Learning in small groups

Published on 01/06/2015 by admin

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Last modified 01/06/2015

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22 Learning in small groups

The advantages of small group teaching outweigh the problems that can arise. Conducted appropriately, small group sessions can be successful but be aware that the teacher’s role should be one of facilitator.

Definition

Small group teaching has been a feature of education programmes for many years, particularly in the clinical context. With the introduction of problem-based learning (PBL) and team-based learning (TBL), small group teaching attracted renewed interest. Learners work together in a group, interacting with each other to achieve common learning goals. A tutor may facilitate the work of the group or it may be self-directed.

Role of small group teaching

Small group teaching should be included in the teacher’s tool kit as students working in small groups can master learning outcomes not readily achievable using other learning methods.

Learning outcomes achieved through small group teaching include:

• The development of social and interpersonal skills and communication skills such as listening and debating. These skills have been recognised as important learning outcomes to be addressed in an educational programme.

• The ability of a student to work as a member of a team and to recognise the roles of other team members. Students are encouraged in small group work to behave in a professional manner and to respect the views of others in the group. Doctors need to work effectively as team members and the skills that enable them to do so should not be taken for granted.

• The ability for students to engage in problem solving, critical thinking, the analysis of a complex issue and refining their understanding.

• The fostering of skills required by students to cope with uncertainty. This reflects medical practice where issues are frequently complex and uncertainty not uncommon.

• Innovative thinking, creativity and the development of new ideas.

• Deep learning with a more complete understanding of the subject rather than superficial learning where there is an emphasis on memorisation.

• Students reflecting on their own abilities and attitudes and exploring further the concept of professionalism in medical practice. Members of the group may find preconceived beliefs challenged.

• Students’ ability to take responsibility for their own learning.

Advantages

In addition to achieving key outcomes as outlined above, small group work offers a number of possible advantages:

• Small group learning embraces the FAIR principles of effective learning as described in Chapter 2. In particular it encourages active rather than passive learning and provides learners with immediate feedback with regard to their understanding and attitude to a subject.

• Students find working in properly organised small groups engaging and motivating and are encouraged to continue further with the learning process. The approach does place demands on the students but they find the less formal atmosphere of group work more relaxed and conducive to learning. The experience may even be enjoyable.

• Small group work draws and builds on the expertise and talents of the members of the group. The less effective and efficient learners may learn from others in the group and improve their learning skills. Studies have shown that where a number of groups are addressing a problem, the results from the ‘poorest’ group are invariably better than the results from the best individual student working alone.

Problems with small group teaching

This approach to teaching can be problematic. Teachers may not use the method effectively and some group sessions are mismanaged:

• Teachers accustomed to lecturing may be less experienced in the role of facilitator in the small group setting. As a result, small group work deteriorates into mini lectures.

• Small group teaching is considerably more difficult to manage than a lecture as more attention needs to be paid to individual students’ behaviour, personalities and difficulties. Diversity in a group promotes varied and interesting opinions, but it also has the potential to create conflict and may interfere with the proper functioning of the group.

• Scheduling the necessary number of rooms for small group teaching may present a logistical problem. If a class of 180 students has small group activities scheduled at the same time with nine students in a group, 20 small group rooms need to be made available. This is not a problem in team-based learning as the small group activities take place in a lecture theatre or large demonstration room.

• Excessive demands may be placed on teachers’ time requiring a higher than normal teacher–student ratio. This can be less of a problem if there is a greater emphasis placed on student-directed groups, or if one teacher, as in the team-based learning approach, manages a number of small groups.

• Students too often are not briefed before a small group session as to the benefits to be gained and the expected learning outcomes. This can result in them being less favourably disposed to the teaching method. They may not value what they learn in the small group work and may consider it to be a less effective use of their time when compared to attending a lecture or reading a textbook.

Techniques used in small group work

A number of approaches can be used to organise a small group session. Some will be more applicable than others, depending on the situation, the learners, the local context and the expected learning outcomes:

• Brainstorming.

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