KeyLIME+

Milad Memari and Katie Gavinski, experts in medical education and clinical reasoning, tackle the complexities of growth mindset theory. They discuss the pitfalls of false growth mindset, advocating for practical strategies that educators can implement. Milad warns against the dangers of misapplied praise, while Katie emphasizes that mindsets can vary by context. They also explore the parallels between parenting and education, and the importance of non-evaluative coaching to foster true learner growth. Concrete tactics for cultivating a supportive learning environment are shared.

Dr. Michael Gottlieb, an emergency physician and researcher at Rush University, joins to discuss his groundbreaking study on podcast learning during exercise. He reveals that listening clarity remains unchanged when exercising versus at rest. The conversation dives into multitasking versus task switching, shedding light on how our brains cope with divided attention. Gottlieb addresses the role of cognitive load in learning and offers active strategies for enhancing engagement with podcasts. He also explores the potential benefits of video games for surgical skills and emphasizes the importance of motivation in learning.

Dr. Paul Kirschner, an Emeritus Professor of Educational Psychology, debunks key myths in education, like learning styles and the dangers of multitasking. He emphasizes that expertise hinges on schema and perception, highlighting why merely Googling information is insufficient without prior knowledge. Kirschner also discusses evidence-based study techniques known as 'desirable difficulties' that enhance long-term retention, urging educators to embrace effective teaching strategies grounded in research.

Dr. Lisa Rosenbaum, a cardiologist and NEJM correspondent, dives deep into the conflict between excellence and well-being in medicine. She shares her insights on necessary versus unnecessary discomfort in training, drawing parallels to athletics. The conversation highlights the emotional toll of writing controversial pieces, the challenges of providing tough feedback, and the shifts in medical culture post-COVID. Lisa argues for a balance between grievance and mastery, emphasizing that true well-being in medicine comes from intrinsic motivation and the pursuit of excellence.

In the Season 1 finale of KeyLIME+, Adam shares reflections on a memorable first year, highlighting listener feedback and key insights from across the season. We revisit important conversations about balancing wellness with excellence in medical education, rethinking med school admissions, applying cognitive load theory to clinical teaching, and leading change with humility. Thanks to all our listeners and contributors for being part of Season 1 — KeyLIME+ will be back in September with an exciting Season 2! Length of episode: 36:50 Resources to check out Episodes mentioned: - Episode 8 Is applying to med school like playing the lottery? https://keylimepodcast.libsyn.com/7-is-applying-to-med-school-like-playing-the-lottery Episode 11 Challenging the status quo of CBME in Canada https://keylimepodcast.libsyn.com/11-challenging-the-status-quo-of-cbme-in-canada Episode 14 Exploring cognitive load in the workplace: A new tool for medical educators https://keylimepodcast.libsyn.com/14-exploring-cognitive-load-in-the-workplace-a-new-tool-for-medical-educators Contact us: keylime@royalcollege.ca Follow: Dr. Adam Szulewski https://x.com/Adam_Szulewski

In this discussion, Saleem Razack, a pediatric intensivist and award-winning leader in medical education, teams up with Stuart Lubarsky, an associate professor and director of an urgent neurology clinic. They delve into the intricate concept of medical expertise, emphasizing adaptive knowledge over sheer information volume. The conversation touches on illness scripts, cognitive load, and the evolution of clinical reasoning. Additionally, they advocate for a broader perspective on medical training within the CanMEDS framework, highlighting the integration of ethical and social considerations.

Dans cet épisode de KeyLIME+, Adam reçoit le Dr Sam Daniel et discute avec lui des défis et innovations dans le milieu actuel du développement professionnel continu (DPC). Ensemble, ils explorent l'influence du DPC sur le comportement des médecins, l'importance des normes morales dans le contexte du DPC et les obstacles à un apprentissage efficace. Le Dr Daniel nous parle de son récent article et souligne la nécessité d'avoir du personnel enseignant au DPC qui envisage des changements systémiques plus vastes, au-delà de la simple présentation de contenu. La conversation porte aussi sur l'avenir du DPC, y compris le rôle de l'IA et l'importance de la sensibilisation. Durée de l'épisode : 36 min. Ressource à consulter : https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04597-3 Pour communiquer avec nous : keylime@royalcollege.ca Suivre : Dr Adam Szulewski https://x.com/Adam_Szulewski The title of the study in English since it's the official title and the paper is only available in English.

In this episode of KeyLIME+, Adam is joined by Dr. Sam Daniel as they discuss the challenges and innovations in today's Continuing Professional Development (CPD) landscape. They explore the impact of CPD on physician behaviour, the importance of moral norms when it comes to engaging with CPD, and the barriers to effective learning. Sam shares insights from his recent paper and emphasizes the need for CPD educators to consider broader systemic changes, beyond simply content delivery. The conversation also touches on the future of CPD, including the role of AI and the importance of advocacy. Length of episode: 36:00 Resources to check out: https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04597-3 Contact us: keylime@royalcollege.ca Follow: Dr. Adam Szulewski https://x.com/Adam_Szulewski

Description: In this episode of KeyLIME+, Adam speaks with educational psychologist Anique de Bruin, exploring the concept of desirable difficulty in medical education. They discuss how well-designed challenging learning conditions can enhance long-term learning and knowledge transfer, despite the initial struggles that learners might face. The conversation delves into practical techniques such as retrieval practice and interleaved practice, the importance of self-regulated learning, and the new S2D2 framework. They also touch on the paradox of procrastination and its potential benefits, as well as the unique challenges of learning in clinical settings. Length of episode: 37:00 minutes Resources: Make it stick: The science of successful learning by Peter C Brown, Henry L Roediger III, Mark A McDaniel 1st edition. Cambridge, Massachusetts : The Belknap Press of Harvard University Press, 2014. Worth the Effort: the Start and Stick to Desirable Difficulties (S2D2) Framework | Educational Psychology Review Resources to check out: https://link.springer.com/content/pdf/10.1007/s10648-024-09852-7.pdf Study Smart - Study Smart https://www.sciencedirect.com/science/article/pii/S2211368120300279 https://www.sciencedirect.com/science/article/pii/S2211368120300590 https://link.springer.com/article/10.1007/s10459-022-10149-z Contact us: keylime@royalcollege.ca Follow: Dr. Adam Szulewski https://x.com/Adam_Szulewski

Dans cet épisode, le Dr André Tricot, psychologue spécialisé en formation et chercheur, se joint à Adam pour explorer en profondeur la théorie de la charge cognitive. Ils discutent des répercussions de cette théorie sur l'enseignement et l'apprentissage de différents groupes d'âge dans des contextes variés, dont celui de la formation médicale en particulier. Ils se penchent aussi sur des stratégies pour optimiser l'apprentissage, sur le rôle essentiel de l'attention ainsi que sur l'incidence de la surcharge et de la « sous-charge » cognitives sur le rendement – et les erreurs – d'experts et d'expertes. Durée de l'épisode : 56:04 Ressources à consulter Read, D. W., Manrique, H. M. et Walker, M. J. (2022). « On the working memory of humans and great apes: Strikingly similar or remarkably different? » Neuroscience & Biobehavioral Reviews, 134, 104496. Kristin Fraser sur la théorie de la charge cognitive et la simulation en formation médicale Fraser, K., Ma, I., Teteris, E., Baxter, H., Wright, B. et McLaughlin, K. (2012). « Emotion, cognitive load and learning outcomes during simulation training ». Medical education, 46(11), 1055-1062. Sweller, J., Van Merrienboer, J. J. et Paas, F. G. (1998). « Cognitive architecture and instructional design ». Educational Psychology Review, 10, 251-296. Fraser, K., Huffman, J., Ma, I., Sobczak, M., McIlwrick, J., Wright, B. et McLaughlin, K. (2014). « The emotional and cognitive impact of unexpected simulated patient death: a randomized controlled trial ». Chest, 145(5), 958-963. Coordonnées : keylime@collegeroyal.ca Suivre le Dr Adam Szulewski : https://x.com/Adam_Szulewski