Foundational Elements of School-Specific Augmented Medical Education

Abstract

Recent efforts to enrich the medical education experience recommended interinstitutional and collaborative efforts. Within this context, the author describes a model for school-specific augmented medical education. The evidence-backed conceptual model is composed of six foundational elements, which include the following: technology-enriched learning environments, analytics to drive instructional interventions, cognitive neuroscience and educational psychology research (the Science of Learning), self-regulated learning strategies, competency-based approaches, and blended learning instructional design. Harnessing the creativity of our leadership, medical educators, and learners is fundamental to improving the learning experience for all. This model could be used to meaningfully guide implementation processes.

Keywords: Blended learning; Cognitive neuroscience; Educational technologies; Faculty development; Instructional design; Medical education.

Fig. 1

School-specific augmented medical education is grounded in educational best practices, and features six foundational elements. However, in the absence of strategic planning and effective leadership, successful curriculum delivery would likely be limited by the interactions of knowledge, motivation, and organizational influences [3, 12]. In this illustration, the organization represents medical school leadership. This organization would define a strategic performance goal related to implementing augmented medical education elements into their curricula. Then, by applying the Clark and Estes’ gap analysis procedures, stakeholder knowledge, motivation, and organizational needs could be identified [12]. Evidence-based solutions could then be implemented and assessed so that organizational performance goals could be achieved