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Innovative Assessment That Combines Collaborative and Self-Directed Learning With Integration and Application of
Chinthaka Balasooriya1, Asela Olupeliyawa2, Maha Pervaz Iqbal3
1Director of Medical Education Development, School of Public Health and Community Medicine, UNSW Medicine, at the University of New South Wales, Australia.
Mededportal : the Journal of Teaching and Learning Resources
|April 23, 2019
Summary
Medical students developed collaborative and self-directed learning skills through innovative group projects. These projects enhanced learning quality and prepared students for future medical practice.
Area of Science:
- Medical Education
- Collaborative Learning
- Self-Directed Learning
Background:
- Global emphasis on early development of collaborative skills in medical students.
- Student-centered curricula necessitate early development of self-directed and collaborative learning.
- University of New South Wales medicine program integrates these skills.
Purpose of the Study:
- To develop and assess medical students' self-directed and collaborative learning skills.
- To integrate skill development with stage-appropriate content knowledge acquisition.
- To evaluate an innovative assessment strategy for medical education.
Main Methods:
- Implementation of collaborative group projects for junior medical students.
- Students integrated and applied interdisciplinary knowledge to clinical scenarios.
- Peer teaching strategies were employed to share learning within a wider group.
Main Results:
- Positive feedback on group projects over seven years.
- Students recognized the benefits of collaborative learning for enhancing learning quality.
- Students appreciated the relevance of collaborative skills for their future medical careers.
Conclusions:
- Group projects are founded on established educational principles.
- The described projects effectively foster collaborative and self-directed learning.
- Templates are available for adaptation by other medical educators.
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