#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! Image
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! Image
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. Image
Colleagues from #InformationScience offer a taxonomy for Use of Theory – it’s called the “theory talk framework.”

According to Theory Talk, use of theory can be:
- Minimal
- Moderate
- Major

Let’s start with minimal use of theory. Image
Minimal uses of theory are cursory. See the image below for more details!

Now, some #RealTalk:

#MedTwitter, when’s the last time you remember Theory Dropping?

Reply here and let us know! Image
Moderate uses of theory are more rigorous.

In this category, theory conversation and theory mapping are particularly compelling uses!

Check out the image below for more details! Image
Major use of theory (using theory well!) requires really grasping a theory and applying it consistently to your work. #PeakAcademia

Check out the details & reply w/ your proudest theory #achievement.

Haven’t achieved major use of theory before? No worries. Tips are on the way! Image
We adapted some outstanding guiding principles from @AcadMedJournal (bit.ly/3kZCi5T) and added connections between them and the #TheoryTalk framework.

See the image for practical tips on how to be a better theory user! Image
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? Image
We’re super lucky for this #MEM to have support and a comment from @bobrien_15! Thank you for participating, Bridget! Image
Here’s the take homes. Let us know what you learned!

How will this affect your approach to scholarship or #MedEd? Image
#MEM is just a primer! So let us set you up To Learn More (#2LM)!

Check out the work of these incredible scholars:
@bobrien_15
@LaraVarpio
@ep_qc
@meredithyoung1
@dr_kumasi
@abbattist

Particularly in:
@AcadMedJournal @MedEd_Journal @advhlthsciedu @jste1924 Image
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-…

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More from @MedEdModels

1 Sep 20
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! Image
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! Image
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. Image
Read 15 tweets

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