Title
Revisiting the Merits of a Mandatory Large Group Classroom Learning Format: an MD-MBA Perspective
Document Type
Article
Publication Date
10-30-2017
Publication Title
Medical Education Online
Department
Geisel School of Medicine
Additional Department
Tuck School of Business
Abstract
The role of classroom learning in medical education is rapidly changing. To promote active learning and reduce student stress, medical schools have adopted policies such as pass/fail curriculums and recorded lectures. These policies along with the rising importance of the USMLE (United States Medical Licensing Examination) exams have made asynchronous learning popular to the detriment of classroom learning. In contrast to this model, modern day business schools employ mandatory large group classes with assigned seating and cold-calling. Despite similar student demographics, medical and business schools have adopted vastly different approaches to the classroom.
When examining the classroom dynamic at business schools with mandatory classes, it is evident that there’s an abundance of engaging discourse and peer learning objectives that medical schools share. Mandatory classes leverage the network effect just like social media forums such as Facebook and Twitter. That is, the value of a classroom discussion increases when more students are present to participate. At a time when students are savvy consumers of knowledge, the classroom is competing against an explosion of study aids dedicated to USMLE preparation. Certainly, the purpose of medical school is not solely about the efficient transfer of knowledge – but to train authentic, competent, and complete physicians. To accomplish this, we must promote the inimitable and deeply personal interactions amongst faculty and students. When viewed through this lens, mandatory classes might just be a way for medical schools to leverage their competitive advantage in educating the complete physician.
DOI
10.1080/10872981.2017.1396174
Original Citation
Li SX, Pinto-Powell R. Revisiting the merits of a mandatory large group classroom learning format: an MD-MBA perspective. Med Educ Online. 2017;22(1):1396174. doi: 10.1080/10872981.2017.1396174. PMID: 29081263; PMCID: PMC5678447.
Dartmouth Digital Commons Citation
Li, Shawn X. and Pinto-Powell, Roshini, "Revisiting the Merits of a Mandatory Large Group Classroom Learning Format: an MD-MBA Perspective" (2017). Dartmouth Scholarship. 2822.
https://digitalcommons.dartmouth.edu/facoa/2822