Inductive teaching method-an alternate method for small group learning.
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| Title: | Inductive teaching method-an alternate method for small group learning. |
|---|---|
| Authors: | Jones, Vinci S.1 (AUTHOR) vincijones@yahoo.co.in, Holland, Andrew J.A.1 (AUTHOR), Oldmeadow, Wendy1 (AUTHOR) |
| Source: | Medical Teacher. Sep2008, Vol. 30 Issue 8, p246-e249. 4p. 1 Chart. |
| Subject Terms: | *Inductive teaching, *Tutors & tutoring, *Medical education, *Medical students, *Teaching methods, *Learning, Study & teaching of medicine |
| Abstract: | Background: Different forms of small group interactive teaching have found an increasing role in medical education in the recent past. Objectives: This study aimed to evaluate the efficacy of topic-based small group tutorials and compare between two such tutorials, the directed tutorial where the tutor takes the initiative and the inductive tutorial which places the initiative on the student. Methods: Final-year medical students were exposed to alternate sessions of directed and inductive teaching during their rotation in paediatric surgery. For inductive teaching, the topic was announced and the students took turns in asking questions and answering them, the tutor stepping in only when required. The tutor both initiated and guided the discussion in the directed method. Students assessed the tutorials and compared the two learning methods evaluating eight different parameters using a Likert scale. Statistical significance was tested using the Wilcoxon signed ranks test. Results: Feedback was available from 49 out of 52 students. The tutorials were ranked highly for all parameters studied. The inductive method was better for comfort, interest, memory, inspiration to read more, comprehension and for correlation with previous knowledge (P < 0.05). The directed method was superior for the content covered in a given time (P < 0.001). Conclusions: The topic-based tutorials were effective. The inductive method by adding a reflective component, appeared to facilitate deep learning. Further research will determine its suitability for formal introduction into the curriculum. [ABSTRACT FROM AUTHOR] |
| Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 34882935 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Inductive teaching method-an alternate method for small group learning. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Jones%2C+Vinci+S%2E%22">Jones, Vinci S.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> vincijones@yahoo.co.in</i><br /><searchLink fieldCode="AR" term="%22Holland%2C+Andrew+J%2EA%2E%22">Holland, Andrew J.A.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Oldmeadow%2C+Wendy%22">Oldmeadow, Wendy</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Sep2008, Vol. 30 Issue 8, p246-e249. 4p. 1 Chart. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Inductive+teaching%22">Inductive teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Tutors+%26+tutoring%22">Tutors & tutoring</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+education%22">Medical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+students%22">Medical students</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Study+%26+teaching+of+medicine%22">Study & teaching of medicine</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Background: Different forms of small group interactive teaching have found an increasing role in medical education in the recent past. Objectives: This study aimed to evaluate the efficacy of topic-based small group tutorials and compare between two such tutorials, the directed tutorial where the tutor takes the initiative and the inductive tutorial which places the initiative on the student. Methods: Final-year medical students were exposed to alternate sessions of directed and inductive teaching during their rotation in paediatric surgery. For inductive teaching, the topic was announced and the students took turns in asking questions and answering them, the tutor stepping in only when required. The tutor both initiated and guided the discussion in the directed method. Students assessed the tutorials and compared the two learning methods evaluating eight different parameters using a Likert scale. Statistical significance was tested using the Wilcoxon signed ranks test. Results: Feedback was available from 49 out of 52 students. The tutorials were ranked highly for all parameters studied. The inductive method was better for comfort, interest, memory, inspiration to read more, comprehension and for correlation with previous knowledge (P < 0.05). The directed method was superior for the content covered in a given time (P < 0.001). Conclusions: The topic-based tutorials were effective. The inductive method by adding a reflective component, appeared to facilitate deep learning. Further research will determine its suitability for formal introduction into the curriculum. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/01421590802259274 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 4 StartPage: 246 Subjects: – SubjectFull: Inductive teaching Type: general – SubjectFull: Tutors & tutoring Type: general – SubjectFull: Medical education Type: general – SubjectFull: Medical students Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Learning Type: general – SubjectFull: Study & teaching of medicine Type: general Titles: – TitleFull: Inductive teaching method-an alternate method for small group learning. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Jones, Vinci S. – PersonEntity: Name: NameFull: Holland, Andrew J.A. – PersonEntity: Name: NameFull: Oldmeadow, Wendy IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2008 Type: published Y: 2008 Identifiers: – Type: issn-print Value: 0142159X Numbering: – Type: volume Value: 30 – Type: issue Value: 8 Titles: – TitleFull: Medical Teacher Type: main |
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