Email this pageCognitive Perspectives on Learning: Implications for Clinical Teaching
Wednesday, May 27 / 10:00-1200 pm
Location: Louise Slaughter Room, 1-9545
Presented by:
Glenn Regehr , Ph.D.
Senior Scientist, Division of Behavioral Sciences & Health
Toronto General Research Institute (TGRI)
Content Outline
The medical training process is expected to teach students all aspects of effective clinical performance including knowledge, skills and attitudes. This combined set of expectations places a heavy burden on the curriculum, and therefore on the faculty who are expected to enact that curriculum. Cognitive psychology (the study of how people think and learn) can provide many insights into where this educational process can go wrong and how it can be maximized. This workshop will address learning from the cognitive perspective at three levels: basic learning processes (the nature of memory), higher order thinking processes (the nature of problem solving), and meta-cognitive processes (the nature of self-direction). Using many natural world examples, the discussion will explore the strengths and limitations of human thinking and learning, and draw implications of these strengths and limitations for clinical teaching.
Learning Objectives
At the conclusion of the workshop, the participant will:
- Identify and describe concepts from cognitive psychology and their relevance to clinical education practices.
- Describe potential educational activities that could take advantage of these concepts.
