SMALL GROUP LEARNING METHOD STIMULATES STUDENT’S INTEREST FOR NEW COGNITIONS IN HISTOLOGY AND EMBRYOLOGY

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Aim. To compare «small group learning» method with traditional «teacher centered learning» and assess whether it further stimulates student’s interest for new cognition. Material and Methods. Classes of human Histology & embryology; First semester: traditional (teacher centered) learning; Second semester: Small group learning method; Subject of analysis: students’ answers from identical questionnaires asking to: identify types of information given in the Study guide; state new cognition gained from H&E classes; report whether home review was undertaken (answering questions by elaborating on newly adopted knowledge). Results and Discussion. In teacher centered learning, different types of information from the study guide were identified by 36.4% of students. Skill acquiring was recognized by 1.4%. Concrete statements of new cognition were given by only 9.2%. Interest in answering questions by elaborating on newly adopted knowledge was reported by 2%. With small group learning method, different types of information from the study guide were identified by 54% of students. Skill acquiring was recognized by 5.5%. Concrete statements of new cognition were given by 36.1%. Interest in answering questions by elaborating on newly adopted knowledge was reported by 19.7% of students. Conclusions. Introducing the «small group method» notably increases the number of students who use the study guide for better informing; are able to specifically state newly adopted facts; consistently try «home review» by elaborating on newly adopted knowledge.