Learning in Small Groups

McCrorie, Peter

doi:10.1002/9781119373780.ch9

Understanding Medical Education 2018

DOI: 10.1002/9781119373780.ch9

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Learning in Small Groups

Peter McCrorie

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2022

2024

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Cited by 4 publications

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“…The purpose of our in-person laboratory sessions was to provide students with hands-on experience of neuroscience techniques with the aim of enhancing their understanding of neuroscientific concepts. Tutors acted as expert instructors, consultants to whom students could ask questions, and facilitated group interactions [7,8].…”

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Developing research skills in medical students online using an active research study

Asghar,

Aksoy,

Graham

et al. 2023

BMC Med Educ

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Background Developing research skills and scholarship are key components of medical education. The COVID-19 pandemic necessitated that all teaching be delivered online. We introduced an approach to small group teaching in the academic year 2020–2021 online which involved students in an active (ongoing) research study to develop their research skills. Methods We acquired student feedback to evaluate their perspectives quantitatively on development of research and scholarship skills, teaching content and format, and tutor performance using this teaching approach. In addition, we captured free text responses from both students and tutors on the positives and negatives of our course, and their suggested improvements. We also compared summative assessment marks for the online/active research course (2020–2021) with those obtained from previous (2017–2019) and subsequent (2021–2023) teaching sessions. Results Students were largely positive about most aspects of the online course utilising an active research study (n = 13). Students agreed that they were able to acquire research skills, particularly related to data analysis, transferable skills, and giving scientific presentations. A one-way ANOVA revealed no significant difference for assessment marks across all five teaching years (two years prior and two years following the online/active research course), indicating that the course achieved the learning outcomes. Students enjoyed the convenience of online teaching and the availability of course resources, but least liked the lack of in-person interaction and laboratory training. Tutors enjoyed the collaborative aspects of online teaching, but least liked the lack of face-to-face interactions with students. Conclusions Our study demonstrates that delivering online teaching which involves students in active research engages and motivates them to develop their research and scholarship skills. We recommend that educators consider incorporating a current research study in their undergraduate courses as this can enhance the student learning experience as well as the research project itself.

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Developing research skills in medical students online using an active research study

Asghar,

Aksoy,

Graham

et al. 2023

BMC Med Educ

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Integrated Case-Based Learning Session for Breast and Upper Limb Anatomy

Merritt,

McNulty,

Byram

2024

MedEdPORTAL

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Experiences Introducing a Team-Based Knowledge Summary to Student Veterinary Nurses/Veterinary Technicians

Batt-Williams¹,

Lumbis²

2022

Journal of Veterinary Medical Education

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It is a responsibility of veterinarians and veterinary nurse/veterinary technician practitioners to ground their decisions on sound, objective, and current evidence. Fundamental to this process is the ability to critically analyze available evidence and apply this alongside existing clinical expertise to inform clinical decision making and practice. This teaching tip describes the design and implementation of a knowledge summary and peer feedback as elements of a summative assessment of third-year veterinary nursing degree students at the Royal Veterinary College, University of London. Underlying educational theories and practical details on how to carry out the proposed innovation are discussed. Students’ feedback of this assessment method was largely positive, with acknowledgment of its value in facilitating the answering of clinically relevant questions in a practical, structured, and evidence-based format that is directly transferrable to veterinary practice. For those continuing to the fourth year of the Bachelor of Science (BSc) program, it was considered good preparation for the research and literature review conducted as part of the final-year project. Feedback from faculty suggests that the assessment fulfilled its aim of ensuring improved constructive alignment and facilitating the development of higher-order cognitive skills. Others are encouraged to adopt this method of assessment to develop students’ interpersonal skills, encourage their critical appraisal of evidence, and challenge traditional theories and practice.

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Learning in Small Groups

Cited by 4 publications

References 35 publications

Developing research skills in medical students online using an active research study

Developing research skills in medical students online using an active research study

Integrated Case-Based Learning Session for Breast and Upper Limb Anatomy

Experiences Introducing a Team-Based Knowledge Summary to Student Veterinary Nurses/Veterinary Technicians

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