PURPOSE
As medical education continues to evolve, the active learning model has
proven to be a compelling method to engage learners and improve retention of
information. Here, we describe a project with the aim of utilizing the active
learning model in a cohort of medical learners to enhance not only medical
knowledge in infectious disease, but learner satisfaction in their knowledge
base.
METHODS
Learners were asked to take a pre-quiz prior to the active learning
conference to gauge their knowledge of and comfort with treating various
conditions. Topics included were blood culture PCR (BCID), osteomyelitis,
UTI, and infection.
After administering the pre-quiz, learners experienced a one-hour active
learning session led by both infectious disease and hospital medicine faculty
during which they actively participated in discussions regarding treatment of
hypothetical clinical cases. This differs from typical educational
conferences in that there is minimal “passive” didactic learning. Active
involvement and discussion were encouraged heavily.
After the active learning session, participating learners were again given
a quiz, composed of the same questions they answered previously, to
demonstrate any change in medical knowledge or comfort with treatment of
certain diagnoses. Further, we administered a long-term follow up survey
approximately three months after the active learning session to monitor
long-term retention.
RESULTS
Our initial data shows an up to 15% improvement in correct responses of
questions that assess medical knowledge and an up to 30% increase in learner
comfort. Positive results persisted at 3-month follow-up as well.
CONCLUSION
These results suggest the active learning model has the potential to assist
learners in undergraduate and graduate medical education. Future areas for
investigation include monitoring clinical application of this knowledge by
tracking changes in antibiotic prescribing and the potential reduction in broad-spectrum
antibiotic usage.