Teaching & Learning Tips 7: small-group discussion

The concept of Problem-based Learning (PBL) was first introduced at McMaster University in the late 1960s and was subsequently accepted widely by the medical schools throughout the world. hPBL has been intuitively viewed by many as a cocktail curriculum of McMaster style of small group discussion PBL (generally referred to as “pure PBL”) with the blending of variable amounts of traditional lectures, practical sessions and case-studies. Objectives: The study was done as an introduction of innovative teaching learning method and its learning experiences by students and faculty involved. The innovative teaching learning method was adapted during the year July – October - 2019 when the students were posted in the department of community medicine for four weeks. The TL methods included were blended lectures; case scenarios (clinico social case pertaining to community medicine subject), pre test and post test MCQs, case presentation and in small group discussion were done. The experiences were obtained as the reflective writing from the students and the faculty involved in implementation of h-PBL. Majority of the students expressed that the learning was useful, interactive, thought provoking, interesting and the group discussion paved the way for communication skill development among the peers. The students said that the learning happened actively and scope for self directed learning was also incorporated in the implementation of h-PBL. Faculties involved were very enthusiastic especially during the group discussions, because the sociogram was excellently represented that almost all the students took part in the discussion. The h-PBL can be a part of the regular curriculum during the clinical postings which can include case based learning with blended lectures.

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THE USE OF SMALL GROUP DISCUSSION STRATEGY IN TEACHING ENGLISH SPEAKING

Pujangga ◽

10.47313/pujangga.v6i2.992 ◽

2020 ◽

Vol 6 (2) ◽

pp. 134

Author(s):

Fanny Selvia Rosadi ◽

Cicih Nuraeni ◽

Agus Priadi

Keyword(s):

Small Group ◽

Learning Process ◽

Work Group ◽

Group Discussion ◽

Small Group Discussion ◽

Library Research ◽

Speaking Skill ◽

English Speaking ◽

Teaching Learning ◽

Speaking Skills

The objective of this research is to answer the question on how small group discussion strategy could improve the students speaking skill. The research was conducted at the seventh grade students of SMPN 3 Ciawi in academic year 2019/2020. This paper used descriptive qualitative method. The data were collected through observation during teaching learning process. To add important data and resource, the researchers also did library research and internet research. The theory that support this research is based on the theory of Giri in (Rahmat 2017). This research consists of plans, how to develop and improve students speaking skills ability using small group discussion strategy. It also contains the preparation, teaching-learning process and the evaluation. The result of this research indicated that: (1)small group discussion strategy could build confidence of students’ in speaking; (2) engage students in work group discussion communicatively; (3) the students have the opportunities to improve their speaking skills. Keywords: small group discussion, teaching, speakingPenelitian ini bertujuan adalah untuk menjawab pertanyaan bagaimana strategi diskusi kelompok kecil dapat meningkatkan keterampilan berbicara siswa. Penelitian dilakukan pada siswa kelas VII SMPN 3 Ciawi tahun ajaran 2019/2020. Makalah ini menggunakan metode deskriptif kualitatif. Pengumpulan data dilakukan melalui observasi selama proses belajar mengajar. Untuk menambah data dan sumber penting, peneliti juga melakukan studi pustaka dan penelusuran internet. Teori yang mendukung penelitian ini didasarkan pada teori Giri dalam (Rahmat 2017). Penelitian ini terdiri atas perencanaan, bagaimana mengembangkan dan meningkatkan kemampuan berbicara siswa dengan menggunakan strategi diskusi kelompok kecil. Selain itu juga berisi persiapan, proses belajar-mengajar dan evaluasi. Hasil penelitian ini menunjukkan bahwa (1) strategi diskusi kelompok kecil dapat membangun kepercayaan diri siswa dalam berbicara; (2) melibatkan siswa dalam diskusi kelompok kerja secara komunikatif; (3) siswa memiliki kesempatan untuk meningkatkan keterampilan berbicara mereka.Kata kunci: strategi diskusi kelompok kecil, mengajar, berbicara

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Learner Perceptions Regarding the Lecture and the Small Group Discussion as Teaching/Learning Methods in Physiology”

Bangladesh Journal of Medical Science ◽

10.3329/bjms.v18i2.40697 ◽

2019 ◽

Vol 18 (2) ◽

pp. 274-278

Author(s):

Preetha Paul ◽

Lalitha Subramanyam ◽

Geetha Raghunathan ◽

Balaji Arumugam

Keyword(s):

Small Group ◽

Group Discussion ◽

Medical Science ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Small Group Discussion ◽

Student Interest ◽

Learning Methods ◽

Learner Perceptions ◽

Teaching Learning

Introduction: Physiology has traditionally been taught through lectures, but other methods are now being tried. One of these, the small group discussion (SGD), is considered to be more tuned to learners’ needs compared to the lecture. Aim: This study was undertaken to determine learner perceptions on the lecture and the SGD as teaching/learning methods in physiology. Methods: Ninety-seven first MBBS students were taught Physiology in both lecture and SGD formats for a whole year. Feedback was then obtained from the students using a validated and structured questionnaire. Data was entered in Excel sheet and analyzed using SPSS software. Results and Discussion: Learners felt that both the lecture and the SGD helped them understand basic principles well (93.4 and 93.3%), contributed effectively to the learning process (84.6 and 90%) and fostered critical thinking skills (64.9 and 68.9%). For delivery of basic concepts, learners preferred the lecture for its systematic presentation. SGDs were perceived to promote active participation of learners (85.6%), encourage facilitator-learner interaction (87.8), and retain student interest better (62.2%).Overall, learning was better-stimulated by the SGD (73.4%) rather than the lecture (35.2%). Conclusion: In the teaching/learning of physiology, appropriate use of both the lecture and the SGD will serve to nurture and sustain learner interest effectively. Bangladesh Journal of Medical Science Vol.18(2) 2019 p.274-278

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A STUDY ON STUDENTS PERCEPTION TOWARDS SMALL GROUP DISCUSSION –SGD

10.36106/ijsr/2005130 ◽

2020 ◽

pp. 1-2

Author(s):

Uma Unnikrishnan ◽

C. Rekha

Keyword(s):

Small Group ◽

Group Discussion ◽

Team Work ◽

Small Group Discussion ◽

First Year ◽

Medical Council ◽

Minimum Score ◽

Competency Based ◽

Teaching Learning

Introduction : The Medical Council of India curriculum which now implements Competency Based Medical Education CBME has made Small Group Discussion SGD mandatory as a teaching learning method.CBME promotes active and lifelong learning Students need to get actively involved in the learning process and small group discussion is optimal for this. Background: For decades the traditional method of teaching has been lectures in medical school.More interesting and innovative methods are needed to improve learning. Pre clinical subjects like Anatomy,Biochemistry and Physiology have concepts that are better understood in a Small group discussion Materials and Methods: The 100 first year M.B.B.S. students are given a paper questionnaire individually.A total of 25 questions based on 5 topics namely Learning Experiences,Team work,Confidence.Communication skills and Role of Teacher are answered on the 5 point Likert scale.Results : The statistics was analysed using SPSS software. The mean percentage score of students was 66.1 with minimum score of 46.4 and maximum score of 89.6 with SD of 9.09 .Conclusion : The students have a positive perception towards Small Group Discussion .The confidence and communication skills of students need improvement .The Role of teacher is also very important in conducting SGD.

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Response to Dr. Kaliyadan's comment on “Teaching & Learning Tips 7: small‐group discussion”

International Journal of Dermatology ◽

10.1111/ijd.14266 ◽

2018 ◽

Vol 58 (1) ◽

pp. e3-e4

Author(s):

Elizabeth R. Lemoine ◽

Jasmine Rana ◽

Susan Burgin

Keyword(s):

Small Group ◽

Group Discussion ◽

Small Group Discussion ◽

Teaching Learning

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Response to ‘Learner perception regarding the lecture and the small group discussion as Teaching/ Learning methods in Physiology’

Bangladesh Journal of Medical Science ◽

10.3329/bjms.v19i1.43893 ◽

2019 ◽

Vol 19 (1) ◽

pp. 174-175

Author(s):

Urban John Arnold D’Souza ◽

Fairrul bin Masnah Kadir ◽

Nagesh Chodankar ◽

Firdaus Hayati ◽

Mohammad Saffree Bin Jeffree

Keyword(s):

Small Group ◽

Group Discussion ◽

Medical Science ◽

Small Group Discussion ◽

Learning Methods ◽

Learner Perception ◽

Teaching Learning

Abstract not available Bangladesh Journal of Medical Science Vol.19(1) 2020 p.174-175

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Comparison of small group discussions and didactic lectures in pharmacology for medical undergraduate students

International Journal of Basic & Clinical Pharmacology ◽

10.18203/2319-2003.ijbcp20214088 ◽

2021 ◽

Author(s):

Anupama Desai ◽

Neeta Banzal

Keyword(s):

Small Group ◽

Undergraduate Students ◽

Group Discussion ◽

Small Group Discussion ◽

P Value ◽

Cross Sectional ◽

Medical Undergraduate ◽

Significant Difference ◽

Teaching Learning ◽

Perception Analysis

Background: Conventionally, in most medical colleges, didactic lectures form a major part of teaching, however this method of teaching has many limitations. There has been a paradigm shift in teaching learning methods which now favor enhanced student involvement. Small group discussion (SGD) is one such method which has been frequently compared with didactic lectures. This study aims to compare these two teaching learning methods.Methods: This was a randomized prospective cross sectional, comparative study carried out with 120 second MBBS students of Pharmacology. The students were randomly divided into two groups. Group A was taught by conventional didactic method and group B learnt the same topic by SGD method. For the next topic there was a crossover. After a week students appeared for a test and were asked to fill a 5-point Likert scale perception analysis form.Results: The post-test average scores for didactic lecture were 6.42±2.43 and for SGD were 6.15±2.70 (p value 0.4167). About 88% students agree (50% strongly agree and 38% agree) that SGD is motivating, 85% student agree that SGD is interesting form of learning however 26% student feel that some student dominated in the SGD and 33% student felt more comfortable in lectures.Conclusions: The perception analysis showed that majority of the students found SGD better than didactic lectures in terms of learning, involvement, clearing doubts, increasing self-confidence however analysis of the test scores showed no statistically significant difference amongst the marks obtained after didactic lectures or small group discussion.

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