Journal article
Active Learning in Psychiatry Education: Current Practices and Future Perspectives
Frontiers in psychiatry, Vol.11, pp.211-211
04/23/2020
DOI: 10.3389/fpsyt.2020.00211
PMCID: PMC7190786
PMID: 32390876
Abstract
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.
Details
- Title: Subtitle
- Active Learning in Psychiatry Education: Current Practices and Future Perspectives
- Creators
- Stefano Sandrone - Imperial College LondonJimmy V. Berthaud - University of Michigan–Ann ArborChad Carlson - Medical College of WisconsinJacquelyne Cios - The Ohio State UniversityNeel Dixit - Cornell UniversityAmtul Farheen - American Academy of NeurologyJessica Kraker - Tulane UniversityJames W. M. Owens - , , , , , , , , , , , , , , , , , , , , , , , , , ,Gustavo Patino - Oakland UniversityHarini Sarva - Cornell UniversityDaniel Weber - Saint Louis UniversityLogan D. Schneider - VA Palo Alto Health Care System
- Resource Type
- Journal article
- Publication Details
- Frontiers in psychiatry, Vol.11, pp.211-211
- Publisher
- Frontiers Media S.A
- DOI
- 10.3389/fpsyt.2020.00211
- PMID
- 32390876
- PMCID
- PMC7190786
- ISSN
- 1664-0640
- eISSN
- 1664-0640
- Language
- English
- Date published
- 04/23/2020
- Academic Unit
- Stead Family Department of Pediatrics; Neurology (Pediatrics)
- Record Identifier
- 9984701642002771
Metrics
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