Dr. Ryan Brydges
Topic: A New Concept of Unsupervised Learning in Medical Education
Date: October 20, 2010
Time: 12:00pm to 1:30pm (Lunch will be served)
Location:
- Diamond Health Care Centre, Room 2267
- IRC 305
- CWH 2D22
- MSB 107
- RJH 125
- KGH 237
- NHSC 9-370
Abstract
Among the advantages to using educational technologies in health professions education is the opportunity for trainees to learn on their own time. This flexibility in learning opportunities, however, comes with possible dangers associated with unsupervised learning, such as the potential for developing bad habits and misunderstandings, and of overestimating one’s preparedness for practice.
This talk reflects on the literatures that speak to the advantages of self-regulated learning, explores the metacognition literature to understand what trainees do spontaneously when self-regulating their learning, and re-examines the advantages of supervised learning. Those three literatures are combined in an effort to re-orient our community’s research questions when considering the concept of self-regulated learning.
I will propose that future researchers ask questions that focus on our understanding of trainees’ natural propensities while learning in the unsupervised context and on exploring conditions that will maximize the educational benefit of self-regulated learning. I will discuss the need to develop two separate yet mutually dependent research programs in this area and the anticipated challenges of doing so.
Biography
Ryan Brydges is a Post-Doctoral Fellow at the Centre for Health Education Scholarship (CHES). He recently completed his PhD dissertation at the University of Toronto in the Institute of Medical Sciences, which focused on enhancing our understanding of how trainees learn clinical skills while unsupervised in simulation learning environments. His current research extends his previous work with the aim of identifying and exploring the natural propensities of trainees as they engage in unsupervised learning in the simulation context. In particular, he plans to study the mechanisms that operate when people monitor their own learning progress, develop/adapt personal self-regulated learning plans, and decide they have ‘learned enough’ while studying a range of medical content (e.g., procedural, decision-making skills) in technology-enhanced contexts (e.g., simulation training centre, e-learning). Ryan will be re-joining the University of Toronto in January 2011 as an Assistant Professor in the Department of Medicine and as a Wilson Centre Scientist.
Accreditation:
As an organization accredited to sponsor continuing medical education for physicians by the Committee on Accreditation of Canadian Medical Schools (CACMS), the UBC Division of Continuing Professional Development designates this educational program as meeting the accreditation criteria of the College of Family Physicians of Canada for up to 1.5 Mainpro-M1 credits (per session). This program has been reviewed and approved by UBC Division of Continuing Professional Development. Each physician should claim only those credits he/she actually spent in the activity.
Accreditation Statement:
The CHES Research Rounds is a self-approved group learning activity (Section 1) as defined by the Maintenance of Certification program of the Royal College of Physicians and Surgeons of Canada.
