Education Flashcards
(15 cards)
Pedagogical Teaching style
Traditionally focuses on the teacher as the main knowledge source, using structured lessons with clear goals, direct instruction, and assessments. It prioritises curriculum outcomes while adapting to student needs and learning styles.
BIG TEACH LITTLE
Multiple Choice: Which of the following best describes a constructivist approach? A) Memorization of facts B) Building knowledge through experience C) Teacher lectures
B) Building knowledge through experience
Heutagogical teaching
Heutagogical teaching is a learner-centred approach that emphasises self-directed and self-determined learning. It encourages students to take full control over what, how, and when they learn, often using real-world, reflective, and flexible learning activities. This style supports lifelong learning, adaptability, and capability development—ideal for complex, evolving fields like healthcare or technology.
BIG TEACH SELF
Androgogical
Andragogical teaching is an adult learning approach where learners are more self-directed than in pedagogy but still guided by an instructor. It assumes adults bring prior experience, are motivated by real-life relevance, and prefer problem-solving over memorisation. The teacher facilitates rather than dictates, fostering participation and collaboration.
BIG TEACH BIG
Paternalistic
Paternalistic teaching is a style where the teacher maintains authority and control “for the student’s own good,” often making decisions on their behalf with limited learner input. It assumes the teacher knows what’s best, similar to a parent–child dynamic. While it can offer structure and support, it may limit student autonomy and critical thinking.
PARENT
Bloom’s Taxonomy is a hierarchical model used in education to classify learning objectives by cognitive complexity. It has six levels.
This aligns with self-actualisation (Maslow’s hierarchy) because as learners progress to higher levels—especially Creating—they engage in deeper, more meaningful learning. These tasks require autonomy, creativity, and problem-solving, all of which support personal growth and fulfilment, key aspects of self-actualisation.
Remembering – recall facts
Understanding – explain ideas
Applying – use information in new situations
Analysing – break information into parts
Evaluating – make judgments
Creating – produce original work
ADULT Model by McCann
Guidelines for Physician-Patient Education using the acronym, its similar to ICE but focuses more on education and planning:
A – Authentic Learning Environment: Establishes a safe, inclusive space that encourages open dialogue and critical reflection.
D – Discourse and Dialogue: Promotes meaningful conversations among learners and between learners and facilitators, fostering deeper understanding.
U – Understanding through Reflection: Encourages learners to reflect on their experiences and assumptions, leading to new insights and perspectives.
L – Learner-Centered Approach: Places learners at the center of the educational process, acknowledging their experiences and promoting autonomy.
T – Transformative Learning: Aims for profound shifts in learners’ perspectives, enabling them to apply new understandings in various contexts.
Lev Vygotsky, a Russian psychologist, introduced the concept of scaffolding as part of his sociocultural theory of learning. Scaffolding refers to the support given by a teacher or more knowledgeable other to help a learner move through their Zone of Proximal Development (ZPD)—the gap between what they can do alone and what they can do with help.
ZPD: The range where learning is most effective.
Scaffolding: Temporary, adaptive support (e.g., prompts, demonstrations, cues).
Goal: Gradually reduce help as the learner becomes more independent.
Management plans are good!
Positive impacts shown from management plans generally. Improve patient adherence and ultimately treatment is often more successful
Constructivism - a learning theory and philosophical approach that suggests knowledge is actively constructed by the learner, rather than passively received from the environment or teacher. Learners build new understanding based on their prior knowledge and experiences.
Active Learning: Learners engage actively with material, exploring, questioning, and experimenting.
Knowledge Construction: Learning is a process of making meaning by connecting new information to existing cognitive structures.
Social Interaction: Learning is often social and collaborative, enhanced by interaction with others.
Contextual Learning: Knowledge is constructed within a context and influenced by culture and environment.
Learner-Centered: Emphasis on the learner’s role in directing their own learning journey.
Health Education - Teach Back
“Teach Back” involves asking the recipient to explain the information in their own words to confirm understanding.
Health Education - Chunk & Check
“Chunk and Check” breaks down complex information into smaller, more manageable pieces, with Teach Back checks in between.
Every contact counts
Every Contact Counts’ means using all patient interactions to promote health, spot early illness, and encourage healthy choices. This approach enables early intervention, improves engagement, and supports holistic, person-centred care.
Novice to Expert Theory (Benner)
Benner’s Novice to Expert theory shows how clinicians develop skills and judgment through five stages, moving from rule-based to intuitive decisions. Expertise grows with experience, improving patient care over time.
Theory of Experiential Learning (Kolb)
Kolb’s theory teaches healthcare professionals learn best by experiencing, reflecting, planning, and applying, improving critical thinking and patient care.
