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Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach
Lise McCoy1,2,3, Robin K Pettit2,3, Charlyn Kellar3
1Technology-Enhanced Active Learning, A. T. Still University, Mesa, AZ, USA.
Summary
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.
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.
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