Monitoring Learner Progress: Slow Learner and Dyslexic Students

Monitoring Learner Progress
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Monitoring Learner Progress
Achieving the key healthcare objective of providing safe and quality healthcare demands the development and implementation of effective interventional measures across different sectors of the healthcare system. Such interventional measures include recruiting qualified healthcare professionals with proven competencies in executing conceptual and practical knowledge and skills acquired throughout their medical education and training. The competence of healthcare professionals is further dependent on the efficacy of the teaching practices or approaches the professional healthcare educators take in delivering the educational mandates to healthcare students. An effective teaching practice approach, on the other hand, should highlight an informed understanding of the individual needs of students based on the analysis and evaluation of their learning and performances in the equally diverse medical teaching sessions. The ability to process conceptual knowledge taught in class and apply the large amounts of medical information acquired in clinical reasoning during the performance of assigned tasks are some of the key performance measures embraced in such evaluations CITATION deB17 \l 1033 (de Bruin, 2017). The said evaluations play a significant role in identifying healthcare or medical students with special needs toward determining the most appropriate teaching and instructional strategies. However, achieving the desired learning outcomes among such healthcare students necessitates adopting an equally effective approach to monitoring the students’ learning progress. Provided herein is a case study highlighting the application of proposed strategies for monitoring learner progress in two students with slow learning and dyslexia as their respective learning challenges.
Case Study
Upon the evaluation of a cohort of students in a medical classroom, two students exhibited unique learning challenges affecting their performances in the processing of conceptual knowledge and clinical reasoning. A follow-up discussion with each of the students further provided a detailed understanding of their particular needs, requiring the implementation of appropriate strategies to monitor their learning progress. One of the students was a slow learner, and his classmate had difficulty reading and responding to questions due to his prior diagnosis of dyslexia. The student identified as a slow learner admitted to taking a prolonged time to conceptualize the knowledge acquired from class, thus making it difficult to respond to questions and prompts asked by healthcare educators. The slow learner needed more time to read, understand, and conceptualize knowledge and information acquired in class and displayed commendable clinical reasoning upon being allowed the extra time to learn. The student with dyslexia experienced an inability to read fluently, leading to further difficulties in responding to questions due to the lack of automatic recognition of words CITATION And20 \l 1033 (Anderson, 2020). However, dyslexic students showcased high levels of clinical reasoning when provided more time to respond to questions, prompts, or practical scenarios requiring the a...