Key Points
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Small-group student-centred learning creates a safe and active learning environment for all abilities of learners to participate freely in the educational process.
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Knowledge sharing and interaction is fundamental for enhanced learning in a small-group student-centred environment.
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The process of elaboration of previous experiences and knowledge has been shown to promote better learning for both the student 'tutor' and tutee.
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Despite various reported benefits students still expressed a preference of learning from content expert tutors. This may reflect a conflict in learning approaches that exists with a course embedded within traditional curriculum, or reflect an insecurity from learners trying to cope with a new 'teaching' approach.
Abstract
Aim To evaluate a simulation laboratory course that used student-centred small-group problem-orientated discussion activities as the main medium of instruction.
Methods A structured questionnaire using a six-point Likert scale with 30 statements relating to a fixed prosthodontics course was distributed to 4th-year and 5th-year students who had completed the course.
Results A 93% response rate was achieved for both years with a mean score for the 4th-year being 94.2 (±13.7) and the 5th-year 107.5 (±16.9). The differences between the scores of both years are highly significant (P=0.0006) indicating that the 5th-year were more favourable about the course and learning approach used. Consistency and reliability of the questionnaire was judged reliable according to Cronbach's alpha (4th-year = 0.7, 5th-year = 0.83). Many aspects of the small-group student-centred activities were highly valued by students however, students expressed a preference for learning and interacting with teachers than colleagues.
Conclusion Small-group student-centred learning activities were reported as creating an active, safe learning environment with beneficial opportunities for peer-peer interaction such as questioning, teaching and learning from students. However, students expressed a preference for teacher-centred information dissemination and activities. An understanding of the rationale of student dependence to teacher-centred learning may allow improved modifications in a student-centred learning environment.
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Botelho, M., O'Donnell, D. Assessment of the use of problem-orientated, small-group discussion for learning of a fixed prosthodontic, simulation laboratory course. Br Dent J 191, 630–636 (2001). https://doi.org/10.1038/sj.bdj.4801253
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DOI: https://doi.org/10.1038/sj.bdj.4801253
