REGIONAL INSTITUTE OF PARAMEDICAL AND NURSING SCIENCE

SEMINAR
ON
GROUP DISCUSSION

SUBJECT: NURSING EDUCATION

SUBMITTED TO: SUBMITTED BY:

MRS. LALTANPUII MELINDA LALHMANGAIHI
1st year, MSc. (N)
Roll No-4

DATE OF SUBMISSION: ________________

DATE OF PRESENTATION:_____________
 IDENTIFICATION DATA

Name of student teacher : Melinda Lalhmangaihi

Name of Evaluator :Mrs. Laltanpuii
Subject : Nursing Education
Unit :
Topic : DISCUSSION METHOD
Date & Time of Teaching : 22.2.2024
Duration : 60mins
Group of Students : 1st year MSc (N) students
Size of group : 25
Venue : Academic Block 3, RIPANS
Method of Teaching : Lecture with Discussion
AV Aids : Chart, PPT, Handout
Language : English
Previous Knowledge : The students have some knowledge about Discussion Method of
teaching.
GENERAL OBJECTIVES: At the end of the topic the students will be able to acquire knowledge on
discussion method of teaching, understand important principles in discussion method and apply the knowledge
gained to conduct discussion method of teaching.

SPECIFIC OBJECTIVES: At the end of the topic, the students will be able to
1) Define discussion method of teaching.
2) Enlists the purposes of discussion method..
3) Classify the different types discussion methodof teaching.

4) Explain the important principles in discussion method.

5) Restate the advantages and disadvantages of discussion method of teaching.

6) Remember the different important points in discussion-teaching method.

7) Organize class using discussion method.

INTRODUCTION:
The word ‘method’ is derived from the Latin word, which means a way or mode. So, a method is a particular or
systematic way of doing something. The teacher should adopt the right methods of teaching to make the
teaching-learning process more effective. Discussion method of teaching is one of them. It is rightly said that
effectiveness in learning lies not only in reading and listening but in action, performance, and experience.

DEFINITIONS:
Discussion may be defined as a problem-solving activity which seeks consensus of the group regarding the
solution of a problem rather than a decision by the majority.
According to the Dictionary of Education, “ Discussion is an activity in which people talk together in order to
share information about a topic or problem to seek a solution”.
It is the working together in the search for the solution of a problem of common concern rather than just talking
about a topic. It is a constructive process involving listening, thinking as well as speaking in utilizing relevant
facts and ideas to advance the groups understanding and action.

PURPOSES OF DISCUSSION METHOD:

• To make the learner to be an active participant in the teaching-learning process.
• To promote cooperative decision-making.
• To develop skills in problem-solving and decision- making.
• To develop communication and verbal skills of the student.
• To increase the knowledge, intellectual abilities and skills in the students.
• To promote group dynamics.
• To develop the skills of analyzing, comparing, evaluating a problem and drawing conclusions for the same.
• To share information.
• To foster democratic values.

PRINCIPLES FOR ORGANIZATION OF DISCUSSION

• The goals and objectives of the discussion should be clearly defined and understood by all participants.
• An appropriate topic for discussion should be chosen that would stimulate the interest of the participants and
invite their attention.
• Discussion on factual materials should be avoided, as nothing can be gained by discussing facts. It is merely a
waste of time.
• The physical arrangement of the environment should be done in such a way that it promotes fair discussion.
• The members of the group should come well prepared; have basic knowledge about the topic to be discussed.
• The teacher has to guide and coordinate the proceedings so that the discussion should be kept to the point.
The group leader introduces the topic, sets the time limits for various aspects of the discussion, and asks
questions pertaining to the topic periodically so that important aspects are covered.
• A recorder should be selected from among the group, to record the main points of discussion as it is going on.

• Each one in the group should feel free to participate and everyone should be encouraged to get involved in the
discussion.
• The discussion should be properly closed with a report, decision, recommendations if any or summing up of
the matter discussed.
• All points of view should be fairly discussed.

ADVANTAGES OF DISCUSSION METHOD:

• Discussion method of teaching is a democratic method used for teaching a particular subject and to
supplement a lecture. It is an excellent student centered method.
• Discussion helps in clarifying and sharpening the issues. Old ideas and values may be replaced by new
concepts.
• It helps the students to crystallize their thinking and identify concepts needed for their study.
• Discussion helps the students in discovering what he does not know and what he has over looked.
• Discussion engenders toleration of various viewpoints.
• Discussion activates thinking along the lines of self- evaluation. It is helpful in establishing an attitude of
looking forward to progress and growth.
• It promotes conversational skills, listening skills, speaking skills among the students.
• It develops the capacity of respecting the ideas of others.
• It promotes group dynamics. A group learns together and presents important information, makes suggestions,
shares responsibility, shows interest, respects the opinions and ideas of others, comprehends the topic, evaluates
the findings, and summarizes the results.
• Discussion enhances the self-esteem of the students, as their opinions and suggestions are accepted
• Active participation in the discussion not only results in better learning but also promotes retention and
recalling ability of students.
• It helps the students to develop problem-solving skills, critical thinking ability, self-confidence and self-
expression skills.
DISADVANTAGES OF DISCUSSION METHOD
• Discussion is time-consuming.
• The teacher may find it difficult to control the group and sometimes a few students, who have very good
communication skills may dominate the discussion.
• Both students and teacher are to be well prepared for the session otherwise discussion may not be productive.
CHARACTERISTICS:
-Discussion involves a group.
-Discussion is oral.
-Discussion involves interaction.
-Discussion is purposeful.
-Discussion proceeds by systematically from the questions or problem towards increased understanding or
decision.
-Discussion should proceed with the classification of a limited question.
TYPES OF GROUP DISCUSSION:

1.Closed group discussion:- These are private or non- public. Most committee meetings are held as closed
group discussions. Only members of the committee are present in the room and they are the only participants in
the room and they are the only participants in the discussion. Eg:-International conference
a) Study group:- Here members meet together to study some subjects of common interest Students in a
classroom use this type of discussion.

b) Workshop:-A group that meets regularly or at regular intervals over a period of time when study is
concentrated within a session of a few hours or days.It is designated as workshop.

c) Staff meeting:- The head of any institution, call his staff together for sharing information. Both the
organizer and the staff should participate or the whole meeting may be conducted as an interchange of
information among members of the staff.

d) Briefing sessions:-Here information is needed by a group whose members are ready to undertake a
common task.

e) Round table:- Here the participants with a common problem, talk together around a table for a
purpose of learning from each other.

f) Decision making:-These discussions are held for the purpose of deciding policy, solving problem and
reaching decisions which lead directly to action if the group has power to act.

2) Public discussions
Panel discussion

Dialogue

Symposium

Forum
Discussion Technique for Small Groups

A small group is one in which, face-to-face relationship among participants and an opportunity for each
member to actively participate.

1. The individual conference

2. The informal class group discussion

3. The seminar

4. The clinical conference

5. Role play

6. Case analysis

Discussion Technique for Large Group

1. Multiple discussion groups

2. Symposium

3. Panel

TEACHING WITH DISCUSSIONS

1.Getting Started

 Create a comfortable, non-threatening environmen Introduce yourself and explain your interests in the
topic on the first day.
 Encourage questions from the outset. For example, require each student to submit a question about the
course during the first day or week. Students can submit these questions via an online discussion forum,
such as that which is available on
 Arrange the chairs in a configuration that will allow students to see and speak with one another. Move
the chairs back to their standard configuration after the class session has ended
 Get to know your students and the skills and perspectives they bring to the discussions.
 Learn your students' names during the first week of class. Consistently use their names when calling on
them and when referring to comments they have made in class or in threaded email discussions. Using
their names will convince them that you see them each as individuals with something valuable to add,
thus creating an environment of mutual trust and interest. This strategy will also encourage the students
to refer to one another by name.
 You can start learning your students' names before the semester begins by using WebFAC to print your
roster (with photos). Bring the printed roster to class and use it to take attendance on the first day. After
class and before the next one, refresh your memory of names and faces by looking over the roster again.
 Understanding your students' skills and perspectives can help you to develop specific ways of
challenging each of them to think critically and express ideas clearly.
 Clarify the rules and expectations for discussions at the outset.
  Define what you think of as a successful discussion (for example, one that includes participation by all
group members, stays on topic, and explores issues in depth and from a variety of perspectives.)
 Communicate to students the importance of discussion to their success in the course as a whole.
If you use discussions on a regular basis, assign grades for student participation.. Your written evaluation can be
designed to encourage the quiet students to talk more often and the verbose students to hold their comments to
give

 Develop clear goals and a specific plan for each session. Compose specific questions that will move the
discussion forward, illuminate major points, and prompt students to offer evidence for their assertions
and to consider other points of view.
 Accommodate different learning preferences.
 Provide a structure.

Write an outline or list of guiding questions on the board before you begin the discussion. Each session should
have a clear beginning, middle, and end. Respond to student contributions in ways that move the discussion
forward and keep it focused on the topic at hand.

Throughout the discussion

 At appropriate points in the session, summarize the major ideas and write them on the board.Writing on
the board is particularly helpful for students who are visual learners.
 Combine discussions with other methods.
 Integrate student responses into the Inithout making the discussion merely a teacher interaction. Ask
students to respond directly to one another's ideas. The use of small-group discussions will allow
students to and thus communication with one another
 Use verbal and non-verbal cues to encourage participation.Especially near the beginning of the
semester, call on all students to answer questions, not just those who consistently raise their hands.
Make eye contact and move around the room to engage the attention of all the students and to
communicate that you expect each of them to participate.
 Create a balance between controlling the group dynamic and letting group members speak.While you
are charged with facilitating the discussion from the perspective of an expert knowledgeable in the
subject, the aim of the discussion is not to bring students around to your way of thinking, but rather to
create the opportunity for students to think critically-to question assumptions, to consider multiple
viewpoints, and to develop knowledge of the subject.
 Show respect for all questions and comments.
 Do not answer your own questions. Give students 5-10 seconds question and formulate a response.
Patience is key; do not be afraid of silence. The longer you wait for students to respond, the more
thoughtful and complex their responses are likely to be.

After the Discussion

 Rethink, retool, revise.

 Each time you facilitate a discussion, you learn something about how best to approach the topic.
 Take brief notes on how each discussion went and use these as the basis for reorganizing your plan for
the discussion, improving your presentation skills, rethinking the material included, or developing ideas
for future teaching and research projects.
 Include these notes in your file for the course so that they are readily accessible the next time you teach
the course.
 Speak with your colleagues about their approaches and ideas.
  Arrange to have one of your classes observed or videotaped so that an observer can help you evaluate
what went well and what you can do to improve student learning.
 Leading discussions can be a stimulating, enjoyable way to teach. Keep in mind, however, that many
students- especially those who are new to a university environment- will not come into your course with
highly developed discussion skills. Moreover, leading an effective discussion does not always come
naturally to the instructor. No matter what level of students you are teaching, you must carefully prepare
and actively facilitate

CONCLUSION AND SUMMARIZATION: A Group Discussion, often abbreviated as GD, is a popular

evaluation technique used by employers during the recruitment process.It is a structured conversation involving
a group of individuals, usually between 6 to 15 participants, who gather to discuss a specific topic or
problem.The primary goal of a group discussion is to assess a candidate's ability to communicate, collaborate,
and present their ideas effectively within a group setting.Group discussions play a crucial role in assessing not
just an individual's knowledge but also their interpersonal skills, teamwork, and ability to think on their feet.

RELATED RESEARCH STUDIES:

1 .Long-term Outcomes of team-based learning

Arielle L Langer 1, Adam F Binder 2, Eileen Scigliano 3
2021 Jun;18(3):290-294. doi: 10.1111/tct.13332.
Results:In a study involving 70 eligible students, 24% were recruited, and 48 of them completed the
final assessment, resulting in a 69% retention rate. Pre-course, participants scored 31% correctly, which
significantly increased to 78% post-course.
The teaching methods had varying effects: Team-Based Learning (TBL) showed 87%, Team-Based
Small Group (TSG) had 78%, and no small group had 76% correct post-course scores (p < 0.01 for both
comparisons).
However, at long-term follow-up, the initial significant differences diminished: TBL 75%, TSG 67% (p
= 0.14), and no small group 70% (p = 0.36). When focusing on topics converted from TSG to TBL, the
long-term benefit was not evident, with TSG at 59% and TBL at 54% (p = 0.47).They confirm that
increased understanding gained by using TBL, but this did not lead to better long-term retention

2. Comparison of team-based learning vs. lecture-based teaching with small group discussion in a
master's degree in nursing education course
Hui Xue 1, Hua Yuan 2, Guichen Li 2, Jiamei Liu 1, Xiuying Zhang 3
PMID: 34247012 DOI: 10.1016/j.nedt.2021.105043
A quasi-experimental study design was conducted with 27 unbiased participants in the applied
LBTWSGD group and 48 participants in the applied TBL group and conducted questionnaire surveys at
the last day of the course which lasted for 10 weeks. Students' self-directed learning ability was assessed
by the Self-Directed Learning Instrument (SDLI), classroom engagement was assessed by the Self-
Report of Engagement Measure (SREM), and students' evaluation of the teaching experience was
assessed by the Student Evaluation of Teaching and Units (SETU). A difference analysis between the
two groups was performed by the SETU. The mean and standard deviation of each tool were calculated
and compared between the two groups.
Results: The study determined that compared to LBTWSGD, TBL significantly improved students' self-
directed learning (p < 0.01) and classroom engagement (p < 0.05). The scores for 6 of 9 items in the
SETU were significantly higher in the TBL group than in the LBTWSGD group
BIBLIOGRAPHY:
Basheer, P, Shebeer.(2021).Textbook of Nursing Education.
EMMESS Medical Publisher

Sodhi , Kaur, Jaspreet. (2022). Comprehensive Textbook of Nursing Education.

Jaypee Brothers Medical Publishers

Sudha ,R. (2021).Nursing Education Principles and Concept.

Jaypee Brothers Medical Publishers

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https://w3ipedia.com>discussion-method-of-teaching

The discussion method. (nd)

https://www.thomasaquinas.edu>a-liberating-education.