Student perception of small group teaching in first year MBBS at King Saud University Medical College Saudi Arabia
Abstract
Objectives: To assess the students’ perception of the small group teaching sessions in first year MBBS at King Saud University Medical College in Saudi Arabia. The study also evaluated the role of the tutors during the small group sessions.
Methodology: A cross sectional descriptive survey was conducted at the end of the cardiovascular block during 2009-2010 academic year among the first year medical students at the King Saud Medical College (168 male and 104 female). A 19-item questionnaire (in English language) that included closed-ended questions that addressed the issues of concern in the integrated curriculum in regards to small group sessions was administered on line.
Results: The overall response rate was 93%. The students were satisfied regarding the structure of the sessions (89.7%). The students thought that their role was made clear (90.3%) and were satisfied about the location and the facilities (71.6%). The students thought that the sessions were provocating (75.7%), helped them to be active learners (88.5%) and led them to be deep learners (87.2%). The learning needs were made clear (62.5%). The tutors were enthusiastic (81.2%) but offered plenty of information (61.2%). The sessions were useful, taught life-long learning (78.7%), improved the students’ abilities to think and solve problems (83%), developed their skills to work as a team (43.6% strongly agreed) and improved their communication skills (89.1%).
Conclusion: The students are generally happy with the small group session’s structure and process. Tutors are enthusiastic and helpful. However, the tutors offered plenty of information and need re training.
Methodology: A cross sectional descriptive survey was conducted at the end of the cardiovascular block during 2009-2010 academic year among the first year medical students at the King Saud Medical College (168 male and 104 female). A 19-item questionnaire (in English language) that included closed-ended questions that addressed the issues of concern in the integrated curriculum in regards to small group sessions was administered on line.
Results: The overall response rate was 93%. The students were satisfied regarding the structure of the sessions (89.7%). The students thought that their role was made clear (90.3%) and were satisfied about the location and the facilities (71.6%). The students thought that the sessions were provocating (75.7%), helped them to be active learners (88.5%) and led them to be deep learners (87.2%). The learning needs were made clear (62.5%). The tutors were enthusiastic (81.2%) but offered plenty of information (61.2%). The sessions were useful, taught life-long learning (78.7%), improved the students’ abilities to think and solve problems (83%), developed their skills to work as a team (43.6% strongly agreed) and improved their communication skills (89.1%).
Conclusion: The students are generally happy with the small group session’s structure and process. Tutors are enthusiastic and helpful. However, the tutors offered plenty of information and need re training.
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