Small group learning/assessment sessions: A method using test enhanced learning to increase engagement in a basic medical science neuroanatomy course

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dc.contributor.authorNolan, Michael F.en
dc.contributor.authorMcNamara, John P.en
dc.date.accessioned2022-08-16T15:21:12Zen
dc.date.available2022-08-16T15:21:12Zen
dc.date.issued2022-02-04en
dc.date.updated2022-08-11T14:43:42Zen
dc.description.abstractPrevious research has shown that test-enhanced learning with structured feedback facilitates durable learning. We describe a small group learning/assessment activity using these approaches intended to increase engagement and engagement with the course material. We divided our class into six groups of seven students each that worked together in the activity. During each weekly session, course related multiple choice questions were projected and each group instructed to work independently to arrive at a consensus answer for each question. After each question is considered, a faculty facilitator then randomly selects one group to share their choice with the other groups and provide and rationale for their choice. A different group or groups are then called upon to share their choice. When differences emerge, the instructor then facilitates discussion among the groups in an effort to resolve confusion or incomplete or incorrect understanding that becomes evident. We found that attendance for these sessions was greater than for the more traditional lecture based session also included in the course and that students were actively engaged in this learning activity. The success of the small group learning/assessment session is dependent on several factors including the difficulty of the questions and their relatedness to the course objectives, the timing and placement of the session or sessions within the course and the skill of the faculty facilitator in encouraging active participation while ensuring a safe environment in which students can openly share their sometimes incomplete or incorrect understanding of the material.en
dc.description.versionPublished versionen
dc.format.extentPages 359-365en
dc.format.extent7 page(s)en
dc.format.mimetypeapplication/pdfen
dc.identifier.doihttps://doi.org/10.1002/ca.23839en
dc.identifier.eissn1098-2353en
dc.identifier.issn0897-3806en
dc.identifier.issue3en
dc.identifier.orcidMcNamara, John [0000-0002-5178-7750]en
dc.identifier.orcidNolan, Michael [0000-0002-9177-4276]en
dc.identifier.pmid35088454en
dc.identifier.urihttp://hdl.handle.net/10919/111534en
dc.identifier.volume35en
dc.language.isoenen
dc.publisherWileyen
dc.relation.urihttp://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000750919100001&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=930d57c9ac61a043676db62af60056c1en
dc.rightsCreative Commons Attribution 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en
dc.subjectactive learningen
dc.subjectmedical educationen
dc.subjectneuroanatomyen
dc.subjectself-assessmenten
dc.subjectTERM RETENTIONen
dc.subjectRETRIEVALen
dc.subject.meshHumansen
dc.subject.meshLearningen
dc.subject.meshNeuroanatomyen
dc.subject.meshCurriculumen
dc.subject.meshEducation, Medical, Undergraduateen
dc.subject.meshEducational Measurementen
dc.subject.meshTeachingen
dc.titleSmall group learning/assessment sessions: A method using test enhanced learning to increase engagement in a basic medical science neuroanatomy courseen
dc.title.serialClinical Anatomyen
dc.typeArticle - Refereeden
dc.type.dcmitypeTexten
dc.type.otherArticleen
dc.type.otherJournalen
dcterms.dateAccepted2022-01-21en
pubs.organisational-group/Virginia Techen
pubs.organisational-group/Virginia Tech/VT Carilion School of Medicineen
pubs.organisational-group/Virginia Tech/VT Carilion School of Medicine/VTC Basic Sciences Educationen
pubs.organisational-group/Virginia Tech/VT Carilion School of Medicine/VTC Basic Sciences Education/VTC Basic Sciences Educationen
pubs.organisational-group/Virginia Tech/VT Carilion School of Medicine/TEACH Membersen

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