Turning science into teaching: a challenge for scientists

• Main Author: Simonetta Ausoni
• Format: Article
• Language: English
• Published: Association for Medical Education in Europe (AMEE) 2019-01-01
• Series: MedEdPublish
• Subjects: basic science; medical education; peer-reviewed learning resources; virtual lab
• Online Access: https://www.mededpublish.org/Manuscripts/2144

Teaching basic science in the medical school remains a challenge, and the lack of appropriate resources is one of important limitation. Building up such resources is difficult, time-costly and does not always result in effective, solid and student-centered instruction. This "personal view" aims to stimulate scientists and scientific journals to engage with new ideas and innovative resources for biomedical education. The time has now come to plan research and education as mutually beneficial activities, supporting each other rather than competing with each other. Scientific research should be converted into digital learning resources hosted by scientific journals on a regular basis, and subjected to peer-review to ensure quality and integration of contents, appropriate cognitive approach and rigorous criteria of selection. Turning science into teaching represents an investment with mutual benefits, for students and educators. Academic educators can produce resources to face the teaching burden, and gather the opportunity to increase personal productivity. Students can take advantage from being engaged in innovative learning environments where educators act as catalysts for learning, instead of just transmitters of knowledge.