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Applying effective teaching and learning techniques to nephrology education

View Article: PubMed Central - PubMed

ABSTRACT

The interest in nephrology as a career has declined over the last several years. Some of the reasons cited for this decline include the complexity of the specialty, poor mentoring and inadequate teaching of nephrology from medical school through residency. The purpose of this article is to introduce the reader to advances in the science of adult learning, illustrate best teaching practices in medical education that can be extrapolated to nephrology and introduce the basic teaching methods that can be used on the wards, in clinics and in the classroom.

No MeSH data available.


Kolb's learning cycle and the 4MAT model [15].
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SFW083F1: Kolb's learning cycle and the 4MAT model [15].

Mentions: In 1984, Kolb developed a way of looking at the adult learning process, which he called the Experiential Learning Cycle (FigureĀ 1) [15]. Learning is the acquisition of new knowledge, skills and attitudes. Kolb sees learning as happening in a cycle made up of four stages:


Applying effective teaching and learning techniques to nephrology education
Kolb's learning cycle and the 4MAT model [15].
© Copyright Policy - creative-commons
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC5036910&req=5

SFW083F1: Kolb's learning cycle and the 4MAT model [15].
Mentions: In 1984, Kolb developed a way of looking at the adult learning process, which he called the Experiential Learning Cycle (FigureĀ 1) [15]. Learning is the acquisition of new knowledge, skills and attitudes. Kolb sees learning as happening in a cycle made up of four stages:

View Article: PubMed Central - PubMed

ABSTRACT

The interest in nephrology as a career has declined over the last several years. Some of the reasons cited for this decline include the complexity of the specialty, poor mentoring and inadequate teaching of nephrology from medical school through residency. The purpose of this article is to introduce the reader to advances in the science of adult learning, illustrate best teaching practices in medical education that can be extrapolated to nephrology and introduce the basic teaching methods that can be used on the wards, in clinics and in the classroom.

No MeSH data available.