A New Educational Framework to Improve Lifelong Learning for Cardiologists

Lifelong learning is essential for the practicing cardiologist. Present lifelong learning mechanisms are stagnant and at risk for not meeting the needs of currently practicing cardiologists. With the increasing burden of cardiovascular disease, growing complexity of patient care, and ongoing pressur...

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Bibliographic Details
Published in:Journal of the American College of Cardiology 2018-01, Vol.71 (4), p.454-462
Main Authors: Narang, Akhil, Velagapudi, Poonam, Rajagopalan, Bharath, LeBude, Bryan, Kithcart, Aaron P., Snipelisky, David, Sinha, Shashank S.
Format: Article
Language:English
Subjects:
adaptive learning
Cardiology
Cardiovascular diseases
Curricula
Education
fellows-in-training
flipped classroom
graduate medical education
Leadership
Learning
Lifelong learning
Medical residencies
personalized learning
Physicians
Social networks
Training
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Summary:Lifelong learning is essential for the practicing cardiologist. Present lifelong learning mechanisms are stagnant and at risk for not meeting the needs of currently practicing cardiologists. With the increasing burden of cardiovascular disease, growing complexity of patient care, and ongoing pressures of nonclinical responsibilities, educational programming must evolve to meet the demands of the contemporary cardiovascular professional. A paradigm shift, replete with modern and practical educational tools, is needed in the lifelong learning armamentarium. Emerging evidence of novel educational strategies in graduate medical education supports the promise of broader application of these tools to different stages of professional life. In this commentary from the Fellows-in-Training Section Leadership Council, the authors propose 3 novel educational tools—personalized learning, adaptive learning, and the flipped classroom—to improve lifelong learning to meet the educational needs of fellows-in-training to practicing cardiologists alike. [Display omitted]
ISSN:0735-1097
1558-3597
DOI:10.1016/j.jacc.2017.11.045