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Small group teaching can be a most rewarding experience for both teacher
and student.
Small group work is one of a variety of educational methods for promoting
student learning.
Crosby (1996):Small group work is characterized by Small group work is characterized by
student participation and interaction.
The first, and perhaps the most important, characteristic of small
group teaching is that teaching and learning is brought about through
discussion among all present.
This generally implies a group size that is sufficiently small to enable
each group member to contribute.
The second characteristic of small group teaching is that it involves
face-to-face contact among all those present.
Effective discussion requires communication which is not only verbal
but also non-verbal involving, for example, gestures, facial
expressions, eye contact and posture.
The purposes include discussing a topic or a patient problem and
developing skills such as criticizing, analyzing, problem solving and
decision making.
The third characteristic of small group teaching is that the session must
have a purpose.
.The teacher will need considerable skills in managing the group and a
clear plan
It encourages students to take responsibility for their own learning.
It encourages problem-solving skills.
It develops
- interpersonal skills
- communication skills
It promotes deeper understanding of material.
- communication skills
- social teamworking skills
- presentation skills.
XP�. %��� �#P /� �� <H. ����� ��� � ��� ��� �������� ���� ��� ��. ��C3 )buzz groups ( ���� �$ ��Z /� �
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Problem-based learning is student-centered
In brief, the approach is one in which learning is
based around problems, usually written clinical
cases. Students work through these problems,
under greater or lesser degree of guidance from
tutors, defining what they do not know and what
they need to know in order to understand (not
necessarily just to solve) the problem.necessarily just to solve) the problem.
It is based in modern psychological theories that:
knowledge is remembered and recalled more
effectively if learning is based in the context in
which it is going to be used in the future.
The problem stimulates students to reason, think critically and to weigh
evidence; they seek out and share relevant information.
An effective group provides a safe environment for sharing and testing new
knowledge.
Broad goals of problem-based learning are:
encouragement of self-directed learning
encouragement clinical reasoning
encouragement teamwork
A trigger initiates the problem (on video, paper, computer)
Groups brainstorm to identify cues and key issues .
Broad thinking produces a rich array of possible explanations or mechanisms .
Hypotheses are critically explored through reasoning and organized by
priority or likelihood.priority or likelihood.
Hypotheses are tested and refuted or supported by further information
sought from the tutor or progressively revealed.
A conclusion is reached on diagnosis and/or management.
The group reviews the process.
An effective group is cohesive, motivated, mutually supportive and actively
engaged in learning.
Members respect each other's contributions but examine them critically.
Discussion flows as students cooperate rather than compete.
The atmosphere is friendly and good-humoured.The atmosphere is friendly and good-humoured.
Discussion is open but tactful and constructive.
Roles are shared; all take turns in scribing, leading discussion or
accepting responsibility for acquiring information.
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