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Title: Preparation for future learning as a missing competency in health professions education
Presenter: Don Moore, PhD
Facilitators: Mila Kostic, CHCP, FACEHP
The authors state that the evidence suggests that clinicians may not be learning effectively from all facets of their practices. They have not been prepared for future learning. Preparation for future learning is understood to be the capacity to learn new information, to use resources effectively, and to invent new strategies for learning and problem-solving, supporting the use of adaptive expertise in novel circumstances.
In a previous article, the authors further state that the CE community has relied on the adult education model of the “self-regulating learner” which they consider to be flawed. In that article, they review the assumptions that underlie the idea of the “self-regulating learner” in CE and why these assumptions are faulty. Rather than trying to link the “faulty” self-regulating learner model to formal CE activities their recommendation is that (1) the CE community should recognize that adaptive expertise is needed in practice settings to address novel challenges and (2) focus on practice-embedded learning activities that would require that clinicians be “prepared for future learning”. They review the instructional conditions that they suggest promote preparation for future learning.
They conclude with suggestions for moving forward.
Journal Club Questions:
1. What is preparation for future learning?
2. How are students prepared for future learning?
3. What is the role of the basic sciences in preparing students for future learning?
4. How can what the authors propose be used in CPD learning activities?
5. Is there any part of the article that you have concerns about?
Mylopoulos M, et al, Preparation for future learning: a missing competency in health professions education? Medical Education 2016; 50: 115–123.
Link to full text article
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