Beyond the Classroom: Using Learning Theory to Solve Student Problems in the Clinic
Purpose: For anyone wanting to improve student performance in the clinic, it is essential to understand how learning works and how to best foster this in clinical environments. The purpose of this session is to equip attendees with knowledge about learning theory and help them to apply learning theory to challenges experienced in clinical education.Methods and/or Description of Project: The translation of didactic knowledge and skills to the clinical realm often reveals the extent of known student “yellow flags” or may even uncover unknown student learning problems. This educational session will review common learning theories and principles that can be used to inform and address learning challenges in clinical education with the goal of improving student outcomes. This is applicable to both challenges with students during regular clinical experiences and during clinical remediation. The discussion is also highly relevant to classroom teaching.Results/Outcomes: Use of learning theory to guide learning issues in the clinical realm is fundamental but largely overlooked. Information from learning theory research can be used to more effectively diagnose and treat learning challenges in any domain in the clinical environment. Use of a learning centered approach based on research is best practice in teaching in any learning environment, including the clinical environment. Resilience is the process of adapting in the face of adversity; the use of learning theory can help develop resilience in learners when facing challenges in the clinical setting.Conclusions/Relevance to the conference theme: Our Leadership Landscape: Perspectives from the Ground Level to 30,000 Feet: It is useful to take a step back from student performance problems in clinical education to consider learning theory and its applicability to these problems. By soaring above the problem and viewing it from different angles offered by various learning theories, a better picture of the learning landscape will emerge. These different perspectives can empower the teacher and the learner in meeting the challenges posed in clinical education.References: 1. Health Professional as Educator: Principles of Teaching and Learning. Chapter 3: Applying Learning Theories to Healthcare practice, Margaret M. Bruangart, Richard G. Braungart, Pamela R. Gramet. Jones and Bartlett Learning, 2011. 2. Teaching Excellence in Adult Literacy - Adult Learning Theories, 2011, US Department of Education, Office of Vocational and Adult Education. 3. How Learning Works: 7 Research-Based Principles for Smart Teaching, Ambrose SA, Bridges MW, Lovett MC, DiPietro M, Normal M. Jossey-Bass/Wiley. 4. Make it Stick: The Science of Successful Learning. Brown PC, Roediger HL and McDaniel MA. Belknap Press, 2014. 5. Learning Theories Simplified: And How to Apply Them to Teaching, Bates B. Sage, 2016. 6. https://www.elearninglearning.com/learning-theory/methods/ accessed 3/21/2018.Course Objectives: 1. Identify key constructs associated with common learning theories. 2. Describe 7 basic principles of learning and how each relates to student learning in clinical environments. 3. Generate or refine strategies for resolving student problems in clinical environments based on learning theory evidence.Instructional Methods: Theory bursts (lecture), small and large group facilitated discussion, interactive case studies, debriefing.Tentative Outline/Schedule: 1) 5 minutes - Introduction: Learning and Assumptions 2) 10 minutes - Learning Theory Burst Common Learning Theories - Adult Learning Theory, Cognitive Learning Theory, Behaviorist Learning Theory, Humanist Learning Theory, Social Learning Theory, Psychodynamic Learning Theory, Constructivist Learning Theory 3) 15 minutes - Facilitated Discussion (1-2-4-All): Relevance of Learning Theories to Clinical Education 4) 15 minutes - Seven Key Principles of Learning (examples provided) a. Prior Knowledge b. Knowledge Organization c. Student Motivation d. Mastery e. Goal Directed Practice and Feedback f. Current level of development and environmental climate g. Self-directed learning 5) 30 minutes - Interactive Case Studies: Application of Key Principles of Learning to Clinical Vignettes 6) 10 minutes - Case Studies Debrief 7) 5 minutes - Conclusion: Summary, Q & A