A Novel Web-Based Experiential Learning Platform for Medical Students (Learning Moment): Qualitative Study

Abstract

BackgroundExperiential learning plays a critical role in learner development. Kolb’s 4-part experiential learning model consists of concrete experience, reflective observation, abstract conceptualization, and active experimentation in a recurring cycle. Most clinical environments provide opportunities for experiences and active experimentation but rarely offer structured means for reflection and abstract conceptualization that are crucial for learners to learn through experience. We created Learning Moment, a novel Web-based educational tool that integrates principles of asynchronous learning and learning portfolios to fulfill the reflection and abstract conceptualization aspects of Kolb’s learning cycle in the modern clinical learning environment. Medical students log concise clinical “pearls” in the form of “learning moments” for reflection, review, and sharing with peers in a community of practice.ObjectiveWe sought to evaluate learners’ experiences with Learning Moment via a qualitative study.MethodsWe employed purposive sampling to recruit medical students who used Learning Moment during their rotation. We conducted 13 semistructured interviews (10 individual interviews and one 3-person group interview) between January and March 2017 using an ethnographic approach and utilized a general inductive method to analyze and code for potential themes.ResultsA total of 13 students (five in their third year of medical school and eight in their fourth year) voluntarily participated in our qualitative interviews. Five of the 13 (38%) students intended to pursue emergency medicine as their chosen field of specialty. The median number of “learning moments” logged by these students is 6. From our analysis, three key themes emerged relating to the perceived impact of Learning Moment on student learning: (1) logging “learning moments” enhanced memorization, (2) improved learning through reflection, and (3) sharing of knowledge and experiences in a community of practice.ConclusionsLearning Moment was successfully implemented into the educational infrastructure in our department. Students identified three mechanisms by which the application optimizes experiential learning, including enabling the logging of “learning moments” to promote memorization, encouraging reflection to facilitate learning, and fostering the sharing of knowledge and experiences within a community of practice. The Learning Moment concept is potentially scalable to other departments, disciplines, and institutions as we seek to optimize experiential learning ecosystems for all trainees.

Usability of Learning Moment: Features of an E-learning Tool That Maximize Adoption by Students

“…In depth description of educational goals, theoretical foundation, design, implementation, utilization, sustainability, and learner experiences of LM are detailed elsewhere. 8,9 In brief, Kolb's 4-part experiential learning model (concrete experience, reflective observation, abstract conceptualization, and active experimentation) is one of the foremost experiential learning theories. 13 Most clinical learning environments, like our ED, offers learning experiences and chances to experiment.…”

“…LM fulfills these gaps to help students learn better in the clinical setting. 8,9 LM (https://www.learningmoment.org/) allows students to conveniently record "learning moments" (defined as student self-identified learning experiences), highlighting the take-away "learning pearls." The goal of LM was to provide students with a physical and mental space to synthesize experiences into coherent thoughts, thus enhancing understanding and retention through self-reflection and abstract conceptualization.…”

“…9 Students have logged more than 1000 "learning moments" after 16 months of implementation, indicating continued sustainability. 8…”

“…We created Learning Moment (LM), 8,9 a web-based application that integrates principles of asynchronous learning 10,11 and learning portfolios 12 to provide a platform on which students can document and share learning experiences that occur during clinical work. As described in our previous research, our intention was to optimize the experiential learning process for our students in the emergency department (ED).…”

“…As described in our previous research, our intention was to optimize the experiential learning process for our students in the emergency department (ED). 8,9 Understanding the importance of a learner-centered model of instructional design, our goals for this study were to evaluate the usability of LM and identify features that enhance adoption by users.…”