Table 3 The positive and negative open-ended feedbacks of the discussion session

Group members

• Improving their comprehension due to interactive discussion and opinion sharing among group members (30 responses)

• Promoting students to express their ideas which raises their self-confidence (5 responses)

• Immediate feedback among peers during discussion (3 responses)

• Too fast discussion to catch up with for some students (3 responses)

• Too large number of students in each group (2 responses)

• Only some students dominating the discussion (1 response)

Facilitators

• Immediate responses to students’ questions (10 responses)

• Clearly explaining student’s questions and pointing out important contents (5 responses)

• Encouraging student to ask questions (5 responses)

• Too few facilitators in each group (8 responses)

• Variation of contents perceived by students due to different facilitators (8 responses)

Contents

• Integrating and reviewing all knowledge from lectures and applying theory to explain clinical scenarios (23 responses)

• Facilitating critical thinking skills (11 responses)

• Motivating students’ self-learning process (5 responses)

• Highlighting key points to help students memorising and understanding contents (4 responses)

• Difficulty in understanding of some contents (6 responses)

• Uncertainty in the accuracy of contents discussed and presented by other students (2 responses)

Presentation

• Additional explanation by facilitators during the presentation (2 responses)

• Students’ stress during the presentation and ignorance of other contents that they are not assigned to present (7 responses)

Wrap-up

• Summarising the essential knowledge (3 responses)

• Too short time of wrap-up session (2 responses)