Jan Willem Grijpma, Anne de la Croix, Diana H J M Dolmans, Martijn Meeter, Robbie H J M Grooten, Rashmi A Kusurkar
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Surveys and interviews were used in two separate iterations of the FDI to evaluate how transfer was stimulated. We adopted a pragmatic stance, applying inductive and deductive analysis methods.</p><p><strong>Results: </strong>Participants reported that the FDI stimulated transfer in three ways: 1) Autonomy in creating personal learning objectives and learning processes increased motivation to transfer, 2) Support from peers, supervisors, and students encouraged the adoption of new teaching strategies, 3) Integration of on-the-job experiences and off-the-job meetings fostered a continuous learning cycle of experiencing, reflecting, understanding, and applying.</p><p><strong>Discussion: </strong>Combining Self-Directed Learning with on-the-job and off-the-job learning within FDIs shows promise in stimulating the transfer of active learning strategies. This approach enables participants to progressively integrate such strategies into their teaching practices. While our findings provide valuable insights for FDI design, further research is needed to evaluate the relative effectiveness of this approach.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"578-589"},"PeriodicalIF":3.9000,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12447792/pdf/","citationCount":"0","resultStr":"{\"title\":\"Preparing Medical Teachers for Small-Group Active Learning: A Design-based Research Study.\",\"authors\":\"Jan Willem Grijpma, Anne de la Croix, Diana H J M Dolmans, Martijn Meeter, Robbie H J M Grooten, Rashmi A Kusurkar\",\"doi\":\"10.5334/pme.1759\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Introduction: </strong>Small-group active learning methods can enhance student learning, but engaging students in these methods can be challenging for teachers. Therefore, Faculty Development Initiatives (FDIs) typically focus on medical teachers' proficiency in active learning strategies, yet transferring these strategies to actual teaching practices remains problematic. To address this, we designed, implemented, and evaluated an FDI aimed at stimulating this transfer to support medical teachers in facilitating active learning.</p><p><strong>Methods: </strong>We conducted a Design-Based Research study with 34 new medical teachers in a small-group active learning course. The FDI combined Self-Directed Learning with on-the-job and off-the-job learning. Surveys and interviews were used in two separate iterations of the FDI to evaluate how transfer was stimulated. We adopted a pragmatic stance, applying inductive and deductive analysis methods.</p><p><strong>Results: </strong>Participants reported that the FDI stimulated transfer in three ways: 1) Autonomy in creating personal learning objectives and learning processes increased motivation to transfer, 2) Support from peers, supervisors, and students encouraged the adoption of new teaching strategies, 3) Integration of on-the-job experiences and off-the-job meetings fostered a continuous learning cycle of experiencing, reflecting, understanding, and applying.</p><p><strong>Discussion: </strong>Combining Self-Directed Learning with on-the-job and off-the-job learning within FDIs shows promise in stimulating the transfer of active learning strategies. This approach enables participants to progressively integrate such strategies into their teaching practices. While our findings provide valuable insights for FDI design, further research is needed to evaluate the relative effectiveness of this approach.</p>\",\"PeriodicalId\":48532,\"journal\":{\"name\":\"Perspectives on Medical Education\",\"volume\":\"14 1\",\"pages\":\"578-589\"},\"PeriodicalIF\":3.9000,\"publicationDate\":\"2025-09-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12447792/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Perspectives on Medical Education\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.5334/pme.1759\",\"RegionNum\":2,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2025/1/1 0:00:00\",\"PubModel\":\"eCollection\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Perspectives on Medical Education","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.5334/pme.1759","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/1 0:00:00","PubModel":"eCollection","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
Preparing Medical Teachers for Small-Group Active Learning: A Design-based Research Study.
Introduction: Small-group active learning methods can enhance student learning, but engaging students in these methods can be challenging for teachers. Therefore, Faculty Development Initiatives (FDIs) typically focus on medical teachers' proficiency in active learning strategies, yet transferring these strategies to actual teaching practices remains problematic. To address this, we designed, implemented, and evaluated an FDI aimed at stimulating this transfer to support medical teachers in facilitating active learning.
Methods: We conducted a Design-Based Research study with 34 new medical teachers in a small-group active learning course. The FDI combined Self-Directed Learning with on-the-job and off-the-job learning. Surveys and interviews were used in two separate iterations of the FDI to evaluate how transfer was stimulated. We adopted a pragmatic stance, applying inductive and deductive analysis methods.
Results: Participants reported that the FDI stimulated transfer in three ways: 1) Autonomy in creating personal learning objectives and learning processes increased motivation to transfer, 2) Support from peers, supervisors, and students encouraged the adoption of new teaching strategies, 3) Integration of on-the-job experiences and off-the-job meetings fostered a continuous learning cycle of experiencing, reflecting, understanding, and applying.
Discussion: Combining Self-Directed Learning with on-the-job and off-the-job learning within FDIs shows promise in stimulating the transfer of active learning strategies. This approach enables participants to progressively integrate such strategies into their teaching practices. While our findings provide valuable insights for FDI design, further research is needed to evaluate the relative effectiveness of this approach.
期刊介绍:
Perspectives on Medical Education mission is support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices.
Official journal of the The Netherlands Association of Medical Education (NVMO).
Perspectives on Medical Education is a non-profit Open Access journal with no charges for authors to submit or publish an article, and the full text of all articles is freely available immediately upon publication, thanks to the sponsorship of The Netherlands Association for Medical Education.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy.
Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary.
The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members.
The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission.
Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary.
The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members.
The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission.