Making it stick: use of active learning strategies in continuing medical education

Brenda A Bucklin,Joy L Hawkins,Ulrich Klein,Nancy L Asdigian

doi:10.1186/s12909-020-02447-0

Abstract

BackgroundDespite 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).MethodA 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®.ResultsResponses 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.ConclusionsMore 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.

Highlights

Teacher-centered lectures continue to be largely utilized in higher education overall
active learning (AL) methods were reportedly used in half of the Continuing Medical Education (CME) activities in the majority (80%) of institutions
Questions were subsequently developed for this de novo survey based on 6 content areas that were identified through another comprehensive review of existing literature about AL use in medical education and higher education in general: 1) demographics; 2) knowledge; 3) usage; 4) attitudes about; 5) barriers to use; and 6) potential strategies to address those barriers [4, 7, 9, 11]

Summary

Introduction

Teacher-centered lectures continue to be largely utilized in higher education overall. Leaders in medical education have challenged the lecture format because active learning (AL) strategies have been shown to promote better retention and application of new knowledge than listening to passive, information-only imparting lectures [1,2,3]. Development of graduate capabilities such as critical and creative thinking, problemsolving, adaptability, communication and interpersonal skills were observed when AL strategies were used in graduate education [6]. 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)

Methods

Results

Conclusion