Strengths and Usefulness of Small Group Teaching
The small group instructional method has multiple benefits. Active small group
discussion encourages application,
analysis, synthesis, and evaluation of facts and
concepts. This process is essential
for developing competence in clinical reasoning and critical thinking.22 Working in small groups allows students
to take an active role in their own education. Students learn facts and concepts best when they use them to
solve problems. Small group teaching with mixed levels of learners also offers the opportunity to set
expectations of learners at all levels and demonstrate expectations for
progressive competence in the continuum
of medical education.
In the clerkship, the small group is most useful for allowing
students to process
information, facilitating a higher order learning of material. Small group sessions can also complement the information presented in lectures
by allowing students
time to ask questions in a non-threatening environment and to think critically. This allows the students to detect and correct errors (their own, and
sometimes those of the facilitator). Small group teaching also offers
students opportunities to problem solve, make clinical
decisions, and practice clinical skills, especially communication skills.
These groups are also
useful in promoting
student reflection, independence, and life-long learning.
By their nature, small groups also foster increased
interaction among students
and faculty. Students learn to function as a team, develop the ability
to learn from one another and develop an appreciation for others’ point of view. This setting
also provides an opportunity for students to offer feedback
to one another in a safe environment and for a faculty member to offer directed feedback to students
as well.
Weaknesses and Problems of Small Group
Teaching
A major drawback
of this teaching methodology
is the large amount of faculty time required.
Another potential problem
is the dependence on the
faculty member’s small group facilitation
skills. An ineffective facilitator leads to a poor learning climate. Poor facilitation can also lead to a lack of participation
from group members (e.g., students
are not engaged in the process; students
are not prepared for the
session). The group
learning process can be disrupted
if students become more concerned
with “performing” for a good
evaluation than contributing to the group process. Similarly, poor group dynamics can result from too much competition
among group members, or if one
student dominates the session). Most of these
problems can be averted by negotiating and clearly defining
the ground rules and learning objectives in the first session, and readdressing them when necessary. Providing
adequate structure for the small group is also very important. Finally,
faculty development is useful for training effective
facilitators.
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