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Learning in Healthcare’s first book – Foundations of Experiential Learning

March 15, 2016

Learning in Healthcare is proud to announce the launch of its first book entitled “Foundations of Experiential Learning – A faculty development manual for improving outcomes through learning in healthcare”.  Now available on Amazon at http://FEL.LearninginHealthcare.com in both print and Kindle editions. The Foundations of Experiential Learning (FEL) Faculty Development…

Demonstrating Outcomes – Radishes

June 6, 2016

Achieving measurable outcomes from learning takes time and effort. Although there are multiple frameworks for measuring outcomes (such as Kirkpatrick), you need to demonstrate both short and long term outcomes to keep momentum. Radishes may be all you have to show for a while, but you should be proud of…

Learning vs. Quality Cop

May 30, 2016

The lines between learning (for improvement) and assessment (measurement) can be blurry. For a learner, when education falls too far towards assessment, they may feel that you are being a ‘quality cop’. A quality cop, at its worst, is someone following around a caregiver with a clipboard marking off what…

Learning vs. Management Problems

May 23, 2016

Healthcare has often turned to education to ‘fix’ management problems, which contradicts one of the core principles of learning in healthcare (Learning Card 10). Giving more education ‘checks a box’, but may not improve the outcome. To focus on improving outcomes, we need to do an assessment to determine if…

1-2-3 Development Plans

May 16, 2016

  Unfortunately, ‘development plans’ are considered by many to be a negative thing. If someone is ‘on a plan’ in corporate America, this may mean that they are on their way out. In learning, a development plan provides a focus for areas of improvement (and we all have areas of…

Giving Effective Feedback (and moving towards Feedforward)

May 9, 2016

Feedback is part of growth, but at times can be difficult for both the giver and receiver. Feedback is a component of debriefing, but debriefing and feedback are not synonymous. Unfortunately, for many adults, feedback has a negative connotation, so we will focus on how to change feedback to feedforward,…

Art of Questioning

May 2, 2016

Effective questioning, with a stance of curiosity, is at the core of good debriefing. A general rule for debriefing is that the debriefer (or co-debriefers if there are two) should talk about 30% of the time and learners 70% of the time. To facilitate discussion (and stay away from lecturing),…

Focus Groups

April 26, 2016

To create learning initiatives that improve healthcare outcomes, we need to focus on what is going on now, and what the ideal state could be. It is easy to make assumptions about both the current and future states, but as we have learned from lean initiatives, the best bet is…

Problem Identification

April 19, 2016

Curriculum development models are similar in concept, but Kern’s 6 Step Model (Kern et al, 2009) provides a great framework for tackling education in healthcare. Although most people have a natural inclination to jump to educational methods (i.e. which scenario should I do), I spend 60-70% of my time on…

Stages of Competence in learning

April 12, 2016

Although there are multiple (maybe hundreds) of competency models that exist, the basic principles are the same. Understanding where both the learner and the facilitator are in stages of competence can help improve the learning process. The difficulty comes when learning becomes tacit (i.e. gut feel/intuition based on principles or…

Experiential Learning Styles

April 5, 2016

Although some learning styles (such as visual, auditory, kinesthetic) may be more familiar, Kolb’s Experiential Learning Styles (Kolb & Kolb, 2005) may be more valuable in healthcare both during simulated and real experiences. Kolb’s Experiential Learning Styles may help explain preceptor/preceptee mismatches, differing feedback on the same learner, and learners…