Pickering, JD orcid.org/0000-0002-0494-6712 (2017) Cognitive Engagement: A More Reliable Proxy for Learning? Medical Science Educator, 27 (4). pp. 821-823. ISSN 2156-8650
Abstract
Medical student engagement is a constant topic of conversation between all faculty members seeking to explore varied approaches to student support. Although considerable work has been undertaken to explore the various domains of engagement, generally it still remains a poor proxy for learning. This personal perspective seeks to highlight how cognitive engagement might be viewed as the key domain in which students must operate. Only when students have become masters of their current knowledge base and what it is they are required to know as part of their course, can they make behavioural decisions to support their learning.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © International Association of Medical Science Educators 2017. This is an author produced version of a paper published in Medical Science Educator. The final publication is available at Springer via https://doi.org/10.1007/s40670-017-0447-8. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | Engagement; Learning; Medical education |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Medicine and Health (Leeds) > School of Medicine (Leeds) > Leeds Institute of Medical Education > Division of Anatomy (LIME) (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 17 Jul 2017 12:27 |
Last Modified: | 19 Jul 2018 00:38 |
Status: | Published |
Publisher: | Springer Verlag |
Identification Number: | 10.1007/s40670-017-0447-8 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:119037 |