What would happen to education if we take education evidence seriously?

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Abstract

Educational practice and educational research are not aligned with each other. Current educational practice heavily relies on information transmission or content delivery to learners. Yet evidence shows that delivery is only a minor part of learning. To illustrate the directions we might take to find better educational strategies, six areas of educational evidence are briefly reviewed. The flipped classroom idea is proposed to shift our expenditure and focus in education. All information delivery could be web distributed, thus creating more time for other more expensive educational strategies to support the learner. In research our focus should shift from comparing one curriculum to the other, to research that explains why things work in education and under which conditions. This may generate ideas for creative designers to develop new educational strategies. These best practices should be shared and further researched. At the same time attention should be paid to implementation and the realization that teachers learn in a way very similar to the people they teach. If we take the evidence seriously, our educational practice will look quite different to the way it does now.

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There has been concern that trainees are seldom observed, assessed, and given feedback during their workplace-based education. This has led to an increasing interest in a variety of formative assessment methods that require observation and offer the opportunity for feedback. To review some of the literature on the efficacy and prevalence of formative feedback, describe the common formative assessment methods, characterize the nature of feedback, examine the effect of faculty development on its quality, and summarize the challenges still faced. The research literature on formative assessment and feedback suggests that it is a powerful means for changing the behaviour of trainees. Several methods for assessing it have been developed and there is preliminary evidence of their reliability and validity. A variety of factors enhance the efficacy of workplace-based assessment including the provision of feedback that is consistent with the needs of the learner and focused on important aspects of the performance. Faculty plays a critical role and successful implementation requires that they receive training. There is a need for formative assessment which offers trainees the opportunity for feedback. Several good methods exist and feedback has been shown to have a major influence on learning. The critical role of faculty is highlighted, as is the need for strategies to enhance their participation and training.

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The flipped classroom: a course redesign to foster learning and engagement in a health professions school.

Jacqueline E. McLaughlin, Mary T. Roth, Dylan M. Glatt … (2014)

Recent calls for educational reform highlight ongoing concerns about the ability of current curricula to equip aspiring health care professionals with the skills for success. Whereas a wide range of proposed solutions attempt to address apparent deficiencies in current educational models, a growing body of literature consistently points to the need to rethink the traditional in-class, lecture-based course model. One such proposal is the flipped classroom, in which content is offloaded for students to learn on their own, and class time is dedicated to engaging students in student-centered learning activities, like problem-based learning and inquiry-oriented strategies. In 2012, the authors flipped a required first-year pharmaceutics course at the University of North Carolina Eshelman School of Pharmacy. They offloaded all lectures to self-paced online videos and used class time to engage students in active learning exercises. In this article, the authors describe the philosophy and methodology used to redesign the Basic Pharmaceutics II course and outline the research they conducted to investigate the resulting outcomes. This article is intended to serve as a guide to instructors and educational programs seeking to develop, implement, and evaluate innovative and practical strategies to transform students' learning experience. As class attendance, students' learning, and the perceived value of this model all increased following participation in the flipped classroom, the authors conclude that this approach warrants careful consideration as educators aim to enhance learning, improve outcomes, and fully equip students to address 21st-century health care needs.

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Author and article information

Contributors

C. P. M. van der Vleuten: +31 43 3885725 , c.vandervleuten@maastrichtuniversity.nl

Bio :

C. P. M. van der Vleuten

is Professor of Education, Scientific Director of the School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, the Netherlands.

E. W. Driessen:

Bio :

E. W. Driessen

is Associate Professor, Chair of the Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, the Netherlands.

Journal

Journal ID (nlm-ta): Perspect Med Educ

Journal ID (iso-abbrev): Perspect Med Educ

Title: Perspectives on Medical Education

Publisher: Bohn Stafleu van Loghum (Houten )

ISSN (Print): 2212-2761

ISSN (Electronic): 2212-277X

Publication date (Electronic): 13 June 2014

Publication date PMC-release: 13 June 2014

Publication date (Print): June 2014

Volume: 3

Issue: 3

Pages: 222-232

Affiliations

Department of Educational Development and Research, Maastricht University, PO Box 616, 6200 MD Maastricht, the Netherlands

Article

Publisher ID: 129

DOI: 10.1007/s40037-014-0129-9

PMC ID: 4078056

PubMed ID: 24925627

SO-VID: 6ae7ce43-e9e7-4fcc-aebc-c46017a13815

License:

Open AccessThis article is distributed under the terms of the Creative Commons Attribution License which permits any use, distribution, and reproduction in any medium, provided the original author(s) and the source are credited.