Episode 10: Developing Self-Directed Learners in Quality Improvement. A Conversation with Dr. Staci Saner

In the ever-growing, ever-advancing field of medical science, the need for self-directed learners is at an all-time high. This is especially true for both graduate medical students and medical professionals who wish to improve their patient’s quality of care. On this episode, I am joined by the brilliant Dr. Staci Saner to discuss the science of learning and the best methods for developing self-directed learners to further quality improvement in medical care.

You will want to hear this episode if you are interested in…

  • Understanding learning on a scientific level [2:04] 
  • Utilizing different learning techniques [5:20] 
  • The importance of self-directed learning [10:55] 
  • Breaking down different theories for learning [16:57] 
  • Reflective practice as a learning tool [20:48] 
  • What is the QARRD? [28:01]
  • The role of motivation and growth mindsets in self-directed learning [30:43] 
  • Dr. Saner’s encouragement for healthcare educators [34:52] 

Andragogy versus pedagogy

There is a natural shift in learning style that occurs when students move towards mastery in their field of study. Grades K through undergrad are mostly taught through pedagogy or teacher-directed learning. Teachers tell students what to learn and how to learn it with little wiggle room. Higher levels of medical learning such as graduate programs and beyond often employ self-directed learning or andragogy. The change can be quite jarring for some students. Dr. Saner’s goal is to help educators make that transition as smooth as possible by creating an environment that empowers learners to define a goal, choose a strategy to accomplish that goal, and solicit feedback from their faculty and colleagues.

Reflection is critical

The acquisition of knowledge can be broken down into three basic parts: observation, reflection, and experimentation. While all three are important to the process, Dr. Saner highlights reflection by saying that learning doesn’t happen by experience alone, but rather by reflecting on that experience. She posits that for us to actually learn from a situation, we need to think about what has occurred and make changes after the fact. This is also an area where feedback is invaluable. Metacognition, or thinking about your thinking, is best done where other colleagues or advisors can objectively weigh in on what worked, what didn’t, and how you can improve in the future. A major barrier to reflection is often a lack of time, but Dr. Saner believes that when it’s prioritized, reflection is a critical piece to improving the overall quality of care for patients.

Motivations and mindsets

Becoming a successful self-directed learner often comes down to motivations and mindsets. If someone has a fixed mindset they are constantly telling themselves that “it’s too hard” or “I can’t do this”. That mindset feeds the fear of failure and they’ll often give up before they even start. However, a growth mindset says “I can’t do this…YET”. It’s constantly willing to step up to the plate and try again. It’s failure’s worst enemy. THIS is the mindset of a successful self-directed learner. Staying motivated can also be a challenge. Dr. Saner references the work of Daniel Pink in that autonomy, mastery, and purpose are far better long-term motivators than temporary goals or short-term rewards. She adds that it takes a certain amount of grit to become a physician and that it’s the job of educators to help their learners develop a growth mindset so that they can be successful in any endeavor, educational or otherwise.

Resources & People Mentioned

Download the transcript of this conversation

Connect with Dr. Staci Saner

  • Email Dr. Saner
  • Follow Dr. Saner on Twitter 

Connect With Maxwell Boakye

Follow Optimal Neuro|Spine on 
Apple Podcasts, Spotify, Google Podcasts


Audio Production and Show Notes by
PODCAST FAST TRACK
https://www.podcastfasttrack.com

Address List

Social Networks

PODCASTS