Anticipation Guides: A Tool to Highlight Knowledge and Promote Reflection on Learning

Area of Science:

• Medical Education
• Active Learning Strategies

Background:

• Anticipation guides (AGs) are active learning tools studied less in medical education compared to K-12.
• Their specific benefits for resident learners and instructors in didactic settings require further exploration.

Purpose of the Study:

• To investigate the advantages of using anticipation guides (AGs) for resident learners and instructors within resident-led didactic conferences.

Main Methods:

• A qualitative study was conducted involving 47 resident learners and 3 chief resident instructors.
• Data collection included learner response sheets, instructor journals, and observational field notes.
• Content analysis was used for data analysis.

Main Results:

• AGs effectively reveal shifts in resident knowledge and thought processes.
• They encourage learner self-reflection and provide instructors with crucial insights into learner understanding and uncertainties.
• This facilitates formative assessment and informs instructional improvements.

Conclusions:

• Anticipation guides are a practical active learning strategy for resident didactic conferences.
• AGs help residents identify knowledge gaps and self-assess, aligning with residency goals.
• Instructors benefit from enhanced understanding of learner progress and teaching efficacy.