Not another boring lecture: engaging learners with active learning techniques

J Emerg Med. 2015 Jan;48(1):85-93. doi: 10.1016/j.jemermed.2014.09.010. Epub 2014 Oct 13.


Background: Core content in Emergency Medicine Residency Programs is traditionally covered in didactic sessions, despite evidence suggesting that learners do not retain a significant portion of what is taught during lectures.

Discussion: We describe techniques that medical educators can use when leading teaching sessions to foster engagement and encourage self-directed learning, based on current literature and evidence about learning.

Conclusions: When these techniques are incorporated, sessions can be effective in delivering core knowledge, contextualizing content, and explaining difficult concepts, leading to increased learning.

Keywords: education; emergency medicine; resident.

Publication types

  • Review

MeSH terms

  • Emergency Medicine / education*
  • Group Processes
  • Humans
  • Internship and Residency / methods*
  • Learning*
  • Problem Solving
  • Problem-Based Learning
  • Teaching / methods*