“Why We Need a Guide to New Teaching Methods Now”

Published:October 18, 2018DOI:https://doi.org/10.1016/j.acra.2018.09.020
      Medical education is in the midst of a revolution. From undergraduate to graduate training programs to Continuing Medical Education, articles appear regularly in the lay press as well as scholarly publications indicating that the old ways of teaching are no longer working ( ,

      “Who needs lectures? Vermont medical school chooses other ways to teach”, Felice J. Freyer, Boston Globe, Metro section, 8/20/18. (www.bostonglobe.com)

      ,
      • Sajedi P.
      • Salamon N.
      • Hostetter J.
      • et al.
      Reshaping radiology precall preparation: integrating a cloud-based PACS viewer into a flipped classroom model.
      ,
      • Langdorf M.I.
      • Anderson C.L.
      • Navarro RE
      • et al.
      Comparing the results of written testing for Advanced Cardiac Life Support teaching using team-based learning and the ‘flipped classroom’ strategy.
      ). It is clear that the new generation of learners is asking for things that prior generations of teachers may not be prepared to provide. The days of passive didactic delivery of information in a large auditorium are over, whether we oldsters know it or not. The only reason this method is still used so extensively in Continuing Medical Education is probably due to the average age of the audience, and because the old way of teaching is so easy to arrange. Medical students and other millennials would not stand for the format of most Continuing Medical Education courses, with hour after hour of didactic slides in large, noninteractive settings.
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      References

      1. (“Medical students are skipping class in droves–and making lectures increasingly obsolete”, Orly Nadell Farber – STAT – Aug 14.)
      2. “Who needs lectures? Vermont medical school chooses other ways to teach”, Felice J. Freyer, Boston Globe, Metro section, 8/20/18. (www.bostonglobe.com)

        • Sajedi P.
        • Salamon N.
        • Hostetter J.
        • et al.
        Reshaping radiology precall preparation: integrating a cloud-based PACS viewer into a flipped classroom model.
        Curr Probl Diagn Radiol. 2018; (Jul 29S0360-0188(18):30153-1. Epub ahead of print)
        • Langdorf M.I.
        • Anderson C.L.
        • Navarro RE
        • et al.
        Comparing the results of written testing for Advanced Cardiac Life Support teaching using team-based learning and the ‘flipped classroom’ strategy.
        Cureus. 2018; 10: e2573
        • Gunderman R.B.
        • Shaffer K.
        Building a tree from the leaves down: a challenge for contemporary educators.
        Acad Radiol. 2018; 25: 1359-1360
      3. Sivaraja R.T., Curci N.E., Johnson E.M., et al. A review of innovative teaching methods, Acad Radiol Web-1979R1.