A rapid review of the factors affecting healthcare students' satisfaction with small-group, active learning methods

Kilgour, James ORCID: https://orcid.org/0000-0001-8067-2306, Grundy, Lisa and Monrouxe, Lynn Valerie 2016. A rapid review of the factors affecting healthcare students' satisfaction with small-group, active learning methods. Teaching and Learning in Medicine 28 (1) , pp. 15-25. 10.1080/10401334.2015.1107484

Full text not available from this repository.

Abstract

Phenomenon: Problem-based learning (PBL) and other small-group, active learning methodologies have been widely adopted into undergraduate and postgraduate healthcare curricula across the world. Although much research has examined student perceptions of these innovative teaching pedagogies, there are still questions over which factors influence these views. This article aims to identify these key elements that affect healthcare student satisfaction with PBL and other small-group learning methods, including case-based and team-based learning. Approach: A systematic rapid review method was used to identify high-quality original research papers from the healthcare education literature from between 2009 and 2014. All papers were critically appraised before inclusion in line with published guidelines. Narrative synthesis was achieved using an inductively developed, thematic framework approach. Findings: Fifty-four papers were included in the narrative synthesis. The evidence suggests that, despite an initial period of negative emotion and anxiety, the perspectives of healthcare students toward small-group, active learning methods are generally positive. The key factors influencing this satisfaction level include (a) the facilitator role, (b) tutorial structure, (c) individual student factors, (d) case authenticity, (e) increased feedback, (f) group harmony, and (g) resource availability. Insights: Student satisfaction is an important determinant of healthcare education quality, and the findings of this review may be of value in future curriculum design. The evidence described here suggests that an ideal curriculum may be based on an expert-led, hybrid PBL model.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Medicine
Publisher:	Taylor & Francis Group
ISSN:	1040-1334
Last Modified:	02 Nov 2022 11:24
URI:	https://orca.cardiff.ac.uk/id/eprint/101929

Citation Data

Cited 41 times in Scopus. View in Scopus. Powered By Scopus® Data

Actions (repository staff only)

Edit Item