Drs. Deb Butler, Dan Pratt, Ryan Brydges, Rose Hatala, & Maria Hubinette
Learning in/through Practice in the Health Professions:
What Does “Self-Regulated Learning” Have to Do With It?
Date: Tuesday, April 4, 2017
Time: 12:00pm to 1:30pm
- formal presentations and discussion from 12:00pm – 1:00pm, ongoing moderated discussion 1:00pm – 1:30pm
- feel free to bring a bagged lunch
- LSC 1312 (host venue)
- DHCC 2263
- MSB 131
- RJH CA 011
- KGH CAC 237
- NHSC 9-374
Most health professions promote the idea that their members should know how to take deliberate control over their on-going professional learning if they are to keep abreast of developments. Conflicting with the assumption that this capacity develops naturally, research shows “flaws” in how self-regulation manifests, which has led to a focus on self-regulation as a capacity that needs to be nurtured as part of educational programs. What do effective forms of self-regulation require, and how do professionals develop those capacities? Why do we assume that health professionals know how to fluently identify what they do and don’t know when navigating their professional learning? Can it be expected that trainees in health professions programs will know how to learn in and from practice-based experiences as they are engaged in more case-based, problem-based, or practice-based learning experiences? If not, then how can educational programs support learners as they make transitions to contexts of practice that require them to take deliberate control over learning? Why and how does successful self-regulation differ between classroom-based and practice settings? In more practice-based learning contexts, what conditions or supports are needed if learners are to successfully navigate and negotiate learning alongside the other kinds of responsibilities they are increasingly expected to assume? In this session, our facilitators and panelists will support audience members to think through these kinds of questions.
1) To consider ways in which self-regulation is being conceptualized in relation to health professions education and practice; and
2) To explore ways in which effective forms of self-regulation might be fostered as trainees bridge from learning “about” content towards learning in/through practice, both as trainees, and as practicing professionals.
As co-facilitators, Deb Butler and Dan Pratt will launch the session by introducing questions that are being raised about how learning is being conceptualized and experienced, particularly in practice-based contexts, across the trajectory of health professions education. Then Ryan Brydges, Rose Hatala, and Maria Hubinette will each introduce lenses for thinking about current research/practice seeking to better understand and support self-regulation in the context of medical education.
The University of British Columbia Division of Continuing Professional Development (UBC CPD) is fully accredited by the Committee on Accreditation of Continuing Medical Education (CACME) to provide study credits for continuing medical education for physicians. This course has been reviewed and approved by the UBC Division of Continuing Professional Development. This Group Learning course meets the certification criteria of the College of Family Physicians of Canada and has been certified by UBC CPD for up to 1.0 Mainpro+ credits. This course is an Accredited Group Learning Activity eligible for up to 1.0 MOC Section 1 credits as defined by the Maintenance of Certification program of the Royal College of Physicians and Surgeons of Canada. Each physician should claim only those credits he/she actually spent in the activity.