Shashank Kambali M
Unjust exclusion from medical education of medical teachers with MSc (Medicine) and PhD (Medicine) qualifications
Indian journal of medical ethics
past decades medical education seen increased interest use active learning formats engage learners promote knowledge application knowledge acquisition field psychiatry particular pioneered host novel active learning paradigms contributed understanding role andragogy along continuum medical education undergraduate continuing medical education effort frame successes failures various attempts integrating active learning healthcare curricula group educators b baker section neurological education american academy neurology reviewed state field partner field medical neuroscience herein provide narrative review literature outlining basis implementing active learning novel formats used lessons learned qualitative quantitative analysis research done date preparation time seems present greatest obstacle acceptance learners educators generally positive reception new educational formats additionally assessments trainee performance suggested noninferiority superiority however occasional mixed findings point need better assessments type learning new formats engender knowledge application rather acquisition moreover field relatively nascent order ascertain best integrate active learning psychiatry education framework quantitative outcome assessments needed going forward