136 Chapter 7 In this thesis, we delved into the critical issue of student engagement in active learning within the context of medical education. Our central research question focused on supporting medical teachers in implementing small-group active learning into their teaching practices in such a way that student engagement was optimized. To this end, we conducted five empirical studies. The first four studies were designed to gain an in-depth understanding of student engagement, while the fifth study aimed to apply that knowledge. Our research took a comprehensive approach, utilizing a range of research designs and examining the subject from the perspectives of students, teachers, and faculty development. The overarching aim of this thesis was to improve the implementation of active learning in medical education. This general discussion addresses the central research question by highlighting the main findings from the three perspectives: students, teachers, and faculty development. We will synthesize these findings and propose practical implications. Following this, we will assess the strengths and weaknesses of our research approach, concluding with suggestions for future research. Main findings of this thesis Overview Table 7.1 presents an overview of the main findings of the five studies presented in the previous chapters. Subsequent paragraphs will provide an expanded explanation of the findings, focusing on their contribution to the central research question. Table 7.1. Overview of the main findings of each study Chapter Research Question Results 2 When and why do medical students appreciate smallgroup active learning? • Four student profiles that describe shared viewpoints on learning from small-group active learning were identified: 1) Understandingoriented, 2) Assessment-oriented, 3) Grouporiented, and 4) Practice-oriented. • Students reported to be more motivated and engaged when their experiences with the learning process aligned with their viewpoint.
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