Small-group teaching of chest auscultation to third-year medical students

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.

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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

British Journal of Surgery ◽

10.1093/bjs/znab259.877 ◽

2021 ◽

Vol 108 (Supplement_6) ◽

Author(s):

V A Rajan Thirupathirajan ◽

M Georgi

Keyword(s):

Medical Students ◽

Small Group ◽

Cross Sectional Study ◽

Free Text ◽

Small Group Teaching ◽

Group Setting ◽

Feedback Form ◽

Cross Sectional ◽

Clinical Placements ◽

Anatomy Teaching

Abstract Introduction 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. Method 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.

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Perception about student-led seminars among undergraduate students of a government medical college in Visakhapatnam: a cross-sectional study

International Journal of Community Medicine and Public Health ◽

10.18203/2394-6040.ijcmph20190208 ◽

2019 ◽

Vol 6 (2) ◽

pp. 789

Author(s):

V. Haritha ◽

K. V. Phani Madhavi ◽

B. Devi Madhavi

Keyword(s):

Medical Students ◽

Small Group ◽

Undergraduate Students ◽

Deep Understanding ◽

Undergraduate Medical Students ◽

Small Group Teaching ◽

Cross Sectional ◽

Medical College ◽

Self Confidence ◽

Class Room

Background: Teaching in India is still controlled by teacher-centered class room which would make them bored and exhausted. Educators now strive to provide the most productive class room experience for their students by facilitating small group discussions within the larger class such as seminar presentation by the students etc. Hence the present study was done to assess the perception of medical students regarding seminars in the curriculum towards a small group teaching activity. Objective is to assess the perception of medical students regarding seminars as a teaching learning activity.Methods: A cross-sectional observational study was conducted among 4th semester undergraduate medical students of Andhra Medical College, Visakhapatnam, Andhra Pradesh in the month of June 2016 to assess their perception regarding seminars in the curriculum. A pre-designed, pre-tested self-administered questionnaire was used to collect data.Results: Total number of study participants were 136. Majority 110 (80.9%) of them agreed that seminar is a good academic activity and is helpful in learning. Around 96 (70%) of the students opined that seminars help students engage in higher order thinking tasks. Majority 93.4% agreed that seminars help students to overcome nervousness. About 91.9% felt seminars improve self-confidence and personality development.Conclusions: Students view that, seminars are more effective in deep understanding of the subject and critical thinking than didactic lectures and helps the students to improve self confidence and communication skills.

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Preference of Teaching Methods among Medical Students: Large Group and Small Group Teaching

Indian Journal of Anatomy ◽

10.21088/ija.2320.0022.7418.8 ◽

2018 ◽

Vol 7 (4) ◽

pp. 397-401

Author(s):

Mahendrakar Madhuri A. ◽

Keyword(s):

Medical Students ◽

Small Group ◽

Teaching Methods ◽

Small Group Teaching ◽

Large Group

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Assessment of effectiveness of small group teaching among Medical Students

Journal of Contemporary Medical Education ◽

10.5455/jcme.20161016115304 ◽

2016 ◽

Vol 4 (4) ◽

pp. 145

Author(s):

Kashmir Singh ◽

Rashmi Katyal ◽

Arun Singh ◽

Hari Joshi ◽

Shalini Chandra

Keyword(s):

Medical Students ◽

Small Group ◽

Small Group Teaching

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21 Suture School: A Socially Distanced Surgical Education

British Journal of Surgery ◽

10.1093/bjs/znab134.109 ◽

2021 ◽

Vol 108 (Supplement_2) ◽

Author(s):

R Galloway ◽

H Amar ◽

V Panchalingham

Keyword(s):

Medical Students ◽

Small Group ◽

Surgical Skills ◽

Small Group Teaching ◽

Knot Tying ◽

Innovative Teaching ◽

Informal Assessment ◽

Surgical Career ◽

The Impact

Abstract Introduction Limited 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. Method Multiple 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. Results 70% 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. Conclusions The 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.

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Radiology teaching improves Anatomy scores for medical students

British Journal of Radiology ◽

10.1259/bjr.20200463 ◽

2020 ◽

Vol 93 (1114) ◽

pp. 20200463

Author(s):

C Chew ◽

P J O’Dwyer ◽

David Young ◽

J A Gracie

Keyword(s):

Medical Students ◽

Small Group ◽

Exam Score ◽

Small Group Teaching ◽

Examination Result ◽

Significant Difference ◽

Radiology Teaching

Objective: The aim of this study was to evaluate if small group teaching in Radiology impacted Anatomy scores in the summative end of year examination. Methods: Small group teaching in Radiology was incorporated into Anatomy of year one medical students during the academic years 2016/17 and 2017/18. Examination outcome for 2 years before and 1 year after the study period were compared. Question papers for end of year summative examinations were retrieved; questions relating to Anatomy were identified and anonymised scores for students were obtained. Results: Student numbers ranged 238 to 290/year. Mean Anatomy scores ranged 62–74%, this compared with mean total exam score of 62–65%. No significant difference in Anatomy and Total examination scores for 2015, 2016 and 2019. Mean (SD) Anatomy scores were significantly higher than the Total examination scores for the study period of 2017 and 2018 [68.97 (17.32) vs 63.12 (11.51) and 73.77 (17.85) vs 64.99 (10.31) (p < 0.001)]. Combined Anatomy scores 2017 and 2018 were significantly higher than 2015 and 2016, difference of 5.50 (95% C.I. 3.31–7.70; p < 0.001). Conclusion: This is the first study to objectively demonstrate Radiology small group teaching significantly improved Anatomy scores for medical students in the summative end of year examination. Advances in knowledge: No evidence in the literature that Radiology teaching improves examination outcomes for medical students. This is the first study to directly link Radiology teaching with improved Anatomy examination result. Small group teaching in Radiology is a feasible way to teach Anatomy.

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