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.
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COMMENTARIES| April 01 2008
Beyond the Didactic Classroom: Educational Models to Encourage Active Student Involvement in Learning
Michael W. Shreeve, DC
Palmer College of Chiropractic Florida
Address correspondence to: Michael W. Shreeve, Associate Professor-Academic Affairs, Palmer College of Chiropractic Florida, 4777 City Center Parkway, Port Orange, FL 32129; firstname.lastname@example.org.
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Michael W. Shreeve; Beyond the Didactic Classroom: Educational Models to Encourage Active Student Involvement in Learning. J Chiropr Educ 1 April 2008; 22 (1): 23–28. doi: https://doi.org/10.7899/1042-5055-22.1.23
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