ArticleJournal of advances in medical education & professionalism2019
A practical approach for successful small group teaching in medical schools with student centered curricula.
Article in Journal of advances in medical education & professionalism, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- Medical Students' Perceptions of Small Group Teaching versus Lecture-based Teaching in a Resource-limited Setting: A Pilot Study from India.Annals of African medicine · 2026Article
- Medical Education in the Gulf Cooperation Council: A Saudi Arabia Anchored Analysis from Expansion to System Alignment.Journal of advances in medical education & professionalism · 2026Review
- Active Learning Strategies in Veterinary Medicine: A Literature Review.Veterinary medicine international · 2026Review
- Evaluation of a Hybrid Case-Based Learning and Small-Group Teaching Model Using Artificial Intelligence-Assisted Case Generation: An Innovative Dental Education Study.Advances in medical education and practice · 2026Article
- Twelve tips for online synchronous small group learning in medical education.MedEdPublish (2016) · 2021Article
- Students' engagement and perceptions of small group tutorial classes among undergraduate medical students.Journal of advances in medical education & professionalism · 2021Article
- Exploration of Literature-Based Discussion Teaching in Biology and Cell Biology Laboratory Courses.Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular BiologyArticle
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Authors and funding
3 authors.
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No grant is acknowledged in the PubMed record.
Abstract
There has been a paradigm shift in the teaching strategies from didactic or teacher-centered to more vibrant student centered approaches. For the last five decades, small group teaching (SGT) has been a hallmark of this reorientation of educational strategies especially in medical schools, which use problem-based learning as a core educational tool. The key strength of SGT is the continuous and active participation by learners which fosters lifelong learning skills. SGT has had a profound influence on the motivation levels of students, self-confidence, self-directed learning and fabric of teamwork. The role of the tutor as a facilitator rather than knowledge provider is of paramount importance in this process. However, there are challenges that ensue as a result of heterogeneous teaching skills and attitudes of faculty members from diverse backgrounds. Some of the tutors from traditional backgrounds find it difficult to adjust to switching roles from a conventional teacher to a facilitator and inadvertently defeat the very philosophy of student-centered SGT. This article has been composed with this background in mind and ten general basic and practical guidelines are offered which are expected to be useful for the successful transition from a traditional teacher to a SGT facilitator.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.