A practical approach for successful small group teaching in medical schools with student centered curricula

• Main Authors: MOHAMMAD MIR, MOHAMMED JEELANI, MOHAMMAD ALSHAHRANI
• Format: Article
• Language: English
• Published: Shiraz University of Medical Sciences 2019-07-01
• Series: Journal of Advances in Medical Education and Professionalism
• Subjects: small group; student; teaching; problem based learning
• Online Access: http://jamp.sums.ac.ir/article_45016_4e92e0056590634a964821972f067aca.pdf
• ISSN: 2322-2220; 2322-3561

There has been a paradigm shift in the teaching strategies from<br />didactic or teacher-centered to more vibrant student centered<br />approaches. For the last five decades, small group teaching<br />(SGT) has been a hallmark of this reorientation of educational<br />strategies especially in medical schools, which use problem-based<br />learning as a core educational tool. The key strength of SGT is<br />the continuous and active participation by learners which fosters<br />lifelong learning skills. SGT has had a profound influence on<br />the motivation levels of students, self-confidence, self-directed<br />learning and fabric of teamwork. The role of the tutor as a facilitator<br />rather than knowledge provider is of paramount importance in<br />this process. However, there are challenges that ensue as a result<br />of heterogeneous teaching skills and attitudes of faculty members<br />from diverse backgrounds. Some of the tutors from traditional<br />backgrounds find it difficult to adjust to switching roles from a<br />conventional teacher to a facilitator and inadvertently defeat the<br />very philosophy of student-centered SGT. This article has been<br />composed with this background in mind and ten general basic and<br />practical guidelines are offered which are expected to be useful<br />for the successful transition from a traditional teacher to a SGT<br />facilitator.