Facilitating Small Group Instruction

This module is not available for AMA PRA Category 1 Credits™

Category: Clinical Teaching - General

Small groups can provide conditions and context for meaningful and lasting learning. Collaborative learning and team work are competencies needed by physicians. Small group teaching attends to the emotional and human dimensions of learning, encouraging learners' questions, wonderment, and exploration. This module will present a systematic way of thinking about and planning for small group leadership and highlight several key leadership tasks and strategies to increase the effectiveness of small groups.

Author

Cynthia Kreger, M.D.

Dr. Kreger is Professor of Clinical Internal Medicine and Director of Ambulatory Education in the Division of General Internal Medicine at The Ohio State University. She has devoted much of her academic career to the education of medical students, residents, and practicing physicians. Her specific interests include faculty development, the teaching of communication skills and physical examination skills, and physician well being.

Objectives

  1. Describe several strategies to encourage collaboration and create a trusting environment in the small group.
  2. Describe several strategies to facilitate active participation.
  3. Describe several strategies to help consolidate learning.
  4. Describe several strategies to respond to disruptive behavior in small groups.

Online Module

When completing the on-line module you will be presented with learning objectives, brief cases, questions for reflection (not scored), and interactive lessons with hyperlinks to engage you along the way. Once you complete the lessons, you will be presented with the Module Evaluation and then the Post Test (which requires a score of 70%), followed by the opportunity to print your Continuing Education Certificate. Modules remain available for your future reference once you have completed them.

Continuing Medical Education Disclosure

Description 

Small groups can provide conditions and context for meaningful and lasting learning.  Collaborative learning and team work are competencies needed by physicians.  Small group teaching attends to the emotional and human dimensions of learning, encouraging learners' questions, wonderment, and exploration.  This module will present a systematic way of thinking about and planning for small group leadership and highlight several key leadership tasks and strategies to increase the effectiveness of small groups. 

Planning Committee

The following planning committee members have no relevant financial relationships with commercial interests to disclose.

Their educational unit does not have a financial interest or affiliation with an organization that may receive direct benefit from the subject of the proposed CME activity, and they will not be personally compensated for their role in the planning or execution of this proposed CME activity by an organization other than The Ohio State University:

John Mahan, MD

Cynthia  Ledford, MD

Larry Hurtubise, MA

Linda Mauger

Author

Cynthia Kreger, M.D.

Speaker Disclosures

The following presenter for this educational activity discloses that she has no relevant relationships with commercial interests to disclose.

Her presentations will not include discussion of unapproved or “off-label” usage of commercial products and/or services.

Cynthia Kreger, M.D.

Accreditation Statement

The Ohio State University Center for Continuing Medical Education (CCME) is accredited by the Accreditation Council for Continuing Medical Education (ACCME®) to provide continuing medical education for physicians.

AMA Credit Designation Statement

The Ohio State University Center for Continuing Medical Education (CCME) designates this enduring material for a maximum of 0.5 AMA PRA Category 1 Credit(s)™. Physicians should only claim credit commensurate with the extent of their participation in the activity.

Credit is only awarded after successful completion of post-test.

Special Note: This enduring material was released on February 21, 2011 and was reviewed on Feb. 13, 2014.  No changes were needed.