Classroom Sessions Research Articles

Findings from the Mighty Girls Efficacy Trial: Changes in Acceptance of Dating Violence

Background/Objectives: Test efficacy of the social emotional learning (SEL)-based Mighty Girls program, a program culturally tailored for English-speaking Hispanic/Latino girls in seventh grade comprised of classroom sessions and a virtual reality computer game. We hypothesized that the curriculum would decrease risky sexual behaviors in a program that can be used as part of a comprehensive sex education curriculum or as a stand-alone program. Methods: A randomized group trial was conducted in which 22 low-income, predominately Hispanic schools within the Miami-Dade County Public School System were randomly assigned to intervention (consented n = 335) and control (consented n = 217) conditions. All study activities occurred after school. Primary outcome measures were resistance self-efficacy, acceptance of dating violence, sexual intentions, and sexual behavior. Assessments occurred at baseline, immediately post-intervention, 3-, 12-, and 24-months post-intervention. Changes in outcomes from baseline to 24 months were modeled using multi-level models to account for nesting of students within schools with full information maximum likelihood to account for missing data and baseline school attendance and enrollment in free and reduced lunch as covariates. Analyses are also controlled for multiple testing. Results: The program had a significant effect on reducing acceptance of dating violence at 24 months post-intervention (estimate = −0.083, p ≤ 0.05), but no effect on resistance self-efficacy, sexual intentions, or sexual behavior (p ≥ 0.58). Conclusion: Study findings demonstrate that a social emotional learning (SEL) curriculum can impact sexual behaviors such as susceptibility to dating violence. Low baseline levels for sexual intentions and behaviors as well as a high baseline of efficacy may have impacted findings for the other outcomes.

Integrating Gender-Affirming Care in a Medical Spanish Endocrine System Curriculum.

With a growing Hispanic population in the United States, medical education is adapting to provide the necessary language skills and cultural competence for effective health care. However, the incorporation of gender-affirming care in the context of medical education for Hispanic populations requires further emphasis. This curriculum presented a 3-week medical Spanish endocrine system module designed for first-year medical students. The module aimed to enhance students' ability to communicate effectively with Spanish-speaking patients about endocrine health while integrating principles of gender-affirming care. It included classroom sessions, standardized patient practice, and clinical practice with peer tutors. Pre- and postmodule surveys and assessments were conducted to evaluate the module's effectiveness. Out of 76 participants, 72 completed the postmodule evaluation. Survey results indicated significant increases in confidence levels across various aspects of patient interaction in Spanish, with statistically significant gains observed in all assessed areas. Knowledge test outcomes revealed enhanced proficiency in Spanish terminology related to the endocrine system, with scores increasing from an average of 22.3 premodule to 25.7 postmodule (p = .002), as measured by the paired t test. Additionally, students performed well in the diabetic consultation objective structured clinical examination station, with a high mean score of 86%, surpassing the satisfactory threshold. This curriculum highlights the success of a comprehensive educational approach in expanding medical students' language proficiency and ability to provide gender-affirming care to address health care disparities and improve patient outcomes among diverse populations.

Group Rapport Building in an Institutionaized Face-To-Face Interaction: a Case Study

When people are engaged in any interaction, they are likely to respond to each other's verbal and nonverbal cues. This responsiveness is a critical factor in the notion of rapport. In this paper, the author argues that the same human dynamics that govern everyday conversations are at play between participants in institutionalized conversations such as classroom discourse. The purpose of this study is to develop critical aspects of "conversational involvement" (Duranti, 1986; Goodwin, 1986; Gumperz, 1982; Tannen, 1985) as rapport-building devices and to provide observable phenomena that characterize rapport with participants' verbal and nonverbal cues in informal and formal conversation. In this study, nine people participated: a Korean professor of an elementary Korean language class at a major US university and eight undergraduate students whose first language is English. Three fifty-minute classroom sessions were videotaped, and segments that illustrated the teacher's and students' behaviors that facilitated rapport were transcribed and qualitatively analyzed. The author recorded the frequency of the teacher's verbal and nonverbal cues that appeared to foster rapport. This study found that the teacher shared small talk in informal before-class conversations by bringing up insignificant details about daily life. The teacher played the role of teacher during class by directing a lesson. However, she continued to utilize various rapport-building devices through selected verbal and nonverbal cues to engage her students in the conversation. In this classroom, as in everyday conversation, the participants demonstrated their desire to listen to, be responsive to, and be influenced by individuals in a certain way. The participants were part and parcel of achieving their goals in the classroom. The participants created a certain alignment to achieve their goals and signal that they were involved in the interaction. Then, the students would be able to learn the target language more through the involvement of the classroom activity, which is one of the outcomes of good rapport.

Assessing the effectiveness of flipped classroom teaching–learning method among undergraduate medical students at gondar university, college of medicine and health sciences: an interventional study

IntroductionThe flipped classroom teaching–learning method has been increasingly adopted in higher education to enhance student-centered learning. Despite its growing popularity, limited evidence exists regarding its effectiveness in medical education in Ethiopia. This study aimed to assess the impact of the flipped classroom method on academic performance, student engagement, and satisfaction among undergraduate medical students at Gondar University, College of Medicine and Health Science.MethodsA quasi-experimental study was conducted involving 100 s-year undergraduate medical students, divided into two groups: the flipped classroom group (n = 50) and the traditional lecture-based group (n = 50). The flipped classroom group received online instructional materials before class, while classroom sessions focused on interactive activities. The traditional lecture-based group attended conventional lectures followed by homework assignments. Data were collected using pre- and post-intervention tests to measure academic performance, the Student Engagement Scale to gauge engagement, and a validated questionnaire to assess student satisfaction. Data were analyzed using Statistical Package for the Social Sciences version 25, with descriptive statistics, paired t-tests, independent t-tests, and Chi-square tests employed to interpret the findings.ResultsThe flipped classroom group demonstrated a significant improvement in academic performance, with mean pre-test and post-test scores of 65.2 ± 8.1 and 78.6 ± 6.9, respectively. In contrast, the traditional lecture-based group had pre-test and post-test mean scores of 62.8 ± 7.5 and 74.2 ± 8.3, respectively. Additionally, the flipped classroom group showed higher levels of student engagement mean scores of 4.5 ± 0.8 and satisfaction mean scores of 4.2 ± 0.7 compared to the traditional lecture-based group, which had engagement mean scores of 3.8 ± 0.6 and satisfaction mean scores of 3.9 ± 0.5. Chi-square tests showed a statistically significant association between the teaching method and both pass/fail rates and participation in activities, but not a significant association with gender distribution.ConclusionThe flipped classroom approach proves to be a superior teaching method, promoting better academic outcomes and greater student engagement and satisfaction. This study adds to the growing body of evidence advocating for the implementation of flipped classrooms in medical education.Trial registrationNot applicable.

Studying the Effectiveness of the Flipped Classroom Teaching Method for Promoting Education Students' Academic Performance and Learning Outcomes in Saudi Universities (A Comparative Study)

This study examines whether the flipped classroom teaching method effectively improves the academic performance and learning skills of education students in Saudi universities, unlike traditional lecture-based pedagogies. Guided by constructivist learning theory, the research employs an autoethnographic methodology based on the experiences of the author as a student and educator in Saudi Arabia and Australia. This study examines how flipped classrooms integrate technology, student autonomy, responsibility for learning, engagement, and satisfaction. therefore, the flipped classroom is an educational approach that delivers theoretical content to students via videos or online learning materials to be studied at home. In classroom sessions, it focuses on practical activities, discussions, and problem solving, which enhances understanding and practical application of concepts, and increases student engagement. Results from this study indicated positive effects on the student's academic achievements and involving them in more interactive learning. This study suggests that adopting the flipped classroom method could result in relatively better academic preparation for modern educational challenges in Saudi higher education. A future empirical research that examines the effectiveness of the flipped classroom method on education students in Saudi universities is recommended. In order to make generalizations based on the findings, non-probabilistic sampling must be applied.

The Outcome Evaluation and Impact of Tele-mentoring Prison Medical Officers in Primary Care Psychiatry: A Model from Bihar, India

Introduction: As compared to the general population, prison inmates have a high prevalence of mental illness and substance use disorders. The authors designed and implemented a digitally driven, one-year primary care psychiatry program for medical officers in prison and correctional settings to address this need in Bihar, India. Aim: The study aimed to assess the outcome of training given to prison medical officers deputed by the Government of Bihar. Materials and Method: Five medical officers completed training out of the seven deputed. The training contained brief onsite (three-day) training in “Clinical Schedules for Primary Care Psychiatry” and three online (one-year) modules containing tele-psychiatric on-consultation training (tele-OCT), virtual classroom (VCR) sessions, and a public health module. We measured the outcome using translational quotient (TQ) and primary care psychiatry quotient (PCPQ), which were carried out 6 and 12 months after the onset of training. Results: The TQ scores in the first and second tele-OCT evaluations were 64% and 75.2% at 6 and 12 months of the course, suggesting adequate skill retention. Out of 33,565 consultations over 12 months, medical officers identified 2,947 psychiatric disorders requiring treatment, resulting in a PCPQ of 8.7%. Conclusion: Over a year, the training demonstrated efficacy in acquiring primary care psychiatry skills, and these competencies were applied in providing care for those with psychiatric disorders.

Epistemic practices in conceptions of computer science

ABSTRACT Background and context We address the question of what computer science students take the discipline to be. How students conceive the discipline can influence whether a student pursues computer science, what particular area within computer science they focus on and whether they persist in the discipline. In this paper, we examine the epistemic practices – how knowledge is created and warranted – of students and teacher as a way to understand what computer science is, as practiced by the participants. Objective The goal of this study is to provide an account for how the students and teacher make and legitimize knowledge in the classroom and computer lab. Method In this case study, we use a combination of ethnographic and multimodal methods. The data collected include audio and video recordings and researcher field notes of classroom and lab sessions. The analysis of the data considers speech, marks on the blackboard and embodied actions including gesture and gaze orientation. Findings In both of these learning environments, CS knowledge in the form of general principles and programming practice are discussed by students and the instructor. However, the way in which such knowledge is warranted in these two settings is different. In the classroom, the instructor is the authority that warrants knowledge claims, whereas in the computer lab, the computer plays a key authority role to determine “what works”. Implications This study provides insight into how instructors can design learning environments based on ways they intend knowledge to be created and warranted.

“The changing same” of whiteness in the US LIS academy: a cathartic testimonial from BIPOC faculty scholars

PurposeThere is little to no empirical research on the phenomenon of ways in which the racism of whiteness transpires within the faculties and classrooms of US-based ALA-accredited library and information science (LIS) education programs. We do have scholars publishing meaningful work exploring diversity-equity-inclusion topics and initiatives to evolve the LIS discourse on these issues (Honma, 2005; Chancellor, 2019; De LaRosa et al., 2021; Gibson, 2019; Mehra et al., 2023; Colón-Aguirre et al., 2022; Hands, 2022). This research substantiates the conceptual research that exists by empirically exposing the ways in which the racism of whiteness functions at the interpersonal level of work culture in LIS programs (i.e. the academy) in the US.Design/methodology/approachAdapting Baima and Sude’s (2020) modified Delphi Method, a focus group of 13 BIPOC (Black, Indigenous, and People of Color) library and information science faculty members in the United States were recruited to participate in a one-time 60-min virtual Zoom session. Participants were engaged in three iterative rounds of reflective inquiry to reach a consensus of experience. The study design was embedded with critical race theory-based (CRT) ethnographic methods such as testimony (counterstorytelling), collective affirmation (shared narratives), and silence.FindingsBIPOC LIS faculty (tenure-track and tenured) have similar ideas about whiteness and how it is operationalized as micro- and macro-aggressions in the LIS academic workplace, most significantly inside the classroom. The experience of whiteness was prevalent among all study participants in two areas: workplace meetings with faculty colleagues and classroom sessions (face-to-face and online) with students.Originality/valueThe findings offer empirical evidence to support the prolific conceptual literature in LIS discourse concerning ways in which critical race theory (CRT) interrogates LIS’s socio-professional injustices and inequities (e.g. Gibson et al., 2018; Stauffer, 2020; Leung and Lopez-McKnight, 2021; Jennings and Kinzer, 2022; Snow and Dunbar, 2022). There remains a dearth of empirical research that reports how whiteness is reproduced in the practices, knowledge, and resources that make up the ethos of the LIS faculty meeting and classroom. Documenting the testimonies of BIPOC LIS faculty solidifies the existence of whiteness as a toxic reality in the LIS academy.

COGNITIVE-MATRIX ANALYSIS AS A TOOL FOR EXPLORING CULTURAL IDENTITY OF A FICTION AUTHOR

The integration of artificial intelligence (AI) technologies into the educational system in general and foreign language teaching in particular makes it possible to significantly enhance students’ foreign language practice and create conditions for more effective formation of foreign language communicative competence components. At the same time, the gradual implementation of AI tools in the educational process, along with its obvious advantages, may cause teachers’ concerns related to the gradual exclusion of the teacher from the learning process and their complete replacement by AI. As a modern paradigm of education, the authors suggest the triad “learner - teacher - artificial intelligence”, within which the interaction of learners with AI is built into traditional teaching methods, enhancing the educational process with new additional opportunities for learners’ foreign language practice. For objective reasons, little time and attention is often allocated to teaching learners to write in a foreign language. AI, which has significant language didactic potential, is able to take over the teacher’s functions of evaluating students’ written work and providing them with feedback in the form of an AI-generated version of an essay and/or recommendations for the revision of written work. In this paper, the authors propose 11 stages of a method for teaching learners to write creative works in a foreign language in the triad “learner - teacher - artificial intelligence”. Special attention in the method is given to the following aspects, which are new for teaching practice: a) compliance of students with the norms of authorship ethics when receiving various types of feedback from AI; b) the need to discuss the results of students’ interaction with AI during classroom sessions. At the same time, the authors note that the teacher is not excluded from the process of teaching learners a foreign language and evaluating their written work. The traditional method of teaching students’ written speech is enriched with additional stages of interaction with artificial intelligence, creating more conditions for students to develop the necessary foreign language speech skills.

Normal Pregnancy Care and Physiology and Select Pregnancy Complications: A Flipped Classroom Case for the OB/GYN Clerkship.

This module teaches core knowledge and skills for undergraduate medical education in reproductive health, providing instruction in the management of normal and abnormal pregnancy and labor utilizing interactive small-group flipped classroom methods and case-based instruction. Advance preparation materials were provided before the education session. The 2-hour session was facilitated by clinical educators using a faculty guide. Using voluntary surveys, we collected data to measure satisfaction among obstetrics and gynecology clerkship students and facilitators following each education session. Capturing six clerkships spanning 9 months, 116 students participated, and 64 students completed the satisfaction survey, with 97% agreeing that the session was helpful in applying knowledge and principles to common clinical scenarios. Most students (96%) self-reported that they achieved the session's learning objectives utilizing prework and interactive small-group teaching. Nine clinical instructors completed the survey; all agreed the provided materials allowed them to facilitate active learning, and the majority (89%) agreed they spent less time preparing to teach this curriculum compared to traditional didactics. This interactive flipped classroom session meets clerkship learning objectives related to the management of pregnancy and labor using standardized materials. The curriculum reduced preparation time for clinical educators as well.

The Challenges of teaching the Subject “Archaeology” in Regional Universities, using the Example of Vanadzor State University

Key words: archeology, archeology of Armenia, teaching, museum practice, excavations, methods of teaching archeology, archeology textbook In regional universities of the Republic of Armenia, the course “Archaeology” is part of the general academic program within the specialization of “History.” The number of hours allocated for this subject may vary depending on the educational institutions. At Vanadzor State University, “Archaeology” is taught for a total of 58 academic hours. We have developed educational materials, including lectures and textbooks, to prepare a curriculum that covers the fundamentals of archaeology and the archaeological periods of Armenia, ranging from early historical periods to the late Middle Ages. Various teaching methods are employed during the learning process, including lectures, seminars, discussions, debates, and practical exercises. Classroom sessions utilize methods such as problem-based lectures, dialogical lectures, discussion-based lectures, seminar discussions, and others, depending on the specific topic and methodology. One of the challenges in teaching “Archaeology” is the absence of a suitable textbook that fully aligns with the curriculum. To address this issue, we propose the development of an interdisciplinary textbook that encompasses the basics of archaeology, geology, and geography. This textbook should cover archaeology from the Stone Age to the Middle Ages, based on contemporary technologies and scientific advancements, while complying with the educational standards of universities. To enhance the effective teaching of “Archaeology” and the preparation of future archaeologists, it is suggested to increase the number of credit hours allocated for this subject in universities and to offer it over two semesters in the first year. This approach will establish a comprehensive link between “Armenian History” and historical periods of the Ancient East.

ORGANIZING SELF-EDUCATION ACTIVITIES FOR MEDICAL COLLEGE STUDENTS IN THE CONTEXT OF BLENDED LEARNING

The article aims to review current trends in the organization of self-education activities for medical college students, models of blended learning, and its main components that ensure the self-education of future nursing specialists. The research methods are terminological and comparative analysis, generalization, specification, and modelling. Based on the analysis of primary sources, it has been established that self-education activities are a type of educational and cognitive activity motivated by an internal drive for self-improvement and facilitated by the use of specific methods for seeking and assimilating social experience. It has been emphasized that through self-education, medical professionals are better able to handle complex clinical cases and provide high-quality medical care to their patients, including via the use of digital technologies. Blended learning is defined as a combination of traditional face-to-face (contact) learning and computer-mediated or online learning. It has been pointed out that the implementation of blended learning requires the development of appropriate pedagogical design and innovations that ensure the application of adequate teaching and assessment methods with carefully planned content and structured academic courses. The blended learning system is presented as an integration of face-to-face classroom and clinical sessions, independent student work, and online learning. It has been noted that in blended models, the supply of educational material and interaction with the teacher can occur in both physical and virtual environments, during both classroom sessions and asynchronously during extracurricular activities. The specifics of self-education activities for medical college students using some models such as rotational, laboratory, independent blended learning, flexible learning, enriched virtual learning, flipped classroom, and personalized learning have been described. In each model, the core element is identified as the electronic educational resource. In the blended learning system such a resource is viewed not as an auxiliary tool of the traditional educational process but as the one that successfully combines traditional and distance learning forms, incorporating both non-digital and digital technologies. It has been determined that blended learning is based on the flexible combination of in-class learning (contact hours) with online sessions (asynchronously or synchronously). Among the tools for blended learning used in organizing self-education activities for medical college students, the following have been highlighted and described: online lectures, practical sessions in webinar mode, project and group work online, learning management systems such as LMS Moodle, laboratory work in a blended format, virtual and augmented reality technologies, a combination of formal and nonformal education, self-testing complexes, webinar consultations, artificial intelligence technologies, and specialized medical applications. It has been concluded regarding the feasibility of implementing blended learning in the training of medical college students and the organization of their self-education activities. This will enhance the quality of education, and the efficiency of resource utilization of educational institutions, increase the level of professional expertise and mobility of teachers, and ultimately provide additional competitive advantages to the educational institution in the educational services market.

Optimalisasi Peran Mahasiswa Dalam Penguatan 4 Keterampilan Bahasa Melalui Materi Adverb Of Frequency Bagi Siswa MTS Hidayatul Insan Palangka Raya

The collaborative community service activity between the lecturers and students at MTs Hidayatul Insan aims to enhance the learning experience and academic support for students under the title "Optimizing Student Role in Strengthening 4 Language Skills Through Adverb of Frequency Material for Students of Mts Hidayatul Insan Palangka Raya." This initiative focuses on improving language skills, particularly in the use of adverbs of frequency for the students. Through interactive workshops, classroom sessions, and practical exercises, the lecturers and students work together to develop engaging and effective teaching materials tailored to the needs of the students. The collaborative effort fosters a conducive learning environment and promotes active engagement

The utilization of an unconventional approach to introduce basic bacteriology in a medical school bridge program.

Bacteria form an intense portion of reading and learning for students enrolled in microbiology education. As a part of the foundational course outline of bacteriology, bacterial classification is a significant topic of discussion. The purpose of our study was to analyze whether bacterial classification can be taught with a phylogenetic tree approach that might be more engaging and beneficial to student learners of microbiology. This methodology is unique compared to the conventional approach applied in introductory lectures of bacteriology that relies on morphology and Gram-staining to classify bacteria. The participants of this study were students enrolled in a two-semester medical school bridge program that offers a Master's degree in Pre-clinical Sciences. We presented bacterial origin and classification in the light of evolution and used a phylogenetic tree to signify clinically relevant groups of bacteria. Students were also taught the traditional bacterial classification using Gram stains and morphology. Both methods of classification were delivered in a didactic classroom session considering equal time spent and utilizing the same format. An online survey was distributed to the students after the session to collect their feedback. The results from the survey showed that 74% of participants would prefer learning bacterial classification using a combined approach that includes both Gram-staining and morphology as well as the phylogenetic tree. When asked if the study of bacterial classification through an evolutionary tree diagram is a clear and concise way of understanding bacteria, 79% of the students either agreed or strongly agreed with this statement. Interestingly, the alternative phylogenetic tree approach was considered more engaging and regarded as a means to expand the clinical knowledge of bacteria by 78% and 71% of the students, respectively. Overall, our study strongly supports the use of tree-based classification as an additional method to improve the learning of medically important groups of bacteria at varying levels of education.

Integrating challenge-based learning and design thinking in a course of reaction engines for aerospace

This study presents an approach to aerospace engineering education based on the integration of challenge-based learning (CBL) and design thinking in a course on reaction engines. The paper describes how this approach addresses the evolving demands of the aerospace sector, particularly the need for sustainable propulsion systems. It provides a sistematic analysis, starting with a literature review that establishes some foundational understanding of CBL and design thinking while highlighting their importance in fostering problem-solving and critical thinking skills among engineering students. The main body of the paper explores the practical application of these methodologies in an aerospace course. It details a series of sessions designed to provide students with basic understanding of sustainable ideas in reaction engines. These sessions encourage students to engage in critical thinking and collaborative problem-solving, aligning with real-world environmental concerns in aerospace propulsion. In addition, we present the students` feedback concerning the classroom sessions based on a semi-structured interview technique to assess the effectiveness of the teaching approach. The feedback, analyzed from these interviews, indicates a positive reception of CBL and design thinking. Students appreciated the interactive nature of the sessions and the emphasis on real-world problem-solving. However, challenges such as balancing theoretical and practical aspects, pacing, and providing clear guidelines were noted for future improvement. The study emphasizes the need for ongoing adaptation and iteration of teaching methodologies, informed by regular student feedback, to ensure their effectiveness in preparing students for future challenges in the aerospace sector.

PREVENTION OF PROFESSIONAL BURNOUT OF TEACHERS IN CONDITIONS OF MIXED LEARNING

PREVENTION OF PROFESSIONAL BURNOUT OF TEACHERS IN CONDITIONS OF MIXED LEARNING

ClassID: Enabling Student Behavior Attribution from Ambient Classroom Sensing Systems

Ambient classroom sensing systems offer a scalable and non-intrusive way to find connections between instructor actions and student behaviors, creating data that can improve teaching and learning. While these systems effectively provide aggregate data, getting reliable individual student-level information is difficult due to occlusion or movements. Individual data can help in understanding equitable student participation, but it requires identifiable data or individual instrumentation. We propose ClassID, a data attribution method for within a class session and across multiple sessions of a course without these constraints. For within-session, our approach assigns unique identifiers to 98% of students with 95% accuracy. It significantly reduces multiple ID assignments compared to the baseline approach (3 vs. 167) based on our testing on data from 15 classroom sessions. For across-session attributions, our approach, combined with student attendance, shows higher precision than the state-of-the-art approach (85% vs. 44%) on three courses. Finally, we present a set of four use cases to demonstrate how individual behavior attribution can enable a rich set of learning analytics, which is not possible with aggregate data alone.

“So we brought these players together”: a qualitative study of educators’ experiences to analyze the challenges of creating an e-learning program for neuropalliative care

BackgroundIn recent years, the subspecialty of neuropalliative care has emerged with the goal of improving the quality of life of patients suffering from neurological disease, though gaps remain in neuropalliative care education and training. E-learning has been described as a way to deliver interactive and facilitated lower-cost learning to address global gaps in medical care. We describe here the development of a novel, international, hybrid, and asynchronous curriculum with both self-paced modules and class-based lectures on neuropalliative care topics designed for the neurologist interested in palliative care, the palliative care physician interested in caring for neurological patients, and any other physician or advanced care providers interested in neuropalliative care.MethodsThe course consisted of 12 modules, one per every four weeks, beginning July 2022. Each module is based on a case and relevant topics. Course content was divided into three streams (Neurology Basics, Palliative Care Basics, and Neuropalliative Care Essentials) of which two were optional and one was mandatory, and consisted of classroom sessions, webinars, and an in-person skills session. Evaluation of learners consisted of multiple choice questions and written assignments for each module. Evaluation of the course was based on semi-structured qualitative interviews conducted with both educator and learner, the latter of which will be published separately. Audio files were transcribed and underwent thematic analysis. For the discussion of the results, Khan’s e-learning framework was used.ResultsTen of the 12 participating educators were interviewed. Of the educators, three identified as mid-career and seven as senior faculty, ranging from six to 33 years of experience. Nine of ten reported an academic affiliation and all reported association with a teaching hospital. Themes identified from the educators’ evaluations were: bridging the global gap, getting everybody on board, defining the educational scope, investing extensive hours of voluntary time and resources, benefiting within and beyond the curriculum, understanding the learner’s experience, creating a community of shared learning, adapting future teaching and learning strategies, and envisioning long term sustainability.ConclusionsThe first year of a novel, international, hybrid, and asynchronous neuropalliative care curriculum has been completed, and its educators have described both successes and avenues for improvement. Further research is planned to assess this curriculum from the learner perspective.

Use of Social Learning Tools Improves Engagement and Performance in Undergraduate Medical Physiology Education

Objective: We sought to increase engagement, reduce cognitive load, and foster self-directed learning while potentially improving exam performance by incorporating a social annotation tool (SAT) into a flipped classroom setting in an undergraduate medical education curriculum. Hypothesis: We hypothesized that using the SAT (Perusall) as preparatory material for a flipped classroom would increase engagement and academic performance compared to using a pre-recorded lecture video when teaching cardiovascular physiology. Methods: Within a first-year undergraduate medical physiology course, students (n=125) used the SAT to annotate assigned cardiovascular physiology readings before a flipped classroom session. This strategy was compared to the common practice of providing students with a pre-recorded lecture. Students took an assessment before and after to assess knowledge acquisition and engagement with both formats. Results: The SAT intervention identified an average time spent engaged with the material of 142.1 minutes ( n=125), with a pre- and post-assessment score improvement of approximately 20.25% (61.5% vs 82%; n=81). The pre-recorded one-hour lecture found that students engaged with the material, on average, for 51.45 minutes, corresponding to an average of 91% video completion. Findings from this lecture intervention showed the pre- and post-assessment scores improved by an average of 5% (71% vs. 76%; n=80). A paired sample t-test identified a significant difference between the percent improvement between quizzes for SAT (M=19.71, SD=26.374) and percent improvement for recorded lecture (M=6.57, SD=26.369); [t(69)=3.450, p=0.001]. The use of SAT enhanced academic performance in midterm and final exams. The average performance in questions that mapped back to the flipped classroom utilizing SAT text was 91% (n=6) , as compared to an average performance of 73% to those questions that mapped back to the online pre-recorded lecture (n=11 ). Conclusions: Incorporating SATs into a flipped classroom model increased engagement and academic performance versus passive lectures when teaching medical physiology. Our study provides support to the use of social learning tools to enhance active learning in undergraduate medical education. none. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Compliments in Turn Taking: Analysis During Foreign L2 Speakers Class Session

This study aimed on elaborating the rules of turn taking and the primary intentions of turn taking containing compliments done by the Foreign L2 Speakers and the students at De Access Hotel and Culinary Training Centre. The writer applied descriptive research design which applied the participant observation method with passive observer. The data of the research is the conversations spoken by the foreign L2 speakers and the EFL learners in the teaching learning process and the data source was the teaching learning process done by the foreign L2 speakers in teaching the EFL Learners in De Access Hotel and Culinary Training Centre. In collecting the data, the writer as a passive observer attended the class and without disturbing the teaching learning process, the writer observed while recorded the classroom activity then the writer transcribed the conversation between the foreign L2 speakers and the EFL learners. The result of the study showed that the rules of turn taking are; (1) turn-taking 1A {S (who is talking) chooses NP (next Speaker) in the speech}; (2) Turn-taking 1B {NP (next Speaker) is not chosen by S (speaker)}; and Turn-taking 1C {S can stop or continue speaking} and the rule 1B is dominant and often used in turn-taking in classroom session. And also there are four primary intentions of speech in classroom that are; to express an opinion, to elicit a reaction, to encourage specific behavior and to express satisfaction.