A model of small group discussion as a teaching - learning reinforcement tool involving the medical students in the Department of Anatomy: a prospective analytical study

The advancement of medical education technology has changed teaching methods from one-way, didactic lectures to two-way, self-directed, and self-motivated active teaching-learning methods. First-year MBBS students are exposed to small group teaching to learn different aspects of anatomy. An innovative module through small group discussions (SGDs) was implemented as an additional teaching-learning method to highlight the differences with small group teaching (SGT). In SGT, the teacher is the active person, while the students are the passive listeners, whereas in SGDs, students are active participants, and the faculty are facilitators. In the present study, we have evaluated the efficiency of SGDs as a teaching – learning reinforcement tool for medical students in the Department of Anatomy. Aim To determine the effect of the SGD module on the academic performance of medical students in the Department of Anatomy. Materials and methods 150 first-year MBBS students from the 2022 and 2023 academic years. Results In total, 96% of the study participants agreed that the SGD module is a better method for the active participation of students and also serves as a platform for a deeper understanding of the subject. The mean score of test 1 was 74.9, and that of test 2 was 89.4. The pass percentage of study participants increased by 44% with the introduction of the SGD module. The p -value from the paired t-test was 0.001, which shows a statistically significant improvement in scores from Test 1 to Test 2. Conclusion The SGD, as a student-centered teaching–learning module, alongside a traditional teaching method, was associated with improved student learning outcomes. Its implementation is feasible within the current medical curriculum with minimal additional resources, even though factors such as familiarity with the examination and assessment pattern and efforts in preparation for assessment between the two tests might have played a role in the improved performance recorded. While the observed improvement cannot be attributed solely to the SGD module, its implementation was associated with improved student performance, suggesting that SGDs have contributed to the outcome.