ReviewAEM education and training2025
Applying collaborativist theory to reenvision small-group learning in emergency medicine education.
Review in AEM education and training, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Applying collaborativist theory to reenvision small-group learning in emergency medicine education.AEM education and training · 2025Review
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
11 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: Small-group discussion is an instructional strategy that is increasingly incorporated in emergency medicine (EM) educational settings. Compared to individualistic learning, small-group education enables learners to compare and synthesize perspectives in collaboration with peers and educators. This fosters communication, team-building, and critical thinking skills that are essential in EM professional environments. To ensure these benefits are delivered to EM small-group learners, educators should utilize instructional strategies grounded in learning theory. Methodology: A workgroup from the Society for Academic Emergency Medicine (SAEM) Simulation Academy and Education Research Interest Group sought to develop theory-informed recommendations for EM educators to optimize small-group instruction. Workgroup members were faculty with undergraduate medical education and EM residency leadership roles, including the development and deployment of small-group education. Unique treatment: Through primary literature review and iterative discussion, the workgroup identified a suitable theoretical framework, collaborativism, that postulates that small-group learning occurs as learners advance from divergent to convergent thinking through discussion. Through this lens, discussion is the centerpiece of small-group learning, and educational interventions that improve the quality of discussion also improve the quality of learning. Implications: Collaborativism-informed strategies to strengthen small-group learning were proposed, organized by instructional design, learner-learner interactions, and educator-learner interactions. These educational interventions focused on enhancing engagement, cooperativity, and critical thinking behaviors in small-group learners as they engage in discussion. Recommended strategies were synthesized into a 50-min workshop presented at the 2024 SAEM Annual Meeting.
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.