Active Learning (JAC 7) – What do I need to know?

Active Learning (JAC 7) – What do I need to know?

Incorporating meaningful opportunities for active learning in activities is central to IPCE. Joint Accreditation Criteria 7 requires providers to move beyond passive presentations by intentionally creating educational experiences that allow healthcare teams to learn from, with, and about one another. Below, we respond to several of the most common questions we receive from jointly accredited providers.

What is active learning?

Active learning engages participants as active contributors rather than passive listeners. For example, learners may participate in opportunities to apply knowledge, reflect on their decisions, receive feedback, and collaborate with others.

Examples are not limited to the following list, but may include:
• Case-based discussions
• Team-based problem solving
• Simulations and role play
• Audience response activities and other types of assessments
• Reflection or writing exercises
• Practice observations
• Longitudinal or other projects

JAC7

The provider designs education that promotes active learning – so that teams learn from, with, and about each other – consistent with the desired results of the activity.

Why is active learning important?

Active learning helps participants translate knowledge into practice by encouraging application, discussion, and feedback. These educational strategies are more likely to improve competence, confidence, team performance, and ultimately patient care than passive learning alone.

Would a panel-based Q&A session qualify as active learning?

Usually, no. Simply providing time for audience members to ask questions is generally considered passive participation rather than active learning.

However, a panel discussion may satisfy Criteria 7 when learners are actively engaged throughout the session. For example, participants might analyze patient cases, discuss treatment decisions with colleagues, or work through clinical problems before hearing the panel’s recommendations. In these situations, the learners are actively participating while learning from, with, and about members of the interprofessional team.

How can active learning be incorporated into enduring material? Can active learning be completed at the end of an activity or after an activity is completed?

The same principles discussed above apply to all types of activity formats. In most cases, active learning is typically something that the learner does during the activity rather than after it has been completed, but, if the provider can explain how the selected method(s) allow the learner(s) to learn from, with, and about each other in a manner that is consistent with Criteria 7 after the activity is completed, it may be possible to meet the requirements of the Criteria.

A good example for enduring material might be something like a case study which is differentiated based on the profession of the learner. For example, if a nurse learner is learning from, with and about the other members of the team in the activity (i.e. physicians and social workers), then they may be able to interact with a case vignette where a physician and social worker are represented virtually in the case. If the learner was a social worker, the case would be slightly different in that a nurse and physician role would be represented virtually for the social worker to interact with.

Key Takeaways

• Active learning requires meaningful learner participation.
  • Educational methods should align with the intended outcomes of the activity.
  • Learners should have opportunities to learn from, with, and about one another.
  • Audience Q&A alone is generally not sufficient to demonstrate active learning.
  • Well-designed active learning strategies help translate education into practice.

For additional questions regarding Joint Accreditation Criteria 7, providers are encouraged to contact Joint Accreditation Staff at [email protected].