Sasikumar S, Devaki P R, RenukaDevi M R
Department of Physiology, Sree Balaji Medical College and Hospital, Bharath Institute of Higher Education and Research (BIHER) Chennai, Tamilnadu, India.
J Educ Health Promot. 2022 Jul 29;11:215. doi: 10.4103/jehp.jehp_8_22. eCollection 2022.
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.
A cross-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 (χ/df), goodness-of-fit index (GFI), adjusted GFI, comparative fit index, and root mean square error of approximation.
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 ( = 42, 84%), self-confidence ( = 40, 80%) self-directed learning ( = 35, 70%), and student teacher interaction ( = 38, 76%).
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.
小组教学（SGT）在医学教育中越来越受欢迎，因为它能提高学生的思维能力并有助于知识的保留。已经进行了几项研究来分析学生对小组教学的态度。另一方面，教师对小组教学方法的看法不一。因此，本研究的主要目的是探讨医学教师对小组教学在医学课程中有效性的看法。
对50名医学院教师进行了横断面描述性调查。我们编制了一套12份问卷，以评估教师对小组教学方法的看法。调查问卷的内容效度通过劳希方法进行验证，并计算了克朗巴哈系数以估计内部一致性。教师的感知反应以比例和百分比表示。我们进行了主成分分析、结构方程建模、卡方检验（χ/df）、拟合优度指数（GFI）、调整后的GFI、比较拟合指数和近似均方根误差。
验证结果表明，12项模型对样本数据具有卓越的拟合优度。所有提取的因子都具有大于0.9的良好内部一致性。大多数教师强烈同意小组教学方法能增强学生的内在动机（n = 42，84%）、自信心（n = 40，80%）、自主学习能力（n = 35，70%）和师生互动（n = 38，76%）。
教师的看法表明，小组教学是向学生传授知识的有效方法，也有助于提高他们对学科的理解。它有助于培养学生自主学习的内在动力。它还有助于发展良好的同伴互动并提高沟通技巧。
