Not Another Boring Lecture: Engaging Learners with Active Learning Techniques

Wolff, Margaret; Wagner, Mary Jo; Poznanski, Stacey; Schiller, Jocelyn; Santen, Sally A.

doi:10.1016/j.jemermed.2014.09.010

Cited by 214 publications

(179 citation statements)

References 52 publications

Supporting

Mentioning

155

Contrasting

Unclassified

Order By: Relevance

“…The traditional model for delivering core content is lecture-based weekly conference; however, a growing body of literature finds this format less effective and less appealing than alternatives 2–6. As a result, some training programs have introduced new teaching methods such as shorter and more interactive lectures, small group sessions, and web-based asynchronous components 7,8.…”

Section: Introductionmentioning

confidence: 99%

A Needs Assessment for a Longitudinal Emergency Medicine Intern Curriculum

Shappell

Ahn

2017

WestJEM

View full text Add to dashboard Cite

IntroductionA key task of emergency medicine (EM) training programs is to develop a consistent knowledge of core content in recruits with heterogeneous training backgrounds. The traditional model for delivering core content is lecture-based weekly conference; however, a growing body of literature finds this format less effective and less appealing than alternatives. We sought to address this challenge by conducting a needs assessment for a longitudinal intern curriculum for millennial learners.MethodsWe surveyed all residents from the six EM programs in the greater Chicago area regarding the concept, format, and scope of a longitudinal intern curriculum.ResultsWe received 153 responses from the 300 residents surveyed (51% response rate). The majority of respondents (80%; 82% of interns) agreed or strongly agreed that a dedicated intern curriculum would add value to residency education. The most positively rated teaching method was simulation sessions (91% positive responses), followed by dedicated weekly conference time (75% positive responses) and dedicated asynchronous resources (71% positive responses). Less than half of respondents (47%; 26% of interns) supported use of textbook readings in the curriculum.ConclusionThere is strong learner interest in a longitudinal intern curriculum. This needs assessment can serve to inform the development of a universal intern curriculum targeting the millennial generation.

show abstract

Section: Introductionmentioning

confidence: 99%

A Needs Assessment for a Longitudinal Emergency Medicine Intern Curriculum

Shappell

Ahn

2017

WestJEM

View full text Add to dashboard Cite

show abstract

“…Existen diversos estudios que abordan el fenómeno de la innovación educativa 1,4,9,[12][13][18][19][20][21][22][23][24][25][26][27] y los factores que interactúan en estos procesos de intervención. Sin embargo, pocos han concentrado sus esfuerzos en analizar aquellas condiciones que deben existir para impartir programas curriculares en carreras de la salud 1,5 .…”

Section: Discussionunclassified

“…Se reconoce que una de las prácticas pedagógicas más utilizada en las instituciones universitarias sigue siendo la clase magistral en cursos masivos 21 , cuya efectividad es dudosa pues con ella el alumno no es capaz de adquirir aprendizajes o conocimientos de manera autónoma 22,25 . Por esto, en Ciencias de la Salud se ha ido privilegiando el formato de clases en pequeños grupos 26,27 . Sin embargo, para ello es indispensable cautelar la proporción de cantidad de estudiantes por docente y la infraestructura necesaria, aspecto que generalmente escapa al control del docente siendo determinado a nivel condiciones del contexto educativo para el rol docente -O. matus et al institucional, sin considerar la realidad de las aulas, donde no existe relación con la cantidad de alumnos considerados en los procesos de selección.…”

Section: Discussionunclassified

Condiciones del contexto educativo para ejercer el rol docente en Ciencias de la Salud. Un enfoque cualitativo

et al. 2017

Rev. méd. Chile

View full text Add to dashboard Cite

show abstract

“…The authors emphasize active learning strategies supported by effective pre-reading when preparing didactics. Active learning can be achieved through numerous strategies including audience response systems, team-based learning, problem-based learning, and simulation 9. When supervising residents on shift, the authors recommend rapid, real-time, formative feedback to avoid recall bias, enhance its impact on practice, and avoid surprising biannual summative assessments.…”

Section: Discussionmentioning

confidence: 99%

Academic Primer Series: Key Papers About Teaching with Technology

Boysen‐Osborn

Cooney

Gottlieb

et al. 2017

WestJEM

View full text Add to dashboard Cite

IntroductionModern learners have immediate, unlimited access to a wide variety of online resources. To appeal to this current generation of learners, educators must embrace the use of technology. However, educators must balance newer, novel technologies with traditional methods to achieve the best learning outcomes. Therefore, we aimed to review several papers useful for faculty members wishing to incorporate technology into instructional design.MethodsWe identified a broad list of papers relevant to teaching and learning with technology within the online discussions of the Academic Life in Emergency Medicine (ALiEM) Faculty Incubator. This list was augmented with suggestions by a guest expert (BT) and an open call on Twitter (tagged with the #meded and #FOAMed hashtags) yielding 24 papers. We then conducted a modified three-round Delphi process within the authorship group, including junior and senior faculty members, to identify the most impactful papers.ResultsWe pared the list of 24 papers to five that were most highly rated. Two were research papers and three were commentaries or editorials. The authorship group reviewed and summarized these papers with specific consideration to their value to junior educators and faculty developers.ConclusionThis is a key reading list for junior faculty members and faculty developers interested in teaching with technology. The commentary contextualizes the importance of these papers for medical educators, to optimize use of technology in their teaching or incorporate into faculty development.

show abstract

Not Another Boring Lecture: Engaging Learners with Active Learning Techniques

Cited by 214 publications

References 52 publications

A Needs Assessment for a Longitudinal Emergency Medicine Intern Curriculum

A Needs Assessment for a Longitudinal Emergency Medicine Intern Curriculum

Condiciones del contexto educativo para ejercer el rol docente en Ciencias de la Salud. Un enfoque cualitativo

Academic Primer Series: Key Papers About Teaching with Technology

Contact Info

Product

Resources

About