Brenda A Bucklin1, Nancy L Asdigian2, Joy L Hawkins3, Ulrich Klein4. 1. University of Colorado School of Medicine, 12631 East 17th Avenue | Mail Stop 8202, Aurora, CO, 80045, USA. brenda.bucklin@ucdenver.edu. 2. Colorado School of Public Health, University of Colorado Anschutz Medical Campus, Aurora, CO, USA. 3. University of Colorado School of Medicine, 12631 East 17th Avenue | Mail Stop 8202, Aurora, CO, 80045, USA. 4. University of Colorado School of Dental Medicine, Aurora, CO, USA.
Abstract
BACKGROUND: Despite the known benefits of active learning (AL), the predominate educational format in higher education is the lecture. The reasons for slow adaptation of AL in medical education are not well understood. The purpose of this survey was to determine knowledge, usage, attitudes, and barriers to AL use in academic Continuing Medical Education (CME). METHOD: A 20-item questionnaire was developed and sent with a link to an online questionnaire to the Society of Academic Continuing Medical Education (SACME) listserv of ~ 350 professionals representing academic medical centers, teaching hospitals, and medical specialty societies in the United States (U.S.) and Canada. Responses were collected with SurveyMonkey® from October-November, 2019. Data were analyzed using SPSS®. RESULTS: Responses from 146 SACME members in 91 CME units yielded a ~ 42% survey response rate. Many respondents reported their self-perceived knowledge of AL as high. Advanced training (e.g., certificate, Master of Education degree) was positively correlated with AL knowledge. AL methods were reportedly used in half of the CME activities in the majority (80%) of institutions. Higher levels of self-perceived knowledge were correlated with an increased percentage of AL-related CME activities. Commonly perceived barriers to use of AL were presenters' lack of familiarity and a need for more time-consuming preparation. CONCLUSIONS: More efforts are needed to increase innovation and incorporate evidence-based AL strategies in medical education, especially to foster learner engagement, critical thinking, and problem-solving ability.
BACKGROUND: Despite the known benefits of active learning (AL), the predominate educational format in higher education is the lecture. The reasons for slow adaptation of AL in medical education are not well understood. The purpose of this survey was to determine knowledge, usage, attitudes, and barriers to AL use in academic Continuing Medical Education (CME). METHOD:A 20-item questionnaire was developed and sent with a link to an online questionnaire to the Society of Academic Continuing Medical Education (SACME) listserv of ~ 350 professionals representing academic medical centers, teaching hospitals, and medical specialty societies in the United States (U.S.) and Canada. Responses were collected with SurveyMonkey® from October-November, 2019. Data were analyzed using SPSS®. RESULTS: Responses from 146 SACME members in 91 CME units yielded a ~ 42% survey response rate. Many respondents reported their self-perceived knowledge of AL as high. Advanced training (e.g., certificate, Master of Education degree) was positively correlated with AL knowledge. AL methods were reportedly used in half of the CME activities in the majority (80%) of institutions. Higher levels of self-perceived knowledge were correlated with an increased percentage of AL-related CME activities. Commonly perceived barriers to use of AL were presenters' lack of familiarity and a need for more time-consuming preparation. CONCLUSIONS: More efforts are needed to increase innovation and incorporate evidence-based AL strategies in medical education, especially to foster learner engagement, critical thinking, and problem-solving ability.
Entities:
Keywords:
Active learning; Continuing medical education; Educational strategies; Medical education
Authors: Elizabeth A McGlynn; Steven M Asch; John Adams; Joan Keesey; Jennifer Hicks; Alison DeCristofaro; Eve A Kerr Journal: N Engl J Med Date: 2003-06-26 Impact factor: 91.245