1. Small Group Teaching Key Educational Skills Faculty Development Workshop
Katherine M. Hyland, PhD
Marieke Kruidering-Hall, PhD
Pinelopi Xenoudi, DDS, MS

2. Objectives
Discuss rationale, advantages and challenges of using small group discussions.
Identify characteristics of effective group discussions.
Describe the roles and responsibilities of a facilitator.
Identify facilitator and learner behaviors that promote effective learning in a small group.
Describe solutions to specific challenges encountered in small group instruction, including effective use of technology in the small group setting.
Hone individual facilitation skills.

3. Small Group Teaching: Agenda
Welcome, Introductions, Overview, Rationale
Small Group Learning: How and Why
In groups of ~4 Brainstorm Advantages, Challenges, Rationale
Observe & Discuss Facilitation Techniques & Group Dynamics
Generate list of Best Practices
Break out session: Small Groups in Action
Facilitated discussion
Observe group dynamics & facilitation techniques
Report Back and Summary
Wrap up, Evaluation

4. Introductions Name/Department Type of SG teaching you’re involved with
What you’d like to get out of this workshop

5. Small Groups
Why, When & How?

6. WHY: Rationale behind SG instruction
Connecting conceptions of learning
to instructional practices
Theories of Learning
Behavioral
Cognitive
Social
Additive to our
understanding of
process learning
Irby DM, Acad. Med. 70: , 1995

7. Conclusion
Research on learning provides us with three different lenses on how learners (students, residents) learn
Each lens provides additive recommendations to enhance learning
Allow learner to
Construct their own understanding based on their prior knowledge,
experiences, skills, attitudes, and beliefs
Follow a learning cycle of exploration, concept formation, and application
Discuss and interact with others
Reflect on progress and assess performance

8. Active Learning in Small Groups helps students progress through stages of learning
Behavior
Does
Shows How
Cognition
Knows How
Knows
Miller’s Pyramid
Liz Armstrong, Harvard Medical International, & Crossley J, Humphries G, Jolly B. “Assessing Health Professionals” Med Educ 2002; 36:

9. WHEN to use small groups
Choice of any Educational Method
Step 1: Determine goals and measurable
outcomes of curriculum
Step 2: Choose appropriate educational
strategies: Content & Methods
Step 3: Maintain congruence between
objectives and method
Kern et al., From curriculum development for medical education: a six step approach.

10. Psychomotor objective
Think about your course/ teaching
Cognitive objective
(Knowledge)
Affective
objective
(Attitude)
Psychomotor objective
(Skill)
Know
Pharmacology
Biochemistry
Apply
Pharm knowledge
Search & Select
information
(self directed learning )
Work
in a team
Explain Science
to patients & family
to team
Lecture: yes
Small grp: yes
Lecture: NO
Small grp: yes
Lecture: NO
Small grp: yes

11. Factors to consider when designing small groups in your curriculum
Small Groups: HOW
Factors to consider when designing small groups in your curriculum

12. Factors for Success Content: Preparation: Faculty development:
Right amount, right level, clear objectives
Preparation:
Learners need to have knowledge to apply (from lectures, readings)
Learners need to be informed and made excited about rationale of small groups
Faculty development:
“new skills” need to be learned

13. Factors for Success Timing: Quality control:
Placement in curriculum
Allocation of time in group
Quality control:
Content prep & observation across small groups
Culture/ Firm Attendance policy
Basis for discussion is learning in the group, absent students make peers miss out on valuable contribution(s).

14. Factors for Success Resources Rooms, Faculty and Administrative help
Assessment /credit
Be explicit: participation, preparation, helping others, content knowledge, etc.

15. Summary Why: When: How: Learning theories provide rationale for SG
Based on objectives & expectations
How:
Factors for success

16. 2. Small Group Facilitation: How and Why?
Groups of ~4 : Advantages and Challenges of SG teaching (15’) (use handout)
Reconvene
each group share 1 advantage & 1 challenge
BREAK (5 min)
Observe & Discuss video clips
Generate list of Best Practices

17. Advantages of SG Teaching/Learning

18. Advantages of SG Teaching/Learning

19. Challenges of SG Teaching/Learning

20. Challenges of SG Teaching/Learning

21. Best Practices of SG Teaching

22. Best Practices of SG Teaching

23. 3. Breakout Session PART 1: Small Groups in Action
Form into groups of ~6
Rooms:
Select Facilitator, Timekeeper, Scribe & Reporter
Select topic for SG work:
Discuss specific challenges members have encountered in SG and Generate list of solutions for each challenge
AND/OR
Discuss effective use of technology in SG setting – opportunities, potential challenges, solutions/best practices.
Engage in facilitated discussion of topic, focus on process along with content (40 min)

24. 3. Breakout Session PART 2: STEP BACK
Complete observation form for Facilitator (online!)
Discuss group dynamics & facilitation techniques, provide feedback to facilitator
Develop list of best practices for topics you discussed
Summarize highlights of discussion for 3 minute report back

25. 4. Report Back and Wrap Up
Each breakout group shares 3 min summary of observations, solutions, best practices
Share one thing you learned that you’ll incorporate into your SG teaching
Please complete Evaluation and Action Plan

26. Small Group Teaching Workshop
All workshop handouts, “Small Group Facilitation How & Why” complete version, and an online Small Group Observation/Skills Assessment Form are available at:
Thank You!!