Use of an Artificial Intelligence-Driven Digital Platform for Reflective Learning to Support Continuing Medical and Professional Education and Opportunities for Interprofessional Education and Equitable Access
Abstract
:1. Introduction
2. The Reflective Learning Approach
2.1. Reflection and Professional Accreditation
2.2. Reflection Research
2.3. Reflection Applications and Benefits
- “Increases learning from an experience or situation
- Promotes deep rather than superficial learning
- Identifies personal and professional strengths and weaknesses
- Identifies educational needs
- Results in the acquisition of new knowledge and skills
- Facilitates practitioners to understand their own beliefs, attitudes, and values
- Encourages self-motivated and self-directed learning
- Acts as a source of feedback and
- Improves personal and clinical confidence” [9].
2.4. Reflection and Interprofessional Continuing Education
2.5. Barriers to Reflective and Interprofessional Learning and CME/CE Implementation
- Systemic barriers related to insufficient participation incentives and promotion;
- Behavioral barriers related to hierarchical issues between participating professions and differing attitudes on the relevance of interprofessional continuing education;
- Methodological barriers related to limited quality assurance measures (curricula/standardized evaluation) and faculty experience with interprofessional continuing education;
- Attitudinal barriers related to the role, relevance, and effectiveness of interprofessional continuing education as an education strategy [55].
3. Use of an Artificial Intelligence (AI)-Driven Digital Platform for Reflective Learning
4. Conclusions
Author Contributions
Funding
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Barrier | Opportunity for an AI-Driven Digital Platform |
---|---|
Expense [57,58,59] | Low cost compared to other learning delivery methods |
Time [8,9,58,59] | Asynchronous |
Motivation [8,9,55] | Learner-directed |
Lack of understanding of process and relevance [8,9,55] | Point-of-care driven with reflective prompts |
Peer support, hierarchical issues [8,9,55] | Supportive of co-learning and fostering clinician learning communities |
Equity [12] | Inclusive of diversity of people/ideas |
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Cohen, B.; DuBois, S.; Lynch, P.A.; Swami, N.; Noftle, K.; Arensberg, M.B. Use of an Artificial Intelligence-Driven Digital Platform for Reflective Learning to Support Continuing Medical and Professional Education and Opportunities for Interprofessional Education and Equitable Access. Educ. Sci. 2023, 13, 760. https://doi.org/10.3390/educsci13080760
Cohen B, DuBois S, Lynch PA, Swami N, Noftle K, Arensberg MB. Use of an Artificial Intelligence-Driven Digital Platform for Reflective Learning to Support Continuing Medical and Professional Education and Opportunities for Interprofessional Education and Equitable Access. Education Sciences. 2023; 13(8):760. https://doi.org/10.3390/educsci13080760
Chicago/Turabian StyleCohen, Brian, Sasha DuBois, Patricia A. Lynch, Niraj Swami, Kelli Noftle, and Mary Beth Arensberg. 2023. "Use of an Artificial Intelligence-Driven Digital Platform for Reflective Learning to Support Continuing Medical and Professional Education and Opportunities for Interprofessional Education and Equitable Access" Education Sciences 13, no. 8: 760. https://doi.org/10.3390/educsci13080760
APA StyleCohen, B., DuBois, S., Lynch, P. A., Swami, N., Noftle, K., & Arensberg, M. B. (2023). Use of an Artificial Intelligence-Driven Digital Platform for Reflective Learning to Support Continuing Medical and Professional Education and Opportunities for Interprofessional Education and Equitable Access. Education Sciences, 13(8), 760. https://doi.org/10.3390/educsci13080760