Dear Mr. Mohamed- Hani Temsah,

We might think of active learning as an approach to instruction in which students engage the material they study through reading, writing, talking, listening, and reflecting. Analysis of the research literature . . . suggests that students must do more than just listen: They must read, write, discuss, or be engaged in solving problems. Most important, to be actively involved, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation (Chickering and Gamson 1987).

It all depends on the teacher who uses all of the above in his or her lectures independently of the subject. So, how much we give to our students we always get more.

I hope I have been of some help,

Best,

Andrija

Dear Hani,

Active learning pedagogy emphasizes activities and assessments that promote higher-order cognitive skills, such as application, analysis, synthesis, and creation of knowledge (Jeffries, Huggett and Szarek, in press; Huggett and Jeffries, 2015). I would expect that rich questioning by senior doctors to junior doctors to elicit and facilitate responses and build skills mentioned above is one important strategy. Another strategy is engaging medical students reflection on what has been learned at the bedside and getting them involved in discussion.

Have a look at these articles in case they help:

https://www.tandfonline.com/doi/abs/10.1080/10401334.2016.1247708?journalCode=htlm20

http://www.iamse.org/mse-article/active-learning-strategies-in-undergraduate-medical-education-of-pathology-a-saskatoon-experience/

Hope this helps.

Thanks for the question

Bedside medical teaching can be improved by enhancing critical thinking and reflection of the students

Also script concordance questions can be helpful to measure and promote m clinical reasoning

I greatly appreciate your contribution to this discussion, thank you all colleagues for sharing your insights and suggestions!

an increase in active learning in medical occupants is learning centered on medical residents. that is, learning that is able to create a culture of independent learning and stimulates curiosity in all knowledge and learning experiences based on fields of expertise, both individually and in groups that are compact in the medical occupant environment.

The creation of a succesfull learning among medical students and residents is dependent to a friendly, motivated, and cooperative team.

Active modeling of learner by their mentors.

It all starts with the chief instructor of the group/team. The team will model the chief instructor and senior team members. If there is a lot of references made to the peer-reviewed medical journals, this will be continued with the team. If disparagement is modeled, disparagement will be continued in the team.

Thanks dear @Dennis Mazur for your enlightening answer.

Thanks @Diana Laura Vazquez-Cantu for your enlightening comments.

Thanks dear @Brent Gilmour for your enlightening comments on the positive relationships in the learning environment!