The Ideal Learning Platform: Addressing the Learning Styles of All Otolaryngologists
In continuing medical education (CME) it is important that we use evidence-based adult and organizational learning principles to improve the performance and outcomes of our physician learners. In 1970, Educator Malcolm Knowles described “andragogy” as the art and science of helping adults learn. He came up with five assumptions about adult learners that formed the basis for his model. These assumptions are: Self-concept—being self-directed learners Experience—accumulated experiences become resources for learning Readiness to Learn—learning becomes oriented to what is occurring in real life Orientation to Learning—shifting from subject-centered to problem-centered learning Motivation—motivation to learn becomes internal in contrast to external rewards The Foundation considers each of these assumptions as it designs, implements, and evaluates the education opportunities it provides to its members. With this in mind, the 2013 Member Education Needs Assessment Survey asked, as adult learners, what your ideal learning resource would look like. The purpose is to identify the critical features and functionality of an ideal learning platform. Your responses can be summarized into the concept of “On Demand Learning,” with five specific characteristics. Accessible You want to have easy access to education and knowledge resources. This includes making sure they are portable and can be found on mobile apps and tablets, as web-based, and in print. Many survey respondents suggested an integration of eLearning and traditional teaching. Self-Paced You want to be able to engage in learning at your own pace and time. Education and knowledge resources should provide the opportunity to start and stop the activity as time permits. They need to be available around the clock so physicians can use them on their own schedule. Many indicated they wanted the learning activity to provide feedback on their progress and to assess their learning. Interactive Overwhelmingly, you want education and knowledge resources to be engaging and interactive. Many examples were case-based courses, combined lectures and interactive components, hands-on techniques, simulation, practice assessments, and clinical problem solving. Many felt this was the best way not only to gain knowledge but also to master competencies and improve performance. Easily Digested This characteristic included easy access, time efficiency, and continuous availability. It also encompassed how the material should be presented such as videos, diagrams and images, algorithms and flow charts, indexing and search functions, and demonstrations. Customized Members want the ability to customize their learning experience so that it meets their specific performance gaps and education needs. This includes availability of a variety of offerings, in a variety of formats, addressing all otolaryngology-head and neck specialties. The concept of “personalized learning” would provide a customized education platform specific to each learner. Another component of the education needs survey addressed the changes in healthcare that would have a significant impact on members’ education needs. The changes include: Healthcare reform Government regulation Requirements of electronic health records Decreased reimbursements Focus on electronic education formats with less printed material Education delivery methods and content Decreased time to spend on education Cost of education and knowledge resources Lastly, we asked your opinions on the need to collaborate with other healthcare groups. The vast majority of respondents agreed that it is very important to partner with other organizations. Suggestions of ways AAO-HNS/F can collaborate include: Board certification/recertification preparation Coordination and organization of education resources Development of guidelines and best practices Informing members of cutting edge research Improved patient care and outcomes More in-depth/specialized information Joint conferences Consistency in education messaging and goals The evolution of healthcare will drive the need for collaboration for AAO-HNS/F. Each of the responses from the member survey will be considered as we develop the next generation of education and knowledge resources. The Member Education Needs Assessment Survey yielded very valuable feedback and useful information. We have spent the past four months presenting the results to you through a series of Bulletin articles. Much work is underway to implement changes to the Foundation education platform based on the results from the survey. This will be a multi-year effort to build the ideal education platform. Look for future Bulletin articles and other messages describing both incremental and big changes that will impact member engagement and the value placed on the Education Program of the Foundation.
In continuing medical education (CME) it is important that we use evidence-based adult and organizational learning principles to improve the performance and outcomes of our physician learners. In 1970, Educator Malcolm Knowles described “andragogy” as the art and science of helping adults learn. He came up with five assumptions about adult learners that formed the basis for his model. These assumptions are:
- Self-concept—being self-directed learners
- Experience—accumulated experiences become resources for learning
- Readiness to Learn—learning becomes oriented to what is occurring in real life
- Orientation to Learning—shifting from subject-centered to problem-centered learning
- Motivation—motivation to learn becomes internal in contrast to external rewards
The Foundation considers each of these assumptions as it designs, implements, and evaluates the education opportunities it provides to its members. With this in mind, the 2013 Member Education Needs Assessment Survey asked, as adult learners, what your ideal learning resource would look like. The purpose is to identify the critical features and functionality of an ideal learning platform. Your responses can be summarized into the concept of “On Demand Learning,” with five specific characteristics.
Accessible
You want to have easy access to education and knowledge resources. This includes making sure they are portable and can be found on mobile apps and tablets, as web-based, and in print. Many survey respondents suggested an integration of eLearning and traditional teaching.
Self-Paced
You want to be able to engage in learning at your own pace and time. Education and knowledge resources should provide the opportunity to start and stop the activity as time permits. They need to be available around the clock so physicians can use them on their own schedule. Many indicated they wanted the learning activity to provide feedback on their progress and to assess their learning.
Interactive
Overwhelmingly, you want education and knowledge resources to be engaging and interactive. Many examples were case-based courses, combined lectures and interactive components, hands-on techniques, simulation, practice assessments, and clinical problem solving. Many felt this was the best way not only to gain knowledge but also to master competencies and improve performance.
Easily Digested
This characteristic included easy access, time efficiency, and continuous availability. It also encompassed how the material should be presented such as videos, diagrams and images, algorithms and flow charts, indexing and search functions, and demonstrations.
Customized
Members want the ability to customize their learning experience so that it meets their specific performance gaps and education needs. This includes availability of a variety of offerings, in a variety of formats, addressing all otolaryngology-head and neck specialties. The concept of “personalized learning” would provide a customized education platform specific to each learner.
Another component of the education needs survey addressed the changes in healthcare that would have a significant impact on members’ education needs. The changes include:
- Healthcare reform
- Government regulation
- Requirements of electronic health records
- Decreased reimbursements
- Focus on electronic education formats with less printed material
- Education delivery methods and content
- Decreased time to spend on education
- Cost of education and knowledge resources
Lastly, we asked your opinions on the need to collaborate with other healthcare groups. The vast majority of respondents agreed that it is very important to partner with other organizations. Suggestions of ways AAO-HNS/F can collaborate include:
- Board certification/recertification preparation
- Coordination and organization of education resources
- Development of guidelines and best practices
- Informing members of cutting edge research
- Improved patient care and outcomes
- More in-depth/specialized information
- Joint conferences
- Consistency in education messaging and goals
The evolution of healthcare will drive the need for collaboration for AAO-HNS/F. Each of the responses from the member survey will be considered as we develop the next generation of education and knowledge resources.