Active learning in medical education: Strategies for beginning implementation
Active learning in medical education: Strategies for beginning implementation
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DOI：
10.1080/01421590601176398
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发表时间：
2007-01-01
期刊：
影响因子：
4.7
通讯作者：
Graffam, Ben
中科院分区：
文献类型：
--
作者：
Graffam, Ben
医学教育工作者经常以一种不允许认知研究者和理论家推荐的积极学习参与的格式提供复杂的材料。有意参与和主动学习策略改变了学习的本质，同时提高了知识的获得和回忆能力。从历史的角度来看，医学教师需要改变他们的教学方法。然而，转变教学实践是困难的，因为医学教师没有太多的接触教学理论或培训。虽然可以采取简单的步骤来改变基本的演讲格式，但这些步骤可能对医学教师不熟悉。七种方法来适应讲座的部分描述。实践与这些方法可能会产生探索认识论和认知方面的更深层次的理解。
Medical educators often deliver complex material in a format that does not allow the positive learning engagement recommended by cognitive researchers and theorists. Intentional engagement and active learning pedagogies change the nature of learning, while simultaneously improving knowledge gain and recall abilities. Students find the work more interesting and thereby put more effort into it. Historical perspective reveals that medical faculty need to make changes in their teaching methodologies. However, transforming pedagogical practice is difficult, as medical faculty have not had much exposure to pedagogical theory or training. While simple steps can be taken to alter basic lecture formatting, these steps may be unfamiliar to medical faculty. Seven methods for adapting parts of lectures are described. Practice with such methods may engender exploration of epistemological and cognitive aspects of deeper understanding.