Connecting the Dots: My Growth as a Digital Learner

I am Kary Garnica, based just outside of Houston, Texas, with a professional focus in hematology and oncology medical education. My work centers on supporting learners and faculty development within clinical education environments, with an emphasis on improving teaching practices, learner engagement, and instructional design.

In my role within hematology/oncology fellowship education, I work closely with trainees and faculty to support structured learning experiences that promote clinical reasoning, professional growth, and preparation for independent clinical practice. This work has strengthened my commitment to intentional, outcomes-driven medical education and continuous improvement in faculty development.

A key area of my professional focus is advancing faculty education. I am particularly interested in how clinical educators are supported in developing effective teaching practices, with the goal of improving consistency, engagement, and learner outcomes across training programs. I aim to contribute to the development of sustainable educational practices that align with evolving expectations in graduate medical education.

My experience in the ADL program has significantly influenced my approach to teaching and learning design. The CSLE+COVA (Creating Significant Learning Environments and Choice, Ownership, Voice, and Authenticity) framework has shaped how I design and evaluate learning experiences, shifting my focus toward learner ownership, intentional choice, and authentic application of knowledge (Harapnuik, 2015).

In addition, the concept of disruptive learning has informed my perspective on educational change. It has reinforced the importance of moving beyond traditional, passive models of instruction toward more active, learner-driven environments that challenge both educators and learners to rethink their roles. This approach aligns with disruptive innovation in education, where meaningful change often requires rethinking established structures and practices (Christensen et al., 2008).

Through these experiences, I continue to develop as an educator and leader in medical education, focused on creating structured, learner-centered environments that integrate innovation, engagement, and practical application in both trainee and faculty development.

References

Christensen, C. M., Horn, M. B., & Johnson, C. W. (2008). Disrupting class: How disruptive innovation will change the way the world learns. McGraw-Hill.

Harapnuik, D. (2015). Creating significant learning environments (CSLE) and COVA framework. https://www.harapnuik.org/