Small-group Teaching Sessions Research Articles

Bioethics curriculum for undergraduate medical students: an evaluation study utilizing mixed methods approach

BackgroundThe undergraduate bioethics curriculum introduced in a private medical college in Pakistan in 1988 and revised in 2009 has evolved over time to incorporate globally relevant innovations, including integration of bioethics spirally within an existing problem-based learning curricular framework. The present evaluation study shares the results of this integrated bioethics curriculum delivered for 10 years across the five-year undergraduate medical curriculum. The study assessed the effectiveness of the curriculum in terms of student achievement, appropriateness of course contents and efficiency of instructional methods.MethodsThe study utilized a mixed method sequential explanatory design. The quantitative method was used in the first phase to gather data by utilizing a structured online questionnaire. This was followed by the second phase of qualitative methods to explain the findings of the first phase and enrich the data gathered. This phase was based on focus group discussions and document review.ResultsStudent and faculty responses showed the curriculum contents to be relevant, informative, and appropriate as per learning objectives and student achievement. Multi-modal instructional methods used were stated to be effective and engaging; small group teaching and shorter sessions suggested to be preferable for fostering discussion and maintaining student engagement and attention. Large class formats were stated to be less effective. Students affirmed the contribution of bioethics education to their personal and professional development and ethical positioning. The majority of students agreed that the curriculum contributed to their knowledge acquisition (60.3—71.2%), skill development (59.41—60.30%) and demonstration of ethical/professional behavior (62.54—67.65%). The ranges indicate agreement with related sets of questions.Participants suggested that the curriculum could be further strengthened by better integration in clinical years, role modelling and providing opportunities for application in clinical health care settings. Moreover, topics like ethical issues related to the use of social media, public health ethics and ethics and law were suggested as additions to the existing curriculum. These findings have regional and global relevance for the development and assessment of effective bioethics curricula.ConclusionAn effective bioethics curriculum for undergraduate medical education should run longitudinally across the 5 year curriculum and be integrated in the modules and clerkships. Basic acquisition of knowledge and skills takes place in Years 1 & 2 with reinforcement and application in Years 3–5. Learning embedded in an integrated curriculum can help students recognize, critically analyze and address ethical dilemmas. Involvement and commitment of the clinical faculty is essential for reinforcing the ethical principles and concepts learnt in the earlier years.

Being a Competent Doctoral Student: A Reflection

Building a successful PhD program requires a sustained research environment. The successful completion of a PhD thesis depends on a working supervisor-student relationship built on respect, responsibility, and involvement. Supervisors who are also working researchers should get the training they need to improve their supervising abilities. They act as role models in academic life both scientifically and morally. The employment of a second supervisor in addition to the primary one is strongly advised in order to improve the effectiveness of tracking student development and resolve interpersonal problems. Regulations from the university should outline the obligations of the research supervisor. In medical education, small-group instruction and learning have achieved an admirable position and gained popularity as a way to support research students in their studies and foster deep learning. The primary qualities include active student participation throughout the whole learning cycle and a clearly defined task orientation with attainable specific goals and objectives within a set time frame. Preliminary considerations at the departmental and institutional levels, including educational strategies, group composition, physical environment, existing resources, diagnosis of the research needs, formulation of the objectives, and appropriate teaching learning outline, are crucial to the development of an ideal small group teaching and learning session. Small group instruction at medical schools boosts student motivation, collaborative abilities, knowledge and skill retention, idea transfer to novel problems, and self-directed learning. Investigating the problems enables the learner to put their higher-order thinking and skills to the test. It supports adult learning, taking ownership of one's own development, and fostering self-motivation. This research paper aims to study the scholar’s perception of effectiveness of teaching and learning process during the first and second years of doctoral study.

Small-Group Teaching: Should It Be Recorded?

BackgroundRecording large-group lectures is commonplace in higher education, allowing students to access content asynchronously and remotely. With the move towards online learning during the COVID-19 pandemic, recording of small-group teaching sessions has also become increasingly common; however, the educational value of this practice is unknown.MethodsAll medical students rotating through the Acute Medicine Department of a large teaching hospital were invited to enrol in the study. Consenting students were recorded for the second half of an online case-based learning (CBL) session. The recording was available for 6 months; viewing patterns were analysed. Students were sent a questionnaire after the session, asking them to reflect on the recorded and unrecorded halves of the session.FindingsThirty-three students underwent recording in 12 separate groups; 31 students (94%) completed the questionnaire. All 31 respondents (100%) described the session as “useful” or “very useful”. Twenty-four respondents (77%) recommended continuing to record small-group sessions and 17 (55%) reported being “likely” or “very likely” to watch the recording. Six respondents (19%) reported a negative impact of being recorded. During 6 months of follow-up, no students returned to view the recording for more than 1 minute.ConclusionDespite positive feedback for the session and high student demand for ongoing recording, no students viewed the recording for any significant duration. One-fifth of students reported a negative impact of being recorded. The findings from this study do not support routine recording of small-group CBL sessions, even where demand for this may exist.

TEAMwork! An Innovative Hospital Medicine Teaching Program to Enhance Learners' Educational Experience.

Workplace-based learning and assessment are dependent on frequent observations, feedback, teaching, and evaluations. Yet high physician workload and multiple learners limit these efforts. A local needs assessment demonstrated insufficient direct observations, small-group teaching, and high-quality evaluations for learners. In response, the authors developed and implemented Teaching Excellence Among Medical providers (TEAM), a teaching program to enhance the educational experience of learners in pediatric hospital medicine (PHM). The TEAM program, grounded in a self-regulated learning framework, launched in 2019. The University of Colorado Department of Pediatrics provided salary support. TEAM hospitalists completed professional development for teaching and feedback skills. During their TEAM shifts, they observed, provided feedback, completed evaluations, and led teaching sessions for learners on PHM rotations. The program's impact was evaluated by using an electronic work tracking form and surveying learners, attending hospitalists, and TEAM hospitalists, leading to iterative program improvements. Over an 18-month period, TEAM hospitalists completed 1,573 direct observations, 265 teaching sessions attended by 1,921 learners, and more than 497 learner evaluations. Survey results showed that 95% of learners indicated TEAM was "very effective" or "somewhat effective" in helping achieve individualized learning goals, and a similar percentage "strongly agreed" or "agreed" that TEAM hospitalists were effective educators. Eighty-four percent of attending hospitalist survey respondents reported TEAM contributed "very much" or "somewhat" to learner education. Attending hospitalists particularly appreciated TEAM's ability to focus on learners identified as struggling, while TEAM hospitalists rated observation of rounds and small-group teaching sessions as the most valuable TEAM activities. The TEAM program employed concepts of self-regulated learning to enhance education in PHM through direct observation, feedback, written evaluations, and teaching efforts. This program can mitigate many challenges facing attending physicians and can serve as a model for other institutions. Next steps include evaluation of higher-level learning outcomes.

Basis, Process and Outcomes of a Student Involvement Project for Curriculum Review at the Imperial College School of Medicine.

Introduction: To help create a Bachelor of Medicine, Bachelor of Surgery (MBBS) curriculum centred around the student voice, the Imperial College School of Medicine (ICSM) recruited two medical students for a two-week student-staff collaboration in Summer 2019 for its wider curriculum review. This write-up discusses the background, processes, and outcomes of the collaboration and includes some student reflections. Methods: The team comprised a member of the faculty and two medical students (the authors). We met daily for two weeks and focussed on the Bioregulatory Systems (BRS) module of Year 1. There were three key areas of work: learning objectives, large-group sessions, and small-group sessions. Each aspect involved planning, implementation, and reflection. For example, learning objectives were recategorized and reorganised, students fed back on a new slide template for large-group sessions, and new small-group sessions were designed. Feedback from the staff was collected verbally, and the medical students submitted feedback in the form of a mid-project interview, a post-project report, and informally.Results: We achieved such outcomes as reorganising and refining learning objectives, improving large-group teaching sessions, and refining and creating small-group teaching sessions. Following the collaboration, we had a debrief session.Conclusions: This collaboration was highly valuable for both students and faculty; the feedback revealed that the ideas, discussions, and outputs had a substantial impact. Overall, student-staff collaboration will become increasingly valuable as we emerge from COVID-19; we hope this write-up informs and inspires more 'students as partners’ projects worldwide.

Early language intervention improves behavioral adjustment in school: Evidence from a cluster randomized trial

Oral language skills are critical for psychosocial development and children with language difficulties are more likely than peers to experience behavioral problems. This study investigated the effects of an oral language intervention on behavioral adjustment. We collected teacher ratings of behavioral adjustment for 1173 children taking part in a cluster randomized trial of the Nuffield Early Language Intervention (NELI) program in 193 primary schools. Ratings were collected before and immediately after the 20-week intervention. Children receiving the language program showed significantly greater improvements than the untreated control group on a latent variable reflecting behavioral adjustment (d = 0.23). However, the improvements in behavioral adjustment for children receiving language intervention were not mediated by improvements in language. We suggest that the improvements in behavioral adjustment are a consequence of the small group and individual teaching sessions in the language intervention program, which emphasizes the need to pay attention and regulate behavior. This emphasis appears to produce generalized improvements in children's behavior regulation outside of the targeted language teaching sessions.

234 Remote Surgical Teaching During COVID-19: Early Feedback from Students and Teachers

BackgroundOn the 23rd March 2020 the government issued a nationwide lockdown in response to COVID-19. Using Microsoft Teams software, Brighton and Sussex Medical School transitioned to remote surgical teaching. We discuss the early feedback from students and tutors.MethodAll students (N = 40) and tutors (N = 7) were invited to complete an online feedback survey.ResultsTwenty students responded. Nine preferred remote teaching. The teaching was described as either good (10/20) or excellent (10/20). Small group teaching, lectures and student lead seminar sessions all received positive feedback. Students preferred sessions that were interactive. One hour was optimal (17/20). There was no consensus over class size. 15/20 (75%) would like remote teaching to continue after the pandemic.All tutors responded. There was a preference towards shorter sessions: 45 minutes (2/7) one hour (5/7). Tutors found virtual sessions less interactive (6/7). All tutors would like remote teaching to continue after the pandemic. Three suggested extending teaching to remote surgical ward rounds.Concern was raised by both students and tutors regarding the absence of practical skills.ConclusionsThe value of remote teaching has been highlighted by COVID-19. Our feedback recommends a transition towards blended learning; using the convenience of remote teaching to help augment traditional medical school teaching.

21 Suture School: A Socially Distanced Surgical Education

IntroductionLimited theatre exposure, cancelled practical teaching and placements abandoned due to COVID-19, has potential to damage the learning opportunities and experiences of medical students within surgery. We aimed to create and deliver an emergency small group teaching programme throughout the pandemic, targeted at increasing medical student confidence in basic surgical skills and inspiring interest in surgery.MethodMultiple small-group teaching sessions were delivered to a cohort of 14 medical students recruited for work during the pandemic, whilst adhering to social distancing and sanitary measures. On completion of the programme and informal assessment of 11 surgical competencies, participants completed a follow up questionnaire to assess their improvement.Results70% reported improvement in 10 competencies and 30% across all 11 competencies. The greatest improvements were in abscess drainage and knot tying. 30% relayed increased interest in pursuing a surgical career. 80% were ‘more likely’ to attend theatres in future.ConclusionsThe teaching series facilitated increase in self-perceived confidence of students in basic surgical skills, whilst inspiring surgical interests. During challenging times, we must support learners to undertake activity that drives improvement in training for the wider benefit of health services. Innovative teaching programmes may reduce the impact of similar adversity in the future.

A Learner Centered Approach of Teaching and Learning in Pharmacology: A Questionnaire Based Analysis of Student Cognizance and Experiences

Background: Innovative and flexible educational methods like Problem Based Learning (PBL) and integrated teaching practices were integrated into the Pharmacology course in a manner that they complement the didactic lectures or, completely replace the lecture classes with the aim to optimize the educational atmosphere for a better learner experience. Aim: The present study is an attempt to gather feedback on newer teaching learning methods and audiovisual aids employed during the didactic lectures and small group teaching sessions newly introduced into the curriculum. Methods: The study is a cross sectional questionnaire-based analysis. The questionnaires were distributed to the second-year medical students inviting them to share their opinion on usefulness of current teaching-learning methods. The data collected was analyzed by means of descriptive statistics. Results: The students rated small group discussions and small testsassessment for learning to be more useful in understanding the subject as well as scoring more marks in the examinations (Likert score of 4.5 and 4.51 respectively). Didactic lectures were less useful with a Likert score of 3.71. Both problems based learning and integrated teaching scores were equivocal with more students favoring integrated teaching. Conclusion: Student feedback forms the backbone for continuing revisions of undergraduate curriculum with the aim of making the subject more learner-oriented and practically relevant. Constant review of our current methodology will reflect on success of newer teaching-learning methods introduced in encouraging learning. It would enable us to incorporate appropriate changes in curricula where and when necessary. Key words: Teaching learning methods, PBL, Integrated teaching, Student perception, Audiovisual aids, Active learning.

Practical methods for teaching safe prescribing to final-year medical students in preparation for foundation training

Safe prescribing is an essential skill for final-year medical students becoming newly qualified doctors. It is also an area for which students often feel they are not prepared during medical school. The aim of our study is to demonstrate the value of an interactive small-group teaching session on

Structured, Small-group Hands-on Teaching Sessions Improve Pre-clerk Knowledge and Confidence in Point-of-care Ultrasound Use and Interpretation.

IntroductionMany undergraduate medical education (UME) programs have begun adopting point-of-care ultrasound (PoCUS) curricula, reflecting the increasing ubiquity of this technique across medical specialties. The structures of international PoCUS curricula have been extensively studied. However, the efficacy of these curricula to increase knowledge and confidence in PoCUS is less well-studied. We investigated whether a structured, small-group PoCUS teaching session consisting of pre-defined learning objectives, an introductory presentation, and a mandatory hands-on scanning component would increase pre-clerk knowledge of and confidence in PoCUS theory, use, and interpretation.MethodsA pre-post study was designed to assess changes in pre-clerk knowledge and confidence in PoCUS theory, use, and interpretation. Pre-clerks were recruited from the Hamilton campus of the Michael G. DeGroote School of Medicine at McMaster University. Pre-clerks were organized into four groups, with an average group size of seven learners. Two preceptors each taught two groups. Sessions included an introductory PowerPoint presentation and one-on-one preceptor-guided practice in identifying abdominal and genitourinary structures using PoCUS. Student responses on pre- and post-intervention surveys were analyzed to identify changes in knowledge and confidence. Student satisfaction with the teaching session was assessed from self-reported levels of agreement with satisfaction statements. The strengths and areas of improvement for the teaching sessions were identified from open-ended survey responses.ResultsData from 27 students indicated a significant improvement in knowledge test scores (p < .05), with no significant differences between groups (F(3,23) = 0.64, p = n.s.) or between students with different preceptors (p = n.s.). Students’ confidence in PoCUS use and interpretation improved significantly (p < .05 for both), with no significant differences between groups (F(3,23) = 0.70, p = n.s. and F(3,23) = 0.32, p = n.s., respectively) or between students with different preceptors (p = n.s. for both). Improvements in knowledge of and confidence in PoCUS use were significantly correlated (r = .44, p < .05). All of the students agreed that they liked the instruction, content, and structure of the teaching session. The most frequently cited strengths of the teaching sessions were the mandatory individual practice time per student, individualized instruction from and interactions with preceptors, and the small group structure of the sessions.ConclusionThis study provides novel evidence that a structured, small-group teaching session featuring a didactic presentation, defined learning objectives, and mandatory hands-on learning can effectively teach introductory PoCUS knowledge and skills to pre-clerks and increase student confidence. Future studies will investigate the retention and application of PoCUS knowledge and skill throughout clerkship and early residency training to determine if this teaching model can facilitate longitudinal PoCUS learning and competency as well as improved diagnostic capabilities as students advance through undergraduate medical training.

The Impact of a one day Undergraduate Radiology Course on Confidence and Performance of Medical Students in Interpreting commonly encountered Radiographs

This article was migrated. The article was not marked as recommended. IntroductionResearch into undergraduate radiology teaching suggests that medical students feel their radiology training is currently inadequate. Radiology, as a specialty, is generally not taught formally at medical school; rather, it is integrated inconsistently into various other specialties. This study aimed to investigate whether a one day course could help medical students with both confidence and performance.MethodsParticipants consisted of third and fourth year medical students from Barts and The London School of Medicine and Dentistry. The course consisted of morning lectures delivered by radiology registrars and afternoon small group interactive tutorials led by foundation doctors. The topics were chest (CXR), abdominal (AXR), musculoskeletal radiographs and computed-tomography (CT) of the head. The learning outcomes were created in accordance with the Royal College of Radiologists undergraduate curriculum. There was a pre and post course assessment consisting of 15 multiple-choice questions. Additionally a questionnaire was given evaluating their confidence in interpretation (rated from 1= not confident to 10=completely confident). A paired T-test was performed to investigate the significance of the results.Results7 students completed the quiz and questionnaires. The mean assessment scores were 10.43 pre-course and 14.33 post-course. This demonstrated a statistically significant improvement of 4.43 marks or 27% (p=0.0004 95% CI 2.59 to 5.41). Likewise, students demonstrated a significant increase in confidence in all four areas. Confidence in CXR interpretation increased by 21%, or 2.1 points (p=0.0113 95% CI 0.69 to 3.60); AXR increased by 31%, or 3.14 points (p=0.0008 95% CI 1.90 to 4.39); CT Head increased by 44%, or 4.43 points (p=0.0002 95% CI 3.03 to 5.83) and Musculoskeletal X-ray increased by 37%, or 3.71 points (p=0.002 95% CI 1.97 to 5.46).ConclusionOur results demonstrate that a one-day intensive course statistically raised both confidence and knowledge in interpreting common radiographs. The combination of lectures and interactive small group teaching sessions seemed to allow students to consolidate their knowledge and apply it more successfully when tested in the post-course assessment. Additional research is required to further explore the impact of the course and the plan is to run a second course at the start of the next academic year.

Technology Enhanced Collaborative learning in Small Group Teaching sessions using Padlet Application-A Pilot Study

The Objectives of this paper were to determine whether collaborative learning during a small group teaching have significant effect on students’ engagement and learning and to evaluate the use of technology in collaborative learning. An actual small group teaching session of students was selected. Each group was given a case study to discuss. Group round was done so that everyone in the group is involved from the start as a way of checking on learning issues. About 60% of the students said that, they actively interacted by sharing their experiences and resources during collaborative learning. More than 70% of the students agreed that, technology (padlet) was an important factor in collaborative learning. Collaborative learning fosters the members actively interact by sharing experiences and take on asymmetry roles through discussion, clarification of ideas, and evaluation of others ’ideas.

Effect of a Multimodal Educational Intervention on Use of Urinary Catheters in Hospitalized Individuals

Urinary catheters are frequently used in hospital inpatients despite their association with greater morbidity and mortality. Reducing their unnecessary use can improve patient care. The objective of the current study was to determine the effectiveness of a multimodal nursing and physician education intervention to reduce the unnecessary use of urinary catheters in adult inpatients. Quasi-experimental interrupted time series study. General internal medicine and surgical services of a large urban teaching hospital. Admissions to the services under study during the study period (September 2009 to February 2013) (N = 21,550). A multimodal educational intervention incorporating educational posters, small-group teaching sessions, and changes to the hospital's electronic health records and nursing clinical documentation systems were introduced to nurses and physicians. Mean catheter days per patient (CDPP) and incidence of urinary catheterization, measured at monthly intervals throughout the study period. A decrease in mean CDPP of 5.6 and 6.5 days (P < .001) respectively was observed on the medical and surgical services following the intervention. The monthly incidence of catheterization decreased by 3.0 percentage points on medical units and 6.4 percentage points on surgical units immediately after the intervention, from an average of 14.5% and 15.0%, respectively, before the intervention. Similar degrees of improvement were observed for individuals of all ages, although older adults remained more likely to be catheterized. The effect persisted over nearly 3 years of observed follow-up. A relatively simple multimodal educational intervention targeting nurses and physicians resulted in a significant and sustained reduction in CDPP and the proportion of participants catheterized.

Take away body parts! An investigation into the use of 3D-printed anatomical models in undergraduate anatomy education.

Understanding the three-dimensional (3D) nature of the human form is imperative for effective medical practice and the emergence of 3D printing creates numerous opportunities to enhance aspects of medical and healthcare training. A recently deceased, un-embalmed donor was scanned through high-resolution computed tomography. The scan data underwent segmentation and post-processing and a range of 3D-printed anatomical models were produced. A four-stage mixed-methods study was conducted to evaluate the educational value of the models in a medical program. (1) A quantitative pre/post-test to assess change in learner knowledge following 3D-printed model usage in a small group tutorial; (2) student focus group (3) a qualitative student questionnaire regarding personal student model usage (4) teaching faculty evaluation. The use of 3D-printed models in small-group anatomy teaching session resulted in a significant increase in knowledge (P = 0.0001) when compared to didactic 2D-image based teaching methods. Student focus groups yielded six key themes regarding the use of 3D-printed anatomical models: model properties, teaching integration, resource integration, assessment, clinical imaging, and pathology and anatomical variation. Questionnaires detailed how students used the models in the home environment and integrated them with anatomical learning resources such as textbooks and anatomy lectures. In conclusion, 3D-printed anatomical models can be successfully produced from the CT data set of a recently deceased donor. These models can be used in anatomy education as a teaching tool in their own right, as well as a method for augmenting the curriculum and complementing established learning modalities, such as dissection-based teaching. Anat Sci Educ 11: 44-53. © 2017 American Association of Anatomists.

Addressing cost of unwarranted medical care in the medical curriculum.

Within the past decade, there has been a significant increase in Australia's health expenditure, with a concurrent rise in overdiagnosis. Australia has introduced the Choosing Wisely campaign in a bid to identify and reduce commonly used investigations, treatments and procedures that add little benefit to patient care. By catalysing a discussion regarding evidence-based use of medications and medical testing, the Choosing Wisely campaign can minimise risk of harm to patients, as well as reduce expenditure. Internationally, several institutions are considering introducing training regarding cost-effective medical investigations into medical school curricula. The American College of Radiology has found positive results when conducting small-group teaching sessions with medical students regarding appropriate imaging modalities. These results are reflected in a US study that used an educational intervention to improve students' understanding of investigation costs. In addition, the Academy of Clinical Laboratory Physicians and Scientists has developed a proposed curriculum to further medical students' training in appropriate ordering of laboratory investigations. Australian medical educators must consider whether introducing evidence-based testing into Australian medical curricula should be part of a wider strategy to prevent unnecessary testing and health expenditure now and into the future.

How-I-Do-It: Teaching Root Cause Analysis

We describe our method of exposing radiology residents to root cause analysis. Our interactive case-based, small-group teaching session uses a flipped classroom approach which allows the session to focus primarily on working through the case in small groups. This methodology can be easily integrated at other institutions.

Factors Associated with the Choice of Peritoneal Dialysis in Patients with End-Stage Renal Disease.

Background. The purpose of this study was to analyze the factors associated with receiving peritoneal dialysis (PD) in patients with incident end-stage renal disease (ESRD) in a hospital in Southern Taiwan. Methods. The study included all consecutive patients with incident ESRD who participated in a multidisciplinary predialysis education (MPE) program and started their first dialysis therapy between January 1, 2008, and June 30, 2013, in the study hospital. We provided small group teaching sessions to advanced CKD patients and their family to enhance understanding of various dialysis modalities. Multivariate logistic regression models were used to analyze the association of patient characteristics with the chosen dialysis modality. Results. Of the 656 patients, 524 (80%) chose hemodialysis and 132 chose PD. Our data showed that young age, high education level, and high scores of activities of daily living (ADLs) were positively associated with PD treatment. Patients who received small group teaching sessions had higher percentages of PD treatment (30.5% versus 19.5%; P = 0.108) and preparedness for dialysis (61.1% versus 46.6%; P = 0.090). Conclusion. Young age, high education level, and high ADL score were positively associated with choosing PD. Early creation of vascular access may be a barrier for PD.

Using virtual worlds for role play simulation in child and adolescent psychiatry: an evaluation study.

Aims and method To develop and evaluate a novel teaching session on clinical assessment using role play simulation. Teaching and research sessions occurred sequentially in computer laboratories. Ten medical students were divided into two online small-group teaching sessions. Students role-played as clinician avatars and the teacher played a suicidal adolescent avatar. Questionnaire and focus-group methodology evaluated participants’ attitudes to the learning experience. Quantitative data were analysed using SPSS, qualitative data through nominal-group and thematic analyses.Results Participants reported improvements in psychiatric skills/knowledge, expressing less anxiety and more enjoyment than role-playing face to face. Data demonstrated a positive relationship between simulator fidelity and perceived utility. Some participants expressed concern about added value over other learning methods and non-verbal communication.Clinical implications The study shows that virtual worlds can successfully host role play simulation, valued by students as a useful learning method. The potential for distance learning would allow delivery irrespective of geographical distance and boundaries.

Small Group Learning

Abstract This module is a resource on how to plan and implement small-group teaching sessions to educate residents and medical students. The minimum target level of Bloom's Taxonomy is at the appli...