Provide context

Knowledge is highly linked to the context in which it develops. In training programs, it is important to move that context from the lab to the real world (requiring transfer). Transfer requires matching enough components of the prior learning to the new situation to identify that the original technique can be applied to the new situation. Hence, for skills and knowledge to be transferable, they cannot be learned in isolation of their future context.

Teaching “how” along with “why” and “when” improves retention and transfer.  Integrating the how and why throughout the training was more successful than teaching the “why” followed by the “how”  when medical students were learning lumbar puncture.  In many veterinary programs, we give the “why” in class, followed by the “how” in the laboratory session. We may be more successful if we can integrate the skills and the context in real time, particularly when skills are first introduced.

Transfer may also be assisted by discussing the learning context, generating abstract (and generalizable) principles, then recontextualizing those principles to future situations by asking “what if” questions (CDR model).

Cheung et al. Why Content and Cognition Matter: Integrating Conceptual Knowledge to Support Simulation-Based Procedural Skills Transfer.  J Gen Intern Med. 2019. 34(6):969-977

Riviere et al. Debriefing for the Transfer of Learning:The Importance of Context. Acad Med. 2019;94:796–803

Ruitenberg et al. Context-dependent motor skill and the role of practice. Psychological Research (2012) 76:812–820

Give choice

Learners allowed to make choices about their learning format outperformed those given choices unrelated to the learning session and those given no choice. Learners making task relevant choices decreased errors in the original session as well as at 24 hours and with transfer, with significant differences seen at transfer compared to those given no choice.

Carter & Ste-Marie. Not all choices are created equal: Task-relevant choices enhance motor learning compared to task-irrelevant choices. Psychon Bull Rev (2017) 24:1879–1888