Appreciating small-group active learning: What do medical students want, and why? A Q-methodology study

Grijpma, Jan Willem; Croix, Anne de la; Kleinveld, Johanna H.; Meeter, Martijn; Kusurkar, Rashmi A.

doi:10.1080/0142159x.2020.1854705

Cited by 14 publications

(13 citation statements)

References 32 publications

(46 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Based on our results, we reiterate the finding that teachers play an important role in stimulating student engagement 4,8,9,24–28 . However, as described above, influencing in‐class engagement can be difficult for teachers because it is difficult to recognise in practice.…”

Section: Discussionsupporting

confidence: 80%

Medical student engagement in small‐group active learning: A stimulated recall study

et al. 2021

Self Cite

View full text Add to dashboard Cite

Background Active learning relies on students' engagement with teachers, study materials and/or each other. Although medical education has adopted active learning as a core component of medical training, teachers have difficulties recognising when and why their students engage or disengage and how to teach in ways that optimise engagement. With a better understanding of the dynamics of student engagement in small‐group active learning settings, teachers could be facilitated in effectively engaging their students. Methods We conducted a video‐stimulated recall study to explore medical students' engagement during small‐group learning activities. We recorded one teaching session of two different groups and selected critical moments of apparent (dis)engagement. These moments served as prompts for the 15 individual semi‐structured interviews we held. Interview data were analysed using Template Analysis style of thematic analysis. To guide the analysis, we used a framework that describes student engagement as a dynamic and multidimensional concept, consisting of behavioural, cognitive and emotional components. Results The analysis uncovered three main findings: (1) In‐class student engagement followed a spiral‐like pattern. Once students were engaged or disengaged on one dimension, other dimensions were likely to follow suit. (2) Students' willingness to engage in class was decided before class, depending on their perception of a number of personal, social and educational antecedents of engagement. (3) Distinguishing engagement from disengagement appeared to be difficult for teachers, because the intention behind student behaviour was not always identifiable. Discussion This study adds to the literature by illuminating the dynamic process of student engagement and explaining the difficulty of recognising and influencing this process in practice. Based on the importance of discerning the intentions behind student behaviour, we advise teachers to use their observations of student (dis)engagement to initiate interaction with students with open and inviting prompts. This can help teachers to (re‐)engage students in their classrooms.

show abstract

Section: Discussionsupporting

confidence: 80%

Medical student engagement in small‐group active learning: A stimulated recall study

et al. 2021

Self Cite

View full text Add to dashboard Cite

show abstract

“…11 Notadamente o estudante mantém seu papel ativo no processo de aprendizagem ao participar de um pequeno grupo para discussão de casos clínicos, seguindo a proposta do Small-Group Active Learning (SMAL). 12 Ao estimular metodologias ativas para o desenvolvimento do raciocínio clínico e ao inseri-lo em discussões científicas, as LAs possibilitam ao discente um maior protagonismo na aquisição de conhecimento que, até então, somente a apresentação de uma aula expositiva não permitiria. 13 No contexto de pandemia, houve a adequação dos estudantes às aulas na modalidade de Ensino a Distância (EAD), ofertadas pelas IES.…”

Section: Discussionunclassified

Desafios e adaptações de uma Liga Acadêmica de Clínica Médica à pandemia de Covid-19: um relato de experiência

et al. 2022

View full text Add to dashboard Cite

INTRODUÇÃO: A pandemia de coronavírus trouxe impactos socioculturais, econômicos, políticos e epidemiológicos em escala global, impondo mudanças nos hábitos e rotinas. Com o isolamento social imposto pelas autoridades, houve alteração na oferta dos cursos de graduação, interferindo diretamente na rotina acadêmica. OBJETIVOS: Apresentar os desafios e adaptações de uma Liga Acadêmica de Clínica Médica (LACM) ao período de pandemia de Coronavírus no Brasil. MATERIAIS E MÉTODOS: Esse artigo baseia-se na análise de uma experiência de atividade extracurricular promovida pela LACM frente ao cenário de isolamento social imposto pela pandemia. RESULTADOS: Com a inviabilização da prática clínica, ao participar das discussões de casos propostas pela LACM, percebe-se que o estudante mantém um papel ativo no seu processo de aprendizagem. Além disso, as atividades estimularam a manutenção de hábitos favoráveis para o estudante como a integração com colegas, o desenvolvimento de habilidades pessoais e a manutenção de uma rotina acadêmica, diminuindo o tempo ocioso. CONCLUSÃO: Ao dispor de ferramentas tecnológicas, a LACM não só estimulou o desenvolvimento do raciocínio clínico necessário para a atuação do médico generalista, como também impactou positivamente no bem-estar dos estudantes durante a período de pandemia de Coronavírus no Brasil.

show abstract

“…Students' participation in the learning process itself [57][58][59][60][61] is one way to improve the learning process, and active methodologies [62][63][64][65] should be used in conjunction with continuous learning assessment [66][67][68][69][70][71].…”

Section: Discussionmentioning

confidence: 99%

Impact of Transparency in the Teamwork Development through Cloud Computing

et al. 2021

View full text Add to dashboard Cite

Active educational methodologies promote students to take an active role in their own learning, enhance cooperative work, and develop a collective understanding of the subject as a common learning area. Cloud Computing enables the learning space to be supported while also revolutionizing it by allowing it to be used as a link between active methodology and students’ learning activities. A Cloud Computing system is used in conjunction with an active methodology to recognize and manage individual, group, and collective evidence of the students’ work in this research. The key hypothesis shown in this work is that if evidence management is made clear and evidence is consistently and gradually presented to students, their level of involvement will increase, and their learning outcomes will improve. The model was implemented in a university subject of a first academic year using the active Flipped Classroom methodology, and the individual, group and collective evidence is constantly worked with throughout the implementation of a teamwork method.

show abstract

Appreciating small-group active learning: What do medical students want, and why? A Q-methodology study

Cited by 14 publications

References 32 publications

Medical student engagement in small‐group active learning: A stimulated recall study

Medical student engagement in small‐group active learning: A stimulated recall study

Desafios e adaptações de uma Liga Acadêmica de Clínica Médica à pandemia de Covid-19: um relato de experiência

Impact of Transparency in the Teamwork Development through Cloud Computing

Contact Info

Product

Resources

About