adaptive technology to optimize learners’ deliberate practice
TRANSCRIPT
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Adaptive technology toOptimize learners’ deliberate practice
Matt Lineberry, PH.D.
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Disclosures: nonewill mention some learning programs;no endorsement on my part
Support: NBME + NSFno endorsement on their part
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We hold these truths to beself-evident
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practice makes perfect
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Bloom (1984)
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here comes thenear-futurism
…a day in the life
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“That angle you’re using is risky. Can I show you a better one?”
…“Great. Now try that ten times…”
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“Do you think you punctured the lung that time? How do you know?”
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adaptivetesting,e.g.
it’s here(partially)
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Why practice what, when, how?
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Why?
meaningful dataLearner performance, attention, stress, recent patients, etc.
Scenario/item properties
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Why?
smart sense-makingMachine learning…or, simpledecision rules
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Why?
Effectivelearning theories
• Zone of proximal development (“flow”)
• Desirable difficulties
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What?
individualknowledge/skill/practice gaps
(see “mastery learning”)
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When?
at each learner’s“sweet spot”
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21
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Later that same day?
Recall is effortless;
little benefit.
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A week later?Skill
forgotten; must be
re-learned.
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1-2 days laterRecall likely
but takes effort.
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How?
optimized design• Feedback type/amount• Difficulty
Etc.
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Our research:“Intelligent study systems” For medicine
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