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ORIGINAL ARTICLE
Year : 2020  |  Volume : 15  |  Issue : 3  |  Page : 387-390

Effectiveness of blend-in syndicate group method in practical classes among medical students in the subject of microbiology


1 Department of Microbiology, Jawaharlal Nehru Medical College, Datta Meghe Institute of Medical Sciences, Wardha, Maharashtra, India
2 Department of Biochemistry, Jawaharlal Nehru Medical College, Datta Meghe Institute of Medical Sciences, Wardha, Maharashtra, India
3 Department of Pediatrics, Jawaharlal Nehru Medical College, Datta Meghe Institute of Medical Sciences, Wardha, Maharashtra, India

Correspondence Address:
Dr. Archana Dhok
Department of Biochemistry, JNMC, Sawangi, Wardha - 442 001, Maharashtra
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/jdmimsu.jdmimsu_209_20

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Introduction: The core discussion skills of small group learning are questioning, listening, responding, and explaining. These skills provide the basis for the development of teamwork and collaborative learning. In the longer term, they can aid the development of communication competency with patients and colleagues. These benefits include the development of discussion skills and thinking, exploration of attitudes, and sharing and reflecting on experiences. With this view, this present study was carried out to enhance the importance of small group learning in the form of syndicate groups in practical classes. Materials and Methods: The study was prospective interventional study carried out in the department of microbiology. The study population included of 2nd year MBBS students attending microbiology practical class. A total of 54 students were included in the study. These students were divided into two groups, a study group and a control group by random sampling method. Pretest was given to all the students before the start of practical class. The control group was taught with the traditional method by one facilitator. The study group was engaged by other facilitator in syndicate small groups. Results: The posttest scores showed significant increase over the pretest in both exercises for both the groups. Posttest scores were compared using Student's t-test, between the study group and control group for both exercises, it showed significant difference implying syndicate group was effective for learning. The feedback from the students was also encouraging for the blend in syndicate group method. Conclusion: The primary purpose of the small group method is to develop discussion skills and thinking. Both tutors and students have roles and responsibilities in small group learning sessions. Blend-in syndicate group serves this purpose.


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