References

Bruning RH, Schraw GJ, Norby MM. Cognitive psychology and instruction, 4th edn. London: Pearson; 2004

Kaufman DM, Mann KV. Teaching and learning in medical education: how theory can inform practice. In: Swanwick T (ed). Oxford: Wiley-Blackwell; 2010

Morgan R. Using seminars as a teaching method in undergraduate nurse education. Br J Nurs.. 2019; 28:(6)374-376 https://doi.org/10.12968/bjon.2019.28.6.374

Spencer J. Learning and teaching in the clinical environment: ABC of learning and teaching in medicine. BMJ. 2003; 326:(7389)591-594 https://doi.org/10.1136/bmj.326.7389.591

Parallels between seminars and problem-based learning

13 February 2020
Volume 29 · Issue 3

Dear Editor,

We read with interest the article by Morgan (2019) analysing the use of seminars in undergraduate nurse education. As medical students at Imperial College London, we found that there were many parallels that could be drawn between this style of education for nursing students and the various interactive learning techniques that are implemented in our curriculum.

During our pre-clinical years, we received teaching in didactic forms such as large group lectures, as well as small group tutorials and problem-based learning (PBL) seminars. PBL seminars were similar to those described by Morgan (2019), the main difference being that the sessions were structured around clinical scenarios, with students working through learning objectives together, guided by a facilitator. However, Morgan's seminars were more focused around the application of the 6Cs in nursing practice.

Morgan (2019) describes the values of discussion-based learning, constructive alignment, and developing teamwork and presenting skills, all of which were also covered during our PBL sessions. We found this style of training extremely useful when we entered our clinical years and were able to apply these skills to ward-based learning.

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