Cargando…

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....

Descripción completa

Detalles Bibliográficos
Autores principales: Sahu, Pradeep Kumar, Nayak, Shivananda, Rodrigues, Vincent
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Medknow Publications & Media Pvt Ltd 2018
Materias:
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
_version_ 1783306680786747392
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
work_keys_str_mv AT sahupradeepkumar medicalstudentsperceptionsofsmallgroupteachingeffectivenessinhybridcurriculum
AT nayakshivananda medicalstudentsperceptionsofsmallgroupteachingeffectivenessinhybridcurriculum
AT rodriguesvincent medicalstudentsperceptionsofsmallgroupteachingeffectivenessinhybridcurriculum