May 20, 2014 9:45 - 11:15am
Brian S McGowan, PhD, Joel Selzer, MBA
Despite the application of adult learning theory in the education of clinicians, existing interventions rarely leads to efficient and effective learning. The question remains, what is missing from these activities that undermines success? In recent interviews learners acknowledged a distinct set of actions they believe correlate with learning. We have deconstructed these interviews to identify what these actions are. To validate these findings, we have engineered a novel learning architecture. Moreover, we have developed a real- time learning actions analytic model and a set of dynamic lesson authoring tools that allow educators to refine the learning experience through the use of rapid learning feedback cycles. The end result being that content and learning environment are both flexible and the experience of each and every learner may be used to improve the experiences of those that follow. Moreover, it appears that this model is sufficiently scalable to broadly impact medical education. The goals of this session are to begin to explore these ideas more broadly, to pursue how these new lessons might be applied within medical education programs in a variety of settings, to explore how technology may accelerate these advances, and to provide an update on on-going research projects and pilot educational interventions leveraging this novel learning architecture.