Introduction: Small group learning (SGL) promotes active involvement of learner in the entire learning cycle, well-defined task orientation with achievable specific aims and objectives in a given time and the reflection based on experience and deep learning. The main aim of this study is to determine the qualitative and quantitative effectiveness of SGL for 6th-semester MBBS students posted in the Department of Otorhinolaryngology for their clinical postings.
Materials and methods: Two sessions of SGL (SGL-1 and SGL-2) were designed and conducted for the students. A pre- and post-test of 15 MCQ questions were used for formative assessment, before and after each SGL session. A feedback questionnaire on five points Likert scale was designed and validated and administered to the students. The data obtained from pre- and post-tests (SGL1 and 2) was statistically analyzed. Both qualitative and quantitative analysis of feedback questionnaire was also done.
Results: There was a marked improvement in the scores in the post-session test both in SGL-1and SGL-2.In SGL-1 pretest 48.86%, students scored marks between the range of 6 to 10 while in the post-test about 89.9% students scored between the range of 11 to 15. In SGL-2, 74.19% students scored marks in the range of 6 to 10 in the pretest while in the posttest 82.25% students scored in the range of 11 to 15. In the feedback questionnaire too, students have supported that SGL had enhanced their learning, communication skills and they all were of the opinion that SGL should be recommended in other departments and should be incorporated in the curriculum.
Conclusion: Small group learning (SGL) is a profoundly effective method of teaching and learning. SGL sessions provide the productive academic environment, strategy for dynamic and collaborative learning during undergraduate training.
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