Facilitated Group Discussions Research Articles

Adopting a systems-thinking approach to optimise dietary and exercise referral practices for cancer survivors.

Service referrals are required for cancer survivors to access specialist dietary and exercise support. Many system-level factors influence referral practices within the healthcare system. Hence, the aim of this study was to identify system-level factors and their interconnectedness, as well as strategies for optimising dietary and exercise referral practices in Australia. A full-day workshop involving national multidisciplinary key stakeholders explored system-level factors impacting dietary and exercise referral practices. Facilitated group discussions using the nominal group technique identified barriers and facilitators to referral practices based on the six World Health Organisation (WHO) building blocks. The systems-thinking approach generated six cognitive maps, each representing a building block. A causal loop diagram was developed to visualise factors that influence referral practices. Additionally, each group identified their top five strategies by leveraging facilitators and addressing barriers relevant to their WHO building block. Twenty-seven stakeholders participated in the workshop, including consumers (n = 2), cancer specialists (n = 4), nursing (n = 6) and allied health professionals (n = 10), and researchers, representatives of peak bodies, not-for-profit organisations, and government agencies (n = 5). Common system-level factors impacting on referral practices included funding, accessibility, knowledge and education, workforce capacity, and infrastructure. Fifteen system-level strategies were identified to improve referral practices. This study identified system-level factors and strategies that can be applied to policy planning and practice in Australia.

Families in transition (FIT) study protocol: feasibility, acceptability and preliminary effects of a group-based parent training in parents of youth in psychiatric residential treatment

IntroductionAlthough adolescents make treatment gains in psychiatric residential treatment (RT), they experience significant difficulty adapting to the community and often do not sustain treatment gains long term. Their parents are...

Optimizing the Health of Type 2 Diabetes Mellitus Patients with Islamic Approaches and Volunteers

Depression, which is prevalent in patients with diabetes mellitus, can be addressed by integrating Islamic mindfulness practices and family volunteer support. This study assessed the impact of combining Islamic mindfulness practice (IMP) with family volunteer support on depressive symptoms and knowledge in patients with type 2 diabetes mellitus (T2DM). A total of 120 Muslim patients diagnosed with T2DM and having a Beck's Depression Inventory (BDI) score >17 participated. The intervention group engaged in facilitated group discussions led by family volunteers, focusing on Islamic mindfulness techniques and diabetes education. The results underscored the importance of family volunteer support combined with Islamic awareness for T2DM patients with depression, showing reduced depressive symptoms as measured by the BDI after the intervention. In addition, the intervention group showed improved knowledge of the chronic condition based on Diabetes Knowledge Questionnaire (DKQ) data compared to the control group. In conclusion, integrating Islamic awareness and family volunteer support in caring for T2DM patients with depression can reduce depressive symptoms and improve T2DM knowledge.

OA10 Peer support for people living with axial spondyloarthritis as part of a supported self-management programme

Abstract Background/Aims The National Axial Spondyloarthritis Society (NASS) Supported Self-management Programme aims to empower people with axial spondyloarthritis (axial SpA) to live well with their condition. We ran peer support meet-ups as part of our new Your SpAce programme to improve attendees’ knowledge of their condition, and reduce feelings of isolation. Methods In March 2023, NASS launched Your SpAce, a series of short information and lived experience videos, with downloadable practical resources. It is aimed at people newly diagnosed or those diagnosed longer who had not previously engaged with their condition. The programme was created in consultation with people living with axial SpA and healthcare professionals (HCPs). A steering group comprised 33% people with lived experience. Monthly free online peer support ‘meet-ups’ were planned. Initial topics aligned with Your SpAce topics of pain, flares, and fatigue. Feedback and helpline enquiry trends guided further topics. Attendees booked via an Eventbrite listing, disseminated via the NASS website, social media and e-newsletter, partner organisations, and HCPs. The meet-ups are facilitated by a HCP who lives with axial SpA. Sessions start with a short introduction to axial SpA and the meet-up topic. The focus is on facilitated group discussions, where attendees use their camera and microphone and chat box to meet other people with axial SpA, ask questions, share advice, and receive peer support. Results Your SpAce webpages ask visitors how confident they feel in managing their pain, flares, and fatigue out of 100 (0=not at all, 100=extremely). The results (701 respondents) indicate the programme is reaching people with low confidence, with 60% of pain poll respondents, 69% of fatigue poll respondents, and 72% of flare poll respondents ranking their confidence 0-40/100. Since April 2023, we ran 10 meet-ups, with 516 bookings and 256 attendees. Everyone who booked received presentation slides and resources. In-meeting anonymous polls showed: 25% of attendees had been diagnosed for less than one year; 31% 1-5 years; 11% 6-10 years; and 33% more than 10 years. 24% have a diagnosis of axial SpA, 22% non-radiographic axial SpA, 51% radiographic axial SpA/ankylosing spondylitis, and 3% awaiting diagnosis. Anonymous feedback survey results (n = 67) showed: 97% enjoyed attending the meet-up; 96% found it easy to attend; 82% said the meet-up helped them understand more about their condition; 74% have more practical skills to manage; 54% had never previously met anyone else with axial SpA; 97% felt less alone afterwards; and 99% would like to attend another meet-up. Conclusion The first six months of Your SpAce meetups have improved attendees’ knowledge of axial SpA, increased practical skills in managing symptoms, and reduced feelings of isolation. Results suggest that informal online peer support is a positive strand of supported self-management for people at all stages of their axial SpA. Disclosure Z. Clark: Honoraria; ZC is a member of Council for the Institute of Osteopathy. Grants/research support; NASS receives grant funding from AbbVie, Biogen, Eli Lilly, Janssen, Novartis and UCB.

Integrating Patient Safety Discussions with First-Year Doctor of Pharmacy Students in a Skills Lab Course.

The patient safety problem has been well established for over 20 years in the United States (U.S.), and there is a recognized focus on ensuring that health professions' trainees receive explicit education in various patient safety principles and practices. While the literature provides examples of different approaches towards patient safety education for pharmacy students, there are few that focus on first-year pharmacy students. This educational observational study describes the implementation and evaluation of two 20 min patient safety learning activities integrated into a required pharmacy skills lab course. The first learning activity utilized a mock prescription and patient safety checklist that had students identify patient safety problems on the prescription, followed by a group discussion of implications for the patient. The second learning activity used images of common safety problems with a facilitated group discussion to have students identify systems-based solutions to those problems. Our study's findings revealed that students were able to identify basic patient safety problems and safety solutions, although some additional foundational information may be needed, particularly for students who may not have pharmacy work experience. Additional research is needed to continue building a literature base on patient safety education approaches, particularly for first-year pharmacy students.

Understanding Barriers Faced by Rural Adolescent and Young Adult Cancer Survivors

Background and Hypothesis:The current 5-year survival rate for adolescent and young adult (AYA) cancer diagnoses is 85.8%. However, AYA cancer survivors face many challenges including loss of insurance, infertility, sexual health concerns, physical disability, education barriers, housing instability, food insecurity, and decreased financial well-being. Survivors in rural areas may face additional challenges, such as lack of access to cancer centers, tailored resources, and networks of fellow AYA cancer survivors that may be available in large cities. The study goal was to better understand specific barriers to survivorship care for this rural population, using a comprehensive interactive workbook distributed to cancer survivors in Southwest Indiana.
 Methods:A prototype workbook was distributed to 42 AYA survivors in southwest Indiana. Follow-up interviews were conducted with 11 individuals. Interviews with the first wave of eligible participants (n=7) provided perspectives on the workbook, helped identify potential improvements, and offered further insight into their survivorship experiences. These eligible participants were also invited to participate in an online forum to facilitate group discussions on potential improvements to the workbook. Responses were evaluated through affinity mapping to identify common themes.
 Results:AYA cancer was found to have a lasting impact on physical health, mental health, and relationships for many of the AYA survivors. Importantly, only 27% of participants who completed the workbook responded “yes” to having received a survivorship care plan, suggesting barriers in communication between survivors and healthcare providers. Regarding overall health, the three largest barriers identified by cancer survivors in rural southwest Indiana were insurance coverage, mental health services, and the availability of services needed.
 Conclusion:To strengthen survivorship care to rural survivors, our study suggests a need for better distribution and explanation of survivorship care plans, as well as increased access to stable insurance, medical services, and mental health services.

Digital Storytelling for English Teaching at Alam Nurul Islam Integrated Islamic Junior High School Yogyakarta

Digital storytelling has been utilized in teaching and learning activities within EFL classrooms. Although the implementation of activities involving digital storytelling poses challenges, both teachers and students have derived benefits from such activities. This research has the objective to investigate how teachers implement digital storytelling in the classroom and the challenges encountered when utilizing digital storytelling to teach English. Employing a qualitative descriptive method, the research was conducted at Alam Nurul Islam Integrated Islamic Junior High School in Yogyakarta, involving two English teachers as participants. The researcher employed interviews to gather the data. The outcomes revealed that when integrating digital storytelling into English teaching, the teachers implemented three phases, namely the preparatory stage, teaching activity, and feedback session. During the preparatory stage, three activities were undertaken, including preparing materials, organizing equipment, compiling videos, and uploading videos. In the teaching activity stage, seven activities were carried out, namely brainstorming, presenting videos, identifying challenging vocabulary, facilitating group discussions, elucidating the video’s meaning, narrating stories by students, and uploading student video assignments. During the feedback session, three activities took place: commenting on videos, asking and answering questions, and providing feedback and assessment. Meanwhile, the challenges faced by teachers in implementing digital storytelling included a lack of skills in using devices and applications, difficulty in searching for content, a shortage of teachers’ creativity, and challenges in understanding students. The implication is that teachers can utilize these three steps to teach digital storytelling and devise solutions for overcoming obstacles.

STUDENT EXPERIENCES TEACHING AN INTERPROFESSIONAL COMMUNITY-BASED HEALTH PROMOTION PROGRAM FOR OLDER ADULTS

Abstract Nine (N=9) undergraduate and graduate students collaborated on an interprofessional health promotion program in Spring 2023. Funded by the National Institute on Aging, this student-led program utilized Persuasive Hope Theory with older adult participants to increase their fruit and vegetable intake and exercise patterns in 1-hour weekly sessions. At four community locations for 15 weeks, students gained skills in team-teaching, facilitating group discussions and activities, and engaging in physical activity instruction with older adult participants. At the end of the program, students completed a modified Undergraduate Research Student Self-Assessment (URSSA). As a result of participating in this project, students report understanding and familiarity with the research process, following scientific protocols, problem-solving, and working collaboratively. Students also reported their motivations for joining a research study, satisfaction with working relationships with faculty members and opportunities to present their work, and how these experiences with gerontological research have influenced their career goals. The presenters of this paper are the students themselves, who will lend personal experiences and stories to these survey results. The factors contributing to successful student engagement in this project can be applied by other researchers working in community-based contexts.

Collaborative Virtual Environments (CVEs) in the preparation of pre-service mathematics teachers post the COVID-19 pandemic

During the COVID-19 pandemic, teacher preparation programmes faced significant challenges as many universities transitioned to fully online or hybrid instructional models. These sudden shifts drastically decreased the opportunities for teaching in classrooms, which is now a cornerstone of teacher preparation programmes to help preservice teachers learn how to teach effectively. Thus, in mathematics education, visualisations are still used whenever possible to support teaching, inspire students and feed their need to see abstract mathematical facts. The present study examined the factors that impede the use of Collaborative Virtual Environments (CVEs) in the preparation of pre-service mathematics teachers during the COVID-19 pandemic, and how CVEs can be effectively integrated post-COVID-19 pandemic. Underpinned by an interpretivist paradigm, the study employed a qualitative research approach and a case study design. Data were collected from twenty-five pre-service mathematics teachers, two mathematics teacher educators, and one Head of Department. For this study, data collected were analysed using thematic analysis, and data trustworthiness was ensured through triangulation of the unit of analysis. Research findings revealed that the use of CVEs during the COVID-19 pandemic was hampered by several factors, which include resistance to change, technological limits, costs and time constraints, assessment difficulties, equality, and access issues, and a lack of training and support. Furthermore, the findings highlighted that for CVEs to be effective in teacher preparation programmes after the COVID-19 pandemic, mathematics educators should encourage the simulation of classroom scenarios, facilitate group discussions and cooperative learning and participate in virtual professional development opportunities.

Advancing Brain Health Equity in Puerto Rico: Highlights of the First “Puerto Rico Alzheimer’s Disease and Related Dementias Research Symposium”

AbstractBackgroundADRD is a major public health concern in Puerto Rico (PR) due, in part, to a rapidly aging population with high cardiovascular risk and admixed genetics. Although ADRD research has been slowly growing, systemic barriers, such as mass migration of scientists and socioeconomic inequalities, make research efforts increasingly difficult in the island. Compared to other Hispanic/Latinos in U.S. mainland, Puerto Rican Hispanic/Latinos in the territory remain less represented in ADRD research. Therefore, we held the first “Puerto Rico Alzheimer’s Disease and Related Dementias Research Symposium” in February 2023 with the aims of 1) enhancing knowledge, skills, and intellectual support for ADRD researchers, and 2) developing a blueprint for ADRD research policy.MethodApproximately 120 participants attended the 2‐day symposium in Ponce, PR. We held sessions showcasing local ADRD research, plenary sessions covering topics on grant and manuscript writing skills, building collaborations, applying research for advocacy, and the role of academia in ADRD research. In facilitated group discussions, participants identified challenges to advancing brain health research in PR in terms of goals, investigator support, dissemination, and public policy, as well as potential solutions. Emerging themes and next steps were considered during a plenary discussion at the end of symposium.ResultAcademic‐institutional barriers (e.g., lack of full‐time positions, career development opportunities, and mentoring) were identified as major challenges to research production in PR. Investigator‐level barriers identified were lack of research tools, skills and strategies, information on funding opportunities, and connections with potential collaborators. Policy‐level barriers identified were inadequate access to existing ADRD data sources, reduced monetary resources for infrastructure and human capital, and shifting priorities with changes in government.ConclusionAs ongoing goal, participants resolved to build the “Puerto Rico ADRD Research Consortium,” to address identified needs and challenges. ADRD public health efforts should be geared towards promoting a research culture: reducing the “brain drain,” creating and leveraging existing data sources, increasing ADRD research education and advocacy, and fostering partnerships among ADRD stakeholders to maintain a pipeline of innovative research. This research culture will potentially lead to advancing transformative brain health equity initiatives in PR.

Amplifying the voices of Black racial minorities in mental health research through public involvement and engagement: The importance of advisory roles.

Ensuring adequate representation and the active, meaningful and visible involvement of groups likely to be most impacted by research findings and/or the lack of research inquiry are increasingly acknowledged. This is particularly relevant for Black racially minoritised groups who are less visible as research participants and in patient and public involvement and engagement (PPIE) roles. Our viewpoint article sought to discuss reflections and insights on their involvement experience, with particular attention to perceived barriers and enablers to PPIE involvement. Qualitative data were collected as part of facilitated group discussions from nine Black racially minoritised experts-by-experience involved in a PPIE advisory group. Data were subjected to thematic analysis to identify key themes. Five main themes were identified that reflected factors linked to practicalities: role unfamiliarity, benefits for the larger community, acknowledgement of previous harm and mental health stigma. Given the existence and importance of the direct links between research and service and treatment innovations in health and social care, ensuring that those from underrepresented Black racial communities are meaningfully and equitably supported to have roles in advising and influencing research programmes should be prioritised and an ongoing consideration for different stakeholders, including research funders, researchers, healthcare providers and community leaders/representatives. This viewpoint article is a collaboration between lived experience stakeholders and researchers, comprising conceiving the original idea for the paper, its conceptualisation and data generation and the coproduction including editing of the manuscript.

“Advancing a More Inclusive Blood and Transplant System for Marginalized Groups”: Development and Evaluation of a Transfusion Medicine Health Equity and Advocacy Curriculum

Introduction: Health advocacy is an important skill for healthcare professionals to develop, but is challenging to teach. Here, we describe the development & evaluation of a curriculum to support healthcare professionals & trainees to develop as health advocates through advancing health equity across donation products for marginalized groups. Methods: We developed a transfusion medicine health equity & advocacy curriculum “Advancing a more inclusive blood and transplant system for marginalized groups”. This curriculum included two workshops focusing on advancing inclusion across donation products for 1) LGBTQIA+ & 2) racialized peoples. The first workshop, “Building a more inclusive blood and transplant system for LGBTQIA+ peoples” outlined blood, stem cell, & organ & tissue donation in Canada for gay, bisexual, & other men who have sex with men, starting from the historical policies & the context in which they were first put in place, to today's policies & where future policies may lie. The second workshop, “Addressing racial disparities in blood, stem cell, and organ & tissue donor pools”, outlined disparities in donor pools across donation products, barriers to donation impacting racialized/ ethnic populations, & structural racism in donation policies (i.e. policies which disproportionately impact racialized/ ethnic peoples). The workshops also presented content from national campaigns to engage LGBTQIA+ peoples (stemcellclub.ca/SavingLivesWithPride) & Black peoples (stemcellclub.ca/BlackDonorsSaveLives) to donation (Figure 1). Both workshops concluded with facilitated discussion groups supporting participants to reflect on donation policies for marginalized groups & their consequences, & how to help overcome barriers to donation. The curriculum was published to stemcellclub.ca/training & piloted with a national cohort of Canadian medical students. Quantitative & qualitative analyses (using a thematic analysis approach) were conducted to evaluate participants' perspectives on the impact of the workshop on their development as health advocates. Results: We hosted these workshops at 9 medical schools across Canada 10/2020-3/2023. 142 medical students participated, of whom 103/142 completed pre- & post- workshop surveys (73% response rate). 64/103 (62%) of survey respondents were female, 47/103 (46%) identified as racialized or LGBTQIA+, & 86/103 (83%) were pre-clerkship with 17/103 (17%) in clerkship. Results from quantitative & qualitative analyses of participants' perspectives on the role of these workshops in their development as health advocates are shown in Table 1A-B. Nearly all participants strongly agreed/ agreed the workshops supported their development as health advocates (101/103, 98%), including the abilities to: advocate for patients beyond the clinical environment; work with patients/ communities to address & identify determinants of health that affect them; respond to the needs of communities/ populations by advocating with them for system-level change; apply a process of continuous quality improvement to health promotion activities; & contribute to a process to improve the health of a community/ population they will serve. Nearly all felt that the workshop should be incorporated into medical curricula (99/103, 96%). Following each workshop, a subset of medical students (n = 38 for each) participated in focus groups to share their perspectives on what they learned. Qualitative analysis identified rich examples of participants' development as health advocates through their participation in the workshops, across the following themes: prioritize inclusion; recognize discrimination; understand barriers to change; collaborate with advocates from diverse communities to address disparities; & build a culture which supports inclusion. Conclusion: We present the first-ever curriculum in health equity in transfusion medicine to our knowledge, focusing on advancing inclusion across donation products & addressing disparities impacting patients & donors from marginalized groups. We also share the perspective of a national cohort of medical students in Canada that their participation in this curriculum contributed to their development as health advocates. This workshop is a model for teaching health advocacy to healthcare professionals & trainees, and is relevant to a wide audience across medicine.

Implementation of Social Isolation Screening and an Integrated Community Resource Referral Platform.

Screening and referral programs for social isolation and loneliness in older patients increased during the COVID-19 pandemic in primary care settings to mitigate associated adverse health outcomes. This study explores community health centers' experiences implementing a social isolation and loneliness screening program involving a community resource referral platform integrated into the electronic health record to support referrals. A formative mixed methods evaluation in 4 community health centers. Semistructured interviews, observation of implementation meetings, facilitated group discussions, surveys, and utilization data extracted from the electronic health record and community resource referral platform were collected and analyzed concurrently. Screening for social isolation and loneliness can heighten health center staff knowledge and prioritization of socially isolated older patients. Participants indicate using an integrated community resource referral platform may only be useful in certain circumstances, particularly for those located outside urban areas. The experiences of these health centers indicate that when implementing interventions to mitigate patients' social isolation and loneliness, it is necessary to consider other resource directories, needed adjustments to referral and documentation workflows, and potential impacts on patients and care teams. Screening older patients for social isolation could increase care team awareness of social risk; assistance related referral options should be considered carefully.

The ABCs of OTCs: A Video-Based Curriculum Regarding Over-the-Counter Pediatric Products.

Over-the-counter (OTC) products are widely used by families with young children. To educate future pediatricians on OTC product counseling and support the health and safety of children under their care, modern, accessible, and engaging curricula are needed. We developed an OTC product curriculum consisting of seven videos and one facilitated group discussion using a flipped classroom pedagogy to educate students on counseling parents about OTC product use. Fourth-year medical students pursuing pediatric training from four institutions participated in the curriculum during their end-of-year transition-to-residency course. We measured effectiveness via a pre/post comparison using a student self-assessment with multiple-choice questions. A simulated parent call OSCE provided participants with an opportunity to apply their knowledge and receive directed formative feedback. Data were analyzed using descriptive and inferential statistics. A total of 41 students participated in the curriculum and completed all assessments. The majority (93%) watched all the videos. All participants (100%) agreed the videos were useful. Knowledge improved significantly (pretest mean score = 70%, posttest mean score = 87%, p < .001). No significant differences were found when comparing institution, gender, prior experience, or electives. We developed a feasible and effective video-based curriculum to teach OTC product guidance. Given the importance of discussing OTC medications with families and the need for convenient educational tools, this curriculum may have widespread application to medical students during clinical rotations as well as pediatric and family medicine trainees.

Examining how study teams manage different viewpoints and priorities in patient-centered outcomes research: Results of an embedded multiple case study.

Limited evidence exists about which patient and stakeholder engagement practices support or hinder study teams as they negotiate different viewpoints in decisions about the design and conduct of patient-centered outcomes research. We applied a multiple-embedded descriptive case study design for six studies funded by the Patient-Centered Outcomes Research Institute (PCORI). We interviewed 32 researchers and stakeholder partners, including patients, caregiversand clinicians, and reviewed documents related to each study (e.g., publications, and progress reports submitted to PCORI). Overall, researchers reported that incorporating different viewpoints was a strength or opportunity to learn rather than something to be avoided or dreaded. Across cases, different viewpoints and priorities, often related to ethical or pragmatic considerations, emerged between researchers and stakeholders, between stakeholder groups (e.g., patients and clinicians)or within groups (e.g., amongst researchers). Examples of navigating different viewpoints arose across study phases. The length of time to resolve issues depended on how strongly people disagreed and the perceived importance or impact of decisions on the study. All cases used collaborative decision-making approaches, often described as consensus, throughout the study. Interviewees described consensus as using negotiation, compromiseor working towards an agreeable decision. To encourage consensus, cases actively facilitated group discussions with an openness to diverse opinions, remained flexible and open to trying new things, referenced a ground rule or common goaland delegated decisions to partners or smaller workgroups. When viewpoints were not easily resolved, cases used different approaches to reach final decisions while maintaining relationships with partners, such as elevating decisions to leadership or agreeing to test out an approach. No one engagement structure (e.g., advisory group, coinvestigator) stood out as better able to manage different viewpoints. Teams adjusted engagement structures and behaviours to facilitate an overall culture of inclusion and respect. Partners acknowledged the intentional efforts of researchers to incorporate their perspectives, navigate challengesand communicate the value of partner input. By using collaborative decision-making in the early stages and throughout the study, researchers built trust with partners so that when decisions were difficult to resolve, partners still felt listened to and that their input mattered. Members of the PCORI Patient Engagement Advisory Panel in 2019-2020 provided input into the design of the study, including the research questions and approaches to data collection and analysis.

A Student-Faculty Collaboration for Authentic Teaching of the Effects of Discrimination on Brain Health (P5-2.002)

<h3>Objective:</h3> We describe the co-creation, implementation, and evaluation of a learning session from a pre-clerkship neurology course about the effects of social discrimination on the body’s stress response and development of empathetic communication skills for providers. <h3>Background:</h3> To provide compassionate and high-value healthcare, providers and medical students must recognize physiological and clinical manifestations of stress in response to social discrimination and have the tools to communicate with their patients in a culturally responsive manner. However, many medical educators may feel unprepared to teach these topics to students. <h3>Design/Methods:</h3> Second-year medical student (M2) leaders from diverse backgrounds and faculty developed together an hour-long flipped classroom teaching session for M1 students addressing discrimination-related manifestations of stress. Before class, M1 students read academic texts and viewed lecture videos created by M2 students and faculty. M1 student groups created their own clinical case examples of patients experiencing stress related to racism, heterosexism, and ableism. During class, M1 students used these cases to facilitate group discussions on how providers can utilize screening tools and patient-physician dialogue frameworks. After the session, a debriefing period was offered to address lasting concerns, reflections and offer additional resources. <h3>Results:</h3> A post-session survey found that 87% of students agreed that the session increased their overall understanding of the role of discrimination in the development of stress-related illnesses. 100% of students agreed with the statement that the session dealt with sensitive issues in a culturally responsive manner. Qualitative student responses indicated that the participation of M2 students was highly valued, and that the session was perceived as authentic and delivered in a respectful manner. <h3>Conclusions:</h3> Co-curriculum design with faculty and diverse student leaders offers a unique opportunity to teach challenging DEI topics that require authenticity and respect. Tips &amp; tricks for creating a similar session at your institution will be provided. <b>Disclosure:</b> Ms. Chachere has nothing to disclose. Miss Taylor has nothing to disclose. Mrs. Mills has nothing to disclose. Miss Wilson has nothing to disclose. LeChauncy Woodard has nothing to disclose. Prof. Thesen has nothing to disclose.

To Err is AI: Imperfect Interventions and Repair in a Conversational Agent Facilitating Group Chat Discussions

Conversational agents (CAs) can analyze online conversations using natural language techniques and effectively facilitate group discussions by sending supervisory messages. However, if a CA makes imperfect interventions, users may stop trusting the CA and discontinue using it. In this study, we demonstrate how inaccurate interventions of a CA and a conversational repair strategy can influence user acceptance of the CA, members' participation in the discussion, perceived discussion experience between the members, and group performance. We built a CA that encourages the participation of members with low contributions in an online chat discussion in which a small group (3-6 members) performs a decision-making task. Two types of errors can occur when detecting under-contributing members: 1) false-positive (FP) errors happen when the CA falsely identifies a member as under-contributing and 2) false-negative (FN) errors occur when the CA misses detecting an under-contributing member. We designed a conversational repair strategy that gives users a chance to contest the detection results and the agent sends a correctional message if an error is detected. Through an online study with 175 participants, we found that participants who received FN error messages reported higher acceptance of the CA and better discussion experience, but participated less compared to those who received FP error messages. The conversational repair strategy moderated the effect of errors such as improving the perceived discussion experience of participants who received FP error messages. Based on our findings, we offer design implications for which model should be selected by practitioners between high precision (i.e., fewer FP errors) and high recall (i.e., fewer FN errors) models depending on the desired effects. When frequent FP errors are expected, we suggest using the conversational repair strategy to improve the perceived discussion experience.

192 Identifying and Describing Hybrid or Fully Remote Research in Washington, Wyoming, Alaska, Montana and Idaho

OBJECTIVES/GOALS: The Institute of Translational Health Science (ITHS)Remote Technologies for Research Reference Center (REMOTECH) aims to ease the use of remote technologies in research, addressing barriers to research participation related to in-person and onsite assessments METHODS/STUDY POPULATION: We engaged with stakeholders in our CTSA catchment area to understand the use and impact of remote research: implementation practices, participant acceptability, and impact on accrual. This environmental scan consisted of three parts: (1) Facilitated discussion groups with clinical trial regulatory and implementation experts regarding 10 key areas of research operations using composite case studies of research using remote technologies; (2) Semi-structured interviews with research teams who have successfully implemented remote technologies, querying about specific technologies, expected and actual barriers, and impact on the study population; and (3) A survey distributed to 900+ faculty and staff identifying prevalence of hybrid or fully remote research and describing specific remote technologies. RESULTS/ANTICIPATED RESULTS: Discussion group preliminary findings show experts recommended prioritizing the assessment of value and burden for both research participants and the research team, that equity and diversity should not be sacrificed to accommodate cost and efficiency, and the importance of evaluating the impact of implementing remote technologies on data collection and analysis. Seventeen of 30 interviews are complete, mid-point analysis shows researchers wanting formal best practices and training in remote research, desire increasing diversity through remote options, and expressing concerns about participant burden. 46% of survey respondents report implementation barriers, including participant burden and confusing regulatory pathways. 17% thought remote technologies were not appropriate for their studies. DISCUSSION/SIGNIFICANCE: We plan to leverage a multidisciplinary team to address the identified barriers and disseminate through a public remote technology information portal. Coding and further analysis is underway, including additional interviews targeting researchers working with adolescents and older adults with an increased focus on equity and diversity.

Chatbots and Flipped Learning: Enhancing Student Engagement and Learning Outcomes through Personalised Support and Collaboration

Objective: This paper explored the relationship between chatbots and flipped learning in an educational setting. It also identifies the benefits and drawbacks of using chatbots in a flipped learning context and the ethical and privacy concerns related to their use. Method: The study utilized a theoretical analysis approach, which included a comprehensive review of relevant literature from Scopus and World of Science databases. The data collected from the literature review was analyzed using a qualitative approach. Results: The study found that chatbots can potentially enhance student engagement and learning outcomes in a flipped learning context by providing personalized support, facilitating group discussions and collaborations, providing feedback and assessment on student work, supporting self-directed learning, and enhancing student engagement and motivation. However, using chatbots in a flipped learning context also raises ethical and privacy concerns, including data privacy, data security, and student anonymity. Novelty: Contributes to the existing research on using chatbots in education by providing insights into the potential benefits and drawbacks of using chatbots in a flipped learning context. The study highlights the importance of considering the ethical and privacy concerns and the future potential of chatbots in a flipped learning context and proposes future research directions.

Collaboration and interaction with smart mechanisms in flipped classrooms

PurposeThis study aimed to investigate learning behaviors deeply in flipped classrooms. In addition, it is worth considering how to help learners through recognition technology with natural language processing (NLP) when learners have question and answer (Q&A). In addition, the Internet of Things (IoT) can be utilized to make the physical learning environment more comfortable and smarter.Design/methodology/approachThe authors developed smart learning environment (SLE) with smart mechanisms supported by recognition technology, NLP and IoT to help learners and employed scaffolding to facilitate their group discussions. This study is an explanatory research to investigate graduate learners' learning behavior when they are collaborating with group members and interacting with the environment in flipped classroom using the proposed SLE.FindingsThe results revealed that learners who collaborated more while coediting had significant learning achievement, and NLP sufficiently addressed their questions. Physical conditions of the SLE were comfortable for learners. They perceived that SLE could facilitate group discussions with scaffolding.Practical implicationsThis study suggests to utilize flipped classrooms with technologies, e.g. Google Slides integration, to help learners to do more collaboration and use smart mechanisms, e.g. Q&A with NLP, to make learners more interacting during the discussion process.Originality/valueThe proposed SLE can record and analyze smartly their collaboration meaningfully with group members and interact with the environment. Accordingly, researchers found that collaboration in flipped classrooms can help their learning achievement, and it is worth being widely promoted.