Facilitated Group Discussions Research Articles

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.

Students’ perspectives on a podcast-based assignment exercise, while learning to communicate about infections and vaccines

Podcasts are used in educational institutions to complement learning and revision. In this paper, the incorporation of a student-created podcast component into a group assignment on vaccines was evaluated. It was hypothesised that group podcast preparation would enable health-science undergraduate students to improve their health communication and digital literacy skills. Students (n = 66) were introduced to the assignment early in semester 2 of 2022, after which they attended regular coursework and training on podcasting software. Students had the opportunity to research, plan, script, curate and record their podcasts, actively engaging in a social constructivist learning approach. The audio conversation was recorded in a mock roleplay setting between health experts and laypersons, both played by students. The content comprised scientific aspects, conflicting opinions and contemporary issues on the vaccine topic, in the context of a lay-audience scenario provided in the assignment. The packaged podcast was graded for soundness of content, roleplaying, ability to engage the listener and creativity. Student perspectives and feedback were collected before and after the assignment through short online surveys comprising open-ended and Likert questions. Pairwise analysis showed improved digital literacy, improved confidence in students’ own communication skills and preference for podcast assignments (P &lt; 0.05). Positive comments included the experience of learning about vaccines, use of podcasting software and fun. Though the podcast approach took a longer time to implement, it was an effective means of facilitating group discussion on the topic and offered students a safe space to experiment communication of health and infection topics through podcast technology.

Assessment of a joint farmer-veterinarian discussion about biosecurity using novel social interaction analyses

Veterinarians are trusted by farmers and play an important role in assisting them to implement biosecurity. More research is needed that particularly focuses on the impact of joint farmer-veterinarian discussions to further understand the role of communication in altering biosecurity behaviours. The aim of this study was to analyse joint dairy cattle farmer-veterinarian discussions about the adoption of on-farm biosecurity using novel social interaction methodologies. Farmer and veterinarian stakeholders were invited to take part in a face-to-face meeting. Introductory presentations were given, followed by separate facilitated veterinarian and farmer discussions. All stakeholders were brought together for a final facilitated group discussion which was audio recorded. Corresponding transcripts from the recordings were analysed via thematic and conversation analyses. Conversation analysis assessments such as turn taking, repair, sequence organisation, overlap and asymmetry were employed to investigate the nature of the conversation. Thematic analysis identified the negative repercussions of conflicting information or ineffective communication surrounding biosecurity implementation. The type of, and importance of, the relationship farmers had with veterinarians and other stakeholders was highlighted. The need to provide personalised biosecurity protocols on farms was identified. Four key factors were identified via conversation analyses. These included: 1) how the conversation facilitated agreement, 2) how the conversation allowed the farmer and veterinarian participants to learn from one another in real time, 3) how the discussion enabled participants to expand upon points they were making, and 4) how participants were able to obtain a greater understanding of the other participants’ opinions, even without total resolution. Debate around the effective implementation of biosecurity measures on farms, explored using novel techniques, demonstrated the potential for utilising a discussive approach between veterinarians and farmers to lead to solutions not previously considered. Because of the nature of the discussion, conversation analysis resulted in an informative approach to encapsulating the nuanced dialogue between stakeholders, highlighting the potential of this analysis framework.

Changing the channel: a qualitative analysis of an innovative video intervention to explore resident attitudes towards interprofessional collaboration on a Geriatric Medicine Unit.

Medical learners develop a more positive attitude toward Interprofessional Collaboration (IPC) following Interprofessional Education (IPE) programs. However, IPE is not standardized, and the most effective teaching tool is unclear. The purpose of our study was to develop an IPE teaching tool for medical residents during an inpatient geriatric medicine rotation at an academic hospital, evaluate and explore the impact of the program on resident attitudes towards teamwork, and identify barriers and facilitators to interprofessional collaboration. An innovative video was developed which simulated a common IPC scenario. Near the start of the rotation, learners watched the video then participated in a facilitated discussion around principles of IPE, using the Canadian Interprofessional Health Collaborative (CIHC) framework, which highlights interprofessional communication, patient-centered care, role clarification, team functioning, collaborative leadership, and interprofessional conflict resolution. At the end of their four-week rotation, focus groups were conducted to explore resident attitudes towards IPE. The Theoretical Domain Framework (TDF) was used for qualitative analysis. Data from 23 participants in five focus groups were analyzed using the TDF framework. Residents were able to identify barriers and facilitators to IPC in five TDF domains: environmental context and resources, social/professional role and identity, knowledge, social influences, and skills. Their observations correlated with the CIHC framework. The use of a scripted video and facilitated group discussion gave insights into residents' attitudes, perceived barriers, and facilitators towards IPC on a geriatric medicine unit. Future research could explore the use of this video intervention in other hospital services where team-based care is important.

Integrating Lived Experience Into Rehabilitation Clinical Trial Design: A Framework For Success

<h3>Research Objectives</h3> To propose an evidence-based, best-practice framework for lived experience and community engagement in clinical trials testing rehabilitation interventions. <h3>Design</h3> This project applied a mixed-method and iterative process. Commencing first with a scoping review of available policies and processes, we then undertook a consultation and development process with key stakeholders. Facilitated group discussion and triangulation of findings supported the development of a structured framework that included both principles of conduct as well as practical processes. <h3>Setting</h3> Trials will be conducted in both inpatient and ambulatory rehabilitation settings, and therefore the engagement framework was conceptually developed with people with lived experience (PWLE) across this continuum. <h3>Participants</h3> Key stakeholders were PWLE and carers, research academics and Consumer Health Forum (Australia's leading advocate on consumer health care issues). <h3>Interventions</h3> Not applicable. <h3>Main Outcome Measures</h3> To better understand the issues affecting meaningful engagement as well as implementation and strategies that can be applied, evidence was drawn from multiple sources. The method included content analysis of published policies, frameworks and guidelines specific to engaging PWLE, evidence-focused review of proposed elements using a focus group method, and consultative discussion. Methods were applied for data collection and analysis so as to ensure triangulation of results. <h3>Results</h3> Clinical trials were acknowledged to be a specialist design, and formal training in clinical trial methodology was seen to be critical, irrespective of the level of participation sought by PWLE. To ensure equality and effective involvement, engagement in trial design, governance, enrolment and data collection, dissemination and translation were acknowledged. Formal training, remuneration and compensation, and principles for ensuring accessible communication form key process recommendations. Pilot testing demonstrated the successful application of the framework to support active partnership of PWLE in rehabilitation trials. <h3>Conclusions</h3> This study produced an effective method for meaningful community stakeholder engagement to ensure clinical trial designs remain rigorous, research teams are able to maximise participant benefit while minimising participant burden, and trial results are readily translated so as to optimise adoption in clinical practice. <h3>Author(s) Disclosures</h3> The authors declare no conflicts of interest.

A Qualitative Assessment of Place and Mental Health: Perspectives of Young Women Ages 18-24 Living in the Urban Slums of Kampala, Uganda.

This paper examines the link between place and mental health using a qualitative assessment and focus group discussion with young women, ages 18 to 24 years of age, residing in three slums in Kampala, Uganda. The assessment, conducted in August of 2022, engaged 15 women who participated in Uganda Youth Development Drop-in center activities. The objective was to assess mental health and the link between place and mental health. Facilitated group discussions and photograph review yielded the following results. In terms of understanding their views of mental health and wellbeing, participants clearly focused on feelings. However, they also assessed resilience, the environment and a person’s choice as relating to their mental health. Participants also found the physical spaces related to sports, education, worship, workplaces and green space to be linked to happiness. In terms of the attributes that were linked to sadness, participants listed the physical locations where drugs are sold, clubs for dancing and partying and also sanitation issues in the community. Participants frequently reported on the social environment and reflected on harassment, discrimination, alcohol use and criminal behavior that did not reflect a specific physical space, but rather the embedded social interactions they may face or observe by living in close proximity to hotspots for criminal activity. Given the dire shortages of mental health services and care that are available in this setting, a better understanding of young women’s perceptions of place and mental health will be key for low-cost interventions and strategies to mitigate the contextual factors that may exacerbate mental illness.

RAPID-2 study protocol: a cluster randomised feasibility trial of a midwife facilitated intervention for pregnant women with symptoms of mild to moderate anxiety

IntroductionMany women experience symptoms during pregnancy. Elevated and prolonged anxiety can have negative effects on the woman and baby. The RAPID intervention aims to provide suitable, timely support for women...

Exploring community knowledge, attitudes and perceptions of Alzheimer's Disease/Alzheimer's Disease-Related Dementias and healthy ageing in Asian American, Native Hawaiian and Pacific Islanders.

Alzheimer's disease and related dementias (AD/ADRD) disparities exist in the rapidly growing and extremely heterogeneous Asian American and Native Hawaiian and Pacific Islander (NH/PI) ageing populations in the United States. Limited community-clinical resources supporting culturally competent and timely diagnosis exacerbate barriers to existing care services in these populations. Community-based participatory research or community-engaged research are proven community-academic research approaches that can support the development and implementation of community-focused programmes to maximise community benefit. The NYU Center for the Study of Asian American Health engaged our national and local community partners to gain a deeper understanding of AD/ADRD in this diverse and growing population, to develop a strategic community-engaged research agenda to understand, address and reduce AD/ADRD disparities among Asian American and NH/PI communities. Findings from an initial scoping review identified significant research gaps. We conducted a series of key informant interviews (n= 11) and a modified Delphi survey (n= 14) with Asian American and NH/PI community leaders and older adult service providers followed by a facilitated group discussion of survey findings to gain consensus on key priority research areas identified in the literature and to determine culturally and contextually appropriate approaches to support AD/ADRD prevention, early identification and treatment in Asian American and NH/PI communities. Future research and health education should focus on raising Asian American and NH/PI basic individual- and community-level awareness about AD/ADRD and leveraging existing community assets to integrate effective engagement strategies to access AD/ADRD services within the healthcare system.

Developing a training programme for midwives and maternity support workers facilitating a novel intervention to support women with anxiety in pregnancy

BackgroundThe RAPID-2 intervention has been developed to support women with symptoms of mild-to-moderate anxiety in pregnancy. The intervention consists of supportive discussions with midwives, facilitated discussion groups and access to self-management materials. This paper reports the development of a training programme to prepare midwives and maternity support workers to facilitate the intervention.MethodsKern’s six-step approach for curriculum development was used to identify midwives and maternity support workers training needs to help support pregnant women with anxiety and facilitate a supportive intervention. The stages of development included feedback from a preliminary study, stakeholder engagement, a review of the literature surrounding midwives’ learning and support needs and identifying and supporting the essential process and functions of the RAPID intervention.ResultsMidwives’ reported training needs were mapped against perinatal mental health competency frameworks to identify areas of skills and training needed to facilitate specific intervention mechanisms and components. A training plan was developed which considered the need to provide training with minimal additional resources and within midwives’ scope of practice. The training plan consists of two workshop teaching sessions and a training manual.ConclusionFuture implementation is planned to include a post-training evaluation of the skills and competencies required to fully evaluate the comprehensive programme and deliver the RAPID-2 intervention as planned. In addition, the RAPID-2 study protocol includes a qualitative evaluation of facilitators’ views of the usefulness of the training programme.

A survey of implicit bias training in physician assistant and nurse practitioner postgraduate fellowship/residency programs

BackgroundThere has been renewed focus on advancing inclusivity within organized medicine to reduce health disparities and achieve health equity by addressing the deleterious effects of implicit bias in healthcare and clinical outcomes. It is well documented that negative implicit attitudes and stereotypes perpetuate inequity in healthcare.The aim of this study is to investigate implicit bias training in postgraduate physician assistant (PA) and nurse practitioner (NP) education; describe delivery of content to trainees; and detail program directors’ attitudes toward this type of training. Although there is research examining implicit bias training in physician residency education, there are no published studies on implicit bias training in postgraduate PA and NP postgraduate residency/fellowship programs.MethodA non-experimental, descriptive study was designed to obtain information via survey from members of the Association of Postgraduate Physician Assistant Programs (APPAP).ResultsThe response rate was 41%. The majority of respondents (76%) felt that PA and NP postgraduate programs should include implicit bias instruction. Educational strategies used by PA and joint PA/NP postgraduate programs or their sponsoring institution to deliver implicit bias content to trainees include: implicit bias training modules (50%), facilitated group discussions (36%), invited speaker on implicit bias (33%), case studies on implicit bias (16%), and implicit association test (10%); however, 30% of postgraduate programs do not provide implicit bias training to PA and/or NP trainees. Barriers to implementing implicit bias training expressed by some postgraduate programs include: uncertainty in how to incorporate implicit bias training (16%); lack of strategic alignment with training program or sponsoring institution (13%); time constraints (10%); financial constraints (6%); lack of access to content experts (6%); and unfamiliarity with evidence supporting implicit bias training (6%).ConclusionThe present study sheds some light on the current state of implicit bias training in PA and joint PA/NP postgraduate residency/fellowship programs. While the majority of programs offer some sort of implicit bias training, there is a need to standardize this training in PA and joint PA/NP postgraduate education curricula using an actionable framework.

Enter and Discuss Orders and Prescriptions (EPA 4): A Curriculum for Fourth-Year Medical Students.

Order entry, entrustable professional activity (EPA) 4, is one of several EPAs that residency program directors identify as a weakness for PGY 1 residents. A multispecialty survey of program directors indicated that only 69% of interns could be trusted to enter and discuss orders and prescriptions without supervision. To address this gap, we developed a formative workshop for fourth-year medical students. Prior to the start of their subinternships, 366 fourth-year medical students engaged in an order entry workshop. Students performed chart reviews on electronic standardized patients within an educational electronic health record (EHR), placed admission orders, customized order sets, responded to safety alerts, utilized decision support tools, and incorporated high-value care considerations. Students used expert-validated rubrics to assess the quality of their admission orders and participated in a facilitated group discussion on key learning points. Finally, students participated in order entry, with all orders requiring cosignature by a supervising physician, during their clinical rotations. Students reported their confidence with order entry before and after the workshop and after the clinical rotation. One hundred seventeen students completed the pre- and postworkshop surveys, and 99 went on to complete the postcourse evaluation. Students showed a statistically significant increase in their confidence level following the workshop. Order entry is a critical, complex skill that requires deliberate instruction. This curriculum, which leverages the features of an educational EHR, can facilitate instruction, practice, and confidence gains regarding order entry prior to further application of these skills in the clinical environment.

Co-created Mobile Apps for Palliative Care Using Community-Partnered Participatory Research: Development and Usability Study.

BackgroundOpen design formats for mobile apps help clinicians and stakeholders bring their needs to direct, co-creative solutions. Palliative care for patients with advanced cancers requires intensive monitoring and support and remains an area in high need for innovation.ObjectiveThis study aims to use community-partnered participatory research to co-design and pretest a mobile app that focuses on palliative care priorities of clinicians and patients with advanced cancer.MethodsIn-person and teleconference workshops were held with patient and family stakeholders, researchers, and clinicians in palliative care and oncology. Question prompts, written feedback, semistructured interviews, and facilitated group discussions identified the core palliative care needs. Using Chorus, a no-code app-building platform, a mobile app was co-designed with the stakeholders. A pretest with 11 patients was conducted, with semistructured interviews of clinician and patient users for feedback.ResultsKey themes identified from the focus groups included needs for patient advocacy and encouragement, access to vetted information, patient-clinician communication support, and symptom management. The initial prototype, My Wellness App, contained a weekly wellness journal to track patient-reported symptoms, goals, and medication use; information on self-management of symptoms; community resources; and patient and caregiver testimonial videos. Initial pretesting identified value in app-based communication for clinicians, patients, and caregivers, with suggestions for improving user interface, feedback and presentation of symptom reports, and gamification and staff coordinators to support patient app engagement.ConclusionsThe development of a mobile app using community-partnered participatory research is a low-technology and feasible intervention for palliative care. Iterative redesign and user interface expertise may improve implementation.

Abstract 5930: Identifying effective communication for recruitment of minority women to a breast cancer prevention study: A novel focus group approach

Abstract Ensuring that minoritized women are involved in breast cancer research is important to address well-documented current disparities in cancer incidence, stages of diagnosis, and mortality rates. This study used a novel interactive focus group method to identify innovative communication strategies for recruiting women from two minority groups—Latinas and Asian Americans—into the Komen Tissue Bank, a specific breast cancer biobank clinical trial. Through activities that employed visual interactive tools to facilitate group discussion and self-reflection, the authors examined perspectives and motivations for Asian American women (N=17) and Latinas (N=14) toward donating their healthy breast tissue. Findings included three themes that, while common to both groups, were unique in how they were expressed: lack of knowledge concerning breast cancer risks and participation in clinical research, cultural influences in breast cancer risk thinking, and how altruism relates to perceived personal connection to breast cancer. More significantly, this study illuminated the importance of using innovative methods to encourage deeper, more enlightened participation among underrepresented populations that may not arise in a traditional focus group format. The findings from this study will inform future health communication efforts to recruit women from these groups into clinical research projects like the Komen Tissue Bank. These findings also illustrate the importance of applying rigorous qualitative work to supplement quantitative research to increase the inclusion of minoritized populations in clinical trials. Citation Format: Katherine E. Ridley-Merriweather, Stephanie M. Younker, Madeline D. Evans, Cynthia Y. Wu. Identifying effective communication for recruitment of minority women to a breast cancer prevention study: A novel focus group approach [abstract]. In: Proceedings of the American Association for Cancer Research Annual Meeting 2022; 2022 Apr 8-13. Philadelphia (PA): AACR; Cancer Res 2022;82(12_Suppl):Abstract nr 5930.

Let's teach Kibot: Discovering discussion patterns between student groups and two conversational agent designs

AbstractConversational agents can deepen reasoning and encourage students to build on others' knowledge in collaborative learning. Embedding agents in group work, however, presents challenges where groups may ignore the agents, and this calls for designs where students perceive agents as learning partners. This study examines group interactions with two text‐based agents (ie, chatbots) that posed as an expert and a less knowledgeable peer in a high school marine biology lesson. Student messages (N = 1764) from 18 groups (52 students ages 14–15) received codes for reasoning, building on prior ideas, and responsiveness to the agents. Results indicate no differences between agents in how often each discussion move occurred. Interestingly, sequential pattern mining suggests that the less‐knowledgeable‐peer agent prompted groups to show questioning and building on others' ideas, similar to how students may act as peer tutors to the agent. Meanwhile, sequences with the expert agent resembled student‐teacher exchange, where groups responded to the agent's nudges and then provided reasoning. Findings illustrate the affordances of embedding humanized features in technology designs to promote discussion. Practitioner notesWhat is already known about this topic Conversational agents can facilitate group discussions, but can get abused or ignored by student groups. To engage students, agent designs can simulate the characteristics of familiar classroom figures, such as peers or teachers. There are limited explorations of how student groups adapt their interactions to different agent designs in collaborative settings. What the paper adds Illustrations of the utilities of diversifying agent designs in collaborative learning. Insights into the unique interaction patterns that student groups displayed to different designs, such as questioning and building on others' ideas with a less‐knowledgeable‐peer agent. Implications for practice and/or policy Embedding signs of humanness in classroom facilitation and technology design can foster responsiveness among users. Pedagogy can consider adaptive designs to promote interaction sequences that contribute to learning (eg, questioning, expanding on prior ideas) at opportune moments.