Organizing and conducting small group interactive learning sessions
By: Pathiyil, Ravi Shankar
.
Contributor(s): Rano, Mal Piryani.
Publisher: Karnataka Association of Pharmaceutical Teachers of India (APTI) 2022Edition: Vol.56(3), Jul-Sep.Description: 667-672p.Subject(s): PHARMACEUTICSOnline resources: Click here
In:
Indian journal of pharmaceutical education and researchSummary: Interactive teaching/learning is becoming more common in medical schools. Basic
science teaching is often considered dry, uninteresting, and considered by students
to be not ‘directly’ relevant to their future career as practicing doctors and healers.
Interactive, small group learning requires basic knowledge of facilitation skills and group
dynamics. Students work together in small groups to solve problems and study in a
spirit of cooperation and teamwork. Students assume more responsibility for their own
learning and teachers must relinquish some of the traditional authority and act more
as facilitators. Selection of the case scenarios or problems is important as it sets the
boundaries and defines the learning objectives. A detailed lesson plan and timeline for
activities is important. Creating a safe and supportive environment where students can
make mistakes and learn is important. Group dynamics is important and the flip chart can
be an effective learning aid. Small group sessions can be conducted in resource limited
settings in developing countries. Students must self-regulate themselves during entire
process of learning. Conflicts and disagreements need to be acknowledged and resolved.
Both formative and summative evaluation is recommended for small group learning and
is usually done both by the facilitator and by peers.
| Item type | Current location | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|
Articles Abstract Database
|
School of Pharmacy Archieval Section | Not for loan | 2022-1371 |
Interactive teaching/learning is becoming more common in medical schools. Basic
science teaching is often considered dry, uninteresting, and considered by students
to be not ‘directly’ relevant to their future career as practicing doctors and healers.
Interactive, small group learning requires basic knowledge of facilitation skills and group
dynamics. Students work together in small groups to solve problems and study in a
spirit of cooperation and teamwork. Students assume more responsibility for their own
learning and teachers must relinquish some of the traditional authority and act more
as facilitators. Selection of the case scenarios or problems is important as it sets the
boundaries and defines the learning objectives. A detailed lesson plan and timeline for
activities is important. Creating a safe and supportive environment where students can
make mistakes and learn is important. Group dynamics is important and the flip chart can
be an effective learning aid. Small group sessions can be conducted in resource limited
settings in developing countries. Students must self-regulate themselves during entire
process of learning. Conflicts and disagreements need to be acknowledged and resolved.
Both formative and summative evaluation is recommended for small group learning and
is usually done both by the facilitator and by peers.
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