Gisondi Michael A, Branzetti Jeremy, Hopson Laura R, Regan Linda
Department of Emergency Medicine Stanford University Stanford CA USA.
the Ronald O. Perelman Department of Emergency Medicine New York University New York NY USA.
AEM Educ Train. 2020 May 29;5(2):e10470. doi: 10.1002/aet2.10470. eCollection 2021 Apr.
The development of lifelong learners is among the most challenging goals for medical educators. The authors identify two important scholarly works that profoundly altered their understanding and approach to lifelong learning and curriculum design: L. Dee Fink's and Cutrer et al.'s model. By applying these guides to their teaching and related research, three important characteristics of lifelong learning became evident: sustainability, engagement, and accountability. These are abbreviated "SEALs," for sustainable engaged accountable learners. This paper defines these qualities as they relate to emergency medicine training, significant learning, and the development of adaptive expertise. Connections to Fink's and Cutrer's works are offered for each learner characteristic. Educational and psychological theories that support the SEALs model are paired with practical suggestions for educators to promote these desired qualities in their trainees. Relevant features of adult learning are highlighted, including self-regulation, motivation, agency, and autonomy.
培养终身学习者是医学教育工作者面临的最具挑战性的目标之一。作者指出了两部重要的学术著作，它们深刻改变了他们对终身学习和课程设计的理解与方法：L. 迪伊·芬克（L. Dee Fink）的著作以及卡特雷尔等人（Cutrer et al.）的模型。通过将这些指南应用于他们的教学及相关研究，终身学习的三个重要特征变得明显：可持续性、参与度和责任感。这些被简称为“海豹”，即可持续参与、有责任感的学习者。本文界定了这些特质与急诊医学培训、深度学习以及适应性专业技能发展的关系。针对每个学习者特质，阐述了与芬克和卡特雷尔著作的联系。支持“海豹”模型的教育和心理学理论与给教育工作者的实用建议相结合，以促进学员具备这些理想特质。文中突出了成人学习的相关特征，包括自我调节、动机、能动性和自主性。
