Optimizing Educational Efficiency: Exploring the Relationship Between Bulk and Clinical Rotation Group Size in Medical Education Students’ Perspective in Busitema University Uganda

Abstract

Clinical rotation group size plays a pivotal role in shaping the quality, efficiency, and overall student experience in medical education. Despite its significance, determining the ideal group size remains a daunting task. This research endeavors to delve into the correlation between group size and what is termed as "bulk," representing the comprehensive efficiency and productivity of clinical rotation groups. By examining this relationship, the study aims to offer valuable insights into potential strategies for optimizing group size, thereby enhancing the educational experience for medical students. The study employed a mixed-methods approach, combining quantitative analysis of productivity metrics with qualitative assessments of student and faculty perceptions. Surveys, interviews, and observational data were utilized to capture the nuances of group dynamics, learning outcomes, and resource utilization across different group sizes. Statistical techniques such as regression analysis and ANOVA were employed to identify significant correlations and differences. Data were collected from medical students undergoing clinical rotations across multiple specialties. Group sizes varied from small (2-3) and large (4 and more). The study measured bulk using indicators such as patient encounters per student, learning outcomes, and faculty-student interaction. Results indicated a nonlinear relationship between bulk and group size. Smaller groups showed higher individual student engagement, personalized learning experiences, and increased faculty-student interaction. Conversely, larger groups exhibited greater overall productivity due to economies of scale and enhanced peer learning. However, beyond a certain threshold, further increases in group size led to diminishing returns, compromising individualized attention and educational quality. The findings underscore the importance of balancing group size to optimize educational outcomes in clinical rotations. While larger groups may offer efficiency gains, they must be carefully managed to mitigate potential drawbacks such as reduced individualized attention and faculty-student interaction. Smaller groups foster a more personalized learning environment but may lack the resource utilization efficiency of larger cohorts. Institutions should consider contextual factors such as specialty, learning objectives, and available resources when determining optimal group sizes. In conclusion, the relationship between bulk and clinical rotation group size is complex, with both benefits and limitations associated with different group sizes. Institutions should strive to strike a balance between efficiency and educational quality by tailoring group sizes to specific contexts and objectives. Further research is needed to explore additional factors influencing bulk and to develop targeted interventions for optimizing clinical rotation experiences.