Evidence of improved learning outcomes has led to an emphasis on active learning in health professions education. Many faculty are primarily experienced with didactic instruction where content is delivered from the faculty to learners in a teacher-centered process and are challenged by adopting more active, student-centered approaches. The complexity of creating an effective, engaging learning session for a given group of learners on a specific topic area is considerable and the process can be daunting for faculty facing competing demands. A menu approach including four strategies was developed at our institution, providing guidelines for choosing among Problem- based learning (PBL), Case-based learning (CBL), Team-based learning (TBL) and Peer Instruction (PI). Each strategy has a guide for use, including strengths and shortcomings, instructions for designing a session and evidence-based learner impacts. This approach may facilitate the transition of faculty to more active learning.

Participants in this session will consider 4 teaching strategies leading to active learning, Problem- based leaning (PBL), Case-based learning (CBL), Team-based learning(TBL) and Peer Instruction (PI). Outcomes:
1) For each method participants will analyze provided scenarios and select a method based on learner needs and the advantages of each method utilizing a scaffolded analysis form.
2) Participants will utilize evidence-based guidelines developed by the authors to decide which of the methods to adopt to meet the needs of a given situation.
3) After attending this session, faculty will be equipped to choose among the 4 teaching strategies, build guidelines for additional strategies and/or develop a similar menu-driven approach to support adoption of active learning by faculty at their home institution.