This session outlines experiences at two medical schools currently introducing student-centered active learning in lieu of traditional didactic methods.
Since 2010 the University of Kansas Medical Center has been developing a program designed to augment student problem-solving skills with an emphasis on case-based classroom analysis and discussion. In 2013, Virginia Tech Carilion School of Medicine began providing pre-recorded curricular content as a foundation for classroom synthesis sessions in which instructors asked students to expand on and integrate information in the context of clinical scenarios.
An essential component of these programs at both institutions is the emphasis on student-identified learning objectives. Both presenters will highlight challenges and successes encountered as each school travels towards more engaged student-directed learning