Publication:

Fostering medical education: an affable approach to small group discussion in conventional settings

Background Competency-based medical education (CBME) marks a paradigm shift in Indian medical education, emphasizing active and learner-centric strategies over traditional didactic methods. The National Medical Commission (NMC) has recommended expanding small group discussion (SGD) hours to strengthen this learner-driven model. However, microbiology education in India remains largely lecture-driven. This study aimed to evaluate the implementation and effectiveness of four distinct SGD techniques-flipped classroom, escape room, distribute-discuss-develop (3D), and mind-mapping-in promoting engagement and deep learning among undergraduate medical students.

Methods A cross-sectional study was conducted among phase II MBBS students (n=150) at a tertiary medical college. Participants were divided into ten groups. Four SGD modalities were implemented: a flipped classroom on immunoprophylaxis, a game-based escape room on atypical pneumonia, a 3D poster session on viral encephalitis, and mind mapping on transfusion transmitted infections. Faculty used validated checklists for performance scoring and Google forms for feedback.

Results Overall participation was 100%. Quantitative analysis revealed that the Escape room received the highest median enjoyment score (5/5, IQR=4-5) and was preferred by 72% of learners. Faculty observed improved articulation and peer teaching behaviors during 3D and mind mapping sessions. Faculty evaluation scores showed a median of 8 (IQR=7-9) across all techniques.

Conclusions Incorporating varied SGD modalities into the microbiology curriculum is feasible and effective. Techniques like flipped classrooms and escape rooms enhance academic engagement and promote core competencies such as communication and teamwork.