Active Learning in Psychiatry Education: Current Practices and Future Perspectives
| Autor: | Jacquelyne Cios, Chad Carlson, Neel Dixit, Daniel Weber, James W. M. Owens, Harini Sarva, Amtul Farheen, Logan Schneider, Jimmy V. Berthaud, Stefano Sandrone, Gustavo Patino, Jessica Kraker |
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| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
lcsh:RC435-571
Mini Review education flipping the classroom Flipped classroom 1117 Public Health and Health Services 03 medical and health sciences 0302 clinical medicine flipping the curriculum Continuing medical education Andragogy lcsh:Psychiatry active learning Health care psychiatry education curriculum design flipped classroom Curriculum Psychiatry Medical education Point (typography) business.industry 1103 Clinical Sciences Knowledge acquisition 030227 psychiatry Psychiatry and Mental health 1701 Psychology Active learning clinical reasoning business Psychology 030217 neurology & neurosurgery |
| Zdroj: | Frontiers in Psychiatry Frontiers in Psychiatry, Vol 11 (2020) |
| ISSN: | 1664-0640 |
| DOI: | 10.3389/fpsyt.2020.00211 |
| Popis: | Over the past few decades, medical education has seen increased interest in the use of active learning formats to engage learners and promote knowledge application over knowledge acquisition. The field of psychiatry, in particular, has pioneered a host of novel active learning paradigms. These have contributed to our understanding of the role of andragogy along the continuum of medical education, from undergraduate to continuing medical education. In an effort to frame the successes and failures of various attempts at integrating active learning into healthcare curricula, a group of educators from the A. B. Baker Section on Neurological Education from the American Academy of Neurology reviewed the state of the field in its partner field of medical neuroscience. Herein we provide a narrative review of the literature, outlining the basis for implementing active learning, the novel formats that have been used, and the lessons learned from qualitative and quantitative analysis of the research that has been done to date. While preparation time seems to present the greatest obstacle to acceptance from learners and educators, there is generally positive reception to the new educational formats. Additionally, most assessments of trainee performance have suggested non-inferiority (if not superiority). However, occasional mixed findings point to a need for better assessments of the type of learning that these new formats engender: knowledge application rather than acquisition. Moreover, this field is relatively nascent and, in order to ascertain how best to integrate active learning into psychiatry education, a framework for quantitative outcome assessments is needed going forward. |
| Databáze: | OpenAIRE |
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