Revisiting the merits of a mandatory large group classroom learning format: an MD-MBA perspective

Abstract

The role of classroom learning in medical education is rapidly changing. To promote active learning and reduce student stress, medical schools have adopted policies such as pass/fail curriculums and recorded lectures. These policies along with the rising importance of the USMLE (United States Medical Licensing Examination) exams have made asynchronous learning popular to the detriment of classroom learning. In contrast to this model, modern day business schools employ mandatory large group classes with assigned seating and cold-calling. Despite similar student demographics, medical and business schools have adopted vastly different approaches to the classroom.When examining the classroom dynamic at business schools with mandatory classes, it is evident that there’s an abundance of engaging discourse and peer learning objectives that medical schools share. Mandatory classes leverage the network effect just like social media forums such as Facebook and Twitter. That is, the value of a classroom discussion increases when more students are present to participate. At a time when students are savvy consumers of knowledge, the classroom is competing against an explosion of study aids dedicated to USMLE preparation. Certainly, the purpose of medical school is not solely about the efficient transfer of knowledge – but to train authentic, competent, and complete physicians. To accomplish this, we must promote the inimitable and deeply personal interactions amongst faculty and students. When viewed through this lens, mandatory classes might just be a way for medical schools to leverage their competitive advantage in educating the complete physician.

Big Need Not Be Bad: A Case Study of Experiential Leadership Development in Different-Sized Classes

“…More specifically, experiential learning for leadership development can take many forms, for example, engaging in play (Kark, 2011), participating in reflection and personal development (Petriglieri et al, 2011), and challenging managerial assignments (Day & Dragoni, 2015). Research has found learning through experience to be related to the development of both critical leadership competencies, such as cultural intelligence (Li & Pinto-Powell, 2017), and to provide a valuable vehicle for preparing oneself for future leadership challenges such as those related to sustainability (Gitsham, 2012).…”

Journal of Management Education Special Issue: “Experiential Learning in Large Classes”

“…Key thinkers on critically reflexive teaching practice often discuss engaged pedagogy as something that can best happen in small group contexts. Some research has demonstrated that being enrolled in a large class can have an impact on educational attainment as a result of being precluded from receiving formative feedback (Broadbent, Panadero, & Boud, 2018; Nicol, 2007), asking for help and engaging in discussions between faculty research experts (Asikainen, Virtanen, Postareff, & Heino, 2014; Karabenick, 2003; Li & Pinto-Powell, 2017; Woollacott, Booth, & Cameron, 2014).…”

Appreciating Large Classes: Using Appreciative Inquiry to Foster a Hospitable Learning Space for Experiential Learning

“…When there are too many students, instructors cannot pay individual attention to each of them, and have to use teaching and assessment methods that can be scaled up. As such, this practical choice often results in the less frequent use of learner-centered activities in large classes (Asikainen et al, 2014; Isbell & Cote, 2009; Karabenick, 2003; Li & Pinto-Powell, 2017; Nicol, 2007; Woollacott et al, 2014).…”

“…For reference, in a typical class in management and organizational behavior, more than 50 or 60 students could be considered large (e.g., Exeter et al, 2010; Heaslip et al, 2014). Much research has identified teaching and attending large classes as being considered of lower quality and less effective compared with small classes (Asikainen et al, 2014; Boland, 2011; Broadbent et al, 2018; Inge & Bhardwa, 2018; Isbell & Cote, 2009; Karabenick, 2003; Li & Pinto-Powell, 2017; Nicol, 2007; Watts & Robertson, 2011; Woollacott et al, 2014). However, some have argued that instead of a characteristic or dynamic implicit to large classes, it is the skepticism about large classes, from both instructors and students, that generates a negative impact on student learning (Maxwell & Lopus, 1995; Sigfried & Walstad, 1998).…”