ERIC Number: EJ1115814
Record Type: Journal
Publication Date: 2016-Dec
Abstractor: As Provided
Faculty and Second-Year Medical Student Perceptions of Active Learning in an Integrated Curriculum
Tsang, Alexander; Harris, David M.
Advances in Physiology Education, v40 n4 p446-453 Dec 2016
Patients expect physicians to be lifelong learners who are able to interpret and evaluate diagnostic tests, and most medical schools list the development of lifelong learning in their program objectives. However, lecture is the most often utilized form of teaching in the first two years and is considered passive learning. The current generation of medical students has many characteristics that should support active learning pedagogies. The purpose of this study was to analyze student and faculty perceptions of active learning in an integrated medical curriculum at the second-year mark, where students have been exposed to multiple educational pedagogies. The first hypothesis of the study was that faculty would favor active learning methods. The second hypothesis was that Millennial medical students would favor active learning due to their characteristics. Primary faculty for "years 1" and "2" and second-year medical students were recruited for an e-mail survey consisting of 12 questions about active learning and lecture. Students perceived that lecture and passive pedagogies were more effective for learning, whereas faculty felt active and collaborative learning was more effective. Students believed that more content should be covered by lecture than faculty. There were also significant differences in perceptions of what makes a good teacher. Students and faculty both felt that lack of time in the curriculum and preparation time were barriers for faculty. The data suggest that students are not familiar with the process of learning and that more time may be needed to help students develop lifelong learning skills.
Descriptors: Student Attitudes, Active Learning, Integrated Curriculum, Teacher Attitudes, Medical Students, Medical Education, Lifelong Learning, Teaching Methods, Nonparametric Statistics, Statistical Analysis, Thinking Skills, Student Surveys, Comparative Analysis, Probability, Statistical Significance, Medical Schools, Medical School Faculty
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Florida (Orlando)
Grant or Contract Numbers: N/A