{"id":522,"date":"2013-03-13T11:50:36","date_gmt":"2013-03-13T11:50:36","guid":{"rendered":"https:\/\/copyright.lboro.ac.uk\/teachingandlearning\/?p=522"},"modified":"2013-03-13T11:50:36","modified_gmt":"2013-03-13T11:50:36","slug":"teaching-largesmall-groups-10-years-on","status":"publish","type":"post","link":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/2013\/03\/13\/teaching-largesmall-groups-10-years-on\/","title":{"rendered":"Teaching large\/small groups &#8230; 10 years on!"},"content":{"rendered":"<p><a href=\"https:\/\/blog.lboro.ac.uk\/teachingandlearning\/wp-content\/uploads\/2013\/03\/BMJ.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft size-thumbnail wp-image-523\" alt=\"BMJ\" src=\"https:\/\/blog.lboro.ac.uk\/teachingandlearning\/wp-content\/uploads\/2013\/03\/BMJ-150x150.jpg\" width=\"150\" height=\"150\" \/><\/a>Some ten years after they first appeared, the <a title=\"British Medical Journal\" href=\"http:\/\/www.bmj.com\/\">British Medical Journal<\/a> (BMJ) articles by Peter Cantillon regarding the teaching of large groups and David Jaques on teaching small groups continue to be relevant today.<\/p>\n<p>This is not, as the BMJ might say, just about helping doctors to make better decisions, because the advice contained in learning and teaching articles such as these is both accessible and transferable to a whole range of contexts.<\/p>\n<p>Cantillon&#8217;s <a title=\"Teaching large groups\" href=\"http:\/\/www.bmj.com\/content\/326\/7386\/437\">Teaching large groups<\/a> seeks to encourage lecturers to think beyond\u00a0traditional approaches to lectures, and in doing so urges readers to reflect upon their practice; further information is available as follows: BMJ 2003; 326 doi: <a href=\"http:\/\/dx.doi.org\/10.1136\/bmj.326.7386.437\">http:\/\/dx.doi.org\/10.1136\/bmj.326.7386.437<\/a> (published 22 February 2003) &#8211; cite as: <abbr title=\"bmj.com\">BMJ<\/abbr> 2003;326:437<\/p>\n<p>Jaques&#8217; <a title=\"Teaching small groups\" href=\"http:\/\/www.bmj.com\/content\/326\/7387\/492.1\">Teaching small groups <\/a>meanwhile presents readers with a range of approaches to faciliate rather than dominate, all\u00a0of\u00a0which should enhance student engagement; further information is available as follows: BMJ 2003; 326 doi: <a href=\"http:\/\/dx.doi.org\/10.1136\/bmj.326.7387.492\">http:\/\/dx.doi.org\/10.1136\/bmj.326.7387.492<\/a> (published 1 March 2003) &#8211; cite\u00a0as: <abbr title=\"bmj.com\">BMJ<\/abbr> 2003;326:492.1<\/p>\n<p>There are a further dozen publications in this &#8220;ABC of learning and teaching in medicine&#8221; series available, all of which are still worth a look a decade after they were first published; this series of articles\u00a0should all be accessible by clicking <a title=\"ABC of learning and teaching in medicine\" href=\"http:\/\/www.bmj.com\/search\/critical%20review%20ABC%20learning%20teaching?page=1&amp;filters=type%3Ahighwire_article\">here<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Some ten years after they first appeared, the British Medical Journal (BMJ) articles by Peter Cantillon regarding the teaching of large groups and David Jaques on teaching small groups continue to be relevant today. This is not, as the BMJ might say, just about helping doctors to make better decisions, because the advice contained in<a class=\"button\" href=\"https:\/\/blog.lboro.ac.uk\/teaching-learning\/2013\/03\/13\/teaching-largesmall-groups-10-years-on\/\" title=\"Read More\">Read more<\/a><\/p>\n","protected":false},"author":24,"featured_media":523,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":"","_links_to":"","_links_to_target":""},"categories":[19,33],"tags":[],"class_list":["post-522","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-new-lecturers","category-teaching-methods"],"_links":{"self":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts\/522","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/users\/24"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/comments?post=522"}],"version-history":[{"count":0,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts\/522\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/media\/523"}],"wp:attachment":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/media?parent=522"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/categories?post=522"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/tags?post=522"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}