Appreciating small-group active learning: What do medical students want, and why? A Q-methodology study

Area of Science:

• Medical Education
• Student Engagement
• Active Learning Strategies

Background:

• Effective Small-Group Active Learning (SMAL) requires meaningful student engagement for knowledge construction.
• Educators face challenges in fostering this engagement among medical students.
• Understanding student perspectives is crucial for optimizing SMAL effectiveness.

Purpose of the Study:

• To explore the diversity in medical students' appreciation of SMAL.
• To identify different student profiles regarding their views on active learning.
• To link these profiles to students' epistemic beliefs and learning approaches.

Main Methods:

• Utilized Q-methodology, a mixed-method approach for studying subjectivity.
• Developed 54 statements related to active learning methods.
• Conducted individual interviews with first-year medical students, involving ranking statements and providing explanations, followed by by-person factor analysis.

Main Results:

• A four-factor solution, representing distinct student profiles, best explained the data from 52 students (52% variance).
• These profiles were characterized as 'understanding-oriented,' 'assessment-oriented,' 'group-oriented,' and 'practice-oriented.'
• Each profile captures a unique shared viewpoint on the appreciation of SMAL.

Conclusions:

• The identified profiles illuminate the varied ways and reasons students appreciate SMAL.
• Educators can leverage these profiles to inform the design and delivery of SMAL sessions.
• Tailoring teaching to students' epistemic beliefs and learning approaches may enhance motivation and engagement in SMAL.