The transition from passive to active learner: medical student experiences of Case-Based Learning (CBL) at a multicultural medical school: Structured Group Feedback Study

Abstract

Background Educational research highlights that active approaches to learning are more effective in knowledge retention and problem-solving. Yet lectures are still the dominant form of teaching in most medical schools. For international students, active learning approaches can be both more challenging and less familiar. Gaining student engagement with active learning can be a significant challenge when there is an expectation for students to participate in a discussion or voice an opinion. Case-based learning (CBL), with its scaffolded form of learning, is an approach that could provide the support needed to help international learners adapt to their new learning environment in a low-stakes learning environment. The research question in this study was: what are the features of CBL that support active learning in an international student cohort familiar with a more passive approach? Methods Data was collected using Structured Group Feedback Sessions (SGFS) from 36 students in eight Structured Group Feedback Sessions, a method that facilitates structured discussions and is effective in curriculum evaluation and feedback. The experience-based Learning model was used as the conceptual framework to guide the analysis, which was completed using framework analysis. Results Themes were derived from the Experience Based Learning model: affective, pedagogical, and organisational and analysed according to the research question. The findings illustrated that students enjoyed the CBL teaching method but needed to feel psychologically safe to participate. They welcomed the facilitator's role in enabling them to participate and role model teamwork and problem-solving. They valued organisational support, the authenticity of the case, and the patient-centred approach to the clinical cases. Conclusions The students valued the transition to active learning using CBL. Prior learning was essential to providing the context, knowledge, and confidence to engage actively in the case discussion. Having a facilitator to summarise the session and provide assurance were important learning points.