The objective of this educational guide is to outline the major facets of effective small group learning, particularly applied to medicine. These are discussion skills, methods, the roles and responsibilities of tutors and students, the dynamics of groups and the effects of individuals. It is argued that the bases of effective small group learning are discussion skills such as listening, questioning and responding. These skills are the platform for the methods of facilitating discussion and thinking. The facilitating methods strengthen the generic methods, such as tutorials, seminars and electronic tutorials. However, the success of these methods is dependent in part upon the roles and responsibilities taken by students and tutors and the consequent group dynamic. The group dynamic can be adversely affected by individuals. Evaluation of the processes of small group learning can provide diagnoses of the behaviour of difficult individuals. More importantly, studies of the processes can help to develop more effective small group learning.

Background: Juvenile Idiopathic Arthritis (JIA) is one of the most common diseases of childhood

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Conclusions:The results indicate that it is feasible to incorporate PPACs into SME based physical activity interventions. Given the importance that participants attached to feeling part of a group of individuals with a common aim of increasing their physical activity, it is recommended that PPAC training includes suggestions for facilitating social connections between colleagues. Sensitivity is required when initiating and engaging in conversations with colleagues about increasing their 3 physical activity and therefore brief motivational interviewing training may be helpful for PPACs. Programmes should ensure PPACs themselves are provided with social support, especially from others in the same role, to help sustain motivation for their role. These findings will be useful to health-promotion