Zoom Virtual Meeting. Zoom link will be provided after registration.
Medical Education Grand Rounds
Evidence-informed teaching and learning principles: Applying theory and research to educational practice
CME Credits: 1:00
Presented by Anthony R. Artino, Jr., PhD, Professor and Associate Dean for Evaluation and Educational Research George Washington School of Medicine and Health Sciences
As medical educators, we carefully construct our instructional strategies around our goals for student learning and our understanding of “what works” from a teaching and learning perspective. Unfortunately, this understanding often arises mostly from the ways in which we were taught. Although this approach may be successful, its effectiveness is based more on luck than evidence. In contrast, instruction that is grounded in theory and research can be systematically tested, and incrementally improved, thereby allowing us to refine both our understanding of how people think and learn and our execution of specific teaching strategies. Evidence-informed education is based on the underlying mechanisms of human cognition, motivation, and emotion; these principles provide insights into why and under what circumstances certain teaching and learning strategies work, while others do not. In this presentation, we will discuss several key principles from the education and psychology literature—principles that are informed by both theory and research. This session is not about how to teach, per se, because all teaching is context-bound, and our range of contexts is wide. Instead, we will discuss a set of generalizable teaching and learning principles that can be adapted and adjusted by the inventive teacher to fit a variety of medical education contexts.
By the end of the session, participants will be able to:
Discuss several cognitive psychology principles that can positively influence learning; Identify individual differences, beyond cognition and “learning styles,” that strongly influence learning and performance; Discuss self-conscious emotions and their powerful effects on learning and performance in clinical settings; and Describe the limitations of the phrase “assessment drives learning.” (1 CME credit)
About the Presenter
Anthony Artino is a tenured Professor in the Department of Health, Human Function, and Rehabilitation Sciences at The George Washington University School of Medicine and Health Sciences (SMHS). He received his PhD in educational psychology from the University of Connecticut and, prior to joining SMHS in the spring of 2020, served as Professor and Deputy Director for the Center of Health Professions Education at the Uniformed Services University of the Health Sciences. In his current role at SMHS, Dr. Artino teaches graduate courses, conducts research, mentors students and junior faculty, and provides administrative leadership in evaluation and educational research.
As a researcher, he has been the principal or associate investigator on several extramurally funded research projects. His most highly cited works are a blend of research and education articles on topics ranging from analyzing and interpreting survey data, understanding academic motivation and self-regulated learning among medical students and practicing physicians, measuring long-term physician outcomes, and developing surveys for educational research. Dr. Artino is deputy editor for the Journal of Graduate Medical Education, assistant editor for Academic Medicine, and associate editor for Perspectives on Medical Education. He is also a Fellow of the Association for Medical Education in Europe and the Aerospace Medical Association. Dr. Artino has published and presented around the globe on topics ranging from self-regulated learning and assessment to scholarly dissemination and the responsible conduct of research.