Alison V. Holmes,The Geisel School of Medicine at Dartmouth,Lebanon,NH

Rationale: Effective educators incorporate active learning strategies into their teaching to engage and motivate learners. Though pediatric educators may know that active learner participation results in improved retention of knowledge, general or subspecialty pediatric faculty (who are outstanding content-experts) are often unfamiliar with active learning theory or how to transform material into an active pedagogy. This can result in pediatric teaching sessions that continue to be delivered in a passive lecture format. Pediatric faculty can enhance their knowledge of active learning strategies. Todays savvy learners expect interactive teaching modalities, and schools can be cited for lectures as a main means of content delivery. Alternate modalities of active learning include case-based presentations, variations on team-based learning, role-plays, participatory journal club, and evidence-based medicine searching exercises. In this workshop, we will assist pediatric educators to develop and bring home faculty development activities to enable their colleagues to transition to active learning strategies.

Objectives: 1. Engage faculty at their home programs how active learning already occurs in day to day practice, including many in-class formats 2. Formulate a faculty development session to instruct peers on how to utilize a handful of strategies for in-class active learning 3. Develop tools for fellow faculty members to transform their existing lecture-style materials into sessions that more actively engage students

Methods and Content: 1. Introduction of workshop leaders (5 minutes) 2. Meet your neighborfind out where they are from, what they hope to attain today; a few learning goals shared with all (10) 3. Educational science behind active learning (10) 4. Large groupdiscussion of barriers to transformation to active learning and strategies to deal with barriers (10) 5. Introduction to 4 topicscase-based learning, 2 types of team-based learning, active role play (20) 6. Split into 4 groups, work on taking a lecture brought by a group member and transforming some content into each of the 4 modalities (20) 7. Report back to full group (10) 8. Brief presentation on 2 other modalitiesactive journal club, and small team literature searches (10) 9. Work in small teams (2-3 people) on individual worksheets to develop faculty development sessions on active learning strategies. Includes a timeline for session development, outreach, planning and execution within next year (20) 10. Session conclusion (5)