Preparing Medical Teachers for Small-Group Active Learning: A Design-based Research Study.

Area of Science:

• Medical Education
• Pedagogy
• Teacher Training

Background:

• Active learning strategies enhance student outcomes but are challenging for medical teachers to implement.
• Faculty Development Initiatives (FDIs) often focus on strategy proficiency, not practical transfer.
• Transferring active learning strategies into actual teaching practice remains a significant hurdle for educators.

Purpose of the Study:

• To design, implement, and evaluate a novel FDI aimed at stimulating the transfer of active learning strategies among medical teachers.
• To support medical teachers in overcoming challenges associated with facilitating active learning in small groups.
• To investigate methods for enhancing the practical application of active learning techniques in medical education.

Main Methods:

• A Design-Based Research study involving 34 new medical teachers.
• The FDI integrated Self-Directed Learning (SDL) with on-the-job and off-the-job learning components.
• Data collected via surveys and interviews across two FDI iterations, analyzed using inductive and deductive methods.

Main Results:

• Participants reported increased motivation to transfer active learning strategies due to autonomy in setting learning objectives.
• Peer, supervisor, and student support positively influenced the adoption of new teaching strategies.
• The integration of practical experiences with reflective sessions created a continuous learning cycle, fostering application.

Conclusions:

• A blended FDI approach combining SDL with on- and off-the-job learning effectively stimulates the transfer of active learning strategies.
• This model facilitates the progressive integration of active learning into medical teachers' pedagogical practices.
• Further research is warranted to assess the comparative efficacy of this FDI model.