Meaningful learning: students' perceptions of a new form of case seminar in pathology.
BACKGROUND
Student-centred activities have been developed in a pathology course for medical students.


OBJECTIVE
This study reports on students' perceptions of a new form of case seminar as a way to learn pathology.


METHODS
The seminar was evaluated through open-ended questionnaires and the data was analysed with a qualitative content analysis approach.


RESULTS
All students reported that the case seminar was a positive learning experience. Four aspects of importance for learning were identified: motivational, knowledge construction, contextual and collaborative aspects. The motivational aspects concerned an increase in interest and motivation to learn, while the knowledge construction aspects included enhancing memory formation and facilitation of understanding. The case seminar also seems to help the students relate the textbook knowledge to a real world context and future profession, which can be described as the contextual aspects of learning. According to the students in our study, the work in small groups resulted in positive collaborative aspects of learning.


CONCLUSIONS
The new case seminar could be an effective teaching and learning activity. It can be used in a traditional course as a complement to lectures and does not require a major change in the course design. It is also well suited for integrated curricula.
Weurlander
Maria
M
Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden. maria.weurlander@ki.se
Masiello
Italo
I
Söderberg
Magnus
M
Wernerson
Annika
A
D000328:Adult; D003479:Curriculum; D003625:Data Collection; D004504:Education, Medical, Undergraduate / Q000379:methods*; D004521:Educational Measurement; D004522:Educational Status; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D017145:Models, Educational; D010336:Pathology / Q000193:education*; D010465:Perception; D013337:Students, Medical; D011795:Surveys and Questionnaires; D013663:Teaching / Q000379:methods*