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First-year medical students experienced a wide variety of active learning techniques in large group sessions, with 74% of instructional time incorporating these methods. This reflects a shift towards learner-centered education.

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Area of Science:

  • Medical Education
  • Curriculum Development

Background:

  • Medical education is increasingly adopting active learning strategies during large group lectures.
  • This study examined the implementation of active learning in first-year medical school large group sessions.

Purpose of the Study:

  • To investigate the saturation and breadth of active learning techniques used in first-year medical school large group sessions.
  • To map implemented techniques to attributes of learning-centered instruction.

Main Methods:

  • Retrospective curriculum review and semistructured interviews with 20 faculty members.
  • Piloted a taxonomy of active learning techniques to categorize and analyze implementation.

Main Results:

  • 25 distinct active learning techniques were implemented across 9 first-year courses.
  • 74% of 646 total large group instruction hours included at least one active learning component.

Conclusions:

  • The variety and frequency of active learning indicate faculty familiarity and support for an active learning culture.
  • The project fostered reflection on teaching practices, promoting a transition from teacher-centered to learning-centered instruction.