The journey not the destination: Liminality and lifelong learning

Jones, Helen; Hammond, Lucy

doi:10.1111/medu.14956

Cited by 2 publications

(1 citation statement)

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“…Unlike routine clinical cases for which a physician already has the knowledge and skills to respond rapidly, some cases require innovation-efficient adaptive expertise. 1 - 7 Physicians can improve patient care in these exceptional cases by critically applying new or emerging approaches arising from current research for disease prevention, diagnosis, prognosis, and treatment. Therefore, they need to find and assess basic science research articles that can shape new approaches to patient care.…”

Section: Introductionmentioning

confidence: 99%

Short-Term Training with Basic Science Research Literature Advances Medical Students’ Skills for Adaptive Expertise

Maxwell,

Fuchs-Young,

Wells

et al. 2024

Journal of Medical Education and Curricular Development

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Physicians must adapt their learning and expertise to the rapid evolution of healthcare. To train for the innovation-efficient demands of adaptive expertise, medical students need to acquire the skill of adaptive self-regulated learning, which includes accessing, interpreting, and synthesizing emerging basic and translational research to support patient care. In response, we developed the course Medical Student Grand Rounds (MSGR). It engages all pre-clerkship students at our institution with self-regulated learning from translational basic research literature. In this report, we describe MSGR's methodology and important outcomes. Students found, interpreted, critically assessed, and presented basic research literature about self-selected clinically relevant topics. In less than one semester and mentored by basic science researchers, they completed eight milestones: (a) search research literature databases; (b) choose a clinical topic using searching skills; (c) outline the topic's background; (d) outline a presentation based on the topic's mechanistic research literature; (e) attend translational research-oriented grand rounds by faculty; (f) learn to prepare oral presentations; (g) write an abstract; and (h) present at Grand Rounds Day, emphasizing their topic's research literature. Graded milestones and end-of-course self-assessments indicated students became proficient in interpreting research articles, preparing and delivering presentations, understanding links among basic and translational research and clinical applications, and pursuing self-regulated learning. Qualitative analysis of self-assessment surveys found most students thought they progressed toward the learning objectives: find scientific information about a research topic (56% positive responses), interpret and critically assess scientific information (64%), and prepare and deliver a scientific presentation (50%). Milestones improve time management and provide a scaffolded method for presenting focused research topics. MSGR equips students with critical thinking skills for lifelong, adaptive, self-regulated learning—a foundation for adaptive expertise. The master adaptive learner cycle of planning, learning, assessing, and adjusting is a conceptual framework for understanding students’ MSGR learning experiences.

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Section: Introductionmentioning

confidence: 99%