Group Learning Research Articles

Effectiveness of Simulation-Based, Peer Learning Intervention in Continuing Nursing Education: An Explorative Study.

Despite the vast research by nursing professionals on various methods of nursing education, little research has been conducted exploring the efficacy of peer learning as a teaching-learning tool amongst registered nurses. Hence, this study was conducted among in-service nursing officers to evaluate the usefulness of simulation-based peer learning sessions as an educational tool for capacity building. Using a pre-test and post-test design, the study was conducted among 150 in-service nurses at a tertiary care hospital. Five structured simulation-based, peer learning modules were designed. The nurses were divided into five groups using random and purposive sampling. Each group attended one session of the peer learning module on advanced nursing care by simulated clinical and nursing care 'demonstrate, observe, assist, and perform' (DOAP) activity. Pre-test, post-test, and retention tests (after two months) were conducted, and the results were compared. There was a significant increase in mean knowledge (p-value < 0.05) in the post-test after all five sessions, which shows the effectiveness of such peer learning sessions in improving the baseline. There was a decline in mean scores in the retention test compared to that of the post-test, which was statistically significant in only the group of learners participating in the first session. The study provides substantial evidence that simulation-based peer learning is an effective tool for continuing nursing education, and it can be used as a valuable tool to reduce the documented theory-practice gap.

EFL learners’ lexical availability: Effect of L1 background and prompt

Lexical availability studies provide valuable insights into learners’ breadth and depth of controlled productive vocabulary, and structure of their lexicon. Yet, little is known about the performance of different-L1 learners on different prompts. Likewise, this study compared the available lexicon of three different-L1 groups of learners of English as a foreign language (EFL) (L1-Persian, L1-Arabic, and L1-Turkish) to explore whether first language (L1) background and type of prompt (concrete vs. abstract) yield quantitative and qualitative differences in retrieving available lexicon. An online New Vocabulary Levels Test and a lexical availability task were administered to 116 tertiary different-L1 EFL learners. Studying concrete and abstract prompts would uncover the intricate cognitive processes in word processing and retrieval, and semantic organization. The findings revealed that both L1 background and type of prompt impacted their lexical availability output, resulting in differences between the groups in the words generated for different prompts on the task. L1-Persian learners outperformed L1-Arabic and L1-Turkish learners in terms of number and quality of the words for the task. Moreover, the type of prompt meaningfully interacted with L1 background in eliciting words on the task; the three groups differed in word retrieval on both prompts but generated more words on concrete, than abstract, prompts. Thus, EFL teachers and materials developers can improve vocabulary instruction via considering L1 background in selecting or designing teaching materials or syllabi. Additionally, more tasks with abstract words would increase exposure to such words, and thus their ease in retrieval.

The Relationship Between the Formation of Study Groups and Student Learning Independence

The purpose of this study was to determine the “Relationship Between The Formation Of Study Groups And Student Learning Independence. This research uses a quantitative approach with the correlation method. In this study, the sample was 70 students in class XI IPS SMA Negeri 8 Medan. The data collection technique used in this research was a questionnaire using a Likert scale. The validity of the instrument is obtained using the product moment correlation formula, while the reliability of the instrument is obtained using the Cronbach's Alpha formula. Data were analyzed using Product Moment Correlation Statistics to test the hypotheses in the research with the help of SPSS 29 for Windows. The analysis results show r = 0.541 and Rsquare = 0.321 and a significant value of 0.001 (p&lt;0.05). Based on the results of this research, the research hypothesis "there is a relationship between the formation of learning groups and learning independence" is put forward. Considering that this relationship is positive at .541, it can be stated that the formation of study groups is related to student learning independence in class XI PS SMA Negeri 8 Medan.

The impact of computer-mediated task complexity on writing fluency: A comparative study of L1 and L2 writers’ fluency performance

Though many studies have been conducted on written language task complexity, much remains to be explored about its relationship with writers’ fluency. In this study, we examined the potential impact of cognitive task complexity on L1 and L2 learners’ writing and spelling fluency, and the writing fluency and spelling differences between two L2 learner groups when performing tasks of varied complexity. Ninety university students– 30 native English speakers, and 30 Hispanic and 30 Chinese English learners–participated in the study. We recorded the process performance of the three learner groups using computer keystroke logging software– Inputlog 7.0– while they completed two argumentative tasks of varied cognitive complexity. The participants’ writing performance was analyzed using multiple fluency measures. The results generally showed that task complexity plays an influential role in differentiating the participants’ writing fluency, and that task complexity interacts with the three learner groups’ writing and spelling fluency performance. This offers invaluable insights that can be harnessed by technology developers to tailor their tools, furnishing learners with the means to adeptly navigate the intricate terrain of task-induced fluency challenges. Such nuanced understanding holds the potential to refine technological solutions, ultimately empowering proficient TBLT-driven L2 writers.

Analysis of the efficiency of theoretical knowledge and practical skills acquisition by intern doctors using the “Body Interact” virtual patient simulator in the conditions of today’s challenges

The aim of the work is to evaluate the efficiency of theoretical knowledge and practical skills acquisition by intern doctors using the body interact virtual patient simulator in distance (offline) and traditional (online) form of education. Materials and methods. The study involved 22 interns in the second year of study of the specialty “Internal Diseases”. 17 of them studied in offline format, 5 – in distance (online) format. The efficiency of theoretical knowledge acquisition was evaluated based on the results of the Integrated License exam “KROK 3. General Medical Training”. The efficiency of practical skills acquisition was determined by passing scenarios of providing medical care using the virtual patient simulator “Body Interact”. Results. It has been established that the effectiveness of traditional (offline) and distance (online) learning is comparable in terms of theoretical knowledge acquisition which is evidenced by the comparative results of passing the Integrated License exam “KROK 3. General Medical Training”. The results of passing the state license integrated exam “KROK 3. General medical training” and the virtual patient “Body Interact” had no correlation, which indicates the insufficient representativeness of the test assessment regarding the practical skills acquisition. Traditional (offline) learning is more effective in practical skills acquisition, which is confirmed by the better results of passing scenarios of providing medical care using the virtual patient program “Body Interact” in the group of traditional form of education compared to the group of online learning. Conclusions. Utilizing virtual patient simulation technology such as “Body Interact” in the training of intern doctors not only enhances the acquisition of theoretical educational material but also offers an opportunity to practice practical skills. This is particularly valuable in light of resource constraints resulting from COVID-19 and martial law. Implementing the “Body Interact” virtual patient technology into daily educational practices, especially in the context of distance learning, is advisable.

EFFECT OF “ONE WORD A DAY APPROACH” ON THE READING SCHEMA OF INTERMEDIATE LEARNERS IN THE FRUSTRATION LEVEL

This study made use of quasi-experimental research design, which is a non-equivalent control group pretest-posttest design. Non-equivalent design is a good design when the researcher has access to one group for experimentation (Vockel 1983). The researcher opted to use this design because the subjects of the study are intact group of learners. This study was conducted in Dolo Elementary School, Bansalan West District. The subjects of this study were the 98 Grade five pupils – 50 are from section A which comprised the controlled group and 48 are from section B composed the experimental group. The composition of these two sections is heterogeneous therefore pupils of sections A and B have identical range of performance. This study made use of the non-random assignment of subjects where all learners of both sections A and B were involved as subjects of the study. This study revealed that the utilization of localized materials has an effect on the instructional effectiveness in teaching science five. It also revealed that there is magnitude of difference between the post test scores of the controlled and experimental groups. KEYWORDS: One Word A Day, Reading Schema, Intermediate Learners

EFFECT OF “HIRE A RESOURCE PERSON APPROACH” AND INDUSTRIAL ARTS SKILLS OF GRADE SIX LEARNERS

This study sought to determine the effect of Hire a Resource Person Approach on the Industrial Arts skills of grade six learners. This study made use of quasi-experimental research design, which is a non-equivalent control group pretest-posttest design. Non-equivalent design is a good design when the researcher has access to one group for experimentation (Vockel 1983). The researcher opted to use this design because the subjects of the study are intact group of learners. This study was conducted in Dolo Elementary School, Bansalan West District. The subjects of this study were the 74 grade six pupils – 37 are from section A which comprised the controlled group and 37 are from section B composed the experimental group. The composition of these two sections is heterogeneous therefore pupils of sections A and B have identical range of performance. This study made use of the non-random assignment of subjects where all learners of both sections A and B were involved as subjects of the study. This study revealed that the utilization of Hire a Resource Person approach has an effect on the industrial skills of grade six learners. It also revealed that there is magnitude of difference between the post test scores of the controlled and experimental groups. KEYWORDS: Effect Of “Hire A Resource Person Approach”, Industrial Arts Skills, Grade Six Learners

Incidentally Acquiring Pitch-label Associations With a Musical Contingency Learning Task

Incidental learning occurs rather rapidly and effortlessly in a range of different domains, such as early language acquisition, motor learning, and a wide range of more arbitrary laboratory tasks. The present report explores the efficacy of an incidental learning task in the acquisition of pitch-label associations, that is, the ability to identify and name musical notes by ear. In experiment 1, 2 and 3 participants were asked to respond to the target (a note name) while ignoring the cues (either a tone or, in one experiment, a tone with a note position). In a pretest and posttest, we further analyzed their ability to guess the name of the tone in a tone naming task. We also explored the role of intentionality in acquiring and remembering pitch-label associations, but there were only small suggestive trends for slightly better performance for a group instructed to try to learn the contingencies compared to a purely incidental learning group (i.e., with no instructions about the contingencies), suggesting that learning is at least primarily incidental. Our research opens up new venues for the investigations of incidental learning related to the acquisition of musical features useful to performance (how to play).

Effects of gamification in advanced life support training for clinical nurses: A cluster randomized controlled trial

BackgroundCardiopulmonary resuscitation training is a mandatory competency, especially for healthcare professionals. However, the spread of COVID-19 caused a sharp decline in the number of participants on advanced life support training, thereby accelerating the diversification of educational methods. Gamification is an increasingly popular method of diversifying instruction, but its effectiveness remains controversial. AimTo evaluate the effectiveness of gamification learning in advanced life support training. DesignA cluster randomized controlled trial. SettingA single advanced life support training center. ParticipantsClinical nurses who are currently practicing in a hospital. MethodsA part of the existing advanced life support course was gamified using Kahoot! platform. Conventional learning and gamified learning were each conducted 11 times, and the level of knowledge after training was assessed. The assessment questions were categorized into advanced life support algorithms, teamwork, and cardiac arrest rhythms. ResultsA total of 267 were enrolled in the study, and 148 and 139 learners were assigned to CL and GL, respectively. There was no difference in post-training knowledge related to teamwork, and cardiac arrest rhythms between the conventional learning and gamified learning groups, but knowledge related to the advanced life support algorithm was low in the gamified learning group. ConclusionsEven if the learners are the same, advanced life support gamification training can lead to negative outcomes depending on the simplicity or goal of the training content. To improve the effectiveness of the training, various methods of gamification training should be applied depending on the goal and content of the training.

The Impementation of POE Learning Model (Predict Observe Explain) Assisted Magnet KIT to Improve Student Analitycal Thinking Skills

This research aims to measure students' level of analytical thinking in the Natural Sciences learning process about magnetism through the POE (Predict Observe Explain) learning model with the help of a magnetic KIT (Integrated Instrument Box). The research method applied is quantitative through a Quasi Experimental design. Research instruments include interviews, questionnaires, and posttests. The research subjects were control class IX.4 which participated in the conventional learning group and experimental group IX.5 which implemented a POE model with magnetic KIT media at MTs Hasanah Pekanbaru. Data was collected through a posttest of analytical thinking skills and analyzed using descriptive analysis and the Independent Sample T test. The analysis obtained shows a significant variation in average values in the experimental and control groups, in the POE group achieving a higher level of analytical thinking (67.16%) than the conventional class (55.16%). This shows the effectiveness of POE learning with the help of magnetic KIT in improving students' analytical thinking skills regarding the context of magnetic material.

Dynamic collective argumentation: Constructing the revision and contraction operators

Collective argumentation has always focused on obtaining rational collective argumentative decisions. One approach that has been extensively studied in the literature is the aggregation of individual extensions of an argumentation framework. However, previous studies have only examined aggregation processes in static terms, focusing on preserving semantic properties at a given time. In contrast, this paper investigates whether decisions remain rational when the preservation process is dynamic, meaning that it can incorporate new information. To address the dynamic nature of collective argumentation, we introduce the revision and contraction operators. These operators reflect the idea that when an individual or a group learns something new by accepting or rejecting an argument, they have to update their collective decision accordingly. Our study examines whether the order of revising individual opinions and aggregating them affects the final outcome, i.e., whether aggregation and revision commute.

Ethnocultural empathy development of future language teachers through digital multiliteracy resources for low-literacy adult migrants.

A mixed-method pre-post study was conducted with 48 trainee teachers who participated in stand-alone digital multiliteracy interventions, in which they were encouraged to envisage themselves as future teachers of low-literate migrants. Policy documents such as the reference guide on Literacy and Second Language Learning for the Linguistic Integration of Adult Migrants, journal articles, audiovisual resources as well as examples of existing educational materials aimed at the target audience, were made available to them on an online platform. In two separate studies, trainees were encouraged to collaboratively produce two different multimodal outputs. The Revised Scale of Ethnocultural Empathy was administered before and after the intervention, subjecting the data obtained to quantitative analysis. Qualitative data was also collected to gain a better understanding of the affective and cognitive processes experienced by the participants. Simple statistical analysis coupled with the comparison of means was used to respond to the research questions. Statistical hypothesis testing, including correlations and non-parametric statistics were used to analyze the relationship between each of the factors within the RSEE and the participants, considering the different interventions applied. Non-parametric tests (U-Mann Whitney) were used to compare the differences between the levels of ethnocultural empathy of the participants in the two studies. Significant differences were found in Factor 3 (Empathy) and Factor 5 (Anxiety) between the groups and their post-intervention results, with a p value of 0.053 and 0.038, respectively. The effect size r was calculated, obtaining a size effect of 0.625 for Factor 3 (Empathy) and 0.674 for Factor 5 (Anxiety). These results indicate that the significant differences and the size effect between both groups are large. U-Mann Whitney non-parametric analysis also revealed gender differences in Factor 3 (Empathy), showing females higher levels than males. Effect size r analysis showed a large size effect of 0.708 for Factor 3 (Empathy). The findings pertaining to gender-related differences in empathy levels confirm the conclusions drawn by previous studies. When contrasting study 1 and 2, statistical differences were also shown after the intervention for the 'Anxiety and Lack of Multicultural Self-efficacy' factor. The qualitative data analysis was carried out with Atlas.ti v.8, in order to isolate and categorize the broader themes and the most significant explanatory quotes extracted from the participants' records and interviews. The results reveal the learning strategies that each group of learners applied to successfully complete the task at hand, as well as the participants' deployment of their critical thinking skills and the awakening of a sense of awareness of their own professional competence development process. This study set out to compare how effective two digital multiliteracy interventions were in developing future language teachers' ethnocultural empathy and cognitive abilities when appraising the educational needs of low-literacy migrants. Despite the small sample size, the study certainly adds to our understanding of the impact of multimodal tasks involving critical thinking skills on trainees' cognitive and affective abilities. Besides, it expands the growing body of research that points to the desirability of embedding digitally-based content creation tasks in training curricula for future language teachers.

Methodological characteristics in technology-mediated task-based language teaching research: Current practices and future directions

Abstract In the past two decades, the synergistic relationship among task-based language teaching (TBLT), instructed second language acquisition, and computer-assisted language learning has gained increasing interest.Technology-mediated TBLT combines these three research domains by integrating the use of technology with task-based approaches for second language (L2) learning purposes. Since the emergence of this framework, empirical studies have increasingly explored the incorporation of tasks with technology-mediated settings for L2 learning and teaching purposes. To understand the methodological characteristics of technology-mediated TBLT research to date, we conducted a systematic search and reviewed 254 technology-mediated TBLT studies published between 2000 and 2022 in peer-reviewed journals and book chapters. These studies were coded for methodological features, research foci, and types of technology. We further examined the role of technologies in task performance to identify their effectiveness in creating authentic tasks. The findings revealed that technology-mediated TBLT research investigated a rather limited scope of contexts, learner groups, and linguistic features, with little attention paid to evaluating the quality of task outcomes. The types of technology used were skewed toward computer-mediated communication. The results also showed that studies examined various interactional features, and the majority reported both quantitative and qualitative data. Furthermore, technologies were integrated into task design to create meaningful language use contexts. Based on these findings, we share suggestions for future technology-mediated TBLT research.

Improving the quality of communicating with dementia patients: A virtual reality‐based simulated communication approach

AbstractDementia patients may have language barriers and decreased comprehension ability. Their family caregivers can feel frustrated when communicating with them. Poor communication hinders family caregivers from obtaining accurate health information about patients, and may also increase their emotional burden, affecting patient care quality. The present study developed a virtual reality‐based simulated communication training (VRSCT) system and applied it to a training course for family caregivers of dementia patients. It allowed family caregivers to simulate real‐world situations in a VR environment, experience the daily communication barriers and stress with dementia patients, and apply their acquired knowledge and skills to solve related problems. This study used a randomised control experimental design with mixed analysis methods. A total of 63 family caregivers were recruited and randomly divided into the experimental group (N = 32) learning with the VRSCT system to interact with virtual dementia patients and practice communication skills, and the control group (N = 31) using the traditional role‐playing method for practice. Quantitative data were analysed to determine participants' knowledge of dementia care, attitudes, communication confidence and skills. In addition, the qualitative method was used to analyse the participants' discussion records. The results showed that by using the VRSCT approach, participants significantly improved their knowledge of dementia care, attitudes, communication confidence and communication skills compared to the control group. In addition, participants reported that through the real‐time feedback of the VRSCT system, they could recognise their previous incorrect communication approach. As a result, they adjusted their communication strategies and increased their self‐confidence. Practitioner notesWhat is already known about this topic Situational simulation helps learners improve their communication skills in a safe environment. Virtual reality (VR) creates a realistic, highly interactive learning environment, allowing users to be deeply immersed in the learning experience. What this paper adds This study proposed a VR‐based simulated communication training (VRSCT) approach; moreover, seven dementia cases of different degrees of severity were designed in the VR system to enable family members to experience possible challenges of taking care of dementia patients they might encounter in their daily lives. Each case in the VRSCT system has its unique symptoms and communication barriers. The learner in the story plays a caregiver, experiencing and solving the problems and challenges posed by the system. The experimental results show that the proposed method improves learners' knowledge, attitudes, communication confidence, and communication skills related to dementia care. Implications for practice and/or policy Utilising VR training can amplify awareness and secure enhanced social support for dementia‐related challenges. Using VRSCT, as governments and institutions recognise the effectiveness of VR training, they will provide more resources and promote its widespread application.

Lexical Knowledge and Its Effects on Language Proficiency: A Synonymous Study

Previous studies have proved that there is a strong connection between a language learner's vocabulary knowledge and their linguistic ability. It is believed that knowing one sense of a word is not sufficient, especially for academic learners and it is considered to be some sort of lacking lexical knowledge since learners cannot express their ideas/ thoughts using different style. Thus, investigating the size and depth of known words that learners obtained during their study period in Iraqi universities is a significant issue to predict their abilities in using the target language. The aim is to investigate the “vocabulary knowledge” and its use of a group of EFL fourth-stage learners in the “Department of English language and Literature/ College of Arts/ Mustansiriyah University”. The used test that fulfills the study aims is based on Read’s (2000, p.2) Assessing Vocabulary. The type of the test that Read (ibid) stated is commonly used in the field of EFL teaching and learning, and learners have acquainted with it many times through their period of study. The main purpose of the test is to look into the recognition and production levels of learners' lexical knowledge (ibid). A total number of 30 learners went through the two-parted test since a higher number of participants makes findings more accurate. The results obtained were not as expected, in general. Participants suffer from deficiency in the knowledge of vocabularies in connection with its breadth and depth.

The Development of Group Process Skills and Learning Achievement in History Subject : Historical Evidence of the Rattanakosin through Learning Management of L.T. Technique Integrated with Graphic Organizers and Community-based Learning

The Development of Group Process Skills and Learning Achievement in History Subject : Historical Evidence of the Rattanakosin through Learning Management of L.T. Technique Integrated with Graphic Organizers and Community-based Learning

Blended Learning in Secondary Mathematics: Effects on Student Achievement and Knowledge Retention

This study explores the implementation of blended learning in high school mathematics education in Jordan. The primary objective is to develop a structured framework that integrates traditional classroom methods with digital learning tools to create a more dynamic and effective learning environment. Using a quasi-experimental design, this research evaluates the effectiveness of blended learning strategies in enhancing student understanding, engagement, and retention in mathematics. A sample of high school students from a single institution in Jordan was divided into experimental and control groups, with the former utilizing blended learning techniques and the latter following conventional teaching methods. The results demonstrate significant improvements in the mathematics achievement and retention rates of students in the blended learning group compared to the control group. The study also identifies key components and best practices for successful implementation, offering practical recommendations for educators and policymakers. These findings highlight the potential of blended learning to transform mathematics education by catering to diverse student needs and fostering a more engaging and personalized learning experience.

Differenzierung und Individualisierung im Fremdsprachenunterricht –

The omnipresent heterogeneity in every classroom challenges teachers of all types of different schools to meet the diverse, individual educational needs of their students. Despite the curricular guidelines of the federal states regarding differentiation and individualisation, the empirical basis of the demanding management of heterogeneous learning groups in the foreign language classroom is surprisingly scarce. This circumstance led to a quantitative study conducted in 2019, focusing on differentiation, and individualisation in the most frequently taught foreign languages in Germany (English, French, Italian and Spanish,). More than 600 foreign language teachers from all over Germany participated in the online survey, regardless of their specific subject combinations and school types. The results of the collected data illustrate the various learning group constellations, the used techniques, methods and materials, and their (dis-)advantageous features according to the respondents’ perception.

Serum albumin and white matter hyperintensities

People living with HIV and those diagnosed with alcohol use disorders (AUD) relative to healthy individuals commonly have low levels of serum albumin, substantiated as an independent predictor of cardiovascular events. White matter hyperintensities (WMH)—a neuroimaging feature of cerebral small vessel disease—are also related to cardiovascular disease. Despite consensus regarding associations between high levels of urine albumin and WMH prevalence, and low serum albumin levels and impaired cognitive functioning, relations between serum albumin and WMH burdens have rarely been evaluated. Here, a sample including 160 individuals with AUD, 142 living with HIV, and 102 healthy controls was used to test the hypothesis that serum albumin would be inversely related to WMH volumes and directly related to cognitive performance in the two diagnostic groups. Although serum albumin and periventricular WMH volumes showed an inverse relationship in both AUD and HIV groups, this relationship persisted only in the HIV group after consideration of traditional cardiovascular (i.e., age, sex, body mass index (BMI), nicotine use, hypertension, diabetes), study-relevant (i.e., race, socioeconomic status, hepatitis C virus status), and disease-specific (i.e., CD4 nadir, HIV viral load, HIV duration) factors. Further, serum albumin contributed more significantly than periventricular WMH volume to variance in performance on a verbal learning and memory composite score in the HIV group only. Relations in both HIV and AUD groups between albumin and hematological red blood cell markers (e.g., hemoglobin, hematocrit) suggest that in this sample, serum albumin reflects hematological abnormalities. Albumin, a simple serum biomarker available in most clinical settings, may therefore help identify periventricular WMH burden and performance levels in specific cognitive domains in people living with HIV. Whether serum albumin contributes mechanistically to periventricular WMH in HIV will require additional investigation.

Impact of Ambulatory Blocks on Pulmonary Critical Care Fellow Outpatient Training Experience.

The Accreditation Council for Graduate Medical Education requires Pulmonary and Critical Care Medicine (PCCM) fellows spend a minimum of 7% of their time in the outpatient setting over 3 years of training. In a multi-institutional survey, only 47% of PCCM fellows rated their ambulatory training as adequate. Internal medicine residencies previously adopted the "x + y" scheduling model, which separates inpatient ("x") and outpatient ("y") rotations to provide focused ambulatory experiences, to address similar concerns. To observe the effects of dedicated ambulatory blocks at a single academic PCCM fellowship on fellow exposure to outpatient pulmonary medicine, and on fellow and faculty perceptions of education. In the 2021-2022 academic year, PCCM fellows of all class years in a single academic fellowship program in the northeast United States rotated through four 2-week ambulatory blocks that included longitudinal clinics, themed subspecialty clinics, and a dedicated educational half-day for small group learning. Before the intervention, fellow ambulatory clinics were scheduled longitudinally one-half day per week during inpatient and research blocks. Both fellows and faculty were surveyed before and after the intervention; fellows were also interviewed via focus groups at the conclusion of the intervention. The degree of subspecialty clinic exposure was compared before and after intervention. There was an increase in the quantity and variety of pulmonary subspecialty clinics per fellow when compared with preintervention years (P < 0.01). After intervention, we observed increased fellow satisfaction with ambulatory education, perceived preparedness for independent practice, and satisfaction with subspecialty clinic exposure (P < 0.05). Faculty satisfaction with fellow ambulatory pulmonary education also increased (P < 0.05). Thematic analysis from focus groups highlighted focused topical learning, exposure to the breadth of pulmonary medicine, career development, interaction with engaged faculty experts, and enhanced interprofessional competence. The ambulatory block structure provides a potential model to expand PCCM fellow outpatient pulmonary training through increased exposure to ambulatory pulmonology and dedicated ambulatory teaching. Important features of the ambulatory block structure include separation of outpatient clinics from competing responsibilities, expansion of fellow pulmonary exposure, opportunities for deliberate practice, and faculty engagement in fellow education.