Small Group Discussions Research Articles

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.

Pediatric Tuberculosis Infection Care Facilitators and Barriers: A Qualitative Study.

A total of 700 000 US children and adolescents are estimated to have latent tuberculosis (TB) infection. Identifying facilitators and barriers to engaging in TB infection care is critical to preventing pediatric TB disease. We explored families' and clinicians' perspectives on pediatric TB infection diagnosis and care. We conducted individual interviews and small group discussions with primary care and subspecialty clinicians, and individual interviews with caregivers of children diagnosed with TB infection. We sought to elicit facilitators and barriers to TB infection care engagement. We used applied thematic analysis to elucidate themes relating to care engagement, and organized themes using a cascade-grounded pediatric TB infection care engagement framework. We enrolled 19 caregivers and 24 clinicians. Key themes pertaining to facilitators and barriers to care emerged that variably affected engagement at different steps of care. Clinic and health system themes included the application of risk identification strategies and communication of risk; care ecosystem accessibility; programs to reduce cost-related barriers; and medication adherence support. Patient- and family-level themes included TB knowledge and beliefs; trust in clinicians, tests, and medical institutions; behavioral skills; child development and parenting; and family resources. Risk identification, education techniques, trust, family resources, TB stigma, and care ecosystem accessibility enabled or impeded care cascade engagement. Our results delineate an integrated pediatric TB infection care engagement framework that can inform multilevel interventions to improve retention in the pediatric TB infection care cascade.

The Use of Small Group Discussion on Students' Speaking Skill at MA Al-Hidayah Bangkalan

The Use of Small Group Discussion on Students' Speaking Skill at MA Al-Hidayah Bangkalan

Sensitizing nursing faculty about formation of professional identity: Exploration of lessons learnt at a nursing institute in India.

Background We initiated a conversation regarding the concept of professional identity formation (PIF) with faculty of Institute of Nursing at our university through a participatory workshop. We report the planning and conduct of the workshop, as well as lessons learnt from the discussions in the workshop. Methods We designed and implemented a day-long workshop for 28 nursing faculty at Institute of Nursing, Bhaikaka University, Gujarat. The expected learning outcomes of the workshop were to: (i) understand the concept of PIF and process of socialization; (ii) identify factors influencing socialization; and (iii) discuss strategies to support PIF. The workshop included a series of four small group discussions, each followed by debriefing. We collected feedback using a questionnaire with 4 open-ended questions and written reflections on the learnings, within 2 days of the workshop. We carried out manual content analysis of text data generated during group work, reflections and feedback. Results Twenty-six of the 28 participants responded to the questionnaire. Thirteen mentioned interactions during group activities and discussions with facilitators as a good part of the workshop. Constructive suggestions on improving the workshop were received from 13 respondents. Twenty-three respondents reported they would make changes in their practice after the workshop. Five respondents found the activity on roles and responses during socialization as needing more discussion. Key themes identified from the participants' reflections were: (i) their different views about professional identity, (ii) experiences and reactions and (iii) their future action plan. Conclusions The workshop was well received by the participants. Our approach to the workshop might help other institutions design and implement similar activities as a part of their faculty development programme.

Intrinsic motivation between face-to-face and blended learning in surgical clinical education.

The variability and opportunistic nature of surgical clinical education is the main problem for effective teaching and training of medical students. Incorporating online mediums including discussion forums, interactive videos/scenarios, static pages, and quizzes is known as blended learning (BL). This study aimed to compare the intrinsic motivation of surgical students enrolled in blended learning to those enrolled in face-to-face teaching (f2f teaching). A quasi-experimental, cross-over study was conducted in Surgical Unit-I and Surgical Unit-II of Dow University Hospital, Karachi, from March to August 2014. A total of 31 students participated and were exposed to two different teachings. For the first four weeks, Group A was posted in Surgical-I (f2f teaching) and Group B in Surgical-II (BL). Both groups were taught the same contents with the same schedule. The F2F group had clinical exposure to real patients, and small group discussions (SGDs) while The BL group students were exposed to an additional online learning component. Intrinsic Motivation Inventory (IMI) was administered at the end of four weeks and groups were swapped. Exchanged groups were again taught the same contents with the same schedule for another four weeks and IMI was administered. Fifty-eight students completed IMI; 28 in f2f and 30 in BL group. There was a significant difference in all four subscales of IMI between the two groups. In three subscales, students in BL were more motivated as compared to f2f (p<0.01). Students in f2f experienced more perceived tension than in BL (p<0.048). This study concluded that blended surgical learning programs keep medical students more intrinsically motivated to learn. By utilizing online learning, superior educational opportunities for students can be cultivated. It can result in enhanced faculty effectiveness and efficiency as well.

Development of a mathematics module on circle material based on the small group discussion model

This research aims to produce a mathematics module on circle material based on the small group discussion model to improve learning outcomes. The fact is that there are 48% of students who get low mathematics learning outcomes. Another fact is that at the high school level, 62% of students in circle material scored below the minimum completeness criteria. Urgent development research was carried out to produce circular module products. The method in this research is research and development (RD). The subjects and objects of the research were high schools and there were 32 students. Data collection techniques, material expert instruments, teachers, and student data were also obtained from the results of student pre-tests and post-tests. The data was analyzed by adding up all the assessment scores on the instruments adding up the test results and averaging the individual and classical scores. The results, and assessment of all module components by material experts, mathematics teachers, small group trials, and large group trials were 88.29%, 90.45%, 93.50%, and 92.10% in the very good category. The average score of students' post-test results is 87.50. Conclusion, this circle module can improve student learning outcomes significantly.

Application of The Small Group Discussion Method to Student Learning Motivation in Citizenship Subjects

Small group discussion is a learning method that is carried out by students and consists of between 4 to 6 people so as to form small groups to achieve more effective learning goals. The application of this learning method was researched in order to increase student enthusiasm, especially in learning activities in civics subjects. The method used in this study is the library research method, namely by collecting data sourced from books, journals, and internet sites. The results of this study are as follows: how to form the right discussion groups and the benefits obtained in implementing small group discussions so as to increase students' interest in civics subjects.

EFEKTIVITAS METODE SMALL GROUP DISCUSSION DALAM MENINGKATKAN PENGETAHUAN DAN SIKAP MAHASISWA KEBIDANAN

This study attempts to know what it is small disscussion group, learning outcomes and effectiveness improve learning outcomes through this method sgd, the methodology that apply is literature review, using textbooks or mineral resources for its e-book and journals lab data required.As for the research used is small disscussion group, learning outcomes and improve learning outcomes through the method effectiveness sgd. Discussion of research is about small group disscussion sharing experiences and ideas is a technique that gives equal opportunity for every panulis to provide input and respond to the panel the masing-masing.Small group discussions is the method where students in the small group communicate directly with other members, share information and make an opinion to resolve problems relating

Dialogic discussions for enhancing children’s argumentation skills in Indonesian reading sessions

Dialogic discussions offer advantages in improving language and literacy skills. However, research in the Indonesian context on this topic is limited. Furthermore, existing studies also tend to overlook the challenges associated with children’s interactions. To bridge this research gap, this study investigated the role of dialogic discussions in advancing children’s argumentation abilities during Indonesian reading sessions. This study utilized a case study approach, involving sixteen fourth-grade children from a public elementary school. Data were collected through observations, field notes, and audio recordings. The children participated in small group discussions during six reading sessions. These sessions involved exploring both Indonesian fiction and non-fiction texts, centered on significant moral or social questions and dilemmas. The findings revealed an increased use of various argumentation strategies by the children, including presenting reasons, posing challenges, and responding to challenges. Using personally engaging texts proved beneficial for sustaining discussions, as it encouraged children to share their lived experiences and opinions. However, the findings also indicated that children who did not participate seemed distracted during individual tasks. The study provides valuable insights into the dynamics and complexities of small group discussions during Indonesian reading sessions.

Exam evaluation in prosthodontics across preclinical and clinical years from students' perspective: A cross-sectional study.

The purpose of this study was to explore the students' perceptions and performance in prosthodontics theory exam. A cross-sectional descriptive study was conducted on 560 (80.82%) students of different levels (third, fourth and fifth years) to explore their opinions and performance with regard to a number of issues on a prosthodontics theory exam (exam evaluation, exam preparation, exam material, exam timing). Demographic data were also collected. Descriptive statistics were generated and Chi-square test, independent sample t-test, ANOVA test and Pearson's correlation coefficient were used to examine the associations between different variables. The significance level was set at p < .05. Students' responses regarding exam evaluation was influenced by their gender, study level, high-school Grade Point Average (GPA) and undergraduate cumulative GPA. Perceived exam difficulty was significantly affected by gender (p = .03) and study level (p < .001), and negatively correlated to both high-school GPA (p < .001) and university GPA (p = .03). The vast majority (88.2%) depended on lecture hand-outs and lecture notes for study. Exam material and preparation were not significantly affected by any of the demographic variables with most respondents (76.8%) thinking that the lectures blended with prosthodontics laboratories/clinics would improve their understanding of the exam material. The suggested best time to conduct the exam was early afternoon (31.6%). Student performance was significantly affected by the study level (p < .001) and cumulative GPA (p < .001) with significant positive correlation between the high-school GPA and the mark in the exam (r = .29, p < .001) and by the amount of time students spent for exam preparation (p < .001). Those students who reported using textbooks to prepare for the exam got significantly higher marks (66.1 ± 8.7) compared to the students who did not (62.8 ± 9.7) (p = .03). Course level, GPA and gender were identified as the most influential factors in different aspects of exam evaluation and students' performance. Regular study and use of textbooks were demonstrated to improve academic performance. Additional orientation and guidance relating to the exam (especially for third year students) would be welcomed, as would alternate teaching methods such as small group discussions or study groups.

Development of a Transition to Residency Course Using a Design Thinking Framework.

Transition to residency (TTR) courses help alleviate medical students' concerns about preparing for residency; however, existing TTR courses are often limited to teaching clinical or procedural skills without addressing the nonclinical skills necessary for transitioning to practice. This report describes the use of design thinking (DT) to develop a learner-centered TTR course at the State University of New York Downstate Health Sciences University. DT consists of 5 steps: discovery, interpretation, ideation, experimentation, and evolution. The first 3 steps were used for needs assessments and course design. During the discovery step, empathetic, semistructured interviews of interns, program directors, and graduating medical students were conducted to identify concerns about starting residency. During the interpretation step, thematic analysis of interviews was performed to identify areas of concerning attitudes and deficient skills and to inform content. In the ideation step, a 2-week curriculum was designed, including didactic lectures, small group discussions and workshops, simulation, and procedure labs, to address the defined content areas. During the fourth step, implementation, a 2-week pilot elective course of the designed curriculum was conducted in spring 2021 with 6 students. Participant feedback from 2 students collected 6 months into internship found the procedures and simulated clinical skills cases high yield, appropriate, relevant to intern practice, and valuable. The course size in spring 2022 increased to 19 students, and the curriculum was refined based on the feedback of the previous pilot course (from 2 students and 4 faculty members) and from a precourse student survey (5 students). The last step of DT, evolution, included determining larger-scale feasibility while maintaining learner-centeredness and conducting a programmatic evaluation. The iterative, adaptable approach of DT is suitable for TTR design and is generalizable. Other institutions can adapt the DT approach to develop their own institutional TTR programs.

Employment of Small-Group Discussions to Ensure the Effective Delivery of Medical Education.

The changing landscape of medical education has made small-group discussionscrucial components. These sessions, including problem-based learning (PBL), case-based learning (CBL), and team-based learning (TBL), revolutionize learning by fostering active participation, critical thinking, and practical skills application. They bridge theory with practice, preparing future healthcare professionals for the dynamic challenges of modern healthcare. Despite their transformative potential, there are challenges in faculty preparation, resource allocation, and effective evaluation. The best practices include aligning discussions with curriculum goals, skilled facilitation, promoting active participation, and robust assessment strategies. Looking ahead, adapting to emerging health trends, ongoing research, and evolving healthcare demands will ensure the continued relevance and effectiveness of small-group discussions, shaping competent and adaptable healthcare providers equipped for the ever-evolving healthcare landscape.

Simulation Of Orange Fruit Use And Small Group Discussions In A Village With Extreme Poverty To Mitigate Anemia In Pregnant Women: A Community Program Report In Indonesia

Introduction: Haemorrhage remains one of the leading causes of maternal mortality in Indonesia. One significant factor contributing to bleeding is the prevalence of anemia among pregnant women. Early detection of anemia is crucial in preventing this condition, but the limited knowledge among pregnant women can impede successful treatment of anemia in Indonesia. Objective: The purpose of this community service project is to enhance pregnant women’s understanding of anemia during pregnancy and enhance their mindset so that they recognize the significance of avoiding and treating anemia during pregnancy. Research Method: The study involved conducting a simulation that utilized citrus fruit and organizing small group discussions about anemia. The participants were 30 pregnant women residing in impoverished areas in the Karawang district. Results: The minimal knowledge score showed a significant rise between before and after the activity, rising from a minimum score of 7 to a minimum score of 13. Similarly, the maximum knowledge score climbed from 80 to 100. The majority of respondents expressed a strong consensus that anemia poses a significant risk to pregnancy. Consequently, respondents also strongly concurred on the need for concerted measures to address this issue. To prevent anemia, it is important to take iron supplement tablets and maintain a diet that is rich in nutritious food. Conclusion: Engaging in positive activities outside of pregnancy check-ups with healthcare professionals can serve as a platform for receiving support and fostering mutual sharing among pregnant women. This has the potential to enhance the knowledge and attitudes of pregnant women towards preventing anemia throughout pregnancy.

EFEKTIVITAS PENDIDIKAN PENCEGAHAN PERUNDUNGAN TERHADAP PENGETAHUAN &amp; SIKAP SISWA SEKOLAH DASAR

Bullying is one of the problems that can occur in elementary school children. Bullying is the intentional and repeated abuse of power. Interventions to prevent bullying behavior are needed to increase the knowledge and attitudes of elementary school students so that bullying can be prevented. This study aimed to see the effectiveness of bullying prevention interventions through small group discussions on the knowledge and attitudes of elementary school students. The research design was quasi-experimental with a pre-post test randomized two-group design approach. The sample used in this study was 72 students divided into control and intervention groups. The intervention is to provide bullying prevention education through small group discussions using modules. Data analysis in each group was carried out using the Wilcoxon test and analyzing data between groups using the Mann-Whitney test. The results showed an average difference after the intervention was carried out in the treatment and control groups, with a p-value of 0.000. Bullying prevention education through small group discussions using effective modules increases the knowledge and attitudes of elementary school students.

Current Medical Education -A Bird’s Eye View

India has a rich tradition of imparting education in Medicine since the ancient times; which has evolved over the years. As the years progressed several reforms in medical education have been made until recently the Competency Based Medical Curriculum (CBME) has been introduced in the medical colleges in India. Although CBME has been the framework of medical education in Western countries such as Canada, US, UK it has been adopted from 2019-20 onwards in India. This curriculum of Medical Education has goals to create “Indian Medical Graduate” (IMG) with a set of roles expected to be fulfilled in the form of achieved “competencies” with inclusion of qualities such as clinician, life-long learner, communicator, leader and medical professional. There are certain challenges outlined for the implementation of CBME. However, there are also guidelines in the form of various Teaching -Learning Methods (TLM) and appropriate Evaluation or Assessment Methods to be adopted. The types of TLM outlined are Integrated Method, Self -Directed Learning (SDL), Case Based Learning, Small Group Discussion, Flip Classroom Model, Mentor -Mentee System etc. in this paper. Assessment or Evaluation methods strongly support the backbone of the curriculum. Either Formative or Subjective Methods of Assessment can be adopted to monitor the TLM. The types of Assessment which can be applied are also reviewed. Although the scope and impact of CBME are immense but it faces the test of time in future. The current medical education is time-based, outcome -based, involves structured learning, time-flexible and learner -centric approach is utilized.