The Didactic Makeover: Keep it Short, Active, Relevant.

Abstract

> The test of a good teacher is not how many questions he can ask his pupils that they will answer readily, but how many questions he inspires them to ask him which he finds it hard to answer. 1 > > Alice Wellington Rollins Medical student education is rapidly evolving. Because students have immediate access to instant information online via high quality textbooks, research articles, lectures, and tutorials, the effectiveness of traditional lectures has come into question.2⇓⇓–5 This presents an opportunity for pediatricians to develop new ways to deliver content to students. Teaching physicians in many institutions are developing interactive forms of learning, with some using entirely problem-based learning formats and others adapting traditional lectures into team-based learning or case-based presentations.6,7 Stanford University has been a leader in this field for years and, in partnership with Khan Academy, has developed a program called Stanford Medicine Interactive Learning Initiatives, where medical school faculty can access specialized support to re-design courses and integrate interactive learning.8 These large-scale initiatives are transforming the way students learn and how faculty members teach. We continue the Council on Medical Student Education in Pediatrics series about great clinical teachers providing tools to keep educational sessions short, active, and relevant to engage students when refreshing or designing learning sessions . Retention of material varies with … Address correspondence to Molly Rideout, MD, Department of Pediatrics, University of Vermont Medical Center, MCHV Campus 265 SM5; 111 Colchester Ave, Burlington, VT 05401. E-mail: molly.rideout{at}uvmhealth.org