Debate Preparation/Participation: An Active, Effective Learning Tool

Abstract

Background: Passive educational techniques (such as lectures) are thought to be less productive than active learning. Purpose: We examined whether preparing for and participating in a debate would be an effective, active way to learn about a controversial topic. Methods: We compared quiz performance in residents who attended a lecture to residents who prepared for/participated in a debate. Twelve residents each participated in one lecture session and one debate session. Learning was evaluated via a quiz. Quizzes were given twice: before the debate/lecture and 1 week after the debate/lecture. Quiz scores were compared using repeated measures analysis of variance, with a p value of < .05 considered significant. A survey evaluating the usefulness of debating was given to all participants. Results: There was a statistically significant difference in the pretest mean quiz score between the debate and lecture groups: 78.3% and 52.5%, respectively ( p = .02). Similarly, on posttest quizzes, the average debater scored 85.8%, versus 61.7% for the lecture group ( p = .003). Although no one in the debate group scored lower on a follow-up quiz, 3 residents in the lecture group did worse on follow-up. Conclusions: When learning about a controversial topic, residents who prepared for/participated in a debate achieved higher quiz scores and were better at retaining information than those who attended a lecture. When faced with teaching a controversial topic, organizing a debate may be more effective than giving a lecture.

Acknowledgments

We thank Stephanie Baldwin, NYU Director of Education, for organizational assistance; Dorice Vieira, MLS, MA, for her invaluable research contributions; Patricia Veloso, MD, for anesthesia expertise; and finally the house staff at NYU, who teach us every day.

Notes

^a p values for differences within debate and lecture groups.

^b p values for differences between debate and lecture groups.

^a p values for differences within debate and lecture groups.

^b p values for differences between debate and lecture groups.