Evaluation method for learner-centered small group activities: Exploring the applicability of self-assessment and peer evaluation for small group learning in medical schools.

2020 ◽  
Vol 20 (21) ◽  
pp. 247-261
Author(s):  
So Hee Kwon ◽  
Young Jon Kim
Keyword(s):  
Small Group ◽  
Evaluation Method ◽  
Group Learning ◽  
Medical Schools ◽  
Peer Evaluation ◽  
Small Group Learning ◽  
Self Assessment ◽  
Group Activities ◽  
Learner Centered ◽  
Small Group Activities

scholarly journals Small Group Learning is Associated with Reduced Salivary Cortisol and Testosterone in Undergraduate Students

2019 ◽  
Vol 19 (5) ◽  
Author(s):  
Kristin Snopkowski ◽  
Kathryn Demps ◽  
Shane Scaggs ◽  
Ross Griffiths ◽  
Karen S Fulk ◽  
...  
Keyword(s):  
Small Group ◽  
Perceived Stress ◽  
Salivary Cortisol ◽  
Group Learning ◽  
Learning Activities ◽  
Physiological Measures ◽  
Small Group Learning ◽  
Group Activities ◽  
Student Stress ◽  
Small Group Activities

Small group learning activities have been shown to improve student academic performance and educational outcomes. Yet, we have an imperfect understanding of the mechanisms by which this occurs. Group learning may mediate student stress by placing learning in a context where students have both social support and greater control over their learning. We hypothesize that one of the methods by which small group activities improve learning is by mitigating student stress. To test this, we collected physiological measures of stress and self-reported perceived stress from 26 students in two undergraduate classes. Salivary cortisol and testosterone were measured within students across five contexts: a) pre-instructional baseline, b) following a traditional lecture, c) after participating in a structured small group learning activity, d) following completion of multiple choice, and e) essay sections of an exam. Results indicate students have lower salivary cortisol after small group learning activities, as compared to traditional lectures. Further, there is no evidence of a relationship between physiological measures of stress and self-reported perceived stress levels. We discuss how structured small group activities may be beneficial for reducing stress and improving student learning outcomes.

Lived Experiences in ‘Active’ Small Group Learning

2012 ◽  
Vol 2 (1) ◽  
pp. 14-17
Author(s):  
P. Ravi Shankar
Keyword(s):  
Active Learning ◽  
Small Group ◽  
Lived Experiences ◽  
Medical Humanities ◽  
Group Learning ◽  
Medical Schools ◽  
Faculty Training ◽  
Small Group Learning ◽  
Group Facilitation ◽  
Facilitation Skills

Active learning is becoming increasingly important in medical schools. In this article, the author describes his experiences with active learning in two medical schools in Nepal. The author employed active learning during pharmacology ‘practical’ sessions and medical humanities modules, as well as during correlation seminars. The author has also used the technique during workshops. Faculties are trained in small group facilitation skills during faculty training workshops.

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 Dysfunctional Team-Based Learning

2020 ◽  
Vol 43 (1) ◽  
pp. 54-61
Author(s):  
Permphan Dharmasaroja
Keyword(s):  
Small Group ◽  
Small Groups ◽  
Teaching Method ◽  
Group Learning ◽  
Medical Schools ◽  
Small Group Learning ◽  
Learning Models ◽  
Specific Sequence ◽  
Team Based Learning ◽  
Group Responsibility

Team-based learning (TBL) is an innovative teacher-driven teaching method that uses a specific sequence of activities to foster individual and group responsibility in small groups of students that have been formed in order to answer questions and solve problems. TBL appears to have a number of benefits compared to conventional lecture-based teaching and traditional small group learning models. However, TBL has been modified in several ways for use in teaching within the curricula of medical schools. Research on the effects of TBL on the learning of students is still limited, and studies aimed at investigating whether the goals of TBL are achieved are rare. Medical schools that want to implement TBL in their curriculum and gain the benefits of TBL should ensure that those involved in the curricular process understand the essence of TBL. This review is primarily aimed at describing how dysfunctional TBL develops, and providing some suggestions regarding how to avoid it.  

Coaching Paraprofessionals to Promote Engagement and Social Interactions During Small Group Activities

2017 ◽  
Vol 26 (4) ◽  
pp. 410-432 ◽  
Author(s):  
Jennifer R. Ledford ◽  
Kathleen N. Zimmerman ◽  
Kate T. Chazin ◽  
Natasha M. Patel ◽  
Vivian A. Morales ◽  
...  
Keyword(s):  
Social Interactions ◽  
Small Group ◽  
Group Activities ◽  
Small Group Activities

When the Army Got Progressive: The Civil Affairs Training School at Stanford University, 1943–1945

2011 ◽  
Vol 51 (3) ◽  
pp. 330-361 ◽  
Author(s):  
Benjamin Justice
Keyword(s):  
Small Group ◽  
Prior Knowledge ◽  
Integrated Curriculum ◽  
Role Playing ◽  
Field Trips ◽  
Lecture Hall ◽  
Training School ◽  
Group Activities ◽  
Points Of View ◽  
Small Group Activities

They sat in the Cubberley Education Lecture Hall to hear visiting experts. More often they could be found meeting in reduced-size classes, or working on small-group activities. They usually took notes; sometimes they took field trips. They memorized lists and sat for exams, but they also watched films and acted out scenarios. Rather than take regular courses in the disciplines, they studied an integrated curriculum referred to as “Area Relationships.” Some faculty collaborated, team taught, and drew on students' prior knowledge. Even some administrators joined in the role-playing for the big culminating activity. The head of the program explained the reason for such a break from the traditional Stanford experience: “Special effort must be made to supply the student with points of view and methods of procedure which will enable him most quickly and most surely to survey a situation, analyze a problem, and formulate a solution.”

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