Experiential Learning Sessions Research Articles

Examiner training for the Malaysian anaesthesiology exit level assessment: Factors affecting the effectiveness of a faculty development intervention during the COVID-19 pandemic

Introduction: Examiner training is essential to ensure the trustworthiness of the examination process and results. The Anaesthesiology examiners’ training programme to standardise examination techniques and standards across seniority, subspecialty, and institutions was developed using McLean’s adaptation of Kern’s framework. Methods: The programme was delivered through an online platform due to pandemic constraints. Key focus areas were Performance Dimension Training (PDT), Form-of-Reference Training (FORT) and factors affecting validity. Training methods included interactive lectures, facilitated discussions and experiential learning sessions using the rubrics created for the viva examination. The programme effectiveness was measured using the Kirkpatrick model for programme evaluation. Results: Seven out of eleven participants rated the programme content as useful and relevant. Four participants showed improvement in the post-test, when compared to the pre-test. Five participants reported behavioural changes during the examination, either during the preparation or conduct of the examination. Factors that contributed to this intervention's effectiveness were identified through the MOAC (motivation, opportunities, abilities, and communality) model. Conclusion: Though not all examiners attended the training session, all were committed to a fairer and transparent examination and motivated to ensure ease of the process. The success of any faculty development programme must be defined and the factors affecting it must be identified to ensure engagement and sustainability of the programme.

The development of an educational workshop to reframe and manage professional conflict via a sex and gender lens.

Conflict is inevitable in the emergency department, and conflict resolution is an essential skill for emergency providers to master. Effective conflict management can optimize patient care and enhance professional satisfaction. To communicate effectively in high-stress, high-impact situations, sex- and gender-based differences need to be considered. Nine resident, fellow, junior, and senior faculty members of the Academy for Women in Academic Emergency Medicine collaborated to design a 4-h workshop. The focus was on professional communication and conflict resolution in emergency medicine (EM), with special attention on how sex and gender can influence these processes. The final educational workshop utilized a variety of formats focused on communication and effective conflict resolution including: traditional didactics, facilitated small groups with case-based learning, expert panel discussion, and an experiential learning session. The consideration of how sex- and gender-associated factors might contribute additional complexity or challenges to conflictual interactions were interwoven into each session to highlight alternative vantage points. Effective conflict resolution is an important skill for success in EM. We developed a workshop that went beyond typical communication-based programming to consider how sex- and gender-related factors influence communication and conflict resolution.

The Effectiveness of Online Experiential Learning in a Psychiatry Clerkship.

The Uniformed Services University of the Health Sciences 5-week psychiatry clerkship educates about 180 students a year at sites around the USA. In 2017, weekly in-person experiential learning sessions were implemented for local students and resulted in improved performance in several end-of-clerkship Objective Structured Clinical Examination (OSCE) skills as compared to distant learners who did not receive these sessions. The difference in performance (~ 10%) highlighted a need to provide comparable training for distant learners. Providing in-person, repeated simulated experiential training at multiple distant sites was not practical, requiring development of a novel online approach. Students at all four distant sites over 2years (n = 180) participated in five weekly synchronous online experiential learning sessions, while local students (n = 180) received five weekly in-person experiential learning sessions. Tele-simulation used the same curriculum, centralized faculty, and standardized patients as the in-person iterations. Overall end-of-clerkship OSCE performance was compared for learners receiving online versus in-person experiential learning for non-inferiority. Specific skills were compared to receiving no experiential learning. Overall OSCE performance was non-inferior for students who received synchronous online as compared to in-person experiential learning. Performance on each skill other than communication improved significantly when comparing students who received online versus no experiential learning (p < 0.05). The use of weekly online experiential learning to enhance clinical skills is comparable to in-person efforts. Virtual, simulated, synchronous experiential learning provides a feasible and scalable platform for training complex clinical skills to clerkship students, a critical capability given the impact the pandemic has had on clinical training.

Bridging the gap: Development of an experiential learning-based health disparities curriculum.

The increasing number of vulnerable populations served by the emergency department (ED) calls for developing and implementing curricula aimed at training residents to deliver quality care for the most marginalized groups. We aimed to address this by developing and piloting a curriculum to introduce the unique challenges and disparities encountered by our diverse ED patient population using an experiential learning approach. We engaged community partners in designing and implementing a curriculum for incoming interns. This curriculum addresses specific populations encountered within the ED including patients with psychiatric illness, patients with cognitive disabilities, intoxicated patients, violent patients, patients of various cultural backgrounds, non-English-speaking patients, and LGBTQ patients. Experiential and active learning sessions with content experts and site visits to area organizations were arranged. Pre-, post-, and time-delayed surveys were deployed to evaluate the pilot of this curriculum. Thirteen incoming interns participated in the orientation curriculum. Residents' comfort with each of these various patient populations as well as familiarity with community and ED resources was assessed before, after, and 1 year delayed from each session (response 13/13, 100%). Their scores increased significantly from baseline in the postsurvey and were maintained 1 year later (p < 0.05). Residents additionally provided narrative responses regarding what they learned and what was most helpful after completing their intern year. This pilot curriculum demonstrates that implementing an experiential learning curriculum and engaging community leaders and resources is key to training residents to address health disparities within their unique ED patient population. As such, it is imperative that we seek to immersively introduce trainees to the unique needs of the patient population they will serve early in training.

Padres Preparados, Jóvenes Saludables: A Randomized Controlled Trial to Test Effects of a Community-Based Intervention on Latino Father’s Parenting Practices

Parenting practices have been associated with adolescent lifestyle behaviors and weight status. Evidence is limited regarding the efficacy of interventions to address father influences on adolescent lifestyle behaviors through availability and modeling practices. Therefore, the purpose of this study was to evaluate changes in father parenting practices after Latino families with adolescents participated in the Padres Preparados Jóvenes Saludables (Padres) program. Time-1 (baseline) and Time-2 (post-intervention) data were used from Latino father/adolescent (10-14 years) dyads enrolled in the Padres two-arm (intervention vs. delayed-treatment control group) randomized controlled trial in four community locations. The program had eight weekly, 2.5-h experiential learning sessions on food preparation, parenting practices, nutrition, and physical activity. Two types of parenting practices (role modeling and home food availability) were assessed by father report via questionnaire for each of 7 lifestyle behaviors, for a total of 14 parenting practices. Linear regression mixed models were used to evaluate the intervention effects. A total of 94 father/adolescent dyads completed both Time-1 and Time-2 evaluations. Significant positive intervention effects were found for frequencies of fruit modeling (p = 0.002) and screen time modeling (p = 0.039). Non-significant results were found for the other 12 father parenting practices.

Padres Preparados, Jóvenes Saludables: intervention impact of a randomized controlled trial on Latino father and adolescent energy balance-related behaviors

BackgroundStudies have shown associations among food and activity behaviors and body weight of Latino fathers and adolescents. However, few Latino father-focused interventions have been designed to improve energy balance-related behaviors (EBRBs) and weight status among early adolescents. Thus, this efficacy study aims to evaluate the Padres Preparados, Jóvenes Saludables (Padres) youth obesity prevention program for positive changes in EBRBs (fruit, vegetable, sugar-sweetened beverage (SSB), sweet/salty snack, and fast-food consumption, physical activity, and screen time) and weight status among low-income Latino fathers and adolescents (10-14 years).MethodsA two-arm (treatment versus delayed-treatment control group) randomized controlled trial was conducted to evaluate the efficacy of 8 weekly experiential learning sessions (2.5 hours each) based on social cognitive theory. The sessions included food preparation, parenting skills, nutrition, and physical activity. The program was delivered to father-adolescent dyads (mothers were encouraged to attend) in trusted community-based settings in a Midwest metropolitan area between 2017 and 2019. In March 2020, in-person implementation was discontinued due to COVID-19 pandemic restrictions, which limited the sample size. Father/adolescent dyads were randomized to treatment or control group within each site. Surveys and measurements were completed by fathers and adolescents to assess changes in food and activity behaviors from baseline to post-intervention. Adolescents also completed 24-hour dietary recall interviews at baseline and post-intervention. Intervention effects were assessed using linear regression mixed models adjusted for covariates and accounting for clustering of participants within sites.ResultsData from 147 father/adolescent dyads who completed at least the baseline data collection were used. No significant differences were observed for baseline to post-intervention changes in adolescents’ and fathers’ EBRBs or weight status between treatment and control groups. Fathers’ SSB and fast food intakes were not statistically significant (p = 0.067 and p = 0.090, respectively).ConclusionsThe Padres program resulted in no significant improvements in adolescent and father EBRBs and weight status. Additional Latino father-focused interventions are needed to examine intervention effects on EBRBs among Latino adolescents.Trial registrationThe Padres Preparados, Jóvenes Saludables study is registered with the U.S. National Library of Medicine, ClinicalTrials.gov Identifier: NCT03469752 (19/03/2018).

4 - Leadership Philosophy and Interventions to Support Middle-level Units within Large Academic Institutions: Experiences at the Makerere Peace and Conflict Studies Centre

This article discusses practical lessons on how leadership intervention philosophy can be used to design and ensure that an academic unit within a big institution realises its mandate. The interventions took place at the Peace and Conflict Studies Centre (MPCSC) at Makerere University between 2015 and 2019. The undertaking was guided by systemic leadership intervention philosophy and transformational leadership. The methods used in the intervention included: leadership interventions, secondary data analysis, narrative analysis and autoethnography. The article uses a combination of analytical and auto-biographical reporting styles. Major findings include the following: there is a leadership skilling gap between high-level and mid-level managers in large university units; in large academic institutions, mid-level managers must combine traits and process leadership approaches in order realise progress. Key observations: student enrolment drives achieved a slight improvement in numbers (from 14 % in 2015/2016 to 42 % in 2018/2019); a minor improvement in workstations led to a more than 100 per cent increment in usage by staff and students; the Centre noticed a 63 per cent completion rate of specialised skills training by staff; on average, interdisciplinary research teams perform better than single discipline teams, but the former required extra effort to keep together; the interventions led to a 70 per cent increase in community outreach through avenues such as projects, experiential learning sessions, consultancies, etc.

Resident Training for Successful Professional Interactions

Conflict between healthcare professionals is a common feature of modern healthcare environments, contributing to more stressful working conditions and burnout in frontline staff. In the Royal College of Surgeons in Ireland we undertook to design and deliver a course called 'Professional Interactions' which would equip junior residents in surgery and other acute care specialties with the skills to better manage conflict and bullying. The design of this course was based on a Transformative Learning Theory conceptual framework. Key teaching modalities included rational discourse, role-playing, simulations, case studies, reflection exercises and experience with critical incidents and feedback. This experiential learning session was followed with an online short course to reinforce the learning objectives. We in the National Surgical Training Programme have been delivering structured mandatory education to our residents on this topic for over a decade. Each iteration of this programme has been modified based on resident and faculty feedback as well as emerging evidence in the field of communication skills. Recent course evaluation data included feedback from 203 course participants, which represented a 66% response rate. Ninety-two percent of those respondents rated the course as 'Excellent' or 'Good' and that they would use the skills learned 'Daily or 'Weekly'. 85 percent reported a perceived improvement in conflict management skills. Conflicts and difficult interactions between colleagues in the workplace are a frequent feature of healthcare practice. Teaching residents skills to manage these interactions more successfully may help towards developing a culture of mutual respect in hospital-based practice.

Equine-Assisted Experiential Learning on Leadership Development

In today’s fast-paced business world, where there is a need to develop divergent thinking and a wider range of skills, organizations seek original ways to be successful. Accordingly, leadership development has seen several uncommon approaches. Equine-assisted learning programs which involve innovative, underutilized, and motivating techniques and strategies, provide a dynamic process of building and developing leadership skills through horse-human interactions. In this paper, after the history of horse-human relationships and interactions are examined, a literature review is conducted on developing research and using equine-assisted leadership development programs. Although the extant research shows that equine-assisted leadership development programs promote skills critical to being an influential leader, the present paper provides an insight into equine-assisted experiential learning on leadership development, provides an overview on what happens in a typical equine-assisted experiential learning session, and suggests practical implications for researchers and organizations.

An Intervention to Enhance Social, Emotional, and Identity Learning for Very Young Adolescents and Support Gender Equity: Protocol for a Pragmatic Randomized Controlled Trial.

BackgroundThe onset of puberty is a pivotal period of human development that is associated with significant changes in cognitive, social, emotional, psychological, and behavioral processes that shape identity formation. Very early adolescence provides a critical opportunity to shape identity formation around gender norms, attitudes, and beliefs before inequitable gender norms are amplified during and after puberty.ObjectiveThe aim of the Discover Learning Project is to integrate strategic insights from developmental science to promote positive transformation in social, emotional, and gender identity learning among 10- to 11-year-olds in Tanzania. Through a pragmatic randomized controlled trial, the intervention scaffolds the development of critical social and emotional mindsets and skills (curiosity, generosity, persistence, purpose, growth mindset, and teamwork) delivered by conducting 18 after-school, technology-driven, experiential learning sessions in small, mixed-gender groups.MethodsThe Discover Learning Intervention is a 3-arm randomized controlled trial that will be delivered to 579 participants selected from four public primary schools in Temeke District, Dar es Salaam, Tanzania. Randomization will be done at the individual level into 3 treatment groups receiving incremental intervention components. The treatment components include Discover Learning content curated into child-friendly videos, facilitated discussions, and a parent-child workbook, to be implemented over two phases, each 6 weeks long. A baseline survey will be administered to participants and their parents prior to the intervention. The process will be observed systematically, and data will be collected using surveys, in-depth interviews, observations, and focus group discussions with adolescents, parents, teachers, and facilitators conducted prior, during, and after each implementation phase.ResultsThis study builds on formative and pilot studies conducted with the target population to inform the design of the intervention. The results will generate new evidence that will inform strategies for achieving scale in Tanzania and provide insights for replication of similar programs that are invested in gender-transformative interventions in peri-urban, low-resource settings.ConclusionsThe Discover Learning Intervention makes an important contribution to the field of adolescent developmental science as an intervention designed for very young adolescents in a low-resource setting.Trial RegistrationClinicalTrials.gov NCT04458077; https://clinicaltrials.gov/ct2/show/NCT04458077International Registered Report Identifier (IRRID)DERR1-10.2196/23071

Introduction of a psychologically informed educational intervention for pre-licensure physical therapists in a classroom setting

BackgroundThere is an increasing need for physical therapists to address psychosocial aspects of musculoskeletal pain. Psychologically informed practice is one way to deliver this type of care through the integration of biopsychosocial interventions into patient management. An important component of psychologically informed practice is patient centered communication. However, there is little research on how to effectively implement patient centered communication into pre-licensure training for physical therapists.MethodsThirty Doctor of Physical Therapy (DPT) students took part in an educational intervention that consisted of one 4-h didactic teaching session and three 1-h experiential learning sessions. Prior to the first session, students performed an examination of a standardized patient with chronic low back pain and were assessed on psychologically informed physical therapy (PIPT) adherent behaviors via a rating scale. Students also completed the Pain Attitudes and Beliefs Scale (PABS-PT). After the last experiential session, students evaluated another standardized patient and were reassessed on PIPT adherent behaviors. Students retook the PABS-PT and qualitative data was also collected.ResultsAfter the educational intervention, students had positive changes in their pain attitudes and belief scores indicating a stronger orientation toward a psychosocial approach to patient care (p < 0.05). Additionally, after the intervention, students showed improvements in their adherence to using PIPT behaviors in their simulated patient interactions (p < 0.05). Qualitatively, students reported a high acceptability of the educational intervention with common themes indicating improved confidence with treating and communicating with complex patients.ConclusionStudents had attitudes and beliefs shift towards a more psychosocial orientation and demonstrated improved PIPT behaviors in simulated patient interactions after a brief educational intervention. Future research should investigate best practices for implementation of psychologically informed physical therapy for licensed clinicians.

Using Empathetic CAre and REsponse (ECARE) in improving empathy and confidence among nursing and medical students when managing dangerous, aggressive and violent patients in the clinical setting

BackgroundThe use of physical restraint to curtail dangerous or extremely disruptive behaviours in patients has been an established practice to help ensuring safety in healthcare providers' work environment. However, many have deemed it unnecessary and overused with reported negligence on patients' basic needs during its implementation. Studies have shown that having empathy and non-judgmental attitudes are vital in reducing and eliminating the use of restraint. ObjectivesTo explore whether experiential learning will improve empathy and confidence, among nursing and medical students when managing dangerous, aggressive, and violent patients. DesignA pre- and post-test, same group quasi-experimental design was used to explore the effectiveness of using the Empathetic CAre and REsponse (ECARE), an experiential learning session to equip nursing and medical students on managing dangerous, aggressive, and violent patients. Outcome measures include students' confidence when using verbal de-escalation, physical and chemical restraint techniques. Empathy scores were also compared. SettingsA University offering both medical and nursing program from undergraduate to postgraduate level. Participants249 nursing and 50 medical students undergoing the mental health nursing module in Year 2 of their nursing program and psychiatry rotation in Year 3 of their medical education. ResultsResults showed that, for both student populations, the empathy and confidence scores significantly improved after attending ECARE. ANCOVA conducted on the post-intervention Jefferson empathy score between the populations with an adjusted baseline score revealed a statistically significant adjusted mean difference between them. ConclusionsThis study demonstrated that experiential learning could improve the learners' empathy through the integration of hands-on learning. This in turn could enhance future healthcare professionals' care quality. Experiential learning opportunities should be incorporated into existing pedagogies as this helps to improve students' confidence in managing dangerous, aggressive and violent patients, reducing the use of physical restraint, thereby enhancing the quality of patient care.

Scrub Club: A Medical Student‐Led Initiative That Uses Experiential Learning Opportunities in the Cadaver Laboratory to Introduce Pre‐Clerkship Medical Students to Surgery

IntroductionMost medical students have very little exposure to surgical specialties in their pre‐clerkship years, especially when compared to non‐surgical specialities; and bring very little knowledge of surgical skills to their surgical clerkship rotations. Second‐year medical students (Meds2022) at Schulich School of Medicine &amp; Dentistry – Windsor Campus recognized this lack of early exposure to surgery as a potential barrier to their learning. Additionally, Schulich School of Medicine &amp; Dentistry – Windsor Campus is a distributed medical campus (DMC). DMCs often have less engagement from surgeons compared to larger academic centres, making learning directly from a surgical mentor more challenging. In an attempt to address these student‐perceived gaps in their curriculum, a surgery interest group made up of Meds2022 students instituted an innovative club – the Scrub Club. Teaching models for early exposure to surgery have been previously implemented at other campuses, however none have been completely student‐directed or as multifaceted as the Scrub Club at a DMC.AimThe aim of Scrub Club is to develop experiential learning opportunities that will help introduce pre‐clerkship medical students to surgery using the on‐site cadaver laboratory.MethodsScrub Club members encouraged the development of surgical skills and knowledge amongst themselves, as well as their peers, by hosting regular experiential learning sessions in the cadaver laboratory. Experiential sessions included student‐led demonstrations on surgical anatomy, suturing, and knot tying using cadavers. Community surgeons were also brought in by Scrub Club members to lead simulated surgeries on cadavers.ResultsSince September 2019, the club has hosted two anatomy information sessions, one suturing session, and two simulated surgeries on cadavers. Simulated surgeries included an appendectomy, a prostatectomy, a nephrectomy, a bowel resection, and a splenectomy. During the physician‐led surgery simulations, each student was given an opportunity to assist, and to employ the skills/knowledge that they had acquired from previous sessions taught by their peers. Verbal feedback given by club members, as well as other medical student attendees, indicated that the sessions had a positive impact; and at least two students cited Scrub Club as the reason they felt comfortable performing suturing during observerships. Additionally, Scrub Club members felt that they were better able to demonstrate competencies important to the medical profession, such as leadership, collaboration, and communication, during these teaching sessions.Discussion and ConclusionThe members of Scrub Club were successfully able to develop and implement a variety of experiential learning opportunities using the cadaver laboratory at Windsor Campus. These opportunities have the potential to increase the level of engagement of pre‐clerkship students in surgical specialities, and to establish a basic surgical skillset that can be expanded upon in clerkship. The medical competencies developed were the unintentional benefits of the club.

Impact of experiential learning among medical undergraduates: A randomized controlled trial.

BACKGROUND:Experiential learning sessions as a teaching aid have been applied early in the medical undergraduate curriculum to improve the knowledge and inculcate research interest. We compared the ability of 1st-year medical undergraduates to answer the molecular biology questions among those who had attended the experiential learning sessions of molecular biology techniques versus those who did not attend.SUBJECTS AND METHODS:A randomized controlled trial was carried out with 200 1st-year medical undergraduates, among whom 69 students were selected by simple random sampling for the demonstration of the molecular biology techniques, such as isolation of genomic DNA, polymerase chain reaction, cell culture techniques, western blotting, and high-performance liquid chromatography for 1-week duration. Student's feedback was collected on a five-point Likert sc ale at the end of the session to understand how they agree or disagree with a particular statement. The content validity rate (CVR) and content validity index (CVI) of the questionnaire were determined, and its internal consistency was examined by Cronbach's alpha. The internal assessment marks of these students, valued by faculty who were blinded to their training sessions, were compared with the rest of the 131 students by independent t-test to know the outcome of these experiential learning sessions.RESULTS:On CVR and CVI assessment, all the questions scored more than 0.70 and 0.85, respectively. Cronbach's alpha for the whole questionnaire was 0.85. Student's feedback indicated that these sessions did complement the cognitive skills acquired for these techniques. We also found a statistically significant improvement (P = 0.006) in the examination performance between the students who attended versus those who did not attend the experiential learning sessions.CONCLUSION:Experiential learning, through demonstration and hands-on experience, enhance d the learning of molecular biology techniques among 1st-year medical undergraduates.

The Adaptation of Attention-Interest-Desire-Action in SPHOTIA and GEOCA Innovative Apps for Effective Teaching and Learning

SpHoTiA (Supervision in Hospitality and Tourism Industry App) and GeoCA (Geography and Culture App) are newly innovated applications for two (2) courses taken by students of Faculty of Hotel and Tourism Management in UiTM. These Apps were developed as an inventive effort taken to transform previous conventional teaching and learning method due to continuous, unsolved problem related to concentration deficiency among university students, especially when studying theory-based subjects. Though both courses seemed less complex compared to other subjects, previous researchers argue that it is challenging to memorize theories, as it involves the uses of thick reference materials and confusing contents with abundance facts. It is a common situation seeing students struggling to achieve certain required level of understanding especially when reaching tertiary level in which students need to be more independent in the learning process. Thus, this research intends to enhance effective teaching process and learning materials for the two (2) selected subjects by integrating interactive tools that able to enhance students’ experiential learning sessions whilst pursuing a convergence towards i4wrd future. Interactive tools such as info graphic slides, animation, video and games through online Apps are used to stimulate interest in both teaching and learning process. An innovative self-directed learning strategy that applies the concept of Attention-Interest-Desire-Action (AIDA) of SpHoTiA and GeoCA Apps were developed using free online Apps. Using random sampling method, respondents were required to evaluate the effectiveness of the Apps. Questionnaire using a 5- to 10- Likert Scale were applied to measure factors on perception, understanding, quality, satisfaction and recommendation. A descriptive analysis using mean and percentage were further analysed. The result indicates the effectiveness of the digital Apps to students (overall satisfaction = 78.5%), and is parallel to the efficiency of other innovated Apps. The newly innovated Apps indicate a significant influence on teaching and learning process at university level that not only create interesting learning environment, but also aid students to master challenging topics appropriately.

Role‐play: An innovative immune response simulation session enhances understanding of abstract principles of immunology

Undergraduate medical education is moving towards engaging students in active learning as opposed to heavily relying on traditional lecture based pedagogy. Immunology is a complex discipline to comprehend and most entering medical students have little to no prior knowledge of this intricate discipline. We developed a novel hands‐on “immune response simulation” session to engage students in active learning of immunological principles and improve integration with medical microbiology.Students are taught didactic immunology lectures followed by this active learning session where groups of students utilize their immunology knowledge to stimulate an immune response scenario to five major classes of pathogens. Students prepare short enactments playing roles of a host immune cell or a pathogen. Faculty facilitates this learning session and administers the assessment tools. The session outcomes are evaluated by administering pre‐ and post‐immunology tests.Preliminary results indicate that there is a significant increase in immunology knowledge gained and that students were highly engaged in learning immunology through this innovative pedagogy. Our results indicate that Immune response simulation is an effective pedagogical novelty where students are actively engaged in learning complex immunological principles in a fun, hands on experiential learning session. This novel pedagogical intervention might prove valuable in engaging students in learning other physiological principles.Support or Funding InformationNo funding was received for this project.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Introducing Mindfulness Practices for Self-Care: Outcomes of a Brief Education Session.

Nurses' self-reported lack of self-care and work-related stress prompted professional educators to offer a 15-minute mindfulness experiential learning session during the facility's annual professional development forums. Nurses were taught and practiced mindfulness (e.g., meditation, imagery), designed to empower them to be present in the moment with a sense of clarity and compassion. Outcomes measured were nurses' self-reported practice benefit and interest in learning about and using mindfulness practices. Five hundred forty-five nurses attended the session. Most nurses (71%) reported benefit/great benefit from the session. Guided imagery and the mindful moment were the most frequently selected practices nurses would use and learn. Nursing professional development practitioners can incorporate mindfulness experiential learning opportunities into their existing education offerings.

Reflections on the 12th International Transformative Learning Conference

This article is a reflective essay that explores the question: What can the content and experience of the conference tell us about the state of theory and practice in the field of TL; where is it today and where it may be going in the future? The 12th International Transformative Learning Conference (ITLC) held October 19-23 at Pacific Lutheran University in Tacoma, WA was an opportunity to engage with this question and observe the emergence of some useful answers. The conference brought together 250 participants from 25 countries around the theme: “Meeting at intersections of places for transformative learning”. Presenters offered rich interaction of TL and Intersectionality through various symposia, presentations and experiential learning sessions that showed the application, development and potential evolution of TL. Open Space Technology was use to engage with this diverse community around the practice, theory, and future of TL. The attendees experienced different forms of TL practices and theory. The authors of this paper relied on their experience as co-chairs and presenters of the Conference, as well as faculty, alum and student of Fielding Graduate University to reflect on the main themes of intersections and intersectionality found in the content of the symposia, presentations, and experiential sessions. We found five main themes of intersections: between various theories and disciplines; between body, mind, and spirit as aspects of the self; between the self and social and political contexts in which it is embedded; between self and others in the engagement with difference; and between forms of transformative practice. In our closing comments and reflections, we addressed whether or not the conference was enough of a “holding space” for transformation to take place. We noted that there was a noticeable “call” from conference attendees for TL theory and practice to extend beyond individual and group support to the society and its social and systemic challenges.

Improve manager competency with experiential learning.

Improve manager competency with experiential learning.

Exam performance and attitudes toward multitasking in six, multimedia–multitasking classroom environments

Although many colleges and universities have implemented laptop programs, the use of these technologies in the classroom doesn't guarantee increases in exam performance. Used improperly, these technologies can hinder the learning process. An experiment was conducted comparing how the use or non-use of technology affected exam performance between six different classroom environments. Consistent with predictions based on theories of multitasking and multimedia processing, participants performed worst on an exam when distracted with social media. Moreover, having had this experience, participants in five of the six conditions showed a decrease in perceptions of their abilities to efficiently multitask from pre-test to post-test. Results are discussed in terms of theory and recommendations are made for the integration of experiential learning sessions into orientation programs to help promote a healthy classroom learning environment.