EMPLOYING THE SOCRATIC CIRCLE AS A METHOD TO ENGAGEMEDICAL STUDENTS IN DEEP LEARNING

1. SESSIONTITLE:27SES05B
EMPLOYING THE SOCRATIC CIRCLE
ASAMETHOD TO ENGAGE
MEDICALSTUDENTS IN DEEPLEARNING
Guldana Akhmetova
Medical University of Karaganda
Karaganda, Republic of Kazakhstan

2. Content
◦ Problem statement
◦ Research Question
◦ Why Socratic Circle?
◦ Methodology
◦ Research Results
◦ Conclusion

3. Problem statement
◦ Paradigm change
◦ Innovative methods of teaching
◦ Assessment
◦ Student-centered learning

4. Research Question
◦ How has the Socratic circle as a teaching approach impacted
students’deep learning?

5. Why Socratic Circle?
◦ Limits the role of a teacher (Brinkmann, et al., 2016; Delic & Becirovic, 2016 )
◦ Involves students to discussion (Altorf, 2019 )
◦ Raises real-life questions that interest students (Gnatyshina and Ivanova, 2017; Ferholt and Lecusay,
2009)
◦ Interrogations among students (Mitchell, 2006; Gose, 2009)
◦ Increases reflective learning (Seggelen-Damen et al., 2017).

6. Methodology
◦ Participants: 11 students, 2nd year of study, General Medicine
◦ Duration: five months (January-May, 2019)
◦ 3 types of Survey open-ended questions (SIW, SIWT, practical classes)
◦ 3 Focus group discussions
◦ 135 students’ reflections analysis

7. Research Results
◦ Socratic Circle:
◦ “frightening” and “challenging” vs. “unusual” and “surprising”
◦ SIW: A Project Design
◦ “Difficult to bring together findings of the study”
◦ SIWT: Writing Reflections
◦ “give a thought for contemplation”

8. Conclusion
◦ Three major components that are crucial to facilitating innovative teaching in the post-Soviet arena
◦ Firstly, the Socratic circle requires an in-depth explanation;
◦ Secondly, the Socratic circle requires a trusting and friendly environment;
◦ Thirdly, the importance of individual tasks to increase their individual capacities was also primordial to
the activity.