David Hirsh, MD, FACP The George E. Thibault Academy Associate Professor and Director, HMS Academy
Overview: In this metacognitive romp, the speaker will teach empirically-derived educational science engaging the audience using that very educational science--it is "a play within a play" to generate learning and retention about learning and retention.
In more than a century since the Flexner Report, the fields that comprise "the sciences of learning" (education, neurobiology of learning, social and cognitive psychology, among others) have advanced greatly. Despite this progress, medical education is yet to fully translate these empirically-derived sciences to our educational practices.
In this session, we will actively engage six empirically-derived sciences of learning using these sciences of learning. The hope is that education leaders, classroom teachers, clinical educators, and learners will value and benefit from these approaches and be better able to serve our learners, our patients, and even ourselves.
Learning Objectives: Upon completion of this session, participants will be able to
Define and discuss the empirically-derived sciences of learning;
Practice the sciences of learning metacognitively within the session itself;
Translate the sciences of learning into medical education and support others to use (and enjoy) these approaches.
The Harvard Medical School is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians. The Harvard Medical School designates this live activity for a maximum of 1.5 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity