1 / 19

Advancing Continuous Adult Learning in Medical Education

Continuous adult learning is vital for healthcare professionals, emphasizing the importance of ongoing education beyond short-term learning. With a focus on active learning, self-assessment, and individualized learning plans, practitioners can enhance their skills and improve patient outcomes. This approach acknowledges the complexity of information and the necessity of effective resource assessment. By integrating multimodal strategies and peer mentorship, healthcare professionals can foster a culture of lifelong learning that keeps them engaged, informed, and competent in their practice.

diep
Télécharger la présentation

Advancing Continuous Adult Learning in Medical Education

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Continuous Adult Learning Robert K. Schneider, MD Departments of Psychiatry, Internal Medicine and Family Practice The Medical College of Virginia at the Virginia Commonwealth University Richmond, Virginia

  2. Continuous Adult Learning • Continuous • Information that influences regular behaviors • NOT short term learning(cramming for tests) • Half-life of information is short • Adult • “Can’t teach old dogs new tricks” • Windows of learning • Learning • Information and Evidence • Skills and Behaviors

  3. Active Learning • Uncomfortable • Self Assessment • Individual Learning Plan • Multimodal/Multisensory Learning • Passive Learning • Comfortable • External Assessment • External Requirements • Lectures/Highly Structured CME

  4. Passive Learning

  5. Active Learning

  6. Why bother? • You’re going to spend the time anyway? • It’s good for your patients • It’s fun …well most of the time

  7. Goals for this morning • Don’t drool • Individualized Learning Plan • Teachers • YODAs • Coach-Mentors • Personal Libraries

  8. Individualized Learning Plan • Self Assessment • Conscious Incompetence • Unconscious Incompetence • Resource Assessment • Written (paper vs eletronic) • Conferences

  9. Self Assessment • Conscious Incompetence • Patient question • Clinical problem • Unconscious Incompetence • Written assessment: MKSAP • Evaluations • Observed examinations

  10. Resource Assessment • Written (paper vs eletronic) • Paper: textbooks, journals • Electronic: Internet, CD ROMs • Conferences • Local, State, National • General vs. Specialized

  11. Teachers • YODAs • Coach-Mentors

  12. Your Own Data Analyst • YODAs • Evidence in the literature is complex • Filtering through it is difficult • Find someone who has already done this • Usually a specialist or someone with that area of interest

  13. Coach-Mentors

  14. Coach-Mentors • Peers/Colleagues • Journal Clubs • “Peer supervision” • Senior Leaders • Senior partner in a group • Author of an article • Teacher/Educators • Program directors • Supervisors • Project partners

  15. Personal Libraries • Organizational Matrix • Needs • Use of information • Type of information • Format • Paper • Electronic

  16. Schneider’s Library

More Related