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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
FullText Text:
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  Data: What Makes Non-Didactic Sessions Effective? Facilitator Preparations and Student Perspectives
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  Data: <searchLink fieldCode="SO" term="%22HAPS+Educator%22"><i>HAPS Educator</i></searchLink>. 2025 29(4):14-20.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Medical+Students%22">Medical Students</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+School+Faculty%22">Medical School Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Experience%22">Group Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Small+Group+Instruction%22">Small Group Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+Education%22">Medical Education</searchLink>
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  Data: 2473-3792<br />2473-3806
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  Data: 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.
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  Data: 2026
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      – Text: English
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      Pagination:
        PageCount: 7
        StartPage: 14
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      – SubjectFull: Medical Students
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      – SubjectFull: Medical School Faculty
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      – SubjectFull: Group Experience
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Active Learning
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      – SubjectFull: Small Group Instruction
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      – SubjectFull: Medical Education
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      – SubjectFull: Indiana
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      – TitleFull: What Makes Non-Didactic Sessions Effective? Facilitator Preparations and Student Perspectives
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              Y: 2025
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