Small Group Teaching : Overview

1. Small Group Teaching : Overview Dr. Abubakir Majeed Lecturer of Community Medicine Hawler Medical University abubakir.majeed@hmu.edu.iq

2. Outline • Definition. • Characteristics of SGT • Size of the group • Methods of SGT • Types of events in SGT • Advantages of the SGT. • Challenges of the SGT. • Role of the instructor in SGT • Role of the students in SGT • Summary • References

3. Definition • Small group teaching ( SGT ) is used to refer to method of teaching in which small group of students (10-30 students) meet regularly under guidance of instructor. The students in the group work and interact with each other to achieve common learning objectives.

4. SGT has a long history, perhaps going back to Socrates. But it emerge in systems of education in the 19th century. • It has been the highlights of a revolution in medical education over the last 50 years and become an increasingly important component of undergraduate medical education .

5. Characteristics of SGT • Active participation. • Face-to-face contact. • Purposeful activity. • Clarification of tasks. • Reflection.

6. Size of the group • Some authors agree that the number of students in a group does not conform to any rule. Some experienced tutors may be able to facilitate many students where as an inexperienced tutor may feel more comfortable with fewer students . • What characterizes a small group is not so much its size, but the teaching and learning context and the way in which the teacher works with and facilitates the learning process.

7. Size of the group ( Cont.) • The number of students in the group varies. A minimum of 3-4 students in one group is mandatory for proper functioning of the group. • Most of the educators agree that the ideal number of SGT is around 8 to 12 students, but the size of group may vary from a handful of students to around thirty.

8. Size of the group ( Cont.) • The number of students in each group also varies according to the type of small group. • Tutorials often have a group of up to five, while seminars have eight to twenty and problem-solving classes up to thirty students in one group. • In clinical teaching, however, groups may be smaller than this, sometimes even a pair of students or trainees working with a healthcare team.

9. Methods of SGT • Using specific method for SGT depend on the learning objectives of the course because some methods are suitable for certain condition and not beneficial for others . • The instructor must remain flexible and open to try a variety of available methods.

10. Methods of SGT ( Cont.) Buzz Group • Can be used: • To provide a stimulating change in the locus of attention • For you to gain some idea of what the students know • For the students to check their own understanding. • Can also be used in large groups • Student asked to turn to neighbour • To answer prepared question • Discuss what they understand by… • Speculate on what will happen next in e.g. case scenario

11. Methods of SGT ( Cont.) Snowball groups : • An extension of buzz groups. • The students are divided into pairs, which join to form fours, then fours to eights. • These group of eight report back to the whole group.

12. Methods of SGT ( Cont.) • Crossover groups : students are divided into groups that are later divided to form new groups, to maximize the exchange of information.

13. Methods of SGT ( Cont.) • Fishbowls group : inner group students discussing an issue or topic while the outer group students listen, looking for themes to give feedback to the group on its functioning.

14. Methods of SGT ( Cont.) Circular questioning : • One group member formulate a question relevant to the topic and put it to the person opposite, who has a specified time ( 1-2 minutes) to answer. • The questioning and answering continue clockwise round the group until every one has contributed.

15. Methods of SGT ( Cont.) • Hoarse shoe groups : Common practice in workshops. Groups are arranged around tables .You can talk formaly from the board for a time before switching to presenting a group task. This method allows you to alternate between the lecture and discussion formats.

16. Types of events in SGT Type of SGT determined by many factors like task of the group, participants, the learners' need, the availability of resources and the learning outcomes that are to be achieved. • Seminars A seminar is leader-centered, rather than participant –centered, and the aim in a seminar is more specific; the leader presents the predetermined subject and then ensures that it is adequately explored.

17. Types of events in SGT ( Cont.) • Tutorials • The word ‘tutorial’ tends to be used for smaller group teaching events. • In one-to-one tutorials the tutor may look at assignments prepared by the learner or discuss career options or other professional development topics. • Tutorials should focus on the solving of patient problems rather than delivering actual information and can be very successful if a clinical or other ‘trigger’ is used to stimulate discussion and debate.

18. Types of events in SGT ( Cont.) • Syndicate groups ( Mini project ) involved mini project, where participants are asked to prepare (individually or in pairs) on a pre-selected topic around a theme and report back at the syndicate • Action learning sets This event frequently used in postgraduate staff development and training. Tutor acts as a facilitator, where, in turn, students present issues and are asked questions for clarification and the rest of the group then suggest ways forward .

19. Types of events in SGT ( Cont.) • Problem based learning (PBL): • This term used to refer to many approaches to learning but what all of these methods have in common is that learning starts from dealing with problems and the student-centeredness of the approach. • This is an active learning strategy that enables the students to develop critical thinking skills through posing challenges based on clinical case scenarios.

20. Advantages of SGT • It encourage students to take responsibility of their learning. • Deeper understanding of the material. • Encourage participation • Encourage problem-solving skills • Develop interpersonal skills • Develop communication skills • Social team work skills

21. Advantages of SGT ( Cont.) • Develop presentation skills. • Integration of several learning processes such as talking ,listening ,writing and reading. • Opportunity to experience and observe other group member. • Break down the isolation. • Ease the distinction between tutor and learners.

22. Challenges of SGT • Infra structure ( Halls , resources , Internet , etc …) • Staff . • Mentality of students. • Group Composition. • Group structure. • Task of the group. • Group atmosphere. • Student participation.

23. Challenges of SGT ( Cont.) • Group leadership skills. • Finding a common ground. • Content and instructional materials. • Time. • Assessment. • The instructor must plan the group activities carefuly since he or she will not be in charge every minute. • The instructor must be prepared to cope with the unexpected from the groups.

24. Challenges of SGT ( Cont.) • Some time one or two students will not concentrate on the task at hand and will require more careful monitoring. • One student dominate or block the discussion. • Students do not prepare for the sessions. • The teacher give a lecture rather than conducting a dialogue. • The teacher talks too much.

25. Role of tutor in SGT • In many SGT situations, the role of the tutor is that of facilitator of learning: leading discussions, asking open-ended questions, guiding process and task, and enabling active participation of learners and engagement with ideas. • The tutor must plan the group activities and construct the instructions so that the task will be clear.

26. Role of tutor in SGT ( Cont.) • The tutor must decide how to structure the group s ( randomly , by interest , by skills , etc….) and arrange the environment to facilitate the group work. • At the end of the session , the tutor is responsible for the debriefing . In this period the groups report back to the larger group on their conclusion. • The tutor role is to highlights the major points being made , to bring out things which were not considered and, in general to sum up what was learned from the session.

27. Role of students in SGT • The role of students is important in proper functioning of SGT. • Achieving the goals of SGT is not possible without active participation of the students in the process. • The students must attain essential knowledge and additional skills such as verbal and communication skills; have knowledge of group dynamics and ground rules .

28. Role of students in SGT ( Cont.) • Students must provide much of the initiatives ,explore options, develop solutions and review outcomes. • Student contributions in the SGT could be through many forms like presentations ; peer –assisted learning; group-work outside class in teams.

29. Techniques for effective facilitation in group discussion • Ensure that group members have an agreed set of ground rules—for example, not talking at the same time as another group member. • Ensure that the students are clear about the tasks to be carried out • When you present a question don't answer it yourself or try to reformulate it—count to 10 silently before speaking again

30. Techniques for effective facilitation in group discussion ( Cont.) • When you have something you could say (which could be most of the time), count to 10 again • Look round the group both when you are speaking and when a student is speaking. That way the students will quickly recognize that they are addressing the group rather than just you. It will allow you to pick up cues from those who want to speak but are either a bit slow or inhibited.

31. Techniques for effective facilitation in group discussion ( Cont.) • Nervous students can be encouraged to participate more if their place in the group is opposite ( direct eye to eye contact ) to either sympathetic instructor or an encouraging ,more valuable student peer. • A dominating student can be quitened by being seated immediately next to the tutor. ( Adapted from jaques , 2003)

32. Example of ground rule • Start and finish on time . • Come prepared to participate . • Don’t interrupt others . • Treat others’ contributions with respect . • What’s said in the room stays in the room . • Share with whole group, not just tutor . • Say when you don’t understand . • Switch off mobile phones .

33. Summary • SGT is one of the educational strategy that can be used in medical education. • Different methods of SGT can be used for different events. • The number of students in each group vary according to institution and types of events. • It has many advantages with some challenges . • Tutor play a great role in facilitating a successful SGT. • Students have big role in proper functioning of SGT.

34. References • Abdul rasuol H (2010). Toward more objective teaching: Small group teaching. IJMS; 8(2):1-3. • Amin Z, Khoo HE (2009). Basics in medical education. Singapore: World Scientific Publishing Co. • Azer SA (2007). Medical education at the crossroads: which way forward? Ann Saudi Med; 27(3): 153-7. • Aziz N, Nasir R, Salam A (2008). Students' perception of small group teaching: A cross sectional study. MEJFM; 6(3):37-40. • Davis W K, Nairan R, Paine M. E., Anderson R M., Oh M.S (1999). Effects of expert and non-expert facilitators on the small group process and on student performance. Acad Med; 67: 470-4. • Dent J A, Harden R M (2001). A practical guide for medical teachers. Edinburgh, London, New York, Philadelphia, St Louis, Sydney, Toronto: Churchill Livingstone.

35. References • Goshtasebi A, Zarifi A, Tarami B, Ghorbani A (2006). Small group teaching in epidemiology courses. J Med Educ; 9(1): 11-5. • Jacques D (2003). ABC of learning and teaching in medicine: Teaching small groups. BMJ; 326:492-4. • Jacques D, Salmon G (2007) .Learning in groups: A handbook for face-face and online environments.( 4th ed). London and New York: Routledge. • Newble D, Cannon R (2001). A handbook for medical teacher (4th ed). New York, Boston, Dordrecht, London, Moscow: Kluwer Academic Publisher. • Rahman SMH, Sarkar MA, Gomes JJ, Mojumder FA ( 2010 ). Student’ perceptions of learning science in small groups: A case study in higher education. Brunei Int. J .of Sci. & Math. Edu; l 2(1): 32-47. • Viartanen PJ, Kosunen EA, Holmeberg-Marttilla DM, Virjo IO (1999). What happens in PBL tutorial sessions? Analysis of medical students” written accounts. Med Teach; 21:270-6.

36. Thank You