Learner experiences using Learning Moment: A novel online platform to address gaps in experiential learning in the clinical environment (Preprint)
Authors: Sheng Alexander Y , Chu Andrew , Biancarelli Dea , Drainoni Mari-Lynn , Sullivan Ryan , Schneider Jeffrey I 
Published: April 2018

BACKGROUND

Experiential learning plays a critical role in learner development. Kolb’s four-part experiential learning model consists of concrete experience, reflective observation, abstract conceptualization, and active experimentation in a recurring cycle. Most clinical environments provide opportunities for experiences and active experimentation, but rarely offer structured means for reflection and abstract conceptualization that are crucial for learners to learn through experience. We created Learning Moment, a novel web-based educational tool that integrates principles of asynchronous learning and learning portfolios to fulfill the reflection and abstract conceptualization aspects of Kolb’s learning cycle in the modern clinical learning environment. Medical students log concise clinical “pearls” in the form of “learning moments” for reflection, review, and sharing with peers in a community of practice.

OBJECTIVE

We sought to evaluate learners’ experiences with LM via a qualitative study.

METHODS

We implemented Learning Moment at a busy, urban, tertiary care emergency department that hosts an emergency medicine residency and robust third and fourth year medical student clerkships. We encouraged rotating medical students to use Learning Moment on a voluntary basis to log self-selected learning experiences in the form of a “learning moment” and to view fellow students’ “learning moments” through a “Community Feed”. Experienced clinical faculty facilitated monthly in-person “Learning Moment Reflection” small group discussion with medical students as they reflected on, and expounded upon their own and peer “learning moments” with faculty guidance.

We employed purposive sampling to recruit medical students who used Learning Moment during their rotation. We conducted 13 semi-structured interviews (10 individual interviews and one 3-person group interview) between January and March 2017 using an ethnographic approach and utilized a general inductive method to analyze and code for potential themes.

RESULTS

Thirteen students voluntarily participated in our qualitative interviews. Emerging from our analysis were three key themes relating to the perceived impact of Learning Moment on student learning: 1) The process of logging of “learning moments” enhanced memorization; 2) Improved learning through reflection; and 3) Sharing of knowledge and experiences in a community of practice.

CONCLUSIONS

Learning Moment was successfully implemented into the educational infrastructure in our department. Students identified three mechanisms by which the application optimizes experiential learning, including: enabling the logging of “learning moments” to promote memorization, encouraging reflection to facilitate learning, and fostering the sharing of knowledge and experiences within a community of practice. The Learning Moment concept is potentially scalable to other departments, disciplines, and institutions as we seek to optimize experiential learning ecosystems for all trainees.