Active Learning Versus Traditional Teaching Methods in the Family Medicine Clerkship

Background and Objectives: Active learning, defined as a variety of teaching methods that engage the learner in self-evaluation personalized is emerging new educational standard. This study aimed to evaluate how family medicine clerkship directors are incorporating active learning into curriculum. Methods: Data were collected via Council Academic Family Medicine Educational Research Alliance survey directors. Participants answered questions about number type faculty their department, various used clerkship, what challenges they had faced implementing methods. Results: The response rate was 64%; 97% clerkships use techniques. most common online modules, problem-based hands-on workshops. significantly correlated with hours spent live (not online) teaching. One-third felt challenged by lack resources for adopting learning. Clerkship did not cite expertise challenge Time dedicated director duties or presence educator department associated adoption Conclusions: required both standards student expectations. may feel attempts adopt However, there many such less time intensive.