scholarly journals TEACHING STRATEGIES

2016 ◽  
Vol 23 (05) ◽  
pp. 614-619
Author(s):  
Muhammad Asif Bhalli ◽  
Abdul Sattar ◽  
Midhat Asif
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Teaching Strategies ◽  
Mixed Method ◽  
Group Discussion ◽  
Female Students ◽  
Small Group Discussion ◽  
Basic Sciences ◽  
Medical College ◽  
Interactive Lectures

Objectives: To determine preferences and perceptions of medical studentsabout teaching strategies in basic sciences years. Study design: Mixed method study. Placeand Duration: Khawaja Muhammad Safdar Medical College, Sialkot, from March 2014 toJuly, 2014. Methodology: A total of 77 medical students of 3rd year MBBS were selectedthrough non-probability convenient sampling for this study. A questionnaire to know abouttheir preferences and comments about teaching strategies was distributed to the students.A focus group discussion was also carried out to know in depth opinion of students aboutdifferent teaching strategies. Results: Mean age of the medical students was 22.75 ± 1.05years. Twenty one (27.3%) participants were males and 56 (72.7%) females. Out of 77 students,22 preferred interactive lectures; 16, small group discussion; 20 problem based learning, 10preferred demonstration on models. Only 01 students preferred one-way lecture as the bestteaching methodology.More female students (30.3% vs 23.8%) preferred interactive lecturesand more male (28.6% vs 17.8%) students preferred small group discussion as their teachingstrategies. Conclusion: Majority preferred interactive lectures (28.57%) and problem basedlearning (25.98%) as teaching strategies. Aligning our teaching strategies with preferences ofthe medical students will improve learning and academics.

Combating Obstacles to Empathy: A Replicable Small Group Discussion Series for Medical Students

2016 ◽  
Vol 3 (0) ◽  
Author(s):  
Francesca P. Kingery ◽  
Alexander Bajorek ◽  
Amber Zimmer Deptola ◽  
Karen Hughes Miller ◽  
Craig Ziegler ◽  
...  
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Group Discussion ◽  
Small Group Discussion

Small Group Discussion, an Effective Tool for Learning

2021 ◽  
Vol 15 (10) ◽  
pp. 3281-3283
Author(s):  
Farrukh Sarfraz ◽  
Nadeem Razaq ◽  
Fahad Sarfraz ◽  
Muhammad Saif Ullah ◽  
Imran Jawad ◽  
...  
Keyword(s):  
Small Group ◽  
Communication Skills ◽  
Group Dynamics ◽  
Group Discussion ◽  
Rapid Change ◽  
Small Group Discussion ◽  
Medical College ◽  
Constructive Feedback ◽  
Validated Questionnaire ◽  
Second Year

Introduction: With the rapid change in teaching methodologies small group discussion gained a lot of popularity due to its wide impact from multiple dimensions on the learning of students. It is not only influences the learning of the students but also polished many skills not previously explored by the student such as communication skills, leadership qualities, ethics of group dynamics, respect of views of peers and so many. Objective: To expedite the views of Second year MBBS students at Azra Naheed Medical College about Small group discussion. Material and Methods Study design: Quantitative, cross sectional study. Settings: Azra Naheed Medical College, Lahore. Duration: Six months i.e. 1st January 2021 to 30th June 2021. Data Collection procedure: This study is conducted at Azra Naheed Medical College, Lahore, a total of 150 students divided into 10 groups each comprising of 15 students participated in the study. Students and the facilitators were briefed about the study; the topic assigned to each group ware told them a couple of days before the session. Pre validated questionnaire from the department of medical education was used and the collected data was analyzed by using SPSS version 23. Research question: What is the perception of Second year MBBS students at Azra Naheed College, Lahore about small group discussion an effective tool for learning? Results: Majority of the students were satisfied with the punctuality, constructive feedback, role of facilitator, improvement in the communication skills, interaction and positive feedback. Conclusion: It concludes students learned how to maintain a good balance of the session. Our study provided enough opportunities to the students to focus on the dynamics of learning in a modern way of self-respect, respect to the peers, improved self-confidence, and importance of positive and constructive feedback and in the end how to summarize and conclude a session. Key words: small group discussion, student centered learning, integrated learning, lecture

scholarly journals Effectiveness of Teaching Methods : Comparative Outcomes

2020 ◽  
Vol 1 (1) ◽  
pp. 16-25
Author(s):  
Mandira Shahi ◽  
Megh Raj Banjara ◽  
Jeny Kayastha ◽  
Amrita Chaulagain ◽  
Suni Pradhan ◽  
...  
Keyword(s):  
Nursing Students ◽  
Small Group ◽  
Mixed Method ◽  
Group Discussion ◽  
Small Group Discussion ◽  
Factual Knowledge ◽  
Childhood Diarrhea ◽  
Group Discussions ◽  
Childhood Diarrhoea ◽  
Small Group Discussions

Background: Instructional methods play an important role in developing nursing education. The objective of this study was to compare the effectiveness of lecture, small group discussion and mixed method to teach childhood diarrhea topic among 2nd year Proficiency Certificate Level (PCL) nursing students. Methods: Over a one year period, 60 2nd year PCL nursing students were divided into three groups and provided educational sessions on childhood diarrhoea. Three methods; a lecture, small group discussions and mixed methods (lecture+ small group discussion) were used separately. At the beginning, students were informed about a research study with process and questionnaires on the content of childhood diarrhea were administered to each student for pre-test. After the completion of sessions, post-test was done. They also completed a session evaluation ranged from 1(Strongly Disagree) to 5 (Strongly Agree). Classroom observation result was collected by using "A 5-Point Likert Scale" ranging from 1(poor) to 5 (excellent) by the observer with feedback. The collected data were entered in MS Excel and analyzed using latest version of SPSS. Results: Lecture method was most significantly effective for gaining factual knowledge while small group discussion was most significantly effective for gaining insightful knowledge. However mixed method is most significantly effective for learning both the procedural and insightful knowledge. Conclusion: Nursing students learning about childhood diarrhoea preferred a mixed method of lecture and small group discussions (SGDs) over traditional lecture or discussion in groups.

scholarly journals Analisis Efektivitas Metode Pembelajaran Small Group Discussion Pada Mahasiswa Kedokteran FK UNS

2019 ◽  
Author(s):  
Elisabeth Yuaninda Usmani
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Qualitative Method ◽  
Group Discussion ◽  
Problem Based Learning ◽  
Small Group Discussion ◽  
Learning Method ◽  
Learning Models ◽  
Student Centered ◽  
Student Centered Learning

Currently the Problem Based Learning (PBL) and Student Centered Learning (SCL) learning models are starting to be applied in universities with the aim of involving students actively in learning, one of which are Medical students of the UNS FK. One method of these learnings is Small Group Discussion (SGD). This study aims to assess the effectiveness of the SGD learning method that has been applied to Medical students of the UNS FK. The method used in this research is qualitative method. The result was found that the SGD learning method that had been applied was still less effective, but it was more effective compared to conventional learning methods. Therefore, it is necessary to make some improvements to this learning method so that it is more effective and the goal can be achieved.

scholarly journals Analisis Pembelajaran SGD (Small Group Discussion) pada Blok Neuroendokrin dan Indra Khusus sebagai Upaya Meningkatkan Motivasi Belajar Mahasiswa Kedokteran UNS Angkatan 2018

2019 ◽  
Author(s):  
Rifki Taufiqurrohman
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Group Discussion ◽  
Problem Based Learning ◽  
Learning Motivation ◽  
Small Group Discussion ◽  
Learning Method ◽  
Group Discussions ◽  
School Of Medicine ◽  
Small Group Discussions

The SGD learning method applied at the Sebelas Maret University School of Medicine is a Problem Based Learning learning adapted from the tutorial learning method. This learning method emphasizes the activeness of students in small group discussions. Based on the results of the study, the SGD learning method was able to increase the learning motivation of UNS medical students.

scholarly journals EVALUASI IMPLEMENTASI METODE PEMBELAJARAN SGD (SMALL GROUP DISCUSSION)

2017 ◽  
Vol 9 (01) ◽  
pp. 25
Author(s):  
Hana Rosiana Ulfah ◽  
Moh. Afandi ◽  
Sri Sundari
Keyword(s):  
Human Resources ◽  
Small Group ◽  
Teaching Methods ◽  
Mixed Method ◽  
Group Discussion ◽  
Deep Understanding ◽  
Small Group Discussion ◽  
Learning Method ◽  
Learning Methods ◽  
Self Study

AbstrakLatar Belakang : Mahasiswa sudah terpapar metode pembelajaran SCL khususnya pada mata kuliah KMB. Namun output yaitu hasil belajar belum maksimal. Mata kuliah ini membutuhkan pemahaman dan hafalan yang mendalam sehingga nilai A hanya didapatkan sekitar 10 % dari seluruh mahasiswa. Menurut observasi dan wawancara, metode pembelajaran yang sering digunakan adalah SGD (Small Group Discussion) namun pelaksanaannya belum optimal.Metode Penelitian : Strategi Penelitian Explaratory Sekuensial. Desain penelitian mixed method. Populasi dalam penelitian ini adalah mahasiswa aktif Keperawatan S1 semester 5 UMS (Universitas Muhammadiyah Surakarta) yang berjumlah 103 mahasiswa. Teknik pengambilan sampel dalam penelitian ini adalah total sampling.Hasil Penelitian : Hasil penelitian kualitatif didapatkan beberapa permasalahan terkait mahasiswa, proses metode pembelajaran, sarana prasarana dan juga SDM (sumber daya manusia). Hasil penelitian kuantitatif menunjukkan bahwa tidak adanya pembagian peran mahasiswa, peran tutor kurang maksimal, performa individu mahasiswa didominasi nilai tidak memuaskan dan tidak dilakukannya langkah formulating learning issue dan self study implementasi metode pembelajaran SGD.Kesimpulan : Berdasarkan evaluasi implementasi pada metode pembelajaran SGD didapatkan hasil bahwa terdapat permasalahan pada mahasiswa yaitu kurangnya partisipasi aktif mahasiswa, jumlah mahasiswa yang terlalu banyak. Permasalahan pada metode pembelajaran adalah tidak dilakukannya langkah self study dan formulating learning issue. Permasalahan pada sarana prasarana adalah penggunaan ruang kelas yang padat. Permasalahan pada SDM yaitu kurangnya fasilitator.Kata kunci : Metode pembelajaran SGD (Small Group Discussion), mahasiswaEVALUATION OF THE IMPLEMENTATION OF LEARNING METHOD SGD (SMALL GROUP DISCUSSION)ABSTRACTBackground: Students have been exposed to teaching methods SCL particularly in the subject of KMB. But the output of the result of learning is not maximized.This course requires a deep understanding and memorization so that the value of A is only about 10% of all students. According to the observations and interviews, the learning method often used SGD (Small Group Discussion) but still not optimal.Method: Sequential Explaratory Research Strategy. Mixed method research designs.Population in this research is active student of nursing S1 semester 5 UMS (Muhammadiyah University of Surakarta) which amounts to 103 students. The sampling technique in this research is total sampling. Results:Qualitative research results found some problems related to students, the process of learning methods, infrastructure and HR (human resources). The results of quantitative research showed that the distribution of the student's role, the role of tutor less than the maximum, the performance of individual student grades dominated unsatisfactory and does not issue a step formulating learning and self study learning method implementation SGD. Conclusion: Based on the evaluation of the implementation of the learning methods SGD showed that there were problems is the lack of active participation of students, number of students is too much. Problems on method of learning are of not done step self-study and formulating learning issue. Problems in infrastructure is the use of classrooms are crowded. Another problem is on the lack of human resources facilitator. Keywords: Teaching methods, SGD (Small Group Discussion) seven jump, studentABSTRAKLatar Belakang : Mahasiswa sudah terpapar metode pembelajaran SCL khususnya pada mata kuliah KMB. Namun output yaitu hasil belajar belum maksimal. Mata kuliah ini membutuhkan pemahaman dan hafalan yang mendalam sehingga nilai A hanya didapatkan sekitar 10 % dari seluruh mahasiswa. Menurut observasi dan wawancara, metode pembelajaran yang sering digunakan adalah SGD (Small Group Discussion) namun pelaksanaannya belum optimal.Metode Penelitian : Strategi Penelitian Explaratory Sekuensial. Desain penelitian mixed method. Populasi dalam penelitian ini adalah mahasiswa aktif Keperawatan S1 semester 5 UMS (Universitas Muhammadiyah Surakarta) yang berjumlah 103 mahasiswa. Teknik pengambilan sampel dalam penelitian ini adalah total sampling.Hasil Penelitian : Hasil penelitian kualitatif didapatkan beberapa permasalahan terkait mahasiswa, proses metode pembelajaran, sarana prasarana dan juga SDM (sumber daya manusia). Hasil penelitian kuantitatif menunjukkan bahwa tidak adanya pembagian peran mahasiswa, peran tutor kurang maksimal, performa individu mahasiswa didominasi nilai tidak memuaskan dan tidak dilakukannya langkah formulating learning issue dan self study implementasi metode pembelajaran SGD.Kesimpulan : Berdasarkan evaluasi implementasi pada metode pembelajaran SGD didapatkan hasil bahwa terdapat permasalahan pada mahasiswa yaitu kurangnya partisipasi aktif mahasiswa, jumlah mahasiswa yang terlalu banyak. Permasalahan pada metode pembelajaran adalah tidak dilakukannya langkah self study dan formulating learning issue. Permasalahan pada sarana prasarana adalah penggunaan ruang kelas yang padat. Permasalahan pada SDM yaitu kurangnya fasilitator.                                    Kata kunci : Metode pembelajaran SGD (Small Group Discussion), mahasiswa EVALUATION OF THE IMPLEMENTATION OF LEARNING METHOD SGD (SMALL GROUP DISCUSSION)ABSTRACTBackground: Students have been exposed to teaching methods SCL particularly in the subject of KMB. But the output of the result of learning is not maximized.This course requires a deep understanding and memorization so that the value of A is only about 10% of all students. According to the observations and interviews, the learning method often used SGD (Small Group Discussion) but still not optimal.Method: Sequential Explaratory Research Strategy. Mixed method research designs.Population in this research is active student of nursing S1 semester 5 UMS (Muhammadiyah University of Surakarta) which amounts to 103 students. The sampling technique in this research is total sampling. Results:Qualitative research results found some problems related to students, the process of learning methods, infrastructure and HR (human resources). The results of quantitative research showed that the distribution of the student's role, the role of tutor less than the maximum, the performance of individual student grades dominated unsatisfactory and does not issue a step formulating learning and self study learning method implementation SGD. Conclusion: Based on the evaluation of the implementation of the learning methods SGD showed that there were problems is the lack of active participation of students, number of students is too much. Problems on method of learning are of not done step self-study and formulating learning issue. Problems in infrastructure is the use of classrooms are crowded. Another problem is on the lack of human resources facilitator. Jurnal Kebidanan, Vol. IX, No. 01, Juni 2017                                                                     25               Keywords: Teaching methods, SGD (Small Group Discussion) seven jump, student

scholarly journals Assessment of educational outcomes of small group discussion versus traditional lecture format among undergraduate medical students

2018 ◽  
Vol 5 (7) ◽  
pp. 2766 ◽  
Author(s):  
Krishna Prakash Joshi ◽  
Suhasini Padugupati ◽  
M. Robins
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Educational Outcomes ◽  
Positive Impact ◽  
Group Discussion ◽  
Small Group Discussion ◽  
Undergraduate Medical Students ◽  
Group A ◽  
Student’S Performance ◽  
Group B

Background: In present scenario, medical students are over burdened with high academic load making learning more complicated than simple. In the recent past a lot of importance has been given for active learning by implementing various approaches like tutorials, seminars, small group discussionsetc. Small group discussion enhances student-faculty interaction, improves communication skills and provides a platform to exchange of ideas, which will result in deeper learning and better academic achievements by students. Present study was conducted to find out educational outcomes of SDG. The objectives of study were to assess and compare the educational outcomes of student’s performance by 2 methods of teaching- Didactic lectures versus SGD and to assess student’s perception towards small group discussions in Community Medicine.Methods: Total 140 students of 7th semester participated in educational experimental quasi study. These participants were divided in to two groups on bases of systematic random sampling. Group A (Roll.no. 1 to 70) and Group B (Roll.no. 71 to 140). For conducting effective SDG, students were divided in 7 subgroups (10 students in each group). Demography (for group A) and family planning (for group B after cross over) topics were selected for SGD. Feedback from students were also recorded.Results: The post test scores of SGD, group A (15.6±3.55) were higher in comparison with that of the lecture session of group B (8.81 ± 2.8). After the crossover, the students exposed to SGD, group B (13.85±3.81) scored more than the students exposed to the lecture group, group A (9.08±2.94).perception of feedback on SGD shows that 80% of the students strongly opine that SGD has improved their performance.Conclusions: Result has shown that SGDs had a positive impact on performance of the students, the mean values in post-tests of both groups were statistically significant. Around 80% of student strongly agreed that SGD is comprehensive tool for in-depth learning by teacher-student interaction and 79% felt that SDG is better than didactic lecture. Significant changes in student’s performance and retention capacity were observed. 

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