Teaching evolution: Jean Marco

Postgraduate learning refers to a specific form of education aiming to help healthcare professionals (HCP) to consolidate competence and learn about information in their field. It is associated with human interaction. Examining, questioning, and revising how learners construe, validate, and reformulate the meaning of their experience and how learners develop expectations based on their thought is key to achieving effective learning outcomes. The "fil rouge" is placing the learner at the very centre of the learning process.

For further reading, consult the EuroIntervention Journal article: Critical reflection on postgraduate learning: education through sharing

Watch the below video interviews with J. Marco, A. Spencer and M. Bréhèret about the teaching evolution.

Interview with M. Bréhèret, J. Marco and A. Spencer

Video 1: Introduction, objectives

J. Marco, M. Bréhèret and A. Spencer have spent a lifetime in the field of postgraduate learning and adult education. They have seen what is effective and what is not and would like to share these experiences with you.

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Video 2: The fundamental goal of postgraduate learning

Interviews and surveys have helped us reach a better understanding of this issue. A question that’s frequently asked is this: what do you hope to earn from a postgraduate learning programme?

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Video 3: Participants’ involvement in the learning process

Coping with the development of the interventional cardiology.
 

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Video 4: What do effective learning outcomes mean?

We need to step into the participant’s shoe in order to determine if our teaching methods are as effective as we want - and need them to be.

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Video 5: To explore and understand the learners’ needs

When you learn something, what you hope to get is a solution to a problem. An answer to a question. And what better way is there to do so than to be confronted to such problems yourself? Problem solving is a very effective part of how the learning is done.

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Video 6: To set clear objectives fostering participants’ autonomous thinking

We need to be clear about the terms we are using - what does proficiency-oriented objectives that foster a participant’s autonomous thinking and critical reflection mean?

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Video 7: To design a framework stimulating the participants’ autonomous thinking

Learn more about how to stimulate the participants’ autonomous thinking and what key points should be kept in mind when building the framework for a learning session ?

 
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Video 8: To prepare multi-sensory learning media aiming to enhance participants’ capacity to memorize

Multisensory learning media includes all the tools and techniques of communication which can be used to enhance participants’ capacity to remember information, messages, tips, tricks and techniques.

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Video 9: Scaffold learners to share and benefit from each other’s experience

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Video 10: To prepare a safe learning environment
 

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Video 11: Role of the professional development

The role of specific professional development is fundamental to create the desire to move from the teacher-directed learning model where the students are seen as containers into which teachers must pour their knowledge towards a participant-directed learning model.

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Video 12: Concluding remarks

Through these past videos we have challenged some of the assumptions and orthodoxies on medical postgraduate learning and we have explored options for alternative transformative perspectives designed to create a change.
 

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References

  1. J. Marco, A. Spencer and M. Bréhèret. Critical reflection on postgraduate learning: education through sharing. EuroIntervention Journal 2017;13:1-6

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