جستجوی مقالات مرتبط با کلیدواژه « Small group » در نشریات گروه « پزشکی »

Small groups which are formed for learning purposes on average have 10 participants. If the environment of conducting such sessions is suitable and all members of the group perform their legitimate roles the groups reach to their extraordinary educational outcomes. One of the most important ways which helps members of the group to perform their legitimate roles is asking essential and relevant questions. Therefore, the aim of the present article is to explain the diverse aspects of questioning in small teaching groups.  

Teaching in small groups is one of the most efficient methods of education that can paly a very efficient role in learning. The pre-requisite for a successful session is that all members of the group realize and perform their legitimate roles accordingly. Therefore, within the present article we are going firstly to discuss the different roles of the participants in a small teaching group. Then we are going to present diverse situations in which group members might act in a destructive and unnatural way and put the teaching efficiency in danger. Finally, we are going to provide the possible solutions for each destructive situation that leads to problem solving and brings people back to their constructive and natural roles.
 

Small groups which form for teaching and learning process would have substantial outcomes if manage properly. Evidence suggests that environment and seating arrangement of the learners would have considerable impacts on the success of a facilitator to properly use from the dynamics of the group. The aim of the present article is therefore to discuss the appropriate environment and seating arrangement of such small groups.

Students' empowerment for future challenges, needs with effective educational methods is one of the important tasks of health higher education for scientific authority. The aim of this study was to investigate the effectiveness of the teaching of concepts of foresight and scientific authority in small groups. This is a descriptive-analytic study. 26 students of  brilliant talent were selected and participated in three small groups workshop on Foresight and Scientific authority. The research tool was a researcher-made questionnaire containing the educational concepts of the workshop before and after the holding. Descriptive and analytic analysis was performed using SPSS21 and descriptive statistics and Kruskal-Wallis statistical test at a significant level of 0.05 The average age of the students was 22.92, about one-half of the students were in college and most (38.5%) at the undergraduate level. The comparison of the mean scores before and after the workshop showed that the work of the workshop in increasing the students' awareness of Future literacy and scientific authority have been meaningful. 95.4% of students were interested in the content and 90.9% stated that they were applicable to the subject and the appropriateness of the method and 72.7% agreed with the requirement for the workshop to be presented to other students The teaching of the concepts of Foresight and scientific authority in small groups is an effective step in empowering students in the field of Foresight and scientific authority in line with the goals of the program of development and innovation in medical education.

Basic immunology is one of the basic sciences in which deep understanding and link between the contents is essential. Teaching using small group is one of the student-centered approaches that have not been used to teach basic immunology. Concept map, as one of the educational methods that helps deep understanding of the content and link between concepts, was also considered. This study aimed to investigate the effect of teaching using the methods of "small group and concept maps" on the student's performance and satisfaction. The study was performed on the students who had taken the course of immunology during two consecutive semesters at the Paramedical Faculty of Alborz University of Medical Sciences. Basic immunology was taught to both groups through lecturing. In one class, group discussions were also performed on concept maps. Final exam was given, the student's satisfaction was evaluated using a questionnaire, and the results were analyzed. Final score of the two groups did not differ significantly. Noteworthy, GPA of the lecture group was significantly higher than that of the lecturing for the small group-taught group. Comparison of final scores between boys of the two groups suggests that small group plus lecturing is more efficient for boys than girls. Results of the questionnaire showed that lecturing for small groups increases motivation (84%), passion (92%), and intimacy between students and instructors (92%). Utilizing concept map for small groups did not improve academic performance but creates enthusiasm, motivation, and establishes better communication between students and the teachers..

Many patients undergoing hemodialysis are not fully aware of the restrictions on the use of fluids Therefore afoul Problems such as overweight and hypertension. Increased awareness can correct the behavior and knowledge for the proper operation. The study on the effect of instructing small groups of over weight and blood pressure changes between the two sessions of hemodialysis in hemodialysis patients. In this quasi-experimental study، data from 42 hemodialysis patients who were selected through census sampling was collected by check- list. Research environment was teaching hospital in Hamedan city. Before intervention the mean of intradialysis weight gain due one week was measured. Then Small Group education performed in 4 sessions. The variable measured again after one week and one month after intervention. In order to analyze data، SPSS Software and descriptive and inferential statistics tests were used. The mean weight gain between dialysis sessions before، one week and one month after the end of training sessions was respectively، 3. 64، 1. 34 and 1. 71 kg (P<0. 00). The mean systolic blood pressure before، one week and one month after training، was 139. 7، 129. 6 and 129. 5 respectively (P<0. 00) that In both، the differences were significant. Small group teaching methods can be used as an effective and cost-reduced weight and systolic blood pressure in dialysis patients is between two sessions thus this technique to increase the awareness and training to other chronic patients can be used.

In recent decades، there have been numerous attempts to define precisely what is meant by small group teaching. Many writers argue that small group teaching method is among the most difficult and highly skilled of teaching techniques، in which in addition to the primary objective of teaching students to think، the tutor must have a number of subsidiary objectives if the small group is to function. In other words، the interpersonal and interactive nature of small groups makes them a challenging and appropriate vehicle for engaging students in their own learning. However، not only do tutors have to learn how to teach using small group methods but students also have to learn how to work in small groups. On the other hand، nowadays it is not only that there are more students participating in higher education than before; it is also the case that students are coming from more diverse backgrounds، so inclusion and internationalization are matters to concern ourselves with، and there is a need for providing a more diversified curriculum، that they are responsible not only for what is taught but also، in part، for how students learn. These entire changes mean that the small group is now seen as a means of fostering student engagement، cooperative and collaborative learning. Planning for effective small group teaching is as important as planning any other teaching activity. This point sometimes goes unrecognized because learning in small groups can at first glance appear unstructured. Some lecturers are put off by the seemingly informal، loose or open-ended nature of small group learning، or they fear this informality will be a recipe for chaos، whereas behind the facade of the informal group lies a backdrop in which all the learners are playing within a known set of rules which are spoken or unspoken. In this paper، after the introduction of the context and features of small groups، the necessity of planning for this teaching method is mentioned. Moreover، stages of group development and management as well as the teaching - learning nature in small groups are described. Next، the teacher and learner skills needed for teaching and learning in small groups and other qualifications required to teach in a small group، such as instructional space group، and the use of small groups in clinical and medical education are offered.