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ATLS. Programa avanzado de apoyo vital en trauma para

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The interactive social discourse engaged in through the PLN provides committed periods for learners to pass through the final reflective phase of a CER cycle. Educators should guide learners in the selection of participants for their particular PLN. A variety of educational delivery paradigms including problem-based learning and teambased learning can support social discourse and be included in the students’ PLN. More recent methodologies like the flipped classroom also require students to independently conceptualize information delivered digitally and then subsequently discuss it in a more interactive forum.

Visual and kinesthetic learners might gravitate toward using physical or virtual cadavers and laboratory specimens to help them connect various aspects of their conceptualized knowledge. Aural and read/write learners may be more engaged using podcast demonstrations and online or paper-based case problem solving with self-quizzing. Reflection Through Interactive Discourse Reflection is the final phase in a CER cycle. Once learners have independently acquired knowledge through conceptualization and experience, they need time to reflect on what they have learned.

2009;31:685–95. 20. Kolb DA. Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall; 1984. 21. Branch WT, Paranjape A. Feedback and reflection: Teaching methods for clinical settings. Acad Med. 2002;77:1185–8. 22. Houghton W. Engineering Subject Centre Guide: Learning and teaching theory for engineering academics. Loguhborough University, Engineering Subject Centre. 2004. 23. Moon J. Reflection in learning and professional development. London: Kogan Page; 1999.

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