Four Corners: an educational strategy for learning infectious diseases in medical school

Abstract: Introduction: An extensive literature has demonstrated the benefits of active learning in medical education and revealed need for updating teaching methodologies. Active strategies consolidate theoretical knowledge, while simultaneously encouraging student´s concrete abilities. Nonetheless, remodeling pedagogical practice is challenging. Several are available selecting most suitable one often a matter format, not content. In this article, we discuss experience ‘Four Corners’ technique Infectious Diseases during internship at our institution. Experience report: The four corners strategy can be adapted to different topics should implemented as follows: 1. pre-activity learning: students receive supportive material previous analysis; 2. Preparation room: each labeled with case vignette; 3. Dividing tasks: specific assignments divided among students; 4. Activity: read vignette questions, mediator an observer’s role, 5. Debriefing: final discussion all participants led by mediator. entire process takes from 2h30 3 hours. Discussion: educational emerges learner´s experience. Many instructors working higher believe they promote critical thinking their classes; however, percentage teachers who regularly use still low. A range have been described many scenarios; approaches change nature but do always require given subject. Four Corners that promotes debate exchange ideas students. Conclusion: This report describes improvement goes through highlighting teacher’s role process; proposing new challenging requires frequent adjustments. improves student’s engagement process, it efficient comprise content relatively short time.