Reflect on which learning gaps (knoweldge, skill, motivation, environment, communication) can be addressed by an educational/instructional activity, and situations where it might not. Please include an example for each. by Edu Tech

Reflect on which learning gaps (knoweldge, skill, motivation, environment, communication) can be addressed by an educational/instructional activity, and situations where it might not. Please include an example for each. by Edu Tech https://padlet.com/edutechhpe/rfmw2g59cbcofcp9 ID101 2021- Discussion 3 en-us 2020-12-21 00:25:59 UTC 2023-03-09 16:05:39 UTC hello@padlet.com https://padlet.net/icons/png/1f4dd.png Janice L. For my identified gap for neuroanatomy in dementia diagnoses: An education activity such as an interactive online 3D model of the brain’s anatomy can help address the knowledge gap. An online e-module with case-based questions can help address the skills gap of applying neuroanatomy to clinical presentations of dementia. However, I do not think an instructional activity would be able to sufficiently address the communication gap needed to interact with patients, make the diagnosis, and provide patient counselling. https://padlet.com/edutechhpe/rfmw2g59cbcofcp9/wish/2498649201 2023-02-28 21:44:01 UTC https://padlet.com/edutechhpe/rfmw2g59cbcofcp9/wish/2498649201 waseemzakour https://padlet.com/edutechhpe/rfmw2g59cbcofcp9/wish/2498689194
The educational gap can be addressed on two separate levels:

1-The knowledge gap can be covered by a website that has the most recent and relevant guidelines and information to build good awareness and the basis for pain management.

2-The skill gap can be addressed by providing supporting information chunks with examples and quizzes that prepare the practitioner for the practical application.

But the best way to teach about something so important and common is through hands-on experience.

]]> 2023-02-28 22:38:53 UTC https://padlet.com/edutechhpe/rfmw2g59cbcofcp9/wish/2498689194 hendersonlindsayn https://padlet.com/edutechhpe/rfmw2g59cbcofcp9/wish/2500317213 For my identified gap of lack of 'expert' instruction/shadow opportunity;
Knowledge: an expert can explain the assessment tools.
Skills: an expert can demonstrate the use and application of assessment tools.
Motivation: the learner may be overwhelmed on the number of assessment tools available to use.
Environment: by providing a shadow opportunity it gives access to the identified gap's use for improved understanding
Communication: depending on the expert understanding the role of a community paramedic, they may have difficulty ensuring how they instruct meets the needs/scope of the CP

]]> 2023-03-02 00:20:55 UTC https://padlet.com/edutechhpe/rfmw2g59cbcofcp9/wish/2500317213 laicarolyn https://padlet.com/edutechhpe/rfmw2g59cbcofcp9/wish/2503579113 “Knowledge” of how to provide appropriate and effective feedback can be addressed by worked examples within instructional videos on EPAs. They do exist in a broad sense on the Royal College website but I think specialty specific examples would be most effective as there are cultural and contextual differences that would benefit from this.

This “skill” of effective feedback can also be addressed by sessions (F2F or virtual) where faculty are given expert feedback on their delivery of feedback.

Ultimately, “motivation” for this improvement is essential to its delivery. In this current state, many residents and faculty see EPAs as a barrier to their education, rather than enablers. Evaluations are only as effective as they are done (hopefully well). This motivation could be increased by faculty development (F2F or virtual).

"Environment" could be improved by providing protected time for faculty to work on this.

"Communication" is a key underpinning in delivering effective feedback. This would also be addressed in the vehicles outlined above.

]]> 2023-03-04 17:48:17 UTC https://padlet.com/edutechhpe/rfmw2g59cbcofcp9/wish/2503579113 As I introduced, environment is the most significant gap. Then comes knowledge and skill gaps. Luckly , they can all be fixed by a educational course. First, a course itself can build a new environment for residents in family physicians learning talking, and comparing with guidelines of primary care and different specialty. During this course, their knowlege can be imporoved and skills can be trained with case discussions. AnnyGao https://padlet.com/edutechhpe/rfmw2g59cbcofcp9/wish/2503665436 2023-03-04 22:33:10 UTC https://padlet.com/edutechhpe/rfmw2g59cbcofcp9/wish/2503665436 ajorganek https://padlet.com/edutechhpe/rfmw2g59cbcofcp9/wish/2510535707 Knowledge gaps can be addressed by an educational activity. An example of this would be this exercise teaching us about instructional design.

Skill gaps can be addressed by educational activities. This activity has us practicing application of identifying learning gaps and applying them.

Motivation gaps may be addressed during instruction by providing opportunities/forums for feedback and discussion to address gaps but are largely dependent on learners

Environment/external gaps can sometimes be addressed by educational activities by providing additional tools and clarity or set time for independent work but many are outside of the control of the educators.

Communication gaps can be addressed in educational activities by providing clear instructions on activities and having opportunities to discuss activities with learners and address gaps as they present]]> 2023-03-09 16:05:39 UTC https://padlet.com/edutechhpe/rfmw2g59cbcofcp9/wish/2510535707