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dc.contributor.authorEvans, D Reid
dc.contributor.authorKodela, Jennifer
dc.contributor.authorKhan, Amna
dc.date.accessioned2023-06-30T19:42:38Z
dc.date.available2023-06-30T19:42:38Z
dc.date.issued2022-06-23
dc.identifier.citationEvans DR, Kodela J, Khan A. Anticipation Guides: A Tool to Highlight Knowledge and Promote Reflection on Learning. PRiMER. 2022 Jun 23;6:20. doi: 10.22454/PRiMER.2022.503406. PMID: 35812788; PMCID: PMC9258725.en_US
dc.identifier.eissn2575-7873
dc.identifier.doi10.22454/PRiMER.2022.503406en_US
dc.identifier.pmid35812788
dc.identifier.urihttp://hdl.handle.net/20.500.14038/52211
dc.description.abstractIntroduction: Anticipation guides (AGs) are an active learning tool with broad benefit for both learners and instructors. Though AGs have been more extensively studied in the primary and secondary education contexts, their development and implementation, as well as the benefits that they offer to medical education are not as well understood. The objective of this study was to explore the benefits that AGs afford to resident learners and instructors in the resident-led didactic conference setting. Methods: We performed a qualitative study of the use of anticipation guides in the resident-led didactic conference setting. Participants included 47 resident learners and three chief resident instructors. Data included learner response sheets, instructor reflective journals, and field notes from nonparticipant observation. Data analysis followed guidelines for content analysis. Results: Results indicate that AGs highlight changes in knowledge and thinking, prompt learners to reflect on their learning, and offer valuable insight into learner achievement and uncertainty to instructors. This input promotes formative assessment of learners and encourages instructors to improve their practice. Conclusions: Anticipation guides are an easy-to-implement active learning strategy with multiple benefits in the resident didactic conference setting. Their use helps learners recognize strengths and weaknesses and identify gaps in knowledge-behaviors consistent with the goals of residency as espoused by the Accreditation Council for Graduate Medical Education. Including AGs in instruction also benefits instructors in that they provide insight into learners' thinking and knowledge development and allow educators to assess the efficacy of their instruction.en_US
dc.language.isoenen_US
dc.relation.ispartofPRiMERen_US
dc.relation.urlhttps://doi.org/10.22454/primer.2022.503406en_US
dc.rights© 2022 by the Society of Teachers of Family Medicine.en_US
dc.subjectGraduate Medical Educationen_US
dc.subjectLearning Types/Learning Methodsen_US
dc.titleAnticipation Guides: A Tool to Highlight Knowledge and Promote Reflection on Learningen_US
dc.typeJournal Articleen_US
dc.source.journaltitlePRiMER (Leawood, Kan.)
dc.source.volume6
dc.source.beginpage20
dc.source.endpage
dc.source.countryUnited States
dc.identifier.journalPRiMER (Leawood, Kan.)
dc.contributor.departmentMedicineen_US


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