Abstract
Introduction: Small group discussion teaching is a key instructional strategy being incorporated in medical education and is aimed at enhancing the personal, social and cognitive skills of students. Learning in small groups helps the students to enhance the acquisition, processing and retention of the medical knowledge. Aims & Objectives: To assess medical student’s perception about small group discussion at a medical college. Place and duration of study: September 2019 at the University College of Medicine and Dentistry, University of Lahore. Material & Methods: This cross- sectional survey was conducted during September 2019 at University College of Medicine and Dentistry, University of Lahore. Convenient sampling technique was used to obtain a sample of 322 students from the first three years of MBBS. A pre validated questionnaire was distributed and the students were asked to record their experience about small group discussion using a 5-point Likert scale. Data was analyzed by using SPSS22 and reported as percentage distribution and mean± s.d. Results: Regarding quality of these small group discussion sessions, 25.8% of the students appeared satisfied, 24.8% of the students were neutral, whereas, 49.4% of the students remained unsatisfied. When asked about being clear of their role in a SGD session, 55.9% of the students agreed, 22.7% were unclear and 21.4% neutral. As regards the benefits from small group sessions, majority (35.1%) agreed that activities taught lifelong learning, 8.7% strongly agreed. 27% remained neutral with 16.5% disagreeing and 12.75% strongly disagreeing. With reference to assessment of tutors, majority of students found SGD facilitators enthusiastic about process with 13.4% strongly agreeing and 36.3% agreeing, 28% stayed neutral while 9.6% disagreed and 12.75% strongly disagreed. Majority of students, (35.1% agreed, 13.4% strongly agreed) to that tutors just gave mini lecture, 27.6% responded neutral to statement while 11.2% disagreeing and 12.7% strongly disagreeing to the enquiry. Conclusion: The study reveals that majority of the students are clear about their role in small group discussion sessions and majority (35.1%) also agreed that activities taught them lifelong learning. Tutors are helpful and enthusiastic, however, they provide plenty of information and need retraining for conducting a small group learning session.
Highlights
Small group discussion teaching is a key instructional strategy being incorporated in medical education and is aimed at enhancing the personal, social and cognitive skills of students
Research has demonstrated that small group discussion results in greater synthesis and retention of learning materials and the SGD sessions have changed the role of a teacher from a lecturer to a facilitator responsible for the active learning by the students.[3,4,5]
Major percentage (30.75%) of students agreeing while 16.8% strongly agreeing to the statement. When enquired about their satisfaction levels of small group sessions’ progress, 34.5% students agreed that sessions were thought provoking, 16.1% strongly agreed while 27.6% remained neutral. 13% students disagreed while only 8.7% strongly disagreed to this inquiry. 32.9% students agreed that sessions led them to active learning, 18.9% strongly agreed while 25.8% preferred to remain neutral. 13.4% thought sessions did not lead to active learning while only 9% strongly disagreed to this enquiry
Summary
Small group discussion teaching is a key instructional strategy being incorporated in medical education and is aimed at enhancing the personal, social and cognitive skills of students. Medical educationists have come to a broad consensus for a need of a shift from the traditional didactic lecturing to the more studentcentered delivery of curriculum.[2] Research has demonstrated that small group discussion results in greater synthesis and retention of learning materials and the SGD sessions have changed the role of a teacher from a lecturer to a facilitator responsible for the active learning by the students.[3,4,5] Small group teaching method develops the intellectual skills of the learners such as reasoning, problem solving, the development of attitudes and the acquisition of interpersonal skills such as listening, speaking, arguing and group leadership.[6] SGDs can take on a variety of different forms such as problem-based learning, case-based learning, role play, discussions, brainstorming sessions and debate sessions.[6] PBL is a variation of small group discussion strategy where the students define the problem and identify the action steps to create a solution for that problem. This study is significant as it provides information about the student’s perception on the small group discussion sessions
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