The lecture-free curriculum: Setting the stage for life-long learning: AMEE Guide No. 135

Parmelee, Dean X.; Roman, Brenda; Overman, Irina; Alizadeh, Maryam

doi:10.1080/0142159x.2020.1789083

Cited by 34 publications

(26 citation statements)

References 42 publications

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“…The courses are designed around the expectation that our students will undertake a number of project activities within their workplace. In line with the views of Parmelee, 7 active learning strategies in health education enhance the learning environment through more meaningful educational experiences. Our learning activities are often role-specific and require direct interaction with the student’s organisation and colleagues in accordance with the theory of work-integrated learning.…”

Section: Graduate Certificate and Professional Honours (Clinical Redementioning

confidence: 73%

Delivering a work-integrated learning postgraduate course during COVID-19: Experiences, challenges and strategies

Prior

Griffin

O'Brien

et al. 2020

Journal of Medical Education and Curricular Development

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COVID-19 has had a significant impact on teaching and learning in postgraduate education. In particular, work integrated learning, in health care settings, has been disrupted in many ways negatively impacting student learning. Our Clinical Redesign courses are designed to deliver work-integrated learning in partnership with healthcare organisations to deliver workplace projects in real time, which has been complicated by COVID-19. This reflection examines the challenges that arose in the healthcare redesign teaching and learning space during the COVID-19 pandemic. We explore the experiences of our work-integrated learning students using Johns’ reflection model.1 Our students faced disruption to their education, workplaces and personal lives, and the experiences of our teaching team whose teaching philosophies were challenged. In response to the ongoing challenges, we developed strategies for supporting our students including the development of virtual projects for students who no longer had access to their workplaces or project appropriate resources.

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Section: Graduate Certificate and Professional Honours (Clinical Redementioning

confidence: 73%

Delivering a work-integrated learning postgraduate course during COVID-19: Experiences, challenges and strategies

Prior

Griffin

O'Brien

et al. 2020

Journal of Medical Education and Curricular Development

View full text Add to dashboard Cite

show abstract

“…In fact, there has been a recent push for a lecture-free curriculum in health science education, focusing on learning sessions that incorporate retrieval-based practice, elaborative interrogation, self-explanation, and metacognition. 9 Accordingly, we have incorporated some of these recommended strategies into the creation of our learning modules. For example, the use of frequent low-stakes test questions within the modules allows learners to better understand their knowledge gaps.…”

Section: Methodsmentioning

confidence: 99%

Incorporating a Women’s Cardiovascular Health Curriculum Into Medical Education

et al. 2021

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This is a PDF file of an article that has undergone enhancements after acceptance, such as the addition of a cover page and metadata, and formatting for readability, but it is not yet the definitive version of record. This version will undergo additional copyediting, typesetting and review before it is published in its final form, but we are providing this version to give early visibility of the article. Please note that, during the production process, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain.

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“…TBL was originally developed 40 years ago to teach business, but its use has expanded rapidly worldwide in health sciences education over the past 20 years because of its evidence-based record of improving problem solving and diagnostic skills as well as communication and team skills (Koles et al, 2010;Michaelsen et al, 2007;Parmelee et al, 2020). This chapter uses two case studies involving five health science education courses over 18 years, highlighting challenges and solutions for teaching one TBL course at two locations.…”

Section: Challenges Of the One Course/two Locations Formatmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Engaging students with team‐based learning in courses taught at two campuses synchronously: Two case studies in health sciences

Bender

Garrett

Hostetter

2021

New Drctns for Teach & Learn

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The lecture-free curriculum: Setting the stage for life-long learning: AMEE Guide No. 135

Cited by 34 publications

References 42 publications

Delivering a work-integrated learning postgraduate course during COVID-19: Experiences, challenges and strategies

Delivering a work-integrated learning postgraduate course during COVID-19: Experiences, challenges and strategies

Incorporating a Women’s Cardiovascular Health Curriculum Into Medical Education

Engaging students with team‐based learning in courses taught at two campuses synchronously: Two case studies in health sciences

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