2025 Southern GEA/GSA/OSR Conference

Evidence of improved learning outcomes has led to an emphasis on active learning in health professions education. Many faculty are primarily experienced with didactic instruction where content is delivered from the faculty to learners in a teacher-centered process and are challenged by adopting more active, student-centered approaches. The complexity of creating an effective, engaging learning session for a given group of learners on a specific topic area is considerable and the process can be daunting for faculty facing competing demands. A menu approach including four strategies was developed at our institution, providing guidelines for choosing among Problem- based learning (PBL), Case-based learning (CBL), Team-based learning (TBL) and Peer Instruction (PI). Each strategy has a guide for use, including strengths and shortcomings, instructions for designing a session and evidence-based learner impacts. Utilizing a jigsaw method during the session, participants will analyze optimal uses of these strategies. This approach may facilitate the transition of faculty to more active learning.