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Preparation for future learning: a missing competency in health professions education?

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Clinicians need enhanced preparation for future learning (PFL) to effectively learn from practice. Guided discovery learning, involving productive failure, shows promise in developing these crucial adaptive skills for healthcare professionals.

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Area of Science:

  • Medical Education
  • Cognitive Science
  • Professional Development

Background:

  • Clinicians' current training may not adequately prepare them for continuous learning from practice.
  • A gap exists in developing clinicians' capacity for 'preparation for future learning' (PFL).
  • PFL involves acquiring new knowledge, using resources innovatively, and developing novel problem-solving strategies.

Purpose of the Study:

  • To identify instructional and assessment systems that enhance clinicians' preparation for future learning (PFL).
  • To explore methods for fostering adaptive learning behaviors in healthcare professionals.
  • To bridge the gap between clinical practice and effective learning.

Main Methods:

  • Utilizing dynamic assessments to evaluate past learning and current learning potential.
  • Measuring trainees' proactive information-seeking behaviors.
  • Analyzing educational research on instructional strategies that promote PFL.

Main Results:

  • Dynamic assessments and metrics for trainee learning behaviors are emerging.
  • Guided discovery learning, incorporating 'productive failure,' appears to enhance PFL capacities.
  • Challenging learning conditions foster adaptive behaviors and improve learning outcomes.

Conclusions:

  • Contemporary training often overlooks preparation for future learning and adaptive expertise.
  • A research agenda is proposed to study adaptive expertise in healthcare, identify PFL behaviors, and address sociocultural barriers to learning.
  • Developing PFL is crucial for lifelong learning and adaptability in clinical practice.