A Call for Curriculum and Faculty Developers to Attend to Ambitious Teaching in Experiential Curriculum
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A Call for Curriculum and Faculty Developers to Attend to Ambitious Teaching in Experiential Curriculum Randi Nevins Stanulis 1
&
Amy R. Guenther 1
Accepted: 6 November 2020 # International Association of Medical Science Educators 2020
Abstract To realize the goals of an experiential curriculum, medical educators need support to enact a different kind of teaching: ambitious teaching. Ambitious teaching promotes curricular aims and fosters responsive, interactive environments to elicit student thinking and facilitate student-to-student discussion of clinical concepts and reasoning. The purpose of this article is to provide a framework for ambitious teaching that can be used to meet the complex challenges of experiential learning. Specifically, we describe the ways in which medical education curriculum and faculty developers can support ambitious teaching and, ultimately, enhance curricular outcomes. Keywords Medical education . Teacher development . Experiential curriculum . Learning to teach . Faculty development . Curriculum development
Increasingly, medical schools are adopting experiential curriculum to help students develop essential competencies in problem solving, integrating knowledge, collaborative teamwork, and clinical reasoning [1]. Experiential curriculum requires a shift away from traditional transmission models of teaching to a more challenging form of teaching [2]. To realize the goals of an experiential curriculum, medical educators need support to enact a different, more robust kind of teaching known as ambitious teaching. Thomas et al. [3] argue a successful curriculum is one that supports faculty in meeting contemporary demands of new curriculum. The purpose of this article is to outline a framework of ambitious teaching and suggest ways ambitious teaching can be used to meet the complex challenges of experiential learning. Specifically, we describe the ways in which both curriculum and faculty developers can support medical educators in ambitious teaching from the
* Randi Nevins Stanulis [email protected] 1
Office of Medical Education Research and Development, Michigan State University College of Human Medicine, 965 Wilson Road, Room A202B, East Lansing, MI 48824, USA
beginning of curriculum design through enactment and revision to meet and, ultimately, enhance the desired curricular outcomes.
Experiential Learning and Ambitious Teaching An experiential curriculum emphasizes experiential learning. Much more than providing medical students with clinical experience, experiential learning entails the transformation of the experience [4] through a process of relearning, resolution of conflicting ideas, adaptation, interactions with one’s environment, and creating knowledge [5]. Critical to this process is a knowledgeable other who scaffolds opportunities for students to develop understanding from their unique and collective experience. This knowledgeable other is a teacher who intentionally and skillfully facilitates challenging discussions among students and provides key opportunit
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