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The Future of Biomedical and Life Science Education: Evidence-Based Future Directions

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Technologies in Biomedical and Life Sciences Education

Part of the book series: Methods in Physiology ((METHPHYS))

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Abstract

In this chapter, we outline principles and practices for designing future education in the biomedical and life sciences that aim to support the development of adaptive expertise. We draw on examples from training in health professions and literature from cognitive psychology and learning sciences to make the case for a new way forward, emphasizing the development of the learner as a future expert. This goal of developing adaptive experts concurrently promotes both applying learners’ past knowledge to solve known problems and preparing learners to create new knowledge and solutions when faced with novelty, complexity, and ambiguity. We propose that when instruction is designed to support the ongoing development of adaptive expertise, learners benefit longer term, both in terms of retention and application/transfer of knowledge. We argue that rather than an exclusively process-based focus on the learner experience and the modality by which instruction is delivered, educators should approach curriculum design with a lens that values outcomes of learning (e.g., clinical competencies) and underlying mechanisms that must be invoked to achieve these desired outcomes. As an example, when the biomedical sciences are explicitly integrated with clinical instruction, learners develop better conceptual knowledge, which will be retained long term and utilized when learning novel but related concepts or when solving future problems. When the purpose of education is redirected to focus on desired outcomes of learner, educators can shift their attention to incorporating evidence-informed processes into their curricula that can have profound effects on student learning.

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Authors and Affiliations

  1. Faculty of Health Sciences and Wellness, Humber College Institute of Technology and Advanced Learning, Toronto, ON, Canada

    Kristina Lisk

  2. The Wilson Centre, University Health Network, Toronto, ON, Canada

    Kristina Lisk, Maria Mylopoulos & Nicole N. Woods

  3. Division of Anatomy, Department of Surgery, Temerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada

    Kristina Lisk

  4. Department of Paediatrics, Temerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada

    Maria Mylopoulos

  5. Health Professions Education Research, Institute of Health Policy Management and Evaluation, Dalla Lana School of Public Health, University of Toronto, Toronto, ON, Canada

    Maria Mylopoulos

  6. The Institute for Education Research (TIER), University Health Network, Toronto, ON, Canada

    Nicole N. Woods

  7. Department of Family and Community Medicine, University of Toronto, Toronto, ON, Canada

    Nicole N. Woods

Authors
  1. Kristina Lisk
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  2. Maria Mylopoulos
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  3. Nicole N. Woods
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Correspondence to Kristina Lisk .

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Editors and Affiliations

  1. Department of Neuroscience, Brighton and Sussex Medical School, Brighton, UK

    Harry J. Witchel

  2. Department of Medical Education, Geisel School of Medicine, Dartmouth College, Hanover, NH, USA

    Michael W. Lee

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Lisk, K., Mylopoulos, M., Woods, N.N. (2022). The Future of Biomedical and Life Science Education: Evidence-Based Future Directions. In: Witchel, H.J., Lee, M.W. (eds) Technologies in Biomedical and Life Sciences Education. Methods in Physiology. Springer, Cham. https://doi.org/10.1007/978-3-030-95633-2_18

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