Active Learning Strategies in Health Professions Education

Active learning strategies in health professions education involve pedagogical approaches that engage students directly in constructing knowledge, solving clinical problems and reflecting on their practice. These strategies span case-based and problem-based learning, team-based exercises, simulation and peer-assisted teaching, all designed to move learners from passive reception to active participation. By confronting authentic scenarios—such as patient simulations or interprofessional case discussions—students cultivate critical thinking, clinical reasoning, communication and collaboration skills essential for safe, patient-centred care. The global shift towards active methodologies reflects evolving accreditation requirements, advances in educational technology and the need to prepare graduates for complex, team-based healthcare environments. Effective implementation relies on alignment of learning objectives, assessment methods and faculty development, ensuring that activities are relevant, sustainable and conducive to deep learning across medical, nursing and allied health programmes.

Research from Nature Portfolio

No recent Nature Portfolio content available.

Active Learning Strategies in Health Professions Education publication trend

The graph below shows the total number of articles in active learning strategies in health professions education across all publications each year (not limited to Nature Index journals).

Technical terms

Active learning: An instructional approach that requires students to engage cognitively and behaviourally with content through discussion, problem solving and reflection.

Problem-based learning (PBL): A learner-centred method in which small groups solve complex, real-world problems to drive acquisition of knowledge and skills.

Flipped classroom: A blended-learning design where students review lectures or readings before class and devote in-person time to interactive, application-focused activities.

Jigsaw technique: A cooperative-learning strategy in which each student becomes an “expert” on one segment of material and then teaches it to peers, promoting accountability and mutual learning.

References

1. Using an ACTIVE teaching format versus a standard lecture format for increasing resident interaction and knowledge achievement during noon conference: a prospective, controlled study. BMC Medical Education (2014).
2. Using the jigsaw technique to teach patient safety. Medical Education Online (2019).
3. Synchronous online lecturing or blended flipped classroom with jigsaw: an educational intervention during the Covid-19 pandemic. BMC Medical Education (2022).