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

Abstract

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.

Need of the hour: Student-centered Learning in undergraduate Medical Curriculum

“…Our interpretation of student-centered includes a phase before the active component (didactics) when the professor presents or reviews concepts and theories 11 . The taxonomy of these techniques was put to the test; it looked impressive as a categorization tool and demonstrated some internal validity because the categories remained consistent throughout the interviews 12 . The process of tracking one's own teaching strategies provided teachers with an opportunity for observation as well as a chance to evaluate and reevaluate whether their own portfolio of activities was sufficiently diverse 13 .…”