McCoy Lise, Pettit Robin K, Kellar Charlyn, Morgan Christine
Technology-Enhanced Active Learning, A. T. Still University, Mesa, AZ, USA.
Faculty Development, A. T. Still University, Mesa, AZ, USA.
J Med Educ Curric Dev. 2018 Mar 22;5:2382120518765135. doi: 10.1177/2382120518765135. eCollection 2018 Jan-Dec.
Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions.
Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction.
Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component.
The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction.
医学教育正在向在大型讲座课程中采用主动学习的方向发展。本研究调查了医学院一年级大型课程中实施的主动学习技术的饱和度和广度。
数据收集包括回顾课程设置以及对20名教员进行半结构化访谈。作者试用了主动学习技术分类法，并将学习技术映射到以学习为中心的教学属性上。
教员在9门一年级课程中实施了25种不同的主动学习技术。在646小时的大型课程教学中，有476小时（74%）至少包含1个主动学习环节。
贯穿一年级课程的主动学习环节的频率和多样性反映出教员对主动学习方法的熟悉程度以及他们对主动学习文化的支持。该项目引发了对教学实践的反思，并推动了从以教师为中心的教学向以学习为中心的教学的转变。
