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Student Perceptions of a New Course Using Argumentation in Medical Education.

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Summary
This summary is machine-generated.

Medical students found the "Argue-to-Learn" debate format engaging and appreciated civil discourse on controversial topics. This educational approach was well-received, though further research is needed to confirm its impact on critical thinking skills.

Keywords:
argumentationcollaborative learningcritical discourse

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Area of Science:

  • Medical Education
  • Health Professions Education
  • Medical Ethics

Background:

  • Critical thinking and civil discourse are vital for medical practice.
  • A novel educational format,
  • Argue-to-Learn
  • , was implemented for first-year medical students.
  • This program aimed to foster critical thinking and civil discussion on controversial medical topics.

Purpose of the Study:

  • To introduce and evaluate the
  • Argue-to-Learn
  • program in medical education.
  • To assess student perceptions of a debate-based learning format.
  • To explore student engagement with controversial clinical topics.

Main Methods:

  • Quantitative data collected via post-session surveys with Likert scale questions.
  • Comparative analysis of survey scores against other courses in the learning block using Student's t-test.
  • Qualitative data analyzed thematically from open-ended survey responses.

Main Results:

  • Student evaluations for
  • Argue-to-Learn
  • sessions were comparable or numerically higher than other courses, though not statistically significant.
  • Students reported enjoyment and engagement with the debate format.
  • Participants valued the safe environment for expressing and hearing diverse viewpoints.

Conclusions:

  • The
  • Argue-to-Learn
  • format is positively received by medical students, aligning with educational scholarship.
  • Further investigation is required to ascertain if this method enhances critical thinking and learning outcomes in medical education.