Redesign of a large lecture course into a small-group learning course

Area of Science:

• Medical Education
• Health Sciences Education
• Pedagogy

Background:

• Traditional lecture formats in self-care courses often limit interactive learning.
• There is a need for innovative teaching methods to enhance student engagement and skill development.

Purpose of the Study:

• To describe the redesign of a large, lecture-based self-care course into a small-group, case-based format.
• To evaluate the impact of this redesign on student learning outcomes and satisfaction.

Main Methods:

• Implemented prereadings and study guides for independent learning.
• Replaced large lectures with small-group, case-based learning sessions.
• Assessed changes over two years by comparing student grades and course evaluation data.

Main Results:

• Students reported increased opportunities for developing verbal communication and problem-solving skills.
• The revised course format led to better overall academic grades.
• Students expressed a preference for teamwork and the new learning environment.

Conclusions:

• Redesigning self-care courses to small-group formats is feasible by increasing student accountability for pre-class learning.
• The small-group, case-based approach enhances student engagement, skill acquisition, and academic performance compared to traditional lectures.