Not another boring lecture: engaging learners with active learning techniques

Margaret Wolff; Mary Jo Wagner; Stacey Poznanski; Jocelyn Schiller; Sally Santen

doi:10.1016/j.jemermed.2014.09.010

Not another boring lecture: engaging learners with active learning techniques

J Emerg Med. 2015 Jan;48(1):85-93. doi: 10.1016/j.jemermed.2014.09.010. Epub 2014 Oct 13.

Authors

Margaret Wolff¹, Mary Jo Wagner², Stacey Poznanski³, Jocelyn Schiller¹, Sally Santen⁴

Affiliations

¹ Department of Emergency Medicine, University of Michigan, Ann Arbor, Michigan; Department of Pediatrics, University of Michigan, Ann Arbor, Michigan.
² Department of Emergency Medicine, Central Michigan University, Saginaw, Michigan.
³ Department of Emergency Medicine, Wright State University, Kettering, Ohio.
⁴ Department of Emergency Medicine, University of Michigan, Ann Arbor, Michigan; Department of Medical Education, University of Michigan, Ann Arbor, Michigan.

PMID: 25440868
DOI: 10.1016/j.jemermed.2014.09.010

Abstract

Background: Core content in Emergency Medicine Residency Programs is traditionally covered in didactic sessions, despite evidence suggesting that learners do not retain a significant portion of what is taught during lectures.

Discussion: We describe techniques that medical educators can use when leading teaching sessions to foster engagement and encourage self-directed learning, based on current literature and evidence about learning.

Conclusions: When these techniques are incorporated, sessions can be effective in delivering core knowledge, contextualizing content, and explaining difficult concepts, leading to increased learning.

Keywords: education; emergency medicine; resident.

Publication types

Review

MeSH terms

Emergency Medicine / education*
Group Processes
Humans
Internship and Residency / methods*
Learning*
Problem Solving
Problem-Based Learning
Teaching / methods*