Teaching and leading small groups

Research output: Chapter in Book/Report/Conference proceedingChapter

9 Citations (Scopus)

Abstract

Group learning can be a most rewarding and effective experience at all stages in a medical career. Too many people still consider that unless material is passed on from professor to student or consultant to trainee in a formal lecture, it would not be learnt properly. This chapter aims to challenge that assumption and to provide some ideas and suggestions, backed up by theory and the available evidence, for getting the most out of the small group learning experience. Even within the confines of our working definition, a wide range of styles of small group work exists, and many of these are discussed. The tutor can adopt a range of roles depending on the nature of the small group session. Interprofessional learning is considered important at both the undergraduate and the postgraduate levels. Dealing with difficult group members is a key role of the tutor running small group teaching sessions.

Original languageEnglish
Title of host publicationUnderstanding Medical Education
Subtitle of host publicationEvidence, Theory and Practice: Second Edition
PublisherWiley Blackwell
Pages123-136
Number of pages14
ISBN (Electronic)9781118472361
ISBN (Print)9781118472408
DOIs
Publication statusPublished - 1 Nov 2013

Keywords

  • Interprofessional learning
  • Problem-based learning (PBL)
  • Teaching
  • Tutor

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    Mccrorie, P. (2013). Teaching and leading small groups. In Understanding Medical Education: Evidence, Theory and Practice: Second Edition (pp. 123-136). Wiley Blackwell. https://doi.org/10.1002/9781118472361.ch9