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In the 21st century educators in the field of medical education
will face a pedagogic paradigm shift to empower students to develop
critical thinking skills and embrace collaborative learning. There
is a lack of research in the field of medical education that
validates that cooperative learning can successfully faciliate the
acquisition of a content heavy curriculum with equal efficacy than
tradition lecture. This educational monograph provides both the
historical context and a practical application to incorporate
cooperative learning into a medical education curriculum. The
theoretical context is paired with some statistical analysis that
provides validity that a new paradigm can be incorporated into the
traditional teacher centered approach that predominates in nursing,
allied health and medical education in higher education.
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