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Akhigbe, T. (2018). Cognitive-Behaviorism and Experientialism in Emergency Medicine Training: From Theory to Practice in a Teaching Hospital. International Journal of Medical Reviews, 5(3), 87-89. doi: 10.29252/IJMR-050301
Taiwo Akhigbe. "Cognitive-Behaviorism and Experientialism in Emergency Medicine Training: From Theory to Practice in a Teaching Hospital". International Journal of Medical Reviews, 5, 3, 2018, 87-89. doi: 10.29252/IJMR-050301
Akhigbe, T. (2018). 'Cognitive-Behaviorism and Experientialism in Emergency Medicine Training: From Theory to Practice in a Teaching Hospital', International Journal of Medical Reviews, 5(3), pp. 87-89. doi: 10.29252/IJMR-050301
Akhigbe, T. Cognitive-Behaviorism and Experientialism in Emergency Medicine Training: From Theory to Practice in a Teaching Hospital. International Journal of Medical Reviews, 2018; 5(3): 87-89. doi: 10.29252/IJMR-050301

Cognitive-Behaviorism and Experientialism in Emergency Medicine Training: From Theory to Practice in a Teaching Hospital

Article 1, Volume 5, Issue 3, Summer 2018, Page 87-89  XML PDF (270.55 K)
Document Type: Mini Review
DOI: 10.29252/IJMR-050301
Author
Taiwo Akhigbe email
Department of Emergency Medicine, Altnagelvin Hospital, Northern Ireland, UK
Receive Date: 30 May 2018,  Revise Date: 17 July 2018,  Accept Date: 25 July 2018 
Abstract
Learning theories can be important in developing result-producing and sound teaching methods if not viewed as merely academic concepts in emergency medicine education. Several learning theories have been encountered and utilized in our emergency department (ED). Most times, learning can be self-directed, self-motivated, lifelong learning. However, the drawbacks of applying learning theories in our ED are that the teaching is not well-structured or systematic, the environment can be very challenging on busy days, and effective learning under such conditions can be limited. Despite the busy and tension-soaked environment in an ED, learning is still very possible for motivated trainees who understand the dynamics of learning and teaching theories. Understanding disease demands that trainees be knowledgeable, skillful, and capable of self-directed, lifelong learning.
Keywords
Learning; Teaching Methods; Emergency Medicine
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