Abstract
IntroductionLittle is known on the effect of different forms of division of a large group of students for the interactive discussion of cases, on the quality of the learning environment. We aim to compare two types of division in the face-to-face component of an inverted classroom in surgery. MethodsFor eighteen weeks, Group-1 was divided into eight small groups within the same physical classroom, under the simultaneous supervision of four tutors. Group-2 was divided into eight small groups distributed in four independent physical classrooms (2 groups/classroom), under the supervision of one tutor in each classroom. The quality of the learning environment was evaluated with the DREEM questionnaire. The effects of each division on the global DREEM score and its domains were evaluated with the d (Cohen) test. ResultsThe overall DREEM score was: 145.01±2.17 (Group-1) versus 131.46±18.48 (Group-2) (p<0.05). The magnitude of the effect of division of the Group-1 on the DREEM score was d=0.66. All DREEM domains were superior in Group-1 (p<0.05), as well as the effects on the quality of the environment. ConclusionsThe effects on the learning environment are greater when a large group is divided into small groups that are supervised by multiple tutors in the same physical classroom, compared with a large group that is divided into small groups that are supervised by a single tutor in separate classrooms.
Published Version
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