Transition to active learning in rural Nepal: an adaptable and scalable curriculum development model

BMC Medical Education
Stephen MehanniDan Schwarz

Abstract

Traditional medical education in much of the world has historically relied on passive learning. Although active learning has been in the medical education literature for decades, its incorporation into practice has been inconsistent. We describe and analyze the implementation of a multidisciplinary continuing medical education curriculum in a rural Nepali district hospital, for which a core objective was an organizational shift towards active learning. The intervention occurred in a district hospital in remote Nepal, staffed primarily by mid-level providers. Before the intervention, education sessions included traditional didactics. We conducted a mixed-methods needs assessment to determine the content and educational strategies for a revised curriculum. Our goal was to develop an effective, relevant, and acceptable curriculum, which could facilitate active learning. As part of the intervention, physicians acted as both learners and teachers by creating and delivering lectures. Presenters used lecture templates to prioritize clarity, relevance, and audience engagement, including discussion questions and clinical cases. Two 6-month curricular cycles were completed during the study period. Daily lecture evaluations assessed ease ...Continue Reading

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Citations

Dec 8, 2020·The Journal of Continuing Education in the Health Professions·Heather ArmsonMeghan Lofft
Dec 8, 2020·The Journal of Continuing Education in the Health Professions·Heather ArmsonMeghan Lofft

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