Small Group Discussions Research Articles

Enhancing EFL Students’ Reading Comprehension by Applying Small Group Discussion at Higher Vocational Education

Enhancing EFL Students’ Reading Comprehension by Applying Small Group Discussion at Higher Vocational Education

Women’s autonomy and maternal health decision making in Kenya: implications for service delivery reform - a qualitative study

BackgroundMaternal and neonatal outcomes in, Kakamega County is characterized by a maternal mortality rate of 316 per 100,000 live births and a neonatal mortality rate of 19 per 1,000 live births. In 2018, approximately 70,000 births occurred in the county, with 35% at home, 28% in primary care facilities, and 37% in hospitals. A maternal and child health service delivery redesign (SDR) that aims to reorganize maternal and newborn health services is being implemented in Kakamega County in Kenya to improve the progress of these indicators. Research has shown that women’s ability to make decisions (voice, agency, and autonomy) is critical for gender equality, empowerment and an important determinant of access and utilization. As part of the Kakamega SDR process evaluation, this study sought to understand women’s processes of decision-making in seeking maternal health care and how these affect women’s ability to access and use antenatal, delivery, and post-natal services.MethodsWe adapted the International Centre for Research on Women (ICRW) conceptual framework for reproductive empowerment to focus on the interrelated concepts of “female autonomy”, and “women’s agency” with the latter incorporating ‘voice’, ‘choice’ and ‘power’. Our adaptation did not consider the influence of sexual relationships and leadership on SRH decision-making. We conducted key informant interviews, in-depth interviews, small group interviews and focus group discussions with pregnant women attending Antenatal clinics, women who had delivered, women attending post-natal clinics, and men in Kakamega County. A thematic analysis approach was used to analyze the data in NVivo 12.ResultsThe results revealed notable findings across three dimensions of agency. Women with previous birthing experiences, high self-esteem, and support from their social networks exhibited greater agency. Additionally, positive previous birthing experiences were associated with increased confidence in making reproductive health choices. Women who had control over financial resources and experienced respectful communication with their partners exhibited higher levels of agency within their households. Distance relational agency demonstrated the impact of health system factors and socio-cultural norms on women’s agency and autonomy. Finally, women who faced barriers such as long waiting times or limited staff availability experienced reduced agency in seeking healthcare.ConclusionsIndividual agency, immediate relational agency, and distance relational agency all play crucial roles in shaping women’s decision-making power and control over their utilization of maternal health services. This study offers valuable insights that can guide the ongoing implementation of an innovative service delivery redesign model, emphasizing the critical need for developing context-specific strategies to promote women’s voices for sustained use.

PENGARUH SMALL GROUP DISCUSSION TERHADAP TINGKAT PENGETAHUAN TENTANG TIGA MASALAH KESEHATAN REPRODUKSI REMAJA

PENGARUH SMALL GROUP DISCUSSION TERHADAP TINGKAT PENGETAHUAN TENTANG TIGA MASALAH KESEHATAN REPRODUKSI REMAJA

O52: Empowering Medical Students and Early Career Surgeons in Critical Appraisal of AI Research: Design and Evaluation of a Pilot Course

Abstract Introduction As artificial intelligence (AI) plays an increasing role in surgical practice, there is a need for surgeons to understand and evaluate literature surrounding the use of AI. There is currently a lack of training in this area for medical students and surgical trainees. We designed and assessed the impact of a short educational course. Methods A two-day online course was held, consisting of lectures and small-group discussions surrounding the fundamentals and appraisal of AI literature with a focus on neurosurgery. Participants included individuals working in neurosurgery (trainees, consultants and researchers) and medical students interested in surgery. A Qualtrics survey was distributed before and after the course. Participants’ knowledge was assessed before and after using 15 multiple-choice questions. Individuals allocated to the course’s waiting list completed a control survey. Results 62 participants (33 participants, 29 waitlist controls) attended the course and completed the pre-course survey. After the course, participants significantly improved in their knowledge of AI (mean difference = 3.86, 95% CI = 2.97-4.75, p-value < 0.0001) and confidence in critically appraising AI literature (p-value = 0.002). Differences in knowledge (mean difference = 3.15, 95% CI = 1.82-4.47, p-value < 0.0001) and confidence (p-value < 0.0001) were also found when compared to the control group. Significant differences were maintained when medical students or researchers were excluded from analysis. Conclusion Short courses that are tailored to the specialty and experience of surgical trainees and medical students can improve their understanding of AI, without the need for in-depth technical knowledge or programming skills.

Edukasi Tanggap Bencana: Pelatihan Kesiapsiagaan Pramuka Tingkat Penegak dan Pandega

Simple Emergency Management (SEM) is a straightforward approach to managing emergencies. Non-professionals need to understand the fundamental theories and practices of emergency response. This community service program aimed to offer education and training to scout members of the Penegak and Pandega groups in the Kwartir regions of Gunungkidul, Bantul, Sleman, Kulonprogo, and DIY City. The training program's methodology incorporated a blend of mini-lectures, small group discussions, and hands-on practice. A pre-test was administered before the training, followed by a post-test afterward to evaluate its effectiveness. Statistical analysis of the pre-test and post-test scores of the respondents (n = 25) revealed a notable improvement, with average scores increasing from 57.20 to 85.00. This increase was statistically significant, as evidenced by a p-value of 0.000, according to the Wilcoxon test. These results indicate a significant enhancement in the participants' knowledge following the SEM emergency training.

Pemanfaatan Profil Pelajar Pancasila untuk Membantu Siswa dalam Menelaah Teks Prosedur Bahasa Indonesia

The aim of this research is to explain the Profil Pelajar Pancasila (P3) used in learning procedural text analysis for class VII students at SMP Muhammadiyah 15 Wonoharjo. The research methodology integrates a qualitative approach with procedural elements. Two ways of collecting data other than tests are questionnaires and observation. The qualitative description method was used to test the data. The research conclusion shows that students appear to show a series of behaviors and characteristics that are in accordance with the P3 dimensions when they learn to interpret procedural texts. Learners demonstrate a series of behaviors and characters that are consistent with the P3 dimensions. Research findings show that students can effectively apply the P3 dimensions starting with the routine of worship and prayer, the ability to accept differences in perceptions and opinions, the ability to participate in small group discussions, the capacity for critical thinking and problem solving, and their ability to act independently and wisely as part of their responsibilities as students of Pancasila.

Institution-Wide Retreats Foster Organizational Learning and Action at a Comprehensive Cancer Center

Providing safe and informed healthcare for sexual and gender minority (SGM) individuals with cancer is stymied by the lack of sexual orientation and gender identity (SOGI) data reliably available in health records and by insufficient training for staff. Approaches that support institutional learning, especially around sensitive topics, are essential for hospitals seeking to improve practices impacting patient safety and research. We engineered annual institutional retreats to identify and unify stakeholders, promote awareness of gaps and needs, identify initiatives, minimize redundant projects, and coordinate efforts that promote improvements in SGM cancer care, education, and research. The 2022 and 2023 retreats employed a 4-h hybrid format allowing virtual and in-person engagement. Retreat organizers facilitated small-group discussions for brainstorming among participants. We performed descriptive statistics from retreat evaluations. The retreats engaged 104 attendees from distinct departments and roles. Participants expressed robust satisfaction, commending the retreat organization and content quality. Notably, the first retreat yielded leadership endorsement and funding for a Quality Improvement pilot to standardize SOGI data collection and clinical staff training. The second retreat provided a platform for updates on focused efforts across the institution and for receiving direction regarding national best practices for SGM care and research. We report the processes and outcomes of institution-wide retreats, which served as a platform for identifying gaps in organizational healthcare practices and research for SGM individuals with cancer. The strategies described herein may be readily scaled at other cancer hospitals seeking to learn and enact system-wide practice changes that support the needs of SGM patients and families.

First-Year Medical Students' Perceptions of Stigma Toward People With Opioid Use Disorder Before and After an Educational Intervention.

Stigma among medical trainees toward people with opioid use disorder (OUD) compounds the problems associated with opioid addiction. People with OUD who experience overt and implicit stigma from healthcare providers are less likely to seek and receive treatment, further restricting their access to already limited resources. The objective of our study was to assess an educational strategy to mitigate stigma toward people with OUD among first-year medical students. This study assessed perceptions of stigma toward people with OUD among first-year medical students using an adaptation of a brief, validated opioid stigma scale before and after an educational intervention. The intervention consisted primarily of a recorded panel in which people with a history of OUD shared their experiences with stigma followed by small group discussions. After the educational intervention, students were more likely to respond that (1) they believed most people held negative beliefs about people with OUD and (2) they personally disagreed with negative statements about people with OUD. Educational interventions addressing stigma toward people with OUD are potentially effective and should be integrated into medical curricula. Such interventions are a crucial part of the effort to improve the medical care of people with OUD.

Young Women's Perspectives on Being Screened for Hereditary Breast and Ovarian Cancer Risk During Routine Primary Care

PurposeThe U.S. Preventive Services Task Force recommends screening women to identify individuals eligible for genetic counseling based on a priori hereditary breast and ovarian cancer syndrome (HBOC) risk (i.e., risk assessment). However, risk assessment has not been widely integrated into primary care. This qualitative study explored young women's views on implementing routine HBOC risk assessment with a focus on equity and patient-centeredness. MethodsWe conducted group discussions with young women (aged 21–40 years) receiving care in an integrated health care system. Discussion groups occurred in two phases and used a modified deliberative approach that included a didactic component and prioritized developing consensus. Twenty women participated in one of three initial small group discussions (phase one). All 20 were invited to participate in a subsequent large group discussion (phase two), and 15 of them attended. FindingsKey themes and recommendations were as follows. Risk assessment should be accessible, contextualized, and destigmatized to encourage participation and reduce anxiety, particularly for women who do not know their family history. Providers conducting risk assessments must be equipped to address women's informational needs, relieve emotionality, and plan next steps after positive screens. Finally, to minimize differential screening uptake, health care systems must prioritize equity in program design and contribute to external educational and outreach efforts. ConclusionYoung women see pragmatic opportunities for health systems to optimize HBOC screening implementation.

Forty-three Years of Dedicated Efforts in Advancing Pharmacist Expertise: Aspiring to Become a Pharmacist and Cultivate Pharmacists Proficient in Recommending Prescription Medicines to Doctors

When I graduated from university, my aim was to become a pharmacist capable of recommending prescription medicines to doctors and teaching others to do the same. To achieve this goal, I developed comprehensive curricula incorporating progressive educational tools such as problem-based learning and small group discussions. Subsequently, the effectiveness of these tools and curricula was evaluated, and the findings of these assessments were published in various peer-reviewed journal articles. Consequently, a body of evidence on the most effective ways to recommend prescription medicines to doctors was gradually established. This paper aims to summarize this comprehensive body of research spanning over 43 years, with the objective of highlighting the valuable insights gained thus far, identifying the best practice techniques, and exploring potential avenues for future research.

Anti-racism curricula in undergraduate medical education: A scoping review

Purpose Medical educators have increasingly focused on the systemic effects of racism on health inequities in the United States (U.S.) and globally. There is a call for educators to teach students how to actively promote an anti-racist culture in healthcare. This scoping review assesses the existing undergraduate medical education (UME) literature of anti-racism curricula, implementation, and assessment. Methods The Ovid, Embase, ERIC, Web of Science, and MedEdPORTAL databases were queried on 7 April 2023. Keywords included anti-racism, medical education, and assessment. Inclusion criteria consisted of any UME anti-racism publication. Non-English articles with no UME anti-racism curriculum were excluded. Two independent reviewers screened the abstracts, followed by full-text appraisal. Data was extracted using a predetermined framework based on Kirkpatrick’s educational outcomes model, Miller’s pyramid for assessing clinical competence, and Sotto-Santiago’s theoretical framework for anti-racism curricula. Study characteristics and anti-racism curriculum components (instructional design, assessment, outcomes) were collected and synthesized. Results In total, 1064 articles were screened. Of these, 20 met the inclusion criteria, with 90% (n = 18) published in the past five years. Learners ranged from first-year to fourth-year medical students. Study designs included pre- and post-test evaluations (n = 10; 50%), post-test evaluations only (n = 7; 35%), and qualitative assessments (n = 3; 15%). Educational interventions included lectures (n = 10, 50%), multimedia (n = 6, 30%), small-group case discussions (n = 15, 75%), large-group discussions (n = 5, 25%), and reflections (n = 5, 25%). Evaluation tools for these curricula included surveys (n = 18; 90%), focus groups (n = 4; 20%), and direct observations (n = 1; 5%). Conclusions Our scoping review highlights the growing attention to anti-racism in UME curricula. We identified a gap in published assessments of behavior change in applying knowledge and skills to anti-racist action in UME training. We also provide considerations for developing UME anti-racism curricula. These include explicitly naming and defining anti-racism as well as incorporating longitudinal learning opportunities and assessments.

Speech analysis of teaching assistant interventions in small group collaborative problem solving with undergraduate engineering students

AbstractThis descriptive study focuses on using voice activity detection (VAD) algorithms to extract student speech data in order to better understand the collaboration of small group work and the impact of teaching assistant (TA) interventions in undergraduate engineering discussion sections. Audio data were recorded from individual students wearing head‐mounted noise‐cancelling microphones. Video data of each student group were manually coded for collaborative behaviours (eg, group task relatedness, group verbal interaction and group talk content) of students and TA–student interactions. The analysis includes information about the turn taking, overall speech duration patterns and amounts of overlapping speech observed both when TAs were intervening with groups and when they were not. We found that TAs very rarely provided explicit support regarding collaboration. Key speech metrics, such as amount of turn overlap and maximum turn duration, revealed important information about the nature of student small group discussions and TA interventions. TA interactions during small group collaboration are complex and require nuanced treatments when considering the design of supportive tools. Practitioner notesWhat is already known about this topic Student turn taking can provide information about the nature of student discussions and collaboration. Real classroom audio data of small groups typically have lots of background noise and present challenges for audio analysis. TAs have little training in how to productively intervene with students about collaborative skills. What this paper adds TA interaction with groups primarily focused on task progress and understanding of concepts with negligible explicit support on building collaborative skills. TAs intervened with the groups often which gave the students little time for uptake of their suggestions or deeper discussion. Student turn overlap was higher without the presence of TAs. Maximum turn duration can be an important real‐time turn metric to identify the least verbally active student participant in a group. Implications for practice and/or policy TA training should include information about how to monitor groups for collaborative behaviours and when and how they should intervene to provide feedback and support. TA feedback systems should keep track of previous interventions by TAs (especially in contexts where there are multiple TAs facilitating) and the duration since previous intervention to ensure that TAs do not intervene with a group too frequently with little time for student uptake. Maximum turn duration could be used as a real‐time metric to identify the least verbally active student in a group so that support could be provided to them by the TAs.

The use of an online anatomy laboratory for allied health education

BackgroundIn-person cadaveric anatomy laboratories allow for students to learn the intricacies of the human body but also develop skills related to communication, clinical reasoning, and interprofessional collaboration. However, the COVID-19 pandemic caused a shift from in-person course delivery to an online medium. Therefore, the objective of this study was to develop and evaluate the implementation and use of an online anatomy laboratory as a replacement for an in-person laboratory component. MethodsAn anatomy course for allied heath students (pharmacy and respiratory therapy) that included an in-person cadaveric laboratory was modified for online delivery. The laboratory component utilized cadaveric images presented by the instructor and breakout rooms for small group discussion to simulate in-person anatomy laboratory experiences. ResultsOnline anatomical studies had no academic advantage or disadvantage compared to in-person instruction. Additionally, students indicated that the online laboratories were enjoyable and helpful for learning anatomy, rated the guided cadaveric image portion very highly and responded positively to the helpfulness of breakout room sessions in learning anatomy. ConclusionsBased on the results of this study, online delivery of an anatomy laboratory, that was developed to simulate important aspects of in-person learning, can act as a viable alternative-learning platform for anatomical laboratory education.

An exploration of the efficacy of mental health and wellbeing education initiatives in secondary schools: triangulation of student and teacher perspectives

ABSTRACT Objectives Schools invest substantial time and money in support of mental health and wellbeing education for their students. Approaches vary, with minimal guidance available regarding most efficacious methods to engage and support students. Understanding the experience and perspectives of students and educators in this area can assist to clarify mental health needs of secondary school students and guide future development of effective methods to target them. Methods Interviews with 21 senior secondary school students from four Australian schools captured perspectives about the influences on their mental health and wellbeing over their secondary school journey. A further eight interviews with school staff with responsibility for wellbeing education were conducted to identify similarities and disparities between school aims and student experience. Results A reflexive thematic analysis of the data generated three main themes. Interviews conducted indicated consistency between staff and students’ perspectives that schools need to commit to staff training, cultivate interpersonal connections and make wellbeing education for adolescents more engaging. Conclusions Mental health and wellbeing approaches should be nuanced for the specific needs of each school’s context. Educating teachers to utilise a school-wide wellbeing framework to customise student learning can increase student engagement through personal reflection and small group discussion to reinforce key learnings.

The Implementation of Using Small Goup Discussion in an EFL Classroom

Students have difficulty learning English because they do not use it in their daily lives and English is not their first language. Through small group discussion as a learning strategy can help students’ in learning English. This study, focused on a described implementation of using small group discussion in an EFL classroom and perceived students’ responses about this strategy. This case study was conducted at Vocational High School, consists of 34 students and was designed for two meetings with the material analytical exposition text. To triangulate the data, observation, questionnaire, interview and documentation were used as an instrument. The result shows that implementation by group discussion the students more easily to analyze and makes an analytical exposition given by the researcher. Although in the first meeting, there were students who did not seem to participate in the process of discussion, but in second meeting, students participated actively and they could manage themselves to work in-group. In the questionnaire, 100% of students agree that using small group discussion is very suitable for learning English in vocational school. Based on the interview, students argue that by small group discussion it can be solved the task easily because they have the various opinions during group discussion. Small Group Discussion really helped the students. The students could share their knowledge and opinion in doing the exercises and discussing the answer to the exercises. Based on the result, it can be concluded that implementing small group discussion as a learning strategy is a good way of teaching and learning English.

International judicial symposium on family court reform: Final report

AbstractOn May 30, 2023, the Association of Family and Conciliation Courts (AFCC) and the National Council of Juvenile and Family Court Judges (NCJFCJ) co‐sponsored an international symposium to explore the subject of family court reform. Twenty‐eight judges representing eight countries and including numerous North American states and provinces met in Los Angeles, California, to identify the most pressing challenges facing family courts and to document promising approaches to improve practice and outcomes in family court cases. They focused on domestic relations cases, as opposed to child welfare and juvenile justice matters. Prior to the symposium, participants responded to a survey about family court reform efforts in each participant's jurisdiction. Judicial officers attending the symposium represented diverse legal systems with some common and many different practices and challenges. After a day filled with small and large group discussions, participants identified key takeaways and made recommendations emanating from the day's discussions.

Efektivitas Layanan Informasi dengan Format Klasikal Menggunakan Metode Small Group Discussion untuk Meningkatkan Self-Efficacy Akademik Siswa SMA Negeri 10 Padang

Academic self-efficacy is one of the many factors that can affect student learning achievement. Someone who has good academic self-efficacy, will feel that he is always ready and alert in completing his academic tasks without any doubts about his condition. in completing their academic tasks without any doubts about their own condition. This study aims to see the effectiveness of the implementation of information services with a classical format using the small group discussion method to improve students' academic self-efficacy. This research uses a quantitative approach, with the type of research Quasi Experiment design The Non-Equivalent Control Group. The population in this study were Phase E students of SMA Negeri 10 Padang, sampling using purposive sampling method, then obtained samples of Phase E 4 and Phase E 9 classes. The technique used in data collection is by distributing questionnaires, then analyzed using the Wilcoxon Signed Ranks Test, and Mann-Whitney U 2 Independent Sample Test. The results of this study indicate that the implementation of information services with a classical format using the small group discussion method is effective in increasing students' academic self-efficacy. Specifically, the use of this method increases better academic self-efficacy.

Virtual Versus Reality: A Look into the Effects of Discussion Platforms on Speaking Course Achievements in Gather.town

The fusion of education with the digital world is still a developing and crucial phenomenon, especially in light of the growth of metaverse applications and the lingering effects of pandemic-induced educational changes. Learning about the efficacy of platforms like Gather.town becomes increasingly important in this situation. This study explores the changing educational environment, focusing on the widely used technique of small group discussions. Our main goal is to compare the effects of such group discussions in real classrooms against the online setting made possible by websites like Gather.town, especially regarding academic performance. We assessed two separate groups of students using a highly controlled experimental method. One group engaged in traditional, face-to-face small group discussions, while the other participated in discussions within the virtual realm of Gather.town. Our research produced notable results, showing a significant difference in academic achievement between the two modes of interaction. Unexpectedly, the online environment displayed higher standards of academic success. These findings highlight the potential effectiveness of digital platforms in educational initiatives. While conventional, face-to-face dialogues still have significance, incorporating digital technologies could result in equal or better educational outcomes. In essence, this research offers insightful viewpoints to the continuing discussion concerning hybridized learning strategies in the modern educational environment. By highlighting the part played by digital platforms in influencing pedagogical practices, it highlights the potential for such approaches to benefit the future of education.

Language shift in time of war: the abandonment of Russian in Ukraine

ABSTRACT The article demonstrates an impressive shift from Russian to Ukrainian in war-time Ukraine. I rely on nationwide survey data from before and after February 2022 to analyze the scale and structure of the recent change in patterns of language use. I demonstrate not only an impressive shift across the practices but also a larger scale of change in public communication than in private use. Next, I examine responses to a small online survey and focus group discussions in different parts of Ukraine for detailed accounts of different categories of people’s patterns of language use in various practices and explanations of the reasons for change – or continuity – in those patterns. I demonstrate a new phenomenon of the predominant reliance on Ukrainian at work and in other public communication by many people who used to speak predominantly Russian and still keep it as the main language of family use.

Addressing unprofessional behaviors in the clinical learning environment: lessons from a multi-year virtual, intergenerational, interdisciplinary workshop

ABSTRACT Introduction Optimizing the clinical learning environment (CLE) is a medical education priority nationwide. Materials and Methods We developed a virtual, one-hour workshop engaging students, housestaff and faculty in small-group discussions of five case scenarios adapted from reported unprofessional behaviors in the CLE, plus didactics regarding mistreatment, microaggressions and bystander interventions. Results Over two sessions (2021–2022), we engaged 340 students and 73 faculty/housestaff facilitators. Post-session surveys showed significant improvement in participants’ ability to recognize and respond to challenges in the CLE. Discussion Our innovative workshop, including scenarios derived from institutional reports of unprofessional behaviors, advanced participants’ knowledge and commitment to improve the CLE.