According to Seifer and Connors (2007), “service learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities” (p. 5). Service-learning activities promote learning via active participation in real-life experiences that enhance students’ knowledge, skills, and attitudes. Reflection, a key component of service learning, provides students the continuous opportunity to critically analyze and learn from the experience.

Aligned course design means that your learning goals, objectives, assessment tools, and teaching strategies all tie together to support student learning. Aligned course design begins with identifying overarching learning goals, developing measurable learning objectives, and then designing assessment tools to evaluate how well learners have met these objectives. Generally, this process of beginning with your desired results is referred to as Backward Design. Aligned course design supports student learning through transparency with expectations and clarity in the organization of information.

El aprendizaje basado en casos ABC (CBL, por sus siglas en inglés) es una estrategia de enseñanza centrada en quien aprende en la que se analizan problemas auténticos, reales o ficticios, para abordar situaciones, resolver preguntas y/o identificar soluciones. Trabajando en grupo o de manera individual, cada estudiante examina los casos mediante una indagación guiada, aplicando conocimientos y habilidades de pensamiento crítico, y conectando la teoría con la práctica para desarrollar competencias relevantes (Thistlethwaite et al., 2012). Durante el ABC, el profesorado prepara los casos, guía las discusiones y proporciona retroalimentación, mientras que sus estudiantes se preparan previamente, participan en el análisis y formulan preguntas.

Experiential learning is a student-centered pedagogical strategy that emphasizes the significant role of real-life experiences and critical reflection to promote learning. David Kolb (1984) described experiential learning as “the process whereby knowledge is created through the transformation of experience” (p. 38) and developed a four-stage learning cycle. In Kolb’s Experiential Learning Cycle, students actively engage in and progress through four stages of learning: concrete experience, reflective observation, abstract conceptualization, and active experimentation.

Competency-based assessment requires the meaningful evaluation of students’ competence and aims to reduce the theory-practice gap by promoting continuous competency development. In this approach, clear definition of competencies, accurate assessments, and effective feedback are all essential for assessing students’ attainment learning goals (knowledge, attitudes, skills). Each competency is defined as a learning outcome with milestones outlining stages of development from novice to master, and formative assessments serving a dual purpose: assessing what has been learned and what is required to reach the next milestone level.

Universal Design for Learning (UDL) is an evidence-based educational framework that reduces barriers to learning by centering three main principles: engagement, representation, and action and expression. Engagement refers to ways that faculty can connect with learners by recognizing their needs, demonstrating the relevance of course materials, and creating a welcoming environment. Under the principles of UDL, representation considers how materials can be presented in multiple modes and in the most accessible manner possible. Action and expression encompass allowing learners the autonomy to demonstrate their learning in multiple modes, to have choices in their learning, and to support assistive technology or resources as needed. UDL sparks intrinsic motivation and helps learners develop into expert learners who are motivated, purposeful, goal-driven, and resourceful.

Problem-based learning (PBL) is a student-centered, active learning strategy where students work in small groups (4-6 members) to solve complex, real-world problems that can have multiple solutions. While similar to case-based and team-based learning in that student groups solve problems, PBL emphasizes the student’s role in identifying learning objectives and knowledge gaps based on the problem and minimizes the instructor’s role to facilitator. Participation in PBL activities allow students to develop skills in problem-solving, critical thinking, communication, and teamwork skills Zakrajsek & Nilson (2023). According to Barrows (1986), objectives of a PBL activity include “structuring knowledge for use in clinical contexts, developing an effective clinical reasoning process, developing effective self-directed learning skills, and increasing motivation for learning.”

Prior to the start of a clinical rotation or experience, faculty should discuss their expectations of learner performance with the learners. Topics to discuss should include goals and objectives/outcomes, teaching strategies, evaluation and feedback techniques, daily schedule, clinical duties, case presentations, writing notes, supervision hierarchy, modes of communication, and other pertinent policies.