Impact of Small Group Discussion as an Instructional Method for Acquisition of Content Knowledge and Problem-Solving Skills in Biochemistry for Undergraduate Medical Students

2015 ◽  
Vol 5 (2) ◽  
pp. 91
Author(s):  
Chetana P. Hadimani ◽  
S.K. Neha ◽  
S.B. Javali
Keyword(s):  
Medical Students ◽  
Problem Solving ◽  
Small Group ◽  
Content Knowledge ◽  
Group Discussion ◽  
Instructional Method ◽  
Small Group Discussion ◽  
Undergraduate Medical Students ◽  
Problem Solving Skills

scholarly journals Educational puzzles for understanding gastrointestinal physiology.

1999 ◽  
Vol 276 (6) ◽  
pp. S1 ◽  
Author(s):  
C M Bailey ◽  
C T Hsu ◽  
S E DiCarlo
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Active Learning ◽  
Small Group ◽  
Deductive Reasoning ◽  
Group Discussion ◽  
Small Group Discussion ◽  
Educational Tools ◽  
Problem Solving Skills ◽  
Gastrointestinal Physiology

We developed four innovative, creative, and fun educational tools to promote active learning, enhance problem-solving skills, and encourage small group discussion. Furthermore, the tools encourage deductive reasoning and critical thinking rather than passive memorization of material. The tools include crossword puzzles, hidden messages, word scrambles, and word searches. These tools were developed using two computer programs: the Crossword Construction Kit and The New Puzzle Factory. Instructors are encouraged to optimize the value of the tools by using the additional options presented at the end of each of the puzzles. The additional options encourage students to become active learners by creating their own tools. Although the principles of these four tools can be adapted to many disciplines, these specific games focused on gastrointestinal physiology. Our goal was to create tools that can be used either inside or outside the classroom to complement and enhance the lecture.

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. 

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

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.

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 A biochemistry discipline designed for the nutrition course

2004 ◽  
Vol 2 (2) ◽  
pp. 18
Author(s):  
A.A.G. Bianco ◽  
B.B. Torres
Keyword(s):  
Problem Solving ◽  
Collaborative Learning ◽  
Small Group ◽  
Educational Software ◽  
Group Discussion ◽  
Interview Study ◽  
Small Group Discussion ◽  
Laboratory Work ◽  
Nutrition Course ◽  
Evaluation Survey

Biochemistry is widely considered an essential background in a Nutrition Course framework. At theFaculdade de Saude Publica, USP, it is a direct requirement to eight disciplines of the syllabus and anindirect requirement to another nine disciplines. Nevertheless, a previous interview study involvingNutrition students and Nutritionists revealed a contradictory image of Biochemistry. Although stu-dents and Nutritionists admitted the important role played by Biochemistry, most of the respondentsdeclared that they could not foresee any application of Biochemical contents in their professional life.Aiming to change this situation, a deep intervention in the Biochemistry discipline was carried on.The discipline was planned in such a way that all the contents to be taught was directly derived fromsubjects or situations matching the interests of nutrition students. Instead of a classical lecture basedcourse, collaborative learning was the methodological choice, taking advantage of practical activitiesinvolving educational software and laboratory work as well. The course was carried on in 180 hoursand a variety of strategies were employed, especially small group discussion and problem solving. Thestudents were given a booklet containing all the exercises and problems, which acted as course guide.At the end of the course, an evaluation survey was carried out. It is noticeable that, according tostudents answers: 100% agreed that Biochemistry was intimately linked to Nutrition; 83% appreciatedthe didactical methodologies employed; 89% would like to continue studying Biochemistry in a furtherdiscipline; 96% declared that the discipline has raised their interest in Biochemistry. In respect tothe assessment of the students, these results are in accordance with the opinion of teachers and TAsengaged in restructuring Biochemistry courses.

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.

Sign in / Sign up

Export Citation Format

Share Document