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Principles & Strategies of Medical Technology > Strategies in Teaching Small Groups > Flashcards

Strategies in Teaching Small Groups Flashcards

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USMLE® Step 1 flashcards
1
Q

Fill in the blanks:

________ focused on the problems posed by large group teaching and learning:

  • Discomforting and overwhelming
  • Anonymity and passivity
  • Lack of clear direction

A. Ward and Jenkins (1992)
B. Martin (1996)
C. Nasmith and Daigle (1996)
D. Garland (1994) and Crosby (1996)

A

A. Ward and Jenkins (1992)

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2
Q

Small groups based on Martin (1996)

  • It is easier to form relationships among members and interact with
    each other in discussion

A. Active learning is encouraged
B. Students can direct their learning process
C. Small groups may offer a less threatening environment
D. None of the above

A

C. Small groups may offer a less threatening environment

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3
Q

Small groups based on Martin (1996)

  • Allow students to bring their own experiences and take more responsibility for learning.

A. Active learning is encouraged
B. Students can direct their learning process
C. Small groups may offer a less threatening environment
D. None of the above

A

B. Students can direct their learning process

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4
Q

Small groups based on Martin (1996)

  • Safer environment to ask “dumb” questions and share insight and concerns

A. Active learning is encouraged
B. Students can direct their learning process
C. Small groups may offer a less threatening environment
D. None of the above

A

A. Active learning is encouraged

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5
Q
  • Instructional method where students at different performance levels work together in small groups to achieve a common goal.
  • Allows students in the health profession to discuss diagnostic dilemmas, management plans, and other factors pertinent to patient care more readily am meaningfully
A

Small group

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6
Q

BENEFITS OF SMALL GROUP

A. SMALL GROUP AS FUNCTIONAL LEARNING GROUP
B. RELEVANCE OF LEARNING IN SMALL GROUP
C. GROUP DEVELOPMENT AND PROCESS

A

B. RELEVANCE OF LEARNING IN SMALL GROUP

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7
Q

It increases students’ achievement and provides immediate feedback on students’ learning.

A. (Nasmith & Daigle 1996)
B. (Martin 1996)
C. (Garland 1994 & Crosby 1996)
D. (Abercrombie 1979)

A

A. (Nasmith & Daigle 1996)

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8
Q

It fosters team building, collaborative work, task prioritization, and time management

A. (Nasmith & Daigle 1996)
B. (Martin 1996)
C. (Garland 1994 & Crosby 1996)
D. (Abercrombie 1979)

A

D. (Abercrombie 1979)

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9
Q

It promotes reflective learning, confidence in one’s ideas, effective communication, and conflict-resolution skills.

A. (Nasmith & Daigle 1996)
B. (Martin 1996)
C. (Garland 1994 & Crosby 1996)
D. (Abercrombie 1979)

A

B. (Martin 1996)

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10
Q

It encourages critical thinking, self education, and learning through curiosity and discovery

A. (Nasmith & Daigle 1996)
B. (Martin 1996)
C. (Garland 1994 & Crosby 1996)
D. (Abercrombie 1979)

A

C. (Garland 1994 & Crosby 1996)

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11
Q

Positively reinforced a student’s capacity to tackle the subject matter and give an evaluation based on their understanding, provided motivation, and made them appreciate feedback

A. (Crosby 1996)
B. (Martin 1996)
C. (Cadona 2001)
D. (Pilones 2003)

A

D. (Pilones 2003)

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12
Q

Way of learning that is learner-centered and self-directed

A. (Crosby 1996)
B. (Martin 1996)
C. (Cadona 2001)
D. (Pilones 2003)

A

A. (Crosby 1996)

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13
Q

Students study and research more, enabling them to participate in discussions and work in teams.

A. (Crosby 1996)
B. (Martin 1996)
C. (Cadona 2001)
D. (Pilones 2003)

A

C. (Cadona 2001)

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14
Q

It is defined as a “collection of persons in face-to-face interactions, each person aware of his own and others’ membership, and each getting some satisfaction from participating in the activities taking place.”

A

Small group

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15
Q

Are behaviors expected of persons who occupy given positions in the group?

A

Roles

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16
Q

Effectively communicated the material to be covered, provided content, and identified areas of interests

A. Teacher
B. Mediator
C. Synthesizer
D. Facilitator

A

A. Teacher

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16
Q

Abstract and condense relevant information

A. Teacher
B. Mediator
C. Synthesizer
D. Facilitator

A

C. Synthesizer

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17
Q

Encourages and guides groups through the stages of development

A. Teacher
B. Mediator
C. Synthesizer
D. Facilitator

A

B. Mediator

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18
Q

Sets the climate, organizes resources, and helps elicit and clarify the purposes of individuals

A. Teacher
B. Mediator
C. Synthesizer
D. Facilitator

A

D. Facilitator

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19
Q

Develops plans on how to proceed and focuses attention on the task to be done.

A. Information and opinion giver
B. Information and opinion seeker
C. Starter/initiator contributor
D. Direction giver or oriented
E. Summarizer

A

D. Direction giver or oriented

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20
Q

Proposes goals and tasks to initiate action within our group.

A. Information and opinion giver
B. Information and opinion seeker
C. Starter/initiator contributor
D. Direction giver or oriented
E. Summarizer

A

C. Starter/initiator contributor

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21
Q

Pulls related ideas or suggestions together and restates and summarizes major points discussed.

A. Information and opinion giver
B. Information and opinion seeker
C. Starter/initiator contributor
D. Direction giver or oriented
E. Summarizer

A

E. Summarizer

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22
Q

Offers facts, opinions, ideas, suggestions, and relevant information to help group discussion.

A. Information and opinion giver
B. Information and opinion seeker
C. Starter/initiator contributor
D. Direction giver or oriented
E. Summarizer

A

A. Information and opinion giver

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23
Q

Ask facts, information, opinions, and feelings from another member to help in the discussion.

A. Information and opinion giver
B. Information and opinion seeker
C. Starter/initiator contributor
D. Direction giver or oriented
E. Summarizer

A

B. Information and opinion seeker

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24
Q

Provides a secretarial function

A. Elaborator
B. Coordinator
C. Diagnoser
D. Energizer
E. Reality Tester
F. Evaluator / Critic
G. Procedural Technician
H. Recorder

A

H. Recorder

25
Q

Compares group decisions and accomplishments with group standards and goals.

A. Elaborator
B. Coordinator
C. Diagnoser
D. Energizer
E. Reality Tester
F. Evaluator / Critic
G. Procedural Technician
H. Recorder

A

F. Evaluator / Critic

26
Q

Cares for operation details such as material, machinery, etc.

A. Elaborator
B. Coordinator
C. Diagnoser
D. Energizer
E. Reality Tester
F. Evaluator / Critic
G. Procedural Technician
H. Recorder

A

G. Procedural Technician

27
Q

Figure out the sources of difficulties the group has in working effectively and the blocks to progress in accomplishing the group’s goal.

A. Elaborator
B. Coordinator
C. Diagnoser
D. Energizer
E. Reality Tester
F. Evaluator / Critic
G. Procedural Technician
H. Recorder

A

C. Diagnoser

28
Q

Stimulates a higher quality of work from the group.

A. Elaborator
B. Coordinator
C. Diagnoser
D. Energizer
E. Reality Tester
F. Evaluator / Critic
G. Procedural Technician
H. Recorder

A

D. Energizer

29
Q

Gives additional information, examples, rephrases, and implications about points made by others.

A. Elaborator
B. Coordinator
C. Diagnoser
D. Energizer
E. Reality Tester
F. Evaluator / Critic
G. Procedural Technician
H. Recorder

A

A. Elaborator

30
Q

Shows relationship among various ideas by pulling them together and harmonizes activities of various subgroups and members.

A. Elaborator
B. Coordinator
C. Diagnoser
D. Energizer
E. Reality Tester
F. Evaluator / Critic
G. Procedural Technician
H. Recorder

A

B. Coordinator

31
Q

Small groups learning skills

Skills for learning in small groups to be achieved are:

A. Teamwork
B. Higher-order thinking skills
C. Communication skills
D. Collaborative learning
E. All of the above
F. None of the above

A

E. All of the above

32
Q
  • Necessary for members to work in a group and provide each other with mutual support.
  • Observing each member’s effect on other members would eventually influence future behavior and strategies that will be adopted by the team.

A. Teamwork
B. Higher-order thinking skills
C. Communication skills
D. Collaborative learning
E. All of the above
F. None of the above

A

A. Teamwork

33
Q
  • Delivery skills are readily applied in small group learning, especially since the members are physically positioned ( can see eye-to-eye) to promote better expression.

A. Teamwork
B. Higher-order thinking skills
C. Communication skills
D. Collaborative learning
E. All of the above
F. None of the above

A

C. Communication skills

34
Q
  • Allows for cooperation among and between learners and staff or faculty
  • It also fosters respect, humility, and openness among members of the group

A. Teamwork
B. Higher-order thinking skills
C. Communication skills
D. Collaborative learning
E. All of the above
F. None of the above

A

D. Collaborative learning

35
Q
  • Different skills are encouraged to produce a deeper understanding of a topic at hand.
  • These skills may be hard to achieve in a didactic lecture setting and would be better facilitated in a small group.

A. Teamwork
B. Higher-order thinking skills
C. Communication skills
D. Collaborative learning
E. All of the above
F. None of the above

A

B. Higher-order thinking skills

36
Q

Which of the following is NOT objective of Small Group Learning Strategies and their Application?

A. To generate ideas and opinions (through buzz groups, brainstorming, and crossover groups)
B. To clarify or build consensus (through tutorials, group discussion, snowballing, the nominal group technique, and fishbowl and roundtable discussion)
C. To practice and/or play certain roles (through role play, games, and simulation)
D. To foster respect, humility, and openness among members of the group

A

D. To foster respect, humility, and openness among members of the group

37
Q
  • Usually utilized with larger groups (10-12 members)
  • Useful means of getting students to process and
    use new information to solve problems
  • Encourages some form of participation as well as
    feedback

ADVANTAGE:
*Effective for quieter students

DISADVANTAGE:
*Some groups may talk about another topic

A. Buzz group
B. Brainstorming
C. Crossingover
D. Tutorial
E. Free group discussion
F. Snowballing
G. Nominal group technique
H. Fishbowl
I. Round table discussion
J. Circular questioning
K. Role-playing

A

A. Buzz group

38
Q
  • Most popular but not necessarily most favored strategy
  • Some may enjoy, some may not
  • Feedback, debriefing, and de-rolling are done after for discussion

A. Buzz group
B. Brainstorming
C. Crossingover
D. Tutorial
E. Free group discussion
F. Snowballing
G. Nominal group technique
H. Fishbowl
I. Round table discussion
J. Circular questioning
K. Role-playing

A

K. Role-playing

39
Q
  • While members are seated in a circular arrangement, one member asks a question to the member opposite him; continued clockwise
  • Review of questions and answers is made after the set time limit

A. Buzz group
B. Brainstorming
C. Crossingover
D. Tutorial
E. Free group discussion
F. Snowballing
G. Nominal group technique
H. Fishbowl
I. Round table discussion
J. Circular questioning
K. Role-playing

A

J. Circular questioning

40
Q
  • Used to acquire and assess group members’ knowledge as well as group dynamics
  • Done by arranging an inner group (discussion) and outer group (observe and listen); roles are later reversed
  • Ensures participation of all members
  • It entails preparation especially in the making of the behavior, checklist, giving feedback and developing patterns or themes

A. Buzz group
B. Brainstorming
C. Crossingover
D. Tutorial
E. Free group discussion
F. Snowballing
G. Nominal group technique
H. Fishbowl
I. Round table discussion
J. Circular questioning
K. Role-playing

A

H. Fishbowl

41
Q
  • Discussion among members held without audience
  • Consist of a chairperson and participant
  • Less formal than the NGT
  • Good strategy to elicit all members’ participation

A. Buzz group
B. Brainstorming
C. Crossingover
D. Tutorial
E. Free group discussion
F. Snowballing
G. Nominal group technique
H. Fishbowl
I. Round table discussion
J. Circular questioning
K. Role-playing

A

I. Round table discussion

42
Q
  • Developed by Delbecq et al. 1975
  • A consensus planning tool that helps prioritize issues and which involves four basic phases

A. Buzz group
B. Brainstorming
C. Crossingover
D. Tutorial
E. Free group discussion
F. Snowballing
G. Nominal group technique
H. Fishbowl
I. Round table discussion
J. Circular questioning
K. Role-playing

A

G. Nominal Group Technique (NGT)

43
Q
  • Similar to tutorials in that the class is divided into groups and each group is expected to discuss the subject matter
  • The facilitator needs to probe, direct, focus, and summarize or ask a member of the group to summarize what has transpired during the section
  • In this strategy, the group decides on the issues to focus on

A. Buzz group
B. Brainstorming
C. Crossingover
D. Tutorial
E. Free group discussion
F. Snowballing
G. Nominal group technique
H. Fishbowl
I. Round table discussion
J. Circular questioning
K. Role-playing

A

E. Free group discussion

44
Q
  • The group discusses a material already covered in class or previously assigned.
  • Students can be given questions to answer before hand
  • Learners are responsible for the session and the concepts to discuss but the tutor should available to focus and redirect the discussion based on the work they have prepared
  • Time consuming and labor intensive for both tutor and student

A. Buzz group
B. Brainstorming
C. Crossingover
D. Tutorial
E. Free group discussion
F. Snowballing
G. Nominal group technique
H. Fishbowl
I. Round table discussion
J. Circular questioning
K. Role-playing

A

D. Tutorial

45
Q
  • Used to maximize crossing over of information in a large class
  • Good way to introduce students to each other and is a good icebreaker
  • Coding schemes can be used when regrouping members

A. Buzz group
B. Brainstorming
C. Crossingover
D. Tutorial
E. Free group discussion
F. Snowballing
G. Nominal group technique
H. Fishbowl
I. Round table discussion
J. Circular questioning
K. Role-playing

A

C. Crossingover

46
Q
  • Technique for activating the students’ knowledge or current understanding of an issue or theme (Cotillon 2003)
  • Usually the first stage of problem-based learning session whereby learning issues are being identified (Appelbaum, et al. 1974)

A. Buzz group
B. Brainstorming
C. Crossingover
D. Tutorial
E. Free group discussion
F. Snowballing
G. Nominal group technique
H. Fishbowl
I. Round table discussion
J. Circular questioning
K. Role-playing

A

B. Brainstorming

47
Q

What are the four sources of data and instruments used in assessing group processes?

A
  1. Written
  2. Oral
  3. Combination
  4. Others
48
Q
  • Video or audio playback
  • Provides a replay of the proceeding, which can be viewed several times so members can contemplate
    on the behaviors they have seen.

A. Written
B. Oral
C. Combination
D. Others

A

D. Others

49
Q
  • “Do-it-yourself” checklist
  • Using the snowball technique, each the student is asked to write down three statements about the class
  • Fishbowl
  • Group’s (inner & outer) observations are discussed
  • Self-made evaluation
  • Developed by two or more subgroups for
    the assessment of other subgroups

A. Written
B. Oral
C. Combination
D. Others

A

C. Combination

50
Q

*Reporting back
- The first 5 mins of the meeting are spent on critique

A. Written
B. Oral
C. Combination
D. Others

A

B. Oral

51
Q

*Diaries
- Recording of impressions, feelings, and what they learned about the group. Comments are shared at the designated meeting
* Questionnaires
- accomplished at the end of a module or semester

A. Written
B. Oral
C. Combination
D. Others

A

A. Written

52
Q

Reliable and dependable

A. 9-10
B. 7-8
C. 5-6
D. 0-4

A

B. 7-8

53
Q

Usually listened with attention and contributed approriately most of the time

A. 9-10
B. 7-8
C. 5-6
D. 0-4

A

C. 5-6

54
Q

Reliable, responsible, and dependable

A. 9-10
B. 7-8
C. 5-6
D. 0-4

A

A. 9-10

55
Q

Frequently or rarely listened with attention

A. 9-10
B. 7-8
C. 5-6
D. 0-4

A

D. 0-4

56
Q

What are the three common problems in small group learning?

A
  1. Students
  2. Teachers
  3. Environment
57
Q
  • Without proper guidance from the facilitator, students may end up more lost and confused
  • Those Who are introverted or used to traditional setup may feel threatened
  • Having unclear or unattainable goals or have too
    much topics to handle for a single problem
  • feeling of not learning or feeling that the task is a waste of time
  • roles may be unclear or unequally distributed

A. Students
B. Teachers
C. Environments
D. None of the above

A

A. Students

58
Q

Not enough space for the sessions and not enough resource allocations for the activities.

A. Students
B. Teachers
C. Environments
D. None of the above

A

C. Environments

59
Q

Content experts would adopt a didactic style instead of being facilitators to group members. Feeling of that the student-centered sessions are less efficient in the use of student and faculty time.

A. Students
B. Teachers
C. Environments
D. None of the above

A

B. Teachers

Principles & Strategies of Medical Technology (7 decks)

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