Table 3 The positive and negative open-ended feedbacks of the discussion session
| Positive comments | Negative comments | |
|---|---|---|
| Group members |
• Improving their comprehension due to interactive discussion and opinion sharing among group members (30 responses) • Promoting students to express their ideas which raises their self-confidence (5 responses) • Immediate feedback among peers during discussion (3 responses) |
• Too fast discussion to catch up with for some students (3 responses) • Too large number of students in each group (2 responses) • Only some students dominating the discussion (1 response) |
| Facilitators |
• Immediate responses to students’ questions (10 responses) • Clearly explaining student’s questions and pointing out important contents (5 responses) • Encouraging student to ask questions (5 responses) |
• Too few facilitators in each group (8 responses) • Variation of contents perceived by students due to different facilitators (8 responses) |
| Contents |
• Integrating and reviewing all knowledge from lectures and applying theory to explain clinical scenarios (23 responses) • Facilitating critical thinking skills (11 responses) • Motivating students’ self-learning process (5 responses) • Highlighting key points to help students memorising and understanding contents (4 responses) |
• Difficulty in understanding of some contents (6 responses) • Uncertainty in the accuracy of contents discussed and presented by other students (2 responses) |
| Presentation | • Additional explanation by facilitators during the presentation (2 responses) | • Students’ stress during the presentation and ignorance of other contents that they are not assigned to present (7 responses) |
| Wrap-up | • Summarising the essential knowledge (3 responses) | • Too short time of wrap-up session (2 responses) |