1. Create Great Group Discussions
Create Great Group Discussions! A Step by Step Guide & Practice for Group Discussion Facilitators
Janice L. Benson, MD
U of Chicago/NorthShore University Health System
Alicia Vazquez, MD
Cook County-Loyola-Provident Family Residency Program
Eve Pinsker, PHD
UIC School of Public Health
The Cook County Family Medicine Faculty Development Program

2. Disclosures Presenters have no disclosures
Thanks to HRSA title 7 D55HP20647
funding support for

3. Objectives/Agenda
Review one program’s recent 5-year experience in teaching group discussion skills
Review good principles for Group Discussion
Apply step-by-step guide
Participate and assess an impromptu group discussion
Debrief large group, share/compare experiences, roles.

4. Introduction Who we are
Public hospital-based FM faculty development program
1984-present—over 30 years of training grads
Comprehensive 5-year grant to improve teaching skills and curriculum design skills in yearlong program
Micro skill method-program’s success and reputation
Trainees/fellows ALWAYS have 2 session skill lessons
Group discussion skills one of the 3 key teaching skills
Grads to date, 5 years
Evaluations show trainees and fellows improved in their group discussion skills

5. Introduction What we do: Yearlong traineeship & fellowship
5 daylong teaching skills workshops
Participants-senior residents & fellows
Teaching skills=Lecture, group discussion, 1:1 clinical precepting skills
Design one interactive session- lecture and group discussion elements
all complete one small group discussion

6. Introduction What we found
Participants insecure in group discussion skills at the beginning of the year
BUT….Grads improve in self-rated efficacy in designing and leading small group discussions

7. 5 yr. Pre- participation Average 5 yr. Post Participation Average
Participants self-rate: Rate your ability to analyze, use feedback & evaluation data to review and improve interactive small-group learning sessions
5 yr. Pre- participation Average
5 yr. Post Participation Average
Rate of change
Total respondents
(Total completers)
Scale 1-5
Fellows
21 (23)
3.14
4.26
1.12
Trainees
25 (40)
3.05
4.17
Totals
46 (63)
3.10
4.21

8. What Does The Literature Show?
Group leaders enjoy their teaching more if they take facilitator training
When group case is structured, and well formulated, content expertise of facilitator is less important, and vice versa (PBL)
Different types of small groups
Flip and have pre-test(readiness assessment test) to qualify to enter
(Parmalee et al, Team based learning)
Haphazard structure inhibits learning, motivation (PBL)

9. Small Groups Work Well For:
Small Group Reflection exercise
“Best Teacher”, ‘best lecturer” attributes
Role plays
Used to practice skills, e.g. precepting
Small group ‘Fish bowl” exercise
Used to reinforce knowledge, e.g. PCV vaccines
“Design Studio”- Work in session
Create interactive sessions and curriculum product
Other didactic forms
Board review and journal club sessions

10. Why Small Groups Active learning Information retained longer
Able to clarify information
May involve participants
Evaluation of participant
Take content to higher level

11. Engaging Small Groups Have objectives for the session
Student centered/teacher as facilitator
Guide questions for participants and facilitators
Need consent if video-taping discussion

12. Group Dynamics Identify quiet and dominant participants
Redirect, reframe and require discussion
Have concrete and personal examples
Questioning skills
Open & closed-ended questions
Advanced Preparation
Reading article, 10-min presentations

13. Small Group Components Discussion-Based
Construct clear objectives
Why are you doing the session?
What do you plan to accomplish?
Structure
Timed-agenda
Semi-structured groups
Construct 2-4 guide questions
Pre-determine group composition
Learning materials and room set-up
Large group debriefing
Evaluation plan

14. Small Group Session Product-Oriented
Construct clear objectives
Why are you doing session?
What do you plan to accomplish
Structure
Skill-based learning applied to own product
Product accomplished in session
Coaching and modeling
Guided practice with faculty and peer feedback

15. Construct S.M.A.R.T. Objectives
Specific
Measurable
Attainable/achievable
Realistic
Timely
Behavioral Objectives
Behavior of learner-use action verbs
Condition-what is the context
Evaluation-how will you know objective has been achieved

16. Blooms Taxonomy guide your objectives!
Source graphic at

17. Design your own small group (instructions)
Topic (case, reflection, journal article)
SMART objectives
Timed agenda
Guide questions
Instructions to facilitator
Room prep & AV prep notes
Large group wrap-up
Evaluation

18. Small Group Activity FISHBOWL-about 10 minutes Inner group
Need 4-5 volunteers for inner group, facilitated by one presenter
Outside group
Active observation of inner group
Take notes, using quotes
Watch facilitator, group dynamics
Study communication- verbal/nonverbal
Optional, take notes on content that you hear

19. Guide Questions Share GREAT group experiences you have had.
-as a participant
-as a facilitator
What “BAD” group experiences have you had?
-as a participant?
-as a facilitator?
Do you have any resources, advise or tips to others to create group discussions?
If time permits:
(Share your newly created draft plan)

20. Summary Reviewed Group Discussion principles
Practiced with step-by-step planning guide
Participated, assessed impromptu group discussion
Debriefed in large group, shared/compared experiences, roles.
Reviewed resources to use back home.

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