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Student Led Seminar Work: a Qualitative Analysis of Educators and Students'

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Poster · August 2017

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Blaž Pavič Monika Sobocan

University of Maribor University Medical Centre Maribor
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 Student Led Seminar Work: a Qualitative
Analysis of Educators and Students’ views
Blaž Pavič1, Monika Sobočan1
1Faculty of Medicine, University of Maribor – Taborska 8, 2000 Maribor, Slovenia
Correspondence: blaz.pavic@gmail.com
Introduction
Student led seminar work (SLSW) is a form of student centred
teaching where the responsibility for the educational activity
shifts from the educator to the students. The teacher is mainly
a supervising tutor. In this poster, we are presenting students’
and educators’ views on SLSW predominantly done as a topic
paper and a presentation, followed by a shorter discussion.
Results
Educators themes
SLSW is an effective way of teaching as it represents a
students’ comprehensive evaluation of a topic presented
to their colleges.
• High level of method effectiveness perceived by educators.
• Deepening of understanding while preparing topic papers,
which they present to their colleges.
• SLSW is effective due to the educator guidance and in-class
discussion.
• Higher attendance of SLSW sessions in comparison to lectures,
which educators relate as a sign of effectiveness of the
method.
Student led seminar work doesn’t present an
overbearing workload to the student.
• SLSW assignment preparation fits within hours specified in the
program.
• Students are not overburdened in terms of a single subject, in
terms of a semester educators cannot evaluate.
Inactivity of passively participating students and
quality of students’ presentations.
• Idleness of passively participating students and quality of
students’ presentations can present an obstacle.
Discussion
Students’ and educators’ views on SLSW differ. While they all
agree on the importance of mentorship and small group size,
the main dividing point is efficiency and knowledge gain in
SLSW. Students perceive SLSW as too time consuming and less
efficient as lectures, while educators value SLSW and see it as
an effective way of teaching. Although mentors participate in all
SLSW classes, students’ presentations still represent the bulk of
the contact hours, therefore a lot of knowledge is presented by
students, which is evaluated as less effective as a typical lecture.
SLSW can enhance the learning process, but care should be
taken not to overburden the program.
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Methods
A mixed-method qualitative study among undergraduate
students and educators at the Faculty of Medicine, University
of Maribor, Slovenia. Students through focus groups (n=32)
and educators through interviews (n=6) were asked on their
attitudes towards SLSW, its’ comparison to other methods
and suggestions for improvement. Results were analysed
using the grounded theory-based coding method.
Student themes
Contribution to knowledge
• Topic exploration gives detailed subtopic knowledge
• Passive participation (listening to other students’
presentations) is perceived as lower knowledge gain.
• SLSW perceived as too time-consuming in relation to expected
knowledge gain.
• Students unsure of the correctness of information presented
by their classmates.
Student presented seminars are as interactive as
traditional lectures.
• Topic presentations executed as lectures done by students.
• Less discussion following SLSW presentation in comparison
with lectures.
Can a student competently pass knowledge?
• Although mentors are present, presentations by students are
not as informative as lectures done by educators.
• May lead to knowledge gaps in students’ understanding.
High number of student presented seminars decrease
the quality of SLSW classes.
• High number of SLSW puts a high stain on students.
• Using the same modality lowers students motivation and
quality standards of assignments.
• Students show great interest in using other learning modalities.
Importance of mentorship and group size.
• Mentors correct and amend written assignments and bring a
clinical aspect to the presentation.
• Small groups are essential to providing an opportunity for all
students to actively participate.
Conclusion
Student centred educational methods must be carefully
planned, taking in consideration students and educators
perceptions, and adjusted to gratify both. With an increased
frequency of use, this method is by students perceived as a
less effective way of gaining knowledge, due to lower
knowledge gain and lack of interactivity. SLSW should be
therefore done in moderation, as a supplement to lectures or
other educational methods.