Overview of Active Learning Research and Rationale for Active Learning

The large classroom lecture remains the predominant model for teaching medical and health sciences learners. This approach has persisted in part due to the perception that lectures offer an efficient and cost-effective way to teach large numbers of learners. The financial advantages of the single-instructor lecture model are apparent when comparing to the small group model, i.e., small group activities require multiple faculty facilitators and small group rooms. Less convincing is the claim that large group lectures promote efficiency in learning. Although a tremendous amount of information can be transmitted in a 50-min time period, the learner is the passive recipient of this information, which can impede learning [1]. Typically, learners will take notes but not engage with the material. This model assumes learners will spend time completing required readings prior to the lecture and then devote additional time after the lecture to assimilate the new information. In reality, many learners will arrive for lecture unprepared, and many will not arrive at all, except via virtual, asynchronous recordings of lectures. Likewise, some learners may devote time after the lecture to review their notes and consult the lecturer or required materials—but many will move on to their next class and not revisit the material until the next quiz or exam. By then, they will have likely have forgotten some of the content and context and will need to relearn the material—possibly without accurate understanding and application. Ultimately, this passive model is less efficient than it appears.