No 81| MAR’17
CURIOSITIES
WHAT COGNITIVE LOAD THEORY CAN BRING TO TEACHING
The high complexity of the knowledge to be assimilated often proves to be an obstacle in medical education. The ability to integrate disparate concepts is limited and in view of this the teaching methods should take advantage of the latest developments in Cognitive Theory.
After providing the due theoretical foundations, the authors of the article Cognitive Load Theory: Implications for medical education suggest a set of techniques that aim to manage the difficulty of each task and adapt it to the level of learning of medical students, in order to guarantee greater educational success.
You can know more about these developments and their application to medical pedagogy here .
Pedagogic News
Faculty of Medicine of the University of Lisbon
***
No 82| APR’17
PEDAGOGY
HOW TO TEACH NUMEROUS GROUPS?
Giving lectures or teaching large numbers of people is one of the oldest ways to teach. The lectures, whatever their reputation, are an efficient way to transfer knowledge and export concepts.
However, they should not be seen as a useful method for teaching skills. Classes with large groups promote passive learning: students receive the information but do not have the opportunity to process it properly.
How can this type of teaching be used to maximize learning and provide opportunities for student interaction?
Read the article here
Pedagogic News
Faculty of Medicine of the University of Lisbon
***
