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Updated: May 5, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Evaluation of a faculty development program aimed at increasing residents' active learning in lectures.

Bonnie C Desselle, Robin English, George Hescock

Journal of Graduate Medical Education

|December 3, 2013

Summary

A brief faculty development workshop significantly boosted the use of active teaching strategies by faculty and enhanced resident engagement in active learning during lectures.

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Area of Science:

Medical Education
Pediatrics Residency Training

Background:

Active learning is crucial for knowledge acquisition, retention, and cognitive skill development.
This study investigated the impact of a faculty development workshop on active teaching and learning in a pediatrics residency.

Purpose of the Study:

To evaluate if a 1-hour faculty development workshop increased faculty use of active teaching strategies.
To determine if the workshop enhanced residents' active learning and thinking skills.

Main Methods:

A 1-hour workshop was delivered to pediatrics faculty.
Faculty self-efficacy and workshop quality were assessed via questionnaires.
Trained observers evaluated lectures using scales for active learning strategies and resident engagement before and after the intervention.

Main Results:

Workshop participants reported increased confidence in facilitating active learning.
Faculty demonstrated statistically significant increases in using 5/6 interactive teaching strategies (P≤0.01).
Residents showed significant improvements in all 7 measures of active learning behaviors (P≤0.01), including higher-order questioning and justification requests.

Conclusions:

A concise, 1-hour faculty development program effectively enhanced active learning strategies used by faculty.
The program led to increased resident engagement in active learning during core curriculum lectures.