Developing The Learning Experience
When new learning is intended to change the thinking, practices and outcomes of highly educated healthcare professionals, it is important to understand “how they learn.”
Excellent research has emerged regarding how adults, and more specifically, how very smart, clinically proficient physicians learn. Any medical education company can access the latest thinking by specialists in adult learning, but the old measures of CME effectiveness such as the credibility of the accrediting institution or the weight and volume of the content are yielding way to a new measurement. Namely, how effective is the educational event in practice:
- Does it challenge the target audience to question their own assumptions?
- Does it actuate change in thinking and practice?
- Does it inspire the learner to share the new learning with fellow practitioners?
At Spire, we do our homework.
We explore new ways of presenting education and where we can improve the effectiveness of the learning experience, we put our learning into practice.
Here are just some of the insights we apply in all Spire Learning programs:
- First, know what the learners need. What are the gaps in their knowledge?
- Create just the right amount of discomfort in the learners to motivate them.
- Employ sequential experiences involving engagement, simulation, interaction, or feedback, and facilitate integration (often gradual) into their practice.
Below are three key areas of additional development required to round out The Learning Experience:
Spire facilitates ongoing communication with respected clinical experts throughout each project.
With the goal of meeting the educational objectives of each learning experience, communication with faculty is critical. Over the years, we have earned the respect of the faculty members with whom we collaborate by honoring their time and expertise. Our Clinical Communications Specialists ensure that the information presented is scientifically sound, medically accurate, and free of commercial bias.
Working with faculty, we can provide insights into how best to inspire and motivate change among highly educated healthcare professionals – who are themselves experts.
“Spire uses technology to everyone’s benefit, but talking by phone and on site with the same person from beginning to end made preparation easier.”
Faculty Skills Development
Faculty gain useful teaching skills working with Spire Learning on an educational program. We enable faculty to refine their teaching methods to fit the learning needs of their unique audience.
“I have continued to use the valuable insights I gained about how to teach the smartest among us in all of my teaching situations.”
Many faculty members have taught every day for years in their practices. The methods they acquired as early as medical school are often didactic, one-way communications. Faculty who participate in a Spire program benefit from training that draws upon the latest research in how adults learn, and particularly, highly educated adults who are also experts in their own right. This uniquely effective methodology provides the “sticking power” needed to inspire change in practice and improve patient outcomes.
“Exposure to Spire methodology has changed the way I conduct rounds. Now, I use conflicting opinions to reinforce learning.”
Appropriate levels of evidence support the highest quality educational activities. Spire Clinical Communications Specialists are scientifically thorough and focused on closing the gap.
Spire Clinical Communications Specialists play a critical role throughout the process of developing and delivering programs that reflect scientific rigor and medical accuracy. The Clinical Communications Specialist prepares needs assessments for the proposed educational activity and reviews faculty materials, verifying that all program materials:
- Address the learning objectives and educational gaps of the target audience
- Contain information supported by current standards of care
- And provide levels of evidence for treatment and diagnosis recommendations
Spire Learning adheres to the Essential Areas and policies of the ACCME as well as the policies and guidelines established by the American Medical Association (AMA) and the Food and Drug Administration (FDA), the PhRMA Code, and OIG. All educational activities developed by Spire Learning are scientifically rigorous, carefully referenced, and free of commercial bias.
Formative evaluations, summative evaluations and outcomes assessments assure that Spire programs effectively address critical needs.
Spire Learning uses various outcomes assessments based on the Moore, Green, and Gallis Levels of Outcomes (above) to evaluate the effectiveness of its educational programs. Outcomes assessments are customized for each program based on the educational gaps the program is designed to close. For some educational initiatives, Spire Learning partners with other organizations to conduct independent outcomes assessments.