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Authentic Learning, Authentically Lived: Student Insights from a Medical Education Scholars Program.

Elena Gupta1, Trevor Canty1, Kuan Jiang1

  • 1Geisel School of Medicine at Dartmouth, Hanover, New Hampshire, USA.

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Summary
This summary is machine-generated.

Medical students in the Medical Education Scholars (MES) Program gain valuable skills through hands-on research. The Theory of Authentic Learning framework helped learners reflect on and articulate their experiences in medical education.", Enhanced_Abstract=default_api.SeocontentEnhancedAbstract(Area_of_Science=[

Keywords:
Medical educationauthentic learningmetacognitionmotivationtheory

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Area of Science:

  • Medical Education Research
  • Scholarship in Medical Training
  • Health Professions Education

Background:

  • Medical students require practical experience in research and scholarship to develop essential skills.
  • The Medical Education Scholars (MES) Program offers hands-on opportunities for medical students.
  • Reflective practice is crucial for understanding and articulating learning experiences.

Purpose of the Study:

  • To explore medical students' experiences within the Medical Education Scholars (MES) Program.
  • To utilize the Theory of Authentic Learning to interpret learner experiences.
  • To contribute a learner-centered perspective to medical education literature.

Main Methods:

  • Six learners, including five past MES leaders, participated in a reflective process.
  • Guidance was provided by a past MES faculty advisor.
  • The Theory of Authentic Learning served as a framework for analysis.

Main Results:

  • Learners found the Theory of Authentic Learning a useful tool for understanding their experiences.
  • The reflective process highlighted the development of skills like project design and communication.
  • Learner perspectives offer unique insights into medical education scholarship.

Conclusions:

  • Hands-on medical education research programs like MES foster critical skill development.
  • Authentic learning principles can effectively frame and analyze student experiences in medical education.
  • Learner narratives enrich the body of knowledge in medical education research.