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Title:Alternative Types of Learning in Clinical Specialty-Interest Areas of Family-Practice Medicine
Author(s):DePaul, Gary Andrew
Doctoral Committee Chair(s):Farmer, James A., Jr.
Department / Program:Education
Discipline:Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):Education, Adult and Continuing
Abstract:Results from the analysis suggest that family-practice specialists are challenged by a complex dilemma, which apparently makes learning and teaching relative to going into specialty-interest areas from family practice puzzling and potentially problematic. Due to the high level of risk in medical practice, resolving this dilemma becomes essential for reasonably handling the potential occurrences of untoward events. Resolution of this dilemma entails a broader awareness of risk management, rescue, and recovery in dealing with such occurrences. While any type of learning can be used to instruct relatively safe medical practices, only types of learning that are grounded in social-cognitive learning can effectively and efficiently instruct risky medical practices. The method that best operationalizes social-cognitive learning is cognitive apprenticeship, which can be supplemented with the BOGERD technique.
Issue Date:1998
Type:Text
Language:English
Description:160 p.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1998.
URI:http://hdl.handle.net/2142/80243
Other Identifier(s):(MiAaPQ)AAI9904431
Date Available in IDEALS:2015-09-25
Date Deposited:1998


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