Name
Ouch! Navigating the pinch points in a curriculum wide transition to active learning.
Date & Time
Sunday, June 14, 2020, 9:45 AM - 11:15 AM
Kathryn Huggett
Description

Active learning pedagogical methods include techniques that emphasize learner engagement with content and application of material to solve problems and deemphasize the role of the faculty"telling" students what they need to know.  Examples include flipped classrooms, team-based learning, problem-based learning, and small group discussions.  There is growing evidence in medical education that teaching with active learning can improve outcomes for learners.    Transitioning from lecture to active learning pedagogy has many challenges.  The demands for faculty time are numerous.  Basic science faculty are pressured to write grants that are becoming increasingly competitive, publish, and teach in undergraduate courses.  Clinical faculty are driven by the need to see patients, document in increasingly complex electronic health records, and generate RVUs.  This leaves precious little time for taking on pedagogy that may be innovative but is likely unfamiliar and time consuming.  The intended audience for this focus session is educational administrators, curriculum deans, level directors, course directors, and curriculum thread leaders.  The focus of this session will be successful navigation of three common institutional pinch points in transitioning a curriculum to be taught with active learning: faculty recruitment and retention, staffing and physical space to support a transformation from lecture to active learning sessions, and faculty development.