Symposium on the Science of Learning

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Symposium on the Science of Learning

Competence and Expertise: Are we expecting enough from our student and residents? 

Thursday April 13, 2017// 9:00 - 12:00 PM
Armenise Amphitheater - Warren Alpert Building 


The Harvard Medical School Academy supports and annual symposium on the science of learning to provide faculty with the latest research on neuroscience and social sciences to bridge the worlds of medicine and education. We are truly honored this year to have two of the world's leading educators ont he science of expertise and mastery join us for what we believe with be an informative and exciting discussion. The 2017 Annual Symposium on the Science of Learning will focus ont he factors needed to educate doctors to develop mastery in their field, to become true experts.  

Improving Outcomes with Purposeful and Deliberate Practice
K. Anders Ericsson, PhD
Conradi Eminent Scholar
Professor of Psychology
Florida State University 

Evidence shows that more professional experience (beyond the first couple of years) does not typically improve performance in domains, such as teaching, psychotherapy, and medicine. By studying individuals with reproducibly superior performance in their actual practice, the expert-performance approach attempts to identify how performance can be improved during one's career. The history of practice activities and the objective performance of these individuals have been studied in the laboratory. Based on these studies new training environments have been developed to support further improvement of particular types of performance, such as resuscitation, technical aspects of surgery, interpreting X-rays, and diagnosing heart sounds. These new types of training show promise as a strategy to enable motivated individuals to keep improving their patient outcomes throughout their career.   

Developing the experts we need: Cognition, Context and Competence
Maria Mylopoulos, PhD

Assiatnt Professor, Department of Pediatrics
Curriculum Scientist, MD Program and Medical Psychiatry Alliance, University of Toronto
Scientist & Associate Director, The Wilson Centre, University Health Network
Associate Director Research, Medical Education Office
Micheal Garron Hospital// Toronto East Health Network

Exceptional education is the foundation of exceptional healthcare. In this era of increasing complexity, there is a growing gap between what we need our medical experts to dod and the training we provide them. While medical education has a long history of being guided by theories of expertise to inform curriculum design and implementation, the theories that currently underpin our educational programs do not account for the expertise necessary for excellence in the changing healthcare context. Adaptive expertise provides a theoretical and educational framework for understanding and developing the experts we need. In this discussion, Dr.Mylopoulos will present the imperative for adaptive expertise in healthcare, describe the science that supports strategies to foster adaptive expertise and competency based medical education.  


Accreditation
Harvard Medical School is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians. Harvard Medical School designates this live activity for a maximum of 2.00 AMA PRA Category 1 Credit(s)™. Physicians should only claim credit commensurate with the extent of their participation in the activity.


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Mission

Our Mission

To create and nurture a diverse community of the best people committed to leadership in alleviating human suffering caused by disease.