65 Changes in student appreciation of small-group active learning 5. We added the summary of the two T2 profiles, to the summary of the four T1 profiles, for a side-by-side comparison (Table 3.4). 6. The key drivers for change, as reported by students, were: Personal Students reflected on their personal growth and how it led to changes in their motivation for small-group learning. Over the course of their Bachelor’s, they became more aware of what they found important in their lives, studies, and (future) work. They also mentioned being more assertive, confident, bold, autonomous, and trusting in their knowledge and skills. The more the small-group learning design matched their developing personal goals and competencies, the more they felt motivated. Students who continuously felt this match reported sustained motivation. In terms of their cognitive development, students mentioned realizing that not everything has or needs a single right answer. They learned that some situations potentially have multiple answers, and becoming a good doctor requires learning to weigh options and dealing with accompanying feelings of uncertainty. In reaction to this realization, students reduced their focus on learning facts and figures and increased their focus on learning to think, reason, and apply knowledge. Social Students reflected on the value of collaboration and relationships. In groups with a good atmosphere they paid more attention, contributed more, and learned more. Some said that they received their best grades while in groups with a good atmosphere, and their worst grades while in groups with a bad atmosphere. They also mentioned how friends and networks helped them in their training and in finding jobs and internships. Because of these experiences, students appreciated small-group learning more. They engaged more with their peers and tutors, felt they got better at it, and proactively sought opportunities to collaborate. In terms of social development, students reported changing from a focus on individual learning to collaborative learning and feeling responsible for the success of small-group learning. Tutor Students reflected on the role of the tutor in small-group learning. Their opinion of tutors changed over time because of experiences with different tutors. Although students differed in the balance between the two, all students felt tutors should be able to guide the learning process and answer questions about the content. This changed from year one, where some students had felt tutors only needed to do one of the two. As students advanced through medical training and internships came closer, students valued tutors’ anecdotes more because they deemed these as trustworthy experiences that would help them become good interns. 3
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