AM Last Page: Applying Knowlesʼ Andragogy to Resident Teaching

Bennett, Edward M.; Blanchard, Rebecca; Hinchey, Kevin

doi:10.1097/acm.0b013e31823df341

Cited by 23 publications

(23 citation statements)

References 1 publication

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“…Both the residents and faculty learned from each other and were able to share ideas as a group, promoting individual thinking and dialogue including diverse perspectives on neurologic topics. This outcome supports the principles outlined for adult learning theory 1 and more specifically a learning environment based on activity theory, where learning is not passive and is participatory in a dynamic environment. 2 This is a sharp contrast to a more traditional postgraduate educational hierarchy in which information passively flows from faculty to residents.…”

Section: Resultssupporting

confidence: 63%

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Education Research: The pod system

2016

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The foundational principles of adult learning theory, which include self-directed learning, experiential learning, and situated learning, can be applied to resident teaching, allowing the residents to control their own learning experience. 1 The activity theory of learning expands learning from acquisition of knowledge to participation to assure a dynamic context for the learning environments. Acquiring knowledge, i.e., knowing, requires legitimate participation in the learning environment that is dynamic and continues over time. Elkind, 3 during the 2008 meeting of the American Academy of Neurology, addressed a challenge to academic neurologists to reinvigorate their commitment to teaching the next generation of neurologists and establish communities of educators taking seriously the teaching role they have the privilege to hold. The democratization of knowledge supports a recalibration of the educational hierarchy and how information flows in the educational environment. He concludes, "in the future, it is possible that each generation will offer complementary skills in educating the others to provide optimal care."The Accreditation Council for Graduate Medical Education resident survey (2011) reflected dissatisfaction among our residents with the educational component of their neurology training program. This resulted in educational demands from the chairman to revise the delivery of the didactic curriculum to residents, leading to the development of the pod system. This system was modeled after peer-assisted learning (PAL), defined as "people from similar social groupings who are not professional teachers helping each other to learn and learning themselves by teaching." The purpose of this study was to assess the redesign of the delivery of neurology educational content from faculty-based didactic lectures (passive learning) to an active learning approach resulting from resident-driven collaboration, curriculum development, and implementation.This prospective study evaluated resident and faculty satisfaction with the educational portion of the residency training program after the implementation of a collaborative active learning pedagogical style for all didactic sessions. The primary outcomes were satisfaction with resident didactics and perceived impact of teaching on resident fund of knowledge.METHODS Setting. The study was conducted at the Hofstra North Shore-LIJ Neurology Residency Program in New York.Participants. The subjects were all the neurology residents across all 3 years of training as well as 7 faculty advisors.Formation of pod groups. There were 7 pod groups created on a random basis each year, consisting of 3 residents, 1 from each postgraduate year, working under the supervision of an attending neurologist.Curriculum delivery. There were 3 hours of weekly protected educational time with one pod group leading an interactive large group discussion. Each group, led by a PGY4 resident, met for 1 hour twice per month with their faculty advisor to prepare for their discussions.Faculty participatio...

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Section: Resultssupporting

confidence: 63%

“…1 The activity theory of learning expands learning from acquisition of knowledge to participation to assure a dynamic context for the learning environments. Acquiring knowledge, i.e., knowing, requires legitimate participation in the learning environment that is dynamic and continues over time.…”

mentioning

confidence: 99%

Education Research: The pod system

2016

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“…Prior work exploring the learning motivations of healthcare professionals generally supports the notion that clinical learners are motivated to engage with learning experiences when resources are relevant to their particular context, and when they can apply learning in order to better solve problems that are directly relevant to their daily lives . Knowles’ principles of andragogy and assumptions of adult learners are frequently cited conceptual frameworks in this regard . There are other available conceptual frameworks for understanding motivations to learn, which vary in how they represent intrinsic and extrinsic drivers of learning activity, as well as interactions between learners and their context .…”

Section: Discussionmentioning

confidence: 99%

Comparison of healthcare professionals’ motivations for using different online learning materials

Daniel

Wolbrink

2019

Pediatric Investigation

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Importance Online learning is increasingly prevalent throughout all stages of medical education. There is little published literature exploring what motivates healthcare professionals to engage with different types of e‐learning content. Learner motivations must be understood in order to design effective educational solutions and to optimize the overall online learning experience. Objective Examine engagement, satisfaction, and motivations of healthcare professionals using OPENPediatrics, an open‐access medical e‐learning platform. Methods Retrospective analysis of online survey data. Users were asked to report engagement and satisfaction with the platform, as well as to select motivations for using different types of content on the site: Courses, Simulators, and World Shared Practice Forum videos. Results Majority of respondents were physicians and nurses in North America and Europe. Overall satisfaction with the platform was high. Most frequently cited motivations for using Courses and Simulators were: learn basic and in‐depth information around topics, and learn how to deliver safer or more effective patient care. For World Shared Practice Forum videos, most commonly cited motivations were: learn in‐depth information about a topic, learn the latest advances or developments in an area, and learn how to deliver safer or more effective patient care. Interpretation We appreciated both commonalities and differences in learning motivations among clinicians accessing different kinds of medical e‐learning content. Respondents were consistently motivated to learn in order to deliver safer or more effective patient care, but they reported using different types of educational content depending on whether they were learning basic information versus updating or changing their knowledge.

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“…This case‐based approach is but one of the four evidence‐based education theories or techniques used in our series to promote learning and knowledge retention. One other adult learning theory—andragogy—also applies . By using realistic cases to frame each paper, it first engages the learner by tapping on the reader's past experiences to trigger recognition, and then encourages the reader to progress through the article by ensuring that the new learning is relevant to the reader's future practice.…”

Section: The Evidencementioning

confidence: 99%

“…The Genetic Literacy series aims to bridge this gap for the busy clinician with a concise, structured, easy‐to‐digest series of articles. Each article is designed according to three educational principles—a case‐based approach, andragogy, and test‐enhanced learningthat should promote knowledge retention. In addition, feedback while doing the MCQs for each article will further facilitate learning …”

Section: The Neurologist Finds Helpmentioning

confidence: 99%

Improving your genetic literacy in epilepsy—A new series

Tan

Lowenstein

2015

Epilepsia

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Summary Advances in epilepsy genetics have been rapid, and it is challenging for clinicians on the ground to keep pace with these advances. The International League Against Epilepsy (ILAE) Genetics Commission has thus crafted a new Genetic Literacy series targeted at busy clinicians. Our goal is to help provide a concise, accessible resource on epilepsy genetics for the busy, on‐the‐ground clinician so that he/she can apply that knowledge at point‐of‐care to help patients. This new series is grounded in educational theories and evidence to ensure that learning is effective and efficient. We hope that by promoting and encouraging continuing medical education in epilepsy genetics, this eventually translates to better patient management and therefore better patient health outcomes.

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AM Last Page: Applying Knowlesʼ Andragogy to Resident Teaching

Cited by 23 publications

References 1 publication

Education Research: The pod system

Education Research: The pod system

Comparison of healthcare professionals’ motivations for using different online learning materials

Improving your genetic literacy in epilepsy—A new series

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