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Northwestern's Problem-Based Learning Case Study

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Northwestern’s Problem Based Learning (PBL) curriculum is the primary factor influencing my decision to apply to the PA Program. I strongly believe that a PBL-centered format is the optimal way for me to learn how to practice medicine. Although many PA programs have adopted the PBL system, Northwestern is uniquely equipped to supplement its curriculum with resources such as the Simulation Technology and Immersive Learning Center (STIL Center). Additionally, the Program’s location and affiliations with several esteemed Chicagoland area clinical sites provides students with access to unparalleled clinical learning opportunities. This combination of unique and distinctive features offers an exceptional learning experience to Northwestern PA students. I would be very fortunate to participate in this experience. …show more content…

I have experienced many difficult situations where I had to rely heavily on non-clinical skills--flexibility, teamwork, and communication--to achieve a positive outcome. A PBL-style curriculum would be more valuable to me as a future medical professional, because it closely mimics the scenarios I will likely encounter in real medical practice. Problem Based Learning will help me develop my clinical skills as well as the professional and interpersonal skills that all healthcare providers require to succeed. Additionally, I believe that I will find PBL to be far more engaging for me as a student. Through the active learning environment that the program promotes with self-directed study and group discussion sessions, PBL aligns with my personality in such a way that will ultimately result in a better and more enjoyable

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The familiarity that these courses will provide me with related medical school courses will aid me in acclimating to medical school more efficiently, and to perform at a superb academic level. Attending a medical school that is community-focused and that is service-oriented is what makes Morehouse a uniquely good fit. Morehouse will be gaining a student that is unquestionably passionate about medicine, highly motivated and ambitious, and that will take full advantage of utilizing all of his resources to succeed in medical

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It has been argued that the shift towards patient-conscious medical aid is necessary and that simulation in its widest sense can be used to support this process. However, sensitivity to what we are simulating is essential, especially when simulations purport to address patient perspectives. The essay first reviews the history of medical education "centeredness," then outlines ways in which real and simulated patients are currently involved in medical education. Patient-focused simulation is described as a means of offering patients' perspectives during the acquisition of clinical procedural and surgical skills. The authors draw on their experiences of developing Patient-focused simulation and preliminary work to "authenticate" simulations from patient perspectives.

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1. For Program Student Learning Outcomes what I demonstrated in my artifact is Develop leadership skills to provide and continuously improve the delivery of safe, patient-centered quality healthcare. Within in nursing we must develop leadership skills to better serve our patient. The reason why nurses should have leadership skills because it will help the nurse to be able to intervene, be able to implement tasks, create care plan, and evaluate. Also, with leadership it helps you to be more efficient in advocating for your patient, which will lead to patient-centered quality care.

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Furthermore, Pacific Oaks College's learner-centered approach to pedagogy greatly appeals to me. The focus on the individual student's unique experiences,

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The Learning Collaborative (TLC) is a community of students within the larger community of Drake High School. Within the Learning Collaborative, there are four even smaller separate communities, labeled TLC North, TLC South, TLC East and TLC West. Having smaller groups of students ensures a true sense of community and friendliness, which makes it easier to get know people and collaborate with them on schoolwork! Each student in the learning collaborative uses some sort of a digital device (usually either a laptop computer or a tablet), and takes part in project based learning. Projects are completed in a social and collaborative group environment and then presented to the class.

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Along with the journal, Corbin must do a case study to present at the end of the program. This presentation is reviewed by doctors and the administration. “It’s definitely challenging, but then again, so is being an actual doctor,” said Corbin. Bonnie Ritchey, HCEP supervisor, agrees that this program is rigorous, but believes it is also tremendously beneficial. Corbin can narrow down her job choices in the first semester, and for the second semester she can shadow one specific doctor or nurse in the field she would like to pursue.

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Completing the preparation for my academic advisor visit did not help me in organization, planning, and identifying questions. Although I went to see my academic advisor three weeks before my registration began, my academic advisor still had a long line of people to see her. When I went in to see my academic advisor, she was incredibly quick and seemed busy. She already had my transcript from, my current schedule on screen, and had the nutrition and dietetics curriculum on her desk. She just simply picked a few classes I can take next semester, and then wrote them down on a piece of paper and that was it.

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I describe my learning habits and how the plan of study that Ball State offers coincides with my current work life. I conclude by describing the skills I attain and connect those skills to the Family Nurse Practitioner Concentration at Ball State. Master of Science in Nursing Statement

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Teachers must lose their fear of what will other teachers think of my new practices or what if they don't do well on the exam because I did not go specifically over an objective 10 times. I want teachers to ultimately trust that students can be responsible for their own leaning. In order for me to get started, I need to do more research on PBL, how students find meaning in what they learn and student guided learning. After this I need to look at what my focus will encompass, such as how long will this experiment take place, what parameters are required in PBL and how can meaning be assessed? I also need a baseline this first semester with traditional teaching and PBL second

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The curriculum allows students a hands-on medical approach in the Clinical Simulation Learning Center for those that are enrolled at NYU. The simulation lab has high technology manikins that resemble a real patient. These

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Throughout my experiences I have discovered my tremendous ability to multitask. During my years of college, EMT and hospital volunteering I have shown persistent success. Able to study for a microbiology exam while at the firehouse as an EMT might seem hard for others. However, I feel most comfortable in these situations and seem to have success as well. Earning an A on my exam and reporting to 10+ EMS calls seems to be a productive and successful day for me.

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The goal of the intervention was for medical students to perform both a doctor and patient role, in order to conduct an interactive learning platform that stimulated students in addition to cultivate their clinical knowledge and communication skills. Participants reported that they improved in engagements, confidence, empathy, and that the sessions prepared them for internships and exams. Students reported that RBL sessions were more engaging, informative and relevant than other teaching methods. Respondents indicated that performing the patient role was a valuable experience and they had an increased understanding of the patients’ perspective. The RBL approach has been adopted for use at all clinical sites in the updated University of Melbourne MD curriculum and

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INTRODUCTION For an educator to be successful at teaching their students, the teacher must be able to asses the individual students knowledge of a subject (Guskey, 2003, p6). The clinical interview is a useful tool for assessing a student’s individual knowledge, along with other aspects of the education process. An instructor who is conducting clinical interviews are will be able to recognize the students thought process and learning behaviors when it comes to solving a problem or explaining a process to complete a report (Ginsburg, 1997, p.147). Furthermore, the interview allows the instructor to recognize gaps in both the student’s knowledge and the instructors teaching methods.

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