embracing educational theory to improve care: development

D  

Daniel J. Schumacher, MD, MEd1; Carol Carraccio, MD, MA2

1Boston Medical Center, Boston, MA; 2American Board of Pediatrics, Chapel Hill, NC

Objec(ve  

Embracing Educational Theory to Improve Care: Development of Part II and IV MOC Activities for Lifelong Learning

and Practice Improvement

Methods   Product  to  Date  

Future  Direc(ons  

Acknowledgements  

Lifelong Learning Skill Development

Master LearnerNovice Learner

Competency-based medical education

learner as driving force in educational process

Figure 1: Forces and Factors in Developing the Master Learner

built on

requires

Self-directed Learning Skills

Self-assessmentSkills

External information seeking

Self-monitoring

Self-directed assessment seeking

calibrateinfluenceSelf-efficacy

Self-concept

Illusory superiority

Self filling of knowledge gaps

View of Environment from Situated Cognition Theory

Cognitive Load Theory

Self-determinationTheory

desire

ability

optimal context

impact

impact

inform

Background  

•  Develop MOC Part II and IV activities that equip learners with knowledge of pitfalls of self-assessment and mechanisms to overcome them and then link this to meaningful improvement activities

•  Meaningful engagement and outcomes from MOC participation rest upon the principles of lifelong learning

•  Self-assessment and self-directed learning are central to lifelong learning

•  Self-assessment is limited by its known inaccuracies

•  Thus, the ability to overcome the pitfalls of self-assessment, as well as those of gap filling, is important to make MOC as meaningful as it can be

•  External assessment sources are important to self-assessment calibration

Schumacher DJ, Englander R, Carraccio C. Acad Med 2013.

•  Script and content for Part II activity

•  Educational content delivered via discussion between animated ABP diplomates alternating with case of physician engaging in personal and practice improvement that helps further bring the educational content to life and place into real world, familiar context

•  Technology/delivery platform being developed currently

•  Part II technology and delivery

•  Part IV content, technology, and delivery

•  Study of Part II and IV activities

•  Virginia Moyer, MD, MPH – Vice President, Maintenance of Certification and Quality, American Board of Pediatrics

•  Dongming Zhang, MS, MLS – Vice President, Information Technology, American Board of Pediatrics

•  Charles Wernlund – American Board of Pediatrics

Methods  

•  Design and Delivery

•  - Mobile-friendly, ideally an app

•  - Animated ideos

•  - Bite-sized chunks

•  - Gamification, social, interactive

•  Educational Content (Fig 1)

•  - Self assessment pitfalls

•  - Gap filling pitfalls

•  - Overcoming pitfalls of self assessment and improvement efforts

•  External assessment

•  Self-directed assessment seeking

•  Teamwork/coach

•  - Foundation for QI