Enhancing Learner Engagement Through Experiential Learning With Learner-Generated Data

Su-Ting T Li; Erika Abramson; Sarah Hilgenberg; Cara Lichtenstein; Tai Lockspeiser

doi:10.1016/j.acap.2022.11.002

Enhancing Learner Engagement Through Experiential Learning With Learner-Generated Data

Acad Pediatr. 2023 May-Jun;23(4):846-848. doi: 10.1016/j.acap.2022.11.002. Epub 2022 Nov 8.

Authors

Su-Ting T Li¹, Erika Abramson², Sarah Hilgenberg³, Cara Lichtenstein⁴, Tai Lockspeiser⁵

Affiliations

¹ Division of Pediatric Hospital Medicine, Department of Pediatrics, University of California Davis (S-TT Li), Sacramento, Calif. Electronic address: [email protected].
² Pediatrics and Population Health Sciences, Department of Pediatrics, Weill Cornell Medical College (E Abramson), New York, NY.
³ Division of Pediatric Hospital Medicine, Department of Pediatrics, Stanford University School of Medicine (S Hilgenberg), Palo Alto, Calif.
⁴ Department of Pediatrics, George Washington University School of Medicine and Health Sciences, Children's National Hospital (C Lichtenstein), Washington, DC.
⁵ Department of Pediatrics, University of Colorado, School of Medicine (T Lockspeiser), Aurora, Colo.

PMID: 36356787
DOI: 10.1016/j.acap.2022.11.002

Abstract

Integrating self-generated learner data into hands-on curricula enhances learner engagement with material and self-assessed learning. Using learner self-generated data to enhance learner engagement can have widespread applicability and benefit for use in design of educational curricula.

Keywords: education; medical; problem-based learning; teaching.

MeSH terms

Curriculum
Educational Measurement
Humans
Learning*
Problem-Based Learning*