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Description
(Text)
In the 21st century educators in the field of medical education will face a pedagogic paradigm shift to empower students to develop critical thinking skills and embrace collaborative learning. There is a lack of research in the field of medical education that validates that cooperative learning can successfully faciliate the acquisition of a content heavy curriculum with equal efficacy than tradition lecture. This educational monograph provides both the historical context and a practical application to incorporate cooperative learning into a medical education curriculum. The theoretical context is paired with some statistical analysis that provides validity that a new paradigm can be incorporated into the traditional teacher centered approach that predominates in nursing, allied health and medical education in higher education.
(Author portrait)
Massey, Scott, Scott L Massey PhD PA-C studied Education at university of Dayton and Leadership at Andrews university. Current position is associate dean of the school of physician assistant studies at Massachusettes college of pharmacy and health sciences in Manchester NH. Research interests focus on learner centered education
