Department of English Language, School of Paramedical Sciences, Shiraz University of Medical Sciences, Shiraz, Iran.
BMC Med Educ. 2024 Aug 26;24(1):925. doi: 10.1186/s12909-024-05911-3.
This study investigates the effectiveness of panel discussions, a specific interactive teaching technique where a group of students leads a pre-planned, topic-focused discussion with audience participation, in English for Specific Purposes (ESP) courses for international medical students. This approach aims to simulate professional conference discussions, preparing students for future academic and clinical environments where such skills are crucial. While traditional group presentations foster critical thinking and communication, a gap exists in understanding how medical students perceive the complexities of preparing for and participating in panel discussions within an ESP setting. This qualitative study investigates the perceived advantages and disadvantages of these discussions from the perspectives of both panelists (medical students) and the audience (peers). Additionally, the study explores potential improvements based on insights from ESP instructors. Utilizing a two-phase design involving reflection papers and focus group discussions, data were collected from 46 medical students and three ESP instructors. Thematic analysis revealed that panel discussions offer unique benefits compared to traditional presentations, including enhanced engagement and more dynamic skill development for both panelists and the audience. Panelists reported gains in personal and professional development, including honing critical thinking, communication, and presentation skills. The audience perceived these discussions as engaging learning experiences that fostered critical analysis and information synthesis. However, challenges such as academic workload and concerns about discussion quality were also identified. The study concludes that panel discussions, when implemented effectively, can be a valuable tool for enhancing critical thinking, communication skills, and subject matter knowledge in ESP courses for medical students. These skills are transferable and can benefit students in various academic and professional settings, including future participation in medical conferences. This research provides valuable insights for ESP instructors seeking to integrate panel discussions into their curriculum, ultimately improving student learning outcomes and preparing them for future success in professional communication.
本研究调查了小组讨论在国际医学生的专门用途英语（ESP）课程中的有效性，小组讨论是一种特定的互动教学技术，一组学生在观众参与的情况下引导预先计划的、主题集中的讨论。这种方法旨在模拟专业会议讨论，为学生未来的学术和临床环境做好准备，在这些环境中，这种技能至关重要。虽然传统的小组报告有助于培养批判性思维和沟通能力，但对于医学生如何理解在 ESP 环境中准备和参与小组讨论的复杂性，仍存在理解上的差距。本定性研究从小组讨论参与者（医学生）和观众（同学）的角度调查了这些讨论的感知优势和劣势。此外，该研究还探讨了基于 ESP 教师的见解的潜在改进措施。本研究采用两阶段设计，包括反思论文和焦点小组讨论，从 46 名医学生和 3 名 ESP 教师那里收集了数据。主题分析显示，与传统报告相比，小组讨论具有独特的优势，包括提高了小组讨论参与者和观众的参与度和更具活力的技能发展。小组讨论参与者报告在个人和专业发展方面有所收获，包括提高批判性思维、沟通和演示技能。观众认为这些讨论是一种引人入胜的学习体验，可以促进批判性分析和信息综合。然而，也发现了一些挑战，如学术工作量和对讨论质量的担忧。研究结论认为，当小组讨论得到有效实施时，它可以成为提高医学生 ESP 课程批判性思维、沟通技巧和主题知识的有价值工具。这些技能具有可转移性，可以使学生在各种学术和专业环境中受益，包括未来参加医学会议。这项研究为寻求将小组讨论纳入课程的 ESP 教师提供了有价值的见解，最终提高了学生的学习成果，并为他们在专业沟通方面的未来成功做好了准备。
