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Related Experiment Videos

Active Learning in Psychiatry Education: Current Practices and Future Perspectives.

Stefano Sandrone1,2, Jimmy V Berthaud1,3, Chad Carlson1,4

  • 1A.B. Baker Section on Neurological Education, American Academy of Neurology, Minneapolis, MN, United States.

Frontiers in Psychiatry
|May 12, 2020
PubMed
Summary

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This summary is machine-generated.

Active learning in medical education, especially psychiatry, enhances knowledge application. While preparation time is a hurdle, these methods show promise, but better assessments are needed to measure true learning gains.

Area of Science:

  • Medical Education
  • Neuroscience Education
  • Andragogy

Background:

  • Increased interest in active learning formats to enhance knowledge application in medical education.
  • Psychiatry has pioneered novel active learning paradigms, contributing to understanding andragogy across medical education levels.
  • Review of active learning integration in healthcare curricula, focusing on medical neuroscience.

Purpose of the Study:

  • To review the literature on active learning in medical neuroscience education.
  • Outline the basis for implementing active learning strategies.
  • Identify lessons learned from qualitative and quantitative research on active learning in this field.

Main Methods:

  • Narrative literature review.
  • Analysis of existing research on active learning formats in medical neuroscience.
Keywords:
active learningclinical reasoningcurriculum designflipped classroomflipping the classroomflipping the curriculumpsychiatry education

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  • Qualitative and quantitative assessment of reported outcomes.

    • Main Results:

    • Preparation time is the primary obstacle to learner and educator acceptance.
    • Generally positive reception to new active learning formats.
    • Most assessments show non-inferiority or superiority in trainee performance, but findings are mixed regarding knowledge application.

    Conclusions:

    • Active learning shows promise in medical education, particularly in psychiatry and neuroscience.
    • Need for improved assessment methods to evaluate knowledge application over mere acquisition.
    • A framework for quantitative outcome assessments is necessary for future integration of active learning in psychiatry education.