Browsing by Author "Hellenberg, D"

Now showing 1 - 4 of 4
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    Feedback: The educational process of giving and receiving
    (Taylor & Francis, 2006) Gibbs, T; Brigden, D; Hellenberg, D
    The report of the Standing Committee on Postgraduate Medical Education in the United Kingdom stated in 1995 1 that “all those involved in teaching can contribute by creating a positive educational environment, helping learners to achieve their goals by providing support and constructive feedback… They need to understand more about the need for, and the ways of achieving feedback, appraisal, openness and trust.” Over a number of years, many surveys have shown that a lack of feedback is the most common complaint students, interns and registrars make about their teaching and training. In many ways it is the most serious, for feedback is essential to progression in learning. The purpose of this article is to describe the concept of feedback, its triangulation with effective teaching and learning and to demonstrate its potential in maximising any teaching activity that is encountered within practice. It will also explore how, because of its close proximity to appraisal, feedback may provide personal drive and motivation.
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    From learning portfolios to personal development plans
    (Taylor & Francis, 2005) Gibbs, T.J.; Hellenberg, D; Brigden, D
    Previous articles have focused on the need to recognise and implement modern educational theory in practice, to make learning a continuous, lifelong activity, and to relate learning to outcome measures. For each of these, the medical practitioner has to develop the appropriate tools for these concepts to be implemented and to be successful. But how do practitioners appraise what they have been involved with or map what they intend to carry out in the future, or make themselves ready for a future when accreditation and re-accreditation are realistic outcome measures?
    In this article we put forward, for discussion, the use of modified learning portfolios, which, when combined with a personal development plan, act as an educationally directed developmental tool to identify educational and training needs, as well as to record individual progress and success. We will draw a comparison between this type of portfolio and the standard curriculum vitae, whilst demonstrating the potential for a learning portfolio to be a useful adjunct to a curriculum vitae.
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    Open Access
    The education versus training and the skills versus competency debate
    (2004) Gibbs, T; Brigden, D; Hellenberg, D
    The essence of modern medical education lies in the ability of defining and developing its terminology, which all too often is used in a less than thoughtful and inappropriate manner. Educationalists place emphasis upon the concept of learning rather than teaching; learning which is specifically student centred and student directed learning rather than teacher centred didactic teaching. However within this change environment we still prefer to use the word training, as in vocational training, to describe a specific programme and aspire to levels of competency that hopefully match the learning outcomes of the programme. This article opens the debate on whether the satisfactory completion of a learning programme is sufficient (cf completion of vocational training) or whether we should be assessing the learner through levels of defined competency relevant to their professional career.
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    The importance of life long learning
    (2005) Gibbs, T; Brigden, D; Hellenberg, D
    The concepts of evidence-based practice and clinical governance are slowly becoming commonplace in practitioners' everyday terminology. The concepts of accreditation, re-accreditation and external appraisal and validation loom in the not too distant future. However, are these terms so frighteningly divorced from the reality of standard family practice? Are practitioners life long learners by default, driven by an ability to maintain general health care? Or is life long learning something that practitioners must develop post graduation? In an attempt to answer these questions, this paper briefly discusses the historical development of life long learning and poses questions as to its applicability into daily practice.