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Medical students’ perceptions of small group teaching effectiveness in hybrid curriculum
OBJECTIVES: The objective of this study was designed to investigate medical students’ perceptions of small group teaching effectiveness in a hybrid curriculum. MATERIALS AND METHODS: A cross-sectional, descriptive survey was conducted at the School of Medicine, The University of the West Indies, St....
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Medknow Publications & Media Pvt Ltd
2018
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5852982/ https://www.ncbi.nlm.nih.gov/pubmed/29629391 http://dx.doi.org/10.4103/jehp.jehp_71_17 |
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author | Sahu, Pradeep Kumar Nayak, Shivananda Rodrigues, Vincent |
author_facet | Sahu, Pradeep Kumar Nayak, Shivananda Rodrigues, Vincent |
author_sort | Sahu, Pradeep Kumar |
collection | PubMed |
description | OBJECTIVES: The objective of this study was designed to investigate medical students’ perceptions of small group teaching effectiveness in a hybrid curriculum. MATERIALS AND METHODS: A cross-sectional, descriptive survey was conducted at the School of Medicine, The University of the West Indies, St. Augustine where we collected the data from 195 undergraduate students. A self-administered questionnaire consisting of 25 items was used to measure students’ perception on the effectiveness of problem-based learning (PBL) with regard to learning experience, teamwork, confidence, communication skills, and role of the tutor. Statistical analyses included mean and standard deviation for the description of each item; t-test to compare the mean scores for gender and class year, and one-way analysis of variance between groups for age group comparisons. RESULTS: The students overall perceptions of small group teaching effectiveness showed that the PBL sessions were beneficial to their learning process (mean: 3.63 ± 0.46). Students have positive perceptions toward small group effectiveness, particularly in learning experience (mean: 3.98 ± 0.63) and teamwork (mean: 3.67 ± 0.58). The mean scores, measuring teamwork, for 2(nd) year students was significantly higher than that for 1(st) year students (3.76 ± 0.55 and 3.55 ± 0.60 respectively, P = 013). A similar significant trend was observed between 2(nd) year and 1(st) year students on communication skills (3.48 ± 0.67 and 3.29 ± 0.55, respectively, P = 0.046). CONCLUSIONS: PBL is an effective small group teaching method for medical students. Faculty development and students’ training programs are required before implementing PBL. |
format | Online Article Text |
id | pubmed-5852982 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2018 |
publisher | Medknow Publications & Media Pvt Ltd |
record_format | MEDLINE/PubMed |
spelling | pubmed-58529822018-04-06 Medical students’ perceptions of small group teaching effectiveness in hybrid curriculum Sahu, Pradeep Kumar Nayak, Shivananda Rodrigues, Vincent J Educ Health Promot Original Article OBJECTIVES: The objective of this study was designed to investigate medical students’ perceptions of small group teaching effectiveness in a hybrid curriculum. MATERIALS AND METHODS: A cross-sectional, descriptive survey was conducted at the School of Medicine, The University of the West Indies, St. Augustine where we collected the data from 195 undergraduate students. A self-administered questionnaire consisting of 25 items was used to measure students’ perception on the effectiveness of problem-based learning (PBL) with regard to learning experience, teamwork, confidence, communication skills, and role of the tutor. Statistical analyses included mean and standard deviation for the description of each item; t-test to compare the mean scores for gender and class year, and one-way analysis of variance between groups for age group comparisons. RESULTS: The students overall perceptions of small group teaching effectiveness showed that the PBL sessions were beneficial to their learning process (mean: 3.63 ± 0.46). Students have positive perceptions toward small group effectiveness, particularly in learning experience (mean: 3.98 ± 0.63) and teamwork (mean: 3.67 ± 0.58). The mean scores, measuring teamwork, for 2(nd) year students was significantly higher than that for 1(st) year students (3.76 ± 0.55 and 3.55 ± 0.60 respectively, P = 013). A similar significant trend was observed between 2(nd) year and 1(st) year students on communication skills (3.48 ± 0.67 and 3.29 ± 0.55, respectively, P = 0.046). CONCLUSIONS: PBL is an effective small group teaching method for medical students. Faculty development and students’ training programs are required before implementing PBL. Medknow Publications & Media Pvt Ltd 2018-02-09 /pmc/articles/PMC5852982/ /pubmed/29629391 http://dx.doi.org/10.4103/jehp.jehp_71_17 Text en Copyright: © 2018 Journal of Education and Health Promotion http://creativecommons.org/licenses/by-nc-sa/3.0 This is an open access article distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License, which allows others to remix, tweak, and build upon the work non-commercially, as long as the author is credited and the new creations are licensed under the identical terms. |
spellingShingle | Original Article Sahu, Pradeep Kumar Nayak, Shivananda Rodrigues, Vincent Medical students’ perceptions of small group teaching effectiveness in hybrid curriculum |
title | Medical students’ perceptions of small group teaching effectiveness in hybrid curriculum |
title_full | Medical students’ perceptions of small group teaching effectiveness in hybrid curriculum |
title_fullStr | Medical students’ perceptions of small group teaching effectiveness in hybrid curriculum |
title_full_unstemmed | Medical students’ perceptions of small group teaching effectiveness in hybrid curriculum |
title_short | Medical students’ perceptions of small group teaching effectiveness in hybrid curriculum |
title_sort | medical students’ perceptions of small group teaching effectiveness in hybrid curriculum |
topic | Original Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5852982/ https://www.ncbi.nlm.nih.gov/pubmed/29629391 http://dx.doi.org/10.4103/jehp.jehp_71_17 |
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