Document Type : Original Article
Authors
Abstract
BACKGROUND: The small group teaching (SGT) is gaining popularity in medical education since
it improves the student’s thinking capacity and aids knowledge retention. Several studies have been
conducted to analyze students’ attitudes regarding SGT. Faculty, on the other hand, have mixed
perception about SGT methodology. Therefore, the main objective of this study was to explore medical
faculties’ perceptions of SGT effectiveness in the medical curriculum.
MATERIALS AND METHODS: Across‑sectional, descriptive survey was conducted among 50 medical
college teachers. We have developed set of 12 questionnaires to assess the perception of teachers
on SGT methods. Content validation of the survey questionnaire was done by Lawshe method,
and Cronbach’s alpha was calculated for estimating the internal consistency. Teacher’s perception
responses were presented as proportion and percentage. We performed principal component analysis,
structural equation modelling, Chi‑squared test (χ2
/df), goodness‑of‑fit index (GFI), adjusted GFI,
comparative fit index, and root mean square error of approximation.
RESULTS: The validation resulted in the 12 items model indicated superior goodness of fit for
sample data. All the extracted factors had good internal consistency of >0.9. Majority of the
teachers strongly agreed that the SGT method enhances the student intrinsic motivation (n = 42,
84%), self‑confidence (n = 40, 80%) self‑directed learning (n = 35, 70%), and student teacher
interaction (n = 38, 76%).
CONCLUSION: Teaching faculties’ perception reflected that SGT is an effective method to impart
knowledge to the students and also helps in improving their understanding of their subject. It helps
in developing intrinsic motivation to do self‑learning in the students. It also helps in developing good
peer interaction and improves the communication skills.
Keywords
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