Teachers’ perceptions of aspects affecting seminar learning: a qualitative study

Annemarie Spruijt,Debbie Jaarsma,Ineke Wolfhagen,Harold Bok,Eva Schuurmans,Albert Scherpbier,Peter Van Beukelen

doi:10.1186/1472-6920-13-22

Annemarie Spruijt, Debbie Jaarsma + Show 5 more

Open Access

https://doi.org/10.1186/1472-6920-13-22

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Abstract

BackgroundMany medical schools have embraced small group learning methods in their undergraduate curricula. Given increasing financial constraints on universities, active learning groups like seminars (with 25 students a group) are gaining popularity. To enhance the understanding of seminar learning and to determine how seminar learning can be optimised it is important to investigate stakeholders’ views. In this study, we qualitatively explored the views of teachers on aspects affecting seminar learning.MethodsTwenty-four teachers with experience in facilitating seminars in a three-year bachelor curriculum participated in semi-structured focus group interviews. Three focus groups met twice with an interval of two weeks led by one moderator. Sessions were audio taped, transcribed verbatim and independently coded by two researchers using thematic analysis. An iterative process of data reduction resulted in emerging aspects that influence seminar learning.ResultsTeachers identified seven key aspects affecting seminar learning: the seminar teacher, students, preparation, group functioning, seminar goals and content, course coherence and schedule and facilities. Important components of these aspects were: the teachers’ role in developing seminars (‘ownership’), the amount and quality of preparation materials, a non-threatening learning climate, continuity of group composition, suitability of subjects for seminar teaching, the number and quality of seminar questions, and alignment of different course activities.ConclusionsThe results of this study contribute to the unravelling of the ‘the black box’ of seminar learning. Suggestions for ways to optimise active learning in seminars are made regarding curriculum development, seminar content, quality assurance and faculty development.

Highlights

Many medical schools have embraced small group learning methods in their undergraduate curricula
Many medical schools, inspired by social constructivist theories of learning stating that learners should construct their own knowledge in active learning environments [1], have embraced small group learning by introducing tutorials, seminars, workshops and group practicals [2]
Teacher Seminar teacher According to the participants, teachers have an important role in seminar learning

Summary

Introduction

Many medical schools have embraced small group learning methods in their undergraduate curricula. Given increasing financial constraints on universities, active learning groups like seminars (with 25 students a group) are gaining popularity. Many medical schools, inspired by social constructivist theories of learning stating that learners should construct their own knowledge in active learning environments [1], have embraced small group learning by introducing tutorials, seminars, workshops and group practicals [2]. Small group learning offers students opportunities to discuss and refine their understanding of complex issues, learn how to solve problems and reflect on their attitudes and feelings [3]. Due to increasing financial constraints, medical and veterinary schools are turning to other formats of active group learning [8], such as seminars and team learning. Since we were unable to find many studies on seminar learning, we conducted a qualitative study to increase our insight into aspects that are conducive to seminar learning

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