Effective small group learning: AMEE Guide No. 48

Abstract

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.

Review article: New directions in medical education related to anesthesiology and perioperative medicine

“…Teaching and learning in anesthesiology may be achieved through a variety of means, including small-group 89,90 or large-group 91,92 didactic methods, each with its advantages and disadvantages. 74 However, experiential learning is necessary to integrate the ''book'' knowledge into a practical skill set in anesthesiology 93 as well as to learn tacit knowledge that is not (or cannot be) made explicit.…”

The Use of Small Group Tutorials as an Educational Strategy in Medical Education

“…For instance, when looking at student grades, assessment is often distant from the small group teaching sessions and so can only provide an indication of the overall quality of the strategy. However, if the purpose of an evaluation is to help participants improve their communication and cogitative skills, then studies of the process are more important (Edmunds & Brown, 2010). Furthermore, these studies can be carried out immediately after the sessions and can give detailed insights based on student, peer and tutor feedback.…”

“…Specifically, it encourages a more complete understanding of a subject rather than superficial learning where the emphasis is on memorisation (Harden & Laidlaw, 2012). It does so by being interactive and it has been consistently shown to engage students in active discussion and critical thinking (Edmunds & Brown, 2010). Furthermore, small group learning allows students to develop interpersonal, presentation and communication skills which are useful lifelong skills.…”

“…Sessions of small group learning can be evaluated by examining either the end product i.e. grades or by analysing the process of interaction in the group (Edmunds & Brown, 2010). Both methods have merits and limitations.…”

“…It is generally acknowledged that small group teaching is considerably more difficult to manage than a lecture as more attention needs to be paid to individual students' behaviour, personalities and difficulties (Edmunds & Brown, 2010). In teaching students to interact professionally as part of a diverse and dynamic group, it is hoped that the group will become effective team players who adopt the various roles and responsibilities, as outlined by Belbin, which are necessary for success (Jacques D, 2003).…”