Winn Ariel S, DelSignore Lisa, Marcus Carolyn, Chiel Laura, Freiman Eli, Stafford Diane, Newman Lori
Assistant Professor of Pediatrics, Harvard Medical School.
Associate Program Director for the Boston Combined Residency Program, Division of General Pediatrics, Department of Pediatrics, Boston Children's Hospital.
MedEdPORTAL. 2019 Nov 1;15:10850. doi: 10.15766/mep_2374-8265.10850.
Cognitive learning strategies are strategies that improve a learner's ability to process information more deeply, transfer and apply information to new situations, and result in enhanced and better-retained learning.
We developed an interactive workshop for a national conference of pediatric educators to teach five cognitive learning strategies. The specific strategies were (1) spaced retrieval practice, (2) interleaving, (3) elaboration, (4) generation, and (5) reflection. Each strategy was taught using an active learning exercise. We evaluated the effectiveness of the workshop through a commitment-to-change exercise in which we asked participants to commit to making a change in their teaching as it related to the workshop and then queried them 6 weeks later about their implementation successes and barriers.
Of the 161 participants registered for the workshop, 52 completed the voluntary workshop evaluation. All 52 participants committed to making a change in their teaching as a result of the workshop. Of those 52 participants, 24 completed the 6-week follow-up survey. Eighty-two percent of those respondents ( = 18) reported implementing a change based on the workshop, with 77% of respondents implementing a change that they had committed to directly after the workshop and 55% implementing a change that they had not originally committed to at the end of the workshop.
This workshop successfully led to behavioral change in the teaching of cognitive learning strategies. We anticipate that this will lead to improved learning among the trainees whom participants teach.
认知学习策略是能够提高学习者更深入处理信息、将信息迁移并应用于新情境的能力，从而带来强化且记忆更持久的学习效果的策略。
我们为一次全国儿科教育工作者会议开发了一个互动工作坊，以教授五种认知学习策略。具体策略包括：（1）间隔检索练习，（2）交错学习，（3）详细阐述，（4）生成，以及（5）反思。每种策略都通过一项主动学习活动来教授。我们通过一项改变承诺练习来评估该工作坊的效果，在这项练习中，我们要求参与者承诺在与工作坊相关的教学中做出改变，然后在6周后询问他们实施的成功情况和遇到的障碍。
在注册参加该工作坊 的161名参与者中，52人完成了自愿的工作坊评估。所有这52名参与者都承诺因该工作坊而在教学中做出改变。在这52名参与者中，24人完成了6周后的随访调查。82%的受访者（n = 18）报告称根据工作坊实施了一项改变，77%的受访者实施了他们在工作坊结束后直接承诺要做的改变，55%的受访者实施了他们在工作坊结束时并未最初承诺要做的改变。
这个工作坊成功地在认知学习策略教学方面带来了行为改变。我们预计这将使参与者所教的学员的学习情况得到改善。
