A Metacognitive Perspective: Keys to Effective Active Learning and Potential Barriers

Abstract

This manual has been created to ease the burden of teachers in medical education as they attempt to fulfill the LCME accreditation standards that ensure self-directed experiences leading to life-long learning [1]. We have documented large group active learning experiences that are effective in meeting this standard because they provide the feedback from experiential learning that students need to become self-directed in their individual study. It can also be argued that regular involvement in active learning is a behavior that contributes to the development of the newly published Core Entrustable Professional Activities For Entering Residency [2]. After setting the stage with an introductory chapter that provides a history of the concept of active learning, each chapter describes those modalities that are currently being used in large group settings. A standardized format describes how to best implement each modality with examples of objectives, suggestions for assessment, and an evaluation of the pros and cons of the method. It is our hope that this manual has also provided a stimulus for discovery of other possibilities for large group active learning experiences.