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

BMC Medical Education

Research Article

Debbie Jaarsma¹  Ineke Wolfhagen²  Albert Scherpbier²  Eva Schuurmans³  Peter van Beukelen³  Annemarie Spruijt³  Harold Bok³ 

[1]Academic Medical Centre, University of Amsterdam, PO Box 22.600, 1100, Amsterdam, DD, The Netherlands

[2]Faculty of Health, Medicine and Life Sciences, Maastricht University, PO Box 616, 6200, Maastricht, MD, The Netherlands

[3]Faculty of Veterinary Medicine, Quality Improvement in Veterinary Education, Utrecht University, PO Box 80.163, Yalelaan 1, 3508, Utrecht, TD, The Netherlands

关键词: Seminar learning;    Undergraduate (veterinary) medical education;    Focus groups;    Faculty development;   

DOI  :  10.1186/1472-6920-13-22

 received in 2012-07-12, accepted in 2013-02-06,  发布年份 2013

来源: Springer

【 摘 要 】

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.

【 授权许可】

CC BY   
© Spruijt et al.; licensee BioMed Central Ltd. 2013