125 Preparing medical teachers for small-group active learning Table 6.1. Summary of participant survey data (N = 34) (continued) Iteration 1 Mean (SD) Iteration 2 Mean (SD) I know how to apply the knowledge and skills I learned during peer coaching 4.63 (0.52) 4.50 (0.52) Competencies in facilitating active learning I am aware of challenges related to teaching a small-group active learning class 4.75 (0.46) 4.83 (0.39) I know how to deal with challenges related to teaching a small-group active learning class 4.25 (0.46) 4.50 (0.52) I am aware of best-practices related to teaching a small-group active learning class 4.38 (0.52) 4.33 (0.89) I know how to implement best-practice related to teaching a small-group active learning class 4.38 (0.52) 4.25 (0.87) I feel competent in facilitating the active learning processes of students (before and after guided peer coaching) 3.88 (0.64) – 4.13 (0.35) 3.58 (0.51) – 4.25 (0.62) Note. Answers could be given on a scale from 1 to 5. 1 = completely disagree and 5 = completely agree. Differences in N between course day and guided peer coaching were mainly due to scheduling conflicts. 1) Autonomy in personal learning objectives and learning process enhanced motivation Participants reported that they felt motivated by the autonomy they were given to formulate a Personal Learning Objective and a plan of approach at the end of the course day. This enabled them to develop skills that were personally relevant and to feel a sense of commitment to grow in that aspect. It also allowed them to create a plan of approach that suited them and their work context, and to change that plan if something in their context changed. Additionally, it helped them to create focus, since during the course day and through the preparatory reading, they received a lot of information. During their teaching, they actively sought opportunities to learn and reflect on their Personal Learning Objective. Interviewer: What was your Personal Learning Objective? Participant: That was to create a safe group. […] I had set that objective because I thought that was really the most important thing. That they feel safe with each other, that they can say anything. Interviewer: So you setting that objective, how did it influence you in starting and facilitating the study group? Participant: I think I was much more personal, and I also reflected on how the group was doing in this regard. How is it right now? Should we do something for it? And I also very proactively asked them, for example, during a formative assessment meeting: “Is this a good group for you?” 6
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