Small Group Discussions Research Articles

Bodies and Bites: a medical school program that teaches anatomy, physiology, and nutrition to elementary school kids.

Undergraduate medical students who participate in community outreach programs gain a multitude of benefits that impact not only their professional development but also the well-being of the communities they serve. At the Virginia Tech Carilion School of Medicine (VTCSOM), students have the opportunity to volunteer in the "Bodies and Bites" program at the West End Center for Youth, an after-school educational center that serves K-12 children in Roanoke, Virginia. The purpose of Bodies and Bites is to teach elementary school children in 2nd to 5th grade how their bodies work and how to keep them healthy through good nutrition and exercise. All sessions are led by VTCSOM medical students and graduate students from our partnering academic institution, the Fralin Biomedical Research Institute (FBRI). Each week, the children and Health Professions students explore a different topic related to human anatomy and physiology using anatomical models, small group discussions, and hands-on activities. At the end of each session, the participants create a healthy snack related to the day's topic. The overall goal of the present study was to assess the perception of the Bodies and Bites program from the view of our student volunteers, and the 4th and 5th graders who attend the West End Center. Now in its 6th year, Bodies and Bites continues to be popular as a voluntary program among our Health Professions students, and is well received by the West End Center and the elementary school children they serve. Our students and community mutually benefit from this program, with the former having an opportunity to briefly disengage from the rigors of their studies while gaining valuable skills in science communication and inspiring children to pursue fields in Science, Technology, Engineering, Math, and Medicine (STEMM), and the latter having fun while learning about their bodies and discovering ways to improve their health.

Teaching of reflection in higher education: a narrative review.

Healthcare professional students (HCPs) are encouraged to utilise reflection during and after their study programmes as a part of their life-long learning skill and professional competencies. However, the way in which the concept of reflection is taught and its' influence students' capacity to reflect have not been fully explored. This narrative review aimed to explore how the concept of reflection is taught in higher education and how the teaching of reflection influences HCP students' capacity to reflect. Articles that were published during 2014-2024 within three databases, PubMed, CINAHL and ERIC were searched. 1929 articles were eligible for screening. 93 articles were further assessed for eligibility. 18 articles were included. The included articles were geographically well-distributed in both the Global North and Global South countries, indicating universal interest in the topic. Eight articles had qualitative study designs; six had quantitative designs and four had mixed-method designs.Conceptually, the teaching of reflection could be categorised as a spectrum, ranging from: i) structured format (reflective templates or debriefing); ii) semi-structured format (physical/virtual small group discussions, video recordings, AI generative arts, in-verse reflection and concept mapping) and iii) flexible and creative (art-based pedagogy or narratives).All included articles indicated students actual and perceived better understanding of reflection. This claim is supported both quantitatively and qualitatively via either validated instruments or narratives and themes based on students' textual outputs. This review identified several teaching methods that help facilitating students' capacity to reflect. Findings are unable to recommend the most efficient way to teach reflection since it depends on students' progress in their programmes. However, a more relational approach to teaching of reflection is recommended. Students might begin their reflective journey with a structured format of teaching of reflection then gradually move to less-rigid format of the teaching to empower students' autonomy.

Analisis Hasil Belajar Siswa Kelas V SD Pada Mata Pelajaran IPAS Dalam Metode Pembelajaran Small Group Discussion

This study aims to determine how the learning method of small group discussion on the learning outcomes of grade V students on IPAS learning materials. Seeing the many kinds of learning methods that have been used in this learning process, the focus of study in this study is to answer whether the small group discussion learning method can improve student learning outcomes in IPAS lessons. This research is a qualitative method where the author uses a phenomenological approach. The subjects in this study are teachers and children in elementary schools. The subject is a teacher who teaches IPAS subjects in grade 5. As for the subject of elementary school children, they are high school students who are grade 5 students. The Small Group Discussion method in IPAS learning at SD 4 Gondangmanis has been positively proven. Students showed high interest, increased understanding of the material and were able to work well together. This method helps students receive and understand complex material, as well as develop critical and analytical thinking skills. Strategies used include fair division of groups and the use of roles within groups. The positive impacts seen were the development of collaborative skills, increased student engagement, improved critical thinking, and better understanding of concepts. Teachers' motivating factors in applying this method were reducing students' selfishness, encouraging their courage in expressing opinions, and improving students' ability to discuss and teach their peers. The challenges faced were students who did not want to make friends with other students and differences of opinion within the group. Teachers overcame these challenges by providing an understanding of the importance of friendship and teaching how to manage differences of opinion.

The Effect of Using Small Group Discussion (SGD) on Students’ Analytical Exposition Text Writing

This research investigated the effect of SGD on students’ analytical exposition text writing for eleventh graders in SMAN 1 Srono. This research employed experimental research in two classes, those were XI IPA 1 as experimental class and XI IPS 2 as control class. XI IPA 1 class consists of 34 students and XI IPS 2 class consists of 33 students. Both of class were given pretest, treatment, and post-test. In this research, the researcher was giving same material but different treatment. The experimental class was tough with applied SGD as the method while the control class was tough without applied SGD. The result of this research showed that the experimental class was got higher score than control class in the post-test. The mean score of post-tests in the experimental class was 84,17 while in the control class was 68,30. Then, the researcher used independent sample t-test using SPSS 28 to test the hypothesis. The result of independent sample t-test showed the significant value was <0,001 which lower than significant level 0,05. Thus, the researcher concluded that there was an effect of using small group discussion on students’ analytical exposition text writing.

Attitudes and Confidence in Communication Skills of Fourth-Year Medical Students After Online Small Group Discussion and Peer Role-Play: A Survey Study.

This study investigated the impact of online small group discussions and peer role-play on medical students' attitudes toward and confidence in communication skills. The study involved a 3-hour instructional design that integrated small group discussions and role-plays to enhance the communication abilities of fourth-year medical students. The data were obtained from students through a post-activity online survey. Likert scale responses were quantified as percentages. Students' narrative feedback on their learning achievements was subjected to content analysis. Codes and categories were agreed upon by investigators and reviewed by an external auditor. A total of 151 medical students responded to the survey, representing a 47.94% response rate. The majority strongly agreed that good communication skills help physicians obtain reliable information (94.00%) and that practicing questioning skills is essential (92.1%). Content analysis revealed that nearly half (48.34%) considered that the learning activities fostered positive attitudes toward communication. These attitudinal improvements included increased empathy and emotional care (37.75%), recognition of communication as a trainable skill (10.57%), and recognition of the necessity of communication skills for physicians (8.61%). Additionally, most students (75.5%) reported increased confidence in their communication skills. In alignment with transformative learning theory, online small group discussions combined with peer role-play may potentially enhance the attitudes and confidence of medical students in relation to communication skills.

Instructional Conversations for Equitable Participation to Challenge Deficit Views of Pidgin in Hawai‘i

ABSTRACT Hawaiʻi Creole, known as “Pidgin,” developed when speakers of various languages came to the islands as plantation workers and their children grew up speaking Pidgin. Discrimination toward Pidgin influenced language policies that marginalized Pidgin and its speakers. This study focused on four teachers’ perspectives of Pidgin and its marginalization and use in classrooms. The educators were engaged in professional development on small group discussion. Data sources included transcripts of discussions about Pidgin and its use in the classroom, teachers’ written reflections, and comments on each other’s reflections. Results indicated that the teachers observed the perpetuation of negative views about Pidgin. One teacher recounted that she initially appropriated these negative ideas, but changed her views while in college. Although some were initially unsure about Pidgin’s role in their classrooms, by the end of the professional development they appeared to have positive views about promoting all of their students’ linguistic repertoires.

Integrating Implicit Bias Training for Undergraduate Holistic Admission Reviewers.

The need to create a diverse nursing work-force has increased the use of a holistic admission process across the country. Holistic admission processes alone are insufficient to addressing bias that may have unintentional impact on the review process. Intentionality with implicit bias training is necessary to create a more equitable admission process. Integration of implicit bias training was multipronged and included overview information and individual activities, including the practice of reviewing applicants. Data from the practice reviews were aggregated and used for small group discussion. Since integration of implicit bias training, overall admission rates for underrepresented racial and ethnic applicants increased from 14.5% in 2019 to 29.1% in 2022. While other factors cannot be ruled out in contributing to the increased diversity, the integration of implicit bias education and bias-mitigating strategies throughout the required training for holistic admission reviewers is beneficial to increasing diversity in nursing admissions. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Between a Rock and a Hard Place: "I Decided to Keep Quiet": A Qualitative Inquiry Into the Coping Experiences of Young People (15-24) Working at High-Risk Venues for HIV in Uganda.

Employment linked with social venues has long been described as permissive environments for excessive drinking, disruptive/aggressive behaviors, and overt sexual behaviors, which are known risk factors for HIV. Yet, our understanding of the extent to which workers in such high-risk work settings cope with the various risks therein is still limited. This study explored the coping strategies employed by workers at social venues. We interviewed 47 workers at 22 social venues through small group discussions (15) and in-depth interviews (10) in 2021 in Rakai district, Uganda. All discussions were audiorecorded and transcribed verbatim before analysis. Data were analyzed using thematic content analysis. We found two main categories of coping strategies used by workers: acceptance of sexual risks and keeping safe. Acceptance of risks such as transactional sex was the most used strategy, hence highlighting negative coping. This calls for interventions for improving workers' coping efficiency and adjustment as well as interventions ameliorating the conditions underpinning increased risk of HIV at the venues.

Increasing Trainee Comfort with Nutrition.

Nutrition counseling is necessary for the prevention and treatment of many chronic diseases. US survey data demonstrate that 61% of Internal Medicine (IM) residents receive little to no nutrition training. The objective of our study was to develop a curriculum to increase IM resident comfort and ability in conducting a nutritional assessment. Categorical IM residents at a large academic medical center participated in a curriculum that included a lecture, a small-group discussion, and a skills exercise. Residents completed pre- and posttest surveys that evaluated their attitudes and comfort level with nutritional assessment. Eighty percent (84/105) of the residents participated in the curriculum and 48% (40/84) of them completed both pre- and postsession surveys. Residents who considered themselves moderately to extremely comfortable completing a nutritional assessment increased after the program (27.5% to 87.5%, P < 0.0001). The proportion of those who agreed or strongly agreed with the statement, "Nutritional counseling should be included in any routine appointment, just like diagnosis and treatment," increased from 62.50% to 80.00% (P = 0.012). The proportion of residents who considered lack of individual knowledge to be a barrier for nutrition counseling decreased from 65.79% to 42.11% (P = 0.0126). This curriculum was successful in increasing IM resident comfort with conducting a nutritional assessment.

Understanding Parenteral Behavior Changes Through Supplementary Feeding: A Small Group Discussion

Understanding Parenteral Behavior Changes Through Supplementary Feeding: A Small Group Discussion

Material Engagement Shaping Participation of Children on the Autism Spectrum: Embodiment and Subjectivity in Small-Group Learning.

This study investigated the material engagement and their affordances for participation of children on the autism spectrum (AS) in small-group learning. Framed by a methodology called Idea Diary that fosters social interactions in classroom environments, our focus was on understanding how and when the construction and manipulation of the diary supported children's participation and knowledge construction in small groups. This investigation was guided by the intersection of the theory of subjectivity developed by Fernando González Rey and enactive accounts of cognition. This framework provided the view of the singularity in the communicative process of children on the AS and the necessary support for examining the mechanisms of engagement that led to children's participation. We present two case studies of 9-10-year-old boys. Data consists of the diaries produced and used by children and video recordings of children's interactions during small-group discussions. Our analytical approach included a qualitative semiotic analysis of the materials and a micro-analysis of the social interactions. The results showed, first, that children on the AS continuously engaged in the construction of the diary, expressing elements of their subjectivity-experiences, ideas and the system through which they interact with the world. Repetition framed children's productions and signalled engagement. Second, material engagement enabled participatory sense-making, which in this study appeared in creating new communicative resources between the child on the AS and their peers and in adapting the narratives, approximating children's perspectives in conversations. Although contextualised within a specific pedagogical practice, the study contributes to advancing our understanding of the role of material engagement in social participation in learning situations involving children on the AS, particularly relevant in educational psychology and education.

Studying efficacy of particular design elements in online teacher professional development courses: The case of systematizing videos for enhancing teachers’ pedagogical content knowledge

While design principles for effective teacher professional development (PD) courses have been empirically identified in comprehensive studies, they have not yet been well disentangled with respect to the contribution of specific design elements. This particularly applies for digital online PD courses and for teachers with different prior knowledge. In this paper, we investigate two design elements for the systematizing phase (videos vs. discussions) of a synchronous online PD session with regard to their differential effectiveness for teachers’ professional growth in pedagogical content knowledge (PCK) and their emotional and motivational reactions to the PD. In our focused randomized controlled trial, 102 mathematics teachers (with heterogeneous PCK) participated in 2‑hour online PD sessions on specifying, noticing, and enhancing students’ understanding of multiplication with various PD inquiry activities. In the systematization phase, teachers were randomly assigned to two treatment conditions: the video group watched a systematizing video (i.e., a video that summarizes the PCK elaborated during the session) and the discussion group had small-group discussions about individual summaries. In both groups, teachers’ reports about emotional and motivational reactions to the PD revealed similarly high values, and their PCK improved significantly from pre-test to post-test. Analyses of variance with repeated measures revealed significant differences between the treatment conditions for teachers with low prior PCK: Teachers with low prior PCK who watched the systematizing video developed their PCK significantly more than those who discussed in small groups. In this way, the study contributes to disentangling the differential effects of design elements in online PD courses for teachers with heterogeneous prior knowledge.

Examining the Applicability of Constructivist Theory in History Teaching in Bulo Parents Secondary School, Bulo Sub County of Butambala District, Uganda

This study examined the application of construction theory in history learning at Bulo Parents Secondary School. The study found that the procedure was time-consuming and needed to be replaced with others. The study recommends that history teachers must work hard to elicit students' past knowledge because new knowledge is built on pre-existing knowledge. Teachers should use pre-tests, informal interviews, and small group warm-ups that require prior knowledge to achieve this. History professors should challenge students' thinking with difficult issues and exercises to create cognitive dissonance. As learners solve difficult tasks and change schemas, they build knowledge. Teachers should empower students to evaluate and modify knowledge. This requires presentations, small group or class discussions, and tests to compare pre-existing schema to the fresh circumstance. Teachers should provide students a chance to demonstrate their learning through presentations, reflection articles, or step-by-step tutorials. Student instructors must be introduced to constructivism and its use in the classroom. The constructivist approach must be used to create and implement educational plans. In-service programmes should include conferences, workshops, and seminars to train instructors in the constructivist approach. Keywords: Application, Construction theory, History teaching, Students, Teachers.

Prevailing Food Intake, Physical Activity and Health Beliefs in a Rural Agricultural Community in the Philippines: Factors to Consider Prior to a Diabetes Prevention Program.

A diabetes prevention program is being proposed in the rural agricultural town of San Juan, Batangas, Philippines. This study aims to determine the prevailing level of food intake, physical activity, and health beliefs prior to any intervention. Adults were recruited via random sampling with proportional allocation. Interviews were done to determine food intake and physical activity. Small group discussions were held to determine prevailing health beliefs. The average energy intake (1,547 kcal/d) is only 72% of the recommended values for Filipinos. Only 12% of the respondents achieved the recommended energy intake. Carbohydrates comprise a large part (71%) of calorie intake. A majority (91%) already have moderate to high levels of physical activity. There are prevailing health beliefs that need to be considered when dietary modifications and physical activity interventions are to be done. Internationally recommended diabetes prevention interventions such as reducing calorie intake and increasing physical activity may not be directly applicable here. We recommend that the features of a diabetes prevention program for this locale must include the following: 1) introduction of affordable plant sources of proteins; 2) decreasing the proportion of rice as a source of carbohydrates in the diet; 3) maintaining the level of physical activity; and 4) being sensitive to the prevailing health beliefs.

Self-study and online interactive case-based discussion to improve knowledge of medical students in the COVID-19 era

BackgroundWe aimed to determine whether a new online interactive learning method for fifth-year medical students could improve their knowledge of pre- and postoperative care during the COVID-19 era.MethodsA retrospective cohort study was conducted from June 2020 to May 2022 during the pre- and postoperative care course for fifth-year medical students in a university hospital in southern Thailand. Students in the 2020 cohort received only a 60-minute lecture on spinal anesthesia via Zoom while a 3-step online interactive learning method was used for the 2021 cohort. Step 1: students performed self-study comprised of video lectures and case-based discussion one week before the online class with a pre-test submitted via Google forms. Step 2: an online interactive case-based discussion class was performed via Zoom by two experienced anesthesia staff and a post-test was submitted by the students via Google forms. Step 3: a small group discussion of course evaluation between 13 representatives of students and anesthesia staff was performed via Zoom. A comparison of the post-test and pre-test scores containing 20 multiple choice questions as well as the final exam scores before (2020) and after (2021) the new interactive learning was performed using a t-test.ResultsThere were 136 and 117 students in the 2020 and 2021 academic years, respectively. The final mean (SD) exam scores for the 2020 and 2021 academic years were 70.3 (8.4) and 72.5 (9.0), respectively with a mean (95% confidence interval (CI)) difference of 2.2 (4.3, -0.02). In 2021, the mean (95% CI) difference between the post-test and pre-test scores was 5.8 (5.1, 6.5). The student representatives were satisfied with the new learning method and gave insightful comments, which were subsequently implemented in the 2022 academic year course.ConclusionThe new interactive learning method improved the knowledge of fifth-year medical students attending pre- and postoperative care course during the COVID-19 era. The final exam scores may not be suitable to represent the overall outcomes of the new interactive learning method. Using an online two-way communication method can improve the overall satisfaction and course adaptation during the COVID-19 era.

Implementasi profil pelajar Pancasila pada projek IPAS materi Indonesiaku kaya budaya dimensi gotong royong peserta didik kelas IV Sekolah Dasar

&lt;p&gt;This research aims to (1) describe the planning, (2) describe the implementation, and (3) describe the evaluation of the implementation of the Pancasila student profile on the science and social studies project of the Indonesian cultural wealth material cooperation dimension of fourth grade students. This research uses a descriptive qualitative approach with a case study research design. The subjects in this study were fourth grade students at Karangasem 4 elementary school. Data collection techniques use the results of document study, observation, and interview. The data analysis technique uses Creswell analysis. The data validity test technique uses triangulation techniques. The research results showed that the planning for implementing the Pancasila student profile was 97%, the implementation was 89%, and the evaluation was 96%. The results of the mutual cooperation dimension of fourth grade students were cooperation by 50%, communication of common purpose by 50%, positive dependency by 42%, social coordination by 44%, responsiveness of the social environment by 40%, social perception by 47%, and sharing knowledge by 46%. Influencing factors are internal, namely the influence of individualism and egoism due to globalization, and external, namely differentiations of student characteristics and the teacher's lack of ability to guide small group discussions.&lt;/p&gt;

Student Engagement in an Online Class

The present study used descriptive research design to assess student engagement in an online class of a city college in Southern Philippines. It underscored the critical role of student engagement in shaping the various educational outcomes in an online learning environment. A sample of 239 college students were randomly selected to respond to a researcher-made questionnaire, which was pilot-tested and passed the test of validity and reliability. With at least two years’ experience of attending online classes that started during the COVID-19 era, the students’ Internet profile was characterized as having used cellphones and phone Internet to attend online classes and having spent more than 2 to 4 hours daily on the Internet for non-academic purposes. The findings of this study have further shown that the students are engaged in the cognitive, affective, and behavioral domains of online learning. Using the Kruskal-Wallis test for Likert-scale data, no significant difference was found in student engagement in an online class when grouped according to access to Internet, time use of Internet for non-academic purpose, and types of gadgets used. Based on these findings, the study has recommended the following: a) the use and mastery of teaching strategies that promote active listening, asking direct questions to the teachers, greater talking time of the students, and more interaction between teacher and students; and b) the use of breakout rooms in an online classroom for small group discussions and greater collaborative learning among students.

Demonstrating consensus in argumentative settings: Co-constructions in children’s peer discussions

‘Taking part’ in conversations requires different activities from the interactants depending on the kind of conversation. This article investigates co-constructions in oral peer group discussions of elementary school children from grades 2 to 6 (7–12 years old). Although dissent is the starting point of argumentations, negotiating processes in oral argumentations are often co-constructed by two or more speakers on different levels, including consensual contexts. Co-constructions presuppose that the second speakers recognize structures and expectations based on the turn of the first speaker and that they are able to complete or expand these structures. Therefore, co-constructions can be understood as an indicator for oral skills and as a key site of ‘taking part’ in small group discussions. The article will discuss two different kinds of co-constructions (morpho-syntactical and argumentative-structural) based on 60 transcripts from a bigger corpus of 180 peer discussions. The analysis will show that these co-constructions can be understood as synchronizations of thinking and acting and to what extent they are an indicator of oral skills and play an important role in cooperative learning settings. The results are relevant in school contexts when it comes to assess oral argumentation of students. For teachers, they are helpful to elicit requirements for children’s argumentation skills and to design tasks conducive to learn to argue and develop assessment tools accordingly.

Using Project ECHO to deliver a tele-mentoring and teaching program on palliative care in South Asia: Interpretive description of participants' experiences with a community of practice for learning.

To explore the learning experiences of participants (learners and teachers), in a yearlong tele-teaching and mentoring program on pediatric palliative care, which was conducted using the Project ECHO (Extension for Community Healthcare Outcomes) model and consisted of 27 teaching and clinical case discussion sessions for palliative medicine residents in India and Bangladesh. The goal of the study is to explore how participation and learning is motivated and sustained for both residents and teachers, including the motivators and challenges to participation and learning in a novel online format. Qualitative interviews with ECHO participants, including learners and teachers were conducted. Interviews were recorded and transcribed. Thematic analysis of interview data was conducted within an interpretive description approach. Eleven physicians (6 residents, 5 teachers) participated in interviews. Key elements of the ECHO program which participants identified as supporting learning and participation include small group discussions, a flipped classroom, and asynchronous interactions through social media. Individual learner characteristics including effective self-reflection and personal circumstances impact learning. Providing opportunities for a diverse group of learners and teachers, to interact in communities of practice (COP) enhances learning. Three major themes and 6 subthemes describing learning processes were identified. Themes included (1) ECHO program structure, (2) learner characteristics, and (3) COP. Subthemes included flipped classroom, breakout rooms, learning resources, personal circumstances, self-awareness of learning needs, and community interactions. Project ECHO suggests a novel model to train health providers, which is effective in low- and middle-income countries. Online learning programs can lead to learning through community of practice when learners and teachers are able to interact and engage in peer support and reflective practice. Educators should consider incorporating small group discussions, a flipped classroom design, and opportunities for asynchronous interactions to enhance learning for participants in online learning programs.

Chasing Deliberation in the Social Science Classroom. A Study of Deliberative Quality in Whole-Class, Small Group, and Pair Discussions

While classroom discussion is often cherished as a cornerstone of effective social science teaching, knowledge on when and where discussions tend to turn deliberative is lacking. To make up for this lack of knowledge, the present study examined classroom discussion in three conditions: a whole-class condition, a small group condition, and a pair condition. The study made use of video observations from a classroom intervention to evaluate how each condition affected the deliberative quality of the discussion process. To this end, 585 student utterances were coded for aspects of deliberation using the Stromer-Galley observation manual. The results showed that both the small group and pair conditions promoted key aspects of deliberation compared to the whole-class condition. The small group condition generated the highest levels of contestation and engagement, whereas the pair condition generated the highest level of equality. While these results suggest that the deliberative quality of classroom discussion might sometimes benefit from the teacher’s absence, more research is needed to determine the circumstances in which this is likely to be the case.