Hvordan lærer man bedst?

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Perfor<strong>man</strong>ce Development of expertise ”The way to expertise is deliberate practice.” A Ericsson, AM 2004 Experience Experts Masters Most of us
’Most of us’ ... and ... experts Non-analytic process Unconscious/automatic reaction and action Risk of ”premature closure” in the clinical reasoning Analytic process Conscious/controlled application of knowledge “What is necessary is an attitude towards continual self-criticism, and reinvestment in improvement”. Guest et al, 2001, Ericsson 2004 Motivation Knowledge of results, Monitoring quality Reflection, questioning Focusing improvement A coach
Page 1 and 2: Hvordan lærer man bedst? Charlotte
Page 3 and 4: Skolebaseret uddannelse Præ- og po
Page 5 and 6: Arbejdsbaseret uddannelse Plan og s
Page 7 and 8: Udfordring 2 - tidsmæssig placerin
Page 9 and 10: Specialespecifikke kurser Fordele
Page 11 and 12: Om læring Læring handler om hukom
Page 13 and 14: Processerne Eleven lærer Ved at
Page 15 and 16: Hvem lærer hvad - ved traditionel
Page 17 and 18: Refleksion og elaborering Elaboreri
Page 19 and 20: Læring af færdigheder Mesterlær
Page 21 and 22: Processerne Arbejds-hukommelsen P
Page 23 and 24: Fagre nye verden - simulation
Page 25 and 26: Faktorer af betydning for læring
Page 27 and 28: Vascular anastomosis Moulton 2006
Page 29 and 30: Pilot study (C Kromann et al) CPR c
Page 31 and 32: Test og læring Test af læring um
Page 33 and 34: Kurser og læring Kursusplanlægni
Page 35 and 36: Konklusion Hvordan lærer man beds
Page 37 and 38: Eksempler: inter-aktiv undervisning
Page 39 and 40: Kvalitetsudvikling af uddannelse Ev
Page 41: TASK Simple Single Rules checklists
Page 45 and 46: Kursusplanlægning - frem og tilbag
Page 47: Metoden har betydning for effekten

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