Preference of teaching methods among medical students: Comparative analysis between large group and Small group teaching
Journal Title: National Journal of Research in Community Medicine - Year 2015, Vol 4, Issue 3
Abstract
Background: The primary goal of medical education technology is to enhance learning and teaching by introducing various effective teaching methods into the medical curriculum. Lectures are an efficient means of transferring knowledge and concepts to large groups. They can be used to stimulate interest, explain concepts, provide core knowledge, and direct student learning. Small group teaching and learning methods are effective classroom methods by which learning takes place among a limited number of participants. It is an interactive sessions helping the students to develop their understanding of concepts, critical thinking to acquire or improve strategies and approaches to problem solving. Objective: To assess the preference of undergraduate medical students among the two teaching- learning methods: large group versus small group teaching in the study setting. Methods and Materials: A Descriptive study was undertaken among third year MBBS undergraduate students of KarpagaVinayaga Institute of Medical Sciences and Research Centre, Madurantagam during the month of July 2015.A topic was selected and taught both by lecture and small group teaching like case based learning. Data collection was done with a pretested and structured questionnaire containing questions pertaining to their attitude, perception as well as their preference for the teaching method, after taking an informed consent. Results: In our study, majority of the undergraduate students preferred small group teaching (Case based learning) over large group teaching (Lecture) for being comfortable, as active way of learning, for arousing interest, for better understanding, to help improve clinical skills, for providing opportunity to clarify doubts, for providing motivation as well as for having been paid enough attention by the facilitators. Conclusion: The introduction of small group teaching as active learning tool was appreciated by students and led to a significant improvement in students self-reported satisfaction, engagement and motivation. Recommendation: Increased application of small group teaching methods like Case based learning into the present curriculum of medical education can help in retaining interest and knowledge, improve the learning process among the medical students.
Authors and Affiliations
Jyoti Markam, VijayKumar Mane, Roseline F William, Mahendrakumar Khobragade
Keywords
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