My experience of pedagogy 

I use these pedagogies the most

Authenticity and task fidelity: real and relevant

This is really important. Authentic tasks (ones that they see as real to the work of a doctor) help to magically transform the learning. 

Seeing patients with undifferentiated (often acute) illnesses is the favourite for the educator and student. Others include 


These are authentic clinical tasks. There are other ones that could be administrative. 

If there is one pedagogy, I would easily choose this one. Seek and create authentic opportunities for the learner. 

http://authenticlearning.umn.edu/active-learning-course-design/authentic-task-principles 


A related idea is situated learning & experiential learning. The learner moves from the periphery of the community of practice to its centre. For example, students working with educators for on-call patients. 

https://pubmed.ncbi.nlm.nih.gov/31230163/ 


The 'testing effect' and 'assessment drives learning' are linked to authenticity. This is where the students perceive the exam as the authentic goal for them. That's the reality.  Know early on what exams they have and support them with experiences they need. 

https://pubmed.ncbi.nlm.nih.gov/21345060/ 

https://link.springer.com/article/10.1007/s10459-010-9232-9


Reduce cognitive load 

Cognitive load theory (CTL) suggests that our working memory is limited, but long-term memory is unlimited.  If the students need to work out what the task is instead of learning the topic, then this is cognitive load. Make instructions and materials relevant and easy to follow. They can focus on just learning. 

https://www.mindtools.com/pages/article/cognitive-load-theory.htm 


There is tension between making it easy and learning. This is highlighted by Robert Bjork’s work on ‘desirable difficulties’.  Making things more difficult can increase learning in some situations. Balancing these tensions means finding the sweet spot. 

Biggs constructive alignment 

Prof Biggs suggested that aims, outcomes, methods and tests are all aligned. This is similar to business strategic alignment. Assuming, that they are valid and relevant, when aligned, they work like a laser beam piercing into the learning experience.  

People get confused with aims and outcomes. Think of a timeline. Aims are points in the distant future and should link to a wider purpose (eg patient care). An outcome is what the learner should be able to do at the end of the session. 

https://www.johnbiggs.com.au/academic/constructive-alignment/ 

GNOME 

This isn't really a pedagogy but more of a useful acronym that captures essential pedagogy. I like the simple, memorable nature of this acronym. Read below for more on this 

The Elegant GNOME 

Vygotsky's Zone of proximal development (ZPD) 

This essentially says learners learn best in the ZPD where they can complete tasks with support (also known as a scaffold). When planning a learning encounter and delivering this, the art is to find this zone. This requires a combination of skills (situational diagnosis, learner needs assessment) and a bit of trial and error. There are some other exciting pedagogies that relate to this. For example, Robert Bjork's desirable difficulties. This is the Goldilock zone (not too easy, not too difficult).  

https://researchschool.org.uk/durrington/news/bjorks-desirable-difficulties 

Ask yourself, is this task sufficiently difficult to challenge, stretch and inspire learning?

In the end, it requires you to know the learners. 

Psychological safety

This one is not a classical pedagogy but includes ideas related to trust. Feeling safe to contribute(and help others), asking questions, being kind when others make mistakes and involving all voices are important. This one is more challenging to operationalise into a 'how'. I usually make an intent statement. Then create safe space moments where I share my vulnerabilties and then invite the learners to explore theirs. Experimenting ideas (practising new learning) is also essential. 

On Psychological safety  

Constructivism 

So there is lots on this big idea. It's not very operational to use but a value to guide the learning environment. Learners construct their world based on existing schemas they have. So the first challenge is diagnosing these schemas. If they are incorrect (and thus misconceptions) a dialogue to guide the learner is a good way to transform their perspectives. More recently, creative enquiry draws out more complex ideas. You can see the 'aha' moments when the learner becomes aware of their hidden schemas and have a perspective change . Some other tips 


Social learning theory 

We learn in social situations. 

Mezirow's transformative learning theory

Mezirow's transformative learning theory proposes that when adults are exposed to new information, they tend to evaluate their beliefs and form new understandings that can transform their perspectives and interpretations of their experiences. This involves challenging and examining prior knowledge and reorganising one's frame of reference. Mezirow later presented a ten-step process for transformative learning, involving critical reflection and self-reflection.

In summary, transformative learning requires informed and reflective decision-making.


10-steps 

Each phase represents a different stage in the process of transformative learning, leading to a changed worldview and relationships.


Disorienting Dilemma 

You encounter a situation that challenges your beliefs and assumptions, throwing your world off balance. Mezirow introduced this idea in his 10-steps.

Disorienting dilemmas challenge our values and assumptions and can lead to a change in attitudes, beliefs, and values. Creating such a dilemma is not fully explained in the theory and is being studied. A life crisis can also cause a shift in perspective. The trauma of the dilemma determines the likelihood of a perspective transformation.

Code, J., Ralph, R. and Forde, K. (2022). A Disorienting Dilemma: Teaching and Learning in Technology Education During a Time of Crisis. Canadian Journal of Science, Mathematics and Technology Education, [online] 22(1), pp.170–189. doi:https://doi.org/10.1007/s42330-022-00191-9.