Small Group Teaching- An Update

Ahmed, Mejbah Uddin; Roy, Shusmita

doi:10.3329/bjmm.v8i2.31096

Cited by 3 publications

(2 citation statements)

References 10 publications

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“…The traditional lecture is a teaching method that is well-known for disseminating material widely, but it is less successful at fostering deep understanding and inspiring the curiosity necessary to further explore the information that has been taught (Dacre & Fox, 2000). Additionally, this method of pedagogy effectively disperses a large volume of content to a wide number of students, but it does little to promote and enhance lifelong learning, which is a crucial skill for those working in the fields that are continuously evolving (Ahmed & Roy, 2014). On the other hand, the culture of learning was such that students in institution A were listening to what the teacher explained or wrote on the whiteboard while in institution B the students copied what the teacher wrote on the whiteboard.…”

Section: Discussionmentioning

confidence: 99%

Exploring Teaching and Learning Physics in Engineering Institutions of Kathmandu District

Ghimire,

Luitel

2024

KMC J.

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Being a physics educator for the last two decades, the first author of this paper observed some disturbing scenarios in the educational landscape of diploma in engineering in physics theory portion. Students' academic achievements in the physics final examination conducted by Council for Technical Education and Vocational Training (CTEVT) indicated that many failed to fulfill the minimum requirements to pass the final exam or gain good grades. In addition, most students could not apply the physics principles in real-world contexts. The purpose of this study was to explore teaching and learning practices in physics theory classrooms of Kathmandu district-based diploma in engineering schools affiliated to CTEVT. The study employed a qualitative research design and was underpinned by the social constructivist learning theory. Ethnography as a research method was employed in which participant observation and unstructured interviews were used as the research tools. A purposeful sampling was carried out to conduct the research in which nine students from two engineering institutions were taken as the research participants. Data analysis was carried out by coding the raw data primarily employing N-vivo coding thus creating several categories and finally developing three major themes. The findings indicated that the classroom dialogue didn’t support the social constructivist epistemology. Thus, the findings lead to the conclusion that traditional teacher-centric practices were prevalent at those engineering institutions that might be responsible for the poor academic achievements of students.

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Section: Discussionmentioning

confidence: 99%

Exploring Teaching and Learning Physics in Engineering Institutions of Kathmandu District

Ghimire,

Luitel

2024

KMC J.

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“…Few works of literature reveal that in conventional methods of teaching, the worst affected are the below-average students [7]. Learner's centered, small-group teaching in the form of problem-based and TBL are widely been practiced in most of the European countries which improve the students' critical thinking and make them learn effectively [8].…”

Section: Discussionmentioning

confidence: 99%

Comparison of Team-Based Learning Over Conventional Didactic Lecture Among Second-Year MBBS Students

Rajeswarie¹,

Praveen²,

Sangam³

et al. 2022

Cureus

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Team-based learning (TBL) is an active and structured learning process. This study was undertaken to develop interest among the students over the subject and to analyze the academic performance over routine conventional lecture method of teaching. This was a comparative study organized to know the effectiveness of TBL over conventional didactic lecture (CDL) and also to assess the student's perception towards TBL. MethodsThis was an interventional study where second-year MBBS students took part. Students were divided into two groups and the same topic was discussed by using two different teaching-learning methods. Similar sessions were conducted with crossing over of groups for four different topics and assessments were done after each session simultaneously for both the groups and the results were analyzed. ResultsAssessment of each session has been counted and the mean marks with standard deviation have been tabulated for both groups A & B. The results were statistically significant for the TBL group. Students' perception was also evaluated by using 5-point Likert scale for both the teaching methods, which revealed statistically significant score for TBL over CDL with the a p-value of 0.001. ConclusionOverall, TBL was a good teaching-learning method according to the students' performance and perception. Interactive innovative and small-group sessions can be an effective tool to overcome the limitation of conventional method.

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

Sutthiyuth

Wongkrajang

Chinswangwatanakul

2021

Advances in Physiology Education

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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.

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Small Group Teaching- An Update

Abstract: Bangladesh J Med Microbiol 2014; 08 (02): 28-31

Cited by 3 publications

References 10 publications

Exploring Teaching and Learning Physics in Engineering Institutions of Kathmandu District

Exploring Teaching and Learning Physics in Engineering Institutions of Kathmandu District

Comparison of Team-Based Learning Over Conventional Didactic Lecture Among Second-Year MBBS Students

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

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