Using Development Model to Enhance Medical Imaging Learning Engagement

This report, part of an MSc in Medical Imaging Advanced Practice, analyzes how the process of engagement in learning, guided by Kolb's development model, enhances the ability to educate and support less experienced colleagues in the field. The introduction emphasizes the importance of student engagement and its impact on academic success, citing relevant research. The core of the report details the four stages of Kolb's experiential learning cycle: concrete experience, reflective observation, abstract conceptualization, and active experimentation. The author describes how they applied these stages to improve their understanding and ability to explain complex concepts like MRI and CT to peers. The report concludes by highlighting the significance of learning engagement in the teaching process, emphasizing how it fosters deeper understanding and appreciation of knowledge. The report draws on the author's personal experiences and observations, providing a practical application of Kolb's model in a medical imaging context. The report includes references to support the findings and concepts discussed, and it underscores the benefits of collaborative learning environments.

Academic Year: 2018 – 2019
MSc Medical Imaging
Advanced Practice – Negotiated Independent Work Based learning
(Course work activity #2)
“Using a development model, demonstrate how the process of engagement in learning has
enhanced your capacity to educate and support less experienced colleagues to apply the
theoretical principles associated with your specified area of practice”.
Total words: 1000
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Table of Contents
1.0 Introduction……………………………………………………………………………………3
2.0 Kolb’s Development Model…………………………………………………………………...3
2.1 Concrete Experience………………………………………………………………4
2.2 Reflective Observation…………………………………………………………….5
2.3 Abstract Conceptualization………………………………………………………..5
2.4 Active Experimentation……………………………………………………………6
3.0 Conclusion…………………………………………………………………………………….6
References…………………………………………………………………………………………7
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1.0 Introduction
Getting involved and interested in the process of education is very crucial for any student. It is
very important for the student to be connected and move with the flow of education. According
to a number of researches; it is proven that the students who are very much involved in the
process of education become optimistic about the journey of education and the environment.
There are some excellent students who achieve great success and also are able to help their
friends and peers. Hodgen(2019) founded a statistically significant connection between student
engagement and the amount of personal and academic results. Simultaneously, Hipkins(2012)
described three different elements of student engagement. These would include a) behavioural,
which included real student involvement in teaching. It also includes engagement, beneficial
behaviour and participation in the setting of education. b) Students ' emotional reaction to
teaching, colleagues, schools and educators. c) Psychological or behavioural resources that
learners spend in their personal teaching, emphasizing their willingness to tackle teaching and
self-regulation difficulties.
Another intrinsic element would relate to the reality that a committed employee would be able to
assist support and teach their less skilled former learners. This article introduces fundamentally a
model of growth and focuses on my commitment to teaching and how it made it easier for me to
give assistance to my former members.
2.0 Kolb’s Development Model
David Kolb unveiled the teaching styles template in 1984 using which he organized his teaching
styles stock. There are two main levels where the hypothesis of Kolb is recognized to operate; a
four-stage learning cycle and four different learning styles. Most of Kolb's hypothesis focuses on
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the learner's inner cognitive process (McLeod, 2019). Kolb's hypothesis of experiential learning
style is usually estimated through a learning cycle involving four phases in which the learner is
able to address all elements (Kolb, 1984).
Figure 1: Kolb’s Experiential Learning Cycle
Source: Adopted from McLeod(2019)
2.1 Concrete Experience
The teacher would generate commitment throughout the learning method by making the teaching
method as engaging as feasible. New concepts were defined in a novel way using live examples
in the field of medical radiography that related to the existing scenario. Since the directions were
submitted interactively, it assisted me to deeper comprehend ideas and values. My curiosity was
piqued and in the upcoming school meetings I was anxious to know more.
2.2 Reflective Observation
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However, as I advanced through the class, I noted that some of my former learners were not as
involved as I was with the class and had trouble in knowing some basic theoretical concepts.
Particular mention should be made to Magnetic Resonance Imaging (MRI) and Computer
Tomography (CT). I found that one of the students couldn't comprehend why these two methods
of diagnostic imaging differ from each other. His reasoning was that both of these methods of
diagnostic imaging use nearly the same devices. Furthermore, for each of the said processing
methods, the operation to be undertaken by the person was almost comparable, but these two
processes were deemed separate from each other. I also noticed that my fellow student faced a
challenge and that not getting an understanding of this basic theoretical concept hindered him
from staying involved in the teaching exercise. I chose to assist him with the ideas, considering
that I had a strong understanding of this concept. I clarified that although MRI was as
comparable as CT, MRI did not subject the individual to any associated risk of ionizing
radiation. (Chen et al., 2017). This simple explanation clarified the ideas of my fellow student. I
also noted that my involvement in the teaching system had increased my ability to help less
seasoned learners.
2.3 Abstract Conceptualization
It was a fresh feeling of teaching that I had. I realized that because I was engaged in clarifying
my fellow student's concerns. Because the reasoning method was not one-way, but a two-way
system. I was the one describing the idea in this two-way method while my fellow student was
sampling extra issues. It gave me insights that I didn't cover myself. As a result of the whole
practice, I was willing to create a fresh concept where I believed it would be useful if we learners
shared thoughts on subjects and subjects while sharing knowledge, either in organizations of two
or more commonly. It wasn't at all exercised. I suggested this concept to my other learners who
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accepted it voluntarily. It turned out to be a great practice for all concerned and a tremendous
teaching experience.
2.4 Active Experimentation
Later on, we learners discussed the teaching from that specific meeting after each school
meeting. Not only did this assist us to understand ideas and evaluate our personal teaching, but
through this cooperative method we were also able to assist each other. It also helped me to learn
the various intricacies of radiology and also taught me the manner in which it can be implicated.
This has taught me the manner in which I can implement the techniques that had been taught to
me and can use the concepts in order to make an impact on the peer groups and will also help me
to shape my career. Overall, the knowledge was very novel and made sure all learners were at
the same teaching stage.
3.0 Conclusion
Learning engagement is an important element and brings a great distinction to the teaching
method as a whole. Based on my knowledge, as I realized certainly and indicated above.
Engagement facilitates the teaching cycle, and learners who are said to be involved in whatever
they try to know, usually understand more. They also strive to gain greater understanding, gather
more, and appreciate education as a whole as a method. They are also able to recognize and
appreciate the relevance of whatever expertise they have gained opposed to learners who appear
to passively obtain teaching. There is no question that educators are faced with introducing
learners with a conductive teaching setting that generates commitment ; I believe that learners
must also be proactive on their portion.
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References
Chen, F., Shen, Y.-H., Zhu, X.-Q., Zheng, J. & Wu, F.-J. (2017). Comparison between CT and
MRI in the assessment of pulmonary embolism. Medicine. [Online]. 96 (52). pp. e8935.
Available from: http://insights.ovid.com/crossref?an=00005792-201712290-00002.
Hipkins, R. (2012). The Engaging Nature of Teaching for Competency Development. In:
Handbook of Research on Student Engagement. [Online]. Boston, MA: Springer US, pp.
441–456. Available from: http://link.springer.com/10.1007/978-1-4614-2018-7_21.
Hodgen, C.W. and E. (2019). Forming Adulthood: Past, present and future in the experience and
views of the Competent Learners @ 20. [Online]. 2019. Available from:
https://www.educationcounts.govt.nz/publications/ECE/2567/forming-adulthood.
[Accessed: 7 March 2019].
Kolb, D. (1984). Experiential Learning: Experience As The Source Of Learning And
Development. [Online]. Available from:
https://www.researchgate.net/publication/235701029_Experiential_Learning_Experience_A
s_The_Source_Of_Learning_And_Development.
McLeod, S. (2019). Kolb’s Learning Styles and Experiential Learning Cycle. [Online]. 2019.
Available from: https://www.simplypsychology.org/learning-kolb.html. [Accessed: 7 March
2019].
MRI is a wholly tomographic
technique, just like X-ray
CT, but it has no
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associatedionising radiation
hazard. It provides a wider
range of contrast
mechanisms than X-rays
and very much better
spatial resolution in many
applications.
MRI is a wholly tomographic
technique, just like X-ray
CT, but it has no
associatedionising radiation
hazard. It provides a wider
range of contrast
mechanisms than X-rays
and very much better
spatial resolution in many
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applications.
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