# Enhancing Medical Education through the “Distribute, Discuss, and Develop” Method: A Comparative Study of Small-Group Discussions

## TL;DR

A new teaching method called 'Distribute, Discuss, and Develop' improves learning outcomes and communication skills in medical students.

## Contribution

The 3D method enhances scalability and engagement in small-group discussions for medical education.

## Key findings

- The intervention group showed significantly improved learning outcomes with effect sizes of 1.55 and 1.4 in hematology and muscle nerve physiology.
- Feedback questionnaires revealed higher satisfaction in the intervention group regarding interaction and communication skills.
- The 3D method achieved medium effectiveness in learning enhancement as indicated by normalized gain 'g'.

## Abstract

Background

Small-group discussions (SGDs) are pivotal in medical education, facilitating the development of critical thinking, communication skills, and teamwork. However, traditional SGDs face challenges such as scalability and maintaining student engagement. This study aims to evaluate the “Distribute, Discuss, and Develop” (3D) method for enhancing learning outcomes in medical education.

Methods

A single-blinded interventional study was conducted with 125 first-year Bachelor of Medicine and Bachelor of Surgery students, who were divided into intervention and control groups through random assignment. The intervention group employed the 3D method across two thematic units: hematology and muscle nerve physiology. The study assessed learning outcomes using pre- and posttests, class-average normalized gain (“g”), and feedback questionnaires to capture student perceptions of interaction, communication enhancement, and session summarization.

Results

The intervention group showed significantly improved learning outcomes in both thematic units, with larger effect sizes (hematology: 1.55; muscle nerve physiology: 1.4) compared to the control group. The normalized gain “g” indicated a medium effectiveness level for the intervention group in both themes, suggesting enhanced learning. Feedback questionnaires revealed higher satisfaction levels within the intervention group regarding interaction, communication skills, and session summarization.

Conclusions

The 3D method addresses the challenges faced by traditional SGDs, providing a scalable and engaging approach to medical education. By fostering more effective student-centered learning, the method enhances the comprehension of complex physiological concepts and improves communication skills. The 3D method significantly improves learning outcomes, interaction, and communication skills in medical education. This innovative approach to SGDs offers a promising strategy for enhancing the educational experience in medical schools, supporting the development of more articulate and professionally competent medical graduates.