Embracing Educational Theory to Improve Care: Development ...
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D Daniel J. Schumacher, MD, MEd 1 ; Carol Carraccio, MD, MA 2 1 Boston Medical Center, Boston, MA; 2 American Board of Pediatrics, Chapel Hill, NC Objec(ve Embracing Educational Theory to Improve Care: Development of Part II and IV MOC Activities for Lifelong Learning and Practice Improvement Methods Product to Date Future Direc(ons Acknowledgements Lifelong Learning Skill Development Master Learner Novice Learner Competency-based medical education learner as driving force in educational process Figure 1: Forces and Factors in Developing the Master Learner built on requires Self-directed Learning Skills Self-assessment Skills External information seeking Self-monitoring Self-directed assessment seeking calibrate influence Self-efficacy Self-concept Illusory superiority Self filling of knowledge gaps View of Environment from Situated Cognition Theory Cognitive Load Theory Self-determination Theory desire ability optimal context impact impact inform Background • Develop MOC Part II and IV activities that equip learners with knowledge of pitfalls of self-assessment and mechanisms to overcome them and then link this to meaningful improvement activities • Meaningful engagement and outcomes from MOC participation rest upon the principles of lifelong learning • Self-assessment and self-directed learning are central to lifelong learning • Self-assessment is limited by its known inaccuracies • Thus, the ability to overcome the pitfalls of self-assessment, as well as those of gap filling, is important to make MOC as meaningful as it can be • External assessment sources are important to self-assessment calibration Schumacher DJ, Englander R, Carraccio C. Acad Med 2013. • Script and content for Part II activity • Educational content delivered via discussion between animated ABP diplomates alternating with case of physician engaging in personal and practice improvement that helps further bring the educational content to life and place into real world, familiar context • Technology/delivery platform being developed currently • Part II technology and delivery • Part IV content, technology, and delivery • Study of Part II and IV activities • Virginia Moyer, MD, MPH – Vice President, Maintenance of Certification and Quality, American Board of Pediatrics • Dongming Zhang, MS, MLS – Vice President, Information Technology, American Board of Pediatrics • Charles Wernlund – American Board of Pediatrics Methods • Design and Delivery - Mobile-friendly, ideally an app - Animated ideos - Bite-sized chunks - Gamification, social, interactive • Educational Content (Fig 1) - Self assessment pitfalls - Gap filling pitfalls - Overcoming pitfalls of self assessment and improvement efforts • External assessment • Self-directed assessment seeking • Teamwork/coach - Foundation for QI
Transcript of Embracing Educational Theory to Improve Care: Development ...
D
Daniel J. Schumacher, MD, MEd1; Carol Carraccio, MD, MA2
1Boston Medical Center, Boston, MA; 2American Board of Pediatrics, Chapel Hill, NC
Objec(ve
Embracing Educational Theory to Improve Care: Development of Part II and IV MOC Activities for Lifelong Learning
and Practice Improvement
Methods Product to Date
Future Direc(ons
Acknowledgements
Lifelong Learning Skill Development
Master LearnerNovice Learner
Competency-based medical education
learner as driving force in educational process
Figure 1: Forces and Factors in Developing the Master Learner
built on
requires
Self-directed Learning Skills
Self-assessmentSkills
External information seeking
Self-monitoring
Self-directed assessment seeking
calibrateinfluenceSelf-efficacy
Self-concept
Illusory superiority
Self filling of knowledge gaps
View of Environment from Situated Cognition Theory
Cognitive Load Theory
Self-determinationTheory
desire
ability
optimal context
impact
impact
inform
Background
• Develop MOC Part II and IV activities that equip learners with knowledge of pitfalls of self-assessment and mechanisms to overcome them and then link this to meaningful improvement activities
• Meaningful engagement and outcomes from MOC participation rest upon the principles of lifelong learning
• Self-assessment and self-directed learning are central to lifelong learning
• Self-assessment is limited by its known inaccuracies
• Thus, the ability to overcome the pitfalls of self-assessment, as well as those of gap filling, is important to make MOC as meaningful as it can be
• External assessment sources are important to self-assessment calibration
Schumacher DJ, Englander R, Carraccio C. Acad Med 2013.
• Script and content for Part II activity
• Educational content delivered via discussion between animated ABP diplomates alternating with case of physician engaging in personal and practice improvement that helps further bring the educational content to life and place into real world, familiar context
• Technology/delivery platform being developed currently
• Part II technology and delivery
• Part IV content, technology, and delivery
• Study of Part II and IV activities
• Virginia Moyer, MD, MPH – Vice President, Maintenance of Certification and Quality, American Board of Pediatrics
• Dongming Zhang, MS, MLS – Vice President, Information Technology, American Board of Pediatrics
• Charles Wernlund – American Board of Pediatrics
Methods
• Design and Delivery
• - Mobile-friendly, ideally an app
• - Animated ideos
• - Bite-sized chunks
• - Gamification, social, interactive
• Educational Content (Fig 1)
• - Self assessment pitfalls
• - Gap filling pitfalls
• - Overcoming pitfalls of self assessment and improvement efforts
• External assessment
• Self-directed assessment seeking
• Teamwork/coach
• - Foundation for QI
