Reflecting on Learning Contract Development
- Justin McNish
- Mar 16
- 3 min read
Updated: Mar 21
The process of developing my learning contract for the INTAPT course was an enlightening exercise that reinforced the importance of structured, self-directed learning. The contract provided a clear framework to guide my educational journey, aligning my personal learning needs with professional expectations in medical education. By explicitly outlining objectives, strategies, and measurable outcomes, I was able to take ownership of my learning in a way that was both meaningful and goal-oriented.
In structuring my objectives, I adopted Bloom's Knowledge, Skills, and Attitudes (KSA) taxonomy, ensuring that each goal was specific, measurable, and achievable (1). For knowledge acquisition, I focused on accurately identifying and incorporating Kolb’s experiential learning cycle into my scholarly work. In developing my skills, I set out to describe and implement strategies for integrating Kolb’s experiential learning theory into teaching medical learners about new technologies (2,3) . Finally, in addressing attitudes, I sought to recognize the role of adult learning theories in understanding barriers to technology adoption. This structured approach not only helped me remain focused but also provided clear criteria for evaluating my progress.
Knowles’ theories on adult learning were particularly relevant throughout this process. As he suggests in The Adult Learner (2011), effective learning for professional development must balance external organizational and societal expectations with internal learner needs and interests (4). The learning contract served as a reconciliation between these factors, allowing me to tailor my educational experience while ensuring alignment with the broader goals of the INTAPT program. By engaging in self-assessment, formulating objectives, identifying resources, and selecting strategies, I experienced firsthand the empowerment that comes with taking responsibility for one’s own learning.
Achieving the objectives set in my learning contract required a combination of independent study, practical application, and feedback-driven refinement. Reading journal articles and engaging with the online INTAPT module provided foundational knowledge, while discussions with colleagues helped translate theoretical concepts into practical teaching strategies. The development of a poster presentation and term scholarly paper served as tangible evidence of my learning, reinforcing the application of theory in real-world educational contexts. Feedback from peers and instructors was invaluable, helping me refine my approach and improve my ability to teach experiential learning concepts effectively.
Through this experience, I have gained a deeper appreciation for structured reflection and goal-setting in professional development. The learning contract not only kept me accountable but also fostered a sense of engagement and motivation. Moving forward, I intend to apply this approach to other aspects of my teaching and learning, ensuring continuous growth as an educator in the health professions.
References:
(1) Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. David McKay Company.
(2) Kolb, A. Y., & Kolb, D. A. (2017). Experiential learning theory as a guide for experiential educators in higher education. Experiential Learning & Teaching in Higher Education, 1(1), 7–44.
(3) University of Toronto, Faculty of Medicine, Continuing Professional Development. (n.d.). Quick tips: Writing goals and learning objectives. Retrieved from https://www.cpd.utoronto.ca/quicktips-docs/06-Writing-Goals-And-Learning-Objectives.pdf
(4) Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). Routledge.
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