Faculty Use of Active Learning in Postgraduate Nephrology Education: A Mixed-Methods Study

Abstract

Background: Active learning is an effective instructional tool in medical education. However, its integration by nephrology faculty remains limited despite residents' declining interest in nephrology. Study Design: A sequential explanatory mixedmethods study design was used to explore nephrology faculty understanding of difficult teaching topics and active learning integration using the theory of planned behavior as theoretical framework. Setting & Participants: Nephrology faculty at 6 residency sites in Singapore were recruited. Methodology: A 28-item questionnaire was administered to conveniently sampled faculty followed by 1-to-1 semi-structured interviews of a purposively sampled subset. Analytical Approach: Quantitative data were analyzed using descriptive and regression statistics. Qualitative data were analyzed using thematic analysis in line with the theory of planned behavior constructs (attitude, subjective norm, perceived behavioral control, intention, and behavior). Results: 49 of 82 invited faculty responded, with 49% and 42% perceiving self-directed learning and interactive lectures, respectively, as active learning formats. Fluid, electrolyte, and acid-base disturbances; transplantation immunology; Complete author and article information provided before references.

Engaging medical students and residents in nephrology education: an updated scoping review

“…The latter game-based pediatric lecture was effective in improving post-lecture test scores by 39.4%, but there was no significant increase in interest in nephrology as a career option, despite 93.8% of students finding the lecture enjoyable [18]. The benefits of active learning are often driven by enthusiastic faculty members who "are innately more passionate about teaching" [38].…”

Advancing Nephrology

“…With the change in workflow and clinical demands, educational missions can suffer. To ensure nephrology's preeminence in health care education, we must (1) provide a road map for continued teaching and educational opportunities using innovative educational methods (21)(22)(23)(24), (2) identify funding sources for education, and (3) position ourselves to be leaders in health care education.…”

“…Beyond racial and ethnic diversity, innovative approaches to work-life balance and compensation may attract a broader range of new nephrologists. We need to make nephrology topics more accessible and understandable by exploring different pedagogical approaches in both formal course settings and informal seminars (21)(22)(23)(24). These innovations could reach a wider audience and attract a more diverse future faculty with distinctive strengths.…”

Have We Embraced Active Learning in Nephrology Education?

“…In this issue of Kidney Medicine , Renaud et al, 11 applying the theory of planned behavior as their frame of reference, performed a sequential explanatory mixed-methods study (ie, analyzing both quantitative and qualitative data) surveying and interviewing nephrology faculty at 6 government teaching hospitals in Singapore with the purposes of exploring: (1) perceptions about active learning, (2) perceptions of difficult teaching topics in nephrology, (3) relationship between the basic notions of the theory of planned behavior and the extent of active learning use to teach difficult topics in nephrology, and (4) factors affecting active learning adoption.…”