Imperial College London
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DrStefanoSandrone

Faculty of Medicine, Department of Brain Sciences

Principal Teaching Fellow
 
 
 
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Contact

 

stefano.sandrone Website

 
 
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Location

 

C3NLBurlington DanesHammersmith Campus

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Summary

 

Publications

Citation

BibTex format

@article{Sandrone:2020:10.3389/fpsyt.2020.00211,
author = {Sandrone, S and Jimmy, B and Chad, C and Jacquelyne, C and Neel, D and Amtul, F and Jessica, K and James, O and Gustavo, P and Harini, S and Daniel, W and Logan, S},
doi = {10.3389/fpsyt.2020.00211},
journal = {Frontiers in Psychiatry},
title = {Active learning in psychiatry education: current practices and future perspectives},
url = {http://dx.doi.org/10.3389/fpsyt.2020.00211},
volume = {11},
year = {2020}
}
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RIS format (EndNote, RefMan)

TY  - JOUR
AB  - Over the past few decades medical education has seen increased interest in the use of active learning formats to engage learners and promote knowledge application over knowledge acquisition. The field of psychiatry, in particular, has pioneered a host of novel active-learning paradigms. These have contributed to our understanding of the role of andragogy along the continuum of medical education, from undergraduate to continuing medical education. In an effort to frame the successes and failures of various attempts at integrating active learning into healthcare curricula, a group of educators from the A. B. Baker Section on Neurological Education from the American Academy of Neurology reviewed the state of the field in its partner field of medical neuroscience. Herein we provide a narrative review of the literature, outlining the basis for implementing active learning, the novel formats that have been used, and the lessons learned from qualitative and quantitative analysis of the research that has been done to date. While preparation time seems to present the greatest obstacle to acceptance from learners and educators, there is generally positive reception to the new educational formats. Additionally, most assessments of trainee performance have suggested non-inferiority (if not superiority); however, occasional mixed findings point to a need for better assessments of the type of learning that these new formats engender: knowledge application rather than acquisition. Moreover, this field is relatively nascent and, in order to ascertain how best to integrate active learning into psychiatry education, a framework for quantitative outcome assessments is needed going forward.
AU  - Sandrone,S
AU  - Jimmy,B
AU  - Chad,C
AU  - Jacquelyne,C
AU  - Neel,D
AU  - Amtul,F
AU  - Jessica,K
AU  - James,O
AU  - Gustavo,P
AU  - Harini,S
AU  - Daniel,W
AU  - Logan,S
DO  - 10.3389/fpsyt.2020.00211
PY  - 2020///
SN  - 1664-0640
TI  - Active learning in psychiatry education: current practices and future perspectives
T2  - Frontiers in Psychiatry
UR  - http://dx.doi.org/10.3389/fpsyt.2020.00211
UR  - http://hdl.handle.net/10044/1/78448
VL  - 11
ER  -
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