Medical student engagement in small‐group active learning: a stimulated‐recall study

2021 ◽  
Author(s):  
J. W. Grijpma ◽  
M. C. Mak‐van der Vossen ◽  
R. A. Kusurkar ◽  
M. Meeter ◽  
A. Croix
Keyword(s):  
Medical Student ◽  
Student Engagement ◽  
Active Learning ◽  
Small Group ◽  
Stimulated Recall

scholarly journals Fostering Student Engagement: Creative Problem-Solving in Small Group Facilitations

2015 ◽  
Vol 8 ◽  
pp. 153 ◽  
Author(s):  
Patricia L Samson
Keyword(s):  
Student Engagement ◽  
Problem Solving ◽  
Active Learning ◽  
Small Group ◽  
Learning Strategies ◽  
Teaching Method ◽  
Real Life ◽  
Teaching Methodology ◽  
Creative Problem Solving ◽  
Creative Problem

Creative Problem-Solving (CPS) can be a transformative teaching methodology that supports a dialogical learning atmosphere that can transcend the traditional classroom and inspire excellence in students by linking real life experiences with the curriculum. It supports a sense of inquiry that incorporates both experiential learning and the development of critical thinking skills. Incorporating active learning strategies in a way that transcends the classroom and sparks interest and passion for students is an important pedagogical ingredient for educators. The key question driving this study is how can CPS as a teaching method be used to motivate students and engage them in a process of active learning within the context of a social policy course? This study examines student engagement and motivation in a problem-centred approach to teaching and learning, and provides a concrete example of a CPS exercise couched in small group facilitations to support peer learning.

scholarly journals ACTIVE-ating Artificial Intelligence: Integrating Active Learning in an Introductory Course

AI Magazine ◽  
2014 ◽  
Vol 35 (4) ◽  
pp. 125-126
Author(s):  
Marie DesJardins
Keyword(s):  
Artificial Intelligence ◽  
Student Engagement ◽  
Problem Solving ◽  
Active Learning ◽  
Small Group ◽  
Active Center ◽  
Group Problem ◽  
Group Problem Solving ◽  
Introductory Course ◽  
Classroom Space

his column describes my experience with using a new classroom space (the ACTIVE Center), which was designed to facilitate group-based active learning and problem solving, to teach an introductory artificial intelligence course. By restructuring the course into a format that was roughly half lecture and half small-group problem-solving, I was able to significantly increase student engagement, their understanding and retention of difficult concepts, and my own enjoyment in teaching the class.

scholarly journals Medical Student Engagement in a Virtual Learning Environment Positively Correlates with Course Performance and Satisfaction in Psychiatry

2021 ◽  
Author(s):  
Larrilyn L. Grant ◽  
Michael J. Opperman ◽  
Brennan Schiller ◽  
Jonathan Chastain ◽  
Jennelle Durnett Richardson ◽  
...  
Keyword(s):  
Medical Student ◽  
Student Engagement ◽  
Learning Environment ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Course Performance

Medical Student Perspectives of Active Learning: A Focus Group Study

2016 ◽  
Vol 29 (2) ◽  
pp. 173-180 ◽  
Author(s):  
Anne Walling ◽  
Kathryn Istas ◽  
Giulia A. Bonaminio ◽  
Anthony M. Paolo ◽  
Joseph D. Fontes ◽  
...  
Keyword(s):  
Medical Student ◽  
Active Learning ◽  
Focus Group ◽  
Student Perspectives ◽  
Focus Group Study ◽  
Medical Student Perspectives

scholarly journals In Defense of the Populist Lecture

2010 ◽  
Vol 43 (04) ◽  
pp. 759-765 ◽  
Author(s):  
Mark Lawrence Schrad
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Student Learning ◽  
Full Advantage ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Lecture Hall ◽  
Large Lecture ◽  
Information And Communication ◽  
Visual Variety

AbstractInformation and communication technology (ICT) programs like Microsoft PowerPoint and Apple Keynote have become the norm for large university lecture classes, but their record in terms of student engagement and active learning is mixed at best. Here, the author presents the merits of a “populist” lecture style that takes full advantage of the variety of features available from the latest generation of ICT programs. Based on visual variety, audio and visual sound bites, and the incorporation of humor and pop-cultural references, this populist approach not only facilitates greater student attention and engagement with the class materials, but also offers unmatched opportunities for extending student learning beyond the confines of the large lecture hall.

scholarly journals Medical student engagement and leadership within a new learning community

2010 ◽  
Vol 10 (1) ◽  
Author(s):  
Mark Bicket ◽  
Satish Misra ◽  
Scott M Wright ◽  
Robert Shochet
Keyword(s):  
Medical Student ◽  
Student Engagement ◽  
Learning Community ◽  
New Learning

scholarly journals Educational puzzles for understanding gastrointestinal physiology.

1999 ◽  
Vol 276 (6) ◽  
pp. S1 ◽  
Author(s):  
C M Bailey ◽  
C T Hsu ◽  
S E DiCarlo
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Active Learning ◽  
Small Group ◽  
Deductive Reasoning ◽  
Group Discussion ◽  
Small Group Discussion ◽  
Educational Tools ◽  
Problem Solving Skills ◽  
Gastrointestinal Physiology

We developed four innovative, creative, and fun educational tools to promote active learning, enhance problem-solving skills, and encourage small group discussion. Furthermore, the tools encourage deductive reasoning and critical thinking rather than passive memorization of material. The tools include crossword puzzles, hidden messages, word scrambles, and word searches. These tools were developed using two computer programs: the Crossword Construction Kit and The New Puzzle Factory. Instructors are encouraged to optimize the value of the tools by using the additional options presented at the end of each of the puzzles. The additional options encourage students to become active learners by creating their own tools. Although the principles of these four tools can be adapted to many disciplines, these specific games focused on gastrointestinal physiology. Our goal was to create tools that can be used either inside or outside the classroom to complement and enhance the lecture.

scholarly journals Student engagement and higher order skill proficiency: a comparison of traditional didactic and renewed integrated active learning curricula

2018 ◽  
Vol 42 (4) ◽  
pp. 685-692 ◽  
Author(s):  
Mari K. Hopper ◽  
Daniela A. Brake
Keyword(s):  
Student Engagement ◽  
Medical Students ◽  
Active Learning ◽  
Medical School ◽  
Curriculum Reform ◽  
Higher Order ◽  
Poor Correlation ◽  
First Year ◽  
Cohort Groups ◽  
The Impact

A large, multicampus, public medical school underwent curricular renewal, emphasizing a student-centered approach with 50% of all course contact time devoted to active learning. Determining the impact of active learning on student engagement and higher order skill (HOS) proficiency was the primary aim of this study. Following Institutional Review Board approval, two cohort groups of first-year medical students were enrolled. The first cohort ( n = 54) included students before curriculum reform in the legacy curriculum (LC). The second cohort ( n = 73) included students completing studies in the renewed curriculum (RC). Near the end of the first year of medical school, both cohorts completed a validated survey of student engagement, and a proctored problem-based assessment of HOS proficiency [Collegiate Learning Assessment (CLA+)]. Results indicated RC students perceived greater levels of engagement than LC (39.5+5.8 vs. 33.3+5.6), and greater reliance on HOS, including analysis, synthesis, and application. However, there were no significant differences between cohorts in proficiency of HOS when assessed by the CLA+ (LC = 1,878 ± 161 vs. RC = 1,900 ± 157). Additionally, poor correlation between engagement and HOS for both LC and RC indicated more engaged students do not necessarily possess greater HOS proficiency. Ceiling effect may explain results as medical students enter medical school as highly skilled learners with potentially little room for improvement. It will be informative to continue to track engagement and HOS of both cohort groups as they continue their medical studies.

scholarly journals 970. Medical Student Engagement with the COVID-19 Pandemic Is Increased Through Participation in a Preclinical Elective

2021 ◽  
Vol 8 (Supplement_1) ◽  
pp. S577-S577
Author(s):  
Kaelyn C Cummins ◽  
Katherine Naeger ◽  
Prathit A Kulkarni
Keyword(s):  
Medical Student ◽  
Student Engagement ◽  
Medical Students ◽  
Vaccine Development ◽  
Rank Test ◽  
Holistic Understanding ◽  
Current Events ◽  
Signed Rank Test ◽  
Pandemic Response ◽  
Personal Engagement

Abstract Background The medical field’s response to the Coronavirus Disease 2019 (COVID-19) pandemic required a multifaceted approach. Medical students were often excluded from the initial phases of pandemic response, resulting in feelings of disengagement. This study aimed to determine if offering educational experiences on current events related to the COVID-19 pandemic could increase medical students’ understanding of, and engagement with, the pandemic. Methods In Fall 2020, an elective course reviewing several aspects of the COVID-19 response was implemented. Preclinical medical students attended a discussion-based seminar series given by expert faculty on a variety of topics including pathophysiology, vaccine development, telemedicine, and others. Upon course completion, students were asked to complete a survey quantifying their understanding of the overall COVID-19 response, understanding of various individual facets of the response, and feelings of personal engagement on a Likert scale from 1-5, with 5 representing the most understanding or engagement. The differences in pre-course and post-course mean scores were compared using a Wilcoxon matched-pairs signed rank test for each question. Results A total of 65 students completed the course; 35 (54%) students filled out the final course survey. Results showed significant improvement in students’ perceived holistic understanding of the pandemic response (2.67 pre-course vs. 4.36 post-course; p < 0.001), and their feelings of personal engagement (3.06 pre-course vs. 4.33 post-course; p < 0.001). Students also reported significantly increased feelings of understanding for each individual facet of the pandemic response reviewed during the course (8 questions total, all p-values < 0.001). Conclusion Preclinical medical student participation in a course reviewing COVID-19 pandemic response significantly increased feelings of engagement with and understanding of the medical field’s response to the pandemic. Students showed improved understanding of each aspect of the pandemic response that was covered in the elective. Therefore, it appears that seminar- and discussion-based electives can be a useful tool for fostering preclinical student engagement in current events in medicine. Disclosures Prathit A. Kulkarni, M.D., Vessel Health, Inc. (Grant/Research Support)

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