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I don't think that means what you think it means: Why precision in lifelong learning terminology matters to medical education.

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Title: I don't think that means what you think it means: Why precision in lifelong learning terminology matters to medical education.
Authors: Conway, Deborah L.1, Chang, Deborah A.1, Jackson, Jeffrey L.1
Source: Medical Teacher. Jul2022, Vol. 44 Issue 7, p702-706. 5p.
Subject Terms: *Continuing education, *Learning strategies, *Autodidacticism, *Medical education, Accreditation, Self-management (Psychology), Terms & phrases
Abstract: Medical educators share the belief that fostering the development of lifelong learning skills is a fundamental task for teachers and learners in all stages of a physician's education: undergraduate medical education, graduate medical education, and continuing medical education. A significant challenge to developing and implementing best practices in lifelong learning is the varied interpretation and application of its related terminology, such as 'self-directed learning' in this context. This paper discusses the scholarly origins of key terms in lifelong learning ('self-directed learning' and 'self-regulated learning') and explores their commonalities and their common conflation. The authors propose a renewed attention to precision in use of lifelong learning terminology in medical education across the spectrum as a way to best design and deploy impactful educational experiences for learners at all levels. [ABSTRACT FROM AUTHOR]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: <searchLink fieldCode="AR" term="%22Conway%2C+Deborah+L%2E%22">Conway, Deborah L.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Chang%2C+Deborah+A%2E%22">Chang, Deborah A.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Jackson%2C+Jeffrey+L%2E%22">Jackson, Jeffrey L.</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Jul2022, Vol. 44 Issue 7, p702-706. 5p.
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  Data: *<searchLink fieldCode="DE" term="%22Continuing+education%22">Continuing education</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22Autodidacticism%22">Autodidacticism</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+education%22">Medical education</searchLink><br /><searchLink fieldCode="DE" term="%22Accreditation%22">Accreditation</searchLink><br /><searchLink fieldCode="DE" term="%22Self-management+%28Psychology%29%22">Self-management (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Terms+%26+phrases%22">Terms & phrases</searchLink>
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  Data: Medical educators share the belief that fostering the development of lifelong learning skills is a fundamental task for teachers and learners in all stages of a physician's education: undergraduate medical education, graduate medical education, and continuing medical education. A significant challenge to developing and implementing best practices in lifelong learning is the varied interpretation and application of its related terminology, such as 'self-directed learning' in this context. This paper discusses the scholarly origins of key terms in lifelong learning ('self-directed learning' and 'self-regulated learning') and explores their commonalities and their common conflation. The authors propose a renewed attention to precision in use of lifelong learning terminology in medical education across the spectrum as a way to best design and deploy impactful educational experiences for learners at all levels. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=158250003
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        Value: 10.1080/0142159X.2022.2055456
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        Text: English
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        Type: general
      – SubjectFull: Learning strategies
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      – SubjectFull: Autodidacticism
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      – SubjectFull: Medical education
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      – SubjectFull: Self-management (Psychology)
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              M: 07
              Text: Jul2022
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              Y: 2022
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