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

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.

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

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

Small Groups Why, When & How?

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: 898-931, 1995

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

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; 36:800-804.

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.

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

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

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

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).

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

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

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

Advantages of SG Teaching/Learning

Advantages of SG Teaching/Learning

Challenges of SG Teaching/Learning

Challenges of SG Teaching/Learning

Best Practices of SG Teaching

Best Practices of SG Teaching

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)

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

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

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: http://tinyurl.com/SGTeaching Thank You!!