. Sahar Ghanbari; . Fariba Haghani; . Malahat Akbarfahimi
Volume 9, Issue 10 , October 2019, , Pages 1-11
Abstract
BACKGROUND: Special learning outcomes are considered for medical and health sciences educationwhich can be acquired by some interactive learning systems in the human brain. Given the ...
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BACKGROUND: Special learning outcomes are considered for medical and health sciences educationwhich can be acquired by some interactive learning systems in the human brain. Given the importanceof this issue, based on literature, we attempted at mentioning certain practical points for medical andhealth sciences educators to employ in preclinical and clinical teaching.MATERIALS AND METHODS: We searched databases of PubMed, Proquest, Scopus, ERIC, andISI Web of Science for relevant literature from January 2010 to January 2019.RESULTS: From a total of 1029 records, 30 articles along with 35 papers from snowballing and handsearching were included in this study. The following 12 main items were encompassed: teachingstudents the basic neuroscience of learning and set individual learning goals, “just right challenge”heeding the balance between supervision and autonomy, brain‑friendly coaching, repetition withspaced learning, visualization as a powerful learning tool, multimodal teaching, cognitive learningand mental model, cognitive‑emotional learning, active and social learning, creativity and art, sleep,medical faculty’s participation regarding the courses of “neuro‑education studies,” and “neuro‑myths”were suggested for brain‑friendly medical and health sciences teaching.CONCLUSIONS: We considered 12 practical points for brain‑aware medical and health sciencesteaching according to the recent literature on the basis of the association between education, cognitivescience, neuroscience, and psychology. Interdisciplinary research and practice regarding this issuecan improve teaching–learning quality, students’ well‑being, and ultimately patient outcomes.
