Learning in small groups

Abstract

There is a recent trend towards small-group work in undergraduate medical courses. Current understanding of educational strategies supports the use of small groups as an effective method of learning. Small-group work recognizes a movement towards learner-centred, problem-based and self-directed learning. The exploration of knowledge, learning through curiosity, the critical evaluation of evidence and a capacity for self-education are all fostered in small-group interactions. This article explores the rational arguments that support the movement towards small-group learning, the many benefits from small-group activities and the many types of small-group methods. Small groups interact in a variety of ways and the teacher has an important role. Barriers, more often perceived than real, may impede the adoption of small-group teaching. Practical guidance is offered on why to adopt small-group work and how to do it effectively. The teacher is provided with a framework for running small-group sessions and is given three simple checklists to consider before, during and after the small-group activity.