Active Learning in Psychiatry Education: Current Practices and Future Perspectives

Abstract

Over the past few decades, medical education has seen increased interest in the use of active learning formats to engage learners and promote knowledge application over knowledge acquisition. The field of psychiatry, in particular, has pioneered a host of novel active learning paradigms. These have contributed to our understanding of the role of andragogy along the continuum of medical education, from undergraduate to continuing medical education. In an effort to frame the successes and failures of various attempts at integrating active learning into healthcare curricula, a group of educators from the A. B. Baker Section on Neurological Education from the American Academy of Neurology reviewed the state of the field in its partner field of medical neuroscience. Herein we provide a narrative review of the literature, outlining the basis for implementing active learning, the novel formats that have been used, and the lessons learned from qualitative and quantitative analysis of the research that has been done to date. While preparation time seems to present the greatest obstacle to acceptance from learners and educators, there is generally positive reception to the new educational formats. Additionally, most assessments of trainee performance have suggested non-inferiority (if not superiority). However, occasional mixed findings point to a need for better assessments of the type of learning that these new formats engender: knowledge application rather than acquisition. Moreover, this field is relatively nascent and, in order to ascertain how best to integrate active learning into psychiatry education, a framework for quantitative outcome assessments is needed going forward.

Exploring the identity development of the budding neuroscientist at postgraduate level: a mixed-method study with perspectives from alumni and academics

“…Alumni and academics highlighted the importance of learning by doing. Active learning reportedly increases students' performance in STEM [25], showed benefits across educational levels [26] and in many disciplines, including neurology [27] and psychiatry [28]. It narrows achievement gaps for underrepresented students and can promote equity in higher education [29,30], maximises their learning online [31], increases students' satisfaction with individual and group activities [32].…”

Implementation of an Innovative Learning Resource with Project to Facilitate Active Learning to Improve Students’ Performance on Chemistry

“…4,5 Active learning has succeeded in shifting traditional teachercentered learning to student-centered learning for the achievement of competencies. [6][7][8] However, active learning will effectively succeed in empowering students to achieve their competence if adequate learning resources are available following student development. Curriculum adjustments have been made to equip students to have the competence to overcome problems faced in the workforce.…”

Learning Innovations During the Pandemic COVID-19 for Teaching of Automotive Industrial Management

“…Various attempts have been made to optimize student learning optimally to improve learning outcomes, including the application of new teaching and learning models, methods and strategies, implementation of innovative learning, fulfillment of learning resources, use of blended learning, provision of learning media and multimedia, and assignments [10][11][12][13]. Choosing an appropriate teaching and learning strategy is very necessary for technical teaching, because in general it demands improvement in the area of knowledge and skills [14][15][16].…”