Infectious Innovations in Medical Education

In May of 2012, Chip Heath (Made to Stick) and Charles Prober MD at Stanford University School of Medicine co-authored a NEJM perspective, Lecture Halls Without Lectures–A Proposal for Medical Education, positing that lecture time is wasted time, and that a more dynamic content delivery medium should be explored. Today, Prober and Sal Kahn, of Khan Academy, are now teaming up to experiment with exactly that concept by “flipping” the med school classroom, according to a September 9, 2013 Inside Higher Ed blog post, Flipping Med Ed:

Khan and Prober present a three-step road map: First, identifying a core curriculum with concepts and lessons that can be taught through…short, focused video clips…then, changing static and poorly attended lectures into interactive sessions where students can practice that curriculum; and finally, letting students explore their passion…early on in their med school careers.

As Khan Academy moves toward delivering lessons for medical students, Khan is engaging experts in the field to help create content. He believes that a ratio of 1:299, lecturer to student, only captures the knowledge of one person in the room. When everyone in the classroom is allowed to weigh in, the content, and learning, take on new life. An example of a Khan Academy lesson on antibiotics follows:

Stanford is also working on interactive learning initiatives to support medical educators who would like to explore new ways of delivering traditional curriculum. See more at Stanford Medicine Interactive Learning Initiatives, and stay tuned, as we will continue to share more on the innovations coming your way in medical education.