Educational Models Sample Clauses

Educational Models. 1. For 2020-2021 or until a vaccine or cure is developed during the 2020-21 academic year, it is recognized that the District may experience distinctly different educational models. The NUSD Board of Trustees will make the determination at any point of which model(s) it chooses to adopt based on state and local health officials’ guidance and applicable public health orders.

Educational Models. There are numerous educational models theories and papers that have relevance to this curriculum and to the activity of training in T&O. Of all of these trainers and trainees should be familiar with four, listed below, that have underpinned the development of this curriculum. Xxxxx Xxxx’x learning Cycle illustrates the importance of reflection in the learning process. Without the key activities of reflecting and drawing conclusions learning is reduced to a series of events with no connection to changes or improvements in behaviour or competence. The T&O curriculum encourages reflective learning on the part of both trainer and trainee in the learning agreement. All trainers are required to reflect on their own practice in the production of a trainer profile which is shared with each trainee at the start of an attachment. The trainee in turn uses this profile to reflect on their own progress to date, sharing this with the trainer if the first learning agreement meeting where, together, they set goals for the attachment. As the attachment progresses PBA and other formative assessments generate feedback for the trainee on which s/he reflects informally on a day to day basis and formally at two further learning agreement meetings, the last of which offers opportunity to reflect on the attachment as a whole and draw conclusions to be actioned in the next attachment. Argyris & Schon proposed that to be effective in the workplace learning must cover multiple levels synergistically. It is not enough to move rapidly around loop 1 (detecting errors and fixing immediate problems). Without loop 2 (values, underlying principles, why the problems occur in the first place) learning is incomplete. Similarly it is not enough for a surgical trainee to learn the specific details of clinical work (doing surgery) without simultaneously extending their competence in being a surgeon, a much wider activity. In the T&O curriculum the content of the clinical syllabus represents the detail of surgery (including those skills relating to the generality of the discipline) whereas the Professional & Management syllabus represents the breadth of surgical activity beyond the solution of clinical problems (Good Medical Practice).