Applying Cognitive Learning Strategies to Enhance Learning and Retention in Clinical Teaching Settings

Introduction Cognitive learning strategies are strategies that improve a learner's ability to process information more deeply, transfer and apply information to new situations, and result in enhanced and better-retained learning. Methods We developed an interactive workshop for a national confe...

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Autores principales:	Ariel S. Winn, Lisa DelSignore, Carolyn Marcus, Laura Chiel, Eli Freiman, Diane Stafford, Lori Newman
Formato:	article
Lenguaje:	EN
Publicado:	Association of American Medical Colleges 2019
Materias:	Cognitive Learning Strategies Active Learning Memory Science Medicine (General) R5-920 Education L
Acceso en línea:	https://doaj.org/article/c2c33c0d178a47599f4b687a65fb9519
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spelling	oai:doaj.org-article:c2c33c0d178a47599f4b687a65fb95192021-11-22T13:59:50ZApplying Cognitive Learning Strategies to Enhance Learning and Retention in Clinical Teaching Settings10.15766/mep_2374-8265.108502374-8265https://doaj.org/article/c2c33c0d178a47599f4b687a65fb95192019-11-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.10850https://doaj.org/toc/2374-8265Introduction Cognitive learning strategies are strategies that improve a learner's ability to process information more deeply, transfer and apply information to new situations, and result in enhanced and better-retained learning. Methods We developed an interactive workshop for a national conference of pediatric educators to teach five cognitive learning strategies. The specific strategies were (1) spaced retrieval practice, (2) interleaving, (3) elaboration, (4) generation, and (5) reflection. Each strategy was taught using an active learning exercise. We evaluated the effectiveness of the workshop through a commitment-to-change exercise in which we asked participants to commit to making a change in their teaching as it related to the workshop and then queried them 6 weeks later about their implementation successes and barriers. Results Of the 161 participants registered for the workshop, 52 completed the voluntary workshop evaluation. All 52 participants committed to making a change in their teaching as a result of the workshop. Of those 52 participants, 24 completed the 6-week follow-up survey. Eighty-two percent of those respondents (n = 18) reported implementing a change based on the workshop, with 77% of respondents implementing a change that they had committed to directly after the workshop and 55% implementing a change that they had not originally committed to at the end of the workshop. Discussion This workshop successfully led to behavioral change in the teaching of cognitive learning strategies. We anticipate that this will lead to improved learning among the trainees whom participants teach.Ariel S. WinnLisa DelSignoreCarolyn MarcusLaura ChielEli FreimanDiane StaffordLori NewmanAssociation of American Medical CollegesarticleCognitive Learning StrategiesActive LearningMemory ScienceMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 15 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	Cognitive Learning Strategies Active Learning Memory Science Medicine (General) R5-920 Education L
spellingShingle	Cognitive Learning Strategies Active Learning Memory Science Medicine (General) R5-920 Education L Ariel S. Winn Lisa DelSignore Carolyn Marcus Laura Chiel Eli Freiman Diane Stafford Lori Newman Applying Cognitive Learning Strategies to Enhance Learning and Retention in Clinical Teaching Settings
description	Introduction Cognitive learning strategies are strategies that improve a learner's ability to process information more deeply, transfer and apply information to new situations, and result in enhanced and better-retained learning. Methods We developed an interactive workshop for a national conference of pediatric educators to teach five cognitive learning strategies. The specific strategies were (1) spaced retrieval practice, (2) interleaving, (3) elaboration, (4) generation, and (5) reflection. Each strategy was taught using an active learning exercise. We evaluated the effectiveness of the workshop through a commitment-to-change exercise in which we asked participants to commit to making a change in their teaching as it related to the workshop and then queried them 6 weeks later about their implementation successes and barriers. Results Of the 161 participants registered for the workshop, 52 completed the voluntary workshop evaluation. All 52 participants committed to making a change in their teaching as a result of the workshop. Of those 52 participants, 24 completed the 6-week follow-up survey. Eighty-two percent of those respondents (n = 18) reported implementing a change based on the workshop, with 77% of respondents implementing a change that they had committed to directly after the workshop and 55% implementing a change that they had not originally committed to at the end of the workshop. Discussion This workshop successfully led to behavioral change in the teaching of cognitive learning strategies. We anticipate that this will lead to improved learning among the trainees whom participants teach.
format	article
author	Ariel S. Winn Lisa DelSignore Carolyn Marcus Laura Chiel Eli Freiman Diane Stafford Lori Newman
author_facet	Ariel S. Winn Lisa DelSignore Carolyn Marcus Laura Chiel Eli Freiman Diane Stafford Lori Newman
author_sort	Ariel S. Winn
title	Applying Cognitive Learning Strategies to Enhance Learning and Retention in Clinical Teaching Settings
title_short	Applying Cognitive Learning Strategies to Enhance Learning and Retention in Clinical Teaching Settings
title_full	Applying Cognitive Learning Strategies to Enhance Learning and Retention in Clinical Teaching Settings
title_fullStr	Applying Cognitive Learning Strategies to Enhance Learning and Retention in Clinical Teaching Settings
title_full_unstemmed	Applying Cognitive Learning Strategies to Enhance Learning and Retention in Clinical Teaching Settings
title_sort	applying cognitive learning strategies to enhance learning and retention in clinical teaching settings
publisher	Association of American Medical Colleges
publishDate	2019
url	https://doaj.org/article/c2c33c0d178a47599f4b687a65fb9519
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Applying Cognitive Learning Strategies to Enhance Learning and Retention in Clinical Teaching Settings

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