Docbate: A National Medical Student Debate

Keynejad, Roxanne; Creed, Sivahamy; Fernando, Matthew; Bell, David L.; Codling, David; Crowther, George; Harrison, Jamie; Jaleel, Saba; Kendall, Kimberley; Megahey, Lauren; Noble, E; O’Donnell, Claire; Pilcher, Felicity; Walker, Tara L.; McLaughlan, David

doi:10.1007/s40596-017-0697-1

Cited by 9 publications

(6 citation statements)

References 10 publications

(9 reference statements)

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“…The results obtained from the analysis of students' experiences in participating in debates showed that, like other studies [ 6 , 18 , 24 , 28 ], the students believed that participating in classroom debates helped them overcome the fear of speaking in front of an audience, strengthen their self-confidence to speak and express their opinions, and respond to opposing views, improve their speaking skills, and enhance their critical thinking skills. Actually, most of the courses in academic environments are presented in a lecture-based approach and students do not have interactive interactions with their classmates and professors [ 29 ].…”

Section: Discussionsupporting

confidence: 57%

Debating: effective and satisfactory learning method in dentistry

Meschi,

Shirahmadi,

Amiri

et al. 2024

BMC Med Educ

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Background Education in the modern world of health needs diverse methods of learning and teaching. The traditional education model has limited capacity for developing abilities such as critical thinking, problem-solving, and reasoning skills. Therefore, improving the quality of teaching–learning processes requires implementing educational innovations in the classroom and evaluating them. This study aimed to determine the impact of the debate teaching method on improving the abilities of general dentistry doctoral students. Methods The research was a semi-experimental study with pre-tests and post-tests to measure the knowledge and abilities of students. The study included 60 dental students who completed the fall 2022 session of the Community Oral Health (COH) 2 practical course. This course, one of three practical components within the Community Oral Health curriculum, aligns with the educational framework of general dentistry. Challenging topics on which there is no consensus in dentistry were chosen for the debate. The descriptive statistics indicators include an independent t-test and variance analysis test with a significance level of 5%. Were used to analyze the data. Results The results of the study showed that the average total knowledge (P < 0.001), 'perception of critical thinking skills (P < 0.001), expression power (P < 0.001), reasoning skills (P = 0.003), interpretation and Information analysis power (P < 0.001), the ability to find and use scientific databases (P < 0.001) and the ability to analyze and evaluate evidence (P < 0.001) increased significantly after intervention in students. 95% of students agreed/strongly agreed that this method enhances their ability to answer people's questions. From an instructor’s point of view, students had 93.1% of the ability to reason and analyze information after intervention and 88.5% of the ability to think critically. Conclusion The results of the study showed that the use of debate in the classroom is an effective way to present content. The process of evaluating data-driven arguments promotes higher-level cognitive skills and teaches students about the knowledge base and the use of scientific databases. Trial registration Registration date: 21/11/2022, Registration number: IRCT20141128020129N3.

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Section: Discussionsupporting

confidence: 57%

Debating: effective and satisfactory learning method in dentistry

Meschi,

Shirahmadi,

Amiri

et al. 2024

BMC Med Educ

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“…Over the last few decades, the use of debate in the higher education classroom has grown, this is reflected in the wide range of academic disciplines that now utilise debate as part of their pedagogical toolkit, including nursing, medicine , radiography, and pharmacy ( Stewart-Lord et al, 2011; Doody and Condon, 2012; Keynejad et al, 2017;Peasah and Marshall, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

Students’ perceptions of debating as a learning strategy: A qualitative study

Cooper

Stewart-Lord

2020

Nurse Education in Practice

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Debate has been shown to develop critical thinking skills, enhance communication, and encourage teamwork in a range of different disciplines, including nursing. The objective of this study was to explore students' perceptions of the educational value of debate. A semi-structured focus group was conducted with 13 undergraduate Operating Department Practice students following a debate on the opt-out system of organ donation. Transcripts were analysed thematically, identifying three main themes that described the students' perceptions of the debate. These were: (1) openness to diverse viewpoints; (2) developing non-technical skills, and (3) encouraging deep learning. The analysis showed participants perceived debate to be a valuable educational method that enhanced their learning. Engaging in debate encouraged students to critically reflect on their prior beliefs about organ donation-in some cases leading them to reconsider their original position. The findings from this study suggest that debate can be a valuable pedagogical tool to incorporate into healthcare education. Future research should consider the use of debate to develop non-technical skills that have utility in healthcare.

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“…Student midwives must develop the ability, and the agency, to debate and engage in dialogue with other professionals in the maternity care domain, as well as with pregnant women and their families, about the likely benefits of physiologic childbirth. Debate and discussion are active learning activities that allow for the development of critical discourse . A pedagogy that develops the ability to challenge practice through discussion and debate is an appropriate choice for the realities of contemporary health care and the promotion of professional (midwifery) practice .…”

Section: The Prototypementioning

confidence: 99%

Creating Guardians of Physiologic Birth: The Development of an Educational Initiative for Student Midwives in the Netherlands

Thompson

Nieuwenhuijze

Low

et al. 2019

J Midwife Womens Health

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Women want positive birth experiences with high quality maternity care that is neither too much, too soon, nor too little, too late. Research confirms the effectiveness of midwifery care, and the midwifery approach to birth as physiologic may counter the upward trend of the unnecessary medicalization of birth. The role of guardian of physiologic birth is seen as central to midwifery practice; however, medical hegemony has led to the subordination of midwives, which inhibits them in fulfilling the role as guardian of physiologic birth. Learning to become powerful advocates of physiologic birth creates midwives able to speak up for effective, evidence-based maternity care and challenge the unnecessary use of obstetric intervention. Midwifery education has a role to fulfil in molding midwives who are able to assume this role. This brief report describes the development of an educational prototype aimed at increasing student midwife agency as an advocate of physiologic birth. This was done using rapid prototyping (RP) methodology, in which important stakeholders gave input and feedback during the educational design and development process. Input from stakeholders led to the inclusion of persuasive communication strategies and discussion and debate as teaching methodologies in order to increase student midwife agency to argue for physiologic birth. Reflective evidence-based practice, using the Optimality Index-Netherlands, allowed students to reflect on their practice while providing a framework for discussion. Working with the RP methodology allowed for the development of a prototype that reflected the needs of midwifery stakeholders and was mindful of material and human resources.

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Docbate: A National Medical Student Debate

Cited by 9 publications

References 10 publications

Debating: effective and satisfactory learning method in dentistry

Debating: effective and satisfactory learning method in dentistry

Students’ perceptions of debating as a learning strategy: A qualitative study

Creating Guardians of Physiologic Birth: The Development of an Educational Initiative for Student Midwives in the Netherlands

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