Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach.

ABSTRACT:

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 i

SUBMITTER: McCoy L 

PROVIDER: S-EPMC5912289 | biostudies-literature | 2018 Jan-Dec

REPOSITORIES: biostudies-literature