Group Coaching Research Articles

Evaluating our “impact”: reflections from the personal learning advice service

The neoliberalisation of higher education in the UK has placed greater pressure on Learning Development units to demonstrate impact. Together with increased regulatory scrutiny from bodies such as the Office for Students in England (and the monitoring of B3 thresholds, awarding gaps, the Teaching Excellence Framework, and other measures), rigorous evaluation is arguably more crucial than ever. In this workshop, we offered reflections and learning from the evaluation of the four-year Personal Learning Advice Service pilot at the Open University (UK). The Personal Learning Advice (PLA) Service project is an Access and Participation Plan initiative which has delivered a one-to-one and group coaching and mentoring service (Clay et al., 2023) for students from disadvantaged backgrounds since January 2021 (Lochtie and Hillman, 2023). Coaching and mentoring approaches have been used by our team to support students’ learning and study habits, wellbeing, and help-seeking behaviours (Hillman et al., in press). In the first part of this workshop, we shared learning from approaches used to evaluate the work of the service – from narrative and empirical evidence to causal evaluation in randomised controlled trials (TASO, 2022) – and situated this in the wider literature on evaluation in HE (Sabri, 2023). We shared findings from our work and reflected on the standards of evidence in HE (OfS, 2019). In the second part of the workshop, we invited delegates to consider how they measure and evaluate impact in their own context. We also explored relevant LD scholarship and publications. Our presentation aligned with the ALDcon24 theme ‘Building Learning Development for the Future’, and we sought to invite discussion about the way we demonstrate ‘impact’ as Learning Developers.

Assessing the effectiveness of academic coaching interventions for student success in higher education: A systematic review

ABSTRACT Every student has the potential to change the world by making a significant contribution to society. Experiences in higher education significantly shape the development of this potential, for better or worse, leading to interventions to support student success. Among such interventions, academic coaching has been widely used; however, how do we know that it is effective? In this systematic literature review, we describe the characteristics of effective academic coaching interventions, including the format of coaching (individual or group coaching), coaching mode (in-person or distance via technology), coaching topics, coach background, duration, frequency. Focusing on peer-reviewed English journals between 2010 and May 2023, the study found 643 articles, 25 of which met the inclusion criteria following rigorous screening and consensus-reaching processes. Based on the findings, effective coaching interventions span at least 12 hours over 4 weeks, are preferably in-person, and are best facilitated by professional coaches.

Training and peer-group coaching for pairs of researchers and patient representatives to support continuous two-way learning

BackgroundPatient involvement is most common during the first phases of a research project. Despite good intentions, maintaining meaningful collaborations throughout the research process doesn't seem easy. Several training programmes for researchers and patients have been developed to stimulate continuous involvement. These are mostly one-time training sessions at the start of a project, for researchers and patients separately. We aimed to co-create a prolonged side-by-side programme for pairs of patient representatives and researchers, to stimulate mutual learning from the start and throughout the research projects.MethodsWe developed a group training and peer-to-peer support programme lasting 2–3 years for 4–5 pairs of researchers and patient representatives working together on a research project. The programme took 30 h, spread over 6–8 meetings. The main goal was mutual and bi-directional learning and maintaining the collaboration throughout the research projects. From the start, the pairs were instructed to discuss communication, roles, expectations and responsibilities to prevent misunderstandings. The character of the meetings was intended to evolve from training and peer support into peer-group coaching and support for the whole group. The programme was not a fixed method, it was adjusted to the context and the needs of the participants.ResultsThus far, the programme has been applied in 5 groups, with varying health topics and types of research. Patients’ prior knowledge of research methods and researchers' experience with patient involvement varied within the groups. As a result of the side-by-side training power imbalances within pairs were reduced. All participants gained knowledge and experience in patient involvement. In subsequent group coaching sessions, they discussed issues and dilemmas on an equal footing. Most pairs found their way of working together, adapted to the wishes and capabilities of both partners. Differences between pairs were found to improve the discussions.ConclusionsWe co-created a prolonged side-by-side programme for pairs of patient representatives and researchers, to stimulate mutual learning from the start and throughout the research projects. The programme proved feasible for groups with different research types and health conditions. It fulfils an unmet need for researchers, patients and funders.

‘Coaching differently’: using positive practice-based group coaching to promote personal and professional well-being

ABSTRACT Early Childhood Education and Care (ECEC) teachers face significant challenges to their personal and professional well-being that can influence the quality of their interactions with children. Despite this recognition, interventions exploring the potential of Positive Psychology and School-Wide Positive Behavior Support (SWPBS) to address the personal and professional well-being of ECEC teachers are lacking. In this paper, we present how a training program, theoretically grounded on the PERMA model and SWPBS approach, was delivered to 50 Portuguese ECEC teachers using an innovative coaching model, Positive Practice-based Group Coaching. The participants attended 10 on-site training sessions designed to explore the potential of group dynamics on self-reflection and problem-solving. Results indicate that the integration of the PERMA model and SWPBS approach was highly satisfactory and that a non-directive, flexible, and informal coaching style was crucial for the success of the implementation process. We discuss how Positive Practice-based Group Coaching can be useful for future professional development actions to promote the personal and professional well-being of professionals in ECEC.

Evaluating a targeted selective speech, language, and communication intervention at scale – Protocol for the Happy Talk cluster randomised controlled trial.

Background In areas of social disadvantage up to 40–50% of children enter preschool with speech and language skills significantly poorer than would be expected for their age. The Happy Talk trial tests if a community embedded, targeted selective speech and language programme that simultaneously engages with parents and early childhood educators, (1) improves language outcomes in children aged between 2 years 10 months and 6 years and (2) is cost effective for the health care system. Method The Happy Talk trial is a large scale cluster randomised trial of a 12-week manualised intervention delivered in pre/school settings serving socially disadvantaged communities, in Ireland. Seventy-two clusters will receive the intervention (12 participants per cluster). Parents and pre/school staff engage in group training and coaching in the form of 12 1-hour sessions for parents and four staff workshops, over the course of the pre/school year. Training/coaching includes core interaction skills (modelling, expanding, balancing questions and comments), early literacy and phonological awareness. Blinded assessments pre- and immediately post-intervention and at 6 months follow up, will measure the primary outcomes of children’s receptive and expressive language and functional impact, and secondary outcomes of quality of life. Parental responsiveness and educator-child interactions will also be evaluated. Discussion This robust study evaluates a public health approach to the delivery of speech language and communication intervention in the ‘real world’ in the community, which focuses on prevention and equity of access. Pilot work indicates that the programme is feasible, acceptable to parents and staff, cost effective, and suitable for implementation at scale. The trial includes a process evaluation, a well-developed economic evaluation and the outcomes are directly relevant to children, families and educators. This work has the potential to improve the long-term outcomes and life chances of people living in social disadvantage. Trial registration clinicaltrials.gov NCT06460090 Trial Management There is a formal governance structure to oversee the conduct and running of the trial, consisting of a trial management group and a steering committee. More details on the composition, roles and responsibilities of each committee can be found in the supplemental material.

Structural and functional model of formation of STEM-competencies of students of professional higher education institutions in mathematics teaching

Abstract This study focuses on the vocational preparation of learners in professional pre-higher educational establishments. The primary objective is to provide a theoretical foundation for, construct, and empirically evaluate the efficacy of a structural-functional paradigm for cultivating STEM proficiencies among students in these institutions through mathematics instruction. The pedagogical experiment corroborated the research postulate that attaining advanced STEM competencies in mathematics among professional pre-higher education students can be facilitated through a learning model that incorporates specific pedagogical conditions: motivating and stimulating students to engage in educational, cognitive and research activities in mathematics through engagement in cooperation and the use of individual and group coaching; implementation of STEM projects in mathematics teaching; usage of ICT to ensure visibility and research orientation of mathematics teaching. The experimental outcomes and accompanying educational resources have enabled a comprehensive analysis of the challenges associated with implementing STEM methodologies in mathematics instruction. This article aims to elucidate the key attributes of the devised structural-functional model and evaluate its implementation efficacy, with particular emphasis on the application of the authors’ developed pedagogical support materials.

Job Search Interventions for Long-Term Unemployed Job Seekers: Comparing Approaches to Effective Support

Drawing from the psychology of working and social resilience frameworks, this study introduces a novel intervention program to address the complex needs of long-term unemployed individuals. We examine the effectiveness of this novel intervention with a randomized, controlled field experiment where we test two versions of this program: one-on-one coaching and group coaching. Our findings show that long-term unemployed job seekers who received either form of coaching had higher reemployment rates and lower levels of self-blame than a control group that did not receive any support. Our in-depth interviews with group and one-on-one support receivers reveal that each type of support helped the long-term unemployed in distinct ways. Our findings suggest that a combination of group and one-on-one coaching to assist long-term unemployed individuals would help diminish the self-blame associated with unemployment and foster reemployment.

An exploration of the impact of different peer learning activities utilised to develop student employability

ABSTRACT Assumptions about fostering human capital for national competitiveness underpin higher education policy drivers regarding employability. Departing from this focus on human capital development, research has highlighted the importance of relationality for employability, but there is a gap in scholarship about the role of peer relationships. Drawing on interview data about a curriculum-based intervention in an English university business school, we examine how students reflect upon and what they gain from peers in peer-focused employability learning experiences facilitated by external professionals. A ‘graduate capitals’ lens is used to illuminate student learning. Through group coaching, students’ identity capital grows by comparing themselves to peers and recognising mutual concerns; and through group activities in an assessment centre, students’ cultural capital expands through observation of peers and interaction with each other. We conclude by discussing the importance of reflexivity stimulated by peer interactions, and how to address student reluctance to engage with peer-based learning.

Autonomous 4? Learners’ Collaborative Problem Solving in Chamber Music Rehearsals With and Without a Coach

This investigation explored collaborative problem solving with and without a coach by analyzing problem-solving (PS) and problem-solving-prompting (PSP) behaviors by group members and coaches in six total coached rehearsals with three collegiate string quartets, and six autonomous rehearsals with the same string quartets. Teachers’ and learners’ PS and PSP behaviors were compared in three settings: autonomous chamber music rehearsals, chamber music rehearsals with a coach, and one-to-one instruction. Coaches and students performed the same problem-solving component behaviors and most of the same PSP behaviors as observed in one-to-one instruction and in rehearsals of a professional chamber ensemble. As in one-to-one instruction, coaches could engage learners in problem solving, and in this setting invite them to collaborate with one another, by asking questions and varying the specificity of feedback and directives. Coaches’ Attention Directives preceded the most learner problem solving and collaborative engagement. During autonomous rehearsals learners often switched leadership roles fluidly, often prompting one another to problem solve. Implications for a pedagogy of coaching and inclusion of small ensembles within music education are discussed.

The Influence of a Reflective Identity Leadership Intervention on Perceived Identity Leadership, Social Identity, and Psychological Safety in Cricket.

The purpose of this study was to investigate the influence of an identity leadership-framed reflective practice intervention on perceptions of leadership, social identity, and psychological safety in cricket. Building on previous evidence, an eight-week design included three intervention group coaches and their athletes (n = 32) and three control group coaches and their athletes (n = 34). Measurements of perceived coach identity leadership, social identity, and psychological safety were completed by cricket athletes at week 0 and week 8 for both groups. Intervention group coaches completed three identity leadership-framed reflective tasks in weeks one, three, and five, while the control group coaches continued their regular practices. Controlling for baseline scores, our analysis indicated that compared to the control group, the intervention group athletes reported significantly greater coach identity leadership behaviours, social identity, and psychological safety following the intervention. Social validation data highlighted shared identity, relationships, and learning as potential mechanisms for the positive results seen.

A Study on The Relationship between Coaching Styles towards Work Engagement in Artificial Intelligence Industries

An organisation with a large workforce from a variety of backgrounds collaborates on various projects with different groups of individuals in order to achieve specific goals. Employers who develop coaching relationships with staff members may create high-quality results. According to this viewpoint, an employee who is receiving excellent training or coaching will be able to interact with the tasks assigned successfully in order to meet the organisational aim. The objective of this study is to examine how managerial coaching, executive coaching, and group coaching relate to work engagement in artificial intelligence during the COVID-19 season. It is obvious that the best coaching methods, including managerial coaching, executive coaching, and group coaching, will boost employee involvement, excitement, drive, and motivation while producing great results. 110 personnel of the artificial intelligence business are involved in this study. For data gathering in this study, a survey was used as a quantitative method. In order to analyse the data for this study, Pearson's correlation coefficient and the Statistical Package for the Social Science (SPPS) version 29.0 were both employed. The findings indicated that executive coaching has a high mean average of 3.96 and a significant link (r=0.856, p=0.01) between executive coaching and work engagement. Despite the study's shortcomings, the empirical findings contribute to our understanding of job engagement and purpose in public organisations. Consequently, training is essential in an organisation.

Farmers’ Group Coaching and Agricultural Extension Regarding Soil and Water Conservation in Nagari Cupak, West Sumatra

Nagari Cupak is a sub-district in Solok Regency with a big rice field that can be developed to increase farmers’ wealth. The development of rice field potential in Nagari Cupak can be conducted with agricultural extension to farmers. One of the outreach topics that can deliver to farmers is the importance of the efficient functioning of farmer groups (as a learning class, as production units, and as a place to cooperate). In this situation, the topic regarding conserving water and soil in rice fields for efficient rice production in Nagari Cupak is another one that may be discussed with farmers. The agricultural extension was carried out in Jorong Panyalai, Nagari Cupak, Gunung Talang District, on Thursday, 10 August 2023. The method used in community service is the lecture method. Furthermore, it continued with a question-and-answer session. The object of this community service is to join farmer groups in Nagari Cupak, which consists of 18 farmer groups. These activities showed that the farmers did not optimise the group’s function because they only used it as a gathering place. Farmer groups also shared the issues they frequently encountered, and solutions were offered. In addition, agricultural extension activities were continued with practice regarding soil and water conservation on land provided by the Nagari Cupak Government. The farmers’ persistence can be seen in their enthusiasm for this extension activity until the end of the extension. In order to enable farmers to practice soil and water conservation on their own, they also requested that Extension Officers continue to support them.

Learning Strategies Of Sunday School Teachers In Installing The Character Of Discipline

Sunday School means traditional church To train children in Biblical truth. However, Sunday Schools, and more broadly, children's ministry programs, are undergoing a change in identity. The aim of this research is to describe Sunday school teachers' strategies in instilling disciplined character in GBI Bassura Sunday School children. The method used in this research is a qualitative descriptive method with a literature review approach, which means through a study of various references. The research results show that Sunday School teachers should develop learning strategies that contain a disciplinary character. Possible strategies include: 1) Developing a learning curriculum based on discipline education, 2) Conducting regular meetings between parents and Sunday School children, 3) Determining punishments and rewards, 4) Carrying out group coaching, 5) Implementing habituation methods. In conclusion, by consistently implementing effective strategies, the Sunday Teachers' School will give birth to a generation of Christians who have disciplined character in accordance with Christian values.

DINAMIKA KELOMPOK TANI PADA USAHATANI PADI SAWAH DI DESA PEATOA KECAMATAN LOEA KABUPATEN KOLAKA TIMUR

This study aims to examine the dynamics of farmer groups engaged in rice paddy farming in Peatoa Village, Loea District, East Kolaka Regency. The population under investigation consisted of all wet-rice farmers who were members of farmer groups in Peatoa Village, with a total of 54 wet-rice farmers. The sample was determined using the census method, whereby the entire population was included in the study, resulting in a research sample of 54 respondents. This research employs a quantitative approach. Data were gathered through survey methods, interviews, and documentation via media in the form of questionnaires. The data were processed using a quantitative descriptive method with the class interval formula and Spearman Rank correlation, with the assistance of SPSS software. The results indicated that the dynamics of paddy rice farmer groups in Peatoa Village had a positive impact on farm development. The majority of farmer group members shared similar goals. Group structure involved the division of tasks and responsibilities among members. The farmer groups demonstrate a high level of group task function. The farmer group coaching is progressing well. Each group member exhibits high levels of cohesion, which reflects effective unity and cohesiveness in managing rice paddy farming. A positive group atmosphere enhances cooperation, engagement, and productivity. The level of farmer group activity is an important factor in farm success. Overall, the farmer group dynamics in Peatoa Village show positive patterns, providing insights for agricultural policy development and community development in the region. Further enhancements to the dynamics of farmer groups may also be considered to enhance the productivity of wet-rice farming.

An Adaptive Telephone Coaching Intervention for Patients in an Online Weight Loss Program

Weight loss (WL) during the first month of a behavioral program is associated with longer-term WL. Testing of translatable and adaptive obesity programs is needed. To compare brief, extended, and no telephone coaching for individuals with suboptimal response (ie, 1-month WL <4%) within an online WL program. This randomized clinical trial with enrollment between March 2019 and April 2022 (data collection completed May 2023) was conducted at an academic research center in the US. Eligible participants included adults aged 18 to 70 years with daily access to internet and a body mass index between 25 and 45. All participants received an automated online WL program (4 months) and WL maintenance program (8 months), consisting of video lessons, self-monitoring, and personalized feedback. Participants were randomized, such that individuals with suboptimal response received either brief telephone coaching (3 calls during weeks 5-8), extended telephone coaching (12 calls during weeks 5-16), or no coaching (control). Coaching included education, problem solving, and goal setting, and promoted engagement with the online program. The primary outcomes were percent weight change and proportion of participants achieving 5% or greater WL at 4 and 12 months. A priori hypotheses for WL were that WL for extended coaching would be greater than for brief coaching, and both extended and brief coaching would be greater than no coaching (control). A longitudinal mixed-effects model with participant-specific intercept was used to examine intervention effects on percent WL at 4 and 12 months. Secondary analyses focused on program engagement and cost/kilogram of WL. The study included a total of 437 participants who reported WL at 1 month (mean [SD] age, 50.8 [11.4] years; mean [SD] BMI, 34.6 [5.0]; 305 female [69.8%] and 132 male [30.2%]) with 148 randomized to extended coaching, 143 assigned to brief coaching, and 146 assigned to the control group. Of all participants, 346 (79.2%) were considered to have a suboptimal response. WL at 4 months was significantly greater in the extended coaching group (mean [SD] WL, -7.0% [5.1%]) and brief coaching group (mean [SD] WL, -6.2% [4.7%]) vs the control group (mean [SD] WL, -4.5% [4.7%]) (P < .001). Similarly, the proportion of participants achieving 5% or greater WL at 4 months was greater in the extended coaching group (89 participants [65.9%]) and brief coaching group (77 participants [58.5%]) vs control group (46 participants [36.5%]) (P < .001). At 12 months, a similar pattern was observed for achievement of 5% WL or greater (extended coaching, 63 participants [48.1%]; brief coaching, 58 participants [45.9%]; control, 38 participants [32.8%]; P = .03). Percent WL at 12 months was significantly higher in extended coaching vs control (mean [SD] WL for extended coaching, -5.5% [6.7%]; mean [SD] WL for control, -3.9% [7.4%]; P = .03) but not for brief coaching (mean [SD] WL, -4.9% [6.1%]).Both the brief and extended coaching groups watched more lessons and self-monitored on more days compared with the control group. The cost per additional kilogram of WL, beyond that of the control group, was $50.09 for brief coaching and $92.65 for extended coaching. In this randomized clinical trial testing an adaptive intervention, the provision of coaching for individuals with suboptimal response improved WL and was cost-effective; further testing in clinical settings (eg, health care systems) is warranted. ClinicalTrials.gov Identifier: NCT03867981.

Unlocking success: The power of critical thinking in the group facilitation, coaching and team meetings

The absence of a unique and coordinated effort to adapt the promoting of the old philosophical principle to the present need of the people has inspired me to come up with a possible viable solution that I present for your further consideration. I propose two main ideas as the objectives of the paper that, later on, the reader can evaluate which is the best approach to maximize the usage of philosophical services and consulting for the general public. The first idea is to present the impact of mixt approaches between critical thinking and group coaching or group facilitating and the second idea is to target the companies as priority clients and their providers as secondary clients. I present three conflicts, five perspectives and two instruments that can be enhanced by elements of critical thinking in order to achieve the objectives above. What is the utility of philosophical skills in other fields and how should we promote philosophical practice so that philosophy can return to the people in the agora. What I propose is to focus on a bigger market - the profitable companies around us that could provide a big steady source of income - and to look at the other suppliers of services as therapy, coaching, training as partners and not as competitors. These suppliers could and should also become our paying clients and we should work with all of them and not compete against them for some individual residual clients. The practical applications from using philosophical skills in other fields are: controlling emotions using elements of critical thinking, facilitating or managing groups using philosophical counseling principles, increasing communication skills using elements of critical thinking skills, increasing coaching methods using elements of critical thinking skills and facilitating better meetings using elements of critical thinking. It doesn’t matter who was first - Philosophical Practice, critical thinking or coaching, mentoring, therapy or any other. We all know that philosophy was the root of all scientific branches that exist in our days. What really matters is whether all of these approaches can help each other grow and change people’s lives and the way they think about themselves and the world.

Group Health & Wellness Coaching: development and validation of the required competencies

BackgroundAs the popularity and demonstrated effectiveness of Health and Wellness Coaching (HWC) continue to grow to address chronic disease prevalence worldwide, delivery of this approach in a group format is gaining traction, particularly in healthcare. Nonetheless, very little empirical work exists on group coaching and there are currently no published competencies for Group Health and Wellness Coaching (GHWC).MethodsWe used a well-established two-phase (Development and Judgment) process to create and validate GHWC competencies with strong content validity.ResultsSeven highly qualified Subject Matter Experts systematically identified and proposed the GHWC competencies, which were then validated by 78 National Board Certified Health and Wellness Coaches (NBC-HWCs) currently practicing GHWC who rated the importance and use frequency of each one. The validation study led to 72 competencies which are organized into the structure and process of GHWC.ConclusionsGHWC requires not only coaching skills, but significant group facilitation skills to guide the group process to best support members in maximizing health and well-being through self-directed behavioral change. As the presence of HWC continues to grow, it is imperative that GHWC skill standards be accepted and implemented for the safety of the public, the effectiveness of the intervention, and the value analysis of the field. Such standards will guide curriculum development, allow for a more robust research agenda, and give practical guidance for health and wellness coaches to responsibly run groups. High quality standards for GHWC are particularly needed in health care, where a Level III Current Procedural Terminology (CPT®) code for GHWC has been approved in the United States since 2019 and reimbursement of such has been approved by the Centers for Medicare and Medicaid for 2024.

Resilience strengthening in youth with a chronic medical condition: a randomized controlled feasibility trial of a combined app and coaching program

Youth with a chronic medical condition (CMC) are often affected by comorbid mental disorders. Resilience-strengthening interventions can protect youth’s mental health, yet evidence-based programs remain scarce. To address this lack, this study aimed to evaluate the feasibility of a dual approach combining app-based resilience training and cognitive behavioral group coaching. Fifty-one youths with CMC treated at a German university children’s hospital aged 12–16 years were recruited. They were randomly assigned to a combined app game and coaching intervention or sole app gameplay. At pre-, post-intervention, and at a 2-month follow-up resilience, automatic negative thoughts and an app and coaching evaluation were assessed. Feasibility was defined as a recruitment rate of 70%, an 85% adherence rate for the REThink game, and 70% participation in both coaching sessions. Feasibility criteria were reached for coaching participation but not for recruitment or app adherence. While both the REThink game app and coaching intervention had high acceptance rates among youth with CMC, participants receiving additional coaching sessions showed higher satisfaction and adherence rates. Participants preferred remote to in-person meetings. The findings support a combination of a gamification app approach with online group coaching. Group coaching can improve adherence while online options increase accessibility. Future research should focus on testing in diverse participant samples, language, and age-adapted updates of the REThink game app. These findings provide guidance for increasing adherence in future intervention studies in youth with CMC cohorts.

Influence of the Role of Agriculture Extension Worker (AEW) Against Farming Group Dynamics In the Dry Land Agricultural Area, West Lombok Regency

The dynamism of farmer groups is influenced by internal factors, namely the farmer group itself, and external factors, namely the role of the Agriculture Extension Worker (AEW). This research was carried out in West Lombok Regency with the criteria of selecting 2 sub-districts in West Lombok Regency which had a larger dry land area compared to other sub-districts, namely Sekotong District and Lembar District; from each sub-district 3, villages were selected with the criteria of having the largest number of farmers, determining selected farmer groups based on criteria. Farmer groups have been registered in the Decree of the Head of the West Lombok Regency Agricultural Service and have been recorded in the agricultural extension system (simluhtan). This research aimed to analyze the role of AEW, the dynamics of farmer groups, and the influence of the role of Agriculture Extension Worker (AEW) on the dynamics of farmer groups in dryland farming areas in West Lombok Regency. The analytical method used was descriptive analysis with a Likert scale by giving a score of 1-5 for each criterion for each indicator. The research results showed that the respondents' assessment of the role of field agricultural instructors as facilitators, educators, motivators, and organizers was in a good category. Farming group dynamics seen from the aspects of group goals, group structure, task functions, group coaching and development, group cohesiveness, group atmosphere, and group effectiveness was in the quite good category, and the relationship/correlation between the role of AEW and the dynamics of farmer groups was very strong.

Impact of Problem‐Based Learning Coaching and Neuroeducation in the Development of 21st Century Lifelong Learners

AbstractOver the past century, health knowledge has advanced dramatically, so it is expected that future health professionals will need to learn effectively in the workplace and adapt to novel situations that cannot yet be predicted. Simultaneously, the demographics of university students have changed significantly in regard to age, gender, and socioeconomic background. Health educators must adapt their teaching methods to foster in each student the development of lifelong learning skills. This perspective article examines the concept of neuroeducation through the lens of Problem‐Based Learning (PBL), with an emphasis on PBL coaching. Furthermore, it demonstrates the benefit of implementing a PBL coaching approach, using knowledge from neuroscience findings to enhance students' learning and well‐being. Following targeted professional development aiming to consolidate the understanding of the brain's structures and functions that increase student learning capacity and build group coaches' skills, existing PBL academics could be an integral part of such a program.