While those of us from an adult education background are aware of the importance of using multiple learning methods to appeal to a variety of types of learners, it has only been since the inception of the new criteria that providers have been asked to provide a rationale for their choices. Specifically, C5 asks us to “show the different educational formats (i.e., activity type and methodology) you have utilized for your activities. Explain the rationale or criteria you used in the selection of formats to ensure a format is appropriate for the setting, objectives, and desired results of an activity.” Mere variety, however, doesn’t necessarily mean better activities. The format, as the ACCME suggest, must be suitable for the setting, the objectives and the desired results. It can be as simple as deciding that one format won’t work with a large number of attendees, while other learning formats, though wonderful, may be too time and labor intensive for providers to consider. Also keep in mind that usually the more interactive the activity, the better the evaluation outcomes!

There are also ways to incorporate a few different learning formats within one activity. Choosing to break down a large group into smaller ones, in order to work up and present a case to fellow learners is a great way to incorporate concrete and abstract learners into the same activity. Keep in mind, however, that more careful planning is required. Some questions that should be answered as the planning process unfolds are: How long does it take to give instructions? What instructions are needed? How long should groups work in small groups? How long does it take for each group to present? Who defines individual roles within groups such as the scribe and the presenter? Should you debrief after the small group presentations? How long does that take? Who facilitates the debrief process? What kind of questions do you ask in a debrief?

The point is that while multiple methods make for more meaningful activities, the skills required for designing, implementing, and evaluating are equally as critical to their success, as diversity in the methodology.

To download the Formats Rationale Table, click here. The table represents a number of different learning formats for activities and the rationale for their use.

1. ACCME
2. Kolb, D.A.  Kolb Learning Style Inventory. Hay Group Transforming Learning; (2007).
3. Adapted from Effective Adult Learning by Birkenholz