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Teaching and Learning in Medicine
An International Journal
Volume 29, 2017 - Issue 2
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Medical Student Perspectives of Active Learning: A Focus Group Study

Anne WallingOffice of Faculty Affairs and Professional Development, University of Kansas School of Medicine, Wichita, KansasCorrespondence[email protected]
,
Kathryn IstasOffice of Medical Education, University of Kansas School of Medicine, Kansas City, Kansas
,
Giulia A. BonaminioOffice of Medical Education, University of Kansas School of Medicine, Kansas City, Kansas
,
Anthony M. PaoloOffice of Medical Education, University of Kansas School of Medicine, Kansas City, Kansas
,
Joseph D. FontesDepartment of Biochemistry and Molecular Biology, University of Kansas School of Medicine, Kansas City, Kansas
,
Nancy DavisOffice of Faculty Affairs and Development, University of Kansas School of Medicine, Kansas City, Kansas
&
Benito A. BerardoOffice of Medical Education, University of Kansas School of Medicine, Kansas City, Kansas
 show all
Pages 173-180 | Published online: 29 Dec 2016

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Ruth E. Levine, Peggy Hsieh, P. Adam Kelly, Lisa Carchedi, Jennifer Gibson, Paul Haidet, Paul Koles, Lindsey Pershern, Dawnelle Schatte, Brenda Talley, Dwight Wolf & Britta Thompson. (2020) The Facilitator Instrument for Team-Based Learning (FIT). Teaching and Learning in Medicine 32:1, pages 82-90.
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Robin K Pettit, Lise McCoy & Marjorie Kinney. (2017) What millennial medical students say about flipped learning. Advances in Medical Education and Practice 8, pages 487-497.
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Articles from other publishers (19)

Dorothy Hughes, Sarah A. Keim & Joseph D. Fontes. (2023) Equivalent Performance of Exam Items Associated with Case-Based Learning, Flipped Classroom, and Lecture in a Pre-clerkship Medical Curriculum. Medical Science Educator 33:5, pages 1109-1115.
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Amber J. Heck, Courtney E. Cross, Veronica Y. Tatum & Amanda J. Chase. (2023) Active Learning Among Health Professions’ Educators: Perceptions, Barriers, and Use. Medical Science Educator 33:3, pages 719-727.
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Krishnamurthy SoundariyaDeepika Velusami. (2023) UNCLE (Unconventional Learning Exercises): An Innovative approach towards active learning in Physiology for I MBBS students. Global Journal of Health Sciences and Research 1, pages 27-30.
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Anna T. Cianciolo, Cheryl Ashburn, Heeyoung Han, Cathy Schwind, Sophia Matos, Aysha Rafaquat & Jasmine Davila. (2023) If You Build It, Will They Come? Exploring the Impact of Medical Student Engagement on Clerkship Curriculum Outcomes. Medical Science Educator 33:1, pages 205-214.
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Luciana Goguță, Diana Lungeanu, Codruța Gruia & Anca Jivănescu. (2022) Mobile Technology Patterns in Dentistry Students. A Clinical Survey. Timisoara Medical Journal 2022:2, pages 1.
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Madison B. Bagley, Andrew G. Smith, David A. Morton & Candace J. Chow. (2022) “I really liked the chance to talk about it”: Students’ Reflections on the Process of Completing Paper Puzzles, a Novel Active Learning Activity. Medical Science Educator 32:6, pages 1503-1511.
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Keith A. Mays, Lorel E. Burns, Grishondra Branch‐Mays & Ryan Quock. (2022) Junior faculty perspectives on the academic environment: A call for development and onboarding. Journal of Dental Education 86:7, pages 804-813.
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Surachai Leksuwankun, Suwiwat Bunnag, Amornrut Namasondhi, Thanakit Pongpitakmetha, Wannarasmi Ketchart, Danai Wangsaturaka & Chandhanee Itthipanichpong. (2022) Students’ Attitude Toward Active Learning in Health Science Education: The Good, the Challenges, and the Educational Field Differences. Frontiers in Education 7.
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Jan Willem Grijpma, Marianne Mak‐van der Vossen, Rashmi A. Kusurkar, Martijn Meeter & Anne Croix. (2021) Medical student engagement in small‐group active learning: A stimulated recall study. Medical Education 56:4, pages 432-443.
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Audrey Webster, Alana Metcalf, Lauren Kelly, Ave Bisesi, Miranda Marnik-Said, Carol Colbeck, Robert Marine, Marcelo Vinces, Amy Campbell & Taylor Allen. (2022) Undergraduates’ lived experience of project-/problem-based learning in introductory biology. Advances in Physiology Education 46:1, pages 162-178.
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Hongmei Dong, Jonathan Lio, Renslow Sherer & Ivy Jiang. (2021) Some Learning Theories for Medical Educators. Medical Science Educator 31:3, pages 1157-1172.
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Omar Dawood, James Rea, Nicholas Decker, Tatiana Kelley & Anna T. Cianciolo. (2021) Problem-Based Learning About Problem-Based Learning: Lessons Learned from a Student-Led Initiative to Improve Tutor Group Interaction. Medical Science Educator 31:2, pages 395-399.
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Charle André Viljoen, Rob Scott Millar, Kathryn Manning & Vanessa Celeste Burch. (2020) Effectiveness of blended learning versus lectures alone on ECG analysis and interpretation by medical students. BMC Medical Education 20:1.
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Charle André Viljoen, Rob Scott Millar, Kathryn Manning & Vanessa Celeste Burch. (2020) Determining electrocardiography training priorities for medical students using a modified Delphi method. BMC Medical Education 20:1.
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Meganne K Masko, Kelly Thormodson & Kristen Borysewicz. (2020) Using Case-Based Learning to Teach Information Literacy and Critical Thinking Skills in Undergraduate Music Therapy Education: A Cohort Study. Music Therapy Perspectives 38:2, pages 143-149.
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James W. Lewis, Anna M. Lama, Philip D. Hurst & Benjamin A. Paserba. (2020) Interactive Large Group Lecture Demonstrations: Dramatization of Medical Neurobiology Concepts to Improve Student Perception of Understanding Fluid Mechanisms of the Central Nervous System. Medical Science Educator 30:2, pages 811-822.
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Anne Walling, Giulia Bonaminio, Mark Meyer, Tomas L. Griebling, Tony Paolo & Kari Nilsen. (2019) Unintended Consequences of Curricular Change: Lessons from Legacy Students. Medical Science Educator 29:4, pages 919-922.
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Madelyn Fetter, Randall Robbs & Anna T. Cianciolo. (2019) Clerkship Curriculum Design and USMLE Step 2 Performance: Exploring the Impact of Self-Regulated Exam Preparation. Medical Science Educator 29:1, pages 265-276.
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Linda M. Love, Faye L. Haggar, Sarah B. McBrien, Russell J. Buzalko, Teresa L. Hartman, Ron J. Shope & Gary L. Beck Dallaghan. (2018) Supporting the Professional Identity of Medical Science Educators: Understanding Faculty Motivations for Quality Improvement in Teaching. Medical Science Educator 28:4, pages 655-665.
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