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Chapter 4.2 - How to Do Small Group Teaching

from Section 4 - Formal Teaching

Published online by Cambridge University Press:  12 October 2022

By
Professor Nisha Dogra  and
Dr Khalid Karim
Edited by
Patrick Hughes  and
Julie Langan Martin
Patrick Hughes
Affiliation:
NHS Forth Valley
Julie Langan Martin
Affiliation:
University of Glasgow
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Summary

In this chapter, the strengths and challenges of small group teaching are outlined.  Indications for small group teaching are presented and different types of small groups are discussed. The importance of setting out ground rules are highlighted and the role of the facilitator explored. Practical tips to improve the learning environment are given, potential pitfalls are identified, and tips to address them are detailed.

Type
Chapter
Information
Teaching Psychiatry to Undergraduates , pp. 85 - 91
Publisher: Cambridge University Press
Print publication year: 2022

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References

Entwistle, N. J., Thompson, S. and Tait, H. (1992). Guidelines for Promoting Effective Learning in Higher Education. Centre for Research and Learning and Information, University of Edinburgh.Google Scholar
Jaques, D. (2000). Learning in Groups: A Handbook for Improving Group Learning, 3rd ed. London: Kogan Page.Google Scholar
Jaques, D. (2003). ABC of learning and teaching in medicine: Teaching small groups. British Medical Journal, 326; 7387: 492–4.Google Scholar
London Deanery (2009). Small Group Teaching. Available at: https://london.hee.nhs.uk/fd-teachers-toolkit-index (accessed 6 April 2022).Google Scholar
Reece, I. and Walker, S. (2000). A Practical Guide to Teaching, Training and Learning. 4th ed. Tyne and Wear: Business Education Publishers Ltd.Google Scholar
Tiberius, R. (1999). Small Group Teaching: A Problem Shooting Guide. London: Kogan Page.Google Scholar

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