ArticleJournal of advances in medical education & professionalism2021
Students' engagement and perceptions of small group tutorial classes among undergraduate medical students.
Article in Journal of advances in medical education & professionalism, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
8 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Do educational interventions reduce the gender gap in communication skills?- a systematic review.BMC medical education · 2024Pooled it
- Effect of Jigsaw Cooperative Learning on Short-Term Academic Performance and Engagement Compared to Tutorials Among MBBS Students: A Quasiexperimental Study.The clinical teacher · 2026Article
- Comparative study of the effect of two small group discussion teaching methods (Tutorial vs Jigsaw) on academic motivation and achievement of undergraduate dental students - a preliminary study.BMC medical education · 2025Article
- Exploring the Impact of Small Group Teaching and Case-Based Learning on Optometry Students' Binocular Vision Clinical Knowledge.The British and Irish orthoptic journal · 2025Article
- Construction and application of "organ-system-centered" undergraduate nursing professional training model.BMC nursing · 2024Article
- Effectiveness of selected small group teaching methods for undergraduate medical students on basic concepts of epidemiology: A quasi-experimental study.Journal of education and health promotion · 2024Article
- Moving from tangibility toward digitalization: investigating team dynamics and facilitator support among medical students in conventional and digital small-group tutorials.BMC medical education · 2022Article
- Current Final Year Medical Students' Response to the Varying Attitudes towards Small Group Tutorial Classes Used in Medical Schools in India.Journal of advances in medical education & professionalism · 2022Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
10 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionSmall group teaching is an educational strategy that may be used to facilitate learning. Tutorials enable an adult approach toward learning where students take responsibility for their own learning. We aimed to investigate the students' engagement and perceptions of small group tutorial classes among undergraduate medical students.
methodsA cross‑sectional, descriptive survey was conducted at the Subbaiah Institute of Medical Sciences, where we collected the data from 300 undergraduate students using convenience sampling method. A self‑administered questionnaire consisting of 22 items which was piloted on 20 students, and six experienced medical educators were consulted for face validation. The internal consistency of the questionnaire measured by Cronbach's alpha reliability test was 0.80. It was used to measure the students' perception on the effectiveness of tutorials with regard to learning experience, teamwork, confidence, communication skills, and role of the teacher. Statistical analyses included mean and standard deviation for the description of each item, t-test to compare the mean scores for gender and class year, and one‑way analysis of variance between groups for age group comparisons using SPSS version 24 software.
resultsStudents' overall perceptions of small group teaching effectiveness showed that tutorials were beneficial to their learning process (mean: 3.61±0.50). The majority of the students have positive perceptions toward small group effectiveness, particularly in learning experience (mean: 3.72±0.68) and teamwork (mean: 3.36±0.59). A significant difference was found between year 1 and year 2 students with regards to learning experience (p<0.001), teamwork (p<0.05), communication skills (p<0.05), and the role of the tutor (p<0.001). Additionally, the mean scores, measuring overall effectiveness of tutorials, for the 2nd year students were significantly higher than that for the 1
conclusionsThe data of this study show that tutorial is an effective small group teaching method for medical students compared to large group teaching.
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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.