Cargando…
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...
Autores principales: | , , , |
---|---|
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 |
_version_ | 1782255226614448128 |
---|---|
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. |
format | Online Article Text |
id | pubmed-3540383 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2012 |
publisher | Bohn Stafleu van Loghum |
record_format | MEDLINE/PubMed |
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 |
work_keys_str_mv | AT berghmansinneke afacilitativeversusdirectiveapproachintrainingclinicalskillsinvestigatingstudentsclinicalperformanceandperceptions AT druinenathalie afacilitativeversusdirectiveapproachintrainingclinicalskillsinvestigatingstudentsclinicalperformanceandperceptions AT dochyfilip afacilitativeversusdirectiveapproachintrainingclinicalskillsinvestigatingstudentsclinicalperformanceandperceptions AT struyvenkatrien afacilitativeversusdirectiveapproachintrainingclinicalskillsinvestigatingstudentsclinicalperformanceandperceptions AT berghmansinneke facilitativeversusdirectiveapproachintrainingclinicalskillsinvestigatingstudentsclinicalperformanceandperceptions AT druinenathalie facilitativeversusdirectiveapproachintrainingclinicalskillsinvestigatingstudentsclinicalperformanceandperceptions AT dochyfilip facilitativeversusdirectiveapproachintrainingclinicalskillsinvestigatingstudentsclinicalperformanceandperceptions AT struyvenkatrien facilitativeversusdirectiveapproachintrainingclinicalskillsinvestigatingstudentsclinicalperformanceandperceptions |