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

Abstract

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.

Students’ Views of Classroom Debates as a Strategy to Enhance Critical Thinking and Oral Communication Skills

“…The finding of this study showed that debates help students develop new knowledge and ideas, leading to the promotion of critical thinking and oral communication skills. This finding confirms some of the previous studies on debates (Aclan & Aziz, 2015;Iman, 2017;Peasah & Marshall, 2017;Rodger & Stewart-Lord, 2020;Scott, 2008). Debates demand students to engage with the topics as they have to research debate preparation.…”

“…Debates allow students to develop knowledge of substantive topics and exercise skills through practice activities (Doody & Condon, 2012;Hartin et al, 2017) and offer the participants the ability to explore a topic in more than one correct stance. Furthermore, debates promote students' use of the available evidence to support a stance and communicate a stance to other participants with differing opinions persuasively and professionally (Nisly et al, 2017), as well as increase students' active learning by giving them the responsibility to understand learning materials, which can transform their perspective from passive to active (Rodger & Stewart-Lord, 2020). One form of debates that are conducted in the classroom are known as classroom debates.…”

“…Classroom debates are usually practiced by splitting students in a classroom into two groups; one is the pro side and the other is the con side of the topic/motion (Rodger & Stewart-Lord, 2020). The motion can be determined by the instructors based on the materials that students learn.…”

“…There is also a Point of Information (POI), a formal question addressed by a member of the opposing team during a debate (D'Cruz, 2003). The brainstorming sessions before the debate, the presentation of team arguments, and discussion during the debate among team members are parts of debate activities that can promote critical thinking and oral communication skills (Othman, Sahamid, Zulkefli, Hashim, & Mohamad, 2015), as well as opportunities to challenge and rebut claims and assertions following an opponent's opening statement and main arguments (Rodger & Stewart-Lord, 2020).…”

“…In addition to critical thinking and oral communication, debates also promoted English as a Second Language (ESL) students' mastery of learning materials and teamwork (Zare & Othman, 2015). In the medical context, debates gave students experience in increasing communication skills (Shaw, 2012), critical thinking, and analytical decision making (Mumtaz & Latif, 2017), as well as confidence and leadership (Rodger & Stewart-Lord, 2020). Debates also increased the acquisition of skills in communication, team building, and the implementation of these skills in practice among nursing students (Hartin et al, 2017).…”