Learning through debate during problem-based learning: an active learning strategy

Abstract

We explored medical student's views and perceptions of a series of debates conducted during problem-based learning (PBL) practiced as a part of the Spiral curriculum at the Imam Abdulrahman Bin Faisal University, Saudi Arabia. A series of debates were employed during PBL sessions for second-year female medical students, over the period 2014-2016. Each cohort of students was randomly split into 10 small PBL groups and exposed to weekly PBL activity. Within each group, the students were divided into a proposition half and an opposition half. Students were given 1 wk for debate preparation. The students' responses were recorded on a formulated questionnaire. Descriptive statistics were used to analyze quantitative data, and results are presented as percentages. The usefulness of debate in alleviating potential difficulties in communicating with patients was agreed to by 69% ( = 126) of participants. That these sessions evoked critical thinking among students was reported by 78% ( = 142). This series of debates helped 61% ( = 111) of students to learn effectively about controversial issues. Seventy-one percent ( = 130) considered that debate promoted argument generation and interpretation skills. Enhanced ability to analyze and research evidence was reported by 59% ( = 108) of students. One hundred and thirteen students (62%) agreed that debate helped them to improve clinical decision-making, and 75% of students agreed that debates encouraged tolerance toward diverse viewpoints/convincing strategies. The majority of our medical students found debating enhanced analytic decision-making, communication, and critical thinking skills.

Development and validation of an instrument to measure students’ perceptions of technology-enabled active learning

“…A key essential element of active learning is to actively engage students in deeper learning by fostering their ability to create new knowledge and apply the acquired knowledge and skills by demonstrating well-developed judgement and responsibility as learners (Ní Raghallaigh & Cunniffe, 2013). Moreover, research demonstrates that the use of an active learning methodology not only increases student engagement, but also improves student retention of material and subsequently develops students' critical thinking and problem-solving skills (Kvam, 2000;Mumtaz & Latif, 2017).…”

Taking another’s perspective promotes right parieto-frontal activity that reflects open-minded thought

“…First, they show the possibility of constructing a more efficient procedure to promote open-minded thought. Previous studies have reported several beneficial effects from a full set of debate practice tasks (Hall, 2011;Zare & Othman, 2013;Mumtaz & Latif, 2017). However, the full set of debate practice tasks requires many participants (e.g., debaters on both-sides and de-briefers) and enough practice time, including preparation and/or instruction periods.…”

“…Although it has been suggested that debate practice is an effective procedure for improving openminded thought, the neural underpinning behind changes in open-minded thought remains unclear. Previous studies have suggested some beneficial effects of debate practice including tolerance toward different viewpoints, analytic or communication abilities, self-confidence, and mastering the educational content (Miri, David, & Uri, 2007;Oros, 2007;Hall, 2011;Zare & Othman, 2013;Mumtaz & Latif, 2017). However, those results were based on post-hoc questionnaires or interviews that relied on participant introspection and, therefore, they provide no objective information on how participant mind-set is changed through CT practice.…”

“…If a change in mind-set reflects a progression in openminded thought, one would expect that the cognitive processing accompanying the revaluation of target information would enhance such thinking. Given that open-minded thought involves readiness to reconsider others' views (Hare, 1979) and debate practice can enhance tolerance toward different viewpoints (Miri et al, 2007;Oros, 2007;Hall, 2011;Zare & Othman, 2013;Mumtaz & Latif, 2017), debate practice should cultivate a mind-set that does not deny others' opinions because it might be necessary to reinterpret target information and to regulate emotional responses to such information. The following cognitive processing can be considered as possible candidates that underlay revaluation processes.…”

The Use of Educational Games to Explain Complex Concepts Related to Human Physiology

“…In the last years, different strategies were proposed aiming the students' interaction and participation in the knowledge construction. Among these methodologies are the problem-based learning (PBL), team-based learning (TBL), among others [3,4]. But not always is possible to change from traditional curriculum to an all-active course, as required in PBL, for example, since it involves curricular and institutional modifications.…”