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.
|Title of host publication||Understanding Medical Education|
|Subtitle of host publication||Evidence, Theory and Practice: Second Edition|
|Number of pages||14|
|Publication status||Published - 1 Nov 2013|
- Interprofessional learning
- Problem-based learning (PBL)