The objective of this educational guide is to outline the major facets of effective small group learning, particularly applied to medicine. These are discussion skills, methods, the roles and responsibilities of tutors and students, the dynamics of groups and the effects of individuals. It is argued that the bases of effective small group learning are discussion skills such as listening, questioning and responding. These skills are the platform for the methods of facilitating discussion and thinking. The facilitating methods strengthen the generic methods, such as tutorials, seminars and electronic tutorials. However, the success of these methods is dependent in part upon the roles and responsibilities taken by students and tutors and the consequent group dynamic. The group dynamic can be adversely affected by individuals. Evaluation of the processes of small group learning can provide diagnoses of the behaviour of difficult individuals. More importantly, studies of the processes can help to develop more effective small group learning.

Background: Juvenile Idiopathic Arthritis (JIA) is one of the most common diseases of childhood

OBJECTIVE: Workplaces have potential as a setting for physical activity promotion but evidence of the effectiveness of intervention programmes in small and medium sized enterprises is limited. This paper reports the impact of an intervention which trained existing employees to promote physical activity to their colleagues. PARTICIPANTS: Eighty-nine previously low-active employees from 17 small and medium sized organisations participated. METHODS: A mixed methods evaluation design was used. Quantitative data were collected at baseline and 6 months later using an online questionnaire. Qualitative data from a series of 6 focus groups were analysed. RESULTS: Repeated measures t-tests showed significant increases over time in physical activity, general health rating, satisfaction with life and positive mood states. There were significant decreases in body mass index (BMI), perceived stress, negative mood states and presenteeism. There was no change in absenteeism. Analysis of focus group data provided further insight into the impact of the intervention. Five major themes emerged: awareness of physical activity; sustaining physical activity behaviour change; improved health and well-being; enhanced social networks; and embedding physical activity in the workplace culture. CONCLUSIONS:This study shows it is feasible and effective to train employees in small and medium sized enterprises to support their colleagues in physical activity behaviour change.

Conclusions:The results indicate that it is feasible to incorporate PPACs into SME based physical activity interventions. Given the importance that participants attached to feeling part of a group of individuals with a common aim of increasing their physical activity, it is recommended that PPAC training includes suggestions for facilitating social connections between colleagues. Sensitivity is required when initiating and engaging in conversations with colleagues about increasing their 3 physical activity and therefore brief motivational interviewing training may be helpful for PPACs. Programmes should ensure PPACs themselves are provided with social support, especially from others in the same role, to help sustain motivation for their role. These findings will be useful to health-promotion