Small group learning: Graduate health students’ views of challenges and benefits

Jackson, Debra; Hickman, Louise; Power, Tamara; Disler, Rebecca; Potgieter, Ingrid L.; Deek, Hiba; Davidson, Patricia M.

doi:10.1080/10376178.2014.11081933

Cited by 29 publications

(17 citation statements)

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“…SGL has been successfully adopted in medical education to enhance skills and knowledge in a variety of areas, including interpreting and applying evidence in clinical practice 13–18. SGL utilizes an expert facilitator to guide face-to-face educational experiences and support learners to take active roles in their training 8,14–16,19…”

Section: Introductionmentioning

confidence: 99%

A small group learning model for evidence-based medicine

2016

AMEP

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Section: Introductionmentioning

confidence: 99%

A small group learning model for evidence-based medicine

2016

AMEP

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“…Given the natural diversity in group members' personality, preferred learning styles, and experiences, it is reasonable to believe that diversity influences the group dynamic and subsequent performance. [27] 4.2 Group dynamics Since group dynamics influence group performance, the findings presented herein are likely related to group dynamics. Several studies have pointed out that nursing faculty fail to attend to group dynamics.…”

Section: Interconnectivitymentioning

confidence: 99%

“…However, positive group processes are dependent on recognition an accommodation of group dynamics. [27,30] Therefore, nursing education programs that use group work must facilitate positive group processes.…”

Section: Interconnectivitymentioning

confidence: 99%

“…Several studies have pointed out that nursing faculty fail to attend to group dynamics. [27,28] According to Jaques, [29] a key attribute of a group is the possession of shared aims, agreed rules, and determined power relations. As shown in our study, some of the lower-performing groups struggled to solve problems collaboratively when one member was dominant but had a low level of competence.…”

Section: Interconnectivitymentioning

confidence: 99%

“…The literature demonstrates that group work is a powerful arena for peers to motivate their less motivated students. [27] Therefore, groups should ideally be composed of both students who are more and less motivated. This would allow for the more motivated individuals to positively influence the other students.…”

Section: Interconnectivitymentioning

confidence: 99%

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Variability among groups of nursing students’ utilization of a technological learning tool for clinical skills training: An observational study

Haraldseid

Aase

2017

JNEP

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Background and objective: The use of technology has become the norm in nursing education. While technology has opened up for more flexible, active, student-focused teaching methods, its introduction has also brought challenges regarding its use and implementation. Recent literature has concentrated on how to best implement technology, but little attention has focused on observing student practices during technology use. Therefore, it is unknown how to optimize technology use within clinical skills training. The objective of this study was to investigate how groups of nursing students utilize a technology-based learning tool. Methods: An observational study with an exploratory design was implemented using video recordings as the data material. Results: The results indicated a high level of variability in nursing students' performance and ability to utilize a technological tool while working in groups. The variability during clinical skills training was associated with four factors: level of competence, motivation to learn, role clarification, and collaborative problem-solving skills. Conclusions: The results of the study indicated variability in groups of nursing students' ability to employ a technological tool during a selected procedure-namely, wound care and dressing. These findings suggest that a set of implications for faculty members should be developed. Specifically, staff and students should be prepared prior to using technology by focusing on group dynamics, group composition, development of collaborative problem-solving skills, and role modeling.

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

Arias

Scott²,

Peters³

et al. 2016

Journal of Dental Education

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The aim of this prospective quantitative study was to compare the effect of different instructional formats on dental students' skills and knowledge acquisition for access cavity preparation. All first-year dental students were invited to participate in this study conducted during the four consecutive two-week endodontic rotation courses at the University of the Pacific Arthur A. Dugoni School of Dentistry in spring semester 2015. Four alphabetically distributed intact groups of students were randomly allocated to two groups (n=70 each) that participated in either small-group discussion or a traditional lecture on access preparation. The first outcome measure was skill acquisition, measured by the quality of access cavities prepared in extracted teeth at the conclusion of the session. Two blinded raters scored direct observations on a continuous scale. Knowledge, the second outcome measure, was scored with a multiple-choice and open-ended question test at the end of each two-week session. Data were obtained for 134 of the 140 students, for a 96% response rate. The results showed that students in the small-group discussion groups scored significantly higher than those in the lecture groups when skill performance was tested (p=8.9 x 10 -7 ). However, no significant differences were found in the acquisition of knowledge between the two groups on the written test. Active student participation was significantly related to improved manual skill acquisition, but the format of the session does not seem to have had a direct influence on acquired knowledge.Dr. Arias is Professor,

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Small group learning: Graduate health students’ views of challenges and benefits

Abstract: The ability to work effectively in small groups and teams is essential for all health-care workers in the contemporary health environment. Findings of this study highlight the need for educators to explore novel and effective ways in which to engage nurses in group work.

Cited by 29 publications

References 0 publications

A small group learning model for evidence-based medicine

A small group learning model for evidence-based medicine

Variability among groups of nursing students’ utilization of a technological learning tool for clinical skills training: An observational study

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

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