Interactive pedagogical strategies in medical education: how first experience impact teachers’ motivations and barriers.

Soutenu en 2019 pour l'obtention du master "Pédagogies en Sciences de la Santé"


Amaury C. Mengin 1,2, Pierre Vidailhet1,2, Nicole Poteaux1,3.

1 Université de Strasbourg, Faculté de médecine, maïeutique et sciences de la santé, Strasbourg, France
2 Hôpitaux Universitaires de Strasbourg, Service de Psychiatrie, Strasbourg, France
3 LISEC (EA 2310), Université de Strasbourg


Interactive pedagogical strategies (IPS) shown their efficiency on motivation and learning in higher education students. However, their use by teachers remains low in some universities, and though many teachers try IPS, many drop it, because of various motivations and constraints. Our work seeks to show how teachers' early experiences of IPS impact their motivations and constraints to continue using an IPS in medical education. We proposed here an IPS new to teachers: Group Gathering Improves Memory (GGIM).

Material and methods

Five psychiatry teachers changed their initial lecture course for GGIM and implemented it 3 times with 5th year undergraduate medicine students. Data was collected through semi-structured interviews carried after each implementation. A qualitative data analysis was then fulfilled.


Teachers' motivations were numerous and student-centered (memorization, lightness, concision, etc.). The constraints were few but sometimes strong and clearly dominated by time management concerns. Students feedback was a key expectation in motivating teachers to continue using IPS.


We highlighted the importance of early experimentation of IPS in teachers' decisions to continue/stop using it. Initial motivations were numerous but could be slowed down by time management concerns, particularly striking during first experiment. The weight of student feedback was highlighted, showing the importance of gathering teachers and students early when implementing a new IPS.