Sonia Kumar1, Loyola McLean2, Louise Nash3, Keith Trigwell4. 1. Psychiatry Educator, Brain and Mind Centre, University of Sydney, Sydney, NSW, and; Psychiatrist, Woolcock Institute, University of Sydney, Sydney, NSW, and; Lawson Clinic, Sydney, NSW, Australia. 2. Associate Professor, Brain and Mind Centre, University of Sydney, Sydney, NSW, and; Psychotherapy Educator and Coordinator, Sydney West and Greater Southern Psychiatry Training Network, WSLHD, Parramatta, NSW, and; Faculty member, Westmead Psychotherapy Program, Discipline of Psychiatry, Sydney Medical School, University of Sydney, Sydney, NSW, and; Research Psychiatrist, Consultation-Liaison Psychiatry, Royal North Shore Hospital, Sydney, NSW, Australia. 3. Associate Director Teaching and Learning, Brain and Mind Centre, University of Sydney, Sydney, NSW, and; Health Education Training Institute, Gladesville, NSW, and; Western NSW Local Health District, Dubbo, NSW, Australia. 4. Professor, Institute of Teaching and Learning, University of Sydney, Sydney, NSW, Australia.
Abstract
OBJECTIVE: We aim to summarise the active learning literature in higher education and consider its relevance for postgraduate psychiatry trainees, to inform the development of a new Formal Education Course (FEC): the Master of Medicine (Psychiatry) at the University of Sydney. METHOD: We undertook a literature search on 'active learning', 'flipped classroom', 'problem-based learning' and 'psychiatry education'. RESULTS: The effectiveness of active learning pedagogy in higher education is well supported by evidence; however, there have been few psychiatry-specific studies. A new 'flipped classroom' format was developed for the Master of Medicine (Psychiatry). CONCLUSIONS: Postgraduate psychiatry training is an active learning environment; the pedagogical approach to FECs requires further evaluation.
OBJECTIVE: We aim to summarise the active learning literature in higher education and consider its relevance for postgraduate psychiatry trainees, to inform the development of a new Formal Education Course (FEC): the Master of Medicine (Psychiatry) at the University of Sydney. METHOD: We undertook a literature search on 'active learning', 'flipped classroom', 'problem-based learning' and 'psychiatry education'. RESULTS: The effectiveness of active learning pedagogy in higher education is well supported by evidence; however, there have been few psychiatry-specific studies. A new 'flipped classroom' format was developed for the Master of Medicine (Psychiatry). CONCLUSIONS: Postgraduate psychiatry training is an active learning environment; the pedagogical approach to FECs requires further evaluation.
Keywords:
active learning; constructivism; flipped classroom; problem-based learning; psychiatry education