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GIZMO IDOLATRY
OR
EFFECTIVE LEARNING?
LAUREN WESTAFER DO, MPHPhoto: Rian Castillo
GIZMO
IDOLATRY
EFFECTIVE
LEARNING
SEDUCTION
HYPE
DISILLUSIONMENT
PRODUCTIVITY
INFLATED EXPECTATIONS
INNOVATIVE
TRIGGER TIME
Photo: Steve Carroll
Photo: Jyoti Das
DISTRACTION
IMBALANCE
IDOLATRY
Photo: Dave Ebert
BUT I HEARD IT ON A
PODCAST…
Photo: Algy3289
Photo: Nuala Bugeye
“…suggest a starting dose of fentanyl of 1 mg/kg
which seems to be a rather high dose - did they
mean 1 mcg/kg?”
Dr Tom Pa...
GIZMO
IDOLATRY
EFFECTIVE
LEARNING
Photo: Rich Evenhouse
INFORMATION
PROCESSING
INFORMATION
Photo: Judy Van Der Velden
Photo:Hakan
Dahlstrom
Photo: Anthony Gaudun
WHAT WE DON’T KNOW
WE DON’T KNOW
Photo: Associated Fabrications
INFORMATION
LEARNING
Photo: Oz Lady
Photo: Kevin Osborn
Photo: Tambako The Jaguar
INSPIRE
ENGAGE
Photo: Kim
From Detroit Receiving blog
11% 17%
PRACTICE
TESTING
Photo: Jon Hayes
Photo: epeters208
Photo: Simon Law
ENGAGE ONESELF IN:
THE INFORMATION
THE LEARNING PROCESS
THE DESIRE TO LEARN
GIZMO
IDOLATRY
EFFECTIVE
LEARNING
Photo: Rich Evenhouse
Photo: Rich Evenhouse
Photos: AIrman Magazine, Leonardo Cordero
Photo: Buster & Bubbly
SELF DIRECTION
SPACED REPETITION
PRACTICE TESTING
ENGAGEMENTPhoto: Adolfo Chavez III
Photo: Sharon Morrow
1100 l westafer
1100 l westafer
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1100 l westafer
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1100 l westafer
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1100 l westafer
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  • I received an education on the fragility of the experience of pregnant patients I was being taught how to connect with patients during vulnerable periods - and not the obviously sensitive times like codes and traumas - but the ones we aren’t taught about but are equally as important. I don’t pay attention to this type of material because, honestly, I think I’m really good at the bedside. But, looking back at my experience with pregnant patients in the emergency department, I realized I wasn’t nearly as competent or sensitive as I thought,…and this is one of learning’s dangerous secrets.
  • We don’t know what we don’t know. When we’re weak on something, we study up on it or practice the procedure but the real danger lies in things we think we’re good at but really suck at..we never end up studying these areas
  • This overconfidence is referred to as the “Dunning-Kruger effect.”

    You can see here how these learners on the left, with the least knowledge, vastly over-estimated their level of mastery (the top line), compared with their actual scores (the bottom line). This overconfidence has been shown to be pervasive in medicine and can be dangerous in the clinical setting.
  • It is possible, however,that when we access FOAM in ways that pushes information to us..like blog aggregators or subscriptions to podcasts or tweets that FOAM harnesses not only the potential for information overload but the potential for strengthening the areas we don’t know that we don’t know.
  • Learning isn’t as simple as having information.
  • Effective learning involves hard work. It requires desire, repetition, practice, engaging with and processing material - assessing what we do and don’t know. And I’ve found that FOAM can help learn through these evidence based modalities.
  • One night while cooking with my iPhone on shuffle, a lecture on vaginal bleeding began playing…I had skipped over the podcast previously because it sounded boring but this time, the risk of covering my iphone in butter and flour to skip ahead outweighed the benefit..but I was surprisingly engaged..
  • See, the world is full of creative and intelligent people who inspire and challenge us, who teach extraordinarily well through the lectures.

    in FOAM, these lectures bubble up to the top - capture our attention and engage us in the material.
  • Unlike the traditional conference hall, learners can pause to clarify, speed up, or slow down aiding those who are lost or bored.

    Pauses allow a learner to think and assess - through clarification or collaboration. Learners can also often pose questions via twitter, email or comments - creating an interactive lecture. So, while, it’s hip to proclaim the lecture dead….I argue something that may be wildly unpopular - there may still be a role for the lecture in medicine.
  • Now onto something that medical trainees like less than test. Despite our whining, My peers and I would stalk the web for questions/answer sets related to whatever we were studying - biochemistry to vaginal bleeding.
  • Transcript of "1100 l westafer"

    1. 1. GIZMO IDOLATRY OR EFFECTIVE LEARNING? LAUREN WESTAFER DO, MPHPhoto: Rian Castillo
    2. 2. GIZMO IDOLATRY EFFECTIVE LEARNING
    3. 3. SEDUCTION HYPE
    4. 4. DISILLUSIONMENT PRODUCTIVITY INFLATED EXPECTATIONS INNOVATIVE TRIGGER TIME
    5. 5. Photo: Steve Carroll
    6. 6. Photo: Jyoti Das DISTRACTION IMBALANCE IDOLATRY
    7. 7. Photo: Dave Ebert
    8. 8. BUT I HEARD IT ON A PODCAST… Photo: Algy3289
    9. 9. Photo: Nuala Bugeye
    10. 10. “…suggest a starting dose of fentanyl of 1 mg/kg which seems to be a rather high dose - did they mean 1 mcg/kg?” Dr Tom Palfi New Zealand
    11. 11. GIZMO IDOLATRY EFFECTIVE LEARNING Photo: Rich Evenhouse INFORMATION PROCESSING INFORMATION
    12. 12. Photo: Judy Van Der Velden
    13. 13. Photo:Hakan Dahlstrom
    14. 14. Photo: Anthony Gaudun
    15. 15. WHAT WE DON’T KNOW WE DON’T KNOW Photo: Associated Fabrications
    16. 16. INFORMATION LEARNING Photo: Oz Lady
    17. 17. Photo: Kevin Osborn
    18. 18. Photo: Tambako The Jaguar INSPIRE ENGAGE
    19. 19. Photo: Kim
    20. 20. From Detroit Receiving blog
    21. 21. 11% 17%
    22. 22. PRACTICE TESTING
    23. 23. Photo: Jon Hayes
    24. 24. Photo: epeters208
    25. 25. Photo: Simon Law ENGAGE ONESELF IN: THE INFORMATION THE LEARNING PROCESS THE DESIRE TO LEARN
    26. 26. GIZMO IDOLATRY EFFECTIVE LEARNING Photo: Rich Evenhouse
    27. 27. Photo: Rich Evenhouse
    28. 28. Photos: AIrman Magazine, Leonardo Cordero
    29. 29. Photo: Buster & Bubbly
    30. 30. SELF DIRECTION SPACED REPETITION PRACTICE TESTING ENGAGEMENTPhoto: Adolfo Chavez III
    31. 31. Photo: Sharon Morrow
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