Leveraging Key Transitions and LCME Requirements to Promote Professional Development and a Growth Mindset in Medical Student Self-Directed Learning
Leveraging Key Transitions and LCME Requirements to Promote Professional Development and a Growth Mindset in Medical Student Self-Directed Learning
Course Overview
A fundamental aspect of professional development is self-directed learning. Accrediting organizations, such as the Liaison Committee on Medical Education (LCME) and the Accreditation Council for Graduate Medical Education (ACGME), recognize the importance of intentional standards and curriculum directed at promoting self-directed learning and require programs to demonstrate activities dedicated to self-assessment and feedback on competency skills. More recently, the preliminary Coalition of Physician Accountability Initial Summary Report also recommended including learner reflections and learner goals' in educational dashboards. Many components of the learning environment affect the motivation for self-directed learning, such as grading and assessment systems, context and learning preferences. Creating well-timed and safe spaces, integrating the appropriate self-assessment tools and then efficiently documenting these activities for learners is critical to effectively and meaningfully executing these oversight directives. In this workshop, we will share specific modules utilized in both longitudinal undergraduate medical education (UME) small group learning communities and discrete clinical rotations that focus on goal setting, reflection on feedback and honing a growth mindset outlook that can feed into LCME data collection instruments (DCI).
Learning Objectives
- By the end of this session, participants will apply lessons learned to cultivate a growth mindset in learners.
- By the end of this session, participants will be able to immediately implement shared goal setting and reflection activities in their medical student clerkships to promote professional development.
- By the end of this session, participants will utilize various learning inventories, surveys and reflection on feedback during key transitions throughout medical school to craft individual learning plans.
Speakers
Reeni A. Abraham, MD
University of Texas Southwestern Medical School
Sarah R. Collins, PhD
University of Texas Southwestern Medical School
Thomas Dalton, MD
University of Texas Southwestern Medical School
Arlene Sachs, PhD
University of Texas Southwestern Medical School
Additional Information
Year Published: 2022 - AIMW