la formación de individuos que permitan el desarrollo social y económico de su entorno. Clasificación JEL: A22, I23.

Abstract This document identifies elements, actors and interests present in the most relevant pedagogical models in the academic literature, in contrast to what is applied in accounting education, in order to base a pedagogical model tending to a critical, analytical, active and proactive accounting education. For this, theories and pedagogical models are analyzed through of the authors most cited by researches books and thesis academics that investigate about the social necessities of the accounting professional activity focused in the researches that originate after the United States economic crisis the 2002 and the publications generated by multilateral organizations that guide the criteria's reliability and comparability of the accounting profession and information are reviewed, in order to support a pedagogical model tending to a critical, analytical, active and proactive accounting education. The conclusion of this study is that pedagogical models that could have a greater impact on the generation of critical, analytical, proactive and proactive accountants, are those that grant a main role to the student and focus on the training of individuals that allow the social and economic development of their environment. JEL Classification: A22, I23.

Resumo Este documento identifica os elementos, atores e interesses presentes nos modelos pedagógicos mais relevantes na literatura acadêmica, em contraste com o que é aplicado na educação contábil, a fim de fundamentar um modelo pedagógico tendendo a uma formação contábil crítica. , analítica, ativa e proativa. Para isso, as teorias e modelos pedagógicos são analisados através dos autores mais citados pelos pesquisadores que descrevem as características dos processos de aprendizagem das diferentes ciências sociais, e no campo da educação contábil, artigos, livros e teses são revisados. abordar as necessidades sociais da prática contábil focando revendo as investigações proferidas após a crise econômica de 2002 nos Estados Unidos e essas publicações emitidos por organismos multilaterais que buscam orientar critérios de fiabilidade e comparabilidade da profissão e as informações contábeis no nível internacional Conclui-se que os modelos pedagógicos que podem ter um grande impacto sobre a geração de contadores críticos, analíticos, pró-ativa e proposicional são aqueles que dão um papel de liderança para o aluno e se concentrar no treinamento de pessoas para permitir o desenvolvimento social e econômico seu ambiente. Classificações JEL: A22, I23.

Adult Learning Theories in Context: A Quick Guide for Healthcare Professional Educators.

BACKGROUND: Adult learning theories play a pivotal role in the design and implementation of education programs, including healthcare professional programs. There is a variation in the use of theories in healthcare professional education programs and this is may be in part due to a lack of understanding of the range of learning theories available and paucity of specific, in-context examples, to help educators in considering alternative theories relevant to their teaching setting. This article seeks to synthesize key learning theories applicable in the learning and teaching of healthcare professionals and to provide examples of their use in context. METHOD AND RESULTS: A literature review was conducted in 2015 and 2016 using PubMed, Scopus, Web of Science, and ERIC academic databases. Search terms used identified a range of relevant literature about learning theories, and their utilization in different healthcare professional education programs. The findings were synthesized and presented in a table format, illustrating the learning theory, specific examples from health and medical education, and a very brief critique of the theory. OUTCOME: The literature synthesis provides a quick and easy-to-use summary of key theories and examples of their use to help healthcare professional educators access a wider range of learning theories to inform their instructional strategies, learning objectives, and evaluation approaches. This will ultimately result in educational program enhancement and improvement in student learning experiences.

The past, present, and future of paediatric cardiology training at the Johns Hopkins Hospital, in the tradition of Dr Helen Taussig.

Johns Hopkins has been a leader in paediatric cardiology for over 85 years. In the 1940s, Dr Helen Taussig began training fellows in paediatric cardiology at Johns Hopkins at a time when the diagnosis and treatment of CHD were in the earliest stage. Under her leadership, the fellowship developed a strong foundation that has continued to evolve to meet the current needs of learners and educators. In the current era, the Johns Hopkins programme implements the current theories of adult education and actively engages our fellows in learning as well as teaching. The programme uses techniques such as flipped classroom, structured case-based small-group learning, observed and structured clinical examination, simulations, and innovative educational technology. These strategies combined with our faculty and rich history give our fellows a unique educational experience.