Active, Small Group Learning with a Large Group in a Lecture Theatre: A practical example

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Abstract
Using a specific example within clinical biochemistry, I describe the structure and operation of a type of session which allows a large number of students in a lecture theatre to obtain some of the benefits of learning in small groups and from peers. After preparatory reading before the class, the students work in small self-selected groups on a number of problems or cases for 30–35 minutes of a 50-minute session. Each group must record on the blackboard its answers to key questions before the problems are discussed. The method is designed to highlight a small number of important concepts, to let students see the relevance of what they have learned, and to give the students practice at applying biochemistry to the solution of problems. The students have received the sessions well and I have been impressed with how well the students have functioned during their discussions.