Luscombe Ciara, Montgomery Julia
Brighton & Sussex Medical School, Brighton, East Sussex, BN1 9PU, UK.
BMC Med Educ. 2016 Jul 19;16:184. doi: 10.1186/s12909-016-0698-x.
Lectures continue to be an efficient and standardised way to deliver information to large groups of students. It has been well documented that students prefer interactive lectures, based on active learning principles, to didactic teaching in the large group setting. Despite this, it is often the case than many students do not engage with active learning tasks and attempts at interaction. By exploring student experiences, expectations and how they use lectures in their learning we will provide recommendations for faculty to support student learning both in the lecture theatre and during personal study time.
This research employed a hermeneutic phenomenological approach. Three focus groups, consisting of 19 students in total, were used to explore the experiences of second year medical students in large group teaching sessions. Using generic thematic data analysis, these accounts have been developed into a meaningful account of experience.
This study found there to be a well-established learning culture amongst students and with it, expectations as to the format of teaching sessions. Furthermore, there were set perceptions about the student role within the learning environment which had many implications, including the way that innovative teaching methods were received. Student learning was perceived to take place outside the lecture theatre, with a large emphasis placed on creating resources that can be taken away to use in personal study time.
Presented here is a constructive review of reasons for student participation, interaction and engagement in large group teaching sessions. Based on this are recommendations constructed with the view to aid educators in engaging students within this setting. Short term, educators can implement strategies that monopolise on the established learning culture of students to encourage engagement with active learning strategies. Long term, it would be beneficial for educators to consider ways to shift the current student learning culture to one that embraces an active learning curriculum.
讲座仍然是向大批学生传递信息的一种高效且标准化的方式。有充分的文献记载，基于主动学习原则，学生更喜欢互动式讲座，而非大班授课中的讲授式教学。尽管如此，很多学生往往不参与主动学习任务和互动尝试。通过探究学生的经历、期望以及他们在学习中如何利用讲座，我们将为教师提供建议，以支持学生在讲堂和个人学习时间的学习。
本研究采用诠释现象学方法。三个焦点小组，共19名学生，用于探究二年级医学生在大班教学课程中的经历。通过通用主题数据分析，这些描述已被整理成一份有意义的经历描述。
本研究发现学生中存在一种既定的学习文化，以及对教学课程形式的期望。此外，对于学习环境中学生角色有既定的认知，这有诸多影响，包括对创新教学方法的接受方式。学生学习被认为发生在讲堂之外，非常强调创建可带走供个人学习时间使用的资源。
本文对学生在大班教学课程中的参与、互动和投入的原因进行了建设性回顾。基于此提出了一些建议，旨在帮助教育工作者在这种环境中吸引学生参与。短期而言，教育工作者可以实施利用学生既定学习文化的策略，以鼓励他们参与主动学习策略。长期而言，教育工作者考虑将当前的学生学习文化转变为接受主动学习课程的文化将是有益的。
