Meeting the Learning Demands of a Dynamic Teaching Era: The Challenge-Based Learning Strategy

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Author(s): Belinda del Carmen Carrión Chavarría (Escuela de Medicina y Ciencias de la Salud, Tecnologico de Monterrey, Mexico), Abigail Montserrat Molina Rodriguez (Escuela de Medicina y Ciencias de la Salud, Tecnologico de Monterrey, Mexico)and Mildred Vanessa López Cabrera (Escuela de Medicina y Ciencias de la Salud, Tecnologico de Monterrey, Mexico)
Copyright: 2020
Pages: 20
Source title: Building a Patient-Centered Interprofessional Education Program
Source Author(s)/Editor(s): Steven D. Waldman (University of Missouri-Kansas City School of Medicine, USA)and Stephanie Bowlin (Western University of Health Sciences, USA)
DOI: 10.4018/978-1-7998-3066-5.ch008

Keywords: Education / Instructional Design / Medical Education / Medical Information Science Reference

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Abstract

Teaching in the 21st century requires universities to offer educational programs based on skill development, student-centered settings, focus on the needs of the community, and context-rich experiences that prepare graduates for both local and international practice. Several educational strategies and trends have been designed and implemented to incorporate rapid sociocultural and care model transitions. This chapter focuses on the challenge-based learning (CBL) strategy application in medical education to foster a transformative learning experience in which the patient is the center of the educational process. Several examples of CBL are presented, and an analysis is performed of the benefits and difficulties for its implementation in medical education. In the end, there is a discussion about enabling resources and dynamics for excellence in medical education.

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Meeting the Learning Demands of a Dynamic Teaching Era: The Challenge-Based Learning Strategy

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