. 2023 May 4;33(3):755–765. doi: 10.1007/s40670-023-01790-3

Table 2.

Proposed LSP, including key components, justification, related outcomes, and topics

Key component and description	Justification of component	Component outcomes and topics
A learner-centered orientation to learning A conception of teaching and learning congruent with learner-centered practice, where the learner takes responsibility for their learning and views the teacher as a facilitator of learning and not the primary source of learning [9, 21]	Students' conceptions and practices may not be congruent with what is needed for effective learning in learner-centered environments [17, 21]. This component allows students to reflect on prior teaching and learning experiences compared to the current learner-centered environment requirements. The intent is to initiate conceptual change towards a learner-centered approach congruent with learning in PBL	Learning outcome(s): Reflect on prior learning experience and the requirements for the PBL curriculum and develop a statement of learning to guide learning moving forward Topics: Why the LSP? Types of transitions in medical school. Exploring prior and current learning contexts. Teacher-centered vs. learner-centered practice. The role of the learner in a PBL program. Competencies needed for effective learning. Tips for surviving a PBL curriculum. Preparing the learning environment
Academic and professional skills A toolkit of learning skills and strategies, including information literacy [resource location, appraisal, and management] [9, 52] driven by process of determining learning goals (forethought), executing them (performance), and evaluating one’s methods and progress (reflection) [15]	Students need a repertoire of cognitive, motivational, and behavioral strategies to manage learning tasks [38]. However, they may not bring the necessary skills needed for academic success to the learning environment. Poorly achieving students may have a limited toolkit of learning strategies [53]. Some may go through schooling having not acquired effective and efficient learning strategies [53, 54]. As such, we cannot assume that students can self-regulate their learning when they enter medical school [6, 55]. This component is intended to provide learners with a repertoire of all three types of strategies [38] to choose from when completing learning tasks and skills to regulate their learning [15]	Learning outcome(s): Use learning and study strategies for effective learning in a learner-centered environment. Develop and deliver effective presentations and display a professional demeanor during presentations Topics: Understanding your brain (diffused and focused modes of thinking). Types of learning strategies (rehearsal, elaboration, organizational). Learning strategies (minute paper, concept maps/mind maps, muddy points, teach-and-learn, focused list, memory matrix, SQ3R, *KWL chart). The study cycle. Using block guides as a learning tool (learning outcomes, Miller’s pyramid/Bloom’s taxonomy). Test-taking strategies. Tips for learning anatomy. Presentation and poster design. SRL components: (forethought, performance, reflection)
Collaborative learning Collaborating effectively with peers and utilizing them as a resource for learning [9], including skills associated with understanding others, working effectively in teams, leading teams, managing team projects, and evaluating self and others [52]	Most students enter medical school reluctant to participate in groups and may display ineffective group function behaviors. However, medicine is a team-oriented profession where effective collaboration is essential for safe, high-quality, patient-centered “care” [12]. Additionally, small group learning is the core of learning in a PBL curriculum. This component is intended to draw from regulatory learning theory [17] (SRL, CoRL, and SSRL) to socialize students toward collaborative learning [18, 19]	Learning outcome(s): Display professional collaborative behavior when working with others Topics: Learner differences. Tuckman’s group function model. Listening. Giving and receiving feedback (feedback literacy). SSRL/CoRL. Interacting well with others both socially and professionally. Working towards a common shared goal. Building meaningful relationships. Empathy (understanding others’ feelings and responding appropriately)
Professionalism and ethics Skills related to professional and ethical behavior, including culturally oriented elements of professionalism	Professionalism issues during students' medical training can carry into their practice as graduates if not explicitly addressed during education and training [56]. This component sensitizes students to elements of professionalism, especially drawing out those derived from our cultural context	Learning outcome(s): Summarize the expected professional standards for doctors and medical students and the roles played by regulatory bodies Topics: Four principles of bioethics Professional demeanor (Botho). Building a professional brand
Self-management Use of skills and strategies for managing oneself, the learning environment, and the external environment that can otherwise affect learning	Non-academic factors, e.g., psycho-social and socio-economic, can affect learning. As such, effective learning requires regulation not only of cognition but also behavior and affect [17, 38, 57]. This component provides students with the personal management skills needed for effective learning	Learning outcome(s): Use effective skills and strategies to manage self and the learning environment Topics: Self-awareness. Self-care (stress management, work-life balance). Goal setting (****SMART technique). Time management (delayed gratification and procrastination). Emotional intelligence. Financial literacy. Resilience. Motivation. Help-seeking. SRL components: (forethought, performance, reflection)

Key component and description

Justification of component

Component outcomes and topics

A learner-centered orientation to learning

A conception of teaching and learning congruent with learner-centered practice, where the learner takes responsibility for their learning and views the teacher as a facilitator of learning and not the primary source of learning [9, 21]

Students' conceptions and practices may not be congruent with what is needed for effective learning in learner-centered environments [17, 21]. This component allows students to reflect on prior teaching and learning experiences compared to the current learner-centered environment requirements. The intent is to initiate conceptual change towards a learner-centered approach congruent with learning in PBL

Learning outcome(s): Reflect on prior learning experience and the requirements for the PBL curriculum and develop a statement of learning to guide learning moving forward

Topics: Why the LSP? Types of transitions in medical school. Exploring prior and current learning contexts. Teacher-centered vs. learner-centered practice. The role of the learner in a PBL program. Competencies needed for effective learning. Tips for surviving a PBL curriculum. Preparing the learning environment

Academic and professional skills

A toolkit of learning skills and strategies, including information literacy [resource location, appraisal, and management] [9, 52] driven by process of determining learning goals (forethought), executing them (performance), and evaluating one’s methods and progress (reflection) [15]

Students need a repertoire of cognitive, motivational, and behavioral strategies to manage learning tasks [38]. However, they may not bring the necessary skills needed for academic success to the learning environment. Poorly achieving students may have a limited toolkit of learning strategies [53]. Some may go through schooling having not acquired effective and efficient learning strategies [53, 54]. As such, we cannot assume that students can self-regulate their learning when they enter medical school [6, 55]. This component is intended to provide learners with a repertoire of all three types of strategies [38] to choose from when completing learning tasks and skills to regulate their learning [15]

Learning outcome(s): Use learning and study strategies for effective learning in a learner-centered environment. Develop and deliver effective presentations and display a professional demeanor during presentations

Topics: Understanding your brain (diffused and focused modes of thinking). Types of learning strategies (rehearsal, elaboration, organizational). Learning strategies (minute paper, concept maps/mind maps, muddy points, teach-and-learn, focused list, memory matrix, *SQ3R, **KWL chart). The study cycle. Using block guides as a learning tool (learning outcomes, Miller’s pyramid/Bloom’s taxonomy). Test-taking strategies. Tips for learning anatomy. Presentation and poster design. SRL components: (forethought, performance, reflection)

Collaborative learning

Collaborating effectively with peers and utilizing them as a resource for learning [9], including skills associated with understanding others, working effectively in teams, leading teams, managing team projects, and evaluating self and others [52]

Most students enter medical school reluctant to participate in groups and may display ineffective group function behaviors. However, medicine is a team-oriented profession where effective collaboration is essential for safe, high-quality, patient-centered “care” [12]. Additionally, small group learning is the core of learning in a PBL curriculum. This component is intended to draw from regulatory learning theory [17] (SRL, CoRL, and SSRL) to socialize students toward collaborative learning [18, 19]

Learning outcome(s): Display professional collaborative behavior when working with others

Topics: Learner differences. Tuckman’s group function model. Listening. Giving and receiving feedback (feedback literacy). SSRL/CoRL. Interacting well with others both socially and professionally. Working towards a common shared goal. Building meaningful relationships. Empathy (understanding others’ feelings and responding appropriately)

Professionalism and ethics

Skills related to professional and ethical behavior, including culturally oriented elements of professionalism

Professionalism issues during students' medical training can carry into their practice as graduates if not explicitly addressed during education and training [56]. This component sensitizes students to elements of professionalism, especially drawing out those derived from our cultural context

Learning outcome(s): Summarize the expected professional standards for doctors and medical students and the roles played by regulatory bodies

Topics: Four principles of bioethics Professional demeanor (Botho). Building a professional brand

Self-management

Use of skills and strategies for managing oneself, the learning environment, and the external environment that can otherwise affect learning

Non-academic factors, e.g., psycho-social and socio-economic, can affect learning. As such, effective learning requires regulation not only of cognition but also behavior and affect [17, 38, 57]. This component provides students with the personal management skills needed for effective learning

Learning outcome(s): Use effective skills and strategies to manage self and the learning environment

Topics: Self-awareness. Self-care (stress management, work-life balance). Goal setting (****SMART technique). Time management (delayed gratification and procrastination). Emotional intelligence. Financial literacy. Resilience. Motivation. Help-seeking. SRL components: (forethought, performance, reflection)

*Survey Question Read Recite Review; **What you know, what you want to know, what you have learned; ***Setswana expression for respect, good manners, and good character, ****Specific Measurable Achievable Relevant and Time-bound