Active Learning Versus Traditional Teaching Methods in the Family Medicine Clerkship

Abstract

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