Exploring medical student learning in the large group teaching environment: Examining current practice to inform curricular development

BMC Medical Education

Volumn 16, Issue 1, 2016, Pages

  Luscombe, Ciara ^a   Montgomery, Julia ^a  

^a BRIGHTON AND SUSSEX MEDICAL SCHOOL   (United Kingdom)

Author keywords

Active learning; Interaction; Learning culture; Lecture; Medical students

Indexed keywords

CLINICAL ARTICLE; CURRICULUM; DATA ANALYSIS; EXPECTATION; HUMAN; LEARNING ENVIRONMENT; MEDICAL STUDENT; PERCEPTION; TEACHING; UNIVERSITY; ADULT; INFORMATION PROCESSING; LEARNING; MEDICAL EDUCATION; MIDDLE AGED; MOTIVATION; PROBLEM BASED LEARNING; PROCEDURES; PSYCHOLOGY; QUESTIONNAIRE; YOUNG ADULT;

ADULT; CURRICULUM; EDUCATION, MEDICAL, UNDERGRADUATE; FOCUS GROUPS; HUMANS; LEARNING; MIDDLE AGED; MOTIVATION; PROBLEM-BASED LEARNING; STUDENTS, MEDICAL; SURVEYS AND QUESTIONNAIRES; TEACHING; YOUNG ADULT;

EID: 84978505282     PISSN: None     EISSN: 14726920     Source Type: Journal    
DOI: 10.1186/s12909-016-0698-x     Document Type: Article

References (31)

1. Huba ME, Freed JE. Learner centered assessment on college campuses: Shifting the focus from teaching to learning. 2nd ed. 2000.
2. Sander P, Stevenson K, King M, Coates D. University Students' Expectations of Teaching. Stud High Educ. 2000;25(3):309-23.
3. Moffett J, Berezowski J, Spencer D, Lanning S. An investigation into the factors that encourage learner participation in a large group medical classroom. Adv Med Educ Pract. 2014;5:65-71.
4. Bonwell CC, Eison JA. Active Learning: Creating Excitement in the Classroom. 1991 ASHE-ERIC Higher Education Report No 1. Washington, D.C: The George Washington University, School of Education and Human Development; 1991.
5. Bishop JL, Verleger MA. The flipped classroom: A survey of the research. ASEE National Conference Proceedings. Atlanta: American Society for Engineering Education; 2013.
6. McLaughlin JE, Roth MT, Glatt DM, Gharkholonarehe N, Davidson CA, Griffin LM, et al. The flipped classroom: a course redesign to foster learning and engagement in a health professions school. Acad Med. 2014;89(2):236-43.
7. Duggan PM, Palmer E, Devitt P. Electronic voting to encourage interactive lectures: a randomised trial. BMC Med Educ. 2007;7:25. http://doi.org/ 10.1186/1472-6920-7-25.
8. Hake RR. Interactive-engagement versus traditional methods: A six-thousand- student survey of mechanics test data for introductory physics courses. Am J Phys. 1998;66(1):64-74.
9. Michael J. Where's the evidence that active learning works? Adv Physiol Educ. 2006;30(4):159-67.
10. Vishnevsky T, Beanlands H. Qualitative research. Nephrol Nurs J. 2004;31(2):234-8.
11. Pope C, Mays N. Qualitative research: reaching the parts other methods cannot reach: an introduction to qualitative methods in health and health services research. BMJ. 1995;311:42-5.
12. Bunniss S, Kelly DR. Research paradigms in medical education research. Med Educ. 2010;44(4):358-66.
13. Ajjawi R, Higgs J. Using hermeneutic phenomenology to investigate how experienced practitioners learn to communicate clinical reasoning. Qualitative Report. 2007;12(4):612-38.
14. Barbour RS. Making sense of focus groups. Med Educ. 2005;39(7):742-50.
15. Kitzinger J. Qualitative research: introducing focus groups. BMJ. 1995;311:299-302.
16. Folch-Lyon E, Trost JF. Conducting focus group sessions. Stud Fam Plan. 1981;12(12):443-9.
17. White C, Bradley E, Martindale J, et al. Why are medical students 'checking out' of active learning in a new curriculum? Med Educ. 2015;48(3):315-24.
18. Knowles M. The modern practice of adult education: from pedagogy to andragogy. 2nd ed. New York: Cambridge Books; 1980.
19. Knowles M. Andragogy in action: applying modern principles of of adult learning. San Francisco: Jossey-Bass; 1984.
20. Swanwick T. Understanding medical education: Evidence, theory and practice. John Wiley & Sons; 2011
21. Misch DA. Andragogy and medical education: are medical students internally motivated to learn? Adv Health Sci Educ. 2002;7(2):153-60.
22. Newble DI, Jaeger K. The effect of assessments and examinations on the learning of medical students. Med Educ. 1983;17(3):165-71.
23. McManus IC, Richards P, Winder BC, Sproston KA. Clinical experience, performance in final examinations, and learning style in medical students: prospective study. BMJ. 1998;316(7128):345-50.
24. Biggs JB. Student approaches to learning and studying. Research monograph. Hawthorn: Australian Council for Educational Research Limited; 1987.
25. Missildine K, Fountain R, Summers L, Gosselin K. Flipping the classroom to improve student performance and satisfaction. J Nurs Educ. 2013;52(10):597-9.
26. Morgan H, McLean K, Chapman C, et al. The flipped classroom for medical students. Clin Teach. 2015;12(3):155-60.
27. Gilboy MB, Heinerichs S, Pazzaglia G. Enhancing student engagement using the flipped classroom. J Nutr Educ Behav. 2014;47(1):109-14.
28. Kumar S. An innovative method to enhance interaction during lecture sessions. Adv Physiol Educ. 2003;27(1):20-5.
29. Sellar M. Poll everywhere. The Charleston Advisor. 2011;12(3):57-60.
30. Tune JD, Sturek M, Basile DP. Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. Adv Physiol Educ. 2013;37(4):316-20.
31. Basch CE. Focus group interview: An underutilized research technique for improving theory and practice in health education. Health Educ Behav. 1987;14(4):411-48.