The Effect of Participation in a Small-Group Discussion Session on Medical Student Learning of Intestinal Pathophysiology

The Effect of Participation in a Small-Group Discussion Session on Medical Student Learning of... Medical students are faced with the challenge of assimilating a large amount of content in a short period of time. They are motivated to look for the most efficient approach to learning and to perform well on their national licensing examinations. Medical schools are driven by accrediting agencies to reform their curriculum to increase active and collaborative learning opportunities. This prospective study evaluated the performance outcomes of an active small-group instructional session on benign colonic disorders between students who attended the session and those who did not. All students had access to the same materials and the recordings of the session through the university’s learning management system. Performance was determined by a 12-question pre-/posttest as well as the related items on the course’s final examination. All students performed significantly better on the posttest compared to the pretest (“Yes” attended and “No” did not attend: pre/post p < 0.001). There was no difference between the two groups on posttest performance (p = 0.59) or on the related questions on the final examination [Yes/No, 83.7/85.6% (p = 0.56)]. However, students who attended the session had a lower score on the remainder of the examination than those who did not attend the session [Yes/No, 81.8/85.0% (p = 0.04)] suggesting that the in-class small-group activity may have had a protective effect on performance. This study showed that participation in an active learning session was non-inferior and may benefit students that would have otherwise had lower performance justifying the large faculty effort in designing and delivering this modality. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Medical Science Educator Springer Journals

The Effect of Participation in a Small-Group Discussion Session on Medical Student Learning of Intestinal Pathophysiology

Loading next page...
 
/lp/springer_journal/the-effect-of-participation-in-a-small-group-discussion-session-on-lP051wLjAK
Publisher
Springer Journals
Copyright
Copyright © 2018 by International Association of Medical Science Educators
Subject
Education; Medical Education
eISSN
2156-8650
D.O.I.
10.1007/s40670-018-0544-3
Publisher site
See Article on Publisher Site

Abstract

Medical students are faced with the challenge of assimilating a large amount of content in a short period of time. They are motivated to look for the most efficient approach to learning and to perform well on their national licensing examinations. Medical schools are driven by accrediting agencies to reform their curriculum to increase active and collaborative learning opportunities. This prospective study evaluated the performance outcomes of an active small-group instructional session on benign colonic disorders between students who attended the session and those who did not. All students had access to the same materials and the recordings of the session through the university’s learning management system. Performance was determined by a 12-question pre-/posttest as well as the related items on the course’s final examination. All students performed significantly better on the posttest compared to the pretest (“Yes” attended and “No” did not attend: pre/post p < 0.001). There was no difference between the two groups on posttest performance (p = 0.59) or on the related questions on the final examination [Yes/No, 83.7/85.6% (p = 0.56)]. However, students who attended the session had a lower score on the remainder of the examination than those who did not attend the session [Yes/No, 81.8/85.0% (p = 0.04)] suggesting that the in-class small-group activity may have had a protective effect on performance. This study showed that participation in an active learning session was non-inferior and may benefit students that would have otherwise had lower performance justifying the large faculty effort in designing and delivering this modality.

Journal

Medical Science EducatorSpringer Journals

Published: Feb 9, 2018

References

You’re reading a free preview. Subscribe to read the entire article.


DeepDyve is your
personal research library

It’s your single place to instantly
discover and read the research
that matters to you.

Enjoy affordable access to
over 18 million articles from more than
15,000 peer-reviewed journals.

All for just $49/month

Explore the DeepDyve Library

Search

Query the DeepDyve database, plus search all of PubMed and Google Scholar seamlessly

Organize

Save any article or search result from DeepDyve, PubMed, and Google Scholar... all in one place.

Access

Get unlimited, online access to over 18 million full-text articles from more than 15,000 scientific journals.

Your journals are on DeepDyve

Read from thousands of the leading scholarly journals from SpringerNature, Elsevier, Wiley-Blackwell, Oxford University Press and more.

All the latest content is available, no embargo periods.

See the journals in your area

DeepDyve

Freelancer

DeepDyve

Pro

Price

FREE

$49/month
$360/year

Save searches from
Google Scholar,
PubMed

Create lists to
organize your research

Export lists, citations

Read DeepDyve articles

Abstract access only

Unlimited access to over
18 million full-text articles

Print

20 pages / month

PDF Discount

20% off