2012; 34: e58–e63 WEB PAPER Global health education for medical students: New learning opportunities and strategies BRIAN W. GOLDNER1 & ROBERT C. BOLLINGER2 1Johns Hopkins University School of Medicine, USA, 2Bloomberg School of Public Health, USA Abstract Background: A new course was offered to introduce basic global health concepts to all first year Johns Hopkins medical students, Objectives: This study aimed to gain an understanding of the perceptions of 4th-year medical students about a training course in communication skills with 'experiential learning' characteristics, completed over the past two years. The results indicate that medical students use a core inventory of VLS, whereby showing preference for the category of self-initiated vocabulary learning (SI-IVL) strategies and some individual formal vocabulary learning (FVL) and spontaneous vocabulary learning (SVL) strategies. MedEdPublish (ISSN 2312–7996) is a highly visible, open access, specialist practitioner e-journal that enables academics, teachers, clinicians, researchers and students to publish their experiences, views and research findings relating to teaching, learning and assessment in medical and health professions education. Learning in the clinical setting is the cornerstone of medical school education, but there are strong imperatives to optimise the ways in which students acquire clinical expertise. 1. 2. Multiple active learning strategies may be used in each of the active learning designs. Active Learning involves both the instructor and the students … Deconstructing the Online learning provides students with the time they need to actively reflect and organize their thoughts before answering a question or making a comment. The students who fail to implement proper study methods flunk out or barely pass. A questionnaire was administered to 120 medical students (53 males, 67 females) to identify; 1) the effective types of vocabulary learning strategies used by the Making the Most of the Strategies. What may have worked yesterday may no longer be effective today. 1-5 Several studies document how that stress increases throughout the year1. The best online learners don’t hesitate to ask questions. The main learning driver for medical students was academic achievement, and the proposed learning strategy favored by medical students was linking their study plans to clinical activities. 3 • Introduction Bravo, you’re a medical student! Measuring medical students' reflection on their learning: modification and validation of the motivated strategies for learning questionnaire (MSLQ) BMC Med Educ . Strategies for engendering a more active approach to learning are accessible and applicable to existing content modules. Effective time management is crucial for medical students who want to excel in their studies, survive the rigors of medical school, and emerge successful at the end of it all. Remind students to include diagramming, sketching, and creating graphic organizers when they study at home. Aim: To describe the use of clinical learning strategies by Chilean students and compare them according to sex and year of training. Two more pieces of advice on how to maximize these strategies for learning: Combine them. Sit & talk with peers nearby As an added bonus, these methods fit well in the flipped learning environment that many instructors are using today. By learning and understanding what concepts appeared on previous tests and are therefore important to the professor, you’re well on your way to learning the concepts — and passing the tests. Most people learn better from actively engaging with material than they do from passively listening to a speaker or reading from a textbook. Volunteer experiences are just as important and give medical students a wider perspective on patient care. • Have strategies to ease yourself into studying when you just do not feel like it or cannot focus. Path analysis revealed that self-regulating learning strategies and motivational strategies can predict the academic achievement of these students. Although nursing students had a higher mean score for extrinsic goal orientation compared to medical students (p < 0.001), medical students had higher mean scores for the other four learning strategies measured: peer learning (p = 0.003), help seeking (p = 0.008), critical thinking (p = 0.058), and time and study environment management (p < 0.001). Methods: Twenty 4th-year medical students were invited to participate in a qualitative study with focus groups.. These strategies don’t necessarily work in isolation. Active learning strategies have students “doing” things—analyzing, creating, role playing, experiencing, reflecting, etc. One of our primary goals is to make this research on learning more accessible and create free evidence-based resources for teachers and students. Considering the importance of active and independent learning among medical students, it is necessary for lecturers to use interactive and student-oriented patterns of teaching. Student Strategies for Success: OMERAD Teaches Learning Strategies to Incoming Medical Students The OMERAD unit works to increase the quality of teaching and learning in the medical school. To meet that goal, over the past few months we have been working on creating resources in different formats based on 6 learning strategies whose effectiveness is backed by decades of cognitive research: Whys and hows of assessment. References: Eberly Center for Teaching Excellence. 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