My experience of pedagogy (educational theory)

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Here are some of common educational theories/ideas that I use. 

Authenticity and task fidelity: real, relevant and relatable

Authentic tasks—those that feel real, relevant, and relatable—are incredibly powerful in transforming learning experiences. When learners engage in tasks that mirror real-world scenarios, they become more invested in the process. In clinical education, the most impactful tasks often involve seeing patients with undifferentiated, frequently acute, illnesses. Both educators and students find these experiences invaluable.

Other examples of authentic tasks include working with expert patients and participating in simulations or role-playing exercises. These tasks closely mimic real clinical situations, though authenticity can also extend to non-clinical, administrative tasks.

If I had to choose just one educational approach, it would be to prioritize authenticity. Creating and seeking out real-world opportunities for learners is, without question, the most effective pedagogy.

For students, seeing patients in clinics trumps everything. Looking at lab reports, medication reviews are a few others. 

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

A related concept is situated learning and experiential learning, where the learner gradually moves from being an observer on the outskirts of a professional community to becoming an active participant. For instance, this can be seen when students work alongside educators while attending to on-call patients, gaining hands-on experience as they transition into the core of the practice.

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

The testing effect and the idea that assessment drives learning are closely tied to authenticity. Students often see exams as their main goal, and that's the reality for many. To support them, it's important to understand what exams they will face early on and provide learning experiences that prepare them effectively.

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

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

Stories 

Stories have long been a powerful tool for learning, as they engage our emotions and imagination, making complex concepts more relatable and memorable. By weaving information into a narrative, stories provide context and meaning, allowing us to see how ideas apply in real-life situations. This narrative structure aids in retention and understanding by creating mental models that are easier to recall than isolated facts or abstract theories. Furthermore, stories can convey cultural values and ethics, offering lessons through the characters' experiences, which can inspire empathy and reflection. Whether through traditional tales, personal anecdotes, or modern storytelling mediums, stories enrich our learning by making it more engaging and impactful.

Curiosity and questions

Curiosity and questions are fundamental drivers of learning, acting as catalysts that propel us toward deeper understanding and knowledge. When we are curious, we are motivated to explore and discover new information, which broadens our perspectives and enhances our cognitive abilities. Asking questions allows us to clarify doubts, challenge assumptions, and engage with the material more deeply. This active engagement not only aids in retaining information but also encourages critical thinking and problem-solving skills. Ultimately, curiosity and questions transform passive learning into an interactive process, fostering a lifelong love for discovery and intellectual growth.

Feedback and reflection

Feedback and reflection are essential components of the learning process, as they provide opportunities for growth and improvement. Feedback, whether from peers, mentors, or self-assessment, offers specific insights into our performance, highlighting strengths and identifying areas for development. Reflection allows us to internalize this feedback by encouraging us to think critically about our experiences and actions. This introspection helps us understand our learning processes, recognize patterns, and make informed adjustments to our strategies. Together, feedback and reflection create a dynamic cycle of continuous learning, fostering adaptability and enhancing our ability to achieve personal and professional goals.

Reduce cognitive load 

Cognitive Load Theory (CLT) explains that our working memory has limited capacity, while our long-term memory is virtually unlimited. If students are spending their mental energy figuring out what the task is rather than focusing on the actual topic, this adds unnecessary cognitive load. To avoid this, instructions and materials should be clear and easy to follow, allowing students to concentrate on learning.

However, there's a balance to strike. Robert Bjork’s concept of desirable difficulties shows that making tasks slightly more challenging can enhance learning in some situations. The key is to find the sweet spot between reducing cognitive load and introducing enough difficulty to promote deeper learning.

Cognitive Load Theory: Implications for medical education: AMEE Guide No. 86. (2014). Medical Teacher. [online] doi:https://doi.org/10.3109//0142159X.2014.889290. 

Biggs constructive alignment 

Professor Biggs proposed that aims, outcomes, methods, and assessments should all be aligned, much like strategic alignment in business. When these elements are valid and relevant, their alignment creates a focused, powerful impact on the learning experience, like a laser beam.

People often confuse aims with outcomes. To clarify, think of a timeline: Aims are long-term goals that connect to a broader purpose, such as improving patient care. On the other hand, outcomes are specific skills or knowledge the learner should have by the end of a session.

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

Filip Gilic, Dalgarno, N. and Matthew T.W. Simpson (2022). Applying constructive alignment and cognitive load in teaching. Canadian Family Physician, [online] 68(4), pp.308–310. doi:https://doi.org/10.46747/cfp.6804308. 

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GNOME 

This isn't a pedagogy but more of a helpful acronym that captures essential pedagogy. I like the simple, memorable nature of this acronym. 

The Elegant GNOME 

Vygotsky's Zone of proximal development (ZPD) 

This idea suggests that learners perform best within the Zone of Proximal Development (ZPD), where they can accomplish tasks with some guidance or support (often called scaffolding). When planning and delivering a learning experience, the key is to identify this zone for each learner. Doing so requires a mix of skills, like understanding the situation and assessing the learner's needs, along with some trial and error.

There are other interesting teaching methods related to this, such as Robert Bjork's concept of desirable difficulties. This is similar to finding the "Goldilocks zone" in learning—not too easy, but not too hard.

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 approach isn’t a traditional pedagogy, but it emphasizes the importance of trust. It’s about creating an environment where learners feel safe to contribute, help others, ask questions, and be supportive when mistakes are made. Including everyone’s voice is key.

While it can be tricky to turn this into a step-by-step process, I usually start by making a clear statement of intent to foster this kind of environment. I then create moments where I share my own vulnerabilities, encouraging learners to feel safe sharing theirs. It’s also important to give space for experimenting with new ideas and practising what they’ve learned. Responding to queries, being accessible on whatsapp, understanding the learners pain points can help. 

On Psychological safety  

Constructivism 

This is a broad and important idea, though it's not always easy to apply directly. Instead, it serves as a guiding principle for shaping the learning environment. Constructivism suggests that learners build their understanding of the world based on the knowledge structures (or schemas) they already have.  They are not empty vessels. The first step is identifying these schemas. If they are incorrect or based on misconceptions, engaging in dialogue with the learner is an effective way to help reshape their thinking.

Recently, creative inquiry has become a useful tool for uncovering more complex ideas. You can often witness "aha" moments when learners become aware of their hidden schemas and experience a shift in perspective.

Some other tips 

• Find out (through questions and dialogue) what prior experiences they have. 

• Consider building a discussion (Thunk Questions and ethics work well). 

• Be aware of common 'aggregate' misconceptions. Seek these out specifically. 

Social learning theory 

We learn in social situations. Social Learning Theory emphasises that people learn through observing others, modelling behaviours, and receiving feedback. In the context of medical students on GP placements, this is particularly relevant. For example, students may observe how a GP conducts patient consultations, manages difficult conversations, or performs clinical procedures. Students pick up practical skills, communication techniques, and professional behaviours by watching these interactions. Over time, they begin to imitate these practices, refine their skills, and adapt them to their style, often receiving feedback from their supervisors to improve their performance.

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 

• Disorienting Dilemma

• Self-Examination of Assumptions

• Critical Reflection on Assumptions

• Recognition of Dissatisfaction

• Exploration of Alternatives

• Plan for Action

• Acquisition of New Knowledge

• Experimentation with Roles

• Building Competence and Self-Confidence

• Reintegration into Life

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.