The application of the challenge point framework in medical education

Abstract

Medical Education 2012: 46: 447–453 Objectives The current paper describes a model of learning that has been used to produce efficient learning, thus yielding greater retention of information and superior performance under stress. In this paper, the model is applied to the learning of technical skills. Structure After a brief review of the learning–performance paradox and other relevant literature from the field of movement science, the benefits of challenge and adversity for learning are discussed in the context of a framework for learning known as the challenge point framework (CPF). The framework is based on laboratory and field studies of methods that have been shown to consistently enhance learning, and is used to model and generate insight into the relationships between practice protocols and the learning that results from them. Application The practical application of the CPF to simulation‐based medical education and training is described. Firstly, a simple conceptual model that utilises three key elements to adjust the functional difficulty of the tasks to be learned is outlined. Secondly, a number of assessment strategies that may be necessary to ensure that the trainee remains in the optimal learning zone are proposed. Thirdly, a practical example is used to demonstrate how to utilise this conceptual model to design simulation environments suitable for teaching an endotracheal intubation task to beginners and more advanced trainees.

Learning Curves in Health Professions Education

“…9 The effect of the explicit representation of the rate of learning and how that influences the learners' perception of challenge is an area of considerable interest. 9,31 Finally, if performance continues to be tracked even after training ends, knowledge or skill may decay, a process that can be represented with a "forgetting curve." Experience curves join learning curves with forgetting curves to plot the full cycle of competency development and decay (Figure 8), thus aiding learners in recognizing when they require additional learning or refresher training.…”

Effects of Low- Versus High-Fidelity Simulations on the Cognitive Burden and Performance of Entry-Level Paramedicine Students

“…(p55) These recommendations are consistent with the challenge point framework (CPF) that predicts that optimal learning is achieved when students are provided with levels of challenge that are difficult, but achievable, within their current theoretical understanding. 4 The CPF predicts that performance becomes suboptimal if the challenge is set too high, causing cognitive overload, or set too low, leading to low task engagement. 4 Thus, using the CPF to interpret the progressive continuum, we are warned that entry-level students might find HFS too difficult, leading to cognitive overload and suboptimal performance.…”

Experiences of Using Prezi in Psychiatry Teaching

“…Examples include problem-based learning [4][5][6][7], use of standardized (simulated) patients [8][9][10][11], computer assisted learning [12][13][14] and portfolios [15]. These innovations have made the medical education process much more diverse and interactive.…”