What Learners Tell Us About How They Know When They Matter

 From the 3/5/2021 newsletter

Perspective/Opinion

What Learners Tell Us About How They Know When They Matter

 

Preliminary results of a KINETIC3 project by Caitlin Patten, MD, Rana Higgins, MD, and Karen Marcdante, MD, with data from Alexandra Lutley, MD, and Adam Szadkowski, MD

 

Drs. Patten, Higgins, and Marcdante describe how they used qualitative methodology and semi-structured interviews to understand and design future interventions to help all learners feel that they matter...

 

We have all been students at some point in our life. Do you remember a day when you were in a classroom, meeting, or a clinical learning environment when you wondered why you were there? Perhaps, no one acknowledged your presence or asked your name. Or they dismissed what you said. Or when you returned after a prolonged absence, no one realized you had been gone. These behaviors make you feel like you don’t matter. Knowing that you matter means that others’ behaviors, actions, and words make you feel valued and useful. They are aware of you, make you feel important by paying attention to/going out of their way for you, and rely on you. It turns out that mattering (the perception that you matter) is an enabling concept – when you feel you matter you have more self-esteem and self-efficacy which leads to less anxiety and depression, allowing you to learn more! Helping others matter is one way to improve the learning environment.

But, how do our learners perceive that they matter? A group of faculty participating in the 2019-2020 KINETIC3 faculty development program asked that question. While participating in this structured program, Dr. Rana Higgins and Dr. Caitlin Patten (Surgery – M3/M4 students), Dr. Adam Szadkowski (Pediatrics - fellows) and Dr. Alexandra Lutley (Neurology - residents) each used qualitative methodology and semi-structured interviews to find out what learners at various levels perceived as evidence that they matter. 

While there are some differences in specific stories among the learners based on their training levels, they all needed to know that others were aware of them. Here is some of what they said: Learners felt they mattered when residents and Faculty called them by name (yes, it is that simple!). They also feel they matter when you make eye contact and put the phone down while talking with them. Part of being aware is also finding out what makes each learner a unique individual– where they are from, their past experiences, and what their current interests and/or career goals are. Identifying learners’ interests and strengths were not only a way to be aware of them, but it also made them feel important. 

Importance was highlighted when medical students were assigned meaningful tasks - making them a valued member of the team. When students perceived their educators relied solely on them to complete an assigned task that was essential to success of the team, they had a strong sense of mattering. Additionally, learners feel important when those supervising them (residents /faculty) “went out of their way” to see how they were doing, ask about one of their projects, or perform an impromptu mini education session. 

The third component of mattering is when someone relies on you. For our learners, this varied with level of training. For medical students, mattering occurs when they are trusted to collect information that is needed and not getting duplicated by another team member. For residents and fellows, they felt that others relied on them when they provided care in an emergency or when others came to them for help or advice. 

This is the first work of its kind with learners in medical education. The faculty’s projects for KINETIC3 utilized a small group of learners to help direct future interventions to improve mattering for all learners. Their findings can help us all recognize which words, actions and behaviors make learners feel they matter, allowing them to be more curious, comfortable, and creative. It is essential to understand that mattering requires building a relationship. Educators and students alike all want to matter and will feed off each other. If a learner has a sense of mattering, they will be more engaged with learning and with their educators. In turn, educators will feel their time spent with students was worthwhile and they may be more motivated to teach. Moving forward, remember how it felt when you did not matter as a learner and how easily you can prevent others from feeling that same way through awareness, importance, and reliance. 

Caitlin Patten, MD, FACS, is an Assistant Professor in the Department of Surgery/Division of Surgical Oncology specializing in Breast Surgery. She is Associate Program Director for the Surgery Clerkship and enjoys partnering with colleagues in the Kern Institute to improve the educational experience for all learners. She is a 2019-20 graduate of the Kern KINETIC3 program. 

Rana Higgins, MD, FACS, FASMBS, is an Assistant Professor in the Department of Surgery focused on robotic hernia, foregut and bariatric surgery. She is an Associate Program Director of the General Surgery residency and a 2019-20 graduate of the Kern KINETIC3 program.

Karen Marcdante, MD, is a Professor in the Department of Pediatrics (Critical Care) at MCW. She is Director of the Human-Centered Design Laboratory, a member of the Faculty Pillar, and serves on the steering committees of the KINETIC3 Teaching Academy and Philosophies of Medical Education Transformation Laboratory in the Robert D. and Patricia E. Kern Institute for the Transformation of Medical Education.