Small Group Teaching
Vinod Patel Bernadette O’Hare
Aim.
• To discuss small group teaching: Pros and
Cons
• Consider new approaches that develop
from the group
Objectives.
• To agree the particular strengths of Small
Group Teaching
• To identify difficulties with Small Group
Teaching
Format of the session.
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Brief Introduction
Strengths and Weaknesses analysis
Tools of teaching OTJ
Logbook Exercise
Concluding Discussion
Small Group teaching in GP
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Build on prior experience and knowledge
Clearly related to learning needs of the participants
Active learning
Focussed on problems
Immediately applicable
Action-Reflection cycles
Acquisition of technical skills
De Villiers et al 2003
Medical Students: Small Group
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Effective Small Group Tutors
Positive group atmosphere
Active participation and interaction
Keeping to goals
Clinical relevant
Promotion of clinical thinking and problem
solving
Steinert 2004
Experiences of Small Group
Teaching
• Positive
• Negative
Experiences of Small Group
Teaching: St George’s
Positive
• Enjoyable, interactive,
• Makes you think, involved
• Own pace
• Links with other parts of course
• Builds on prior learning
• Teamwork emphasis
• More heads
• Cannot opt out
• Deep discussion
• Group socialisation
Negative
• Terror of being asked question
• Mini-lecture
• Monologue
• Domination by a few
• Did not deal with my issues
• Poor preparation
• Tutor had to drag out answers
• Too long
• Tutor poorly prepared
Peter McCrorie 2006 ASME booklet
Increasing levels of performance
by taking a break
Rest
Level of performance
Learning gained
through
rest period
0
Learning lost
through
rest period
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5
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10
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15
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20
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25
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30
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35
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40
Period of teaching
Source: Bligh (1998)
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45
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50
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55
60
(minutes)
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Small Group Teaching
“Rest” “Rest” “Rest” “Rest” “Rest” “Rest”
Point 1
Point 2
Point 3
Point 4
Point 5
Point 6
What size and How Shall we
sit!
What size and How Shall we
sit!
Role of the Tutor:
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Instructor
Devil’s Advocate
Probe answers, even wrong answers
Chair the interactive discussion
Be the information source
Facilitator: guide, ensure objectives and
“curriculum” delivered, ensure progress
Richmond’s Strategic
Interventions
• Start, finish, outline task, summarise, set
further activities
• Maintain flow of content
• Manage group dynamics
• Facilitate goal achievement and check
understanding
• Manage the environment: time, equipment,
heating!)
Richmond DE 1984
Small Group Rules
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Punctuality
Finish on Time
Do not talk over each other, avoid interruption
Values each other contribution
Respect viewpoints
Turn up prepared
Join in
Keep personal issues outside
Maintain confidentiality if needed
Mobile phone ?!
Peter McCrorie 2006 ASME
booklet
Small Group Dynamics
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Forming
Norming
Storming
Performing
Adjourning-moving on
The Kolb Cycle
In Small Group Teaching
Concluding
Reflection
Planning and Preparing
Action
The Kolb Cycle
In Small Group Teaching
New Skills
Concluding
Planning and Preparing
Background work
New Learning
Reflection
Action
Actions in the group what
happened
Challenging Learners
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Dominant
Know it all
Centre of Attention
Aggressive/Argumentative
Offensive
Politically incorrect
Flirtatious
Joke a minute
Garrulous
Disengaged
• Bored
• Let’s other people do
work
• Lazy
• Shy
• Delicate, tearful
• Over dependant
• Late
• Frequently ill
• Mentally disturbed
Peter McCrorie 2006 ASME booklet
Small Group Learning
Summary
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Can be very productive
Special Skills: Facilitation
Active Learning and Reflection ideally
Range of activities: discussion, role play,
videos, quiz, etc etc
• Keep to the intended outcomes (if
essential)
Some Definitions:
• Professional Supervision: Regular
extended one to one meetings between
experienced clinicians, to discuss specific
cases
• Informal Supervision: opportunistic
exchanges, short, spontaneous
• Managerial Supervision: Direct
supervising manager and supervisee
John Launer ASME 2006)
Some Definitions:
• Remedial Supervision: Regulatory authority
has concerns about someone’s performance
• Mentoring: Guidance and support offered by a
more experienced colleague
• Coaching: Supervision aimed at unlocking
someone’s potential (maximise performance)
• Educational Supervision: organised clinical
supervision taking place in context of recognised
training
John Launer ASME 2006)
Mentoring
• Usually guidance and support by a more
senior colleague
• Also peer mentoring and co-mentoring
• Formal or informal
• Voluntary and confidential
Launer’s Seven C Approach
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Conversation:
Curiosity:
Contexts:
Complexity:
Creativity:
Caution:
Care:
Launer 2002)
Launer’s Seven C Approach
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Conversation: talking through versus direct advice
Curiosity: explore, detail, specificity
Contexts: in the shoes of the other person
Complexity: looking at the whole, avoid “quick fix”, do
not lose the individual
• Creativity: innovation, imagination, thinking laterally
• Caution: circumspection, do nor over stretch the
relationship, realistic expectations
• Care: Attentiveness and positive regard
Launer 2002)
What makes a good teaching
session?
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Small groups
Interesting signs / classical case
Focussed area for teaching
Observed examination with feedback
Combined with theory and case
discussion
Langrish J, Informal Oxford Student Survey 2003