Description and student self-evaluation of a pilot integrated small group learning and simulation programme for medical students in the first clinical year

2017 ◽  
Vol 47 (2) ◽  
pp. 211-216 ◽  
Author(s):  
Michele Levinson ◽  
Diane Kelly ◽  
Krisoula Zahariou ◽  
Matthew Johnson ◽  
Christine Jackman ◽  
...  
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Group Learning ◽  
Small Group Learning ◽  
Self Evaluation ◽  
Simulation Programme

scholarly journals To lecture or not to lecture, that is the question! Modern medical and nursing students' perceptions regarding lectures and lecture attendance at the University of Ottawa

2022 ◽  
Vol 11 (S5) ◽  
Author(s):  
Safaa El Bialy ◽  
Mohammad Jay ◽  
Yamilee Hebert ◽  
Neraj Manhas ◽  
Dalia Karol
Keyword(s):  
Online Learning ◽  
Medical Students ◽  
Nursing Students ◽  
Small Group ◽  
Learning Style ◽  
Flipped Classroom ◽  
Group Learning ◽  
Small Group Learning ◽  
Educational Role ◽  
Traditional Lectures

Lecture has historically been a core method used for content delivery in healthcare profession education. However, lecture attendance has decreased within the recent generations of students. The current study focus was to assess the medical and nursing students’ perceptions regarding lecture attendance. To assist with this, second year medical (110/320) and nursing students (95/215) were requested to answer a 10-item survey. The results show that the top reasons why medical and nursing students attended lectures, respectively included: “lectures were mandatory” (81.8% and 68.8%), “socializing with peers” (68.2% and 30.1%), and “professor emphasized important points” (67.3% and 90.3%).  While some reasons for students not attending lectures were that the lecture format was not effective (63.5% and 67.7%), students preferred to use recordings of the lectures (43.3% and 18.1%). Overall, 64.6% of medical students and 63.4% of nursing students agree that traditional lectures are an effective way of learning.  Sixty two percent of medical students (62% n=68) of medical students stated that traditional lectures is their preferred method of learning compared to flipped classroom (27%), small group learning (30%), and online learning (31%). While (39%) of nursing students stated that traditional lectures is their preferred method of learning compared to flipped classroom (21.5% ), small group learning (3.2%), and online learning (7.4%). The results suggest that there is variability in students’ preferred learning style. While some prefer the face-to-face interaction with the professor, other students favour studying at their own pace. The majority of medical and nursing students think traditional lectures continue to play a major educational role.

Small group learning: Effect on item analysis and accuracy of self-assessment of medical students

2015 ◽  
Vol 28 (1) ◽  
pp. 16 ◽  
Author(s):  
ShubhoSubrata Biswas ◽  
Vaishali Jain ◽  
Vandana Agrawal ◽  
Maninder Bindra
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Learning Effect ◽  
Item Analysis ◽  
Group Learning ◽  
Small Group Learning ◽  
Self Assessment

scholarly journals Improving students’ interpersonal skills through experiential small group learning.

2016 ◽  
Vol 9 (1) ◽  
pp. 21 ◽  
Author(s):  
Kay Lesley Skinner ◽  
Sarah J Hyde ◽  
Kerstin B.A. McPherson ◽  
Maree D Simpson
Keyword(s):  
Experiential Learning ◽  
Student Satisfaction ◽  
Small Group ◽  
Interpersonal Skills ◽  
Group Learning ◽  
Learning Approach ◽  
Small Group Learning ◽  
Professional Students ◽  
New Graduates ◽  
Self Evaluation

<p>Health professional students must be equipped with the skills necessary to interact with patients. Effective interpersonal skills are difficult to both learn and teach, requiring development, practise and evaluation in both educational and clinical settings. In professions such as physiotherapy, there have traditionally been two approaches to teaching these skills: clinical modelling, and stand-alone didactic teaching of the theory behind communication. These approaches provide limited opportunity for students to practise and receive feedback on their interpersonal and communication skills. This paper describes the implementation of an experiential small group learning approach in an undergraduate physiotherapy program and discusses outcomes and challenges from both student and staff perspectives. Implications for practice are that: experientially based small group learning with opportunities for practise, reflection, self-evaluation and feedback, can improve students’ interpersonal skills; consistent and scaffolded participation in experiential learning opportunities and assessment across the program is key to this approach; a small group experiential learning approach can contribute to increased student satisfaction with the support they receive; and interpersonal skills still remain a challenge for new graduates. Support and mentoring in this domain may enhance the transition to work.</p>

scholarly journals An evaluation of two small group learning strategies among third-year medical students at the Faculty of Medicine, Siriraj Hospital, Mahidol University

2021 ◽  
Vol 45 (4) ◽  
pp. 679-684
Author(s):  
Kunatip Sutthiyuth ◽  
Preechaya Wongkrajang ◽  
Wimol Chinswangwatanakul
Keyword(s):  
Medical Students ◽  
Student Satisfaction ◽  
Small Group ◽  
Learning Strategies ◽  
Teaching Strategy ◽  
Group Learning ◽  
Small Group Learning ◽  
Analytical Skills ◽  
Siriraj Hospital ◽  
The Individual

Small group learning (SGL) is a discussion-based teaching strategy that can improve critical thinking, analytical skills, problem-solving, and interpersonal skills. This study aimed to evaluate student satisfaction in two SGL models among third-year medical students enrolled in a blood and lymphoid systems II course at the Faculty of Medicine Siriraj Hospital, Mahidol University in Bangkok, Thailand. A total of 318 students were divided into 12 groups, and each group had one facilitator. All included students and groups were exposed to both the central summary (CS) model and the individual facilitator summary (IFS) model (both SGLs). A questionnaire was developed to evaluate student rating of learning activities, perceived benefit, timing, workload, and satisfaction. Medical students rated the IFS model superior to the CS model for four of five parameters [confidence in performing and interpreting a laboratory test (83.6% vs. 78.8%), guidance for self-learning (52% vs. 39.5%), increased understanding of a disease (87.7% vs. 72.1%), and application of knowledge (77.4% vs. 70.2%), respectively]. Moreover, the IFS model was rated as having more suitable timing and workload and better satisfaction than the CS model. The results of this study suggest a strong preference for the IFS model over the CS model among medical students.

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