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The Evolution of Core Curriculum in Medical Schools: From Passive to Active Learning

The Evolution of Core Curriculum in Medical Schools: From Passive to Active Learning

Aaron L. Burshtein, Joshua G. Burshtein, Peter A. Gold, Luke Garbarino, David E. Elkowitz
Copyright: © 2020 |Pages: 18
ISBN13: 9781799814689|ISBN10: 1799814688|EISBN13: 9781799814696
DOI: 10.4018/978-1-7998-1468-9.ch005
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MLA

Burshtein, Aaron L., et al. "The Evolution of Core Curriculum in Medical Schools: From Passive to Active Learning." Handbook of Research on the Efficacy of Training Programs and Systems in Medical Education, edited by Ruth Gotian, et al., IGI Global, 2020, pp. 92-109. https://doi.org/10.4018/978-1-7998-1468-9.ch005

APA

Burshtein, A. L., Burshtein, J. G., Gold, P. A., Garbarino, L., & Elkowitz, D. E. (2020). The Evolution of Core Curriculum in Medical Schools: From Passive to Active Learning. In R. Gotian, Y. Kang, & J. Safdieh (Eds.), Handbook of Research on the Efficacy of Training Programs and Systems in Medical Education (pp. 92-109). IGI Global. https://doi.org/10.4018/978-1-7998-1468-9.ch005

Chicago

Burshtein, Aaron L., et al. "The Evolution of Core Curriculum in Medical Schools: From Passive to Active Learning." In Handbook of Research on the Efficacy of Training Programs and Systems in Medical Education, edited by Ruth Gotian, Yoon Kang, and Joseph Safdieh, 92-109. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-1468-9.ch005

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Abstract

Medical education has undergone an evolution from passive, lecture-based learning environments to curricula that accentuate an active and dynamic system. Stemming from technological innovation, a greater amount of responsibility has been placed on students during clerkships and residency. In addition, a shift in USMLE assessment focuses on interpretation and application as compared to the former memorization-heavy approach. Therefore, learning has been modified to prepare students for the future medical landscape. Through the use of Team-Based, Problem-Based, and/or Case-Based Learning, medical students are taught to understand content rather than memorize it. The authors elucidate the rationale behind active learning and present a guide for medical educators to adopt this style of learning in every part of the undergraduate medical school training process.

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