Editorial Type: COMMENTARIES
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Online Publication Date: 01 Apr 2008

Beyond the Didactic Classroom: Educational Models to Encourage Active Student Involvement in Learning

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Article Category: Research Article
Page Range: 23 – 28
DOI: 10.7899/1042-5055-22.1.23
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In a chiropractic college that utilizes a hybrid curriculum model composed of adult-based learning strategies along with traditional lecture-based course delivery, a literature search for educational delivery methods that would integrate the affective domain and the cognitive domain of learning provided some insights into the use of problem-based learning (PBL), experiential learning theory (ELT), and the emerging use of appreciative inquiry (AI) to enhance the learning experience. The purpose of this literature review is to provide a brief overview of key components of PBL, ELT, and AI in educational methodology and to discuss how these might be used within the chiropractic curriculum to supplement traditional didactic lecture courses. A growing body of literature describes the use of PBL and ELT in educational settings across many disciplines, both at the undergraduate and graduate levels. The use of appreciative inquiry as an instructional methodology presents a new area for exploration and study in the academic environment. Educational research in the chiropractic classroom incorporating ELT and appreciative inquiry might provide some valuable insights for future curriculum development.

Copyright: © 2008 Association of Chiropractic Colleges 2008

Contributor Notes

Address correspondence to: Michael W. Shreeve, Associate Professor-Academic Affairs, Palmer College of Chiropractic Florida, 4777 City Center Parkway, Port Orange, FL 32129; michael.shreeve@palmer.edu.
Received: 06 Apr 2007
Accepted: 08 Oct 2007
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