BACKGROUND: Student-centred activities have been developed in a pathology course for medical students. AIM: This study reports on students' perceptions of a new form of case seminar as a way to learn pathology. METHOD: The seminar was evaluated through open-ended questionnaires and the data was analysed with a qualitative content analysis approach. RESULTS: All students reported that the case seminar was a positive learning experience. Four aspects of importance for learning were identified: motivational, knowledge construction, contextual and collaborative aspects. The motivational aspects concerned an increase in interest and motivation to learn, while the knowledge construction aspects included enhancing memory formation and facilitation of understanding. The case seminar also seems to help the students relate the textbook knowledge to a real world context and future profession, which can be described as the contextual aspects of learning. According to the students in our study, the work in small groups resulted in positive collaborative aspects of learning. CONCLUSIONS: The new case seminar could be an effective teaching and learning activity. It can be used in a traditional course as a complement to lectures and does not require a major change in the course design. It is also well suited for integrated curricula.
BACKGROUND: Student-centred activities have been developed in a pathology course for medical students. AIM: This study reports on students' perceptions of a new form of case seminar as a way to learn pathology. METHOD: The seminar was evaluated through open-ended questionnaires and the data was analysed with a qualitative content analysis approach. RESULTS: All students reported that the case seminar was a positive learning experience. Four aspects of importance for learning were identified: motivational, knowledge construction, contextual and collaborative aspects. The motivational aspects concerned an increase in interest and motivation to learn, while the knowledge construction aspects included enhancing memory formation and facilitation of understanding. The case seminar also seems to help the students relate the textbook knowledge to a real world context and future profession, which can be described as the contextual aspects of learning. According to the students in our study, the work in small groups resulted in positive collaborative aspects of learning. CONCLUSIONS: The new case seminar could be an effective teaching and learning activity. It can be used in a traditional course as a complement to lectures and does not require a major change in the course design. It is also well suited for integrated curricula.
Authors: Olga Riccioni; Charalambos Vrasidas; Luka Brcic; Goce Armenski; Sven Seiwerth; Annemieke Smeets; J Han Jm van Krieken; Andreas C Lazaris Journal: Adv Med Educ Pract Date: 2015-06-08