Effectiveness of Small Group Discussions for Teaching Specific Pharmacology Concepts

Comparative study of the effect of two small group discussion teaching methods (Tutorial vs Jigsaw) on academic motivation and achievement of undergraduate dental students - a preliminary study

BACKGROUND

Academic Motivation forces students to work harder to achieve their educational goals and increases their academic achievement. Teaching methodologies are one of the ways to cater learning needs of students and improve academic motivation. However, there is a paucity of literature comparing the two small group discussion methods for their effect on academic motivation and the academic achievement. This study aims to analyze which small group discussion teaching method (between jigsaw and tutorial) is more effective in improving the academic motivation and achievement of undergraduate dental students. .

METHODS

This experimental study was conducted at Shifa College of Dentistry, randomly sampling the BDS 1st year students into two teaching groups (Jigsaw and Tutorial). Three teaching sessions were conducted within the module to teach the same topics to both groups. Multiple Choice Questions and a shorter version of the Academic Motivation Scale were administered to both groups before and after the intervention, to compare differences in scores. Data was analyzed using SPSS-26.

RESULTS

The data of 46 students was included in the study (22 students in the Tutorial Group and 24 in the Jigsaw group). The mean pre-test scores of the academic achievement test for the control (tutorial) group was 16.86 ± 2.997 and for the experimental (jigsaw) group was 16.58 ± 3.296 (p-value=0.765). The mean post-test scores were 17.32 ± 3.859 and 19.50 ± 3.162 for the control and experimental group respectively (p-value=0.041). The control group and the experimental group had mean academic motivation scores of 56.05 ± 15.32 and 59.83 ± 10.09 respectively, before the intervention (p-value=0.324). Post intervention, the two groups had mean academic motivation scores of 57.66 ± 11.87(control group) and 72.17 ± 12.42 (experimental group). There was a statistically significant difference in the mean scores on the academic motivation scale (p value=0.000) between the two groups after intervention.

CONCLUSION

The jigsaw method is more effective in improving academic motivation and achievement of undergraduate dental students.

Integrating hands-on practical and reflective feedback in teaching dental materials science to undergraduate dental students

INTRODUCTION

This study aimed to develop a module that incorporates hands-on and reflective feedback in teaching dental materials science and subsequently analyse undergraduate dental students' learning experiences with the module.

MATERIALS AND METHODS

The module was developed based on the ADDIE (Analyse, Design, Develop, Implement, Evaluate) model. First, a need analysis was conducted, followed by designing the module to address the needs. Next, the module sought experts' feedback and was piloted. The revised module was implemented among all second-year undergraduate dental students. Finally, a validated questionnaire (5-point Likert scale items and open-ended questions) was used to evaluate students' learning experiences. The questionnaire Likert scale items were analysed descriptively, whereas open-ended responses were analysed using content analysis.

RESULTS

In the analysis phase, a slight misalignment in cognitive competency levels was observed, alongside a need for the inclusion of more hands-on activities. In the design phase, learning objectives and resources were listed. Subsequently, a module consisting of four teaching sessions (3 h each) was developed, and the pilot test showed favourable feedback. The module was then implemented in small groups of 10-12 students. In the evaluation phase, 72 students (97% response rate) completed the questionnaire. The majority of students agreed with all items, with mean scores ranging from 4.53 to 4.72. Open-ended responses highlighted that hands-on activities and reflective feedback sessions were useful.

CONCLUSION

Students demonstrated positive learning experiences after participating in the module, advocating for dental educators to consider more hands-on activities and reflective feedback sessions in teaching dental materials science.

Enhancing Medical Education through the "Distribute, Discuss, and Develop" Method: A Comparative Study of Small-Group Discussions

Background Small-group discussions (SGDs) are pivotal in medical education, facilitating the development of critical thinking, communication skills, and teamwork. However, traditional SGDs face challenges such as scalability and maintaining student engagement. This study aims to evaluate the "Distribute, Discuss, and Develop" (3D) method for enhancing learning outcomes in medical education. Methods A single-blinded interventional study was conducted with 125 first-year Bachelor of Medicine and Bachelor of Surgery students, who were divided into intervention and control groups through random assignment. The intervention group employed the 3D method across two thematic units: hematology and muscle nerve physiology. The study assessed learning outcomes using pre- and posttests, class-average normalized gain ("g"), and feedback questionnaires to capture student perceptions of interaction, communication enhancement, and session summarization. Results The intervention group showed significantly improved learning outcomes in both thematic units, with larger effect sizes (hematology: 1.55; muscle nerve physiology: 1.4) compared to the control group. The normalized gain "g" indicated a medium effectiveness level for the intervention group in both themes, suggesting enhanced learning. Feedback questionnaires revealed higher satisfaction levels within the intervention group regarding interaction, communication skills, and session summarization. Conclusions The 3D method addresses the challenges faced by traditional SGDs, providing a scalable and engaging approach to medical education. By fostering more effective student-centered learning, the method enhances the comprehension of complex physiological concepts and improves communication skills. The 3D method significantly improves learning outcomes, interaction, and communication skills in medical education. This innovative approach to SGDs offers a promising strategy for enhancing the educational experience in medical schools, supporting the development of more articulate and professionally competent medical graduates.

Employment of Small-Group Discussions to Ensure the Effective Delivery of Medical Education

The changing landscape of medical education has made small-group discussions crucial components. These sessions, including problem-based learning (PBL), case-based learning (CBL), and team-based learning (TBL), revolutionize learning by fostering active participation, critical thinking, and practical skills application. They bridge theory with practice, preparing future healthcare professionals for the dynamic challenges of modern healthcare. Despite their transformative potential, there are challenges in faculty preparation, resource allocation, and effective evaluation. The best practices include aligning discussions with curriculum goals, skilled facilitation, promoting active participation, and robust assessment strategies. Looking ahead, adapting to emerging health trends, ongoing research, and evolving healthcare demands will ensure the continued relevance and effectiveness of small-group discussions, shaping competent and adaptable healthcare providers equipped for the ever-evolving healthcare landscape.

Dental Education: A Guide for Novice Tutors

The primary objective of undergraduate-level dental education is to produce proficient dental practitioners who can effectively address the oral health needs of the community and enhance the overall oral health of the population. The field of dental education is subject to continuous change that is shaped by many factors, including changing societal norms, shifting responsibilities of dental practitioners, changing healthcare environments, and rapidly evolving dental science. Learning theories significantly impact the advancement of dental education, and educators must recognize and acknowledge their influence. Dental faculties must be adequately prepared and motivated to use innovations, which enable them to impart knowledge in a practical and organized manner. This review provides an overview of teaching methodologies that have gained acceptance in recent years. It highlights the importance of their implementation in facilitating an effective teaching and learning process in consideration of their history, style, and core focus. A clearer understanding of these techniques can enhance education standards, help establish dental instructors' responsibilities and career advancement, and provide insights for future research.

A small‐group activity to enhance learning of cardiovascular drugs for health science students

This small‐group activity provides two cases in cardiovascular pharmacology to engage students in a medical or other health professions curriculum. The goal of this activity is to apply students' basic knowledge of physiology and pharmacology to clinical case scenarios. Students were provided with the cases 1 week in advance and were encouraged to use their lecture notes and/or other references of their choosing to answer as many of the questions as possible and prepare to discuss the answers with their classmates at the session. Facilitators were provided with detailed notes and a video that explain the answers and provide suggestions for engaging and challenging the students. For the 2021 academic year, 201 students (139 first‐year medical students and 62 second‐year pharmacy students) at UC San Diego participated in the small‐group activity. Eighteen facilitators were recruited to lead this 110‐min session. Students' performance was assessed on the final exam of their integrated cardiovascular physiology‐pharmacology course. Students achieved 84% (SD 17.54) on questions related to the small‐group session compared to 78% (SD 15.60) on other cardiovascular pharmacology questions not related to the activity. Student perceptions of the facilitators leading the small‐group activity were very positive (average of 4.7 on a 5‐point Likert Scale). Using this approach, we demonstrate that a small‐group activity with clinical scenarios helps students master the pharmacology content related to cardiovascular drugs. The small‐group activity included constructed response questions to foster conceptual understanding.

Modern techniques of teaching and learning in medical education: a descriptive literature review

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OBJECTIVES

Education is a dynamic process that has to be refined periodically. Lack of innovative teaching techniques in academics makes medical curricula inadequate in making a significant stride towards the future. The objective of this review is to describe and assess alternative methods of teaching and learning which can be supplementive or alternative to traditional lectures for promoting active student participation and smooth flow of information.

METHODS

A review of literature is performed with PubMed and EBSCO using the keywords: "learning" OR "didactic learning" OR "alternative learning" OR "modern learning techniques" AND "medical education". Databases were searched and 500 studies were identified out of which 200 were selected for further screening based on inclusion criteria and exclusion criteria. Articles were surveyed based on their relevance and significance to our study objectives with both qualitative and quantitative studies were examined.

RESULTS

Case-based learning, evidence-based medicine, problem-based learning, simulation-based learning, e-learning, peer-assisted learning, observational learning, flipped classroom and team based learning are some of the modern learning methodologies. The various learning methods discussed attend to individual learning differences allowing students to broaden their thinking and professional knowledge by improving logical and critical thinking, clinical reasoning, and time management. Early introduction of integrative approaches develop student competency and leadership equipping students for a smooth transit into the clinical practice.

CONCLUSION

This study highlights the importance and challenges of modern learning systems. With technological advancement and wider implications of medical information, students require innovative skills through inter-professional learning. It is necessary to introduce and implement flexible medical curricula that accommodates distinct modern teaching to effectively balance and bridge the gap between traditional teaching methodologies and modern educational requirements.