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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

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Published on: December 9, 2022

Teachers' perceptions of aspects affecting seminar learning: a qualitative study.

Annemarie Spruijt¹, Ineke Wolfhagen, Harold Bok

¹Utrecht University, Faculty of Veterinary Medicine, Quality Improvement in Veterinary Education, Yalelaan 1, PO Box 80.163, Utrecht, TD 3508, The Netherlands. a.spruijt@uu.nl

BMC Medical Education

|February 13, 2013

Summary

Teachers identified seven key aspects influencing seminar learning, including teacher roles, student engagement, and preparation. Optimizing these factors can enhance active learning in seminars for better educational outcomes.

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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

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Published on: September 27, 2020

Area of Science:

Medical Education
Pedagogy

Background:

Medical schools increasingly use small group learning.
Seminars (25 students/group) are popular due to financial constraints.
Understanding seminar learning is crucial for optimization.

Purpose of the Study:

Qualitatively explore teachers' views on seminar learning.
Identify factors affecting seminar learning effectiveness.

Main Methods:

Semi-structured focus group interviews with 24 experienced teachers.
Thematic analysis of transcribed focus group sessions.
Iterative data reduction to identify key aspects.

Main Results:

Seven key aspects identified: teacher, students, preparation, group functioning, seminar goals/content, course coherence, and facilities.
Crucial components include teacher ownership, preparation quality, learning climate, group continuity, subject suitability, question quality, and activity alignment.

Conclusions:

The study illuminates the 'black box' of seminar learning.
Provides suggestions for optimizing curriculum, content, quality assurance, and faculty development for active seminar learning.