Establishment Of Program Research Articles

El teatro como un acontecimiento pedagógico de Juan Campesino

The first part of this book was led by a historical vision and synthetic purposes, the avatars of the recently named “theatre pedagogy” being reviewed in their different aspects: theatre in school, school theatre, curricular design, institutional programs, teacher training, drama in the classroom, focusing mainly on the case of Mexico, although without leaving aside, certainly, the place that our country occupies in the framework of global culture. The second part goes into a pedagogical perspective regarding children’s developmental processes, the educational aspects of theatre and, above all, of that phenomenon which is common to theatrical art and to a certain genre of games, usually known as theatricality.

Knowledge and Confidence Among Five Cohorts of Faculty Learners in a Point of Care Ultrasound (POCUS) Program: Factors Defining Learner Success

Background: The availability of faculty proficient in point of care ultrasound (POCUS) has emerged as a barrier to the ongoing expansion of POCUS across the field of internal medicine. We sought to examine the faculty graduates of our institutional POCUS program to identify characteristics associated with long-term proficiency to inform curricula and guide institutional support. Methods: We emailed a test and survey to the 89 faculty graduates of the annual POCUS course we have run from 2018-2023. Results: Of the 46 participants (52%) who completed the test and survey, the overall median test score was 72%. Graduates were most confident with image acquisition of the lung, and were most likely to use ultrasound to evaluate ascites and dyspnea. All 11 participants reporting completion of an image portfolio were actively teaching POCUS, whereas only 54% of non-completers were teaching. Portfolio completers scored higher on the test compared to non-completers (median 92% and 68%, respectively, p <0.01) and were more confident in image acquisition and interpretation (p<0.001). Conclusions: In this long-term, single-institutional study of faculty graduates of an annual POCUS program, those who reported completing an image portfolio scored significantly higher on a knowledge test, reported higher confidence with image acquisition and interpretation, and reported using and teaching POCUS more frequently compared to graduates who did not complete the portfolio. POCUS education programs should be designed to foster continuous scanning practice and image portfolio completion.

Classification of Human Ovarian Follicle Morphology: Recommendations of the NICHD-Sponsored Ovarian Nomenclature Workshop.

To develop a consensus on histologic human ovarian follicle staging nomenclature, provide guidelines for follicle density calculation, and assess changes due to fixation to enhance communication among clinicians and ovarian biology researchers in order to gain a deeper understanding of human fertility. Beginning in March 2021, the Ovarian Nomenclature Workshop's Follicle Classification Working Subgroup was organized by the Pediatric and Adolescent Gynecology program of the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD). The Follicle Working Subgroup recommends consolidation and expansion of the current classification systems to include six stages of normal preantral follicles, five stages of normal antral follicles, as well as categories of corpus lutea, abnormal preantral follicles, abnormal antral follicles, and other distinct follicle types. The new preantral staging added intermediate stages (primordial, transitional primordial, primary, transitional primary, secondary, multilayer ovarian follicles). The antral follicle staging includes: early pre-selection, selection, dominance, and pre-ovulatory follicles. Abnormal preantral follicles include those with an abnormal oocyte (AMF-o), granulosa cells (AMF-g), or both (AMF-og). We suggest a uniform way of calculating mean follicle density in number of follicles/mm2. To establish a consensus in ovarian follicle terminology, the Ovarian Follicle Working Subgroup of the NICHD Ovarian Nomenclature Workshop standardized Follicle Staging Nomenclature and Follicle Density Calculating Systems so consistent common language can be used among ovarian biology researchers and clinicians.

A demographic-based challenges and trust issues on the implementation of the new BSND curriculum

Ensuring that the curriculum is aligned with the latest standards, guidelines, and best practices in nursing education and healthcare can be challenging. Developing fair and effective assessment methods to evaluate students' competency can be difficult. It is essential to ensure that assessments and pedagogical approaches accurately reflect the knowledge and skills students need as future registered nutritionists and dietician. The purpose of this study was to assess the challenges experienced by faculty and program administrators in relation to the mandates stipulated in the Commission on Higher Education (CHED) Memo Order No. 14, series of 2017. Faculty (n=37) and program administrators (n=5) were randomly selected from five higher education institutions in Mindanao, Philippines. Findings indicated that the administrators and teaching staff manifested low level of trust issues on the implementation of the curriculum. Consequently, they feel positive about the design, execution, and outcomes of the program. However, it is important to note several challenges they experienced. Lack of doctorate programs in institutions, absence of vertically articulated doctorate programs, and outdated library materials were the most prominent challenges the faculty and program administrators experienced. They also noted challenges related to excessive workloads for faculty beyond their Individual Daily Plans, the absence of Registered Nutrition and Dietetics (RND) professionals in food service establishments to supervise practicum experiences, and a lack of Memorandum of Agreement (MOA) with accredited Level III hospitals for practicum training programs.

A Workshop and Toolkit to Support Late-Career Transitions for Faculty.

Twenty percent of medical school faculty are 60 years or older. These senior-career academic faculty often find a paucity of support for decision-making about late-career transitions. To help fill this professional development gap, we developed and tested an interactive workshop to facilitate deliberation and discussion among mid- and late-career faculty in various stages of career transition planning. The workshop included individual and small-group activities and a takeaway packet/toolkit for career transition planning. We conducted mixed methods analyses of postworkshop survey data to evaluate the workshop content, methods, and toolkit. The workshop was implemented six times, at four national conferences, one state-level conference, and one single institution, for a total of 207 participants. Evaluations were completed by 60% of participants. Thirty-one percent were thinking generally about transition, 40% were making specific plans for transition within 1-5 years, 15% were currently in transition, and 10% had fully transitioned. Perception of workshop objectives met received a median ranking of 4 (rated on a 5-point Likert scale). Participants reported positive outcomes, including taking time to think/reflect, finding starting points for transition planning, and sharing conversations. This highly rated, interactive workshop provides support and practical tools for faculty considering late-career transitions. In addition to providing resources for individual faculty, this workshop has value for an institution to support their senior-level faculty. We encourage the incorporation of this workshop into institutional faculty development programming to ensure a career lifespan approach to faculty development.

The role of journalists of the State Border Guard Service in military journalism in Ukraine

Modern Ukrainian media and communicators pay great attention to military journalism. Today, this field is gaining popularity in Ukraine and the world, as more and more media representatives work in conditions that threaten their health and lives. The challenges of hybrid warfare make scientists more interested in military topics, as the war is waged on two fronts — military and informational. The article considers the stages of formation and development of Ukrainian military journalism, focusing on its current state. Attention is drawn to the state of scientific research of modern military journalism. The role of journalists in the uniform of the State Border Guard Service of Ukraine (SBGSU) is actualized. We emphasized the need to popularize the military journalists, their contribution to the development of Ukrainian journalism. The main directions of activity of the SBGSU journalists are analyzed and determined their place and role in modern military media. The functions and tasks of military journalism, the rights and obligations of combatant journalists while serving both in the war zone and in peaceful areas of the Ukrainian border are separately considered. The main tasks include covering the activities of the SBGSU and preparing materials for the media; information support for the internal work of the service; prompt response to events; work with regional and national media; countering disinformation; coordination with other state structures. The results can be used in the development of educational programs in military and civilian educational institutions, as well as in retraining courses for civilian correspondents who plan to work in the war zone.

Case report - Survival after ECPR for adolescent arrhythmogenic arrest - ECPELLA (ECMO with Impella®)

Abstract Background The combined therapy with venoarterial extracorporeal membrane oxygenation (V-A ECMO) and Impella (ECPella) has been shown to improve survival in acute cardiogenic shock (CS) in adult patient. Only 3 paediatric cases have been reported in a multicentre study. Case summary We present our case, the first described to our knowledge in the UK, of a 15 year old adolescent of Afro-Caribbean descent, weight 75kg, who received E-CPR (extracorporeal cardiopulmonary-resuscitation) and ECPella implantation. The patient suffered a sudden cardiac arrest at home, his mother called for an ambulance who arrived within 10 minutes and commenced life support with a LUCAS device. He received 3 doses of adrenaline and 3 desynchronised shocks for an underlying rhythm of ventricular fibrillation (VF) after which ROSC was achieved. He was then transferred to his local hospital where he had another VF arrest with successful cardioversion and was then transferred to our institution where on arrival he had another VF arrest and received E-CPR (extracorporeal cardiopulmonary-resuscitation) and ECPella implantation under the institutional adult shock program within 3 hours of in-hospital cardiac arrest. Following weaning from ECPella the patient underwent cardiac and brain MRI and serial echocardiograms with complete recovery of ventricular function. After implantation of cardiac defibrillator, he was discharged home without neurological sequelae. He remains asymptomatic from a cardiac perspective, with a normal cardiac examination and with no neurological sequelae at 2 year follow up. Discussion This is the first case description of ECPella use in a child in the United Kingdom and highlighted the importance of timely institution of E-CPR on survival benefit in fatal CS. The outcome success of post-resuscitation ECPella strategy in this adolescent was through collaborative interprofessional engagement of multiple supra-specialists within acute cardiology and critical care across paediatric and adult services and alignment with the institutional adult shock program.

An Empirical View of the Extent of Exercising the Education Exception to Copyright in Cultural Heritage Institutions

The article presents findings from a study funded by the Estonian Ministry of Justice titled ‘Extent of Use of Educational Exceptions of Copyright in Cultural Heritage Institutions’. The impetus for this work came from the fact that rights-holders, who are not compensated for the use of copyrighted works and material covered by related rights under the educational exception, desire compensation for such use yet data pertaining to the practices of educators conducting education programmes in cultural heritage institutions are scarce. The study’s results are important for the holders of the rights but also for policymakers and for those providing professional-development courses to the educators such that their practices could be fully aligned with the education exception to copyright. A 105-respondent questionnaire – adapted from an instrument used in a similar study that focused on educators in pre-school education, basic schools, upper secondary schools, vocational-education institutions, institutions for professional higher education, universities, ‘hobby schools’, and continuing-education institutions – among educators who are not copyright experts helped answer the question ‘What is the extent of exercising the education exception to copyright in cultural heritage institutions in Estonia?’. The paper explains the quantitative results further in light of focus-group interviews with seven representatives of cultural heritage institutions, of several types. Also, the results of this study are compared with the findings from the earlier one. The results, which shed light on copyright awareness, the form and extent of copying, etc. in relation to literary and reference works, photographs, musical works, and audiovisual works, indicate that Estonian cultural heritage institutions’ reliance on the education exception is in accordance with copyright law and, therefore, significant changes in related policy are unnecessary. However, responses to the survey and interview questions revealed aspects that could be addressed in designing guidelines and professional-development activities for educators in cultural heritage institutions.

A theoretical approach to user education in public licensing: Defending against copyright trolling

This paper develops a theoretical model to prevent copyright trolling through user education and policy advocacy, particularly in the context of Creative Commons (CC) and public licensing. Copyright trolling, which exploits users’ lack of legal literacy and understanding of licensing terms, poses significant challenges to the free and open sharing of knowledge. The paper explores the relationship between legal literacy, public knowledge, and digital education, proposing that targeted educational interventions can empower users to avoid exploitation. It also advocates for the implementation of structured, government-backed, and institutional programs to promote licensing literacy. Policy-driven educational frameworks, integrated into broader digital literacy initiatives, are essential for reducing the risks posed by copyright trolling. The paper concludes with recommendations for future educational programs and policy changes to mitigate copyright trolling and foster a more informed and resilient digital ecosystem.

Changing institutional culture to change student outcomes: Grant funding, change management, and student success at small institutions

AbstractThrough the lens of change management theory, this article focuses on transforming institutional culture at small institutions through grant opportunities. Federal discretionary grants, such as the Department of Education's Title III, Strengthening Institution Program (SIP), provide financial resources for new initiatives to improve student outcomes. Cultural shifts can be challenging at small institutions, where deep traditions and institutional inertia can create barriers to positive change. Initiative fatigue also can emerge, as staff and faculty carry multiple roles with limited resources while balancing increased grant reporting and recordkeeping requirements. Through an iterative assessment process resourced with grant funding, transformational cultural shifts can be leveraged while meeting grant objectives and establishing lasting change that will strengthen the institution and produce stronger student outcomes.

Association between cardiac consultation and outcomes in patients with perioperative myocardial infarction/injury

Abstract Introduction Perioperative cardiac complications are a frequent occurrence and can lead to high short- and long-term mortality rates after major noncardiac surgery. No single intervention has yet demonstrated its effectiveness in treating perioperative myocardial infarction/injury (PMI). In this large prospective multicentre study, we aimed to evaluate the association between postoperative cardiac consultation and major adverse cardiac event (MACE) and all-cause death within 365 days in patients with PMI after undergoing major noncardiac surgery. Methods We prospectively included consecutive patients undergoing major inpatient noncardiac surgery at two hospitals who were eligible for the institutional active PMI surveillance and response programme. For this analysis, only patients with PMI who were directly transferred to the regular ward following surgery were included. In the case of a PMI, the standardised structured institutional response included assessing the patient for possible symptoms, recording a 12-lead ECG and a cardiac consultation. The specific scope of the PMI workup and management was determined by the attending clinical cardiologist following an institutional flowchart. Our primary endpoint was the occurrence of MACE (defined as a composite of cardiovascular death, MI, AHF, and life-threatening arrhythmia) within 365 days, excluding the initial PMI. All-cause death after 365 days was the secondary endpoint. Multivariable Cox proportional hazard models were used to evaluate the association of cardiac consultation with MACE and all-cause death after 365 days. Results During the period between October 2014 and September 2019, the BASEL-PMI study programme enrolled 14294 patients. After the exclusion of patients without PMI, with a postoperative ICU stay, multiple inclusion, or palliative setting 1048 patients remained. Among those, 434 patients received postoperative cardiac consultation (41.4%). Patients had a median age of 77 years and 44.8% were female. After adjustment, patients who received a postoperative cardiac consultation had a lower risk of having MACE after 365 days (adjusted hazard ratio [aHR] = 0.54, 95% confidence interval [CI] 0.37 - 0.79, p-value = 0.001) and a lower risk of death of any cause after 365 days (aHR = 0.66, 95%CI 0.44 - 1.00, p-value = 0.048). Conclusion In a large multicentre prospective cohort study, postoperative cardiac consultation in patients with PMI was associated with a reduced risk of MACE and all-cause death after 365 days.Kaplan-Meier curve for MACE

Models of Teaching, Magazines and Music Machines: Alternative approaches to electronic music education in Melbourne

This article presents a history of alternative electronic music education in Melbourne, Australia. It documents early examples of experimentation with non-traditional classes and programmes in tertiary institutions and subsequently the emergence, over several decades, of alternative teaching and learning in community centres, nightclubs, retail stores, message boards and magazines. The article uses Scheffler’s Models of Teaching to provide a framework to document the differing pedagogical approaches, and draws upon archival material, interviews, essays and first-hand experiences to explain how Melbourne’s rich history has informed and influenced today’s learning practices. It posits that the adaptable, dynamic and flexible practices found in Melbourne’s electronic music education were the result of influences from key educators, the needs of the communities that enabled them and the adaptation to cultural and technological changes.

Peculiarities of digital promotion of educational programs of higher education institutions

The rapid digitization of modern society is connected not only with the development of digital and Internet technologies. Restrictions introduced in many countries in 2020 because of Coronavirus pandemic accelerated this process. Generation Z youth satisfy their communication needs mostly with the help of social media. Traditional tools are often powerless to reach this target audience and influence their behavior. Taking into account the need to achieve results in this particular group, universities need to have a clear online marketing strategy and use digital tools effectively. But it should be taken into account that Internet marketing of various institutions, companies and areas of activity have their own peculiarities. The presented research is a practical case of the digital promotion campaign of the educational program Digital Media of Oles Honchar Dnipro National University. On the example of this case, the peculiarities of the Internet marketing strategy of the educational program of the institution of higher education are demonstrated. The stages of the promotional campaign are considered. It is emphasized that the implementation of the developed program, in particular, the created landing page with an automated function, and a series of creative banners placed for five months in selected digital communication channels in accordance with the content plan, led to proper coverage and high-quality information of the target audience about the new educational program. Feedback automatization made it possible to create a database of enrollees interested in studying under this educational program and establish personal communication with them. As a result, these activities helped to achieve the set goal of recruiting a student group for the first year of study. The practical significance of this case is that the presented marketing program does not require large financial costs and can be implemented by any institution of higher education. The program uses metrics that allow to monitor the effectiveness of each tool in online mode and provide an opportunity to implement operational management of the marketing campaign.

Building employability in PASS leaders through peer-assisted study sessions (PASS) programs

PurposeThe peer-assisted study sessions program (PASS) – variously known as supplemental instruction, peer mentoring and peer-assisted learning – is regarded as a global phenomenon in academic support interventions and has well established presence in higher education. The purpose of this study was to add to the body of knowledge of how PASS may add value to the employability of the student leaders, in relation to the CareerEDGE model.Design/methodology/approachThis qualitative research was based on interviews from a sample of 18 former PASS leaders who have since obtained employment.FindingsFindings demonstrate that being a PASS leader enhanced many of their competencies as defined by CareerEDGE model, for example subject related knowledge, interpersonal skills and some generic skills. However, many of the reported competency enhancements led to unexpected future career advancement.Research limitations/implicationsThis study contributes to the body of knowledge relating to how PASS may add value to the employability of student leaders in relation to the CareerEDGE model using a sample of leaders who have already graduated and have obtained employment. Limitations of this study include: lack of generalisability of small geographically isolated sample; coding and analsysis not comparing findings from different demographic groups; only explores individual perceptions and relies on self-reported data.Practical implicationsThe results of this study have implications for the development of future PASS programs and other similar academic support interventions. Given the global prevalence of such programs in higher education institutions, this research may have wide-scale transferability. Insights from this paper will allow future PASS leaders to proactively reflect and evaluate their experience and increase their confidence in pursuing their employment opportunities.Originality/valueWhile there is much understanding on the role that PASS has in improving students grades and in improving retention rates, less is known about the value of this experience on improving student employability, and little attempt has been made in examining this within relevant employability models post-employment.

ДОСЛІДЖЕННЯ ТА АНАЛІЗ МЕТОДІВ ВІЗУАЛІЗАЦІЇ ОСВІТНІХ ПРОГРАМ ТА НАВЧАЛЬНИХ ПЛАНІВ У ВИЩИХ ОСВІТНІХ ЗАКЛАДАХ

The task of the research is to identify the most promising visualization methods that can help students and teachers to increase their understanding of the structure and content of educational programs, improve the planning of the educational process, as well as facilitate the adaptation of programs to the changing requirements of educational standards and the needs of the labor market. The purpose of the study is to analyze the existing methods of visualization of educational programs at the university to identify their effectiveness, areas of application and contribution to improving the quality of the educational process. The research method is an analysis with sequential identification of the most influential features of the studied methods on the final result of data presentation.Data visualization is indispensable for research, analysis and presentation of data, thanks to benefits such as improved audience understanding, effective communication and facilitation of teamwork, identification of patterns and anomalies in the presented material, stronger decision support, accessibility and iterative analysis of the presented material Since the success of becoming a specialist in any field is related to the orientation of students in existing educational programs for different levels of training. In the course of the research, examples of the use of methods of visualization of educational programs in scientific research were analyzed. Since visualization methods can play a key role at all stages of the life cycle of an educational program, from design and development to its direct use, the researched visualization methods allow structuring educational programs, graphically displaying the development of an educational program over time, visually displaying how educational modules and courses are related with educational standards and goals, provide a variety of reports and analytics, identify gaps and identify areas for improvement, integrate external educational resources and materials, organize real-time collaboration, adapt the interface and data presentation to the specific needs of students, teachers and other stakeholders . The result of the research, based on the conducted analysis, are the proposed recommendations for the selection and integration of visualization methods into the educational programs of higher educational institutions.

Compatibility of Agriculture Development Policy of Nepal to Sustainable Agriculture Development Principles

The agricultural sector, on which the majority of Nepal's population depends, faces significant challenges due to global warming, climate change, and rising global food insecurity. This underscores the need for a carefully designed agricultural development policy focused on sustainable practices. This study aims to assess the compatibility of key policy interventions in agricultural development of Nepal with sustainable agriculture principles. These policies prioritize the conservation, promotion, and utilization of natural resources, environmental protection, and biological diversity to encompass economic, social, and environmental attributes of sustainable agriculture development in Nepal. This paper scrutinizes various aspects of Nepal's agricultural development policy, including governance systems, bureaucratic and institutional structures, supportive policies and programs, and regulatory frameworks, to evaluate their compatibility with sustainable agriculture principles. The findings indicate a strong orientation of Nepal's agricultural development policy towards sustainability. Legislative, policy, and governance provisions serve as a foundation for steering the agricultural sector towards sustainable practices. However, despite these positive aspects, significant challenges remain, including the prevalence of traditional agricultural systems and constraints such as limited financial resources, technical expertise, and knowledge among farmers and smallholders. Overcoming these obstacles will require considerable efforts to achieve the desired outcomes in sustainable agriculture.

Českost a světovost moderního umění v Čechách (1848–1948)

The texts contained in this special issue of Acta Universitatis Carolinae: Philosophica et Historica / Studia Historiae Artium were presented as papers at a conference entitled Czechness and Internationalism of Modern Art in Bohemia (1848–1948), held on 24 May 2022 at the Institute of Art History, Faculty of Arts, Charles University in Prague. The theme of the conference was chosen in respect of the research interests of Professor Petr Wittlich, a long-time pedagogue and researcher at the Institute, who celebrated a significant jubilee on 23 May 2022. Colleagues, pupils and friends of the professor, who during their professional careers have also dealt with the issue of national, transnational and international identity of modern art in the Czech lands, were invited to participate in the conference. They focused both on local disciplinary practice and retrospective assessment of the phenomenon of nationality within modernity, modernism and the avant-garde, and also explored historical debates on this topic, projected into specific works, art projects and institutional programmes.

Identifying Strategies to Cultivate Students’ Attitude Towards Circular Economy

Circular economy (CE) in Technical and Vocational Education and Training (TVET) refers to an economic approach that promotes efficient use of resources, material recovery, and waste reduction through vocational education. Despite various activities and programs conducted by TVET instructors to promote the circular economy, reports indicate that students' attitudes towards the environment remain at a moderate level. This paper aims to identify strategies that can be implemented to foster students' interest in practicing the circular economy within the context of TVET. This study uses the Nominal Group Technique (NGT) as an alternative approach to suggest initiatives that can foster students' attitudes towards the circular economy. The process involved silent idea generation, round robin, discussion, two rounds of initial voting, and a final stage survey to determine the priority list. Five content experts participated in the NGT meeting. Initially, 50 strategies were identified. Through the NGT process, 20 important strategies were selected to cultivate students' attitudes towards the circular economy. These strategies include waste management workshops, environmental programs and activities at institutions, conducive public sector ecosystem (EKSA) in institutions, homes and neighborhoods, information boards, simulation outside the classroom, daily routines, campaigns, neighborhood activities, sale of used oil, sale of recycled goods, innovation, waste segregation, cultivating student awareness, application in teaching, motivation, moral support, cleanliness and cheerfulness competitions, environment week, incorporating circular economy in the syllabus, and cross-curricular elements. The identified strategies are expected to assist stakeholders in overseeing the implementation of environmental awareness programs in schools, colleges, and TVET institutions, with the goal of improving student attitudes and transforming TVET education towards greater circular economy awareness.

Professional Doctorate in Primary Care (DPAPS): a legacy for the Rio de Janeiro SUS.

Since 2009, the Municipal Health Secretariat of Rio de Janeiro (SMS-RJ) has encouraged the creation of a Master's degree in primary health care at the National Health School/Fiocruz (ENSP/Fiocruz). In the following decade, this proposal became one of the main lines of the institution's professional stricto sensu postgraduate program, which culminated in CAPES approving the first professional doctorate class in the history of Fiocruz-RJ offered in 2024. The class comprises primary health care (PHC) students from Rio's SUS and Fiocruz employees in science, technology and innovation. Regarding the profile of the PHC students, the highlights were women (61.5%), a degree in medicine (53.8%), a mean of 15 years since graduating, 10 years working in PHC, graduates of a medical or multiprofessional residency course (69.2%) and a Master's degree in primary care from ENSP/Fiocruz or UFRJ (84.6%). The SMS-RJ thus leaves a legacy for Brazilian Public Health as a leader in the promotion of Fiocruz-RJ stricto sensu professional training programs, innovating in the end-of-course work, reviving the presence of doctors in the classes and bringing the contributions of the Portuguese SNS, a source of inspiration for the PHC reform undertaken in Rio de Janeiro, to the Rio de Janeiro SUS debate.

Surviving to thriving: Virtual nutrition education in patients with breast cancer

IntroductionImproved outcomes in the treatment of breast cancer has increased the importance of formal survivorship. National guidelines and accreditation standards require institutional survivorship programs; however, implementation presents operational challenges. While existing literature affirms the need for clinician involvement in survivorship, applicability to virtual formats is unknown. Here we report our 3-year experience with design and implementation of virtual nutrition workshops in breast cancer survivorship. Materials and methodsFree virtual workshops were developed by an interdisciplinary team and offered to eligible participants on a quarterly basis. Workshop content focused on diet, nutrition, and exercise in cancer prevention, development, and recurrence. A question-and-answer session addressed misconceptions about nutrition and cancer. Participants were invited to participate in an evaluation survey after each workshop. Post-workshop assessment of course effectiveness was performed with a four-point Likert scale and qualitative comments. Results116 women participated in the workshops. Quarterly attendance consistently grew and averaged sixteen participants per session. Post workshop surveys demonstrated significant improvements in participants’ knowledge, and likelihood of behavioral modification. 93 % of participants had the highest rating for likelihood of making a change to their diet, and 83 % for likelihood of making changes to physical activity. Qualitative feedback supported both the effectiveness of the education as well as the virtual group setting. ConclusionsVirtual group workshops are effective for survivorship education. They present a feasible way to improve access to oncologic-trained dieticians for low-acuity concerns. The realistic design affords itself to easy reproducibility in other institutions seeking to implement disease-specific survivorship programs.