Yusuf Yilmaz1,2,3,4, Dimitrios Papanagnou5, Alice Fornari6, Teresa M Chan1,2,4,7,8. 1. McMaster Education Research, Innovation, and Theory (MERIT) Program Hamilton Ontario Canada. 2. McMaster University Office of Continuing Professional Development Hamilton Hamilton Ontario Canada. 3. Department of Medical Education Faculty of Medicine Ege University Izmir Turkey. 4. Program for Faculty Development Faculty of Health Sciences McMaster University Hamilton Ontario Canada. 5. Department of Emergency Medicine Sidney Kimmel Medical College at Thomas Jefferson University Philadelphia Pennsylvania USA. 6. Donald and Barbara Zucker School of Medicine at Hofstra/Northwell Hempstead New York USA. 7. Division of Emergency Medicine Department of Medicine McMaster University Hamilton Ontario Canada. 8. Division of Education & Innovation Department of Medicine McMaster University Hamilton Ontario Canada.
Abstract
BACKGROUND: As technology advances, the gap between learning and doing continues to close-especially for frontline academic faculty and clinician educators. For busy clinician faculty members, it can be difficult to find time to engage in skills and professional development. Competing interests between clinical care and various forms of academic work (e.g., research, administration, education) all create challenges for traditional group-based and/or didactic faculty development. METHODS: The authors engaged in a synthetic narrative review of literature from several unrelated fields: learning technologies, medical education/health professions education, general/higher education. The aim for this review was to synthesize this pre-existing literature to propose a new conceptual model. RESULTS: The authors propose a new conceptual model, the Just-In-Time Learning Loop, to guide the development of online faculty development for just-in-time delivery. CONCLUSIONS: The Just-In-Time Learning Loop is a new conceptual framework that may be of use to those engaging in online, digital learning design. Faculty developers, especially in emergency medicine, can integrate leading concepts from the technology-enhanced learning field (e.g., microlearning, micro-credentialing, badging) to create new types of learning experiences for their end-users.
BACKGROUND: As technology advances, the gap between learning and doing continues to close-especially for frontline academic faculty and clinician educators. For busy clinician faculty members, it can be difficult to find time to engage in skills and professional development. Competing interests between clinical care and various forms of academic work (e.g., research, administration, education) all create challenges for traditional group-based and/or didactic faculty development. METHODS: The authors engaged in a synthetic narrative review of literature from several unrelated fields: learning technologies, medical education/health professions education, general/higher education. The aim for this review was to synthesize this pre-existing literature to propose a new conceptual model. RESULTS: The authors propose a new conceptual model, the Just-In-Time Learning Loop, to guide the development of online faculty development for just-in-time delivery. CONCLUSIONS: The Just-In-Time Learning Loop is a new conceptual framework that may be of use to those engaging in online, digital learning design. Faculty developers, especially in emergency medicine, can integrate leading concepts from the technology-enhanced learning field (e.g., microlearning, micro-credentialing, badging) to create new types of learning experiences for their end-users.
Authors: Hyeyoung Kate Park; Jennie Chang De Gagne; Katherine Hall; Amanda Woodward; Sandra Yamane; Sang Suk Kim Journal: JMIR Med Educ Date: 2019-07-23