Medical students' perceptions of small group teaching effectiveness in hybrid curriculum

Abstract

OBJECTIVES:The objective of this study was designed to investigate medical students’ perceptions of small group teaching effectiveness in a hybrid curriculum.MATERIALS AND METHODS:A cross-sectional, descriptive survey was conducted at the School of Medicine, The University of the West Indies, St. Augustine where we collected the data from 195 undergraduate students. A self-administered questionnaire consisting of 25 items was used to measure students’ perception on the effectiveness of problem-based learning (PBL) with regard to learning experience, teamwork, confidence, communication skills, and role of the tutor. Statistical analyses included mean and standard deviation for the description of each item; t-test to compare the mean scores for gender and class year, and one-way analysis of variance between groups for age group comparisons.RESULTS:The students overall perceptions of small group teaching effectiveness showed that the PBL sessions were beneficial to their learning process (mean: 3.63 ± 0.46). Students have positive perceptions toward small group effectiveness, particularly in learning experience (mean: 3.98 ± 0.63) and teamwork (mean: 3.67 ± 0.58). The mean scores, measuring teamwork, for 2nd year students was significantly higher than that for 1st year students (3.76 ± 0.55 and 3.55 ± 0.60 respectively, P = 013). A similar significant trend was observed between 2nd year and 1st year students on communication skills (3.48 ± 0.67 and 3.29 ± 0.55, respectively, P = 0.046).CONCLUSIONS:PBL is an effective small group teaching method for medical students. Faculty development and students’ training programs are required before implementing PBL.

Perceptions of undergraduate medical students about teaching-learning methods adopted by faculty members in community medicine

“…Sahu et al revealed that medical students had positive perceptions toward small group teaching; particularly in learning experience and teamwork. 11 A study conducted at King Saudi University, Saudi Arabia showed that the majority of medical students enjoyed the process of small group teaching and they preferred this method for their learning. 12 In our study, the majority of participants (66.07%) stated 'lack of infrastructure' as the predominant reason for difficulty in implementing facilitated group discussion (FGD).…”

Best practices to impart clinical skills during preclinical years of medical curriculum

“…In PBL, a small group of students presents a scenario where they require to understand scientific or health system information; apply theoretical knowledge to set learning issues, hypotheses, and objectives; collect necessary information; revise their hypotheses; and finally reach a conclusion. [ 4 53 ] The essential characteristics of PBL include the use of clinical problems rather than discipline-based learning, the integration of basic and clinical sciences throughout the course, and the development of higher-order cognitive skills as well as knowledge. [ 54 ]…”

“…The benefits of PBL include not only its promotion of efficient knowledge acquisition, self-directed learning, participation, critical thinking, self-reflection, collaborative learning, and communication skills but also many other skills and competencies that are necessary for success in the health professions. [ 4 55 ]…”

“…[ 57 59 ] Even in PBL, tutor evaluates students' active participation, effective communication, and teamwork through the structured observation. [ 4 ] Unfortunately, there is evidence that medical educators have significant deficiencies in direct observation evaluation skills. [ 60 ] Medical schools worldwide should give high priority to conduct faculty development program to bring improvement in evaluating various clinical skills through the observation.…”

“…PBL is one of the effective approaches in medical education that help students developing various skills such as problem-solving, critical thinking, teamwork, and communication skills. [ 4 ] Since its' inception in McMaster University in 1969, PBL has become a popular learning approach among the medical institutions across the world, including the University of the West Indies. [ 5 6 ] Simulation-based medical education (SBME) is another useful pedagogical approach that provides medical students with opportunities to practice their clinical, problem-solving, and decision-making skills to cope competently with real-life critical situations in a planned and prescribed manner without compromising ethical and legal rights of patients.…”