Effective and Engaging Active Learning in the Medical School Classroom: Lessons from Case-Based Collaborative Learning
Large group collaborative teaching approaches are rapidly gaining popularity in undergraduate medical education. The case-based collaborative Learning (CBCL) pedagogy was instituted for pre-clerkship teaching at Harvard Medical School in 2015 with subsequent implementation at other medical schools....
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2025-01-01
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| Series: | Journal of Medical Education and Curricular Development |
| Online Access: | https://doi.org/10.1177/23821205251317149 |
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| author | Henrike C. Besche Randall W. King Keri M. Shafer Sarah E. Fleet Julia F. Charles Tamara B. Kaplan Katie A. Greenzang Melanie P. Hoenig Richard M. Schwartzstein Barbara A. Cockrill Krisztina Fischer |
| author_facet | Henrike C. Besche Randall W. King Keri M. Shafer Sarah E. Fleet Julia F. Charles Tamara B. Kaplan Katie A. Greenzang Melanie P. Hoenig Richard M. Schwartzstein Barbara A. Cockrill Krisztina Fischer |
| author_sort | Henrike C. Besche |
| collection | DOAJ |
| description | Large group collaborative teaching approaches are rapidly gaining popularity in undergraduate medical education. The case-based collaborative Learning (CBCL) pedagogy was instituted for pre-clerkship teaching at Harvard Medical School in 2015 with subsequent implementation at other medical schools. CBCL emphasizes inductive reasoning, integrates basic and clinical sciences, stimulates curiosity, and fosters teamwork. Given the ongoing educational evolution, guidance on designing and facilitating collaborative learning sessions, such as CBCL may benefit faculty in their instructional design efforts. This perspective article describes strategies to create effective collaborative sessions using CBCL as an example. We reviewed the literature and summarized ten years of experience in CBCL teaching through the lens of contemporary theories of teaching and learning. The recommendations are organized into three main domains: Instructional Design, Facilitation, and Professional Transformation, each aligned with the theoretical principles of CBCL. The recommendations provide a conceptual model to assist faculty in designing engaging and effective class materials and support students’ professional transformation during collaborative learning sessions. |
| format | Article |
| id | doaj-art-4462d05cb0ad4b1db29944594b155014 |
| institution | Kabale University |
| issn | 2382-1205 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | Journal of Medical Education and Curricular Development |
| spelling | doaj-art-4462d05cb0ad4b1db29944594b1550142025-01-28T12:03:20ZengSAGE PublishingJournal of Medical Education and Curricular Development2382-12052025-01-011210.1177/23821205251317149Effective and Engaging Active Learning in the Medical School Classroom: Lessons from Case-Based Collaborative LearningHenrike C. Besche0Randall W. King1Keri M. Shafer2Sarah E. Fleet3Julia F. Charles4Tamara B. Kaplan5Katie A. Greenzang6Melanie P. Hoenig7Richard M. Schwartzstein8Barbara A. Cockrill9Krisztina Fischer10 Health Sciences and Technology, Institute for Medical Engineering and Science, , Cambridge, Massachusetts, United States Department of Cell Biology, , Boston, Massachusetts, United States Department of Pediatrics, Boston Children's Hospital, , Boston, Massachusetts, United States Department of Pediatrics, Boston Children's Hospital, , Boston, Massachusetts, United States Department of Medicine, Brigham and Women's Hospital, , Boston, Massachusetts, United States Department of Neurology, Brigham and Women's Hospital, , Boston, Massachusetts, United States Department of Pediatrics, Dana-Farber Cancer Institute, , Boston, Massachusetts, United States Department of Medicine, Beth Israel Deaconess Medical Center, , Boston, Massachusetts, United States Department of Medicine, Beth Israel Deaconess Medical Center, , Boston, Massachusetts, United States Department of Medicine, Brigham and Women's Hospital, , Boston, Massachusetts, United States Department of Radiology, Brigham and Women's Hospital, , Boston, Massachusetts, United StatesLarge group collaborative teaching approaches are rapidly gaining popularity in undergraduate medical education. The case-based collaborative Learning (CBCL) pedagogy was instituted for pre-clerkship teaching at Harvard Medical School in 2015 with subsequent implementation at other medical schools. CBCL emphasizes inductive reasoning, integrates basic and clinical sciences, stimulates curiosity, and fosters teamwork. Given the ongoing educational evolution, guidance on designing and facilitating collaborative learning sessions, such as CBCL may benefit faculty in their instructional design efforts. This perspective article describes strategies to create effective collaborative sessions using CBCL as an example. We reviewed the literature and summarized ten years of experience in CBCL teaching through the lens of contemporary theories of teaching and learning. The recommendations are organized into three main domains: Instructional Design, Facilitation, and Professional Transformation, each aligned with the theoretical principles of CBCL. The recommendations provide a conceptual model to assist faculty in designing engaging and effective class materials and support students’ professional transformation during collaborative learning sessions.https://doi.org/10.1177/23821205251317149 |
| spellingShingle | Henrike C. Besche Randall W. King Keri M. Shafer Sarah E. Fleet Julia F. Charles Tamara B. Kaplan Katie A. Greenzang Melanie P. Hoenig Richard M. Schwartzstein Barbara A. Cockrill Krisztina Fischer Effective and Engaging Active Learning in the Medical School Classroom: Lessons from Case-Based Collaborative Learning Journal of Medical Education and Curricular Development |
| title | Effective and Engaging Active Learning in the Medical School Classroom: Lessons from Case-Based Collaborative Learning |
| title_full | Effective and Engaging Active Learning in the Medical School Classroom: Lessons from Case-Based Collaborative Learning |
| title_fullStr | Effective and Engaging Active Learning in the Medical School Classroom: Lessons from Case-Based Collaborative Learning |
| title_full_unstemmed | Effective and Engaging Active Learning in the Medical School Classroom: Lessons from Case-Based Collaborative Learning |
| title_short | Effective and Engaging Active Learning in the Medical School Classroom: Lessons from Case-Based Collaborative Learning |
| title_sort | effective and engaging active learning in the medical school classroom lessons from case based collaborative learning |
| url | https://doi.org/10.1177/23821205251317149 |
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