PERCEPTION OF MBBS STUDENTS ON SMALL GROUP DISCUSSION VERSUS LECTURE AS LEARNING METHODS IN COMPETENCY-BASED MEDICAL EDUCATION

Abstract

Background: Competency-Based Medical Education (CBME) emphasizes learner-centered, interactive teaching strategies to promote higher-order competencies among undergraduate medical students. Small Group Discussions (SGDs) have increasingly been integrated alongside traditional lectures; however, student perception remains a critical indicator of their effectiveness within the CBME framework. Objectives: To assess and compare MBBS students’ perceptions of Small Group Discussions versus traditional lectures as learning methods under CBME and to identify factors associated with high SGD satisfaction. Methods: A cross-sectional analytical study was conducted over three months among 250 Phase III (Part I) MBBS students exposed to both lectures and structured SGDs. Data were collected using a validated, self-administered questionnaire employing a five-point Likert scale. Descriptive statistics summarized perception scores. Comparative analysis between lectures and SGDs was performed using appropriate inferential tests. Univariate and multivariate logistic regression analyses were conducted to identify predictors of high SGD satisfaction (score ≥4). A p-value <0.05 was considered statistically significant. Results: Lectures were perceived as superior for structured content coverage (4.12 ± 0.78 vs. 3.68 ± 0.82; p < 0.001). However, SGDs demonstrated significantly higher scores in knowledge retention (4.23 ± 0.71 vs. 3.24 ± 0.91), engagement (4.31 ± 0.68 vs. 2.87 ± 0.96), understanding of clinical cases (4.42 ± 0.64 vs. 3.15 ± 0.88), communication skills (4.18 ± 0.73 vs. 2.56 ± 0.94), opportunity to clarify doubts (4.36 ± 0.69 vs. 2.68 ± 1.02), and overall satisfaction (4.28 ± 0.72 vs. 3.34 ± 0.87) (p < 0.001 for all). Independent predictors of high SGD satisfaction included attending more than four SGDs per month (aOR 5.92; 95% CI: 2.18–16.08) and regular pre-reading before sessions (aOR 3.68; 95% CI: 1.89–7.16). Conclusion: While lectures remain effective for content delivery, SGDs are perceived as superior for engagement, retention, clinical reasoning, and communication skills within CBME. Regular exposure and student preparedness significantly enhance satisfaction. A blended approach integrating structured lectures with well-facilitated SGDs may optimize undergraduate medical education outcomes.