How can Educators Better Motivate Learners? Setting the PACE for Learning
Join the speakers as they discuss and propose the PACE model (purpose, adaptability, confidence, engrossment) as an evidence-based, theory-oriented approach to motivational design that has been tailored to HPE. They will present examples and invite attendees to participate in activities in which you will explore your assumptions and experiment with applying the PACE model to your teaching and assessment practices.
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Description
Professional education must develop lifelong learners: professionals who translate classroom learning into their professional practices today, and continually learn at work in their future. Learners’ motivations and self-regulated learning (SRL) are key to their success in learning. Using instructional design principles, educators can positively impact learners’ motivation and SRL processes. Despite this promise, however, medical educators tend to be inconsistent in designing curricula and assessments using established principles of motivational design. We suggest that educators must supplement their tacit knowledge of “what works” in their routine practices with evidence-based conceptual knowledge for why certain instructional designs might be beneficial. We will propose the PACE model (purpose, adaptability, confidence, engrossment) as an evidence-based, theory-oriented approach to motivational design that has been tailored to HPE. We will present examples and invite attendees to participate in activities in which they will explore their assumptions and experiment with applying the PACE model to their teaching and assessment practices.
Presenters
Dr. Ryan Brydges
Ryan Brydges holds the Professorship in Technology-Enabled Education, and is Director of Medical Education Scholarship at the Dept of Medicine, Unity Health Toronto & University of Toronto. He’s also the Director of the Applied Education Research Operatives (AERO) Research Group at Unity Health Toronto. His research focuses on how healthcare trainees, professionals, and the teams they form engage with various modes of self-regulated learning in technology-enabled educational settings (e.g., like simulation) and in the clinical workplace. He aims to test the claims that current training prepares professionals for their future lifelong learning. He currently supervises many PhD students and medical residents who help shape and challenge his thinking daily.
Adam Gavarkovs
Adam Gavarkovs is a Research Fellow at the Wilson Centre and a PhD student at the Institute of Health Policy, Management and Evaluation, University of Toronto. He received a Master's degree in Population Health Sciences from Harvard University. His research focuses on how to support learner motivation and effective self-regulation in technology-enabled learning environments. He is also interested in the relationship between ways of conducting statistical analyses and communicating research findings, and the uptake of research findings by educators. He plans to defend his PhD in 2023.
Rounds Details
Best Practices in Education Rounds (BPER) are co-hosted by the Centre for Faculty Development, The Wilson Centre and the Centre for Advancing Collaborative Healthcare & Education.
This one-credit-per-hour Group Learning program meets the certification criteria of the College of Family Physicians of Canada and has been certified by Continuing Professional Development, Temerty Faculty of Medicine, University of Toronto for up to 1.0 Mainpro+ credits.
This event is an Accredited Group Learning Activity (Section 1) as defined by the Maintenance of Certification Program of the Royal College of Physicians and Surgeons of Canada, approved by Continuing Professional Development, Temerty Faculty of Medicine, University of Toronto. You may claim a maximum of 1 hour (credits are automatically calculated).
For more information about BPER, please click here.
Title
How can Educators Better Motivate Learners? Setting the PACE for Learning
Event Details
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