Experiential Group Research Articles

Simulation Versus Interactive Mobile Learning for Teaching Extracorporeal Membrane Oxygenation to Clinicians: A Randomized Trial.

Extracorporeal membrane oxygenation has become integral to critical care. Data informing optimal extracorporeal membrane oxygenation education modalities are lacking. We aimed to compare the effect of high-fidelity simulation versus interactive mobile learning on extracorporeal membrane oxygenation knowledge acquisition and retention among clinicians. Observer-blinded, randomized controlled trial. A single academic medical center. Forty-four critical care clinicians with limited extracorporeal membrane oxygenation experience. Participants were randomized to receive: 1) simulation: three high-fidelity training scenarios, 2) QuizTime: 15 total multiple-choice questions delivered over 3 weeks via mobile device, or 3) experiential: no formal training. Participants completed a survey, written knowledge examination, and simulation assessment prior to randomization, immediately following the intervention, and 4 month postintervention. The primary outcome was knowledge about extracorporeal membrane oxygenation assessed by score on the immediate postintervention written examination. Secondary outcomes included performance in extracorporeal membrane oxygenation simulation postintervention and 4 months later assessed by a rater blinded to group assignment. Clinicians randomized to simulation (n = 15), QuizTime (n = 14), and experiential (n = 15) had similar baseline characteristics. Adjusting for baseline knowledge, postintervention examination scores were higher in the simulation group (90.0%; interquartile range, 85.0-90.0%) than the QuizTime group (70.0%; interquartile range, 65.0-80.0%; p = 0.0003) and the experiential group (75.0%; interquartile range, 65.0-80.0%; p = 0.001). Scores did not differ between the groups at 4 months (p > 0.05 in all analyses). In postintervention extracorporeal membrane oxygenation simulations, the simulation group demonstrated shorter time to critical action compared with QuizTime (80.0 s [interquartile range, 54.0-111.0 s] vs 300.0 s [interquartile range 85.0-300.0 s]; p = 0.02) and compared with both QuizTime (45.0 s [interquartile range, 34.0-92.5 s] vs 255.5 s [interquartile range, 102.0-300.0 s]; p = 0.008) and experiential (300.0 s [interquartile range, 58.0-300.0 s]; p = 0.009) at 4 months. Simulation was superior to QuizTime and experiential learning with regard to extracorporeal membrane oxygenation knowledge acquisition. Further studies are needed to ascertain the effect of these interventions on knowledge retention, clinical performance, and patient outcomes.

Promoting Wellness in Counselors‐in‐Training: Impact of a Wellness Experiential Group

We investigated the effectiveness of a 5‐week wellness group curriculum for counselors‐in‐training (N = 60). A repeated measures multivariate analysis of variance was conducted to evaluate whether the curriculum positively affected perceived wellness among participants. The results showed statistically significant differences in scores, indicating a higher level of wellness after the intervention.

The Effect of Bonyan-Method Experiential Marathon Structured Groups (BEMSG) on the Elements of the Five-Factor Model of Personality

Various studies have shown the effectiveness of marathon groups on improving participants' personality components. For the first time, the present study has studied the effectiveness of one of the oldest marathon groups in Iran on the personality elements of the Big Five model in the nonclinical population. This study was performed quasi-experimental with an experimental (n = 50) and a control group (n = 50). To meet the entry criteria, all applicants were screened while completing a comprehensive demographic questionnaire. The experimental group participated in the marathon group on three days in a row (for 36 hours) and three weekly follow-up sessions. At the end of the third follow-up session, the NEO FFI questionnaire was simultaneously given to the experimental and control groups. The mean difference statistical tests showed that the score of all personality elements in the experimental group compared to the control group had changed significantly (P <0.05). Among these, the largest effects size are related to "extraversion", "responsibility" and "openness to experience" (d> 0.4), respectively. Individual and group constructive experiential games and intensive and sequential feedback processes in Bonyan-method experiential marathon groups seem to improve the Big 5 personality components in the nonclinical population. Considering the relationship between improving the components of personality and mental health, it can be predicted that important steps can be taken to promote the community's mental health and prevent psychological damage by using these groups.

Development of Mutual Empathy through Experiential Growth Groups: A Mixed Methods Case Study

ABSTRACT Grounded in the relational-cultural theory (RCT), this study aimed to illuminate mutual empathy bounded by semester-long experiential growth groups (EGGs). Following the case study design, we collected data from reflective journals, participant-observation, and quantitative surveys of 14 EGG participants. Findings illuminated mutual empathy as an interpersonal process capturing participants’ authentic self-representation, impact on others and the relationship, and their ability to be moved by and move with others. Quantitative results corroborated qualitative findings and yielded further insights concerning individualized trajectories of perceived mutual empathy within EGGs. Implications for training, practice, and research were discussed.

The Effect of PhET Simulation vs. Phenomenon-based Experiential Learning on Students’ Integration of Motion Along Two Independent Axes in Projectile Motion

Research in the past decades has repeatedly revealed that first year university students struggle to understand two-dimensional projectile motion concepts. In contrast to high school, projectile motion frequently makes use of components and it requires at least a basic understanding of trigonometry concepts. To follow the lessons and generate conceptual understanding in two-dimensional projectile motion, students need to connect the concepts developed in the last three years of high school. The present study compared the effects of two instructional approaches, i.e. projectile motion Physics Education Technology (PhET) simulation vs. phenomenon-based experiential learning, on students’ conceptual understanding of the integration of motion along two independent axes among first-year physics students. A purposive sample consisted of 154 first-year physics students at a public university in South Africa. The study adopted an experimental, mixed-method research design. A self-developed and piloted Projectile Motion Conceptual Test and semi-structured interviews with 12 students from across the performance spectrum were used for data collection. A reliability coefficient of 0.72 was established using the Kuderson–Richardson correlation moment coefficient. The results denoted that PhET simulation outperformed phenomenon-based experiential learning in improving students’ conceptual understanding of the integration of motion along independent axes in projectile motion. The ANOVA-test showed that the PhET groups achieved significantly higher scores on the post-test than phenomenon-based experiential learning groups. The findings of this study are diagnostic and they assist module designers in determining conceptual difficulties students face in projectile motion.

The Experiential Social Work Educator: Integrating Sociometry into the Classroom Environment

ABSTRACT Social work education fully endorses experiential learning through its field placement component, while experiential teaching methods are only somewhat used in the classroom. This article outlines the utility of action-based mutual aid processes in teaching social work. Three experiential sociometric group tools are presented with their application in various social work education settings and at the beginning, middle, and ending stages of a course. Each of these sociometry processes – spectrograms, floor checks, and step-in sociometry, are depicted with their inherent capacity to cultivate mutual aid, bring the course content to life, and be adapted for any topic or classroom.

With music: Education against university dropout? On the connection between experiential group music sessions and the university dropout process.

'Dropout' is a phenomenon in practice and a defined concept in the literature, one of the most actual issues in education. It is a complex and multifaceted process. The Ratio research group, established at J. Selye University in Slovakia, also launched its research to study this phenomenon based on various objective and subjective aspects. The present study introduces a particular part of this research process. Music education is a crucial part of (pre-school and elementary) teacher training, which includes a unity of theoretical and practical knowledge. It is one of the most demanding subjects, which has been proven to cause difficulties in passing exams, in the successful fulfilment of the study conditions of teacher trainees and university studies. According to this facts, the study aims to assess the opinions of first-year (pre-school and elementary) teacher trainees and the objective and subjective circumstances (defined by them) that have helped or hindered them in meeting the study requirements for the subject of music education. Further, the paper aims to map out students' experiences during the study and exam period, which finally provided reinforcement in their university studies' relationship.

L'impatto della infezione da SARS-CoV-2 nei setting operativi. La riformulazione di alcuni interventi al Ser.D. di Alcamo

The arrival of the Covid-19 pandemic has significantly changed the approach to various intervention modalities in the Ser.D. and with the arrival of the lockdown, many projects and operational paths that were not of an urgent nature were postponed, including above all the prevention and health promotion activities.Group activities were also blocked, consequently the final meetings of the experiential groups aimed at restoring personal well-being were canceled.These paths were stopped, precisely, in a final phase of verification and restitution, leaving the members of the groups and the operators in a temporary state of suspension.Are illustrates the alternative strategies adopted and the adhesion and the experiences of patients.

Group Training for Psychiatric Residents: Support Group Facilitation and Supervision with Didactics.

Group psychotherapy merits dedicated training during psychiatry residency yet is challenging to implement given competing educational requirements. The authors implemented a voluntary support group training intervention for psychiatry residents consisting of a 6-h didactic series followed by at least 6 months of in vivo group facilitation and supervision. We hypothesized participation would improve residents' self-reported skill and knowledge in group facilitation. Psychiatry residents (PGY I-IV) voluntarily participated in this novel intervention that included a didactic series followed by experiential group facilitation and supervision. To assess confidence and self-reported skill level in group facilitation, residents completed two brief self-report surveys: before the didactic series (pre-intervention) and after group facilitation for at least 6 months (post-intervention). Surveys included Likert scales and open-ended questions. Quantitative data were analyzed with descriptive statistics and open-ended qualitative data were analyzed using thematic analysis. Twenty-three residents attended 4 to 6 h of didactics between 2016 and 2018. Of these 23 residents, 12 facilitated groups and attended supervision for at least 6 months. Twenty residents responded to pre-intervention surveys and 14 responded to post-intervention surveys. After the intervention, respondents reported a significant increase in knowledge and skills in group facilitation of 88% (15/17) on Likert scale questions. This study implemented a novel educational intervention to train psychiatric residents in group dynamics and group facilitation. Participation increased residents' self-reported knowledge and skills in group facilitation. Future directions include incorporating feedback about group curriculum, evaluating resident knowledge and skills using assessment measures, recruiting more group participants, and focusing on peer-to-peer mentoring.

Sports education an element of academic development

Sport is regularly seen as one of the forms of activation of the body that provide motor skills and contribute to healthy health, however it is important to appreciate it from the point of view of knowledge, so its contribution in aspects of academic competencies in students was analyzed upper middle level. In the first part, the history of sport was discussed, as well as the contributions of authors about educational sport and the learning generated. Subsequently, a comparison was made in young upper-middle-level students divided into two groups: the experiential group (they practice and perform exercise, sport and physical activity) and the control group (individuals who are totally sedentary), in order to observe performance. in school performance, class participation, decision making as well as knowing how influential or manipulable their peers can be to analyze and solve problems, in the study a questionnaire was applied to both groups using the Likert scale to know these results. The information obtained shows the positive influence that sport has on the development of educational capacities in students.

Preoperative nursing visit reduces preoperative anxiety and postoperative complications in patients with laparoscopic cholecystectomy

Background:Anxiety is a kind of emotional disorder caused by acute conditions or trigger. It is manifested in the components of the autonomic nervous system, for instance, stress, anxiety, nervosity, and discomfort. Most patients with anxiety are more active, nervous, and alert to various stimuli. Inappropriate management of early postoperative anxiety will not only prolong recovery but also increase the risk of other complications. We conduct a randomized clinical trial to investigate the influences of nursing visits against the preoperative anxiety and postoperative complications in patients undergoing laparoscopic cholecystectomy (LC).Methods:This is a single center, placebo-controlled randomized trial, which will be performed from August 2020 to December 2020. The trial is performed in accordance with the SPIRIT Checklist for randomized studies. It is authorized by the Ethics Committee of Taizhou Hospital of Zhejiang Province (D20211-34). Two hundred patients undergoing LC will be included in this study. Patients are randomly divided into 2 groups: experiential group (n = 100) or control group (n = 100). The experimental group is given preoperative nursing visit to each patient 1 day before the operation, whereas the control group did not receive the preoperative nursing intervention. The patients in experience group also received education on the surgery team and the environment of operating room, the process of anesthesia, advantages of laparoscopic surgery, and the postoperative care from recovery room to discharge. The primary outcomes include State-Trait anxiety level and postoperative visual analogue scale. Secondary outcomes include total consumption of analgesics and postoperative complications.Results:Figure (a) will show the comparison of outcomes between 2 groups.Conclusion:The preoperative nursing visit may decrease the anxiety and the complications after operation in patients receiving LC.Trial registration:This study protocol is registered in Research Registry (researchregistry5924).

Beyond Watt Market Roundabout Audiences: Redesigning Tourists Oriented Theatres in Calabar

Calabar, a coastal town in South-South Nigeria, has had a long-standing history of cultural tourist-oriented theatre performances. And today, its image as a tourist city has grown in leaps because of the Christmas Festival (A 32-day entertainment art and cultural events) it hosts annually plus other tourism products or attractions that complement the festival. Carnival seems to be a major attraction. Other attractions are not emphasized. This study explored how tourism-oriented theatres can be developed to add to existing attractions and increase varieties for tourists. The study used a combination of research methods including experiential theatre performances, participant observation, and focus group discussion. Findings show that local culture and arts and creative industries i.e., theatre can be used to promote destinations and enhance their attractiveness. They can help build the image of the city and promote indigenous arts and culture. This research significantly models the utility of theatre in the service of tourism and urban development. Some key recommendations this research makes include, the collaboration of the tourism industry, the performing arts sectors, and private business owners. Creating demand and market for specially packaged theatre products for tourists working with travel agencies to ensure that theatre is taken from the mainstream to the tourists.

Beyond Watt Market Roundabout Audiences: Redesigning Tourists Oriented Theatres in Calabar

Calabar, a coastal town in South-South Nigeria, has had a long-standing history of cultural tourist-oriented theatre performances. And today, its image as a tourist city has grown in leaps because of the Christmas Festival (A 32-day entertainment art and cultural events) it hosts annually plus other tourism products or attractions that complement the festival. Carnival seems to be a major attraction. Other attractions are not emphasized. This study explored how tourism-oriented theatres can be developed to add to existing attractions and increase varieties for tourists. The study used a combination of research methods including experiential theatre performances, participant observation, and focus group discussion. Findings show that local culture and arts and creative industries i.e., theatre can be used to promote destinations and enhance their attractiveness. They can help build the image of the city and promote indigenous arts and culture. This research significantly models the utility of theatre in the service of tourism and urban development. Some key recommendations this research makes include, the collaboration of the tourism industry, the performing arts sectors, and private business owners. Creating demand and market for specially packaged theatre products for tourists working with travel agencies to ensure that theatre is taken from the mainstream to the tourists.

EXPERIENTIAL LEARNING: TOOL FOR JOYFUL LEARNING

In this paper attempt is made to investigate the impact of Art Integrated Learning on the academic achievement of grade 5 students in mathematics. Total 80 students participate in the study, 40 students in the Experimental group and 40 in the control group. Two different Art Integrated Learning activities are designed for experimental group. The same teacher teaches both the experimental and the control group. The teacher uses Art Integrated Learning methods for teaching grade 5 students and traditional chalk and talk method for control group students. At the end of each unit (four tests), Mathematical Achievement Test (MAT) is administrated to determine the difference between the knowledge of the students in the experimental group and the control group. The result of all four tests is consistent. Art Integrated Learning has improved the academic achievement of students of experiential group.

Experiential sociometry in group work: mutual aid for the group-as-a-whole

ABSTRACT Social work with groups is built upon the foundational principle of mutual aid. The group accesses its capacity to support, educate, and heal itself through the mutual aid process. The sociometric work of Jacob L. Moreno, an often-ignored pioneer of group therapy and founder of psychodrama, provides social workers with experiential group tools to facilitate mutual aid through conscious group-as-a-whole action. Sociometry tools will be highlighted for their unique group-as-a-whole approach to accessing mutual aid, group cohesion, and safety for traumatized groups. These interactive group tools will be presented primarily as psychotherapy tools, nevertheless, attention will also be given to their utility in educational groups, supervision groups, and communities. Moreno’s philosophical concept of the Autonomous Healing Center will be presented as it relates to group work, mutual aid, and the therapeutic agency of each group member.

The Effects of Motivational Techniques on Students’ EFL Achievement in ELT at Tatek Lessira Secondary and Preparatory School, Tach Gayint Woreda: Grade 11 Students in Focus

The aim of this study was to examine the effect of motivational technique on enhancing students’ English achievement. To bring into effect, quasi- experimental was designed. From the total of six sections, two were randomly taken and signed one as experimental (N=40) and other as controlled group (N=40) by lots so that each sections (intact groups) have equal probability to be selected. The study used document review and test as the main tool of data collection to compare the mean score of both groups before and after the treatment. The reviewed document and test was analyzed by (SPSS 20). The result of the reviewed document (students’ rooster) before training revealed that both groups were almost at the same level of language achievement. However, after teaching with selected motivational techniques, the result of experiential group was significantly different with the control group taught in a conventional classroom (usual classroom teaching). As a result, the alternative hypothesis (H1) was accepted; whereas, the null hypothesis (H0) was rejected. Based on the findings above, employed motivational techniques in EFL classroom enhance students EFL achievement. As a result, teachers should use selected motivational techniques in EFL classroom.

델파이 방법을 이용한 초등 생존수영교육 시스템의 문제점 및 개선방안 분석

This study analyzes the problems of elementary school survival swimming and suggests improvement plan through Delphi method which can gather opinions of experts. it is aimed to utilize the development direction of elementary survival swimming and the improvement of qualitative and quantitative improvement of survival swimming education in nationwide as a basic data to prevent water safety accident by systematic program. Experiential groups participating in elementary survival swimming education in 2018 were selected as a population, and data were collected by Delphi survey method using 9 kinds of elementary survival swimming education experts in Busan using purposeful sampling and data were used for analysis. The improvement plan of the instructor, program and facilities aspect of elementary survival swimming education is as follows. In terms of leaders, normalization of the process of training elementary survival swimming was necessary. In addition, the number of students to be taught should be increased. It was necessary to improve the treatment of dedicated swimming instructor. Looking at the program side, it was necessary to construct a consistent program. In addition, it was necessary to secure the number of classes and to organize the regular curriculum. And it was found that a program with stability was required. In terms of facilities, It was necessary to establish swimming pool facility standards suitable for children"s education and expansion of swimming pool facilities was necessary. Finally, it was necessary to expand educational equipment.

Can Medical Humanities impart Empathy and Resilience skills to Medical Students?

This article was migrated. The article was marked as recommended. The contribution of the Medical Humanities to a comprehensive medical education has been discussed elsewhere ( Schamroth, 2018), but what has been difficult to demonstrate is whether it has any measurable quantitative impact on improving student's empathy or resilience. This small project was an attempt to further explore this question. Medical students at University College London Medical School spend approximately one day a month during their first clinical year within a primary care setting in a programme called "Medicine in the Community" (MIC). The structure of the day involves students seeing patients under the supervision of primary care physicians. In this ethically approved research project (University College London, 2017) conducted over the academic year 2017-2018, a non-selected group of 24 students, received a compressed version of this MIC programme in the morning and in the afternoon were exposed to medical humanities. This included discussing poetry with a medical focus, creative writing based on the students own clinical experiences, watching and listening to carefully selected opera scenes where a health-related issue was illustrated and finally an experiential group based psychotherapy process using body mapping which facilitated the exploration of the interrelationship between mind and body. A second group of 18 medical students who received the conventional MIC experience acted as the control. Both groups were given empathy and resilience questionnaires at the beginning and end of the academic year. The results showed that the students who experienced the afternoon humanities programme scored significantly higher in 3 of the 20 empathy questions than the control group and better in the resilience questionnaire, although the latter did not reach statistical significance.

A Training Model for Addressing Microaggressions in Group Psychotherapy

ABSTRACTCulturally responsive group psychotherapists have an ethical obligation to respond to microaggressions; therefore, training in therapeutic approaches to microaggressions is necessary. This article describes the complex factors present when microaggressions occur in group psychotherapy and provides a training model that addresses barriers to microaggression responsiveness and facilitates complex skill building. The training model consists of didactic training, role-play and modeling, and an experiential fishbowl-style group exercise. It provides the rationale, parameters, and descriptions of each component to promote the training model. The model was well received at conferences of the American Group Psychotherapy Association, but more research is needed to establish its effectiveness.

Constructing an experiential education model in undergraduate radiology education by the utilization of the picture archiving and communication system (PACS)

BackgroundMedical education in China is in a transitional period, from passive learning models to experiential education. We modified an experiential education method for radiology education. The aim of this study is to evaluate the effect of this method on undergraduate radiology education.MethodWith the help of the picture archiving and communication system (PACS) and RadiAnt DICOM Viewer, we modified an experiential education method that simulates similar working conditions for undergraduate medical students to formulate radiology diagnosis similar to clinical radiologists. A total of 101 students were allocated into either the experiential education group or the control group. The final examination scores and a 5-point Likert scale self-assessment questionnaire of radiologic skills were collected from all the students as an objective assessment and a subjective assessment respectively. A questionnaire was also used to assess the satisfaction with the experiential model in the experiential education group. Mann-Whitney U test was used to compare the ranked data, and t-tests were used to compare the numeric data.ResultsThe experiential education group demonstrated significantly higher scores (7.4 ± 1.3) compared to the control group (6.7 ± 1.5, p < 0.05) in the question type “description and diagnosis”. The self-assessment questionnaire indicated that the experiential education was related to increased familiarity with the diagnosis thinking principle and the sequences and reconstruction methods of computer tomography (CT) imaging, which also strengthen participants’ self-confidence to perform future clinical work (p < 0.05). The self-assessment questionnaire in the experiential education group showed that the majority of students were satisfied with the organization (82.5%), interactivity (85%) and quality (85%) of the learning activity. Most students found this model of learning to be helpful for studying radiology (85%) and for understanding anatomy (90%).ConclusionCompared with the traditional radiology education approach, the experiential education method showed greater efficacy in improving students’ analysis and diagnostic skills and their self-confidence.