Students' discussion skills increased from first to third year in all three institutions, but at different rates across cultures¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r3 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2019: baselines and conditions change

Subclaims¶

q2 i? In each institution, discussion skills increased as students moved from first to third year, with students gaining confidence in participating, asking questions, and criticizing others. → Janneke M. Frambach 2014 q2 i? The rate of development differed considerably across the three institutions, with stronger cultural-factor impact in non-Western schools meaning students experienced more difficulty. → Janneke M. Frambach 2014 (2)

Evidence¶

Janneke M. Frambach 2014¶

Janneke M. Frambach, Erik W. Driessen, Philip Beh and Cees P.M. van der Vleuten. (2014). Quiet or questioning? Students' discussion behaviors in student-centered education across cultures. Studies in Higher Education. https://doi.org/10.1080/03075079.2012.754865

q2 · i? · qualitative · r3

Cross-sectional qualitative comparison of first- and third-year students' interviews and observations in three medical schools. The discussion section reports skill development across years, sometimes supported by students' own coping strategies such as pre-session meetings.

"In each of the institutions, these skills were found to increase as students moved from first to third year. Generally, students gained confidence and felt more comfortable – sometimes helped by their own coping strategies – in participating in the discussions"

Janneke M. Frambach 2014 (2)¶

Janneke M. Frambach, Erik W. Driessen, Philip Beh and Cees P.M. van der Vleuten. (2014). Quiet or questioning? Students' discussion behaviors in student-centered education across cultures. Studies in Higher Education. https://doi.org/10.1080/03075079.2012.754865

q2 · i? · qualitative · r3

Same qualitative comparative case study; the discussion section reports cross-institution differences in the rate of development, attributed to stronger cultural-factor impact in non-Western schools and to differences in the scope of PBL implementation.

"The students at the three institutions differed considerably, however, in the rate of development of discussion behaviors and skills."

Discussion¶

Related Claims¶

• Four cultural factors inhibit students from speaking up, asking questions and challenging others in PBL discussions, with stronger impact in non-Western schools
• The assessment system determined whether an exam-directed focus inhibited or enhanced discussion behaviors — related
• Student-centered education is feasible in different cultural contexts, but processes and outcomes are likely to differ across them — a broader claim this one bears on
• Six contextual factors mediate the influence of cultural factors on discussion behaviors, either inhibiting or enhancing discussion — related