gms | German Medical Science

Question: In contrast to classic teaching, the introduction of buzz groups represents a more activating and interactive teaching method. Students discuss semi-structured content and new learning objectives with a peer sitting right next to them. We examined whether the introduction of buzz groups improves learning of histopathological skills. Our hypothesis was that students in buzz groups achieve 15% better test results.

Methods: A sample size calculation revealed a minimum of 56 participants per group. A two tailed statistical power calculation revealed a power of 0.45, i.e. a middle-sized effect. For the general histopathology course 140 students were randomized into two groups. Students of the intervention group were encouraged to demonstrate a peer sitting right next to them the histopathological highlights and to discuss learning objectives including pathophysiology. 2-5 minutes time was allowed per slide. The control group received traditional classroom teaching. The course included 34 cases in 10 teaching units (TU). The time frame was similar in both groups (10 x 45 minutes). We performed a pseudonymized pre-evaluation concerning knowledge, interest and motivation. After 5 and 10 TU we carried out a test with multiple choice questions, image recognition and free text questions concerning histopathological highlights and pathophysiology.

Results: We received a positive ethics votum. For sample size and power calculation we used the DSS-Search tool (https://www.dssresearch.com/). After detailed information of the students 137/140, i.e. 98% volunteered to participate in the study. In the pretest, the two groups showed no significant difference concerning knowledge (p = 0.36). Preliminary results show, that the intervention group performed significantly better than the control group (14/11 pts.; sigma 6/4, p = <0.003).

Conclusion: The implementation of buzz groups seems to be well suited for a better learning of histopathological skills.