A New Educational Framework to Improve Lifelong Learning for Cardiologists

Abstract

Lifelong learning is essential for the practicing cardiologist. Present lifelong learning mechanisms are stagnant and at risk for not meeting the needs of currently practicing cardiologists. With the increasing burden of cardiovascular disease, growing complexity of patient care, and ongoing pressures of nonclinical responsibilities, educational programming must evolve to meet the demands of the contemporary cardiovascular professional. A paradigm shift, replete with modern and practical educational tools, is needed in the lifelong learning armamentarium. Emerging evidence of novel educational strategies in graduate medical education supports the promise of broader application of these tools to different stages of professional life. In this commentary from the Fellows-in-Training Section Leadership Council, the authors propose 3 novel educational tools-personalized learning, adaptive learning, and the flipped classroom-to improve lifelong learning to meet the educational needs of fellows-in-training to practicing cardiologists alike.

Reinvigorating Continuing Medical Education: Meeting the Challenges of the Digital Age

“…Achievable learning objectives represent a key element of lifelong learning. 27 They facilitate transitions between lectures, reduce content gaps and redundancies, improve curricular organization, and facilitate knowledge assimilation. Many courses offer learning objectives only as an obligatory response to accreditation requirements; however, learning objectives serve several important roles.…”

Virtual Learning During the COVID-19 Pandemic

“…Consequently, the disruption of educational activities can have a negative impact on trainee wellness and their sense of community (5). In 2018, the American College of Cardiology Fellows-in-Training Section Leadership Council proposed three novel educational strategies: personalized learning, adaptive learning with real-world situations and feedback, and the flipped classroom (6). Using these strategies and to heed the call for social distancing, the Brigham and Women's Hospital Fellowship in Cardiovascular Medicine developed a virtual learning platform using Microsoft Teams (Microsoft Corporation, USA).…”

Cardiovascular disease training lessons learned during the COVID-19 pandemic: Need for change in training paradigm

“…However, the educational strategies such as personalized learning, adaptive learning and flipped classroom proposed by American College of Cardiology (ACC) FIT leadership council could be helpful. 10 A recent week long virtual nuclear cardiology elective held by American Society of Nuclear Cardiology (ASNC) was an excellent learning experience for FITs with large online participation and didactic discussion between FITs and the faculty. Such initiatives and promotion of virtual cardiology electives by ACGME through collaboration among ACC, American Society of Echocardiography (ASE), Societies of cardiovascular angiography and interventions, cardiovascular computed tomography and cardiovascular magnetic resonance may be helpful in the development of virtual electives to benefit FITs learning experience and training during COVID-19 pandemic and future natural disasters.…”