Views on an active learning curriculum improving knowledge

Dear editor

I read with great interest the article by Inra et al,¹ regarding an active learning curriculum, to improve knowledge and teaching skills. Having completed four years at Liverpool Medical School, I agree that an active learning curriculum is both stimulating and productive for medical students. The article states that an active learning curriculum is preferred by Gastroenterology Fellows and may be helpful for improving transmission of information, in any specialty. Therefore, active learning could perhaps be applicable for students and influence future curriculums.

The study does suggest that traditional lectures allow teachers to convey matter in a small period of time, although it also implies that active learning may lead to better conceptual understanding development of problem-solving skills. Conceptual understanding and skill development are fundamental in all roles of health professionals, suggesting that active learning is imperative. What is more, it states that active learning requires students to be proactive and to analyze, and evaluate information, as well as attempt to solve problems.¹ Problem solving is a skill that is particularly important for future doctors, as highlighted by Rogers et al.² Not only did Inra et al¹ show that Gastroenterology Fellows preferred the new active learning curriculum, but they also conveyed that the doctors found the sessions engaging, and educationally stimulating.

Conversely, White et al³ have found that medical students are actually “checking out” of active learning in their curriculum. This implies that perhaps active learning is not productive in improving knowledge. Although, it is important to take into account the study groups. The latter was conducted on medical students, whereas Gastroenterology Fellows were used by Inra et al.¹ Perhaps, an older population may find active learning more stimulating. Comparingly, it was found that medical students might need explicit assistance in appreciating the value of an adult learning, and an active curriculum, or that they might not be developmentally ready for it.

To conclude, active learning is thought to improve knowledge in a variety of ways, and has been proven to do so.¹ However, active learning may only be applicable to older members of the medical profession as students do not appear to appreciate it. Perhaps, methods should be taken to introduce active learning at a slower rate for medical students.