SMU Medical Journal

Open Access Open Access  Restricted Access Subscription Access

The Impact and Significance of Small and Large Group Teaching and Learning in Medical Curriculum


Affiliations
1 Department of Anatomy, Sikkim Manipal University, Sikkim Manipal Institute of Medical Sciences, 5th mile, Tadong, Sikkim, India
 

For every educator/teacher adopting effective teaching and learning strategies forms an area of importance as it redresses academic integration. Teaching in medical setting not only requires transfer of basic level information but the skills/techniques required to learn and retain effectively has to be passed to the pre-clinical students at an early stage, the knowledge disseminated has to be simple but effective for developing further connections and representations. Pre-clinical educators are thus associated with not only teaching but enabling students to learn on how to progress, retain, and apply what has been already taught. Therefore, drawing upon many previous works, in this study we explore the role of small and large group teaching and learning in first year medical undergraduate students in promoting the most meaningful teaching and learning experiences for medical anatomy. Our results, suggest both small and large group teaching has its advantages and disadvantages, but the impact left by small group teaching and learning is far greater as it is observed that through this process the student remain more focused on the problems they encountered or didn't understand while learning. Small group teaching sessions were also highly interactive and enabled further discussion on complex topics. In conclusion, large group teaching and learning is essentially a one way process, while small group teaching is more focused, interactive, and leads to the development of concepts/principles.

Keywords

Small and Large Group, Teaching and Learning, Anatomy, Medical Students.
User
Notifications
Font Size

  • Michael, J. (2001) In pursuit of meaningful learning. Advances in Physiology Education 25(3): 145-158.

  • Rendas, A. B., M. Fonseca, et al.,(2006) Toward meaningful learning in undergraduate medical education using concept maps in a PBL pathophysiology course. Advances in Physiology Education 30(1): 23-29.

  • Azer, S. A. (2005) The qualities of a good teacher: how can they be acquired and sustained? Journal of the Royal Society of Medicine 98(2): 67-69.

  • Barron and Hammond (2010). Teaching for meaningful learning, a review of research based on inquiry based and co-operative learning. http:// www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning, 2008.

  • Fry, H., Ketteridge, S. and Marshall, S. (2003). A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice. 2nd Edition London: Routledge Falmer.

  • MacKenzie, D. E., J. D. Gray, et al., (1975) Large-Group Lecturing in Mathematics. Educational Studies in Mathematics 6(3): 293-309.

  • Hogan, D. and R. Kwiatkowski. (1998) Emotional Aspects of Large Group Teaching. Human Relations 51(11): 1403-1417.

  • Newmann F. (1996) Authentic achievement: Restructing schools for intellectual quality, Jossey-Bass Edition, San Francisco, p. 228-230.

  • Bucy, M.C. (2006) Encouraging critical thinking through expert panel discussions. College Teaching, 54(2), p.222-224.

  • Jacques, D. (2000) Learning in groups (New York Edition, Kogan Page) p. 13845.

  • Cartney, P. and A. Rouse. (2006) The emotional impact of learning in small groups: highlighting the impact on student progression and retention. Teaching in Higher Education 11(1): 79-91.


Abstract Views: 307

PDF Views: 169




  • The Impact and Significance of Small and Large Group Teaching and Learning in Medical Curriculum

Abstract Views: 307  |  PDF Views: 169

Authors

Polly Lama
Department of Anatomy, Sikkim Manipal University, Sikkim Manipal Institute of Medical Sciences, 5<sup>th</sup> mile, Tadong, Sikkim, India
Jyoti Kulkarni
Department of Anatomy, Sikkim Manipal University, Sikkim Manipal Institute of Medical Sciences, 5<sup>th</sup> mile, Tadong, Sikkim, India
Binod K. Tamang
Department of Anatomy, Sikkim Manipal University, Sikkim Manipal Institute of Medical Sciences, 5<sup>th</sup> mile, Tadong, Sikkim, India
Pranoti Sinha
Department of Anatomy, Sikkim Manipal University, Sikkim Manipal Institute of Medical Sciences, 5<sup>th</sup> mile, Tadong, Sikkim, India

Abstract


For every educator/teacher adopting effective teaching and learning strategies forms an area of importance as it redresses academic integration. Teaching in medical setting not only requires transfer of basic level information but the skills/techniques required to learn and retain effectively has to be passed to the pre-clinical students at an early stage, the knowledge disseminated has to be simple but effective for developing further connections and representations. Pre-clinical educators are thus associated with not only teaching but enabling students to learn on how to progress, retain, and apply what has been already taught. Therefore, drawing upon many previous works, in this study we explore the role of small and large group teaching and learning in first year medical undergraduate students in promoting the most meaningful teaching and learning experiences for medical anatomy. Our results, suggest both small and large group teaching has its advantages and disadvantages, but the impact left by small group teaching and learning is far greater as it is observed that through this process the student remain more focused on the problems they encountered or didn't understand while learning. Small group teaching sessions were also highly interactive and enabled further discussion on complex topics. In conclusion, large group teaching and learning is essentially a one way process, while small group teaching is more focused, interactive, and leads to the development of concepts/principles.

Keywords


Small and Large Group, Teaching and Learning, Anatomy, Medical Students.

References