See the image for practical tips on how to be a better theory user!
For this #MEM, the #CoffeeTalkControversy is an analogy: the uses of theory from Theory Talk reminded us in some ways of the levels from Bloom’s Taxonomy.
Check out the image and share your reflections, #MedTwitter!
Do you find this analogy helpful?
We’re super lucky for this #MEM to have support and a comment from @bobrien_15! Thank you for participating, Bridget!
Here’s the take homes. Let us know what you learned!
How will this affect your approach to scholarship or #MedEd?
#MEM is just a primer! So let us set you up To Learn More (#2LM)!
If you prefer to review this material in a text-only format or if you are using a screen reader, you can use the following link to access a text-only document: bit.ly/use-of-theory-…
• • •
Missing some Tweet in this thread? You can try to
force a refresh
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.
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.
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 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.