Small group discussions as an effective teaching-learning methodology for learning the principles of family medicine among 2nd-year MBBS students

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.

Impact of an interdisciplinary curriculum for dental students (GeriDent-Cologne) on attitudes and awareness towards older people and geriatric conditions

INTRODUCTION

Training of dental students in the treatment of older patients must also consider the multiple chronic medical conditions that may be present. We developed an interdisciplinary gerodontology training curriculum for dental students (GeriDent-Cologne) to investigate its influence on the attitudes and expectancies of dental students towards the treatment of older patients.

MATERIALS AND METHODS

The curriculum (given to fourth-year students) comprised five clinical examination stations that simulated different medical conditions affecting older people. Students were able to experience related issues first hand, express their fears and problems concerning dental treatment in older people and, through discussion with the supervisor, develop strategies to overcome these difficulties and enhance treatment. An extended version of the Los Angeles Geriatric Attitudes Scale was given to fourth- and fifth-year students (who acted as controls) over one semester.

RESULTS

Dental students had a positive attitude towards older people, and their attitude did not change after attending the curriculum. However, participating in GeriDent-Cologne had a significant beneficial impact on the feeling of being prepared to treat older people, led to a significantly greater understanding of the impact of medical issues and resulted in a considerably higher level of geriatric clinical knowledge over time.

CONCLUSIONS

GeriDent-Cologne led to positive and semester-long changes in awareness and knowledge of specific geriatric problems that influence dental treatment. We recommend the curriculum as a blueprint for the module of senior dentistry implemented in the new German dental licencing regulations.

Faculty perspectives of small group teaching experience in medical school in Tamil Nadu

BACKGROUND

The small group teaching (SGT) is gaining popularity in medical education since it improves the student's thinking capacity and aids knowledge retention. Several studies have been conducted to analyze students' attitudes regarding SGT. Faculty, on the other hand, have mixed perception about SGT methodology. Therefore, the main objective of this study was to explore medical faculties' perceptions of SGT effectiveness in the medical curriculum.

MATERIALS AND METHODS

A cross-sectional, descriptive survey was conducted among 50 medical college teachers. We have developed set of 12 questionnaires to assess the perception of teachers on SGT methods. Content validation of the survey questionnaire was done by Lawshe method, and Cronbach's alpha was calculated for estimating the internal consistency. Teacher's perception responses were presented as proportion and percentage. We performed principal component analysis, structural equation modelling, Chi-squared test (χ²/df), goodness-of-fit index (GFI), adjusted GFI, comparative fit index, and root mean square error of approximation.

RESULTS

The validation resulted in the 12 items model indicated superior goodness of fit for sample data. All the extracted factors had good internal consistency of >0.9. Majority of the teachers strongly agreed that the SGT method enhances the student intrinsic motivation (n = 42, 84%), self-confidence (n = 40, 80%) self-directed learning (n = 35, 70%), and student teacher interaction (n = 38, 76%).

CONCLUSION

Teaching faculties' perception reflected that SGT is an effective method to impart knowledge to the students and also helps in improving their understanding of their subject. It helps in developing intrinsic motivation to do self-learning in the students. It also helps in developing good peer interaction and improves the communication skills.