Document Type : Commentary
Authors
1 Department of Basic Medical Sciences and Department of Family Medicine, College of Medicine, University of Bisha, Bisha, Kingdom of Saudi Arabia
2 Department of Family Medicine, College of Medicine, University of Bisha, Bisha, Kingdom of Saudi Arabia
Abstract
There has been a paradigm shift in the teaching strategies from didactic or teacher-centered to more vibrant student centered approaches. For the last five decades, small group teaching (SGT) has been a hallmark of this reorientation of educational strategies especially in medical schools, which use problem-based learning as a core educational tool. The key strength of SGT is the continuous and active participation by learners which fosters lifelong learning skills. SGT has had a profound influence on the motivation levels of students, self-confidence, self-directed learning and fabric of teamwork. The role of the tutor as a facilitator rather than knowledge provider is of paramount importance in this process. However, there are challenges that ensue as a result of heterogeneous teaching skills and attitudes of faculty members from diverse backgrounds. Some of the tutors from traditional backgrounds find it difficult to adjust to switching roles from a conventional teacher to a facilitator and inadvertently defeat the very philosophy of student-centered SGT. This article has been
composed with this background in mind and ten general basic and practical guidelines are offered which are expected to be useful for the successful transition from a traditional teacher to a SGT
facilitator.
Keywords
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