41 Appreciating small-group active learning Profile 4: Practice-oriented students Profile 4 explains 13% of the study variance. Fourteen students load significantly onto this factor. Role of students Students in profile 4 want to learn to think like a doctor. They want to learn how to analyze and solve problems (52 +4). They view ‘struggling’ with complex and challenging assignments as a necessary and enjoyable aspect of learning, as this allows them to construct their knowledge (14 -5, 44 +4) and to prepare for a future in clinical practice. If they are not sufficiently challenged, they get bored and demotivated. They are interested in learning about all the roles and responsibilities they will fulfill, including personal and professional development (52 +4, 54 +4). Students want to be responsible for both the learning process and achieving the desired learning outcomes (36 -5). Role of study groups Students like to collaborate with peers who think differently from themselves (9 -4, 10 0, 15 +1), as their perspectives are opportunities for rich feedback (18 +2). Students in this profile see the process of collaboration as preparation for their future careers in multidisciplinary teams. An open and safe group atmosphere is important so that all students feel free to say what they want (48 +5, 28 +5). Study groups are also an opportunity to develop friendships (5 +1). Role of tutors Tutors’ main task is to stimulate group collaboration at the start, and then to minimize their activity and ultimately ‘become obsolete’. Students feel they should be able to manage themselves, as they will not have anyone holding their hand when they are a doctor. Tutors do not have to share personal experiences or explain the content (2 -2, 7 -2). Students in this profile do not need tutors for personal and study-related problems (11 0, 12 -3). The tutor does not need to show an interest in students or the group (21 0), nor are students looking for a personal connection with the tutor (4 -4). Students also do not want the tutor to tell them exactly what to do and when to do it (36 -5), nor to function as a classroom manager (32 -1) or to give them compliments (17 -4). Role of medical school Medical schools should offer opportunities to prepare for a future career in clinical practice, including communication, collaboration, personal and professional development (54 +4, 50 +3, 34 +2). It is important that the school allows for tailoring to personal interests (49 +3), and provides suitable and difficult challenges (14 -5, 44 +4). This includes accounting for different levels of competencies. Digital learning tools might be suitable for these purposes (30 +1). 2
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