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#MedTwitter – we’re excited to share with you a new #MedEd Model! This #Tweetorial is on validity.
Validity describes how justifiable the decisions are that result from a test, whether we are referring to an exam, a rating scale, or a clinical diagnostic.
Validity describes how justifiable the decisions are that result from a test, whether we are referring to an exam, a rating scale, or a clinical diagnostic.
If you prefer to review this material in a text-only format or if you will be using a screen reader, you can use the following link to access a text document: bit.ly/validity-mem.
Let’s get started!
Let’s get started!
Here are the objectives of this #Tweetorial.
We’ll focus on describing current validity discourses, then list the components of a validity argument, and wrap up by applying validity to #MedEd.
We’ll focus on describing current validity discourses, then list the components of a validity argument, and wrap up by applying validity to #MedEd.
#MedTwitter -- it is time for another new #MedEd Model!
This #Tweetorial is the first in a series (#CurricDevMEM) and is made with support from the incredible @Doc_JD_!
This #Tweetorial is the first in a series (#CurricDevMEM) and is made with support from the incredible @Doc_JD_!
We will explain the first two steps of Kern's approach to curricular development and describe strategies for completing a problem identification, general needs assessment, & targeted needs assessment.
Curricular development has 6 steps.
Check out the image below for a visual summary of these steps & how they connect in the process of curriculum development.
Check out the image below for a visual summary of these steps & how they connect in the process of curriculum development.
#MedTwitter – we are excited to share with you a new #MedEd Model!
This #Tweetorial is on Use of Theory – we’ll take you from “knows” to “knows how” – with support from the fantastic @bobrien_15!
This #Tweetorial is on Use of Theory – we’ll take you from “knows” to “knows how” – with support from the fantastic @bobrien_15!
We’re Educators through and through, so our objectives are below our #Tweetorial objectives.
We’ll start with big concepts, define some confusing terms, and then get very practical. Stick with us!
We’ll start with big concepts, define some confusing terms, and then get very practical. Stick with us!
We have to begin by making sure we’re speaking the same language.
Theory, theoretical framework, and conceptual framework are used in a variety of ways.
Check out the image for definitions that we find helpful for each of these important #MedEd terms.
Theory, theoretical framework, and conceptual framework are used in a variety of ways.
Check out the image for definitions that we find helpful for each of these important #MedEd terms.
Good morning #MedTwitter! We are excited to share with you a new #MedEd Model!
Today our #Tweetorial covers Cognitive Load Theory (#CLT) with assistance from @GIMedEd!
Today our #Tweetorial covers Cognitive Load Theory (#CLT) with assistance from @GIMedEd!
We will define CLT & its 3 subtypes, relate CLT to ideas like stereotype threat & decision fatigue, and discuss teaching strategies that can help you optimize cognitive load for your learners.
Let’s get started!
Let’s get started!
Let’s start with a discussion of how memory works. There’s three components to memory: sensory memory, working memory, and long term memory. Longterm memory is limitless, but working memory is not.
Schemas help overcome the limits of working memory.
Schemas help overcome the limits of working memory.
