C14

Small Group Teaching

11 June, 2017

16:15 – 17:45

Room 118/119

HAND-OUTS

5/4/17

1

Workshop:SmallGroupTeaching(SGT)

KarlGolnik,MD,MedEduardoMayorga,MDGabrielaPalis,MD

FinancialDisclosure

•  Wehavenofinancialinterestsorrelationshipsto

disclose.

Objectives•  Listandapplystrategiesforteachingtosmall

groups

•  Discusschallenges/difficulties.

Outline:SmallGroupTeaching

•  Definition

•  Learningoutcomes

•  SGTtechniques

•  Roleoftheteacher

•  Challengesanddifficulties

•  Problemindividuals

•  ImplementingSGT

WhatisSmallGroupTeaching? WhatisSmallGroupTeaching?

•  Studentsworktogether

•  Interacting

•  Toachievecommon

learninggoals

•  Facilitator,orself-

directed

Harden&Laidlaw.Essentialskillsfora

medicalteacher,2012.

5/4/17

2

ActiveParticipation,Face-to-Face

SwanwickT.Understandingmedical

education,2010

ActiveParticipation,Face-to-Face

ActiveParticipation,Face-to-Face

SmallGroup Workshop

SwanwickT.Understanding

medicaleducation,2010

PurposefulActivity

•  Listsignsandsymptomsofblepharitis.

Versus

•  Howwouldyouexplainapatientthather

blepharitisisachroniccondition?

BullockIetal.PocketGuidetoTeaching

forClinicalInstructors,2015

Question

•  What(general)learningoutcomeswould

youexpecttoachievewithSGT?

•  (Whataresmallgroupsusefulfor?)

SGLearningOutcomes

•  Developmentofsocial,interpersonaland

communicationskills

•  Abilitytoworkinteams

•  Abilitytoengageinproblemsolving,

criticalthinking,analysisofcomplexissues

Harden&Laidlaw.Essentialskills

foramedicalteacher,2012.

5/4/17

3

SGLearningOutcomes

•  Fosteringofskillstocopewithuncertainty

•  Innovativethinking,creativity,newideas

•  Deeplearning

•  Abilitytotakeresponsibilityfortheirown

learning

Harden&Laidlaw.Essentialskills

foramedicalteacher,2012.

TechniquesforSGT

Strategies

•  One-to-onediscussion

•  Buzzgroups

•  Brainstorming

•  Snowballing

•  Role-playing

Formats

•  Journalclub

•  Tutorial/seminar

•  Problem-based

learning

•  Clinicalteaching

TechniquesforSGT:One-to-onediscussion

•  “Icebreaker”

•  Enhanceslisteningskills

•  Everybodyparticipates!

Newble&Cannon.AHandbook

forMedicalTeachers,2001.

One-to-onediscussion:Exercise

•  In1minute,pairandtell:

– Yourname

– Whereyouliveandwork

– Themostinterestingplaceyouevervisited

(andwhy)

•  Yourpartnerwillreportbackaboutyou.

TechniquesforSGT:Buzzgroups

•  Subgroupsof3-4

•  Discussionforafew

minutes

•  Eachgroupreport

back

Newble&Cannon.AHandbookfor

MedicalTeachers,2001.

WhenBuzzGroups?

•  Reviewingpreviouslearning

•  Reflectingback

•  Transitionfromoneissuetoanother

•  Linkingelements/concepts/ideas

•  Connectinglifeexperiencewiththeory.

5/4/17

4

Buzzgroups:Exercise

•  Discuss:Youhavedecidedtoincludea

buzzgroupafterabrieflecture.Howcould

youmakepeoplediscussinsmallgroups

whenchairsarefixed?

TechniquesforSGT:Brainstorming

•  Generateasmanyideasaspossible

•  Withoutcriticizingorquestioningtheir

validity

•  Thendiscuss

Newble&Cannon.AHandbookfor

MedicalTeachers,2001.

Exercise

•  Whatarethemostcommonchallenges

smallgroupteachinghas?Makealist.

TechniquesforSGT:Snowballing

1.  Discussinpairs

2.  Joinwithanotherpair,contrastand

compare

3.  Combinewithanothergroupof4

4.  Plenary

Exercise

•  Whatproblemscouldoccurduringasmall

groupsession?

TechniquesforSGT:Role-playing

•  Enactmentofascenario

•  Toexplorecommunicationissuesand

attitudes

•  Videotape

Newble&Cannon.AHandbookfor

MedicalTeachers,2001.

5/4/17

5

TheRoleoftheTeacher TheRoleoftheTeacher

•  Chairperson

•  Consultant

•  Observer

•  Devil’sadvocate

•  CounselorHarden&Laidlaw.EssentialSkills

foraMedicalTeacher,2012.

ChallengesofSGT•  Minilecturing

•  Moreattentiontostudents’behavior,

personalities,difficulties

•  Logistics

•  Higherteacher-studentratio

•  Feelingoflessefficient/effectiveuseoftime

Harden&Laidlaw.Essentialskills

foramedicalteacher,2012.

PROBLEMINDIVIDUALSINSGT

ProblemIndividualsinSGT:Thesocialloafer(free-rider)

ProblemIndividualsinSGT:Thesilentstudents

5/4/17

6

AddressingNon-talkers•  Givingeyecontact

•  Turningtowardsthatperson

•  Offeringanopenhand

•  Asking‘Doesanyoneonthissideoftheroom

haveanyexperience?’

•  Saying‘[name],youmusthavecomeacross

similarcasesattheER’BullockIetal.PocketGuideto

TeachingforClinicalInstructors,2015

ProblemIndividualsinSGT:Theknow-it-allstudents

AddressingMonopolizers

•  Notgivingeyecontact

•  Turningawayslightly

•  Raisingahand

•  Asking‘Whatdootherpeoplethink?’

•  Saying‘Hangonasecond,[name]’

BullockIetal.PocketGuideto

TeachingforClinicalInstructors,2015

ProblemIndividualsinSGT:Dumbinsolentstudents

ProblemIndividualsinSGT:Theaggressivestudents

ImplementingSGT:Before

ü Decideexpectedlearningoutcomes

ü Decideapproachandtypesofactivities

ü Determinenumberofstudents

ü Arrangevenue

ü Plannecessaryresources

ü Decideonpreparatorywork–briefstudents

5/4/17

7

ImplementingSGT:During

ü Groupmembersintroducethemselves

ü Reviewexpectedlearningoutcomesandactivities

ü  Establishgroundrules,positiveatmosphere

ü Focusgroupontask

ü Encourageparticipation

ü Tackleproblems

ü Summarize

ExamplesofgroundrulesforSG

•  Turnuppunctual

•  Finishontime

•  Donottalkovereachother

•  Donotinterrupt

•  Valueeachperson’s

contribution

•  Respecteachother’sview

point

•  Turnoffmobilephone

•  Turnupprepared

•  Joininthediscussion

•  Keeppersonalissues

outside

•  Maintainconfidentiality

withinthegroup

SwanwickT.Understanding

medicaleducation,2010

ImplementingSGT:After

ü Follow-upplans

ü Evaluate

– Experience

– Product

SmallGroupTeaching:Summary

TechniquesforSGT

Strategies

•  One-to-onediscussion

•  Buzzgroups

•  Brainstorming

•  Snowballing

•  Role-playing

Formats

•  Journalclub

•  Tutorial/seminar

•  Problem-based

learning

•  Clinicalteaching

Thankyou!

•  Pleasefillinourfeedbackform.

golnikkarl@gmail.com

mayorgaedu@gmail.com

gpalis@gmail.com