TY - JOUR
T1 - Changes in student appreciation of small-group active learning
T2 - A follow-up q-methodological study
AU - Grijpma, J. W.
AU - de la Croix, A.
AU - Meeter, M.
AU - Kusurkar, R. A.
N1 - Funding Information: We would like to thank our colleagues in the Research in Education team for their feedback on the paper, the Q-method Listserv and Prof. Dr. Job van Exel (Erasmus School of Health Policy & Management, Erasmus University Rotterdam, the Netherlands) for answering questions on the analyses of longitudinal Q-data, and ZoomQ Research Seminar Committee's Dr. Mustafa Aydogan (Department of Guidance and Psychological counseling, Sinop University, Sinop, Turkey) and Dr. Miku Lenentine (Research Center for Resilient Neighborhoods, Kapiʻolani Kula Nui Kaiāulu, Kapi'olani Community College, University of Hawai'i, United States of America) for demonstrating Easy HtmlQ and KADE. Publisher Copyright: © 2022
PY - 2022/1
Y1 - 2022/1
N2 - Background: Differences in students’ epistemic beliefs and approaches to learning influence how they appreciate small-group active learning methods. As students develop and advance through their study program, it is likely that their epistemic beliefs and approaches to learning change. However, it is unclear how these changes influence their appreciation of small-group active learning, and what this means for teachers who want to motivate and engage students at various stages of their study program. In a previous paper, we published findings of first-year medical students. In the present study, we followed up on the original student sample as they entered their fourth year. Methods: We repeated the Q-methodological study procedure from the previous study to explore change in appreciation of small-group active learning. Participants rank-ordered 54 statements, answered open-ended questions about their rank-ordering, and completed a demographic questionnaire. We also invited participants to take part in a subsequent interview to reflect on changes in their beliefs about small-group active learning since their start of medical training. Results: Twenty students participated (38.5% of the original sample). We decided on a 2-profile solution. Profile 1 students were ‘success-oriented’, while profile 2 students were ‘development-oriented’. Students’ appreciation of small-group active learning remained fairly stable over time, although key aspects related to students’ epistemic beliefs and approaches to learning developed. Seven students took part in the subsequent interview and reported personal, group, tutor, and medical program reasons for changes in their appreciation of small-group active learning. Discussion: This study showed how and why medical students’ appreciation of small-group active learning changed over time along with development of their epistemic beliefs and approaches to learning. These findings contribute to the study of active learning in (medical) education because they highlight the development of students as they advance through their studies. What motivates and engages first-year students is not necessarily motivating and engaging for students in later stages. Our findings support the development of interventions that can help teachers to teach in active learning settings.
AB - Background: Differences in students’ epistemic beliefs and approaches to learning influence how they appreciate small-group active learning methods. As students develop and advance through their study program, it is likely that their epistemic beliefs and approaches to learning change. However, it is unclear how these changes influence their appreciation of small-group active learning, and what this means for teachers who want to motivate and engage students at various stages of their study program. In a previous paper, we published findings of first-year medical students. In the present study, we followed up on the original student sample as they entered their fourth year. Methods: We repeated the Q-methodological study procedure from the previous study to explore change in appreciation of small-group active learning. Participants rank-ordered 54 statements, answered open-ended questions about their rank-ordering, and completed a demographic questionnaire. We also invited participants to take part in a subsequent interview to reflect on changes in their beliefs about small-group active learning since their start of medical training. Results: Twenty students participated (38.5% of the original sample). We decided on a 2-profile solution. Profile 1 students were ‘success-oriented’, while profile 2 students were ‘development-oriented’. Students’ appreciation of small-group active learning remained fairly stable over time, although key aspects related to students’ epistemic beliefs and approaches to learning developed. Seven students took part in the subsequent interview and reported personal, group, tutor, and medical program reasons for changes in their appreciation of small-group active learning. Discussion: This study showed how and why medical students’ appreciation of small-group active learning changed over time along with development of their epistemic beliefs and approaches to learning. These findings contribute to the study of active learning in (medical) education because they highlight the development of students as they advance through their studies. What motivates and engages first-year students is not necessarily motivating and engaging for students in later stages. Our findings support the development of interventions that can help teachers to teach in active learning settings.
KW - Active learning
KW - Epistemic beliefs
KW - Faculty development
KW - Q-methodology
KW - Student engagement
UR - http://www.scopus.com/inward/record.url?scp=85137395681&partnerID=8YFLogxK
U2 - https://doi.org/10.1016/j.ijedro.2022.100199
DO - https://doi.org/10.1016/j.ijedro.2022.100199
M3 - Article
SN - 2666-3740
VL - 3
JO - International Journal of Educational Research Open
JF - International Journal of Educational Research Open
M1 - 100199
ER -