Active Versus Passive Learning in Large-Group Sessions in Medical School: A Randomized Cross-Over Trial Investigating Effects on Learning and the Feeling of Learning

Authors

Peter Boedeker
Tobias Schlingmann
Joshua Kailin
Ajith Nair
Cara Foldes
David Rowley
Katherine Salciccioli
Ronald Maag
Nancy Moreno
Nadia Ismail

Language

English

Publication Date

2-1-2025

Journal

Medical Science Educator

DOI

10.1007/s40670-024-02219-1

PMID

40144125

PMCID

PMC11933506

PubMedCentral® Posted Date

11-15-2024

PubMedCentral® Full Text Version

Post-print

Abstract

Purpose: The evidence base for active learning in medical education is based largely on trials with suspect internal validity. We empirically compared the learning and feeling of learning of participants when in large-group interactive sessions and passive lectures using a rigorous trial capable of providing an unambiguous assessment of effect. Further, we evaluated if there was a differential effect based on prior achievement.

Materials and method: We conducted a two-day randomized cross-over trial with 146 s-year medical students. Passive learning involved lecture-based case presentation with minimal interaction; in the large-group interactive session, students worked in teams on the same cases. Participants completed a test of learning and a feeling of learning survey. Effects were estimated using linear mixed-effects models.

Results: Participants in the large-group interactive session scored 0.27 standard deviations higher on the test of learning (p = 0.010) than when in the passive lecture. Learners in the lower 50% of prior achievement benefited most from active learning. The feeling of learning was 0.56 standard deviations higher in the large-group interactive session (p < 0.001).

Conclusions: Transformation of passive lectures to interactive learning sessions is feasible, has the potential to close achievement gaps by benefiting the lowest achieving learners the most, and provides students a greater sense of learning than passive lectures.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-024-02219-1.

Comments

This article has been corrected. See Med Sci Educ. 2025 Feb 5;35(2):1159.

Published Open-Access

yes

Recommended Citation

Boedeker, Peter; Schlingmann, Tobias; Kailin, Joshua; et al., "Active Versus Passive Learning in Large-Group Sessions in Medical School: A Randomized Cross-Over Trial Investigating Effects on Learning and the Feeling of Learning" (2025). Faculty and Staff Publications. 4190.
https://digitalcommons.library.tmc.edu/baylor_docs/4190