Learning Alone or Learning Together

Is It Time to Reevaluate Teacher and Learner Responsibilities

Bibliographic Data

ID21615224
AuthorsCharles G Prober (0000-0003-3559-6986, C.G. Proberis professor of pediatrics, microbiology, and immunology, and senior associate vice provost for health education, Stanford University, Stanford, California., corresponding author), Justin Norden (Stanford Health Care), Justin G Norden (J.G. Nordenis a recent graduate, Stanford University School of Medicine and Stanford Graduate School of Business, Stanford, California.)
Year2021
Volume96
Issue2
Pages170-172
Publication date2021-02-01
Open AccessNo
TypeARTICLE
VenueAcademic Medicine (JOURNAL)
Journal identifiersISSN: 1040-2446 • E-ISSN: 1938-808X
PublisherOxford University Press (OUP) (PUBLISHER)
DOI10.1097/acm.0000000000003741
PMID32910002
OpenAlexW3084194547
LanguageEN
Citations received2
References cited3

Medical schools across the United States and Canada constantly consider how to improve their curricula and their pedagogical strategies. The authors found it informative to compare how students in 2 professional schools, medicine and business, are taught. The authors believe that creating the best future physicians requires students and faculty to be physically together to learn essential skills. Increasing student interactions with peers and faculty enhances learning, and the classroom is a natural place for these interactions to take place. Requiring medical students to attend teaching sessions in the preclinical curriculum should help foster their development of core competencies, including critical decision making, clinical reasoning, and patient-centered care

Core competency · Core curriculum · Curriculum · Faculty Development · Medical education · Medical school · Pedagogy · Professional development · Clinical Reasoning and Diagnostic Skills · Empathy and Medical Education · Innovations in Medical Education · Medicine · Psychology

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