Cognitive learning program

To see the many benefits of the Cognitive Learning approach, find an Oxford Learning location and enrol your child today! Our Privacy Policy has been updated to meet new regulations. Please read it here. Home Cognitive Learning Cognitive Learning. Each minute session was structured as follows:. Each of the cognitive learning strategy activities the facilitators modeled is included in Appendices C - G.

Participants were also given a cognitive learning strategy worksheet on which to take notes during the small-group sessions first page of Appendix A. Please note that for programs in which only two facilitators are available, we suggest dividing the room in half, having one facilitator present two strategies and the other facilitator present three strategies, then switching.

We have found that learning from multiple presenters enlivens the activities and discussions and reduces cognitive load. After the small-group activity concluded, all participants reconvened as a large group to reflect on the session and pose questions to the facilitators for 15 minutes.

Five of the seven facilitators made up the panel, whereas the additional two facilitators walked around the audience with microphones and stimulated discussion among the large group. Participants were encouraged to share experiences, questions, and challenges related to applying these cognitive learning strategies in actual clinical teaching settings. For programs with two facilitators, we suggest one large-group discussion. The last 5 minutes of the workshop were reserved for a short wrap-up session during which participants were encouraged to complete the commitment-to-change assessment form Appendix H.

They were informed that they would receive an email follow-up from the facilitators in 6 weeks to inquire if they had implemented any changes to their teaching practices based on what was learned during the workshop.

Our evaluation strategy was based on the commitment-to-change framework 31 first introduced in by Purkis. The framework then keeps track of the attendants to understand their success in the implementation of the behavioral change and identifies any barriers to successful implementation. At the end of our workshop, we asked participants to voluntarily complete our commitment-to-change assessment tool Appendix H. Six weeks after the workshop, we emailed the participants who completed the assessment tool.

In the email, we included a scanned copy of their initial commitment-to-change form and asked them to complete an online assessment about their implementation successes and barriers Appendix I.

We sent reminders at 1- and 2-week intervals. Of the people registered for our workshop, 24 We were unable to collect further data on the participants who attended the workshop and suspect that a small portion of those who registered did not attend and that a small percentage of attendants did not preregister.

Of those who attended the workshop, 52 completed our voluntary commitment-to-change form Appendix H at the end of the workshop. One hundred percent of respondents reported they were planning to make a change in their teaching as a result of participating in the workshop. Two of the authors Laura Chiel and Eli Freiman reviewed the responses to question 2 separately and categorized the responses into the five cognitive learning strategies—spaced retrieval practice, interleaving, elaboration, generation, and reflection—and other if unrelated or unclear relationship to a specific learning strategy.

Eight respondents listed changes that corresponded to more than one cognitive learning strategy. The categorizations of these responses are listed in Figure 1. The most frequent cognitive learning strategies cited were interleaving and reflection. Percentage of respondents committing to each of the five cognitive learning strategies at the end of the workshop. Other refers to committed-to changes unrelated to the five cognitive learning strategies. Forty-eight of 52 respondents wrote their email addresses on the initial form Appendix H and were therefore able to participate in the follow-up survey.

Two of the authors Laura Chiel and Eli Freiman again reviewed the responses to question 3 separately and categorized the responses into the five cognitive learning strategies—spaced retrieval practice, interleaving, elaboration, generation, and reflection—and other. Six respondents listed changes that corresponded to more than one cognitive learning strategy. The categorizations of these responses are shown in Figure 2.

Three respondents did not implement any change based on the workshop. When asked about barriers to implementing change, two responded that they were not currently involved in any teaching, and one stated an intention to implement the change. Percentage of respondents committing to each of the five cognitive learning strategies at the end of the workshop compared to percentage of respondents who implemented each of the five cognitive learning strategies at their home institutions.

We designed a faculty development workshop to teach pediatric educators five principles of cognitive learning strategies and found that participants were able to incorporate these learning strategies into their teaching as a result of the workshop. Those who did not implement a change reported that they either were not involved in teaching or still planned on implementing the change, without foreseeable barriers. At the end of the workshop, participants were more committed to using interleaving and reflection than the other strategies.

Interestingly, back at their home institutions, participants put all five strategies to use, suggesting that generation, elaboration, and reflection were easier to implement than participants had initially thought. In addition, more than half of the respondents reported implementing a change that they had not committed to during the workshop.

We have been able to reflect on the design and implementation of the workshop. Each activity was purposefully focused on a nonmedical topic, drawn from everyday life, allowing for presentation of the workshop across clinical disciplines and professions. Using nonmedical topics also ensured that medical information did not distract from the workshop.

However, during each exercise, we brainstormed with the group how the strategy could be applied to clinical teaching. This sparked rich conversations as participants generated examples that related to their clinical settings. Participants also shared concerns about anticipated challenges and solutions to using the strategies. On further reflection, we realized that brainstorming implementation strategies could benefit from more time in future sessions. We also noted that all facilitators for the academy retreat and APPD workshop were physicians or involved in medical education.

Given that these five cognitive learning strategies can be generalized to all health care professionals, it may be appropriate to have an interprofessional panel of facilitators, especially for audiences drawing from multiple professions. Inviting facilitators from varied health care professions routinely leads to the discovery of common teaching challenges and sharing of optimal solutions. We believe that it is ideal to have five facilitators available to lead the workshop to allow one facilitator to teach each of the five cognitive learning strategies.

This configuration may present challenges for those trying to replicate the workshop, as not all educational programs may have this number of available facilitators. One solution to increase the number of presenters is to include residents or fellows as facilitators, as the strategies apply to all levels of learners, regardless of rank or seniority.

The evaluation strategy we used has limitations. Only a small portion of participants participated in the commitment-to-change activity.

It is possible that those who participated were more likely to incorporate change into their teaching practices than those who did not participate. Furthermore, the outcomes were self-reported, and it is possible that participants over- or underestimated their incorporation of new teaching skills.

It is our hope that educators who gain an understanding of and experience with cognitive learning strategies through our structured workshop approach will implement these strategies when they teach their learners and when they train other educators.

In this way, we hope to provide tools to confront the challenge of learning and retaining vast amounts of information so that it can be recalled quickly and applied appropriately in the delivery of optimal patient care. Reported as not applicable. National Center for Biotechnology Information , U. Published online Nov 1.

Ariel S. Author information Article notes Copyright and License information Disclaimer. Received Nov 21; Accepted Jul 9. This is an open-access publication distributed under the terms of the Creative Commons Attribution license. Then select this learning path as an introduction to tools like Apache Hadoop and Apache Spark Frameworks, which enable data to be analyzed on mass, and start the journey towards your headline discovery.

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