Active learning: a resident's reflection on the impact of a student-centred curriculum

Classic medical education pedagogy typically involves the model of an active teacher and a passive student. There has been a shift in education theory to a more student-centred approach, and this is being reflected in resident education. Concepts, such as "competencies," "curricula&qu...

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Bibliographic Details
Published in:Canadian Urological Association journal 2009-10, Vol.3 (5), p.399-402
Main Authors: Mickelson, Jennie J, Kaplan, William E, Macneily, Andrew E
Format: Article
Language:English
Subjects:
Curricula
Medical colleges
Medical education
Resident’s View
Urologists
Online Access:Get full text
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Summary:Classic medical education pedagogy typically involves the model of an active teacher and a passive student. There has been a shift in education theory to a more student-centred approach, and this is being reflected in resident education. Concepts, such as "competencies," "curricula" and "objectives," are becoming part of the fabric of the residency training equation. The University of British Columbia Department of Urologic Sciences had previously created a urology residency curriculum for its 15 residents in 2000. This curriculum was based on competencies and objectives outlined by the Royal College of Physicians and Surgeons of Canada. In an attempt to address a required change in the formal curriculum, an "accidental" student-centred curriculum emerged. This paper outlines this active learning approach, its benefits and challenges in implementation.
ISSN:1911-6470
1920-1214