For as long as educators have been designing interventions for healthcare professionals, we have operated with the belief that learners are fully equipped to learn. And, if educational content is effectively aligned with educational needs AND if we follow some generally accepted adult learning theories, then learning can be optimized.

In reality, our learners are overwhelmed: time is short, life is hectic, and they are distracted. Moreover recent research suggests that learners rely on a variety of ‘learning actions’ or behaviors that make-or-break a learning experience – and these actions are not fully evolved. In the end, it appears that they while learning theory is clearly supportive of better learning, it is insufficient to ensure that our educational interventions have the impact we ultimately desire. Yet there are other, very well evolved fields of science that we may draw from to improve our interventions. Once we accept that learning is a behavior, than we can embrace this critical, actionable, and invaluable related body of science!

To measurably improve the educational interventions designed by the CME/CE community, this session enables educators to:

1. Identify best practices to mitigate the extraneous load learners confront in traditional learning environments
2. Review new research that defines the critical actions learners rely on while consuming educational content
3. ‘Hack’ several critical behavioral design strategies that support more effective and efficient learning