1. The perceived effects of faculty presence vs. absence on small-group learning and group dynamics: a quasi-experimental study
- Author
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Miriam Hoffman, Joanne E Wilkinson, Jin Xu, and John M. Wiecha
- Subjects
Cooperative learning ,Male ,Medical education ,Faculty, Medical ,education ,Group dynamics ,Education ,Group learning ,Quasi experimental study ,ComputingMilieux_COMPUTERSANDEDUCATION ,Humans ,Small-group learning ,Medicine(all) ,Faculty presence ,Group (mathematics) ,Teaching ,Clinical Clerkship ,General Medicine ,Problem-Based Learning ,Group dynamic ,Preference ,Group Processes ,Active learning ,Small group learning ,Female ,Curriculum ,Psychology ,Family Practice ,Boston ,Research Article - Abstract
Background Medical education increasingly relies on small-group learning. Small group learning provides more active learning, better retention, higher satisfaction, and facilitates development of problem-solving and team-working abilities. However, less is known about student experience and preference for different small groups teaching models. We evaluated group educational dynamics and group learning process in medical school clerkship small group case-based settings, with a faculty member present versus absent. Methods Students completed surveys after cases when the faculty was present (“in”) or absent (“out”) for the bulk of the discussion. 228 paired surveys (114 pairs) were available for paired analysis, assessing group dynamics, group learning process, student preference, and participation through self-report and self-rating of group behaviors tied to learning and discussion quality. Results Ratings of group dynamics and group learning process were significantly higher with the faculty absent vs. present (p range
- Published
- 2014