Medical Students' Perceptions of Small Group Teaching versus Lecture-based Teaching in a Resource-limited Setting: A Pilot Study from India.

IF 1 Q3 MEDICINE, GENERAL & INTERNAL

Annals of African Medicine Pub Date : 2026-11-01 Epub Date: 2026-01-21 DOI:10.4103/aam.aam_496_25

Sudha Rani, Govind Kumar Gupta, Santosh Kumar, Zikra Ain

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引用次数: 0

Abstract

Background: Medical education is evolving toward interactive teaching methods, and small group teaching (SGT) is increasingly being adopted. While lecture-based teaching using PowerPoint (LBTP) remains common, its effectiveness in fostering student engagement, retention, and critical thinking is being questioned.

Objective: To compare students' perceptions of SGT versus LBTP among Indian medical undergraduates.

Methods: A cross-sectional, within-subject, comparative pilot study was conducted among 100 undergraduate medical students at Sheikh Bhikhari Medical College, Hazaribagh, India. The same topic was taught using two approaches: SGT (15-17 students per group, divided into six groups) and LBTP (a whole-class PowerPoint lecture). Feedback was collected via a semistructured questionnaire using Google Forms. Responses were analyzed using descriptive statistics and Chi-square tests ( P < 0.05 was considered statistically significant).

Results: Of the 100 students, 98 completed the questionnaire. Most students (85%) rated SGT as more effective, particularly for understanding and engagement. Knowledge retention was higher with SGT (62.2%) compared to LBTP (11.2%). Strengths of SGT included better interaction, clarity, peer learning, and personalized feedback.

Conclusion: SGT was perceived as more effective than LBTP. These findings support the integration of interactive, learner-centered methods in resource-limited medical education contexts, such as those found in many parts of Sub-Saharan Africa and South Asia.

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资源有限条件下医学生对小组教学与讲座教学的看法：一项来自印度的试点研究。

背景：医学教育正朝着互动式教学的方向发展，越来越多地采用小组教学（small group teaching， SGT）。虽然基于讲座的教学使用PowerPoint （LBTP）仍然很普遍，但它在培养学生参与、记忆和批判性思维方面的有效性正在受到质疑。目的：比较印度医学本科生对性行为取向和性行为取向的认知。方法：对印度哈扎里巴格Sheikh Bhikhari医学院的100名本科医科学生进行了一项横断面、学科内的比较试点研究。同样的主题采用两种教学方法：SGT（每组15-17名学生，分为六组）和LBTP（全班ppt讲座）。通过使用谷歌表单的半结构化问卷收集反馈。采用描述性统计和卡方检验对反应进行分析（P < 0.05认为有统计学意义）。结果：100名学生中，98人完成问卷调查。大多数学生（85%）认为SGT更有效，特别是在理解和参与方面。与LBTP（11.2%）相比，SGT（62.2%）的知识保留率更高。SGT的优势包括更好的互动性、清晰度、同侪学习和个性化反馈。结论：SGT被认为比LBTP更有效。这些发现支持在资源有限的医学教育背景下整合互动式、以学习者为中心的方法，例如在撒哈拉以南非洲和南亚许多地区发现的方法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Annals of African Medicine MEDICINE, GENERAL & INTERNAL-

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0.90

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0.00%

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期刊介绍： The Annals of African Medicine is published by the Usmanu Danfodiyo University Teaching Hospital, Sokoto, Nigeria and the Annals of African Medicine Society. The Journal is intended to serve as a medium for the publication of research findings in the broad field of Medicine in Africa and other developing countries, and elsewhere which have relevance to Africa. It will serve as a source of information on the state of the art of Medicine in Africa, for continuing education for doctors in Africa and other developing countries, and also for the publication of meetings and conferences. The journal will publish articles I any field of Medicine and other fields which have relevance or implications for Medicine.