Active learning on the ward: outcomes from a comparative trial with traditional methods

Area of Science:

• Medical Education
• Pediatric Education
• Clinical Learning Environments

Background:

• Ward rounds are a traditional cornerstone of clinical education for interns.
• The educational effectiveness of traditional ward rounds requires further investigation.
• Alternative educational paradigms for ward rounds are needed.

Purpose of the Study:

• To compare the educational effectiveness of active versus traditional learning methodologies during ward rounds.
• To evaluate knowledge acquisition, self-directed learning, and student opinions.

Main Methods:

• 72 medical students participated in a pediatric clinic rotation.
• Students were tested on knowledge of pneumonia and diarrhea before and after ward rounds.
• Ward rounds were conducted using either active or traditional learning methodologies.
• Post-round assessments included knowledge tests and questionnaires on self-directed learning and methodology opinions.

Main Results:

• Active methodology led to significantly higher knowledge acquisition (45.8% vs 29.2%, p=0.03).
• Active learning also significantly improved self-directed learning (52.8% vs 15.3%, p<0.001).
• Students overwhelmingly preferred the active methodology (84.7% vs 52.8%, p<0.001).

Conclusions:

• Active learning methodologies are more effective than traditional ones in a ward-based educational context.
• The findings provide new evidence supporting active learning strategies for ward rounds.
• Implementing active learning can enhance the educational value of clinical rotations.