“I really liked the chance to talk about it”: Students’ Reflections on the Process of Completing Paper Puzzles, a Novel Active Learning Activity

Abstract

Introduction Research shows active learning is an effective teaching method. However, few qualitative studies explore medical student perceptions of the active learning process. The present study explored what students thought about while completing paper puzzles, an active learning tool used at the University of Utah School of Medicine, to understand what and how medical students think while engaged in active learning. Materials and MethodsTo investigate second-year medical students' attitudes toward these active learning exercises, three Zoom-based focused groups were held and recorded throughout the course. Recordings were transcribed and coded using thematic analysis. Results Students reported that peer interactions were of high value, and that while some interactions and thought processes were action-oriented, others were more metacognitive. Other benefits of the activity included promotion of learning, provision of structure, and designation of high-yield concepts. Challenges included feelings of confusion, problems with timing or difficulty of the tasks, and low utility without adequate preparation. Discussion These findings reflect student-acknowledged pros and cons of active learning described in education literature and add further insight into the thoughts and conversations students have during active learning activities. These include practicing metacognitive skills, triaging information, and learning from peers. Conclusions These data further elucidate student perceptions of active learning activities in medical education. Though focused on a specific activity, the data can help medical educators understand what students appreciate about active learning and what they think about while engaged in such activities.

Experience in Using Information and Communication Technologies in Teaching Pathomorphology

“…Сучасні ІТ пропонують викладачу різно маїття способів та засобів для покращення освітнього процесу. Такими засобами є, наприклад, використання наочного матеріалу за допомогою Медичні науки інтерактивних плакатів та інтелект карт (mind maps), а також новітніх методик проведення занять -Веб-квестів [10,11,12,13]. Таким чином, викладацький склад кафедри патологічної анатомії вміло оснащує навчальний процес додатковим ілюстративним матеріалом, виходячи з теми практичного заняття чи лекції з березня 2020 року.…”