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Original Article

PAFMJ. 2015; 63(3): 386-390


LEARNING THROUGH SMALL GROUP DISCUSSION VERSUS DIDACTIC LECTURES

Mohammad Rashad Qamar, Amina Ahmad Khurram Niaz.

Abstract
Objective: To study and compare the impact of didactic lecturing with small group discussion among undergraduate medical students.
Study Design: Sequential mixed method.
Place and Duration of Study: Quaid-e-Azam Medical College, Bahawalpur, from January 2012 to October 2012.
Material and Methods: Results of 2 final year classes comprising 566 students (of sessions 2011 and 2012) were analyzed and 30 students from the existing final year were selected for focus group discussion by non-probability convenience sampling technique. In the first phase, quasi experimental design was employed. Small group discussion(SGD)learning format was used as an intervention on the interventional group(277 students)and results were compared with the scores of previous final year student(historical control group: 289 students) who learnt through didactic lecturing. In the second phase, focus group discussions of current final year was arranged to dig out their views about SGD intervention. The quantitative data was analyzed by using SPSS version 17. Content analysis method was applied for qualitative analysis of focus group discussions.
Results: The mean scores were 100660 in interventional group as compared to 1026 57 in non-interventional group (p

Key words: Academic performance, Didactic lecturing, Learning, Small group discussion.



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