Evidence Based Education

MedBio E-learning is the educational division of MedBio Publications LLC. Our mission is to provide high quality, evidence-based, interactive medical education.
Our educational programs are designed to fill knowledge gaps in evidence-based medicine, ensuring our students gain valuable knowledge that translates to improved performance.
The medical field is constantly changing due to rapidly emerging research and evidence-based recommendations which are updated on a regular basis. Continuous quality improvement is extremely important for nurses who wish to provide patients with a high level of nursing care, and advance their knowledge base. Our continuing education (CE) courses are accredited and designed as progressive case histories, which allow the nurse to put themselves in a clinical scenario and provide interactive educational opportunities.
Theories of Adult Education:
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The continuing education courses are offered utilizing a "progressive case study" format. The goal is to provide a focus on "real world" issues facing nurses, and directly relate the knowledge of a course to a clinical scenario. Courses are separated by relevant modules, each with a distinct clinical scenario and learning objectives. Questions are asked at the end of each module and, if needed, opportunities are provided for content review and re-testing. All facts are based on evidence-based recommendations and/or peer-reviewed research, and all content is objective.

All content is developed around Kolb's learning cycle to ensure appropriate methodology is used for each course.

Kolb's Cycle

Kolb initially published his learning theories in the book Experimental Learning: Experience as the source of learning and development (1984), providing concepts for effective educational methods. He based his recommendations on prior theories presented by John Dewey, Kurt Lewin, and Jean Piaget, and combined all knowledge to present the following 6 characteristics of experimental learning:

  1. Learning should be process-focused instead of outcomes-focused
  2. The learning process should be grounded in experience
  3. The process of learning requires resolution of conflicts and adaptation
  4. Learning is a process which requires completion of an entire cycle and is holistic in nature
  5. As people learn, they must interact with their environment
  6. Knowledge is gained once the learning process is completed

The continuing education provided on this site provides information to the nurse from an educator utilizing progressive case studies, and encourages the learner to take this information and transform it to experience, and eventually to knowledge by applying the information to "real-world" experiences.

The Kolb cycle encourages not only gaining experience but knowledge gained as a result of experience. It is comprised of 4 learning phases which result in the gaining of knowledge.

4 Phases of Gaining Knowledge
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During the first phase of "concrete experience", the educator provides the initial case study and information. In the "reflect observation" phase, the learner is provided evidence-based information from the educator, and asked to think carefully about the information obtained from many perspectives, reflecting on the nature of the information, and asking questions such as: What should I recommend for this patient based on the information? What would I observe based on the information? How does this information impact patient outcomes?

The third phase of learning is the "abstract conceptualization" phase, during which the learner takes the information obtained and the experience of learning, and transforms this into knowledge. The learner must consider how this information relates to their clinical practice? What are the clinical implications of this information and what conclusions can be drawn? What principles can I derive from the information?

The final phase of the Kolb Cycle is "active experimentation", during which the learner applies the principles they have learned to the progressive case history. During this final phase, the learner determines how they would change their current practice, what they will do differently in the future based on the information gained, and how it can be applied to their area of expertise.