A controlled trial of active versus passive learning strategies in a large group setting.

摘要: Objective: To compare the effects of active and didactic teaching strategies on learning- process-oriented outcomes. Design: Controlled trial. Setting: After-hours residents' session. Participants: Family Community Medicine, Internal Pediatrics residents at two academic medical institutions. Interventions: We randomly assigned to groups. One group received a lecture effective use diagnostic tests; during this session, teacher spent full hour delivering content. The other same content in session structured foster resident-to-resident interactions. In latter only 30 minutes directly residents. Measures Main Results: measured knowledge about attitudes toward before, immediately after, one month after each perceptions engagement value employed blinded observers who used instrument observe activities Both methods led improvements scores both attitude assessments. amount improvement was not statistically different between Residents learning perceived themselves, were observed be, more engaged with than greater educational from compared Conclusions: reduced time teacher-driven delivery by 50 percent covered no detrimental acquisition or enhancement. Teaching that learner-to-learner interactions will lead among learners, however, these learners may less. Further research is needed explore learner process outcomes education.