Practical Applications of Active Learning: A Pedagogically Driven Redesign to Fulfill Medical Education's Social Contract
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.
There has been a growing recognition that our health care system is struggling. Despite spending over $2.5 trillion per year on health care, the US still ranks 16th amongst 17 peer countries in health outcomes. Medical education and medical educators must collaborate with clinical and research experts to better prepare our physicians to be a part of the solution.
This presentation will describe the origin of and strategies for implementing the UCSF Bridges Curriculum. Our overarching goal is to train physician leaders who continue to excel as researchers and clinicians as well as understand and improve the complex system in which they work. Our curriculum will prepare students to 1) Collaborate more effectively; 2) Innovate within complex systems; and 3) Create new models of care to take our health system to the next level.
To do this, the Bridges curriculum will provide authentic workplace learning experiences that leverage the talents and commitment of our students to improve health today while sustaining these skills in future practice.
- Outline the differences between pedagogical and design based curriculum redesign strategies.
- Contrast the different knowledge and skills needed by successful physicians in the 21st century with those needed in the 20th century.
- Apply principles of authentic workplace learning and communities of practice to an outcomes based curriculum redesign project.
- Consider how technology can facilitate this transformation.
DMU faculty and staff.
- 1.00 CE Contact Hours