By Rob Cooney (@EMEducation)
Learn or Die: Using Science to Build a Leading-Edge Learning Organization
By Edward D. Hess
The concept of a learning organization is not new. In fact, Peter Senge popularized the concept 34 years ago with his book The Fifth Discipline. Unfortunately, we’re still trying to figure out how to operationalize the idea. In Learn or Die, Edward D. Hess attempts to bring us up to date with the science and practice of building a learning organization. He brings a new focus to the need for continuous learning to thrive in an increasingly complex and uncertain world.
This message should resonate with educators who are responsible for training the next generation of healthcare providers. We know that learning must become integrally woven into the fabric of organizations, not something that is separate or extra. And, as medical knowledge continues to expand exponentially and technologies rapidly advance (AI anyone?), we must foster a learning mindset and environment for us and our trainees.
There are several key takeaways emerge from Learn or Die that medical educators can apply to their teaching and oversight of educational programs:
- Learn how learning works, then apply. As mentors, we must understand best practices in learning, demonstrate a willingness to acknowledge what we do not know, ask questions (and show how to ask good questions), and embrace errors as learning opportunities. Trainees will follow our lead, thus helping to create a psychologically safe environment where people feel comfortable challenging assumptions and exposing knowledge gaps.
- Encourage team-based learning. Complex problem solving requires diverse perspectives. We can promote collaboration and idea flow by creating and encouraging interprofessional experiences, case conferences, and opportunities for peer teaching. This helps individuals broaden their thinking by tapping into other disciplines
- Reflect. In the rush of clinical environments, we rarely pause to thoroughly review events and absorb lessons. We can demonstrate how to integrate brief reflections, debriefs, and peer reviews to help trainees slow down cognitive processing, surface mental models, and internalize experiences. This leads to deeper, more meaningful learning.
- Identify real-world applications. We know that our adult learners need to understand the relevance of what they are studying. We can reinforce learning through projects and simulations drawn from our clinical practice, having trainees explain how they would use knowledge or skills to improve care. This connects the dots to real-world application.
- It’s always about feedback (advice?). We know that learners need feedback to grow, but harshly critical feedback often has the opposite effect intended. We should consider how to reframe feedback conversations around strengths, areas for growth, and actions under the mentee’s control in order for them to improve. This enables a growth mindset.
By applying these 5 lessons, we gain the ability to lead the cultural shift that Hess argues is necessary to thrive in today’s landscape of exponential growth and disruption. This will equip our learners to skillfully learn, adapt and provide the best possible care throughout their careers.
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