期刊
JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT
卷 5, 期 -, 页码 -出版社
SAGE PUBLICATIONS LTD
DOI: 10.1177/2382120518765135
关键词
Active learning; interactive learning; critical thinking; learning-centered curriculum
资金
- COM faculty
BACKGROUND: Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions. METHODS: Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction. RESULTS: Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component. CONCLUSIONS: The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction.
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