Debate Preparation/Participation: An Active, Effective Learning Tool

Background: Passive educational techniques (such as lectures) are thought to be less productive than active learning. Purpose: We examined whether preparing for and participating in a debate would be an effective, active way to learn about a controversial topic. Methods: We compared quiz performance...

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Bibliographic Details
Published in:Teaching and learning in medicine 2008-07, Vol.20 (3), p.235-238
Main Authors: Koklanaris, Nikki, MacKenzie, Andrew P., Fino, M. Elizabeth, Arslan, Alan A., Seubert, David E.
Format: Article
Language:English
Subjects:
Academic Medical Centers
Educational Measurement
Humans
Internship and Residency - methods
Persuasive Communication
Problem-Based Learning
Students, Medical
Teaching
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Summary:Background: Passive educational techniques (such as lectures) are thought to be less productive than active learning. Purpose: We examined whether preparing for and participating in a debate would be an effective, active way to learn about a controversial topic. Methods: We compared quiz performance in residents who attended a lecture to residents who prepared for/participated in a debate. Twelve residents each participated in one lecture session and one debate session. Learning was evaluated via a quiz. Quizzes were given twice: before the debate/lecture and 1 week after the debate/lecture. Quiz scores were compared using repeated measures analysis of variance, with a p value of < .05 considered significant. A survey evaluating the usefulness of debating was given to all participants. Results: There was a statistically significant difference in the pretest mean quiz score between the debate and lecture groups: 78.3% and 52.5%, respectively ( p = .02). Similarly, on posttest quizzes, the average debater scored 85.8%, versus 61.7% for the lecture group ( p = .003). Although no one in the debate group scored lower on a follow-up quiz, 3 residents in the lecture group did worse on follow-up. Conclusions: When learning about a controversial topic, residents who prepared for/participated in a debate achieved higher quiz scores and were better at retaining information than those who attended a lecture. When faced with teaching a controversial topic, organizing a debate may be more effective than giving a lecture.
ISSN:1040-1334
1532-8015
DOI:10.1080/10401330802199534