Impact of Varying Active Learning Time on Student Performance on a Standardized Exam in the Psychiatry Clerkship.
Anthony CrisafioStephanie H ChoPublished in: Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry (2019)
This study found that increasing the amount of active learning did not improve student performance on the NBME Subject Exam in psychiatry. This study provides preliminary, but unexpected, evidence of interest to medical educators and curriculum reformers that increasing the amount of active learning is not significantly associated with improved student test performance.