Small groups offer far more than an opportunity for teamwork. When used intentionally alongside whole-class instruction, small group learning creates space for learners to ask questions, resolve misunderstandings, and practice essential skills. The result is a more meaningful and effective educational experience.

Why Small Groups Matter

• Active Engagement and Deeper Learning
  Small group learning formats such as case-based learning (CBL), problem-based learning (PBL), and team-based learning (TBL) encourage learners to participate actively rather than passively when absorbing information. In health professions education, this increased engagement improves knowledge acquisition, retention, and critical thinking.^1,2
• Collaboration That Mirrors Clinical Practice
  Healthcare is inherently team-based. Small groups support peer-to-peer learning and feedback, exposing learners to diverse perspectives and allowing them to collaboratively explore clinical scenarios.^1,3 Small group settings can also strengthen communication, teamwork, and professional behaviors that carry directly into clinical practice.³
• Skill Refinement and Clinical Reasoning
  By working through realistic cases and hands-on activities, learners build both confidence and competence. Research shows that small group approaches contribute to stronger clinical reasoning and decision-making compared with lecture-only formats.^1,5 TBL, one of the most structured small group methods, has also demonstrated consistent improvements in knowledge application and problem-solving across health professions programs.⁶
• Personalized Support and Feedback
  Small groups allow educators to observe learner progress more closely and provide individualized guidance. This targeted support helps identify learning needs early and ensures learners receive the feedback required to grow.² Learner satisfaction is also closely tied to small group dynamics, facilitator preparation, and opportunities for active engagement—factors shown to significantly influence how effective learners perceive the learning experience to be.⁴
• Structured Reflection and Professional Development
  Beyond technical skills, small group instruction nurtures important interpersonal and reflective skills. Learners often report improved communication, increased confidence, and a greater ability to consider multiple viewpoints—all essential for the collaborative nature of healthcare.³

Best Practices for Effective Small Group Instructions

• Set Clear Objectives
  Whether preparing for a case discussion, a hands-on workshop, or a PBL session, clearly defined goals help guide learner preparation and ensure time is used effectively.
• Use a Variety of Learning Formats
  Successful programs incorporate a mix of PBL, TBL, simulation, workshops, and facilitated discussions to create a dynamic and engaging learning environment.^1,2
• Build Diverse Group Compositions
  Groups that include a mix of backgrounds, experiences, and skill levels reflect the realities of modern healthcare teams and enrich the learning experience.
• Incorporate Active Learning Techniques
  Role-playing, structured debates, case-based discussion, and simulation encourage critical thinking and make learning more memorable.^1,2
• Support Facilitators & Learners
  Equipping facilitators with skills in questioning, listening, and guiding discussion helps maintain a productive environment. Learners also benefit from clear expectations around participation and collaboration.²
• Emphasize Timely Feedback
  Providing feedback soon after activities helps learners make immediate improvements and reinforces understanding.

How Elentra Supports Small Group Learning

Elentra is purpose-built for the complexities of health professions education, helping programs design, manage, and deliver small group learning with ease.

• Organize Groups Efficiently
  Create and assign course groups for learners to specific learning events, tailor gradebook assessments to specific groups based on which assignment they completed, assign graders to subsets of groups taking exams, or assign tutors to learners.
• Align Your Curriculum
  Tag learning objectives and attach resources to specific events to ensure every small group session is aligned to broader program outcomes.
• Simplify Logistics
  Elentra’s centralized calendar and resource management tools give learners clarity on when sessions occur, what preparation is required, and how to access materials. Instructors can also choose to hide specific learning objectives until after the event so that you can still map your curriculum in advance without giving away the answers.
• Support Structured TBL
  Elentra’s built-in TBL module enables you to deliver iRATs, gRATs, and application exercises directly within a learning event. Faculty can launch activities, monitor learner readiness, manage group scoring, and guide teams through each step of the TBL workflow—all using tools designed specifically for effective, collaborative small group instruction.
• Provide Meaningful Feedback
  Elentra supports multiple workflows for faculty evaluation and learner assessment. Learners and advisors can access results through the Assessment & Evaluation Dashboard, making it easier to identify progress and address learning needs.

Summary

Small group instruction enhances virtually every aspect of healthcare education—from knowledge retention and clinical reasoning to collaboration and professional development. When these sessions are intentionally designed and supported by the right technology, programs can significantly strengthen learner outcomes.

At Elentra, we understand that meaningful learning often happens in small moments—through discussion, collaboration, and hands-on practice. That’s why we design infrastructure that helps you create, manage, and deliver effective small group experiences that elevate learner engagement and competency development. If you’d like to explore how Elentra can help you make an even bigger impact with small group learning—contact us today.

References

1. Burgess A, van Diggele C, Roberts C, Mellis C. Facilitating small group learning in the health professions. BMC Medical Education. 2020;20:457. https://doi.org/10.1186/s12909-020-02282-3
2. Edmunds S, Brown G. Effective small group learning: AMEE Guide No. 48. Medical Teacher. 2010;32(9):715–726. https://doi.org/10.3109/0142159X.2010.505454
3. Steinert Y. Student perceptions of effective small group teaching. Medical Education. 2004;38(3):286–293. https://doi.org/10.1046/j.1365-2923.2004.01772.x
4. Kilgour JM, Grundy L, Monrouxe LV. A rapid review of the factors affecting healthcare students’ satisfaction with small-group, active learning methods. Teaching and Learning in Medicine. 2016;28(1):15–25. https://doi.org/10.1080/10401334.2015.1107484
5. Fatmi M, Hartling L, Hillier T, Campbell S, Oswald AE. The effectiveness of team-based learning on learning outcomes in health professions education: BEME Guide No. 30. Medical Teacher. 2013;35(12):e1608–e1624. https://doi.org/10.3109/0142159X.2013.849802
6. Reimschisel T, Herring AL, Huang J, Minor TJ. A systematic review of the published literature on team-based learning in health professions education. Medical Teacher. 2017;39(12):1227–1237. https://doi.org/10.1080/0142159X.2017.1340636