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 |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106834726&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106834726 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: Z0K jtl: Perspective on Physician Assistant Education maglogo: N pubinfo: dt: Jun2002 vid: 13 iid: 2 pid: 20574 pub: Physician Assistant Education Association place: Alexandria, Virginia artinfo: ui: 106834726 106834726 2003068352 106834726 ppf: 98 ppct: 5 formats: tig: atl: Incorporation of active learning strategies into the classroom: what one person can do. aug: au: Stringer JL affil: Associate Professor, Department of Pharmacology and Neuroscience, Baylor College of Medicine, One Baylor Plaza, Houston, TX 77030; janets@bcm.tmc.edu sug: subj: Education, Physician Assistants Learning Methods Teaching Methods Pharmacy and Pharmacology Education Decision Making, Clinical Education Education Research Teaching Materials Convenience Sample Education, Medical Students, Physician Assistant Students, Medical Education, Interdisciplinary Students, Nursing Education, Nurse Midwifery Communicable Diseases Motivation Faculty Role Student Satisfaction Human ab: 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. pubtype: Academic Journal doctype: research teaching materials Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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