Innovative teaching methods in health professions education

Shaping the future of healthcare professionals 

Health professions education is evolving to meet the demands of a rapidly changing healthcare landscape. To prepare future healthcare professionals for the challenges of their careers, educators are finding ways to bring innovative teaching methods that foster critical thinking, problem-solving skills and real-world application of knowledge.

It is important to understand that the new generation of learners is being developed with better tools, more access to real-time information and competency-based outcomes that diversify the learner population of higher education. Curriculum development and management, as well as classroom management, will have to be dynamic while also bringing the entire diverse learner group to the same point for the best outcome measures. Teaching methods are one part of achieving this goal. This article explores three creative and engaging teaching methods that are making a profound difference in healthcare education, including flipped classrooms, case-based learning and problem-based learning.  

Flipped classrooms: Adapting our classrooms to the new generation of learners

The traditional classroom model often involves instructors delivering lectures during class time, leaving students to work on assignments and deal with problem-solving on their own. In this traditional model, it is assumed that if we lecture the same material to all students, the students leave all at the same level. The downside is we don’t get to validate that until an assessment of some sort, such as a quiz during the next class or an exam at the end of a unit. By the time we assess the proficiency of the student, we have begun to move on to the next topic.  

However, flipped classrooms (as the name implies) flip the traditional lecture time to be done outside of class. In a flipped classroom, students are exposed to lecture materials and content through videos, readings or online modules. Class time is then dedicated to interactive discussions, collaborative activities, problem-solving exercises and formative assessments. 

The benefits of flipped classrooms in healthcare education are significant. Students can learn at their own pace, revisit materials as needed and come to class prepared to engage actively in discussions and apply their knowledge to practical scenarios.  

In the flipped classroom approach, it can be assumed students come to class at or around the same level of understanding of the materials. The time spent in class will help reinforce mastery of the materials and fill in any gaps in knowledge that may not have been understood during outside-of-class learning time. The instructor can create learning materials or formative assessments allowing them to understand where students are in their mastery of the material in real time, before a student gets to a summative assessment, such as an exam. The objectives of the session are typically centered around ensuring the group leaves the session with a proficient level of mastery of the materials. Similar to the objective of a traditional lecture, only this time it is more data–driven than an assumption. In essence the quiz is done during class, as a learning tool, rather than as an assessment tool.  

The benefits go beyond outcomes measurement; this approach also encourages critical thinking and a deeper understanding of complex healthcare concepts. Furthermore, it promotes communication and teamwork — essential skills for healthcare professionals.  

Case-based learning: Learning from real-world scenarios

In the rapidly evolving landscape of healthcare, the demand for highly skilled and adaptable professionals has never been greater. To meet this challenge, healthcare education is shifting its focus from rote memorization to dynamic, problem-centered learning approaches. One such innovative approach is case-based learning, which has emerged as a powerful tool in shaping the next generation of healthcare practitioners. 

The traditional model of healthcare education often involves hours of lectures, dense textbooks and theoretical concepts. While this approach has its merits, it sometimes falls short in preparing students for the multifaceted, fast-paced world of patient care. This is where case-based learning steps in. At its core, case-based learning presents students with authentic, complex clinical cases that mirror the situations they will encounter in their professional careers. These cases encompass a spectrum of healthcare disciplines, including chiropractic, medicine, nursing, pharmacy and other allied health professions, fostering an interdisciplinary approach that mirrors real-world healthcare teams. 

When students begin working on a case, they find themselves presented with patient histories, diagnostic tests and the uncertainty that characterizes clinical practice. Instead of passive absorption of information, they become active participants in the learning process. They must identify problems, weigh treatment options and make critical decisions — all within the safe confines of the classroom. 

Critical thinking and problem-solving skills are foundational in healthcare. Case-based learning sharpens these skills as students work with the complexities of each case. They’re encouraged to think like healthcare professionals, formulating hypotheses and treatment plans based on the information presented. It’s an exercise in clinical reasoning that bridges the gap between textbook knowledge and hands-on application. 

In our tech-centric world, and with the new generation of learners who are tech–driven, case-based learning can seamlessly integrate multimedia elements, such as telehealth, electronic health records and simulators, virtual reality and augmented reality simulations, programmed branching scenarios based on student doctor interactions with the cases and beyond. Couple case-based learning with a flipped classroom, and you have a dynamic session that fosters the foundation of mastery and competence, two essential components of great healthcare professionals. 

Problem-based learning: Nurturing critical thinkers

Problem-based learning (PBL) takes a student-centered approach, where learners are presented with somewhat unstructured, open-ended problems or questions related to a clinical scenario or case in healthcare. Students work in small groups to explore these problems, identify knowledge gaps and seek solutions through research and critical thinking. Instructors serve as facilitators, guiding students as they navigate the complexities of the case. PBLs can take shape in many ways, depending on the objectives of the topic/session. Another benefit of PBLs is they can span across multiple topics/sessions, allowing for longitudinal curricular development within a course. 

Problem-based learning is an educational approach that aligns with the demands and challenges of healthcare education. It equips students with the skills they need to navigate the complexities of healthcare, fosters critical thinking and promotes collaboration. It also helps them attain the skills of information retrieval, analysis and synthesis. As the healthcare landscape continues to evolve, PBL offers a foundation for success, ensuring future healthcare professionals are well-prepared to provide quality care in an ever-changing environment.

Final thoughts

Innovative teaching methods, such as flipped classrooms, case-based learning and problem-based learning are transforming health professions education. These methods not only prepare students with a deep understanding of healthcare concepts but also equip them with the critical thinking, problem-solving and teamwork skills needed to excel in their future careers. As the healthcare landscape continues to evolve, educators and institutions that embrace these innovative approaches will play a pivotal role in shaping the healthcare professionals of tomorrow. By fostering active engagement, experiential learning and real-world application of knowledge, we can ensure our healthcare workforce is not just competent but truly exceptional. 

FERRAHS ABDELBASET, DC, is associate dean of academic affairs and an assistant professor of basic sciences at Ponce Health Sciences University. For more information or consultation, visit ferrahs.com.