From: Teachers’ perceptions of aspects affecting seminar learning: a qualitative study
Themes | Key aspects | Sub aspects |
---|---|---|
Teacher | Seminar Teacher | • Teacher role and involvement in education in general (full time teacher vs. clinician with educational tasks) |
• Pedagogical skills/pedagogical degree | ||
• Interpersonal skills | ||
• Subject knowledge | ||
• Role of the teacher in a seminar | ||
• Experience in facilitating seminars | ||
• Ownership of the seminar | ||
• Collaboration with other course teachers | ||
• Being motivated for seminar teaching | ||
• Amount of time for seminar preparation | ||
• Work load | ||
Student | Students | • Student goals |
• Student roles | ||
• Student motivation | ||
• Student behaviour | ||
• Student learning styles | ||
• Student collaboration skills | ||
• Student time management skills | ||
Preparation | • Materials (Clarity, Amount, Difficulty, Guiding preparation questions, Type) | |
• Preparation time | ||
• Suitability of preparation materials for seminar | ||
• Scheduling of seminars in relation to other educational methods & assessment | ||
• Sanctions for not preparing (Group, Teacher) | ||
• Teacher’s expectations of students | ||
• Student characteristics (Motivation, Prior Knowledge, Interest in subject, Extra-curricular activities) | ||
Group functioning | • Size | |
• Group composition | ||
• Amount of interaction | ||
• Safe learning climate (continuity of teacher-student group combinations; respect) | ||
• Facilitating method used within seminar | ||
• Room (physical space, seating arrangement) | ||
Seminar goals and content | • General seminar goals (clarity) | |
• Specific seminar learning objectives (clarity) | ||
• Suitability of subject for seminar | ||
• Role of seminar in course | ||
Organisation | • Relation and integration of different seminars in a course | |
• Integration within seminars | ||
• Availability of seminar materials | ||
• Quality and type of seminar questions (provoking discussion, clinically relevant, academically challenging) | ||
• Number of seminar questions | ||
Course schedule and coherence | • Sequence and coherence of different educational methods | |
• Distribution of contact time over the course | ||
• Amount of contact time per day | ||
• Planning of the assessment | ||
• Efficient planning of number of seminars per teacher (<3-5) | ||
• Distribution of time of teaching staff between patient care, research and teaching | ||
Facilities | • Availability of markers & whiteboard | |
• Availability of audio-visual materials | ||
• Climate & Light | ||
• Seating arrangement |