ArticleAnnals of African medicine2026
Medical Students' Perceptions of Small Group Teaching versus Lecture-based Teaching in a Resource-limited Setting: A Pilot Study from India.
Article in Annals of African medicine, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundMedical education is evolving toward interactive teaching methods, and small group teaching (SGT) is increasingly being adopted. While lecture-based teaching using PowerPoint (LBTP) remains common, its effectiveness in fostering student engagement, retention, and critical thinking is being questioned.
objectiveTo compare students' perceptions of SGT versus LBTP among Indian medical undergraduates.
methodsA cross-sectional, within-subject, comparative pilot study was conducted among 100 undergraduate medical students at Sheikh Bhikhari Medical College, Hazaribagh, India. The same topic was taught using two approaches: SGT (15-17 students per group, divided into six groups) and LBTP (a whole-class PowerPoint lecture). Feedback was collected via a semistructured questionnaire using Google Forms. Responses were analyzed using descriptive statistics and Chi-square tests ( P < 0.05 was considered statistically significant).
resultsOf the 100 students, 98 completed the questionnaire. Most students (85%) rated SGT as more effective, particularly for understanding and engagement. Knowledge retention was higher with SGT (62.2%) compared to LBTP (11.2%). Strengths of SGT included better interaction, clarity, peer learning, and personalized feedback.
conclusionSGT was perceived as more effective than LBTP. These findings support the integration of interactive, learner-centered methods in resource-limited medical education contexts, such as those found in many parts of Sub-Saharan Africa and South Asia.
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