Methods of Learning

Daniel Stevens
Training and Education Manager
 LESSON GOALS AND LEARNING OBJECTIVES

Lesson goal: At the completion of this module, the student will be able to articulate, plan,
and apply a method of learning based on their student’s needs in accordance with current
adult education theory.

Learning objectives: At the completion of this module the student will:

• Be capable of articulating the importance of learning goals and objectives for lesson
plans as a means of defining knowledge and skills outcomes
• Describe “learning transfer” and its importance to training and education
• Be capable of defining: behavioral, cognitive, mental models, simulated reality, and
experiential learning methods
• Place the different methods of learning in their appropriate sequence based on their
level of complexity
 LESSON OVERVIEW

This lesson will cover the following topic areas:

• Behavioral learning

• Cognitive learning

• Mental models learning

• Simulated reality learning

• Experiential learning
 KEY POINTS TO REMEMBER

3 Measurables that training can effect:

Knowledge
Skills
Attitudes

Identify what you are trying to change from the beginning.

 LEARNING GOALS AND LEARNING OBJECTIVES

Bloom’s Taxonomy
• Bloom’s Taxonomy of Educational Objectives (first published in 1956) formulated
hierarchies in three domains: cognitive, affective, and psychomotor.
• In 2007, Robert Marzano and John Kendall published The New Taxonomy of
Educational Objectives

Read from the

bottom UP
 LESSON GOALS AND LEARNING OBJECTIVES

• Creating measurable goals and objectives provides the expectations and standards that are being
measured against
• Different approaches to developing the Goals and Objectives
• BCC model
• Behavior: Identify the expected observable action to demonstrate learning

• Conditions: Describe the relevant conditions (location, type of scenario)

• Criteria: How well, and to what standard with the student be held?
• In accordance with the IFU is always recommended for products
• This helps us inline with ISO 13485 (currently only in EMEA)

Who will perform what task in accordance with what standard?

 LESSON GOALS AND LEARNING OBJECTIVES

• ABCD model
• Audience: Identify and describe the learner
• Behavior: Identify the expected observable action to demonstrate
learning
• Conditions: Describe the relevant conditions (location, type of
scenario)
• Degree: How well, and to what standard with the student be
held?

Who will perform what task in accordance with what standard?

 METHODS OF LEARNING

Learning transfer
• The ability to solve problems in a new context, based on another scenario of
previous experience
• This is the driving principle of all training activities, developing knowledge, and
skills to a level that transfer occurs
 METHODS OF LEARNING

Expert Blind Spot: Mastery of an area of knowledge which can make it difficult for the
expert to convey information to a novice.
• Mastery moves knowledge to the unconscious mind
• Experts can become consciously unaware of interim steps in a sequence, or problem
solving steps that make them more efficient
• Novices then often meet with failure as they
do not know the proper sequence, or
knowledge required to accomplish a task

Used under Creative Commons attribution-Share Alike 4.0 International license.

 METHODS OF LEARNING

• Behavioral learning: Learning through an operant conditioning model, feedback on

performance to bring performance closer, and closer to a defined standard
• Cognitive learning: A demonstration of learning through memory, explanation of
concepts, and information processing
• Mental Models learning: Using case studies and discussion to develop analysis,
communication, and decision making skills
 METHODS OF LEARNING

• Simulated Reality learning: Developing professional judgement through simulated

scenarios, conversations, and interactions in a non-threatening environment
• Experiential learning: The process of learning through experience, and is more
specifically defined as "learning through reflection on doing”
 METHODS OF LEARNING

Behavioral learning: Learning through an operant conditioning model, feedback on performance to

bring performance closer, and closer to a defined standard

Instruction
Observation Critique and
guidance
 METHODS OF LEARNING

Behavioral Learning (skills development)

• The observable skill (goal/ objective) is identified and described

• Called “Task Analysis”
• The expected skill is then broken down into defined steps in a process
• The student is then coached to reinforce the desired behavior (approval), and
extinguish non-desired behavior (correction)
• These steps are called successive approximations
• This form of shaping behavior is called “Operant Conditioning”
 METHODS OF LEARNING

Operant Conditioning: A method of learning through which a behavior is modified by

reinforcement (positive) or punishment (correction) until the behavior is close to a
predetermined, observable goal.

Successive Approximations: A series of reinforcements that provide positive

reinforcement for desired behavior changes that progress one after the next towards the
final predetermined, observable goal behavior.
 METHODS OF LEARNING

Cognitive learning: A demonstration of learning through memory, explanation

of concepts, and information processing

Assessment Assessment
(Written- testing (Verbal- testing
Instruction recognition and recall, labeling,
recall) sequencing,
articulation
 METHODS OF LEARNING

Cognitive Learning (knowledge development)

• Repetition, Relevance, Reinforcement

• Use multiple mediums for different learning styles
• Visual, Auditory, Read/Write, Kinesthetic (VARK model)

• Create relevance by connecting the subject to an already familiar topic

• Topic is “Hemostasis”: Here is how it is similar to our other product, X, here is how its different

Product
Correcting
Pathology

Pathology
Gross A & P
 METHODS OF LEARNING

Cognitive Learning (knowledge development)

• Repetition, Relevance, Reinforcement

• Sequence the training so that foundational knowledge is built first

• Introduce one concept at a time, then repeat and reinforce
• Use memory mnemonics for large quantities of information
• Example: Elevator pitch mnemonic: FF BAD: Features, Functions
Benefits, Application, Differentiation of a device Product
Correcting
Pathology

Pathology
Gross A & P
 METHODS OF LEARNING

Cognitive Learning (knowledge development)

• Teach-backs, and process mapping are excellent ways of showing comprehension

• Help the students find meaning in what is being taught
• This only happens with a two-way dialogue between the student and instructor

• Allow for adequate time to encode info from short term to long term memory
• Instructing a 4 hour class in 1 hour isn’t going to be effective, regardless of the tools used

• Break down complex medical terminology into its component parts

• Example: Choledochotomy: Chole= Gall Bladder, Docho= Common Duct
(of the gall bladder) Otomy= to access surgically Product
Correcting
Pathology

Pathology
Gross A & P
 METHODS OF LEARNING
Mental Models learning: Using case studies, theoretical problems, and discussion to
develop analysis, communication, and decision making skills

• Used with students with an intermediate to advanced understanding of the topic

• Foundational knowledge of the subject is a critical first step

• This is an excellent way of discussing indications, contraindications, and precautions for

products in a scenario to create context and relevance

Thoughts?

Case Isn’t that off-label?

Study
Is that
Why did they do contraindicated?
that?
 METHODS OF LEARNING
Mental Models learning: Using case studies, theoretical problems, and discussion to
develop analysis, communication, and decision making skills

• Details of the scenario

Problem • Provide enough detail to exercise
professional judgement

Options
• Discuss solution pathways
• Weigh the pro/cons and best practices

• Possible solutions
Goal state • Discuss one, or more
outcomes
 METHODS OF LEARNING
Simulated reality learning: Developing professional judgement through simulated
scenarios, conversations, and interactions in a non-threatening environment (Example:
Role-plays).

• Used to bridge real-world scenarios in a practice setting (transfer)

• More complex than Mental Models learning as it is one to one interaction instead of
deliberating in a group
• Forces the participant to listen, recall, sequence, and articulate
 METHODS OF LEARNING
Simulated reality learning: Developing professional judgement through simulated
scenarios, conversations, and interactions in a non-threatening environment (Example:
Role-plays).

• First define what the precise intended outcomes are for the role-play
• Starts with Task Analysis during the lesson planning
• To articulate the indications, contraindications, and precautions of a device
• To practice overcoming common objections around a device
• To rehearse answering questions around a device
 METHODS OF LEARNING
Experiential learning: The process of learning through experience, more specifically
defined as learning through reflection on doing.(Example: ride-alongs)

• Just because someone has an experience, doesn’t mean it is educative

• Reflection on the experience is key in learning transfer
• What went right in that scenario? - What went wrong?
• Should I have been better prepared in XYZ ways? - What could I use next time?
• Did anything surprise me? - What is my follow-on plan?
 METHODS OF LEARNING
Experiential learning: The process of learning through experience, more specifically
defined as learning through reflection on doing.(Example: ride-alongs)

• Only by reflecting on the experience can you then make it relevant to you
• Raises student awareness of:
• Cultural identity: How do they view sales reps? How do they view your company?
• Professional identity: Do they see you as a consultant, or a sales person?
• Social expectations: Are you waiting in the Doctor’s lounge before a case? Is that acceptable?
METHODS OF LEARNING

Experiential
Learning
Simulated
Reality
Mental
Models
Knowledge
Attitude
Skills
QUESTIONS???