Author: Lon Setnik, MD Date compiled: [[2022-03-08]] #on/learning | #note/sharing # Why Mastery Learning?: Educational interventions in health professions get bell-curve outcomes. This creates critical patient outcome inconsistencies for a broad variety of what needs to be high-reliability circumstances such as procedures, leadership skills and communication skills. Patients suffer poor outcomes, clinicians suffer the emotional strain of having inadequate mastery of the necessary skills of their workplace, and organizations suffer the financial and reputational risk of inconsistent outcomes. The problem is not the people, the problem is the educational strategy used. Mastery Learning is an educational intervention that gets near universal outcomes of mastery level readiness to implement the required skills among participants.![[CleanShot 2023-01-06 at 17.33.06.jpg]] ```toc ^gkuzaqj ``` ## Overview Mastery Learning is a design philosophy brought to medicine by Barsuk and Macgahie at Northwestern. It is assessment heavy, and uses [[assessment for learning]] contemporaniously with [[Assessment of Learning]] to get consistent learning outcomes. It is faculty heavy. Each assessment is followed by a "Mastery or Not" moment, if mastery not achieved then [[Deliberate Practice]] is focused on just the skills that need improvement to achieve mastery. The cycle begins again until mastery is reached. The contract with the learner is not time based, but outcomes based. Some learners may test out at first go. Others may require longer interventions then planned for. ## Example of outcomes ![[CleanShot 2022-03-02 at 15.17.20.jpg]] (Barsuk et al., 2009) ## The educational intervention: - Prework - Assessment - Deliberate practice - Assessment - Deliberate practice - Assessment - Mastery Achieved ![[CleanShot 2022-03-02 at 15.19.34.jpg]] (McGaghie, 2015) ## The educational cycle - Needs assessment - Definition of Mastery - Rubric Development - Intervention Pilot - Educational Intervention - Outcome assessment ![[Six-Step Approach to Curriculum.jpeg]] (McGaghie et al., 2020) ## Components of mastery learning: 1. Baseline or diagnostic testing 2. Clear learning objectives 3. Educational activities 4. MPS - Minimum Passing Score 5. Formative testing with actionable feedback 6. Evidence-based advancement 7. Continued practice and assessment until the MPS is reached ## One method of Standard Setting ![[CleanShot 2022-01-10 at 09.05.50.jpg]] (McGaghie et al., 2020) %% ## Recommendations for ML publications ![[CleanShot 2022-03-02 at 15.14.30.jpg]] (Cohen et al., 2015) %% ## Sources McGaghie, W. C., Barsuk, J. H., & Wayne, D. B. (Eds.). (2020). _Comprehensive Healthcare Simulation: Mastery Learning in Health Professions Education_. Springer International Publishing. [https://doi.org/10.1007/978-3-030-34811-3](https://doi.org/10.1007/978-3-030-34811-3) McGaghie, W. C. (2015). Mastery Learning With Deliberate Practice in Medical Education. _Academic Medicine_, _90_(11), 1575. - DOI: [10.1097/ACM.0000000000000876](https://doi.org/10.1097/acm.0000000000000876) Cohen, E. R., McGaghie, W. C., Wayne, D. B., Lineberry, M., Yudkowsky, R., & Barsuk, J. H. (2015). Recommendations for Reporting Mastery Education Research in Medicine (ReMERM): _Academic Medicine_, _90_(11), 1509–1514. [https://doi.org/10.1097/ACM.0000000000000933](https://doi.org/10.1097/ACM.0000000000000933) Barsuk, J. H., McGaghie, W. C., Cohen, E. R., Balachandran, J. S., & Wayne, D. B. (2009). Use of simulation-based mastery learning to improve the quality of central venous catheter placement in a medical intensive care unit. _Journal of Hospital Medicine_, _4_(7), 397–403. [https://doi.org/10.1002/jhm.468](https://doi.org/10.1002/jhm.468)