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Using educational theory for the design of my ABG workbook (Mayer's…
Using educational theory for the design of my ABG workbook
Behaviourism
Skinner, Watson and Pavlov
Positive reinforcement: when student completes a section of the workbook correctly only then they can move onto the next bit. Negative reinforcement: If they answer incorrectly they cannot move on
Constructivistism
Active, contextualised process of constructing knowledge
Using pre-clinical knowledge of ABGs to relate to clinical scenarios
Vygotsky, Piaget, Dewey, Bruner
Mayer's Principles
Pre-training
Students should have some basic understanding of ABG's
Segmenting and Signalling
Clearly divide the workbook into small sections and highlight essential materials
Redundancy and coherance
Use graphics and narration without any extraneous materials
Androgogy
Adult learning based on Knowles
Problem-centred learning
Offer common clinical scenarios for students to interpret blood gas results
Learning activities which students have to complete and if they make a mistake can learn from
Set clear objectives
SMART and using Blooms Taxonomy
Relate back to how ABGs will be used in their day-to-day work
Humanism
Maslow, Rogers and Knowles
Motivation
Students want to learn ABGs to use in clinical practise
Cognivitism
More than just conditioning
Piaget, Bloom, Bruner and Ausube
Learners active participants
Problem-solving through ABG clinical scenarios
Merill's principles
Demonstration
Step-by-step guide on ABGs
Application
Apply previous knowledge to indications and blood gas interpretation
Task-centred
Problem-based scenarios
Activation
Integration
Apply this knowledge to day-to-day practise