Student Audit of Active Learning in MBChB Lectures

Cuthbert, T., Rodgers, M., Huser, C. and Jamieson, S. (2019) Student Audit of Active Learning in MBChB Lectures. 9th National Scottish Medical Conference, Edinburgh, UK, 9-10 May 2019.

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Introduction: Active learning encompasses teaching methods in which students are actively engaged in their own knowledge construction. It has been shown to improve student engagement, problem-solving skills and knowledge retention. As part of a student selected component project in Medical Education, two undergraduate students undertook an audit of active learning strategies used in lectures in the endocrinology block of the MBChB. Methods: The student researchers determined the frequency of active learning techniques used in lectures by reviewing lecture recordings, as well as the types of active learning techniques applied. They also noted down at what time within the lectures active learning strategies were used, and how long they lasted. Finally, a coded, anonymous record of which lecturers used active learning techniques was also made. Results/Discussion: Five out of 15 recorded lectures in this 4 week block used active learning, which included a range of techniques, such as open questions, peer discussion, interactive demonstrations, interactive cases, a drawing activity and demonstrations on self or peers. However, most instances of active learning took place in the first 20 minutes of the lectures, arguably when student attention is till at its highest, and the student researchers suggest that efforts could be made to spread active learning more towards the middle and end of lectures, when attention has been shown to wane. Conclusion: The student researchers conclude that whilst active learning is indeed being used during lectures in the endocrinology block of the MBChB, efforts could be made to increase the frequency of its use, as well as the timing. An A4 tip sheet for lecturers has been suggested, and sent to senior management. In a follow-u study, it will be interesting to see if use of the tip sheet has any effects on use of active learning in lectures.

Item Type:Conference or Workshop Item
Glasgow Author(s) Enlighten ID:Huser, Dr Camille and Jamieson, Professor Susan
Authors: Cuthbert, T., Rodgers, M., Huser, C., and Jamieson, S.
Subjects:L Education > L Education (General)
College/School:College of Medical Veterinary and Life Sciences > School of Medicine, Dentistry & Nursing
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