Even though it seems classes just started, it is time to prepare for mid-semester evaluations. Unlike evaluations at the end of the semester, mid-semester evaluations are great tools to provide feedback to the instructor in time for adjustments to be made. This semester, consider a SGID—Small Group Instructional Diagnosis. A SGID is a short, 20-minute formative assessment activity that involves having a trained facilitator meet with student focus groups to discuss what’s working, what needs improvement, possible changes to the course, and how students see they are meeting course learning objectives. 

The SGID model has been around for a while, and it continues to be an effective faculty development tool. Using student reflection, small focus group discussions, and feedback to the instructor, a SGID can enhance teaching effectiveness and lead to improved student learning. 

Steps in the SGID process include:

  1. Instructor and facilitator meet to establish a date/time, identify a focus for the activity, and generate questions to be explored
  1. On established date, facilitator comes to class (instructor steps out) and gets students into small groups
  1. Small groups are given predetermined questions to discuss
  1. Class reconvenes as a whole to share responses with facilitator who records them
  1. Instructor and facilitator meet after class to discuss responses and ways the feedback contributes to improvement planning strategies

Have you used a SGID in your courses? If so, share your experiences on Twitter at #MedEdPearls!

Want to know more? Check out these resources:

WikiPODia: Small Group Instructional Diagnosis

Cohen, P.A. (1980). Effectiveness of Student-Rating Feedback for Improving College Instruction: A Meta-Analysis of Findings. Research in Higher Education, 13(4), 321-341.

Bowden, D. (2004). Small Group Instructional Diagnosis: A Method for Enhancing Writing Instruction. WPA Writing Program Administration, 28(1-2), 115-135.

#MedEdPearls are developed monthly by the Central Group on Educational Affairs. Previously, #MedEdPearls explored topics including ACGME faculty development requirements, peer observation, and appreciative advising.

 

Author BIO

Jean Bailey, PhD, is the Associate Dean for Faculty Development at the Virginia Commonwealth University School of Medicine.  She works with a variety of medical school faculty to provide training sessions focused on teaching and learning, scholarship, leadership, career advancement, and service.  Jean can be followed on Twitter or LinkedIn.

 

#MedEdPearls

#MedEdPearls Team:
Jean Bailey, PhD – Virginia Commonwealth University School of Medicine
Carrie Bowler, EdD, MS, MLSCM (ASCP) – Mayo Clinic School of Continuous Professional Development
Kristina Dzara, PhD, MMSc (Educators ’16; Assessment ’16; HCE 2.0 ’17) – Saint Louis University School of Medicine
Shanu Gupta, MD, SFHM – University of South Florida Morsani College of Medicine and Tampa General Hospital
Jennifer Hillyer, PhD – Northeast Ohio Medical University 
Larry Hurtubise, PhD, MA (HCE 2.0 '16) – The Ohio State University
Anna Lama, EdD, MA – West Virginia University School of Medicine
Machelle Linsenmeyer, EdD, NAOME (Assessment ’07) – West Virginia School of Osteopathic Medicine
Skye McKennon, PharmD, BCPS, ACSM-GEI – Washington State University Elson S. Floyd College of Medicine
Rachel Moquin, EdD, MA – Washington University School of Medicine 
Stacey Pylman, PhD – Michigan State University College of Human Medicine
Leah Sheridan, PhD – Northeast Ohio Medical University
Lonika Sood, MBBS, MHPE – Washington State University Elson S. Floyd College of Medicine
Mark Terrell, EdD – Lake Erie College of Osteopathic Medicine
Stacey Wahl, PhD – Virginia Commonwealth University School of Medicine