SBME:Exploring boundaries between formal, non-formal, and informal learning

Shahoumian, Armineh and Parchoma, Gale and Saunders, Murray and Hanson, Jacky and Dickinson, Mike and Pimblett, Mark (2013) SBME:Exploring boundaries between formal, non-formal, and informal learning. In: Association for simulated practice in healthcare (ASPiH) 2013, 2013-11-192013-11-21.

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Abstract

In medical education learning extends beyond university settings into practice. Non-formal and informal learning support learners’ efforts to meet externally set and learner-identified objectives. In SBME research, boundaries between formal, non-formal, and informal learning have not been widely explored. Whether SBME fits within or challenges these categories can make a contribution. Formal learning is described in relation to educational settings, planning, assessment, and accreditation. Informal learning results from workplace-, home- and community-based activities (Werquin, 2012), often lacks assessment, and can include incidental learning as an unanticipated consequence (Marsick & Watkins, 1990). Non-formal learning is structured in terms of learning objectives, time, and support (Colley et al., 2002), but focused on formative assessment within practical experience.

Item Type:
Contribution to Conference (Other)
Journal or Publication Title:
Association for simulated practice in healthcare (ASPiH) 2013
Subjects:
ID Code:
70167
Deposited By:
Deposited On:
04 Aug 2014 10:14
Refereed?:
Yes
Published?:
Published
Last Modified:
04 Jul 2020 08:00