Much evidence exists that we learn better if we are actively involved in the learning process, can relate learning to past experiences and control the pace at which we learn. Participative learning allows interaction between the learners and the teacher. Particularly where this occurs within a group of peers, learning can be particularly effective because it is specifically related to what we actually do - seeing patients etc - and uses the experiences of our colleagues doing similar work and experiencing similar problems.
Participative learning usually contains plenty of opportunity for interaction between he "teacher" and the audience and should be flexible enough for the learning agenda to respond and change depending on the needs of the audience.