1. Helping trainees address knowledge gaps by engaging in meaningful self- regulated learning William B. Cutrer, MD MEd and Larry Gruppen, PhD

2. Disclosures Drs. Gruppen and Cutrer do not have any financial disclosures to make

4. Objectives 1)Describe how engaging in learning builds on the identification of knowledge gaps in the Master Adaptive Learner model 2)Explain several different strategies trainees could use to engage in active learning 3)Coach a trainee engaging in meaningful self- regulated learning 4)Develop an action plan for possible implementation of new strategies upon return to their home institution

5. Overview Setting the Stage Learning Strategies Small Group Work Large Group Report Out Action Plan Creation

6. Goal of Medical Education? Expert Physicians Expert Thinkers Expert Learners

7. Setting the Stage Slide adapted from Martin Pusic, MD PhD

8. Setting the Stage— Learning for Future Learning Slide adapted from Martin Pusic, MD PhD

9. Setting the Stage

10. Richard Dollase (Brown) Richard DeMillo (GA Tech) Larry Gruppen (Michigan) Rajesh Mangrulkar (Michigan) Sally Santen (Michigan) Martin Pusic (NYU) Patrician O’Sullivan (UCSF) Susan Masters (UCSF George Mejicano (OHSU) Patricia Carney (OHSU) Nicole Deiorio (OHSU) Daniel Wolpaw (Penn St) Therese Wolpaw (Penn St) Bonnie Miller (Vanderbilt) Bill Cutrer (Vanderbilt) Master Adaptive Learner Working Group of the AMA Accelerating Change in Medical Education Consortium

11. What is a Master Adaptive Learner? Learning for now Learning for next year – Progress testing – Integrated curricula Learning for 20 years from now – Habits – Methods

12. Setting the Stage Self-regulation is important in fostering health care providers who will: – MAINTAIN their knowledge and skills in practice – IMPROVE their knowledge and skills in practice Set of behaviors requires: – an awareness of personal knowledge gaps – a willingness to address knowledge gap  “Energy” that drives self-regulation

13. White, C. B., Gruppen, L. D., & Fantone, J. C. (2010). Self-regulated learning in medical education. Understanding medical education: Evidence, theory and practice, 271-82. Self-Regulated Learning in Medical Education

14. Setting the Stage

18. Learning Strategies Large Group Brainstorm

19. Learning Strategies 1)Knowledge Retrieval Strategies 2)Spaced Repetitious Learning 3)Interleaving 4)Concept Mapping

20. Learning Strategies: Knowledge Retrieval Strategies

21. Learning Strategies: Spaced Repetitious Learning

25. Learning Strategies: Interleaving

26. Learning Strategies: Concept Mapping

27. Work in pairs or triads(20 min) Task: Design an educational intervention Target learners: Pre-clerkship medical students Learner Gap: Poor EKG interpretation (teacher identified) Goal: Improve EKG interpretation before entering clerkships Learning Strategies: Use at least one of the 4 strategies SMALL GROUP EXERCISE #1

28. Work in pairs or triads(20 min) Task: Design an educational intervention Target learners: Clerkship medical students Learner Gap: Antibiotic selection (student-identified) Goal: Help students develop a thoughtful approach to antibiotic selection for common infections Learning Strategies: Use at least one of the 4 strategies SMALL GROUP EXERCISE #2

29. Report from the groups Major themes/ideas identified Which strategies did you employ? What are the barriers to implementation? Did who identified the gap impact the strategy selection? (student-identified vs teacher-identified) Large Group Report Out

30. Action Plan Creation What are 2 practical changes you can make in the next 3 months to incorporate one or more of these learning strategies into your teaching practice?

31. Questions?