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<p>Medical students in the early preclinical years may find the depth of knowledge demanded for basic and clinical sciences challenging. Self-directed learning however necessitates identifying the depth of knowledge required. While multimedia depiction of the sciences may enhance learning, they are not tailored to the learning objectives for any given year curriculum. This study explored students’ experiences of a modified seminar format learning called “nCuSP”. It encapsulated a flexible blended learning experience using digital technology, and provided specific content to meet learning objectives. A mixed methodology was used. The first quantitative phase measured participants’ experiences of nCuSP and usual seminars. The second qualitative phase used focus group discussions to probe participants’ learning experiences. There were 356 responses from first- and second-year students. Their consensus was that the nCuSP format led to improved overall learning (80.1% vs. 19.9%). When contrasted with usual seminars, nCuSP led to better understanding of key concepts (67.550 <i>p</i>&lt;.001) and knowledge consolidation (75.073 <i>p</i>&lt;.001). Participants’ seminar preparation improved with nCuSP compared to usual seminars (89% vs. 8%), including higher peer interaction (93.2% vs. 6.8%) and problem-solving skills (88% vs. 12%). There were four focus group discussions with 14 participants representing both first and second years. Four main themes were identified: <i>overwhelm</i>, <i>prior knowledge</i>, <i>interaction</i>, and <i>time</i>. Findings suggest that the nCuSP seminar format based on blended learning using digital technology is a highly appreciated pedagogical approach in a module-based PBL-driven undergraduate medical education program.</p>

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Mixed method evaluation of a novel seminar format for a PBL-based integrated curriculum

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月9日

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  • Uliya Gankande,
  • Felicity Roux,
  • Denise Demmer,
  • Vetri Thirthar Palanivelu

摘要

Medical students in the early preclinical years may find the depth of knowledge demanded for basic and clinical sciences challenging. Self-directed learning however necessitates identifying the depth of knowledge required. While multimedia depiction of the sciences may enhance learning, they are not tailored to the learning objectives for any given year curriculum. This study explored students’ experiences of a modified seminar format learning called “nCuSP”. It encapsulated a flexible blended learning experience using digital technology, and provided specific content to meet learning objectives. A mixed methodology was used. The first quantitative phase measured participants’ experiences of nCuSP and usual seminars. The second qualitative phase used focus group discussions to probe participants’ learning experiences. There were 356 responses from first- and second-year students. Their consensus was that the nCuSP format led to improved overall learning (80.1% vs. 19.9%). When contrasted with usual seminars, nCuSP led to better understanding of key concepts (67.550 p<.001) and knowledge consolidation (75.073 p<.001). Participants’ seminar preparation improved with nCuSP compared to usual seminars (89% vs. 8%), including higher peer interaction (93.2% vs. 6.8%) and problem-solving skills (88% vs. 12%). There were four focus group discussions with 14 participants representing both first and second years. Four main themes were identified: overwhelm, prior knowledge, interaction, and time. Findings suggest that the nCuSP seminar format based on blended learning using digital technology is a highly appreciated pedagogical approach in a module-based PBL-driven undergraduate medical education program.