Active learning: A resident's reflection on the impact of a studentcentred curriculum

Jennie J. Mickelson, William E. Kaplan, Andrew E. Macneily

Research output: Contribution to journalArticlepeer-review

11 Scopus citations


Classic medical education pedagogy typically involves the model of an active teacher and a passive student. There has been a shift in education theory to a more student-centred approach, and this is being reflected in resident education. Concepts, such as "competencies," "curricula" and "objectives," are becoming part of the fabric of the residency training equation. The University of British Columbia Department of Urologic Sciences had previously created a urology residency curriculum for its 15 residents in 2000. This curriculum was based on competencies and objectives outlined by the Royal College of Physicians and Surgeons of Canada. In an attempt to address a required change in the formal curriculum, an "accidental" student-centred curriculum emerged. This paper outlines this active learning approach, its benefits and challenges in implementation.

Original languageEnglish (US)
Pages (from-to)399-402
Number of pages4
JournalJournal of the Canadian Urological Association
Issue number5
StatePublished - Oct 2009

ASJC Scopus subject areas

  • Oncology
  • Urology


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