Instructional methods

John H. Shatzer

Research output: Contribution to journalArticle

Abstract

This chapter addresses one of the goals of The Robert Wood Johnson Foundation's 'Preparing Physicians for the Future: Program in Medical Education' grants: to introduce new methods of instructions along with curricular revisions. Methods of instruction emphasize 'how to teach,' in contrast to the curricular reform's 'what to teach'. The author explores the various ways in which the eight participating schools adopted new instructional methods. The author first sets out the conditions for effective learning, as expressed in earlier research in cognitive psychology. He then reviews the issues in new instructional methods: problem-based learning, small-group learning, self-directed learning, and instructional methods in the service of integration, as well as learning in outpatient settings and computer-based learning. The author concludes, among other things, that schools must respect the variety of ways in which students learn, that some faculty will have to become skilled in unfamiliar teaching methods, that new instructional methods should be based on empirical evidence of effectiveness, and that sometimes method may be less important than the skill and enthusiasm of the teacher.

Original languageEnglish (US)
JournalAcademic Medicine
Volume73
Issue number9 SUPPL.
StatePublished - Sep 1998

Fingerprint

Learning
learning
instruction
Problem-Based Learning
Organized Financing
Medical Education
teaching method
school
small group
grant
respect
Teaching
Outpatients
psychology
physician
Students
Psychology
Physicians
reform
teacher

ASJC Scopus subject areas

  • Nursing(all)
  • Public Health, Environmental and Occupational Health
  • Education

Cite this

Shatzer, J. H. (1998). Instructional methods. Academic Medicine, 73(9 SUPPL.).

Instructional methods. / Shatzer, John H.

In: Academic Medicine, Vol. 73, No. 9 SUPPL., 09.1998.

Research output: Contribution to journalArticle

Shatzer, JH 1998, 'Instructional methods', Academic Medicine, vol. 73, no. 9 SUPPL..
Shatzer JH. Instructional methods. Academic Medicine. 1998 Sep;73(9 SUPPL.).
Shatzer, John H. / Instructional methods. In: Academic Medicine. 1998 ; Vol. 73, No. 9 SUPPL.
@article{42e61e016fd24446b06998c19f1a9a1b,
title = "Instructional methods",
abstract = "This chapter addresses one of the goals of The Robert Wood Johnson Foundation's 'Preparing Physicians for the Future: Program in Medical Education' grants: to introduce new methods of instructions along with curricular revisions. Methods of instruction emphasize 'how to teach,' in contrast to the curricular reform's 'what to teach'. The author explores the various ways in which the eight participating schools adopted new instructional methods. The author first sets out the conditions for effective learning, as expressed in earlier research in cognitive psychology. He then reviews the issues in new instructional methods: problem-based learning, small-group learning, self-directed learning, and instructional methods in the service of integration, as well as learning in outpatient settings and computer-based learning. The author concludes, among other things, that schools must respect the variety of ways in which students learn, that some faculty will have to become skilled in unfamiliar teaching methods, that new instructional methods should be based on empirical evidence of effectiveness, and that sometimes method may be less important than the skill and enthusiasm of the teacher.",
author = "Shatzer, {John H.}",
year = "1998",
month = "9",
language = "English (US)",
volume = "73",
journal = "Academic Medicine",
issn = "1040-2446",
publisher = "Lippincott Williams and Wilkins",
number = "9 SUPPL.",

}

TY - JOUR

T1 - Instructional methods

AU - Shatzer, John H.

PY - 1998/9

Y1 - 1998/9

N2 - This chapter addresses one of the goals of The Robert Wood Johnson Foundation's 'Preparing Physicians for the Future: Program in Medical Education' grants: to introduce new methods of instructions along with curricular revisions. Methods of instruction emphasize 'how to teach,' in contrast to the curricular reform's 'what to teach'. The author explores the various ways in which the eight participating schools adopted new instructional methods. The author first sets out the conditions for effective learning, as expressed in earlier research in cognitive psychology. He then reviews the issues in new instructional methods: problem-based learning, small-group learning, self-directed learning, and instructional methods in the service of integration, as well as learning in outpatient settings and computer-based learning. The author concludes, among other things, that schools must respect the variety of ways in which students learn, that some faculty will have to become skilled in unfamiliar teaching methods, that new instructional methods should be based on empirical evidence of effectiveness, and that sometimes method may be less important than the skill and enthusiasm of the teacher.

AB - This chapter addresses one of the goals of The Robert Wood Johnson Foundation's 'Preparing Physicians for the Future: Program in Medical Education' grants: to introduce new methods of instructions along with curricular revisions. Methods of instruction emphasize 'how to teach,' in contrast to the curricular reform's 'what to teach'. The author explores the various ways in which the eight participating schools adopted new instructional methods. The author first sets out the conditions for effective learning, as expressed in earlier research in cognitive psychology. He then reviews the issues in new instructional methods: problem-based learning, small-group learning, self-directed learning, and instructional methods in the service of integration, as well as learning in outpatient settings and computer-based learning. The author concludes, among other things, that schools must respect the variety of ways in which students learn, that some faculty will have to become skilled in unfamiliar teaching methods, that new instructional methods should be based on empirical evidence of effectiveness, and that sometimes method may be less important than the skill and enthusiasm of the teacher.

UR - http://www.scopus.com/inward/record.url?scp=0031783582&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0031783582&partnerID=8YFLogxK

M3 - Article

C2 - 9759117

AN - SCOPUS:0031783582

VL - 73

JO - Academic Medicine

JF - Academic Medicine

SN - 1040-2446

IS - 9 SUPPL.

ER -