Active Learning

Resources to inform about and support the use of active learning in a health sciences curriculum

Recommended Journals

Academic Medicine                                                                        BMC Medical Education      

Advances in Health Sciences Education                                   Journal of Medical Education     

Advances in Medical Education and Practice                           Medical Education

Advances in Physiology Education                                             Medical Education Development  

American Journal of Pharmaceutical Education

Systematic Reviews and Meta-Analyses: What Are They?

Systematic Review:

A systematic review summarizes the results of available carefully designed healthcare studies (controlled trials) and provides a high level of evidence on the effectiveness of healthcare interventions. Judgments may be made about the evidence and inform recommendations for healthcare.

Meta-Analysis:

A meta-analysis is a type of statistical technique that involves combining and analyzing the results of many different individual studies devoted to a specific topic.

The Evidence for Active Learning

Beicher RJ, Saul JM, Abbott DS, et al. The Student-Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) project in Research-Based Reform of University Physics, edited by Redish EF and  Cooney PJ (American Association of Physics Teachers, College Park, MD, 2007), Reviews in PER Vol. 1, http://www.per-central.org/document/ServeFile.cfm?ID=4517

Dochy F, Segers M, Van den Bossche P, Gijbels D. Effects of problem-based learning: a meta-analysis. Learning and Instruction, 2003; 13(5): 533-568. http://bit.ly/1SxbA1j

Gooblar D. Classroom freedom versus control. 2015. https://chroniclevitae.com/news/1045-classroom-freedom-versus-control?cid=wb&utm_source=wb&utm_medium=en

Hoogenes J, Mironova P, Safir, O, et al. Student-led learning: a new teaching paradigm for surgical skills. The American Journal of Surgery. 2015; 209 (1): 107-114. http://bit.ly/1RoZOW6

Kober N. Reaching Students: What Research Says About Effective Instruction in Undergraduate Science and Engineering. Washington, D.C.: National Academies Press; 2015. http://www.nap.edu/catalog/18687/reaching-students-what-research-says-about-effective-instruction-in-undergraduate

Marshall LL, Nykamp D. Active learning assignments to integrate basic science and clinical course material. Am J Pharm Educ. 2010;74(7):1-5. http://1.usa.gov/1O3bM5u

McGaghie W.  When I say… mastery learning. Medical Education, 2015; 49 (6): 558-59. doi: 10.1111/medu.12679 http://bit.ly/1O8uQgu

Michael J. Where’s the evidence that active learning works? Advances in Physiology Education, 2006; 30(4), 159-67. doi10.1152/advan.00053.2006 http://bit.ly/1OJxE9w

Prince M. Does active learning work? A review of the research. Journal of Engineering Education, 2004; 93(3), 223-31. http://bit.ly/1dO0mgN

Sawyer T, White M, Zaveri P, et al. Learn, See, Practice, Prove, Do, Maintain: An Evidence-Based Pedagogical Framework for Procedural Skill Training in Medicine. Academic Medicine. 2015; 90(8): 1025-1033. http://bit.ly/1n2c9UR

Waldrop M. The science of teaching science. Nature, 2015; 523(16), 272-274. http://bit.ly/1TC7UKd

White C, Bradley E, Martindale J. Why are medical students 'checking out' of active learning in a new curriculum? Medical Education, 2014; 48: 315-324.  http://bit.ly/1n2fvYb

 

 

 

Problem Based Learning

Neville AJ, Norman GR. PBL in the undergraduate MD program at McMaster University: the iterations in three decades. Academic Medicine. 2007; 82(4): 370- 374. http://bit.ly/1RpUaD4

Srinivasan M, Wilkes M, Stevenson F, Nguyen T, Slavin S. Comparing Problem-Based Learning with Case-Based Learning: Effects of a Major Curricular Shift at Two Institutions. Acad Med. 2007, 82(1):74-82. http://bit.ly/1Pe9lLc

Wood D. ABC of learning and teaching in medicine. BMJ. 2003; 326:328. http://bit.ly/1VGl1LG

Team Based Learning

Allen RE, Copeland J, Franks AS, et al. Team-based learning in US colleges and schools of pharmacy. Am J Pharm Educ. 2013;77(6):1-9. http://1.usa.gov/1OJJZdI

Bleske BE, Remington TL, Wells TD, et al. Team-based learning to improve learning outcomes in a therapeutics course sequence. Am J Pharm Educ. 2014;78(1):1-5. http://1.usa.gov/1n2mccH

Deardorff AS, Moore JA, McCormick C, et al. Incentive structure in team-based learning: graded versus ungraded group application exercises. J Educ Eval Health Prof. 2014;11(6) http://1.usa.gov/1mD4CeW

Farland MZ, Sicat BL Franks AS, et al. Best practices for implementing team-based learning in pharmacy education. Am J Pharm Educ. 2013;77(8):1-10. http://1.usa.gov/1JVoVtg

Haidet P, Levine RE, Parmelee DX, et al. Guidelines for reporting team-based learning activities in the medical and health sciences education literature. Acad. Med. 2012;87(3):292-299. http://bit.ly/1O3eqbn

Hickman SE, Wocial LD. Team-based learning ethics education in nursing. J Nurs Educ. 2013; 52(12):696-700. http://bit.ly/1Z5AkmH

Kolluru S, Roesch DM, de la Fuente AA. A multi-instructor, team-based, active-learning exercise to integrate basic and clinical sciences content. Am J Pharm Educ. 2012;76(2):1-7. http://1.usa.gov/1JrAGg9

Livingston B, Lundy M, Harrington S. Physical therapy students’ perceptions of team-based learning in gross anatomy using the team-based learning student assessment instrument. J Educ Eval Health Prof. 2014;11(1). http://1.usa.gov/1ZM05p0

Medina MS, Conway SE, Davis-Maxwell TS, et al. The impact of problem solving feedback on team-based learning case responses. Am J Pharm Educ. 2013;77(9):1-5. http://1.usa.gov/1ReTbY6

Mennenga HA, Smyer T. A model for easily incorporating team-based learning into nursing education. Int J Nurs Educ Scholarsh. 2010;7(1):1-14. http://bit.ly/1UtzNUR

Mennenga HA. Student engagement and examination performance in a team-based learning course. J Nurs Educ. 2013;52(8):475-479. http://bit.ly/1ZLYuj3

Ofstad W, Brunner LJ. Team-based learning in pharmacy education. Am J Pharm Educ. 2013;77(4):1-11. http://1.usa.gov/1Z5zpCP

Sisk RJ. Team-based learning: systematic research review. J Nurs Educ. 2011;50(12):665-669. http://bit.ly/1Rpe1Cr

Tan N, Kandiah N, Chan YH, et al. A controlled study of team-based learning for undergraduate clinical neurology education. BMC Medical Education. 2011;11:91. http://bit.ly/1IOpnP9

Zingone MM, Franks AS, Guirguis AB, et al. Comparing team-based and mixed active-learning methods in an ambulatory care elective course. Am J Pharm Educ. 2010;74(9):1-7. http://1.usa.gov/1VFgGbC

 

Beyond Lectures

Matheson C. The educational value and effectiveness of lectures. The Clinical Teacher. 2008, 5(4); 218-221. http://bit.ly/1JscMRz

Stevenson F. Clickers: the use of audience response questions to enliven lectures and stimulate teamwork. JIAMSE. 2007, 17(2): 106-111. http://bit.ly/1TCV3aL