The Learning Loop: Conceptualizing Just‐in‐Time Faculty Development

AbstractBackgroundAs technology advances, the gap between learning and doing continues to close—especially for frontline academic faculty and clinician educators. For busy clinician faculty members, it can be difficult to find time to engage in skills and professional development. Competing interests between clinical care and various forms of academic work (e.g., research, administration, education) all create challenges for traditional group‐based and/or didactic faculty development.MethodsThe authors engaged in a synthetic narrative review of literature from several unrelated fields: learning technologies, medical education/health professions education, general/higher education. The aim for this review was to synthesize this pre‐existing literature to propose a new conceptual model.ResultsThe authors propose a new conceptual model, the Just‐In‐Time Learning Loop, to guide the development of online faculty development for just‐in‐time delivery.ConclusionsThe Just‐In‐Time Learning Loop is a new conceptual framework that may be of use to those engaging in online, digital learning design. Faculty developers, especially in emergency medicine, can integrate leading concepts from the technology‐enhanced learning field (e.g., microlearning, micro‐credentialing, badging) to create new types of learning experiences for their end‐users.

The Learning Loop: Conceptualizing Just‐in‐Time Faculty Development Journal Articles