Educational Outcomes of Small‐Group Discussion Versus Traditional Lecture Format in Dental Students’ Learning and Skills Acquisition

Arias, Ana; Scott, Raymond; Peters, Ove A.; McClain, Elizabeth K.; Gluskin, Alan H.

doi:10.1002/j.0022-0337.2016.80.4.tb06104.x

Cited by 35 publications

(38 citation statements)

References 22 publications

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“…This also reinforces the PBL method is an option that does not affect the cognitive performance of the student 2,[25][26][27] . Demographic survey is critical because, besides characterizing the sample group, it may explain some of the results found in studies on teaching-learning process 18 .…”

Section: Discussionsupporting

confidence: 69%

“…Although traditional method of teachinglearning can reach a large number of students and allow the transmission of more information in a short period, educators have currently recommended more dynamic models focused on the development of critical thinking, active learning, and problem solving 1 . This is particularly important to health professionals because they need to develop fundamental abilities such as to evaluate, organize and select the most appropriate practices based on scientific evidences 2 .…”

Section: Introductionmentioning

confidence: 99%

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Traditional lecture versus PBL tutorials in Dental students’ knowledge acquisition

et al. 2019

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Atualmente os educadores recomendam modelos mais dinâmicos focados no desenvolvimento do pensamento crítico, aprendizado ativo e solução de problemas. Este estudo quantitativo prospectivo teve como objetivo comparar o efeito de dois formatos de instrução - aulas tradicionais e aprendizagem baseada em problemas (ABP) - sobre o conhecimento de estudantes de odontologia do segundo ano em Radiologia Odontológica. Os estudantes foram alocados aleatoriamente em dois grupos: grupo controle n = 64 (tradicional) e grupo experimental n = 65 (ABP), ambos submetidos a um curso de Radiologia Odontológica em diferentes momentos - grupo controle no primeiro semestre de 2015 e como grupo experimental no segundo semestre do mesmo ano. Em 2016, um teste contendo 30 questões em radiologia oral foi aplicado para estudantes de ambos os grupos avaliarem sua aquisição de aprendizagem. As questões abrangiam três domínios: princípios gerais, radiobiologia/radioproteção e técnica/ interpretação. O escore final dos estudantes foi comparado entre os dois grupos pelo teste de Mann-Whitney. O nível de significância foi estabelecido em 5% (α = 0,05). Os valores médios do escore final dos estudantes dos grupos controle e experimental foram, respectivamente, 15,11 e 15,58, sem diferença estatisticamente significativa entre eles (p> 0,05). Além disso, não houve diferença estatisticamente significante (p> 0,05) entre os dois grupos, mesmo quando os domínios foram analisados separadamente. Em conclusão, o formato de tutoriais do ABP não teve influência direta na aquisição de conhecimento para esses estudantes.

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Section: Discussionsupporting

confidence: 69%

Section: Introductionmentioning

confidence: 99%

Traditional lecture versus PBL tutorials in Dental students’ knowledge acquisition

et al. 2019

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“…Positive feedback was also received from the three facilitators. (14) In the present study feedback is the backbone and to add upon the views of students, the scores of the 2 term exams have been compared and it showed a significant rise in the number of students, i.e. 23% of increase in number of students scoring marks in the range of (51 to 60) % from large group to small group teaching.…”

Section: Discussionmentioning

confidence: 81%

Large Group Versus Small Group- A Teaching Principle in Medical Education

Chakrabarti¹

2018

jemds

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BACKGROUND Medical education is an evolving scientific field with new modifications and changes in teaching style added continuously for the betterment of medical students. Small group teaching is a new trend compared to large group didactic lectures. Small group teaching is an active mode of teaching with participation from the students and thus results in better understanding of concepts. Large group teachings are conventional mode of teaching, which is preferred by teachers and students, as it exposes students to competition and newer concepts. Aim-To compare and analyse the teaching methodologies in small and large group and its benefits and disadvantages on the students. MATERIALS AND METHODS This descriptive study conducted in Saveetha Medical College, Chennai, India on 1st MBBS students for teaching Anatomy over a period of academic year. In this study, Anatomy was taught in large and small groups over an equal timeframe for more or less equal portions. A feedback analysis was done for a questionnaire given to the students, which clearly showed students preferred small group teaching. A performance analysis was also conducted after large and small group teachings and the performancemeans were analysed by paired t-test, which too showed a significant difference in the mean scores attained by students on internal assessment exams. RESULTS Questionnaire analysis showed students preferred small group teaching compared to large group teaching. The analysis of the internal assessment performances after small group teaching showed a significant improvement compared to that after large group teaching. CONCLUSION Thus, this study attempts not only at subjective testing of the modification of teaching but also includes objective testing by testing the performance of students both after large group and small group teachings.

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“…However, in the acquisition of knowledge between the two groups as shown on the written test, there were not any significant differences. 6 This method, which is known as the interactive method, increases the students' thought processes and helps them to communicate more effectively. The interactive method increases the skills of medical students in comparison to traditional methods of learning.…”

Section: Discussionmentioning

confidence: 99%

Effect of Small Group Discussion in Residency Education Versus Conventional Education

Tabrizi¹,

Pourfeizi²,

Aslani³

et al. 2016

Res Dev Med Edu

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Introduction: There are various methods of training for medical students in different colleges. Fast knowledge transfer and maximum learning are the main goals of education. Due to the limited time and also high volume of content knowledge during residency, using the best methods of training can play an important role in enhancing the skills of residents. In the current study, small group discussion as a teaching method was compared with the traditional method. Methods: In this cohort study, two groups of residents that had finished a 4-year course of orthopedic residency training programs in Tabriz and Urmia universities of medical sciences was being examined. They were divided in two groups. In order to compare the impact of the training on residents, it was compared with the result of the State Board standardized exam. The number of residents passing the written test and the Objective Structural Clinical Examination (OSCE) per year have been identified and compared with the groups under investigation. Results: Fifty-one residents, including 4 women (7.8%) and 47 men (92.2%), were studied for this purpose. Success rate for the small group discussion in the written exam was 59.2% and in the OSCE was 24% (95% CI). On the other hand, the success rates for the group who were trained in the traditional way were 37% and 16.6% in the written exam and OSCE, respectively. In both cases the differences were significant. Conclusion: The small group discussion method is an effective method in residency training in surgical fields that increases medical students' learning abilities compared to traditional methods of education.

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Educational Outcomes of Small‐Group Discussion Versus Traditional Lecture Format in Dental Students’ Learning and Skills Acquisition

Cited by 35 publications

References 22 publications

Traditional lecture versus PBL tutorials in Dental students’ knowledge acquisition

Traditional lecture versus PBL tutorials in Dental students’ knowledge acquisition

Large Group Versus Small Group- A Teaching Principle in Medical Education

Effect of Small Group Discussion in Residency Education Versus Conventional Education

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