https://www.mededmodels.com/home daily 1.0 2025-04-03 https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609903702864-C8GO3RSS2OTS9VWCO3LO/1.+Motivation.jpg Home https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609903737184-5QHVB96TAMPFNX1MLWIS/Use+of+Theory+in+MedEd+-+1.+Use+of+Theory.png Home https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609903876245-VMOW5332G678CUKCYI91/Self-conscious+Emotions+-+1.+Guilt+%26+Shame+%281%29.jpeg Home https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609910903023-B9E7X33UN4A181F8KSF8/ModelsTemplate.jpeg Home https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609911060525-HIDO62K2LTYFHQFDCSIR/ModelsTemplate+-+Page+2.jpeg Home https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1612147714558-Y66CSZTHLQPM1YPMNW8Z/1.+Curricular+Development.jpg Home https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/0f50b828-1f2a-4999-a265-8772daa84aaf/1.+Validity.jpg Home https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/07fbbc5f-4076-458b-b6d8-1e6ae56d812c/TableRounds.6.png https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/cabe4464-7558-4686-a2c2-01cc3cd6bb8f/MEM-InTraining.2.png https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/b0a1f7bc-186f-4477-9b5c-9c176c39d39c/MEM-PapersPodcast.png https://www.mededmodels.com/founder daily 0.75 2026-03-01 https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1610004129877-9X7NHSUAOJ6DP0UO7WVP/timMEM2.jpg https://www.mededmodels.com/cognitiveloadtheory daily 0.75 2023-09-16 https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609920178624-UETI1RWDBCBJEHBKXFYU/1.+Cognitive+Load+Theory.jpeg Cognitive Load Theory - We will describe cognitive load theory (CLT), define its three subtypes, and relate CLT to ideas like stereotype threat & decision fatigue. We’ll wrap up with a discussion of teaching strategies that can help you optimize cognitive load for your learners. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609920310298-PTB9AF8UA8RAVN7FRNBM/2.+CLT1.jpeg Cognitive Load Theory - Let’s start with a discussion of how memory works. There’s three components to memory: sensory memory, working memory, and long term memory. Longterm memory is limitless, but working memory is not. Schemas help overcome the limits of working memory. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609961739191-8TPFH9MDR5V4VGYJXYQP/3.+CLT2.jpg Cognitive Load Theory - How the limited working memory is used up is described by #CLT in three buckets: Intrinsic load Extraneous load Germane load https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609961761298-NTWJFDYOA2WADJBQZ8M2/4.+Intrinsic.jpg Cognitive Load Theory - Intrinsic load refers to the load that occurs as learners complete components of a learning task, which is impacted by task complexity and learner knowledge. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609961781318-8YIUI9MORF24II8YB9VO/5.+Extraneous.jpg Cognitive Load Theory - Extraneous load describes anything that misdirects attention and mental effort — very relevant to settings in medicine. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609961806581-DEWL6EOVA5028SZLRXKF/6.+Germane.jpg Cognitive Load Theory - Germane load is a learner's use of cognitive energy to generate, refine, and automate schemas, which promotes learning. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609961837709-TLH7SJYTMRWVHWGP2CXM/7.+OptimizeLoad.jpg Cognitive Load Theory - In the face of cognitive overload, learning is impaired. CLT helps educators think about how to optimize cognitive load for students. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609961862154-PC1LPQF50CAQXTC1VJ71/8.+Expertise+reversal.jpg Cognitive Load Theory - When learners have pre-existing schemas, additional scaffolding by an educator can become redundant and use up precious cognitive load. CLT accounts for and explains this effect, called “expertise reversal,” and suggests different educational techniques be used based on learners’ levels. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609961884611-XYU4RMIZ84YXRPRRKTBA/9.+Related+Theories.jpg Cognitive Load Theory - Cognitive load helps explain the impact on learning of other phenomena. For example, @jbullockruns and @KarenHauer4 ’s study in @AcadMedJournal (bit.ly/2PXE4pH) examined how #StereotypeThreat affects learning through the lens of CLT. What about affective factors? Affective factors can be intrinsic or extrinsic to a task, depending on their source & whether a task is inherently stressful. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609961914848-99C4TXJYWPVD2CQ9416F/10.+Training.jpg Cognitive Load Theory - Clinical environments are rife with distractions that also contribute to extraneous load. Which raises the question: should we prepare our trainees for these kinds of environments, or could we change the environment itself? This question remains open and controversial. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609961959699-696JLP58353HLU95S7SK/11.+Commentary.jpg Cognitive Load Theory - We’re super lucky for this #MEM to have support and a comment from @GIMedEd ! Thank you for participating, Justin! https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609961997676-BYCDYHGUJXZ6QJLBA25M/12.+Bottom+Line.jpg Cognitive Load Theory - Here’s the take homes. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609962017022-1MFBUIPXKQCX0OLNI2OR/13.+2LM.jpg Cognitive Load Theory - Let’s set you up To Learn More (#2LM). Check out the work of these incredible scholars: @GIMedEd @JQ_Young @Adam_Szulewski @LaurenMaggio @olletencate @posucsf Particularly in: @AcadMedJournal @MedEd_Journal @MedTeachJournal https://www.mededmodels.com/models daily 0.75 2024-01-03 https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609989808063-EVG17JNT68YM8597401N/Cognitive+Load+Theory+-+%23.+CLT-Teaser+%282%29.jpeg Models https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609966836854-MTNW8AI6GQ9ESVMJMB0G/Self-conscious+Emotions+-+0.+Teaser+%282%29.jpeg Models https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609966837592-GB5EI40OLEQY3K02V4W8/Use+of+Theory+-+Twitter+Native+-+%23.+UoT+Teaser+%281%29.jpeg Models https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609966836941-6ZCBBATQ9MGMNFZPRQYH/CriticalTheory+-+0.+Crit+Theory+Tease.jpeg Models https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609967219596-V822PLMFE3XMVWEOITLC/Motivation-Extended+-+0.+Teaser+%281%29.jpeg Models https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1612147594833-AU634CTGVTCP2OEVD18N/Kern+1+-+0.+Preview.jpeg Models https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/5724ee2b-009d-4744-96b6-d45826d365f0/0.+Teaser.jpg Models https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609989852065-YKCTI3W4BYLGL7JOJ5R2/Communities+of+Practice+-+Copy+of+0.+Preview+%283%29.jpeg Models https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609990697775-T1QKND78167ITOPWVRBQ/Self-Determination+Theory+-+Copy+of+Page+9.jpeg Models https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/96f7e0e9-b775-419e-828d-fc1b369936d7/noun-universal-access-4258561-621940.jpg https://www.mededmodels.com/self-conscious-emotions daily 0.75 2023-09-16 https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609971406615-04J1VCPAVXK91CSYG5JN/1.+Guilt+%26+Shame.jpg Self-Conscious Emotions - This MedEd Model is on the self-conscious emotions, such as shame & guilt. We’ll focus on describing the self-conscious emotions and relating them to feedback in #MedEd. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609971455133-TJ5O1GPR4DS0718RXTRN/2.+Self-representation.jpg Self-Conscious Emotions - Let’s start by reviewing the concept of self-representation and its relationship to self-conscious emotions. To understand the self-conscious emotions, we need to understand two key components of self-representation: The current self The idealized self https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609971547809-L7R9G75OAC7DF6FVOK8H/3a.+Self-appraisal.jpg Self-Conscious Emotions - Events can trigger emotions. Some events lead to basic emotions (e.g., joy, fear, or sadness) while others lead to self-conscious emotions, such as shame, gult, hubristic pride, and authentic pride. What exactly causes each self-conscious emotion to arise? https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609971662248-TPI0GZ79DV7QFEDFMPKR/3b.+Pride.jpg Self-Conscious Emotions - When an event brings our current self and idealized self closer together, we experience pride. However, not all pride is the same. Here, we can see some key differences between two types of pride: Hubristic pride Authentic pride https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609971708658-7C1FMIOACFTGQVAIBSX0/3c.+Guilt+%26+Shame.jpg Self-Conscious Emotions - When an event brings our current self and idealized self further apart, we experience shame or guilt. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609971761642-ERTZNMCD9NBY0JYJWBFM/4.+SCEmo.jpg Self-Conscious Emotions - We know it can feel dense to think about how these all fit together, so let’s compare these emotions based on: Whether an event is seen as a reflection of a fixed or malleable self Whether an event brings our current and idealized self closer together or further apart https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609971861010-Y8QDLFUQYBWHU74IWJV4/5.+Shame.jpg Self-Conscious Emotions - Here’s some more information on shame, including how it impacts our psychological state and behaviors. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609971920878-IJK4SCXIYKUH73TIYC18/6.+Guilt.jpg Self-Conscious Emotions - And here’s some more information on guilt. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609971960844-LWSE526ZBH6LQEZA331W/7.+Fixed-Growth.jpg Self-Conscious Emotions - Self-conscious emotions may be associated with other important aspects of learning and growth, including mindset. Here we can see how emerging evidence is potentially linking different self-conscious emotions with a fixed mindset or a growth mindset. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609972002867-GANVSKGB2JOOS8FCB9RZ/8.+Feedback+Effect.jpg Self-Conscious Emotions - Furthermore, self-conscious emotions can affect feedback receptivity, which may influence mindset. Here are some examples of how different feedback statements might trigger different self-conscious emotions. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609972044155-FQ45X94PYLVMCRLC0Y6Z/9.+GuiltTool.jpg Self-Conscious Emotions - How does this all relate to teaching strategies in #MedEd? Consider this prompt, which invites reflection on your own experiences with shame. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609972147903-WPFRVSJ4PX67W6Y6B15O/10.+Commentary.jpg Self-Conscious Emotions - We’re very lucky for this #MEM to have support and a comment from co-designer @WillBynumMD. Thank you for participating, Will! https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609972230919-K14HULGOYHSX1DCIG4TA/11.+BottomLine.jpg Self-Conscious Emotions - Here’s the take homes. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/04e94983-0ad8-4a2a-8037-d5a1e775c150/Self-conscious+Emotions+-+12.+2LM.jpeg Self-Conscious Emotions - Let’s set you up To Learn More (#2LM). Check out the work of these incredible scholars: @WillBynumMD @LaraVarpio @mededdoc @dralliwebb @ProfJessTracy @DanielRicottaMD @GraceHuangMD @pim_teu @OsamaSamargandi @shame_medicine Particularly in: @AcadMedJournal @MedEd_Journal @MedTeachJournal https://www.mededmodels.com/critical-theory daily 0.75 2023-09-16 https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609974505956-8DX0Q21EZF6MFK84O4QI/Page+1.jpg Critical Theory - This MedEd Model is on Critical Theory. We’ll focus on describing its core elements and how to apply the theory in #MedEd. We’ll start by: Describing four elements that vary for different scientific paradigms & Exploring critical perspective, a broad set of ideas under which critical theory sits https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609974661696-FD113GZ6ZXRQY77I9JQN/Page+2.jpg Critical Theory - Let’s consider the axes along which various scientific paradigms differ: Ontology Epistemology Methodology Axiology https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609974872191-2SXB0E2TJFU9UNBO5TEQ/Page+3.jpg Critical Theory - Critical theory is the scientific paradigm associated with a broad set of ideas known as “critical perspective.” Critical theory is one core element of the critical perspective, but sits alongside several other aspects of the critical perspective. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609974963790-M1RRU81T1FYZAEBA8N3U/Page+4.jpg Critical Theory - To fully understand what critical perspective is, we also have to understand what it isn’t. Let’s distinguish critical perspective from other familiar concepts that we might associate with the word “critical.” https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609975029747-A29WBC22MMS08WFAM602/Page+5.jpg Critical Theory - The umbrella term of “critical theory” encapsulates a number of other theories that analyze power relations through different lenses. Feminist theory, queer theory, critical race theory, and anti-colonial theory are some examples, although many other critical theories exist. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609975146819-4W5TXDFCOKIVZ6UU1DVF/Page+6.jpg Critical Theory - How can we integrate critical theory in our day-to-day work as medical educators? One educational strategy critical theorists use to challenge, and ultimately change, accepted social phenomena is “defamiliarization,” or the process of “making strange.” https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609975181489-DPOI4GT3FTNQTVJZTPA8/Page+7.jpg Critical Theory - Now that we understand key background information about critical theory, let’s explore it as a scientific paradigm, including its core values and stances on reality and knowledge. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609975250892-VX7QC94646476EUAUYIK/Page+8.jpg Critical Theory - Similar to work done using other scientific paradigms, critical research can (and should) be assessed for rigor. When conducting or evaluating critical research, we can assess the rigor of the research using some concepts that are common to other paradigms and some that are unique to critical theory. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609975442368-304PN3SGE3DH13SVLGLV/Page+9.jpg Critical Theory - Now let’s practice applying a critical theorist’s lens to our own experiences in #MedEd. Consider this prompt and an example to help you begin thinking like a critical theorist. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609975509947-BRHMO2DE6CJX3XP45YNE/Page+10.jpg Critical Theory - We’re super lucky for this #MEM to have support and a comment from @ep_qc ! Thank you for participating, Dr. Paradis. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/fa22c7ab-8e86-4fe7-ac3d-c6f2115ba9d0/Crit+Theory+Squares+-+EmpoweredUpdate.png Critical Theory - Here’s the take homes. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609975575447-DRI6Q6247K3EKK6XVBM5/Page+12.jpg Critical Theory - Let’s set you up To Learn More (#2LM). Check out the work of these incredible scholars: @bobrien_15 @LaraVarpio @ammacleod @meredithyoung1 @StellaHPE @Sarah__wright1 @ayeletkuper @akumagai1 @APSawatskyMD @zareenmd Particularly in: @AcadMedJournal https://www.mededmodels.com/use-of-theory daily 0.75 2023-09-16 https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609976934208-7PUI3AIRZ6J6J30BAJN3/1.+Use+of+Theory.jpg Use of Theory - This MedEd Model is on Use of Theory. We’ll take you from “knows” to “knows how” with support from the fantastic @bobrien_15. Let’s start with big concepts, define some confusing terms, and then we’ll get very practical. Stick with us! https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609977015186-1GA0Y3P3PRUGOUJ05A4V/2.+Defining+Theory.jpg Use of Theory - We have to begin by making sure we’re speaking the same language. Theory, theoretical framework, and conceptual framework are used in a variety of ways. Here are definitions that we find helpful for each of these important terms. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609977083561-MEGQFBMNNQ462WGVLUIU/3.+Ways+to+Use+Theory.jpg Use of Theory - Experts from #InformationScience offer a taxonomy for Use of Theory – it’s called the “theory talk framework.” According to Theory Talk, use of theory can be: Minimal Moderate Major https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609977163361-5GRWDPRY060MMVUSOJCO/4.+Min+Use+of+Theory.jpg Use of Theory - Let’s start with minimal use of theory. Minimal uses of theory are cursory. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609977207282-TWG15IFH00FEWFDUU239/5.+Mod+Use+of+Theory.jpg Use of Theory - Moderate uses of theory are more rigorous. In this category, theory conversation and theory mapping are particularly compelling uses! https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609977242758-7L1RCZFRIQQXOVKW01OK/6.+Maj+Use+of+Theory.jpg Use of Theory - Major use of theory (using theory well!) requires really grasping a theory and applying it consistently to your work. Haven’t achieved major use of theory before? No worries. Tips are on the way! https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609977298527-4L0V0GXBYB3D2EMNOHDC/7.+5Tips.jpg Use of Theory - We adapted some outstanding guiding principles from @AcadMedJournal (bit.ly/3kZCi5T) and added connections between them and the #TheoryTalk framework. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609977387569-0B53TZAQEOM8ZQGSS9SZ/Use+of+Theory+in+MedEd+-+8.+Link2Bloom+%28CT%29.jpeg Use of Theory - Let’s use an analogy to further solidify our understanding of the framework. The uses of theory from the Theory Talk framework reminded us in some ways of the cognitive levels from Bloom’s Taxonomy. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609977930684-4UXGKGLARL0ZOGQ7HPYH/9.+Commentary.jpg Use of Theory - We’re super lucky for this #MEM to have support and a comment from @bobrien_15 ! Thank you for participating, Bridget. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609977978751-K1SOHSD0DBYZZB9JAZMM/10.+Bottom+Line.jpg Use of Theory - Here’s the take homes. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609977994735-K4RX77NBVDA0M08ZJTNE/11.+2LM.jpg Use of Theory - Let’s set you up To Learn More (#2LM). Check out the work of these incredible scholars: @bobrien_15 @LaraVarpio @ep_qc @meredithyoung1 @dr_kumasi @abbattist Particularly in: @AcadMedJournal @MedEd_Journal @AdvHlthSciEdu @jste1924 https://www.mededmodels.com/motivation daily 0.75 2023-09-16 https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609978277017-KC611JG0R11Q6ESG1MRQ/1.+Motivation.jpg Motivation - This MedEd Model is on Motivation. We’ll focus on making concepts from motivational theory practical to improve teaching, and we plan to cover specific motivation theories in future #MEM. Check out the objectives, and let’s get started! https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609978354274-3AZEXER33XH7KK7V9QNR/2.+Goals.jpg Motivation - We can’t talk about motivation without talking about goals. Let’s consider how goals and motivation interact to drive learner behavior. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609978396887-2CJA40AXRG3W5NCFTCJG/3.+Define.jpg Motivation - Now, let’s take a deeper dive into: What motivation is What motivation does, & What factors influence motivation https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609978549566-YL0OMYXSGZMVBNZR6HJ5/4.+Value.jpg Motivation - Now that we understand the relationship between goals and motivation, let’s explore three key influences of motivation. We’ll start with value. There are different types of value that a learner might perceive, including attainment value, intrinsic value, and instrumental value. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609978580604-CKICAOIGRCV1ITKT8GMY/5.+Expectancy.jpg Motivation - Next, let’s examine two kinds of expectancy and connect these constructs to the idea of “hittability” and to motivation for learning. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609978682465-BF34KJHALE82GHCDWRK8/6.+Support.jpg Motivation - Finally, let’s consider the relationship between support in the learning environment and motivation to learn. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609978761578-9D9I9P77B5UOFNC15GSL/7.+Behaviors.jpg Motivation - When working with an unmotivated learner, our first step is to diagnose the problem. The schema below can help you use the factors of motivation as a framework for understanding a learner’s behavior. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609978817297-EB5I8GZCRG4HCLM3J691/8.+FosterMotivation.jpg Motivation - Once we’ve diagnosed the problem, we can adapt our teaching strategies to the needs of a learner. Here are some potential responses to learners based on their behavior (and what that behavior tells us about factors of motivation). https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/e92be9e0-9222-4a61-b9c2-e7bd939dce1e/MotivBottom.png Motivation - Here’s the take homes. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1609979005164-7S3AMZ7UHLBGVU1ZB2C8/11.+2LM.jpg Motivation - Let’s set you up To Learn More (#2LM). Check out the work of these incredible scholars: @SusanAmbroseNU @MDiPietroPhD @MarshaLovett @marieknorman6 @CookMedEd @mededdoc @LindaSMedEd @DrDanSchumacher @BobEnglanderMD Particularly in: @AcadMedJournal @MedEd_Journal https://www.mededmodels.com/submit-ideas daily 0.75 2021-01-09 https://www.mededmodels.com/curriculum-development-1 daily 0.75 2023-09-16 https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1612146862617-NTMMJBL7RDY7QB7GXMTJ/1.+Curricular+Development.jpg Curriculum Development 1 - #MedTwitter -- it is time for another new #MedEd Model! This #Tweetorial is the first in a series (#CurricDevMEM) and is made with support from the incredible @Doc_JD_! https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1612146926598-2V3U4L75P33SOQXS00XX/2.+Kern%27s+Overview+.jpg Curriculum Development 1 - Curricular development has 6 steps. Check out the image below for a visual summary of these steps & how they connect in the process of curriculum development. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1612146962443-DLZ8HRS468IISH907H9V/3.Kern+1%262.jpg Curriculum Development 1 - Of Kern’s 6 Steps for curricular development, we’ll focus on #1 & 2 today. Since problem identification & general needs assessment each deserve attention, we’ve split step 1 into two parts - see the image for details! https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1612146990504-90D3SJWX4JIEU7AU2V2C/4.Kern+1A.jpg Curriculum Development 1 - Let’s start with the problem identification. The goal is to identify a healthcare related problem that has an impact on society. Starting at the societal level helps us ensure we select a relevant problem. From there, we can work to understand the factors that contribute to it. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1612147036506-DEK47AGSTLA5BSI7DJNH/5.Kern+1B.jpg Curriculum Development 1 - Once we have a relevant & well-defined problem, a general needs assessment (GNA) helps us understand where the gaps are. GNA can focus on education or be more comprehensive (what are patients, healthcare providers, society doing?). For this #MEM, we focused on education! https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1612147067601-RMGGYRRKBJM6BWE3O16L/6.+Kern+1+Outcomes.jpg Curriculum Development 1 - Now, you’re ready to determine your project type. We made an algorithm to help, #MedTwitter! It can feel deflating as an education scholar to find yourself at outcome 1. However, this is also a great opportunity to build an interprofessional team for your education project. Reaching across boundaries and working with clinical or social science researchers to understand the problem can catalyze rich collaboration in health professions education. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1612147106791-XD03I2BMYIIDRDDHVLCX/7.+Kern+2.jpg Curriculum Development 1 - After your general needs assessment, you can start to focus on the specific learners you’ll work with in your targeted needs assessment. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1612147158483-GYZVPRWLE7Y9XHSXOCAF/8.+Workflow.jpg Curriculum Development 1 - We’ve been a bit conceptual up to this point, so let’s get specific. See the image below for a worked example of STEP 1 & 2! It’s dense, but we promise it’s worth it ;) https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1612147183952-HCODX3KO8BZKOYLWZV0B/9.+Controversy-Revised.jpg Curriculum Development 1 - For this #MEM, our prompt is a big question: in the modern age, what should be core content in med school? This study from @AcadMedJournal is a great example of one attempt to define core (http://bit.ly/36oY4Kx). https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1612147252902-5SEJVFCIVPCXP7OA9OWM/10.+Commentary.jpg Curriculum Development 1 - We’re super lucky for this #MEM to have thoughts from @Doc_JD_ , including ideas about defining core content for medical school. Thank you for participating, John! https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1612147291393-5I8EAM437VDLRCF6RJ73/11.+BottomLine.jpg Curriculum Development 1 - Here’s the take homes. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1612147309722-5SQNSEZ2BX2HHXOTS9DL/12.+2LM.jpg Curriculum Development 1 - Let’s set you up To Learn More (#2LM). Check out these scholars' work: @Doc_JD_ @JenniferDeitz4 @DrMayaAdam @PaulPottingerMD @PCH_SF @BSchwartzinSF @Sherilyn_Smith @arianneteherani Particularly in: @MedEd_Journal @AcadMedJournal @MedEdPortal @AAMCtoday https://www.mededmodels.com/joinmem daily 0.75 2023-09-14 https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1634852660604-DF1K6LBJ9GM2LYTZEG2W/Recruit+-+Page+7.png https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1634794594793-BJ5POD09BLQUI932Q1QI/VisualAbstract+-+WhiteTrim2.png https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/1634850931677-VDAK2CKRSXI493T78YC7/Recruit+-+ProvideExpertise.png https://www.mededmodels.com/abstracts daily 0.75 2023-09-11 https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/4eb8cab0-c3fe-4238-ad46-312e017aa20c/No+One+Size+-+Cover.png Abstracts https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/8131e01f-1dd2-4057-8334-909247625db4/TG+Perspectives+-+Cover.png Abstracts https://www.mededmodels.com/validity daily 0.75 2023-09-16 https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/0abeb83e-0b0b-44e6-8e18-6c51c6d3a8a0/Validity+-+1.+Validity.png Validity - This #MedEd Model is on validity. Validity describes how justifiable the decisions are that result from a test, whether we are referring to an exam, a rating scale, or a clinical diagnostic. We’ll focus on describing current validity discourses, then list the components of a validity argument, and wrap up by applying validity to #MedEd. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/0900773e-fd2e-4716-9d93-344bd5441d14/2.+Validity+discourses.png Validity - Let’s review 3 validity discourses in #MedEd: Validity is a property of a given test Validity is an argument supporting a proposed interpretation & use of assessment data Validity is a social imperative that considers individual & societal consequences of assessment https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/7f412a0a-81a8-4b0f-ad6f-ed1fb492dad8/3a.+Argument.png Validity - Let’s dive deeper into the second discourse: validity as an argument. First, we need to understand what we mean by “argument.” The core components of an argument have been described in the argumentation literature by Toulmin in a 3-part framework: Claim Warrant Grounds https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/2f07be7d-6f45-406f-8cc1-4d5ba645870f/3b.+Val+Argument.png Validity - Now, let’s consider what it would mean for validity to be presented as an argument. Check out the image to see how the claim, warrant, and grounds connect to validity in #MedEd. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/932a5736-63fa-49b9-af68-6451002b9e0b/4.+Kane%27s+1.png Validity - Making a plan to gather evidence for a validity argument can be daunting. Luckily, Kane’s Framework can help us! Kane’s framework identifies four inferences in using a test for decision-making: Scoring Generalization Extrapolation Implications https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/c746d1c7-4efd-4efc-a661-6bd24e609538/5.+Kane%27s+2.png Validity - By applying Kane’s Framework, we can uncover the weakest assumptions in a validity argument, and then gather evidence to explicitly/robustly address those assumptions. If the evidence is refuting, we revise our plan. https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/e23993fe-ae72-46a8-872f-31883c0160f3/6.+Examples.png Validity - What constitutes evidence for each of the four inferences? We’re glad you asked! Check out the table for some ideas/examples of quant & qual validity evidence! https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/5841d49d-2008-442a-a282-e5fb7aff5258/7.+Application.png Validity - Now let’s practice applying the concept of validity to #MedEd. Check out the prompt below and share your answers by replying to this tweet. We can’t wait to hear your thoughts! https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/0e46f240-30c0-4421-9d28-3ed056b33388/8.+Expert+Commentary.png Validity - We’re super lucky for this #MEM to have support and a comment from @Midwest_MedPeds ! Thank you for suggesting this topic (http://mededmodels.com/submit-ideas) & contributing, Dr. Kinnear! https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/9da71a79-7b92-43a2-9980-f3fd42a90cdd/9.+BottomLine.png Validity - Here are the take homes. What did you learn from this? https://images.squarespace-cdn.com/content/v1/5ff51f75b10f3759e66d1c40/4b8f84b5-85e5-496b-ae47-a8ef732ad051/10.+2LM.png Validity - Let’s set you up To Learn More (#2LM). 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