Small group discussion for medical students to learning embryology

Background: One of the most important issues is the best method to teach embryology course to medical students. Small group discussion (SGD) were used to working together, integral to learningdeveloping intellectual skills and interactive learning experience. Methods: The 72 medical students were equally randomizedto the SGD (group I) and usual lecture based teaching (LBT), (group II) in general embryology course. The position of both groups changed in systems-base embryology. A pre-test and two of post-tests (beginning; midterm for general embryology; final for systems-base embryology) were used to assess embryology knowledge of students with using an independentt-test. The questionnaire were designed to collect the attitudes of the students about the SGT. Results: Results showed no significant difference of the mean score between the two groups from the pre-test. The mean score of the SGD group compared to the LBT group significantly increased in general embryology(17.9±2.2, n=33 vs. 15.3±1.1, n=35) and in system-base embryology (17.5±1.2, n=31 vs. 14.3±3.2, n=32). Based on the questionnaires data, SGT was useful for effective interactivity (87.85%) and interpret the congenital disease. Students interested to use of the SGD in other course (86.47%) and they agreed (87.8%) traditional teaching methods are better for learning embryology.  Conclusion: The SGT creating more collaboration, good performance, active participation, improves the anatomy knowledge and attitudes of medical students.  Result suggested we will use of this teaching strategy in our university.