QHPE 601 Experiential Learning Models & Theory PDF

Experiential Learning Models and Theory QHPE 601 Evidence-based Teaching and Learning Faculty Credits The following faculty are attributed to the slides and ideas of this session (in alphabetical order) Dr Ahsan Sethi Dr Daniel Rainkie 2 Learnin...

Experiential Learning Models and Theory QHPE 601 Evidence-based Teaching and Learning Faculty Credits The following faculty are attributed to the slides and ideas of this session (in alphabetical order) Dr Ahsan Sethi Dr Daniel Rainkie 2 Learning Objectives By the end of this session the learner will be able to: Compare and contrast experiential and simulation based learning Describe models of workplace based learning Identify learning outcomes compatible with experiential and simulation-based learning (e.g. Examples of simple/complex skills ideally learned in a simulation environment) Identify weak, strong, and knowledge-based problem solving methods 3 Experiential Education Experiential learning is “constructing knowledge and meaning from real-life experience” Within HPE this is part of the curriculum where the learner is brought into contact of others in a particular role and context relevant to the learner’s future career Theoretical underpinnings Constructivism Social theories of learning 4 Theories and Models of Workplace-based Learning Billett Learning and participation are inseparable Learners active role in participation Learning at work is co-construction between the learning opportunities afforded by the workplace and how individuals actively choose to engage with these opportunities Workplace offers human partners and system partners → Individual's capacity to perform and to gain individual knowledge 5 Theories and Models of Workplace-based Learning (Cont. 1) Eraut’s model of learning at work Includes social and individual aspects Informal learning at work occurs through experience and interaction with colleagues Implict (tacit) learning occurs in the absence of overt teaching and in which the individual has no awareness of having learned Tacit knowledge = contexts, organizations, acquired through socialization, observation, induction, and participation. Knowledge is contextually situated in a set of activities and social relations in which the activities are set 6 Model Conclusions Maximizing participation Meaningful tasks Affective and emotional support Pedagogical organizational support Minimizing barriers to participation Maximize learning from others Learning from peers and all levels of seniority and centrality of a community of practice Reflection Build on natural community processes Longitudinal experiences with teams and patients Interdisciplinary and interprofessional teams 7 Path to Expertise Novice Experiential training Expertise Psychomotor skills Cognitive skills 8 Providing Care is Problem Solving Cases can be well structure or ill structured Well structured = problems with all important components are identified and contain relevant information Ill structured problems = problems with unknown elements, have multiple solutions (or no solution), possess multiple criteria for evaluating solutions, and often requires learners to make judgements Structure experiences to move from well structured problems to ill structured problems with different complexities and different contexts Experiential = No control of who presents for care Simulation = Define and control 9 Problem Solving Methods Weak methods: Transferable skills. Used to solve unfamiliar, new problems in any domain E.g. Map reading – no matter what map you look at with whatever goal, skills are transferrable E.g. Taking a medication history Strong methods: Specific skills. Used to solve familiar problems in a particular domain. Easily generate solutions to a well structured problem [presents all elements of the problem to the learner] Typically take the form of “if-then” rules E.g. Temp > 38°C + runny nose + cough + shortness of breath = order covid test E.g. If fluid overloaded + functioning kidney = give furosemide 10 Problem Solving as a Goal Knowledge based methods = weak + strong methods Used to find an acceptable solution for ill-structured problems (e.g. unclear diagnoses, several correct treatment options) Interpretation of domain knowledge and/or previous encountered cases to come to a possible solution Knowledge based problem solving require learners to have Conceptual models – how things are named and interrelated in a domain Causal models – how things work and effect each other in a domain Structural models – how things are built or organized in a domain 11 Learners as Problem Solvers Learners will either restructure their relevant knowledge or experiences to come to a tentative solution in addition to domain specific cognitive strategies to help them approach problems in a systematic fashion and apply rules-of- thumb that help them successfully complete each phase in a systematic problem solving process Real-life problem solving = ill-structured AND well-structured problem solving Ill-structured problems are best solved with knowledge-based methods Well-structured problems are best solved with strong methods 12 Problem Solving as a Skill Dreyfus and Dreyfus 5 phase model can help support problem solving instruction in the process of expertise development or skill acquisition Experts are those who have automated most of their task performance Expertise allows them to interpret new problem solving situations in more general terms, to monitoring and to reflect on the quality of their own performance, and to detect and correct errors Non-routine problems are solved by knowledge-based methods to evaluate the validity of solutions and to switch between problem solving approaches when necessary 13 System Models and Automation System 1: Fast, unconscious, inflexible, intuitive. Uses mental shortcuts, rules-of-thumb, heuristics. Goal: Develop cognitive rules/schemas Focus is on recurrent skills or problems Action is consistent from problem to problem System 2: Monitors the quality of the answers provided by S1 and is capable of correcting or overriding the automatic judgements Goal: Elaboration of relationships between newly presented information and what is already known by the leaner. Focus is on non-recurrent skills or problems 14 Summary Learner centered experiential education, situated in a community of practice with progressive difficulty provides the best opportunities for learning Offer participatory roles appropriate to the learners’ stage of training Script formation and development is associated with expertise Identify routine tasks/reasoning that require strong methods of problem solving Identify non-routine tasks/reasoning that require knowledge-based problem solving methods 15 References Yardley S, Teunissen PW, Dornan T. Experiential learning: Transforming theory into practice. Med Teach 2012; 34(2): 161-4. Available from: https://doi.org/10.3109/0142159X.2012.643264 Mann KV. Theoretical perspectives in medical education: past experience and future possibilities. Med Educ 2011; 45: 60-8. Billett S. Workplace participatory practices: conceptualising workplaces as learning environments. J Workplace Learn 2004;16:312–24. Billett, S. (2002). Workplace Pedagogic Practices: Co-Participation and Learning. British Journal of Educational Studies, 50(4), 457–481. http://www.jstor.org/stable/3122156 Eraut M. Non-formal learning and tacit knowledge in professional work. Br J Educ Psychol 2000;70:113– 36. Eraut, M. (2007). Learning from Other People in the Workplace. Oxford Review of Education, 33(4), 403–422. http://www.jstor.org/stable/20462347 Van Merrienboer, JJG. Perspectives on Problem Solving and Instruction. Computers and Education 2013; 63: 153-160. Parsons AS, Wijesekera TP, Rencic JJ. 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