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Implementing Learning Communities in a Medical School: How We Built, Executed, and Embraced a New Model for Medical Education

Implementing Learning Communities in a Medical School: How We Built, Executed, and Embraced a New Model for Medical Education

Mauricio Torres-Martinez, German A. Garza Garcia, Omar R. Ortega-Ruiz, Rodrigo Díaz-Lankenau, Jezreel Pantaleón García, Luis A. Morales-Garza, Irma E. Erana-Rojas
Copyright: © 2022 |Pages: 22
ISBN13: 9781799886457|ISBN10: 179988645X|ISBN13 Softcover: 9781799886464|EISBN13: 9781799886471
DOI: 10.4018/978-1-7998-8645-7.ch003
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MLA

Torres-Martinez, Mauricio, et al. "Implementing Learning Communities in a Medical School: How We Built, Executed, and Embraced a New Model for Medical Education." Handbook of Research on Using Disruptive Methodologies and Game-Based Learning to Foster Transversal Skills, edited by Irene Rivera-Trigueros, et al., IGI Global, 2022, pp. 46-67. https://doi.org/10.4018/978-1-7998-8645-7.ch003

APA

Torres-Martinez, M., Garcia, G. A., Ortega-Ruiz, O. R., Díaz-Lankenau, R., García, J. P., Morales-Garza, L. A., & Erana-Rojas, I. E. (2022). Implementing Learning Communities in a Medical School: How We Built, Executed, and Embraced a New Model for Medical Education. In I. Rivera-Trigueros, A. López-Alcarria, D. Ruiz-Padillo, M. Olvera-Lobo, & J. Gutiérrez-Pérez (Eds.), Handbook of Research on Using Disruptive Methodologies and Game-Based Learning to Foster Transversal Skills (pp. 46-67). IGI Global. https://doi.org/10.4018/978-1-7998-8645-7.ch003

Chicago

Torres-Martinez, Mauricio, et al. "Implementing Learning Communities in a Medical School: How We Built, Executed, and Embraced a New Model for Medical Education." In Handbook of Research on Using Disruptive Methodologies and Game-Based Learning to Foster Transversal Skills, edited by Irene Rivera-Trigueros, et al., 46-67. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-8645-7.ch003

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Abstract

Learning communities have been successfully incorporated into undergraduate medical education around the globe. These communities promote student and faculty interaction as well as senior-to-junior student mentorship opportunities and vast learning experiences. These may positively impact the students' personal and professional development. This chapter focuses on the experience of one medical school during the design and implementation of a learning communities model incorporated into its curriculum. The authors expand on the technical aspects of the model and on challenges, solutions, and learning experiences gained during more than six years since the program's implementation in their institution.

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