Evaluating an inquiry-based learning program

Area of Science:

• Medical Education
• Adult Learning Theory
• Intensive Care Medicine

Background:

• Inquiry-based learning (IBL) is an understudied educational framework in graduate medical education.
• Intensive care medicine (ICM) requires continuous learning and adaptation for practicing clinicians.

Purpose of the Study:

• To evaluate participant satisfaction and engagement with an IBL postgraduate education program in ICM.
• To identify factors influencing engagement with different phases of the IBL program.
• To explore the impact of IBL engagement on the learning experience of ICM practitioners.

Main Methods:

• A mixed-methods study utilizing surveys and open-ended responses from ICM practitioners in an IBL program.
• Quantitative analysis of participant satisfaction and engagement levels across IBL phases.
• Qualitative analysis of learner experiences, determinants of engagement, and perceived learning impact.

Main Results:

• High overall satisfaction (93.4%) and engagement reported, except for the 'investigation' phase (48.1%).
• Greater engagement correlated with clearer learning objectives and enhanced collaborative learning, particularly for repeat attendees.
• Qualitative data revealed value in active learning, clear objectives, safe environments, clinically relevant content, and reframed understanding through peer experience.

Conclusions:

• ICM practitioners reported high satisfaction and valuable learning experiences with the IBL format.
• IBL effectively facilitates active meaning construction and a constructivist approach to learning.
• The 'investigation' phase presents a challenge, suggesting areas for program refinement in IBL for practicing clinicians.