Med Educ Online. 2015; 20: 10.3402/meo.v20.27289. Published online 2015 Jul 7. doi: 10.3402/meo.v20.27289
PMCID: PMC4497975 PMID: 26160805
Understanding the challenges to facilitating active learning in the resident conferences: a qualitative study of internal medicine faculty and resident perspectives Adam P. Sawatsky, 1,* Susan L. Zickmund, 2 Kathryn Berlacher, 3 Dan Lesky, 4 and Rosanne Granieri5 1 Division of General Internal Medicine, Mayo Clinic, Scottsdale, AZ, USA 2 Center for Health Equity Research and Promotion, VA Pittsburgh Healthcare System, Pittsburgh, PA, USA 3 Division of Cardiology, School of Medicine, University of Pittsburgh, Pittsburgh, PA, USA 4 School of Medicine, University of Pittsburgh, Pittsburgh, PA, USA 5 Division of General Internal Medicine, School of Medicine, University of Pittsburgh, Pittsburgh, PA, USA * Correspondence to: Adam P. Sawatsky, Division of General Internal Medicine, Mayo Clinic, 200, 1st St SW, Rochester, MN 55905, USA, Email:
[email protected] Responsible Editor: Lisa Howley, Carolinas HealthCare System, USA. Received 2015 Jan 15; Revised 2015 Jun 3; Accepted 2015 Jun 12. Copyright © 2015 Adam P. Sawatsky et al. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License, allowing third parties to copy and redistribute the material in any medium or format and to remix, transform, and build upon the material for any purpose, even commercially, provided the original work is properly cited and states its license.
Abstract
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Background
Methods
Results
Conclusion
Methods
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Study context
Focus group participants
Focus group guide
Focus group methods
Analysis
Results
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Barriers to facilitating active learning
Table 1
Similarities and differences in learning preferences
Divergent perspectives of effective teaching strategies
Amount of information
Engagement
Area for exploration
Discussion
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Conclusions
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Acknowledgements
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Conflict of interest and funding
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References
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