Interactive large-group teaching in a dermatology course

Abstract

This is a prospective study to find out whether an interactive large-group case-based teaching approach combined with small-group bedside teaching improves student satisfaction and learning outcome in a practical dermatology course. During two consecutive terms a rotating system of large-group interactive case-study-method teaching with two tutors (one content expert, one process facilitator) and bedside teaching with randomly appointed tutors was evaluated with a nine-item questionnaire and multiple-choice test performed at the beginning and the end of the course (n = 204/231 students evaluable). The results of three different didactic approaches utilized over the prior year served as a control. The interactive course was rated significantly better (p < 0.0001) than the standard course with regard to all items. The aggregate mark given by the students for the whole course was 1.58–0.61 (mean ± SD, range 1 (good)–5 (poor)). This was significantly better than the standard course (p < 0.0001) and not different from small-group teaching approaches. The mean test results in the final examination improved significantly (p < 0.01). The combination of large-group interactive teaching and small-group bedside teaching was well accepted, improved the learning outcome, was rated as good as a small-group didactic approach and needed fewer resources in terms of personnel.Practice points•Large-group teaching is regarded as detrimental to learning success. A standard dermatology course got bad ratings and did not lead to an increase in knowledge.•Due to limited resources an interactive case-study-method approach in a large class with two tutors in combination with bedside teaching was introduced.•This approach led to the same student satisfaction and learning outcome as small-group teaching but needed fewer personnel.•This model may serve as an alternative approach for courses constrained by the number of personnel available for teaching.