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Medical Teacher Volume 35, 2013 - Issue 6
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Twelve Tips

Enhancing learning approaches: Practical tips for students and teachers

Samy A. AzerKing Saud University, Saudi Arabia; SAMY A. AZER, MD, PhD (USyd), MEd (UNSW), FACG, MPH (UNSW), is a Professor of Medical Education and the Chair of Curriculum Development and Research Unit, College of Medicine, King Saud University. He was the Professor of Medical Education and Chair of Medical Education Research and Development Unit, Faculty of Medicine, Universiti Teknologi MARA, Malaysia. Formerly, he was a Senior Lecturer in Medical Education at the Faculty of Medicine, Dentistry and Health Sciences, the University of Melbourne and the University of Sydney. Over the last few years, he has conducted a number of training workshops to students on learning and how to enhance their learning approaches. He is one of the Associate Editors of BMC Medical Education and in the Editorial Board of MedEdWorld, UK.Correspondence[email protected]
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Anthony P. S. GuerreroUniversity of Hawai, USA; ANTHONY P. S. GUERRERO, MD, is Professor of Psychiatry and Clinical Professor of Pediatrics at the University of Hawaii at Manoa John A. Burns School of Medicine. He is currently the Interim Chair for the Department of Psychiatry and the Director of the Child and Adolescent Psychiatry Division and Residency Training Program. He was formerly the Associate Chair for Education and Training and Director of Medical Student Education in the Department of Psychiatry. He regularly tutors problem-based learning for first-year medical students in their very first module. He is actively involved in national and international problem-based learning initiatives in the specialty of child and adolescent psychiatry.
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Allyn WalshMcMaster University, Canada; ALLYN WALSH, MD, CCFP, FCFP, is the Chair of Student Affairs, and Professor of Family Medicine, in the Michael G. DeGroote School of Medicine, McMaster University, Canada. Formerly, she was the Assistant Dean of the Program for Faculty Development of that institution, and has written guides for tutors in PBL as well as programs for clinical teaching in health sciences education. She regularly conducts workshops for teachers and she teaches across the spectrum of medical education. She is actively involved in Canadian and international initiatives geared to enhancing medical education at all levels.
Pages 433-443 | Published online: 15 Mar 2013
 
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Abstract

Background: In an integrated curriculum such as problem-based learning (PBL), students need to develop a number of learning skills and competencies. These cannot be achieved through memorization of factual knowledge but rather through the development of a wide range of cognitive and noncognitive skills that enhance deep learning.

Aim: The aim of this article is to provide students and teachers with learning approaches and learning strategies that enhance deep learning.

Methods: We reviewed current literature in this area, explored current theories of learning, and used our experience with medical students in a number of universities to develop these tips.

Results: Incorporating the methods described, we have developed 12 tips and organized them under three themes. These tips are (1) learn how to ask good questions, (2) use analogy, (3) construct mechanisms and concept maps, (4) join a peer-tutoring group, (5) develop critical thinking skills, (6) use self-reflection, (7) use appropriate range of learning resources, (8) ask for feedback, (9) apply knowledge learnt to new problems, (10) practice learning by using simulation, (11) learn by doing and service learning, and (12) learn from patients.

Conclusions: Practicing each of these approaches by students and teachers and applying them in day-to-day learning/teaching activities are recommended for optimum performance.

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