Students’ perceptions of aspects affecting seminar learning

Abstract

Background: Many medical and veterinary schools have curricula in which they use seminars of approximately 25 students to achieve their learning goals. There is not much research on seminar learning. Aim: To explore students' views regarding aspects that affect seminar learning. Methods: Twenty-four second-year students of a 3-year bachelor curriculum participated in semi-structured focus group interviews. The sessions were audio-taped and transcribed. Two researchers independently coded the data using qualitative methods. An iterative process of data reduction resulted in emerging aspects. The participating students were asked to comment on the preliminary results. Results: Course schedule, coherence and alignment of the different educational methods, the amount and type of seminar questions and the amount and clarity of the preparation materials affected seminar learning. Also, the didactic approach and facilitating methods used by the teachers, the group composition, size and atmosphere, the amount of active student participation and interaction and assessment influenced seminar learning according to students. Conclusion: Most aspects that affect seminar learning are consistent with aspects affecting small group learning. Course schedule and alignment seem to have a stronger impact on seminar learning.

Teachers’ perceptions of aspects affecting seminar learning: a qualitative study

“…The teachers’ views appeared to be quite consistent with students’ perceptions of seminar learning [11] and with aspects affecting small group learning described in other studies [3-7,16-19]. Organisational, physical, psychological and interpersonal prerequisites for small group interaction aimed at promoting deep learning were also confirmed by our findings.…”

“…The focus of the first session was elicitation of aspects that influence seminar learning, and these aspects were elaborated upon during the second session. All sessions were semi-structured through pre-defined open questions based on findings from earlier research [11] (Table 2). The questions were new to the participants and the moderator asked additional questions if answers to the questions required clarification.…”

“…Spruijt et al explored students’ perceptions of seminar learning and found that apart from the teacher and the quality of seminar questions, the quality of the preparation materials, the course schedule and the alignment of the educational methods within a course impacted on the effectiveness of seminar learning. Students also emphasised the importance of the teacher’s didactic approach, group composition and size, the interaction and atmosphere in the group and representative assessment [11]. …”

Integrative seminar: A teaching resource?

“…Furthermore, they allowed the development of public speaking skills, because during the oral presentation, students needed to show their ideas before an audience. The importance of this skill in the academic context is clear as a broader interaction results in better learning (Spruijt et al 2012). Taking into consideration that communication is essential for a good doctor-patient relationship, oral presentation helps students develop communication skills.…”

“…Additionally, the good assessment of this item shows that prior online discussion not only enables the preparation of a feedback applicable to the community but also helps put into practice all the aspects discussed in the VLE. Seminars should help students understand theory, allow them to check their interpretations of the learning contents aimed to prepare them, and qualify them to process and apply their interpretations to practical situations (Spruijt et al 2012). Consequently, while preparing the feedback, students feel engaged in health assistance and can work with the community by applying their knowledge to accomplish the goals of the integrative method of teaching.…”