Revitalizing Old-School Didactics for the Millennial Learner
A large majority of current medical students and resident trainees were born between 1981-1996 in the so-called Gen Y or "millennial" generation. These modern learners, whose experiences have been shaped by technology, social media, and growing up in an environment of unlimited information, thrive on interactive, collaborative, and self-directed learning.
However, residency training program time-honored didactics like noon conference and journal club are traditionally presented in a passive format: hour-long, lecture-style presentations by a knowledgeable faculty member or other experienced discussant, often with information-filled slides.
Given the disconnect, residency programs must rethink the goals, scope, and format of existing didactic sessions and reinvigorate them into high-yield, accessible learning experiences that appeal to our current audience. This workshop explores opportunities to revitalize passive didactic sessions. We review core adult learning theory concepts and several specific strategies to apply these concepts in various residency-based didactic settings. Specifically, we highlight our experience as a large university residency program flipping traditional didactics into sessions that feature these core concepts, including interactive subspecialty learning modules with hands-on application, peer-written simulation cases, peer-integrated POCUS curriculum, and a PGY-tailored professional development curriculum. We review our outpatient report through which core ambulatory topics are co-presented by a resident and expert faculty member - allowing for self-directed learning and peer teaching. We also review the integration of self-directed individual learning plans reviewed biannually with faculty advisors, and opportunities to utilize social media and "flipped-classroom" style learning.
However, residency training program time-honored didactics like noon conference and journal club are traditionally presented in a passive format: hour-long, lecture-style presentations by a knowledgeable faculty member or other experienced discussant, often with information-filled slides.
Given the disconnect, residency programs must rethink the goals, scope, and format of existing didactic sessions and reinvigorate them into high-yield, accessible learning experiences that appeal to our current audience. This workshop explores opportunities to revitalize passive didactic sessions. We review core adult learning theory concepts and several specific strategies to apply these concepts in various residency-based didactic settings. Specifically, we highlight our experience as a large university residency program flipping traditional didactics into sessions that feature these core concepts, including interactive subspecialty learning modules with hands-on application, peer-written simulation cases, peer-integrated POCUS curriculum, and a PGY-tailored professional development curriculum. We review our outpatient report through which core ambulatory topics are co-presented by a resident and expert faculty member - allowing for self-directed learning and peer teaching. We also review the integration of self-directed individual learning plans reviewed biannually with faculty advisors, and opportunities to utilize social media and "flipped-classroom" style learning.