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Review
. 2020 Dec 3;20(Suppl 2):457.
doi: 10.1186/s12909-020-02282-3.

Facilitating small group learning in the health professions

Annette Burgess  1   2 , Christie van Diggele  3   4 , Chris Roberts  5   3 , Craig Mellis  6
Affiliations
Review

Facilitating small group learning in the health professions

Annette Burgess et al. BMC Med Educ. .

Abstract

There is now good evidence that small group teaching provides a fruitful academic environment, which optimises learning, particularly in the healthcare setting, and especially when compared to lectures. An individual student's understanding of knowledge is increased when they are able to actively compare and build on their own understanding in conjunction with their peers. Small group teaching provides opportunities for learners to work collaboratively, and promotes team-building skills - skills that are essential to work within healthcare settings. The aim of this paper is to provide health professional students and early career health professionals involved in peer and near peer teaching, with an overview of approaches and tips to improve learner engagement when facilitating small groups.

Keywords: Facilitation; Health professional students; Peer assisted learning; Small group learning; Team building skills.

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Conflict of interest statement

The authors have no competing interests to declare.

Figures

Fig. 1
Fig. 1
Three key roles of the facilitator in small groups
Fig. 2
Fig. 2
Didactic interactions between the facilitator (F) and individual learners. (Adapted from McKimm & Morris, 2009) [26]
Fig. 3
Fig. 3
Multiple, active interaction between the facilitator (F), individual learners and their peers. (Adapted from McKimm & Morris, 2009) [26]
Fig. 4
Fig. 4
The use of open questions promotes synthesis of information
Fig. 5
Fig. 5
The 3 Ps of questioning (adapted from Lake, Vickery, Ryan, 2005) [31]
See this image and copyright information in PMC

References

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