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

September 15, 2021

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…

Learning vs. Management Problems

September 23, 2021

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…

Learning vs. Quality Cop

September 22, 2021

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…

Focus Groups

September 22, 2021

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…

The importance of the Learner, Experience and Environment (Learning Outcomes Model) in debriefing.

September 22, 2021

Debriefing is an expertise to develop, hone and focus on as an expertise. Skilled debriefers can debrief most anything, and learners will walk away with new mental models that change their practice. Becoming skilled in debriefing requires deliberate practice (Ericsson, 1997), and the often-quoted 10,000 hours to become an expert….

Problem Identification

September 19, 2021

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…

1-2-3 Development Plans

September 16, 2021

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 improvement)…

Improving Debriefing Using the 3D Model of Debriefing: Defusing, Discovering, and Deepening

September 14, 2021

https://youtu.be/FUDh2gh5CvA In the last reflection we reviewed the foundations of Experiential Learning and the Learning Outcomes Model (Learning Card 1). With the core factors of the Learner, Experience and Environment addressed, the next step is to move the learner through the Experiential Learning Cycle (Do, Reflect, Think, Re-Do, Learning Card…

Stages of Competence in learning

September 12, 2021

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…

Giving Effective Feedback (and moving towards Feedforward)

September 9, 2021

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,…