Marjolein Versteeg - Leiden University Medical Center
Neuroscientists are gaining additional knowledge about the learning brain. However, little research has attempted to translate this work to educational practice. If we, as educators, aim to promote better learning in medical education, then an insight into 'the learning brain' may help us apply the science of learning into our curricula. Some of the well-known learning principles that enhance knowledge retention, e.g. the value of prior knowledge, repetition, and visual representation have been supported by scientific evidence from both educational and neuroscience researchers. This can be valuable for medical education since studies have shown that medical students have a hard time remembering medical factual knowledge. Furthermore, empirical evidence for the valuable role of metacognition and self-regulated learning in medical education is starting to emerge. Metacognition uses specific neural mechanisms to make one aware of what is the best way to learn. Self-regulated learning is how a student goes about studying. We now know self-regulated learning is not a fixed trait, but can be modulated/enhanced by making the student aware they have metacognitive skills whereby they can become more effective learners. Combining knowledge from both fields provides a better understanding of these learning principles and their neural working mechanisms. In turn, a better understanding may lead to better educational designs that facilitate teaching and learning by making students