The small group is one of the more common settings in which you may find yourself teaching. It can take many forms from the breakout group on a vocational training scheme day, to an undergraduate ethics discussion, or a newly diagnosed patient information event. The skill of facilitation has many transferable attributes, including those associated with chairing a meeting. A greater understanding of the role of the facilitator can also help you get the most out of education events that you attend as a user. This article aims to equip you with seven carefully considered tools to enhance your facilitation skills and also discusses ways in which you can actually demonstrate those abilities.
Get full access to this article
View all access options for this article.
References
1.
BalwinD.C.DaughertyS.R.Interprofessional conflict and medical errors: results of a national multi-specialty survey of hospital residents in the US. Journal of Interprofessional Care (2008) 22(6): p. 573–86
2.
BarrowsH. (ed) Problem based learning applied to medical education (1994) Southern Illinois University School of Medicine ISBN: 978 0931369278
3.
BeatyL.Developing your teaching through reflective practice (1997) SEDA publications ISBN: 978 0946815746
CantillonP.HutchinsonL.WoodD. (eds) ABC of learning and teaching in medicine (2003) BMJ Publishing Group ISBN 07279 16785
6.
ExleyK.DennickR.Small group teaching-tutorials, seminars and beyond (2004) Routledge Falmer ISBN 0 415 30717 1
7.
General Medical Council. Good medical practice (2006) General Medical Council ISBN 978–0-901458–24-7
8.
Icebreakers.ws. Icebreakers, fun games, group activities (2008) Accessed via www.icebreakers.ws [date last accessed 30.08.2010]
9.
KaufmanD.M.MannK.V.Teaching and learning in medical education: how theory can inform practice (2007) ASME ISBN 978 0 904473 44 5
10.
KemblerD.Reflective teaching and learning in the health professions (2001) Blackwell Science ISBN 978 0632057399
11.
KindredM.KindredM.Once upon a group (1998) 4M Publications ISBN 0 9530494 2 6
12.
KoganJ.R.SheaJ.A.Course evaluation in medical education. Teaching and teacher education (2007) 23: p. 251–4
13.
MaslowA.H.Toward a psychology of being (3rd edition) (1998) John Wiley and Sons ISBN 978 0471293095
14.
MatternW.Commentaries: should faculty tutors for PBL groups be content experts?Academic Medicine (1991) 67(7): p. 454
15.
McKimmJ.MorrisC.Clinical teaching made easy—small group teaching. British Journal of Hospital Medicine (2009) 70(11): p. 654–7
16.
PendeltonD.SchofieldT.TateP.HavelockP.The consultation: an approach to learning and teaching (1984) Oxford University Press ISBN: 0192613499
17.
PinskyL.E.MonsonD.IrbyD.How excellent teachers are made: reflecting on success to improve teaching. Advances in health sciences education (1998) 3: p. 207–15
PrasadV.Planning a teaching episode. Innovait (2009) 2(8): p. 494–9
20.
Program for Appropriate Technology in Health (PATH). Games for adolescent reproductive health: an international handbook (2002) Accessed via www.path.org/files/gamesbook.pdf [date last accessed 30.08.2010]
21.
PullonS.FryB.Interprofessional postgraduate education in primary healthcare: is it making a difference. Journal of Interprofessional Care (2005) 19(6): p. 569–78
ReeceI.WalkerS.Teaching, training and learning, a practical guide (Sixth Edition Revised) (2007) Business Education Publishers Limited ISBN 1 901888 56 8
24.
RogersA.Teaching adults (3rd edition) (2002) Open University Press ISBN 0 335 21099 6
25.
SiddiquiZ.S.Jonas-DwyerD.CarrS.E.Twelve tips for peer observation of teaching. Medical Teacher (2007) 29(4): p. 297–300
26.
The Problem Based Learning Initiative. The minimal essentials for problem-based learning in medical education. Accessed via www.pbli.org/pbl/medical_pbl.htm [date last accessed 18.08.2010]
