Transition to active learning in rural Nepal: an adaptable and scalable curriculum development model.

ABSTRACT:

Background

Traditional medical education in much of the world has historically relied on passive learning. Although active learning has been in the medical education literature for decades, its incorporation into practice has been inconsistent. We describe and analyze the implementation of a multidisciplinary continuing medical education curriculum in a rural Nepali district hospital, for which a core objective was an organizational shift towards active learning.

Methods

The intervention occurred in a district hospital in remote Nepal, staffed primarily by mid-level providers. Before the intervention, education sessions included traditional didactics. We conducted a mixed-methods needs assessment to determine the content and educational strategies for a revised curriculum. O

SUBMITTER: Mehanni S 

PROVIDER: S-EPMC6383231 | biostudies-literature | 2019 Feb

REPOSITORIES: biostudies-literature