How Medical Schools Operationalize LCME Accreditation Expectations for Self-Directed and Active Learning
We complain that students don’t come to class anymore. Our students complain that attending lectures is not a productive use of their time. Our accreditation bodies stress the importance of active learning and ensuring that our students become life-long learners. Educational experts have told us that a lecture by a “sage on the stage” is neither active learning nor good pedagogy. At our conferences and through the media we hear about colleagues that use flipped classrooms to promote active learning and increase student performance and attendance.
We have heard the hype, but what is the reality? We are now beginning to explore, at different levels of application, subtle and major differences in approaches to active and engaged learning.
This webcast series will provide a framework for understanding and distinguishing between the various definitions and perspectives on active and engaged learning and will detail specific practical applications in the modern classroom.
The current definitions of active vs. engaged learning from the perspective of the LCME will be presented by Dr. Waechter. Examples of how LCME expectations are operationalized by several medical schools will be presented by Dr. Dambach. The webinar will include a question and answer segment for participants.
DMU faculty and staff.
- 1.00 CE Contact Hour(s)