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Sustainable Engaged Accountable Learners
Author(s) -
Gisondi Michael A.,
Branzetti Jeremy,
Hopson Laura R.,
Regan Linda
Publication year - 2021
Publication title -
aem education and training
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.49
H-Index - 9
ISSN - 2472-5390
DOI - 10.1002/aet2.10470
Subject(s) - lifelong learning , autonomy , psychology , accountability , pedagogy , agency (philosophy) , curriculum , sustainability , mathematics education , engineering ethics , medical education , sociology , political science , engineering , medicine , ecology , social science , law , biology
The development of lifelong learners is among the most challenging goals for medical educators. The authors identify two important scholarly works that profoundly altered their understanding and approach to lifelong learning and curriculum design: L. Dee Fink’s Taxonomy of Significant Learning and Cutrer et al.’s Master Adaptive Learner model. By applying these guides to their teaching and related research, three important characteristics of lifelong learning became evident: sustainability, engagement, and accountability. These are abbreviated “SEALs,” for sustainable engaged accountable learners. This paper defines these qualities as they relate to emergency medicine training, significant learning, and the development of adaptive expertise. Connections to Fink’s and Cutrer’s works are offered for each learner characteristic. Educational and psychological theories that support the SEALs model are paired with practical suggestions for educators to promote these desired qualities in their trainees. Relevant features of adult learning are highlighted, including self‐regulation, motivation, agency, and autonomy.