Twelve tips for applying the science of learning to health professions education

Abstract

Findings from the science of learning have clear implications for those responsible for teaching and curricular design. However, this data has been historically siloed from educators in practice, including those in health professions education. In this article, we aim to bring practical tips from the science of learning to health professions educators. We have chosen to organize the tips into six themes, highlighting strategies for 1) improving the processing of information, 2) promoting effortful learning for greater retention of knowledge over time, 3) applying learned information to new and varied contexts, 4) promoting the development of expertise, 5) harnessing the power of emotion for learning, and 6) teaching and learning in social contexts. We conclude with the importance of attending to metacognition in our learners and ourselves. Health professions education can be strengthened by incorporating these evidence-based techniques.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Notes on contributors

Holly C. Gooding, MD, MSc, is an Assistant Professor of Pediatrics and Medicine, Harvard Medical School, and Boston Children's Hospital, Boston, Massachusetts.

Karen Mann, MSc, PhD, is a Professor Emeritus in the Division of Medical Education, Dalhousie University, Nova Scotia, Canada.

Elizabeth Armstrong, PhD, is a Clinical Professor of Pediatrics, Harvard Medical School, Boston, Massachusetts.