ReviewFrontiers in psychiatry2020
Active Learning in Psychiatry Education: Current Practices and Future Perspectives.
Review in Frontiers in psychiatry, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 17 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
17 citing papers in PubMed.
- Where do we invest money to implement active learning on caries detection? An economic evaluation.Brazilian oral research · 2024Trial
- A Flipped Classroom Curriculum for Psychiatry Consultation-Liaison Services in a High-Volume Safety-Net Hospital.Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry · 2026Article
- Artificial Intelligence in Psychiatric Graduate Medical Education.Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry · 2026Article
- Teaching Outside the Lines: Using Art to Enhance Mental Status Exam Skills.Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry · 2026Article
- Organ-system-based psychiatry education in undergraduate medicine: learning outcomes and specialty choice.BMC medical education · 2026Article
- Article
- Beyond Lectures: Reimagining Psychiatric Didactics for the Age of AI.JMIR medical education · 2025Article
- Development and Evaluation of an Introductory Course Series on Geriatric Mental Health for General Psychiatry Residents.Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry · 2025Article
- Enhancing diabetes risk prediction through focal active learning and machine learning models.PloS one · 2025Article
- A Multimodal Workshop to Improve Medical Student Self-Assessment of Knowledge and Comfort Managing Patients With Suicidality.MedEdPORTAL : the journal of teaching and learning resources · 2025Article
- Using Modern Learning Method to Teach Pharmacy Students Psychopharmacotherapy.Iranian journal of public health · 2024Article
- "It kinda helped us to be there": students' perspectives on the use of virtual patient software in psychiatry posting.BMC medical education · 2023Article
- Asynchronous Technologies in Mental Health Care and Education.Current treatment options in psychiatry · 2023Review
- The IToP-STEPS: A unique scholarship program to upskill teachers of psychiatry.Indian journal of psychiatry · 2023Article
- Exploring the identity development of the budding neuroscientist at postgraduate level: a mixed-method study with perspectives from alumni and academics.BMC medical education · 2022Article
- Same Material, Different Formats: Comparing In-Person and Distance Learning in Undergraduate Medical Education.Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry · 2020Article
- Effective and innovative teaching methods in psychiatry for the medical undergraduates in South India: An exploratory study of teachers' and students' perspectives.Indian journal of psychiatryArticle
Corrections and comments
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Authors and funding
12 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Over the past few decades, medical education has seen increased interest in the use of active learning formats to engage learners and promote knowledge application over knowledge acquisition. The field of psychiatry, in particular, has pioneered a host of novel active learning paradigms. These have contributed to our understanding of the role of andragogy along the continuum of medical education, from undergraduate to continuing medical education. In an effort to frame the successes and failures of various attempts at integrating active learning into healthcare curricula, a group of educators from the A. B. Baker Section on Neurological Education from the American Academy of Neurology reviewed the state of the field in its partner field of medical neuroscience. Herein we provide a narrative review of the literature, outlining the basis for implementing active learning, the novel formats that have been used, and the lessons learned from qualitative and quantitative analysis of the research that has been done to date. While preparation time seems to present the greatest obstacle to acceptance from learners and educators, there is generally positive reception to the new educational formats. Additionally, most assessments of trainee performance have suggested non-inferiority (if not superiority). However, occasional mixed findings point to a need for better assessments of the type of learning that these new formats engender: knowledge application rather than acquisition. Moreover, this field is relatively nascent and, in order to ascertain how best to integrate active learning into psychiatry education, a framework for quantitative outcome assessments is needed going forward.
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