Inspired Teaching
Evidence-Informed Teaching
Efficiencies in Education:
How to Hack Training
to get from 10,000 to 100 Hours
How to Hack Training
to get from 10,000 to 100 Hours
By Jonathan Sherbino (@sherbino )
Originally Published, May 19, 2020
Consider the years of schooling you have (endured?) completed, and it is an easy assumption that you know the principles of effective teaching and learning. Perhaps. But, do you adopt teaching practices simply because “...that’s how it has always been done?” Evolutionary pressure ensures that some learning processes are abandoned while others continue. Yet, ineffective traditions continue.
How can you improve the effectiveness of your own learning?
Is your teaching informed by theory and evidence?
This presentation discusses five evidence-informed principles that may influence your learning and teaching practices. The principles must be adapted into processes that work in your context and learning environment. In just over 30 minutes, this is a tour de force summary of education theory. While it cannot include a deep dive of the supporting evidence, I have provided ample additional resources can be found you YouTube video to support hour further reading and exploration on the topi.
This presentation was the 2020 Society for Academic Emergency Medicine national conference keynote address, but I am delighted to share this with our McMaster Faculty of Health Sciences community.
Resources
Resources to read and listen to first:
Effective Learning Strategies in Emergency Medicine - featuring J. Sherbino and R. Penciner
Episode 111 of Emergency Medicine Cases Podcast
Podcast link here | Show Notes here
Education Theory Made Practical Books by the Academic Life in Emergency Medicine Faculty Incubator Team Volume 1 Volume 2
Learning Science: I’m so smrt smart from the KeyLIME Podcast team
Van Hoof TJ, Doyle TJ. Learning science as a potential new source of understanding and improvement for continuing education and continuing professional development. Medical teacher. 2018 Sep 2;40(9):880-5.
If you have more time to explore this topic:
Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping - Jeffrey D. Karpicke* and Janell R. Blunt
Link to post on the Myth of Digital Natives and Multitasking
Additional Materials:
Creating a Virtual Journal Club: A Community of Practice Using Multiple Social Media Strategies - Michelle Lin, MD (@M_Lin) Jonathan Sherbino, MD, MEd (@sherbino)
The ALiEM Faculty Incubator: A Novel Online Approach to Faculty Development in Education Scholarship - Teresa M. Chan, Michael Gottlieb, Jonathan Sherbino, Robert Cooney, Megan Boysen-Osborn, Anand Swaminathan, Lalena M. Yarris
JGME-ALiEM Hot Topics in Medical Education: Analysis of a Multimodal Online Discussion About Team-Based Learning - Jeff Riddell, Catherine Patocka, Michelle Lin, Jonathan Sherbino
How do physicians behave when they participate in audit and feedback activities in a group with their peers? - Lara J. Cooke, Diane Dunca, Laura Rivera, Shawn K. Dowling, Christopher Symonds and Heather Armson
Perfecting practice: a protocol for assessing simulation-based mastery learning and deliberate practice versus self-guided practice for bougie-assisted cricothyroidotomy performance - Andrew Petrosoniak, Marissa Lu, Sara Gray, Christopher Hicks, Jonathan Sherbino, Melissa McGowan and Sandra Monteiro
Cognitive load theory in health professional education: design principles and strategies - Jeroen J G van Merrie ̈nboer & John Sweller
Clinical Teaching Infographics:
The One Minute Preceptor
Tagging the Teachable Moment
Tailoring Learning
Feedback
About the speaker:
Jonathan Sherbino (@sherbino) is the Assistant Dean, Health Professions Education Research, Faculty of Health Sciences, McMaster University. He is a professor in the Department of Medicine.
Jonathan is a Clinician Educator, co-editing the CanMEDS 2015 Framework and co-hosting the KeyLIME (Key Literature in Medical Education) podcast with an audience in more than 40 countries. He has published more than 150 papers. Jonathan is an award-winning teacher, including the national 2018 Canadian Emergency Medicine teacher of the year. His research focuses on competency-based medical education and clinical reasoning
Continuing Education Credits:
For this recorded activity, considering claiming Royal College MOC Section 2 credits or CFPC Mainpro+ self-learning (non-certified).