THE TEACHING-LEARNING PROCESS IN MEDICAL EDUCATION INVOLVES GROUP DYNAMICS AND TEAM BUILDING

Simple item page
dc.contributor.authorSingh, Gurjeeten_US
dc.contributor.authorRakshaen_US
dc.contributor.authorNarayan, KAen_US
dc.date.accessioned2025-05-09T06:14:05Z
dc.date.available2025-05-09T06:14:05Z
dc.date.issued2024-07
dc.description.abstractGatherings of individuals always produce dynamics that are distinct from those of our regular dyadic interactions. Our impressions of other people's likeability and our understanding of the group's objective are influenced by the environment that each individual in the group produces. Groups create norms, and new members diligently absorb into the atmosphere and practices of their new group, much as we are socialized into wider social and cultural standards in our daily lives. In group settings, there is an increased need to fit in, and some groups take advantage of this pressure with both beneficial and detrimental outcomes. Lastly, when a group of people collaborate to complete a task or realize an objective, there is a greater chance of both constructive and harmful conflict. Group work is essential to the medical education process because it helps students become effective leaders, communicators, lifelong learners, professionals, and clinicians. Since medical students will remember the subject for the rest of their life if they learn these things independently, it is imperative that they do it in a better way these days. Teachers can facilitate group projects, but students should do the majority of the work. Prior to coming up with a solution and presenting it, the medical students must first identify the problem and then collaborate to discover a solution.en_US
dc.identifier.affiliationsDepartment of Microbiology, MM Institute of Medical Sciences and Research, Maharishi Markandeshwar, (Deemed to be University) Mullana, Ambala, Haryana, India-133207; Department of Microbiology, Institute of Health Professions Education, Sri Balaji Vidyapeeth (Deemed to be University), Ashok Nagar, Lawspet, Puducherry, India-605005en_US
dc.identifier.affiliationsDepartment of Microbiology, MM Institute of Medical Sciences and Research, Maharishi Markandeshwar, (Deemed to be University) Mullana, Ambala, Haryana, India-133207en_US
dc.identifier.affiliationsDepartment of Microbiology, Institute of Health Professions Education, Sri Balaji Vidyapeeth (Deemed to be University), Ashok Nagar, Lawspet, Puducherry, India-605005en_US
dc.identifier.citationSingh Gurjeet, Raksha, Narayan KA . THE TEACHING-LEARNING PROCESS IN MEDICAL EDUCATION INVOLVES GROUP DYNAMICS AND TEAM BUILDING . Era's Journal of Medical Research. 2024 Jul; 11(1): 93-104en_US
dc.identifier.issn2348-9839
dc.identifier.issn2394-5222
dc.identifier.placeIndiaen_US
dc.identifier.urihttps://imsear.searo.who.int/handle/123456789/242613
dc.languageenen_US
dc.publisherEra's Lucknow Medical College & Hospital, Lucknow in association with American University of Barbados (AUB)en_US
dc.relation.issuenumber1en_US
dc.relation.volume11en_US
dc.source.urihttps://doi.org/10.24041/ejmr2024.15en_US
dc.subjectGroup dynamicsen_US
dc.subjectSmall group teachingen_US
dc.subjectMedical studentsen_US
dc.subjectMedical education.en_US
dc.titleTHE TEACHING-LEARNING PROCESS IN MEDICAL EDUCATION INVOLVES GROUP DYNAMICS AND TEAM BUILDINGen_US
dc.typeJournal Articleen_US
Files
Original bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
ejmr2024v11n1p93.pdf
Size:
11.1 MB
Format:
Adobe Portable Document Format
Download
Collections
Era's Journal of Medical Research