Effectiveness Of Small Group Teaching Research Articles

IJCM_241A: Perception of the effectiveness of small group teaching and didactic classes among Health Science students

Background: The global trend towards the teaching and learning process is becoming more dynamic and interactive compared to traditional didactic lectures. Medical schools are changing their teaching strategies to ensure that students are prepared for lifelong. Objectives: To determine the perception of the effectiveness of small group teaching and didactic classes among health science students. Methodology: This was a cross-sectional study conducted among 300 undergraduates of Kasturba Medical College, Mangalore, and undergraduates of Manipal College of Dental Sciences, Mangalore. Data was entered and analyzed using SPSS version 29.0. The results were expressed in the form of tables and graphs. Results: Among the BDS students most of them were in the Second year (53.3%) and Third year (28.3%). Around 17% of students preferred SGT as it was an interactive session, 17% preferred it as it helps the application of knowledge and 23% of students chose SGT as it provides them an opportunity to present, and as their confidence 28% favored SGT as it enhances thinking ability 15% selected SGT as was a mode self-learning. Conclusion: Most of the undergraduates supported SGT over DIDACTICS. SGTs were found to be the method that provides an opportunity to clear doubts. Under the type of SGTs, many students preferred problem-based learning type, followed by seminars and flip classes.

Improving undergraduate Education in Radiology

Objectives: to evaluate the effectiveness of small group teaching in the radiology undergraduate training program and to assess the type of examination and the examination scores. Materials and methods: 5th year medical students in college of medicine of Hawler medical university for the academic year 2007-2008 included in this study and the effectiveness of the program assessed by a written and practical test at the end of the course. Results: 100 students enrolled in this program. The effectiveness of the program was assessed by administering a written and practical testing. Conclusion: the importance of small group teaching and objective assessment of the students are stressed and implementation of new examination scores suggested

EP.TU.266Anatomy teaching to prepare medical students for placements during COVID-19 pandemic: a cross-sectional study on the use of online near-peer teaching

Abstract Aims Medical students have reduced small-group teaching due to the COVID-19 Pandemic. Anatomy is taught thoroughly in pre-clinical years but not specifically during clinical years. We introduced online small-group near-peer anatomy teaching for students in their first clinical year to help them before starting clinical placements. We investigated the usefulness of revisiting anatomy and the effectiveness of small-group teaching in an online setting. Methods Tutors were 5th or 6th Year medical students, each teaching a group of 5 to 8 tutees anatomy relevant to their clinical placements via Microsoft Teams. Tutees completed a post-tutorial feedback form. The primary outcome was confidence on subject content before and after the tutorial. Each outcome was measured by a Likert Scale, 1 (worst outcome) to 4 (best outcome). Results 127 feedback responses were analysed, a response rate of 62.0%. Mean tutee confidence improved markedly, from 1.520(SD 0.6281) to 3.079(SD 0.5856, p < 0.0001). The mean score for effectiveness of delivery and the effect of technical issues was 3.811 (SD 0.4127) and 3.667 (SD 0.7114) respectively. Analysis of free-text comments showed that the tutorials had a “really great group size” and were “interactive and well-informed”. Conclusions Clinically relevant anatomy teaching in a small-group-setting is useful in improving students’ confidence about the content covered in the placements. The use of online platforms to deliver this in small groups was successful, underwent smoothly and is something that can potentially be implemented in the curriculum.

849 Anatomy Teaching to Prepare Medical Students for Placements During COVID-19 Pandemic: A Cross-Sectional Study on The Use of Online Near-Peer Teaching

IntroductionMedical students have reduced small-group teaching due to the COVID-19 Pandemic. Anatomy is taught thoroughly in pre-clinical years but not specifically during clinical years. We introduced online small-group near-peer anatomy teaching for students in their first clinical year to help them before starting clinical placements. We investigated the usefulness of revisiting anatomy and the effectiveness of small group teaching in an online setting.MethodTutors were 5th or 6th Year medical students, each teaching a group of 5 to 8 tutees anatomy relevant to their clinical placements via Microsoft Teams. Tutees completed a post-tutorial feedback form. The primary outcome was confidence on subject content before and after the tutorial. Each outcome was measured by a Likert Scale, 1 (worst outcome) to 4 (best outcome).Results127 feedback responses were analysed, a response rate of 62.0%. Mean tutee confidence improved markedly, from 1.520(SD 0.6281) to 3.079(SD 0.5856, p < 0.0001). The mean score for effectiveness of delivery and the effect of technical issues was 3.811 (SD 0.4127) and 3.667 (SD 0.7114) respectively. Analysis of free-text comments showed that the tutorials had a “really great group size” and were “interactive and well-informed”.ConclusionsClinically relevant anatomy teaching in a small-group-setting is useful in improving students’ confidence about the content covered in the placements. The use of online platforms to deliver this in small groups was successful, underwent smoothly and is something that can potentially be implemented in the curriculum.

COMBINATION OF SGT (SMALL GROUP TEACHING) AND PAL (PEER ASSISTED LEARNING) APPROACH TO FACILITATE LEARNING AMONG MBBS STUDENTS FROM A PRIVATE UNIVERSITY IN MALAYSIA DURING PRE-CLINICAL YEARS

Didactic lecture promotes passive learning and fails to motivate students. Small group learning has been widely recommended as it helps to refine understanding of complex issues, to solve the problems, develop critical thinking and apply knowledge to new situations. PALS – a “peer assisted learning” mode where in students discuss in groups and learn from each other. They get motivated and set a platform, which encourages them to communicate and do problem solving. The present study was aimed to evaluate the effectiveness of small group teaching (SGT) and peer assisted learning (PAL) approach among pre clinical medical students. Small groups of students were selected for this study out of the big batch of students pursuing 2nd year MBBS program at AIMST University who were undergoing “respiratory system” block. At the end of lecture-based sessions, a few topics were selected for SGT- PAL session. Students were asked to complete the pretest questions on the selected topics and they were then explained the topics selected for this session. Students had SGT PAL on those selected topics. Then they completed the post test questions on the same topic. Responses obtained for the pre- test and post-test questions were analyzed using SPSS using paired t test and the perceptions on their own understanding using marginal homogeneity test, both showed a significant improvement. SGT and PAL approach helped students to improve understanding of important concepts and can be adopted more widely as an alternative to lectures.

The effect of small group teaching on quality of life in pregnant women with nausea and vomiting: A clinical trial.

INTRODUCTION:Nausea and vomiting in pregnancy is the most common medical complication in the first trimester of pregnancy. That associated with a wide range of physical and mental symptoms for the patient and his family and can affect the quality of life of women's life. In addition, the training to improve knowledge, in adjusting diet and lifestyle, and leading to decrease nausea and vomiting. Due to the positive characteristics of training using the small groups, this study was applied with the objective of “The effect of small group teaching on quality of life in pregnant women with nausea and vomiting.”METHODS:This study was applied based on intervention, on 59 nulliparous women with nausea and vomiting who referred to obstetrics ward of selected health and treatment centers in Neishaboor County. The training was presented by a researcher in group intervention in 8 sessions, each 45–30 min in small groups (3 groups 10 members). The control group received routine care. The study instruments (nausea and vomiting of pregnancy quality of life questionnaire) and (modified-PUGE) form. The results were analyzed using the Wilcoxon test, Mann–Whitney, and t-test.RESULTS:Research units were no statistically significant difference of personal data, at the beginning of the study, and before intervention, was not differences between the mean change scores of postpartum stress disorder in two groups (P = 0/192). While the mean quality of life score in the intervention and control groups was statistically significant difference after intervention (P = 0.001). Quality of life score in the intervention group had statistically significant difference before and after the intervention (P = 0.001).CONCLUSION:Training in the intervention group with small group strategies has more effective in comparison to conventional training of nausea and vomiting.

Effectiveness of Small Group Teaching in a Clinical Setting

Effectiveness of Small Group Teaching in a Clinical Setting

Assessment of effectiveness of small group teaching among Medical Students

Introduction: Small group teaching has grown in popularity in medical education as it offers a dynamic and collaborative setting for learning. It improves the retention of knowledge and students thinking. Conflicting reports in literature regarding effectiveness of small group teaching vs didactic lectures. Aim and objectives: 1. To assess the effectiveness of small group tutorials versus didactic lectures 2. To know the Students' and faculties’ perceptions regarding small group tutorials. Methods: Eighty final year MBBS students with informed consent were divided randomly into two groups. Two topics on head injury were taken in two sessions. In which pre and post assessment was done based on MCQs. In first session, one group was subjected to didactic lecture and the other group to tutorials followed by the cross-over in the second session. The same group of teachers took the didactic lectures and tutorials respectively. Perception of faculty based on likert scale taken. The data analysed in SPSS software using paired t-test. Results: There is a significant statistical difference in the pre-test and the post-test scores of each modality of teaching on the application of paired t-test (p-value

Effect of small group teaching on the academic performance of first year MBBS students

Introduction: Medical Council of India 2012 regulations allow only four attempts to students to clear first University professional examinations. Some top achieving school students fail to perform well in medical colleges. Indian studies on effectiveness of small group teaching (SGT) on academic performance of students are scanty. Objective: This study aimed to analyze the effect of SGT on first year MBBS students who scored less than 40% physiology internal assessment tests (IAT). Out of 99 students, 45 cases (less than 40% marks in IAT) were identified and the remaining 54(more than 40% marks) were controls. Methods: SGT as remedial teaching was applied to the cases. Results: The marks of the controls were significantly higher (p=0.001) than cases before SGT. The marks of cases before and after SGT were 36.41 ±3.76 and 51.93±6.34. Paired “t’ test revealed statistically significant increase in marks. Cases showed a gain score of 15.52 marks. SGT benefitted both girls (36.99±3.66 and 53.3±6.43) and boys (36.54±3.45 and 53.01±6.6.0) equally. Conclusion: SGT as remedial teaching is highly effective in promoting student- centered learning and needs to be implemented in all medical colleges uniformly.

Didactic Lectures and Interactive Sessions in Small Groups: A Comparative Study among Undergraduate Students in Hawler College of Medicine

Aims: To study and compare didactic lectures with interactive sessions in small groups among undergraduate medical students. Study Design: A quasi-experimental research design. Place and Duration of Study: Hawler College of Medicine, between October 2011 and May 2012. Methodology: Two administrative groups of students were selected out of four groups of medical students in their final year at Hawler College of Medicine. A pretest and post test evaluation of both experimental and comparison groups was conducted using the same criteria. A questionnaire was used to address students' perception of the new teaching method. For comparing the results of both groups in the examination, we computed the mean mark achieved by each group (pre and post test). Student’s t -test was used to compare means of both groups. Research Article British Journal of Education, Society & Behavioural Science, 3(2): 144-153, 2013 145 Results: Out of 72 students who were originally included in the study, 64 students (88.8%) of both groups performed both pre and post test examinations. The age range of the students was 21-26 (mean age+ S.D 23.25+ 1.01). There was no statistically significant difference between the two means (pre and post) of the lecture format (P = 0.15), while the difference between the two means of problem-solving interactive class was statistically significant. Students in the study group showed higher marks than students in the lecture format (P = 0.059). Twenty eight (90%) students found interactive sessions more active way of learning than lectures, 29 (93%) students agreed that interactive sessions provide more group interactive skills. There were some negative attitudes like heavy workload on students (55%), and uncertainty about the accuracy of information from colleagues (52%). Conclusion: Effectiveness of small group teaching may depend on the teaching style in small groups.

Effect of Small Group Teaching on Elementary School Students at Risk for Mathematics Learning Disabilities

Effect of Small Group Teaching on Elementary School Students at Risk for Mathematics Learning Disabilities

Using a sociomatrix to evaluate the effectiveness of small-group teaching to residents

This article describes a 1988 pilot study in a family medicine residency program of the use of a sociomatrix to assess small-group teaching. A multidisciplinary team developed a sociomatrix coding sheet, which was used by a family physician-psychiatrist to classify behaviors seen on videotaped small-group teaching sessions, which were held at the conclusion of patient care activities. Although the sociomatrix appears to have the potential to relate specific leader behaviors to residents' feedback regarding subjective learning outcomes, the number of observations was too small to permit clear conclusions regarding optimal teaching behaviors and styles.

What teachers think about small‐group teaching

A questionnaire assessing attitudes toward small‐group teaching (SGT) was administered to 442 elementary and secondary school teachers from 26 randomly selected schools in Israel. Data was collected on teachers’ prior experience with SGT, their knowledge of the basic characteristics of this approach and their perception of colleagues’ support for the use of innovative teaching techniques. Teachers expressed somewhat negative attitudes toward SGT on a scale dealing with teacher control of the class, but they were distinctly positive on a scale about the efficiency of SGT for presenting subject matter, and most positive regarding the effect of SGT on pupil development. Teachers experienced with SGT were more positive on 2 out of 3 attitude scales than were those with no experience. Data from measures of teachers’ understanding of SGT characteristics, their perception of colleagual support for innovative teaching and prior experience with SGT accounted for 30 per cent of the variance (canonical R = 0.55) in ...