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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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Published in: | Teaching and learning in medicine 2008-07, Vol.20 (3), p.235-238 |
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container_title | Teaching and learning in medicine |
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creator | Koklanaris, Nikki MacKenzie, Andrew P. Fino, M. Elizabeth Arslan, Alan A. Seubert, David E. |
description | 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. |
doi_str_mv | 10.1080/10401330802199534 |
format | article |
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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.</description><identifier>ISSN: 1040-1334</identifier><identifier>EISSN: 1532-8015</identifier><identifier>DOI: 10.1080/10401330802199534</identifier><identifier>PMID: 18615298</identifier><language>eng</language><publisher>United States: Taylor & Francis Group</publisher><subject>Academic Medical Centers ; Educational Measurement ; Humans ; Internship and Residency - methods ; Persuasive Communication ; Problem-Based Learning ; Students, Medical ; Teaching</subject><ispartof>Teaching and learning in medicine, 2008-07, Vol.20 (3), p.235-238</ispartof><rights>Copyright Taylor & Francis Group, LLC 2008</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c400t-8a96d520a7635edab3c469961c05a92fed2b47fbd84554c3aa5deb9f9dec1a053</citedby><cites>FETCH-LOGICAL-c400t-8a96d520a7635edab3c469961c05a92fed2b47fbd84554c3aa5deb9f9dec1a053</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/18615298$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Koklanaris, Nikki</creatorcontrib><creatorcontrib>MacKenzie, Andrew P.</creatorcontrib><creatorcontrib>Fino, M. Elizabeth</creatorcontrib><creatorcontrib>Arslan, Alan A.</creatorcontrib><creatorcontrib>Seubert, David E.</creatorcontrib><title>Debate Preparation/Participation: An Active, Effective Learning Tool</title><title>Teaching and learning in medicine</title><addtitle>Teach Learn Med</addtitle><description>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.</description><subject>Academic Medical Centers</subject><subject>Educational Measurement</subject><subject>Humans</subject><subject>Internship and Residency - methods</subject><subject>Persuasive Communication</subject><subject>Problem-Based Learning</subject><subject>Students, Medical</subject><subject>Teaching</subject><issn>1040-1334</issn><issn>1532-8015</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2008</creationdate><recordtype>article</recordtype><recordid>eNqFkDtPwzAUhS0E4v0DWFAmJgLXsZ3GiKVqy0OqBEOZrRvHRkZpXGyXx78n0EoMlWDyse73neEQckLhgkIFlxQ4UMb6WFApBeNbZJ8KVuQVULHd5_6e9wDfIwcxvgCAAC52yR6tSioKWe2T8djUmEz2GMwCAybnu8tHDMlpt_j5XWXDLhvq5N7MeTax1vzEbGowdK57zmbet0dkx2IbzfH6PSRPN5PZ6C6fPtzej4bTXHOAlFcoy0YUgIOSCdNgzTQvpSypBoGysKYpaj6wdVNxIbhmiKIxtbSyMZoiCHZIzla9i-BflyYmNXdRm7bFzvhlVKVkUPKy6kG6AnXwMQZj1SK4OYZPRUF9T6c2puud03X5sp6b5tdYb9UD1yvAddaHOb770DYq4Wfrgw3YaRcV-6t_8K--Yan0kdgXAUSNyA</recordid><startdate>20080701</startdate><enddate>20080701</enddate><creator>Koklanaris, Nikki</creator><creator>MacKenzie, Andrew P.</creator><creator>Fino, M. Elizabeth</creator><creator>Arslan, Alan A.</creator><creator>Seubert, David E.</creator><general>Taylor & Francis Group</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope></search><sort><creationdate>20080701</creationdate><title>Debate Preparation/Participation: An Active, Effective Learning Tool</title><author>Koklanaris, Nikki ; MacKenzie, Andrew P. ; Fino, M. Elizabeth ; Arslan, Alan A. ; Seubert, David E.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c400t-8a96d520a7635edab3c469961c05a92fed2b47fbd84554c3aa5deb9f9dec1a053</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2008</creationdate><topic>Academic Medical Centers</topic><topic>Educational Measurement</topic><topic>Humans</topic><topic>Internship and Residency - methods</topic><topic>Persuasive Communication</topic><topic>Problem-Based Learning</topic><topic>Students, Medical</topic><topic>Teaching</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Koklanaris, Nikki</creatorcontrib><creatorcontrib>MacKenzie, Andrew P.</creatorcontrib><creatorcontrib>Fino, M. Elizabeth</creatorcontrib><creatorcontrib>Arslan, Alan A.</creatorcontrib><creatorcontrib>Seubert, David E.</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><jtitle>Teaching and learning in medicine</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Koklanaris, Nikki</au><au>MacKenzie, Andrew P.</au><au>Fino, M. Elizabeth</au><au>Arslan, Alan A.</au><au>Seubert, David E.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Debate Preparation/Participation: An Active, Effective Learning Tool</atitle><jtitle>Teaching and learning in medicine</jtitle><addtitle>Teach Learn Med</addtitle><date>2008-07-01</date><risdate>2008</risdate><volume>20</volume><issue>3</issue><spage>235</spage><epage>238</epage><pages>235-238</pages><issn>1040-1334</issn><eissn>1532-8015</eissn><abstract>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.</abstract><cop>United States</cop><pub>Taylor & Francis Group</pub><pmid>18615298</pmid><doi>10.1080/10401330802199534</doi><tpages>4</tpages></addata></record> |
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source | Taylor and Francis:Jisc Collections:Taylor and Francis Read and Publish Agreement 2024-2025:Medical Collection (Reading list) |
subjects | Academic Medical Centers Educational Measurement Humans Internship and Residency - methods Persuasive Communication Problem-Based Learning Students, Medical Teaching |
title | Debate Preparation/Participation: An Active, Effective Learning Tool |
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