Hints from Learning Theories for Good and Effective Teaching in Medicine

Yıl 2008, Cilt: 27 Sayı: 27, 1 - 11, 01.01.2008

Özlem Mıdık H.İbrahim Durak

Öz

There are several therotical explanations for “Learning Function” which is described as a change in the behaviour of a person through his or her living experience. Knowing how learning theories define the learning process will improve the effectivity of our teaching efforts. Beside the changes in political systems, population’s demographic characteristics, technology and health care systems, as an extention of the theoretical developments in educational sciences the new conceptions such as construction of knowledge, deep learning, reflection, metacognition, active learning emphasize not on teaching but learning. In this review we discuss the theoretical background of learning and teaching concepts and try to give basic suggestions on how good and effective teaching can be implemented in medical education.

Anahtar Kelimeler

Cognitive psychology, constructivism, behaviorism, good teaching, effective teaching, theories of teaching, teaching approaches

TIPTA İYİ VE ETKİLİ BİR ÖĞRETME İÇİN ÖĞRENME KURAMLARINDAN ÇIKARILABİLECEK BAZI İPUÇLARI

Öz

Bireyin kendi yaşantısı yoluyla davranışında meydana gelen değişme olarak adlandırılan öğrenme fonksiyonuna çeşitli kuramlar tarafından farklı açıklamalar getirilmektedir. Öğrenme kuramlarının öğrenme süreci hakkındaki farklı açıklamalarını bilmek, eğitim-öğretim süreçlerindeki verimi ve etkinliği artıracaktır. Politik sistemler, toplumun demografik özellikleri, teknoloji ve sağlık bakım sistemlerinin değişiminin yanı sıra, tarihsel süreçte eğitimbilimdeki kuramsal gelişimin uzantısı olan bilgiyi yapılandırma, derin öğrenme, yansıtma, öz düzenleme, aktif öğrenme gibi kavramlar öğretmeyi değil, öğrenmenin altını çizmektedir. Bu derlemede öğrenme ve öğretme kavramlarının kuramsal alt yapısı ile bu kuramların öğretme pratiğine nasıl yansıdığı tartışması üzerinden, tıpta iyi ve etkili öğretmenin nasıl olması gerektiği konusunda ana hatları ile bir öneri sunulmaya çalışılacaktır.

Anahtar Kelimeler

Bilişsel psikoloji, yapılandırmacı model, davranışçı model, iyi öğretme, etkili öğretme, öğretme teorileri, öğretme yaklaşımları

Kaynakça

• Senemoğlu N. Gelişim Öğrenme ve Öğretim: Kuramdan Uygulamaya. Ankara: Gazi Kitabevi, 2002
• Bruning, R.H, G.J. Schraw, and R.R. Ronning. Cognitive Psychology and Instruction. New Jersey: Columbus, Ohio: Prentice Hall Inc, 1999
• Peyton, J.W.R. Teaching & Learning in Medical Practice. Manticore Europe Limited, 1998
• Aydın, A. Gelişim ve Öğrenme Psikolojisi. İstanbul: Alfa Yayınları, 2001
• McLeod G. Learning Theory and Instructional Design. http://courses.durhamtech.edu/tlc/www/html/Resources/learningmatters/learningtheory.pdf adresinden 26/08/2007 tarihinde erişilmiştir.
• Mergel B. Instructional Design and Learning Theory. 1998; http://www.usask.ca/education/coursework/802papers/mergel/mergel.pdf adresinden 26/08/2007 tarihinde erişilmiştir.
• Ertmer P.A, Newby T.J. Behaviorism, Cognitivism, Constructism: Comparing critical features from an instructional desgn pespective. Performance Improvement Quarterly, 1993; 6(4): 50–72
• Binnur Y. Eğitim Psikolojisi. Gelişim-Öğrenme ve Öğretim. Ankara: Pegem A yayıncılık; 2006
• Wilkerson L. & Irby D.M. Strategies for Improving Teaching Practices: A Compherensive Approach to Faculty Devolopment. Academic Medicine, 1998; 73: 387–396
• Yuen H.K & Chow Y. Social-Constructivist Approach. Chapter 8: 103–113.http//sites.cite.hku.hk adresinden 27 /07/2007 tarihinde ulaşılmıştır.
• Brophy, J. Beyond "Effective teaching "probing the subtleties of subject-matter teaching. Educational Leadership, April 1992; 4–6.
• Semple A.Learning Theories and Their Influence on the Development and Use of Educational Technologies. Australian Science Teachers Journal; 2000: 46 (13): 21–27
• Newble D, Cannon R.A. Handbook for Medical Teachers. USA: Kluwer Academic Publishers, 1994
• Saban A.Öğrenme Öğretme Süreci. Yeni Teori ve Yaklaşımlar. Ankara: Nobel Yayın Dağıtım; 2004
• Drew S. Ensuring Alignment in the Curriculum: Aligning policies, processes and practice. Enhancing practice Assessment workshop series, (3): 124–132 http://www.enhancementscotland.org/uploads%5Cdocuments%5CAssessment_Workshop_3FINAL.p df adresinden 30/07/2007 tarihinde erişilmiştir.
• Biggs J. The reflective institution: Assuring and Enhancing the Quality of Teaching and Learning. Higher Education, 2001; 41: 221 -238
• Biggs J. Aligning Teaching and Assessment to Curriculum Objectives. Generic centre, 2003; 1–11 http://www.elearningsource.info/learningtheory/IC022.rtf adresinden 30/07/2007 tarihinde erişilmiştir.
• Majumder A.Z, D’souza U, Rahman S.Trends in Medical Education: Challenges and Directions for Need-Based Reforms of Medical Training in South-East Asia. Indian Journal of Medical Sciences, 2004; 58 (9): 369–380
• Dent J.A, Harden R.M. New Horizons in Medical Education. In: Dent J.A, Harden R.M, (Ed.). A Practical Guide for Medical Teachers.Edinburgh: Elsevier Limited, 2001
• Harden, R.M, Crosby J.R, Davis M.H. Outcome-Based Education: Part 1, An Introduction to Outcome-Based Education AMEE Guide No:14: Medical Teacher, 1999 21(1): 7–14
• Harrison R.D, Mitchell L. Using Outcomes-Based Methodology for the Education, Training and Assessment of Competence of Healthcare Professionals. Medical Teacher, 2006; 28 (2): 165–170
• Harden R.M, Crosby J.R, Davis M.H, Friedman M. Outcome-based Education: Part 5, From Competency to meta competency: A Model for the Specification of Learning Outcomes AMEE Guide No. 14: Medical Teacher, 1999; 21 (6): 546- 552
• Smith S.R, Dollase R. Outcome-based Education: Part 2, Planning, Implementing and Evaluating a Competency-Based Curriculum AMEE Guide No. 14: Medical Teacher, 1999; 21(1): 15–22
• Dahle L.O, J. Brynhildsen. Pros and Cons of Vertical Integration Between Clinical Medicine and Basic Science within a Problem –Based Undergraduate medical Curriculum: Examples and Experiences from Linköping, Sweden. Medical teacher, 2002; 24(3): 280–285
• Savery J.R, Duffy T.M. Problem Based Learning: An Instructional Model and its Constructivist Framework. Educational Tecnology, 1995; 4: 31–38
• Pratt D.D, Arseneau R, Collins J.B. Reconsidering "Good Teaching" Across The Continuum of Medical Education. The Journal of Continuing Education in the Health Professions, 2001; 21: 70–81
• Kern D.E, Thomas P.A, Howard D.M, Bass E.B. Curriculum Devolopment for Medical Education. A Six Step Approach. Baltimore and London: The Johns Hopkins University Pres, 1998
• Harden R.M, Crosby J. AMEE Guide No:20: The Good Teacher is More than a Lecturer-the Twelwe Roles of the Teacher. Medical teacher, 2000; 22 (4): 334–347
• Entwistle N, Skinner D, Entwistle D, Orr S. Conceptions and Beliefs About “Good Teaching “: an Integration of Constrasting Research Areas. Higher Education Research & Devolopment, 2000; 19 (1): 5–26
• Effective Learning. Instıtue of Education University of London. Sin Research matters, Summer 1996; 5 http://www.ioe.ac.uk/iseic/pdf/Eff__Lning.pdf adresinden 27/07 /2007 tarihinde erişilmiştir.
• Kember D, Kwan K, Ledesma J. Conceptions of Good Teaching and How they Influence the Way Adults and School Leavers are Taught. International Journal of Life long Education, 2001; 20(5): 393–404
• Entwistle N. Promoting Deep Learning Through Teaching and Asssesment: Conceptual Frameworks and Educational Contexts. TLRP Conference, Leicester, November 2000; 1–12
• Irby D.M. What Clinical Teachers in Medicine Need to Know. Academic Medicine, 1994; 69(5): 333–342