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

Abstract

BackgroundMany medical schools have embraced small group learning methods in their undergraduate curricula. Given increasing financial constraints on universities, active learning groups like seminars (with 25 students a group) are gaining popularity. To enhance the understanding of seminar learning and to determine how seminar learning can be optimised it is important to investigate stakeholders’ views. In this study, we qualitatively explored the views of teachers on aspects affecting seminar learning.MethodsTwenty-four teachers with experience in facilitating seminars in a three-year bachelor curriculum participated in semi-structured focus group interviews. Three focus groups met twice with an interval of two weeks led by one moderator. Sessions were audio taped, transcribed verbatim and independently coded by two researchers using thematic analysis. An iterative process of data reduction resulted in emerging aspects that influence seminar learning.ResultsTeachers identified seven key aspects affecting seminar learning: the seminar teacher, students, preparation, group functioning, seminar goals and content, course coherence and schedule and facilities. Important components of these aspects were: the teachers’ role in developing seminars (‘ownership’), the amount and quality of preparation materials, a non-threatening learning climate, continuity of group composition, suitability of subjects for seminar teaching, the number and quality of seminar questions, and alignment of different course activities.ConclusionsThe results of this study contribute to the unravelling of the ‘the black box’ of seminar learning. Suggestions for ways to optimise active learning in seminars are made regarding curriculum development, seminar content, quality assurance and faculty development.

Humanidades Médicas como Campo de Conhecimento em Medicina

“…Nas ciências humanas e sociais, encontram-se disciplinas que, historicamente e de alguma forma, sempre propuseram questões relativas à saúde ou à doença, tais como antropologia, história, sociologia, ciências políticas, educação, filosofia, geografia, psicologia 7 . Talvez o marco inicial mais famoso da aproximação entre as ciências humanas e as humanidades junto à área da saúde se encontre nas raízes históricas da reforma médica iniciada nos Estados Unidos nos anos 1940-50, na chamada Medicina Integral 4 , que, na sua crítica à medicina tecnológica e ao tecnicismo dela decorrente, desencadeou a construção de modelos de atenção pela abordagem sociocultural.…”

The contemporary culture in medical school and its influence on training doctors in ethics and humanistic attitude to the clinical practice

“…The teacher has great power, which is exercised according to his/ her personality, on a scale ranging from empathy and respect to tyranny and humiliation of the student. This model of education centred on the teacher does not offer a true role for the student as a subject (Spruijt et al 2013). Instead, students are treated as an object that, in a harmful sense, allows the teacher to narcissistically display his/her knowledge.…”

Exploring the Effectiveness of Implementing Seminars as a Teaching and an Assessment Method in a Children’s Literature Course

“…One third of the participants disliked seminars due to the effort they have to put into the preparation and presentations of seminars, which can be a burden with other courses requirements. In addition, if students are not trained well on leading seminars, they might just memorise, cram information, and present them without deep understanding of the topic (Spruijt et al, 2013). Therefore, to achieve the full potential of seminars, students should be aware of the rationale behind this method of teaching and assessment and their role in it.…”

“…This may be due to misconception on what constitute supportive participation. Others, however, were very supportive in terms of active participation trying to keep the flow of discussion (Spruijt et al, 2013) 37 I think my group seminar was good 0 1 9 10 9…”

“…Preparation involves the wide range of readings, raising questions and participating in the seminars or practical issues such as venue for seminars and time (Gibson, 2010;Plymouth University, 2011) In short, seminars can be used in a variety of ways as a tool for teaching, assessment, support or both. Implementing seminars requires careful consideration of seminars' success factors as rationale, time, organization, resources, criteria for implementation and evaluation, effort needed, medium (virtual or physical environments) and students' learning styles (Gibson, 2010;Spruijt et al, 2013).…”