To address these interview and seminar questions, Morehead prepared three 10-page proposals that laid out the introductory set of experiments he planned to do.
Seminar questions should increase in difficulty.
"Good seminar questions are not questions that can be answered by copying sentences from a book".
Teachers and students agreed on the importance of the amount and quality of seminar questions.
According to the teachers, effective seminar questions were clinically relevant, academically challenging and clearly defined.
" Sometimes the seminar questions do not stimulate discussion, because they only ask for factual knowledge".
In discussing specific seminar content, the teachers placed great importance on the quality and amount of seminar questions.
Seminar questions should be clear, encourage problem solving and discussion, and be clinically relevant and academically challenging.
A quantitative study of seminar learning by Jaarsma et al. showed that the teacher and the quality of seminar questions were considered to be important factors for seminar learning [ 9].
Spruijt et al. explored students' perceptions of seminar learning and found that apart from the teacher and the quality of seminar questions, the quality of the preparation materials, the course schedule and the alignment of the educational methods within a course impacted on the effectiveness of seminar learning.
Important components of these aspects were: the teachers' role in developing seminars ('ownership'), the amount and quality of preparation materials, a non-threatening learning climate, continuity of group composition, suitability of subjects for seminar teaching, the number and quality of seminar questions, and alignment of different course activities.
