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Poster Abstracts

Reasons to use constructivist principles to prepare the workforce for personalized and person-centred health care

Authors:

Isata Allouti ,

HU University of Applied Sciences Utrecht, Netherlands, NL
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Anneke de Jong

HU University of Applied Sciences Utrecht, Netherlands, NL
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Abstract

Integrated care focuses on personalized and person-centred care – and that is what professionals involved must learn. This requires a clear vision on an educational approach.

Working from constructivism has a great chance of success in teaching people to think from a personalized and person-centred care.

Contemporary education is still looking for teaching methods more engaging, connected and provide a higher learning efficiency, with the aim of creating a rich learning environment. Since the 1990s Constructivism has dominated educational psychology. Constructivism sees learning not as a passive, knowledge-absorbing and externally directed process, but as an active, constructive and self-directed process in which the learner builds internal knowledge representations that form a personal interpretation of the learning experiences. Learning takes place in different ways and becomes visible through behavior. Behavior refers to actions and reactions and is an adaptation to changing external and internal conditions.

The constructivist view of learning in education ensures that perspective prevails, that learning happens from within and is related to consciousness and personal factors.

However, external stimuli are needed to make education instructive to get the learning process started. Every student is different, and there is not one way of learning that appeals to everyone. It could be argued that education should be diverse and activating, in order to achieve a high learning efficiency.

In order to activate the learning process, it is necessary to capture the attention of the student. Motivation is very important here, it is not the case that the student just listens and absorbs everything, a higher return is also related to intrinsic motivation.

Deci & Ryan recognize that systematically encouraging intrinsic motivation in a student provides a high learning efficiency. Recent studies also indicate that choice and autonomy strongly influence learning efficiency.

Bloom and other recent studies also argue that better outcomes in education can be achieved simply by paying more attention to differences in learning capacity and pace. Education that is student-oriented gives better educational results than traditional education in which sending is directed from the teacher.

However, there are also critical voices from the literature that action learning has gone too far. It is stated that it is partly invisible, unfocused, disturbing and sometimes intangible, which can cause a student to become confused if there is insufficient connection to the student.

At the same time, it is stated that active learning can be sustainable and challenging for the student in learning process, as long as supervision is adapted to the student.

From different perspectives and studies, it can be said that connecting with the student and providing personalized education gives a better chance of success in the student's learning process. Within integrated care connection, personalization and centralized care are the main concepts. But that also applies to education, offering student-centred education. This is an extra reason why constructivist principles of education fit to education the workforce, for personalized and person centred health care.

 

How to Cite: Allouti I, de Jong A. Reasons to use constructivist principles to prepare the workforce for personalized and person-centred health care. International Journal of Integrated Care. 2022;22(S3):310. DOI: http://doi.org/10.5334/ijic.ICIC22356
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Published on 04 Nov 2022.

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