Comparative Analysis of Active Learning Strategies in Large Group vs Small Group Teaching Among First-Year MBBS Students

Abstract

Background:   The transition from passive to active learning in medical education has gained momentum with the introduction of Competency-Based Medical Education (CBME) in India. However, the efficacy of active learning strategies in different group settings—large versus small—remains underexplored in the Indian undergraduate medical context.

Objectives:   To compare the effectiveness of active learning strategies in large group teaching (LGT) versus small group teaching (SGT) among first-year MBBS students in terms of knowledge retention, student engagement, and satisfaction.

Methods:   A quasi-experimental study was conducted on 100 first-year MBBS students, randomly divided into two groups of 50 each. The intervention consisted of two sessions—one conducted in a large group using interactive lectures and think-pair-share, and the other in small groups using problem-based learning (PBL) and group discussion. Pre- and post-tests assessed knowledge gain. Student engagement and satisfaction were measured using validated Likert-scale questionnaires. Statistical analysis included paired and unpaired t-tests, and Chi-square tests.

Results:   The small group teaching method resulted in significantly higher post-test scores (p<0.01) compared to large group sessions. Student engagement and satisfaction were also rated significantly higher in the SGT cohort. Students in SGT reported better peer interaction, deeper understanding of concepts, and more opportunities for clarification.

Conclusion:   Active learning strategies are effective in both large and small group settings, but small group teaching offers superior outcomes in knowledge retention, engagement, and student satisfaction.