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A facilitative versus directive approach in training clinical skills? Investigating students’ clinical performance and perceptions

Over the years, many medical school curricula have started implementing diverse student-centred teaching and learning methodologies. Previous studies, however, have indicated that students prefer more traditional and directive methodologies instead, raising questions on which training approach shoul...

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Autores principales: Berghmans, Inneke, Druine, Nathalie, Dochy, Filip, Struyven, Katrien
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Bohn Stafleu van Loghum 2012
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3540383/
https://www.ncbi.nlm.nih.gov/pubmed/23316467
http://dx.doi.org/10.1007/s40037-012-0018-z
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author Berghmans, Inneke
Druine, Nathalie
Dochy, Filip
Struyven, Katrien
author_facet Berghmans, Inneke
Druine, Nathalie
Dochy, Filip
Struyven, Katrien
author_sort Berghmans, Inneke
collection PubMed
description Over the years, many medical school curricula have started implementing diverse student-centred teaching and learning methodologies. Previous studies, however, have indicated that students prefer more traditional and directive methodologies instead, raising questions on which training approach should be advocated. This study contrasts the effects of a student-centred (i.e. facilitative) training approach on students’ clinical skills learning with students’ perceptions. More specifically, a quasi-experimental study was set up in which students experienced either a directive or facilitative training approach. Data were collected by means of an OSCE on the one hand, and a questionnaire on students’ perceptions of the training sessions, and two open-ended questions about students’ likes and dislikes on the other hand. While no general differences were found in terms of clinical knowledge and understanding, and actual clinical performance, an interaction between students’ course-specific prior knowledge and the training approach was found. Especially students with low levels of knowledge benefited more from the facilitative training approach in terms of clinical knowledge, while highly knowledgeable students experienced a negative effect of this training approach. Moreover, students’ perceptions revealed that facilitative-trained students reported more deep-level learning, while the directive training approach turned out to score higher in terms of quality and perceived effects.
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spelling pubmed-35403832013-01-09 A facilitative versus directive approach in training clinical skills? Investigating students’ clinical performance and perceptions Berghmans, Inneke Druine, Nathalie Dochy, Filip Struyven, Katrien Perspect Med Educ Original Article Over the years, many medical school curricula have started implementing diverse student-centred teaching and learning methodologies. Previous studies, however, have indicated that students prefer more traditional and directive methodologies instead, raising questions on which training approach should be advocated. This study contrasts the effects of a student-centred (i.e. facilitative) training approach on students’ clinical skills learning with students’ perceptions. More specifically, a quasi-experimental study was set up in which students experienced either a directive or facilitative training approach. Data were collected by means of an OSCE on the one hand, and a questionnaire on students’ perceptions of the training sessions, and two open-ended questions about students’ likes and dislikes on the other hand. While no general differences were found in terms of clinical knowledge and understanding, and actual clinical performance, an interaction between students’ course-specific prior knowledge and the training approach was found. Especially students with low levels of knowledge benefited more from the facilitative training approach in terms of clinical knowledge, while highly knowledgeable students experienced a negative effect of this training approach. Moreover, students’ perceptions revealed that facilitative-trained students reported more deep-level learning, while the directive training approach turned out to score higher in terms of quality and perceived effects. Bohn Stafleu van Loghum 2012-06-15 2012-08 /pmc/articles/PMC3540383/ /pubmed/23316467 http://dx.doi.org/10.1007/s40037-012-0018-z Text en © The Author(s) 2012 https://creativecommons.org/licenses/by/4.0/ This article is distributed under the terms of the Creative Commons Attribution License which permits any use, distribution, and reproduction in any medium, provided the original author(s) and the source are credited.
spellingShingle Original Article
Berghmans, Inneke
Druine, Nathalie
Dochy, Filip
Struyven, Katrien
A facilitative versus directive approach in training clinical skills? Investigating students’ clinical performance and perceptions
title A facilitative versus directive approach in training clinical skills? Investigating students’ clinical performance and perceptions
title_full A facilitative versus directive approach in training clinical skills? Investigating students’ clinical performance and perceptions
title_fullStr A facilitative versus directive approach in training clinical skills? Investigating students’ clinical performance and perceptions
title_full_unstemmed A facilitative versus directive approach in training clinical skills? Investigating students’ clinical performance and perceptions
title_short A facilitative versus directive approach in training clinical skills? Investigating students’ clinical performance and perceptions
title_sort facilitative versus directive approach in training clinical skills? investigating students’ clinical performance and perceptions
topic Original Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3540383/
https://www.ncbi.nlm.nih.gov/pubmed/23316467
http://dx.doi.org/10.1007/s40037-012-0018-z
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