Incorporation of active learning strategies into the classroom: what one person can do.
Purpose: Medical education is moving away from the traditional lecture and incorporating more active learning strategics, such as problem-based learning. This study presents 2 novel ways in which a single faculty member can incorporate active learning into the classroom. Methods: Two approaches were...
| Publicado en: | Perspective on Physician Assistant Education Vol. 13; no. 2; pp. 98 - 103 |
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| Autor principal: | |
| Formato: | research teaching materials Journal Article |
| Publicado: |
Physician Assistant Education Association
Jun2002
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| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | Purpose: Medical education is moving away from the traditional lecture and incorporating more active learning strategics, such as problem-based learning. This study presents 2 novel ways in which a single faculty member can incorporate active learning into the classroom. Methods: Two approaches were implemented. The first approach utilizes small groups working simultaneously in the lecture hall to answer questions based on clinical cases. Groups simultaneously display their answers, which are then defended in a faculty-led discussion. The second approach focuses on individual work on a series of cases. Completion of the work and valuable contributions to the class discussion are rewarded with positive reinforcement in the form of coupons. Results: Student feedback for both approaches has been consistently positive. Discussion: Similar to a problem-based learning approach, these techniques are problem-oriented and actively engage students. Neither approach requires an increase in faculty resources or use of small-group rooms. |
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