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The Evolution of Core Curriculum in Medical Schools: From Passive to Active Learning
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Author(s): Aaron L. Burshtein (Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, USA), Joshua G. Burshtein (Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, USA), Peter A. Gold (Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, USA), Luke Garbarino (Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, USA)and David E. Elkowitz (Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, USA)
Copyright: 2020
Pages: 18
Source title:
Handbook of Research on the Efficacy of Training Programs and Systems in Medical Education
Source Author(s)/Editor(s): Ruth Gotian (Weill Cornell Medicine, USA), Yoon Kang (Weill Cornell Medicine, USA)and Joseph Safdieh (Weill Cornell Medicine, USA)
DOI: 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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