Journal of Medical Academics

Register      Login

VOLUME 2 , ISSUE 2 ( July-December, 2019 ) > List of Articles

Original Article

Participant Perception of a CME cum Hands-on Training Workshop on Small Group Teaching Methodologies at a North Indian Medical College

Charu Mohan, Bishamber D Toora, Surendra K Gulati, Bindu T Nair, Priyanka Banerjee, Archna Rautela

Keywords : Education Medical, Faculty, Learning

Citation Information : Mohan C, Toora BD, Gulati SK, Nair BT, Banerjee P, Rautela A. Participant Perception of a CME cum Hands-on Training Workshop on Small Group Teaching Methodologies at a North Indian Medical College. Journal of Medical Academics 2019; 2 (2):39-43.

DOI: 10.5005/jp-journals-10070-0038

License: CC BY-NC 4.0

Published Online: 03-09-2020

Copyright Statement:  Copyright © 2019; The Author(s).


Introduction: To overcome the demerits of the traditional lectures and to promote interactive teaching learning, the Medical Council of India has introduced small group teaching and learning as an essential component of the newly introduced competency-based medical education (CBME) curriculum. Workshops are an effective method of faculty training; they can be conducted in resource poor settings, can train multiple participants at once, can target multiple topics in a short span of time, and are cost- and time effective even for the participants. Aim: The aim of this study was to collect and analyze feedback from the participants of a Hands-On Training Workshop on Small Group Teaching Methodologies. Materials and methods: A 1-day continuing medical education (CME) cum hands-on-training workshop was conducted at our medical college. The CME was attended by 65 delegates and consisted of 5 hands-on training workshops on fishbowl, case-based learning (CBL), snowball, jigsaw, and role play, respectively. At the end of the CME, the link to the online feedback form was shared with the participants and they were asked to fill and submit the feedback forms at the earliest. Results: Forty-seven participants responded to the online feedback form. A majority of respondents were of the opinion that the workshop was well organized. Respondents also appreciated the seating arrangements, the color coding in jigsaw, and the case scenarios in CBL and role play. Conclusion: The authors feel that more such workshops should be organized across India to better prepare the faculty for implementation of small group teaching learning under the CBME curriculum.

  1. Steinert Y, Mann K, Centeno A, et al. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME guide no. 8. Med Teach 2006;28(6): 497–526. DOI: 10.1080/01421590600902976.
  2. De Grave W, Zanting A, Mansvelder-Longayroux D, et al. Workshops and seminars: enhancing effectiveness. In: Steinert Y, ed. Faculty Development in the Health Professions a Focus on Research and Practice. Innvoation and Change in Professional Education. 11. Dordrecht: Springer; 2014. pp. 181–195.
  3. Wilkerson L, Irby DM. Strategies for improving teaching practices: a comprehensive approach to faculty development. Acad Med 1998;73(4):387–396. DOI: 10.1097/00001888-199804000-00011.
  4. Bligh J. Faculty development. Med Edu 2005;39(2):120–121. DOI: 10.1111/j.1365-2929.2004.02098.x.
PDF Share
PDF Share

© Jaypee Brothers Medical Publishers (P) LTD.