Medical Student Perspectives of Active Learning: A Focus Group Study

ABSTRACT

Phenomenon: Medical student perspectives were sought about active learning, including concerns, challenges, perceived advantages and disadvantages, and appropriate role in the educational process. Approach: Focus groups were conducted with students from all years and campuses of a large U.S. state medical school. Findings: Students had considerable experience with active learning prior to medical school and conveyed accurate understanding of the concept and its major strategies. They appreciated the potential of active learning to deepen and broaden learning and its value for long-term professional development but had significant concerns about the efficiency of the process, the clarity of expectations provided, and the importance of receiving preparatory materials. Most significantly, active learning experiences were perceived as disconnected from grading and even as impeding preparation for school and national examinations. Insights: Medical students understand the concepts of active learning and have considerable experience in several formats prior to medical school. They are generally supportive of active learning concepts but frustrated by perceived inefficiencies and lack of contribution to the urgencies of achieving optimal grades and passing United States Medical Licensing Examinations, especially Step 1.

KEYWORDS:

• Active learning
• student perspectives
• focus groups
• qualitative study

Acknowledgments

The work was presented as an oral abstract “Student Perspectives of Active Learning” presented at CGEA 2016 Spring Conference, Innovation and Impact: Modern Medical Education April 7. Ypsilanti, Michigan. We thank the medical students who participated in the focus groups, Karen Drake for organizing the groups and Shawnalee Criss for transcription.

Funding

This study was funded in part by a Collaborative Grant from the Association of American Medical Colleges Central Group on Educational Affairs.