What Makes Non-Didactic Sessions Effective? Facilitator Preparations and Student Perspectives
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| Title: | What Makes Non-Didactic Sessions Effective? Facilitator Preparations and Student Perspectives |
|---|---|
| Language: | English |
| Authors: | Jason A. Collett, Jennelle Durnett Richardson, Bittu Majmudar-Sheth, Polly R. Husmann |
| Source: | HAPS Educator. 2025 29(4):14-20. |
| Availability: | Human Anatomy and Physiology Society. PO Box 2945, LeGrange, GA 30421. e-mail: editor@hapsconnect.org; Web site: https://www.hapsweb.org/page/hapsed_home |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Medical Students, Medical School Faculty, Group Experience, Teacher Attitudes, Student Attitudes, Active Learning, Small Group Instruction, Medical Education |
| Geographic Terms: | Indiana |
| ISSN: | 2473-3792 2473-3806 |
| Abstract: | Non-didactic learning is an integral part of health sciences curricula. Previous analyses have evaluated non-didactic instruction by reviewing student comments in end-of-course evaluations. While useful, these analyses lack faculty perspective and granularity of individual session feedback. This pilot cross-sectional survey and thematic analysis study examines the non-didactic small group experience at a multi-campus medical school by: (1) analyzing faculty perspectives via an anonymous survey and (2) reviewing student comments from individual non-didactic small group sessions. Our faculty sample included 153 faculty responses, and the individual session feedback included over 2000 student comments. Students reported that cohesive content-focused session materials are critical, particularly at multi-campus schools. Faculty reported consistent preparation for sessions, but little training in non-didactic instruction. In particular, faculty were interested in more training on engaging students. These findings suggest an important role for facilitator training and content preparation in non-didactic learning sessions to improve the learning experience for both students and faculty facilitators. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495077 |
| Database: | ERIC |
| Abstract: | Non-didactic learning is an integral part of health sciences curricula. Previous analyses have evaluated non-didactic instruction by reviewing student comments in end-of-course evaluations. While useful, these analyses lack faculty perspective and granularity of individual session feedback. This pilot cross-sectional survey and thematic analysis study examines the non-didactic small group experience at a multi-campus medical school by: (1) analyzing faculty perspectives via an anonymous survey and (2) reviewing student comments from individual non-didactic small group sessions. Our faculty sample included 153 faculty responses, and the individual session feedback included over 2000 student comments. Students reported that cohesive content-focused session materials are critical, particularly at multi-campus schools. Faculty reported consistent preparation for sessions, but little training in non-didactic instruction. In particular, faculty were interested in more training on engaging students. These findings suggest an important role for facilitator training and content preparation in non-didactic learning sessions to improve the learning experience for both students and faculty facilitators. |
|---|---|
| ISSN: | 2473-3792 2473-3806 |
