Adaptive technology toOptimize learners’ deliberate practice

Matt Lineberry, PH.D.

Disclosures: nonewill mention some learning programs;no endorsement on my part

Support: NBME + NSFno endorsement on their part

We hold these truths to beself-evident

practice makes perfect

Bloom (1984)

here comes thenear-futurism

…a day in the life

“That angle you’re using is risky. Can I show you a better one?”

…“Great. Now try that ten times…”

“Do you think you punctured the lung that time? How do you know?”

adaptivetesting,e.g.

it’s here(partially)

Why practice what, when, how?

Why?

meaningful dataLearner performance, attention, stress, recent patients, etc.

Scenario/item properties

Why?

smart sense-makingMachine learning…or, simpledecision rules

Why?

Effectivelearning theories

• Zone of proximal development (“flow”)

• Desirable difficulties

What?

individualknowledge/skill/practice gaps

(see “mastery learning”)

When?

at each learner’s“sweet spot”

21

22

Later that same day?

Recall is effortless;

little benefit.

23

A week later?Skill

forgotten; must be

re-learned.

24

1-2 days laterRecall likely

but takes effort.

How?

optimized design• Feedback type/amount• Difficulty

Etc.

Our research:“Intelligent study systems” For medicine