Quick Tips for Office of Continuing Education
and Professional Development
Active/ Faculty of Medicine
University of Toronto
500 University Avenue, Suite 650
Interactive Toronto, Ontario M5G 1V7
Phone: 416.978.2719
Toll Free: 1.888.512.8173
Learning Fax: 416.971.2200
Email: [Link]@[Link]
Website: [Link]
Quick Tips for Active/Interactive Learning
What is active or interactive learning?
Active or interactive learning: the active engagement of the learner in the learning process. This can mean
engagement with others as in interactive activities or engagement with material as in reading, writing, formu-
lating questions and responses to questions. Most educators agree that active learning is key to effective con-
tinuing education. Often an assumption is made that active learning therefore necessitates learning in small
groups. Actually the key is in the word active; the size of the group is not as crucial as we might suppose for
the purpose of knowledge gain and retention. It may have a greater impact on change in skill and attitude.
Why is it important?
“Education is the art of the utilization of knowledge. This is an art very difficult to impart. “
~ Alfred North Whitehead.
What we know about learning is that:
Learning is primarily the way in which people construct meaning in their personal and shared organization-
al lives.” Victoria Marsick 1987
We are constantly changing, adjusting and rearranging meaning. What we know now about learning is that
no matter whether it is conducted alone or in groups, informally or formally, by reading, by listening, by
discussing or practicing – it is an internal interactive event. It is never passive. New information does not
reside in empty spaces in the brain but interacts with similar material that is already there.
It might be helpful to think of the mind is like an organism. As such, it constructs its own meaning through
the creation of interconnections. The mind constantly constructs and reconstructs its own meaning and thus
becomes more of a process than a thing. Learning therefore is active and implies change. The model learn-
er becomes an active creator of new patterns and meaning. Perhaps Plutarch had it right all those years ago
when he claimed, “The mind is a fire to be kindled, not a vessel to be filled”.
Given learning is not a passive activity, people learn in different ways and so being able to interact is more
important to some than to others. However, research has shown that interaction with colleagues is an essen-
tial aspect of adopting new information into practice. Professionals rarely make any changes in practice
without consulting with other professionals. Colleagues validate information presented through journals or
CPD courses through talking about their own practice situations. Talking to colleagues stimulates thinking
that does not normally occur when we are on our own in our own minds.
In order to receive accreditation from many CHE organizations the person responsible for educational plan-
ning must demonstrate the program requiring accreditation devotes at least 25% of the allotted time to
interaction. This mandate is based on comprehension of how learning is solidified and carried to practice as
well as knowledge of what is most likely to enhance both attention and retention.
We retain: l 50% of what we hear and see
l 10 % of what we read l 70% of what we say ourselves
l 20 % of what we hear
l 90% of what we do ourselves
l 30 % of what we read and hear
Office of Continuing Education and Professional Development Faculty of Medicine, University of Toronto 2
Or as the ancient proverb states:
I hear...I forget
I see...and I remember
I do...and I understand
“Teaching without the accompanying experience is like filling a lamp with water – something has been
poured in, but the result is not illuminating.”
~William James
Learning Categories:
Learning can be categorized into different domains – the most easily understood and most commonly used,
are the domains of Knowledge, Skill and Attitude. When choosing methods it is important to match the
method to the relevant domain
WHAT IS IT? METHODS ASSOCIATED:
KNOWLEDGE the need to internalize information, l Lecture, mini-lecture
provide theory to help facilitate appli- l Panel
cation of learning and to widen
l Debate
horizons.”I understand.”
l Books, journals, reading
l Case studies
l Self-learning modules
l Journal club
Skill the need to incorporate new ways of l Demonstration, return demonstra
performing. “I can do something dif- tion
ferently.” l Rehearsal
l See one, do one, teach one
l Puzzles, games
l Simulation, role play
Attitude the need to adopt new, or change l Role play
existing beliefs or values. “What I feel l Video feedback
or believe about something.”
l Small group discussion
l Case studies
l Problem-solving
l Reflective exercise such as sentence
completion “An effective leader is a
person who…”
Office of Continuing Education and Professional Development Faculty of Medicine, University of Toronto 3
How to choose methods/techniques most appropriate for your purpose:
Active learning requires planning – it is impor-
tant to ask:
1. In choosing a technique – ask what do I want
them to do?
2. What is the purpose of the chosen activity?
Knowledge, skills, attitude or practice?
3. Given the domain, which method is most
appropriate?
4. How much time do I have?
5. Getting down to brass tacks - What are the
precise instructions I need to give to the
learner?
6. What physical set up is required if any?
Useful methods and techniques for increasing interactive learning in lectures
Techniques to promote interactive lecturing:practice change, you may choose to use verbs in the
knowledge, skill, and/or attitude domains.
Questioning the l Straightforward questions
audience through: l Rhetorical questions
l Brainstorming
l Surveying the audience/taking a vote
l Pop (meaning surprise) quiz
Breaking the ses- l Think. pair share
sion into small l Buzz groups
groups: l Pyramid groups
l Helping trios
Office of Continuing Education and Professional Development Faculty of Medicine, University of Toronto 4
Useful methods continued:
Using audience For more detailed information see the Quick Tips on the use of ARS
Responses:
l Quizzes
l Touch pad technology –I-clickers
l Voting
Presenting a l Live interviews
case: l Written cases
l Videotaped vignettes
l Incremental cases
l Audience brings in own cases
Using written l Handouts and lecture notes
materials: l Diagrams and figures
l Study guides
l Selected readings
Writing: l One minute paper
l Pop quiz
Reading:
Debate and pan-
els:
Office of Continuing Education and Professional Development Faculty of Medicine, University of Toronto 5
Useful methods continued:
Role play and
simulations:
Break into E.g. Ten minute presentation/lecture followed by a question period.
"chunks":
Please see attached for samples of interactive designs for a few different CEPD events including at least one
that is IP
Contacts:
Should you wish any further assistance or clarification, please do not hesitate to contact one of our
Educational Consultants:
Kate Hodgson Phone: 416.978.4957 E-mail: [Link]@[Link]
Jane Tipping Phone: 416.946.7904 E-mail: [Link]@[Link]
Do you have examples, comments, information or references you would like to share and see added to
CEPD Quick Tips? Please contact Jane Tipping or Kate Hodgson, Education Consultants with the Office of
CEPD.
Office of Continuing Education and Professional Development Faculty of Medicine, University of Toronto 6
References
Interactive Formats
Akl EA, Sackett K, Pretorius R, Erdley S, Bhoopathi PS, Mustafa R, Schünemann HJ. Educational games for
health professionals. Cochrane Database Syst Rev 2008 Jan 23;(1):CD006411. Abstract
Boulet LP, Borduas F, Bouchard J, Blais J, Hargreave FE, Rouleau M. Playing cards on asthma management: a
new interactive method for knowledge transfer to primary care physicians. Can Respir J 2007;14(8):480-4.
Abstract
Boulet LP, Borduas F, Bouchard J, Blais J, Hargreave FE, Rouleau M. ABS11: Updating knowledge of primary
care physicians on the management of asthma using a new interactive method based on Playing Cards.
Primary Care Respiratory Journal 2006 May 20.
Casebeer L, Centor RM, Kristofco RE. Learning in large and small groups. In: The Continuing Professional
Development of Physicians: From Research to Practice. Davis D, Barnes BE, Fox R (eds). Chicago: American
Medical Association, 2003.
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