Active Learning Techniques For Medical Educators

active_learning  Traditionally, lectures are the principle mode of delivering core content in an emergency medicine (EM) curriculum. The authors describe a variety of different active learning approaches that can be incorporated in this curriculum to improve knowledge retention and create a deeper understanding of the material. The active learning approaches are proving to be very effective for understanding evidence-based medicine, communication skills, and self-directed learning, the skills that are well aligned with the goal of EM residency programs. This is a very comprehensive compilation of a variety of active learning methods that can be used by medical educators. The authors have created very structured and concise tables summarizing these approaches, which will allow the educators to choose the most appropriate method based on their goals and available resources. The authors give brief description (objectives, how to use, suggestions for modifications, examples etc) of each of these approaches such as, pause procedures, one-minute paper, the muddiest point, think-pair-share, case-based learning, concept maps, role-play, commitment activities, jigsaw, team-based learning, problem-based learning, and thinking hats. Although the authors have described these approaches for emergency medicine curriculum, these can be used in all years throughout the medical education. -Sangita Phadtare, Ph.D., Cooper Medical School of Rowan University

MARGARET WOLFF, MARY JO WAGNER, STACEY POZNANSKI, JOCELYN SCHILLER, SALLY SANTEN., NOT ANOTHER BORING LECTURE: ENGAGING LEARNERS WITH ACTIVE LEARNING TECHNIQUES., THE JOURNAL OF EMERGENCY MEDICINE 2015 JANUARY VOLUME 48(1), 85–93

Link To Article

Advertisements
This entry was posted in Undergraduate Medical Education and tagged , , . Bookmark the permalink.