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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

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Identifying the exceptional learner in medical education: A doing vs. being framework.

Gurpreet Mand¹, Monica Nijhawan¹, Oshan Fernando¹

¹Family and Community Medicine, University of Toronto, Toronto, Canada.

Medical Teacher

|November 30, 2023

Summary

This study introduces a framework to identify exceptional medical learners by categorizing their traits as inherent "Being" or observable "Doing" characteristics, aiding early training enhancement.

Keywords:

Medical education exceptional learner faculty development medical learner

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Area of Science:

Medical Education
Learner Development
Professional Training

Background:

Limited research exists on high-performing or exceptional learners in medical education.
Existing literature predominantly focuses on learners experiencing difficulties.

Purpose of the Study:

To explore and understand the characteristics of exceptional learners in medical education.
To develop a framework for identifying and supporting these high-achieving individuals.

Main Methods:

Qualitative study involving interviews with 15 faculty members at the University of Toronto.
Exploration of faculty experiences and observations regarding exceptional learners.

Main Results:

Development of a framework categorizing exceptional learner characteristics into 'Being' (innate attributes) and 'Doing' (demonstrable actions).
Identification of five 'Being' characteristics, five 'Doing' characteristics, and two overlapping characteristics.
The framework provides a structured way to understand and describe exceptional learners.

Conclusions:

The proposed framework aids educators in early identification of exceptional learners.
Enhancing the training experience for exceptional learners maximizes their potential contribution to healthcare.
This research contributes novel insights into the profile of exceptional medical learners.