Interactive Workshop Research Articles

Fostering community discussions and building a toolkit for mental health and wellness in STEM.

Mental health interventions can help mitigate the unique challenges that individuals in Science, Technology, Engineering, and Mathematics (STEM) face as they navigate these disciplines. We developed the "Mental Health and Wellness: Our Community and our Identity in STEM" workshop, which emphasizes leveraging our STEM community and promoting self-compassion, to foster a conversation among members of the STEM community on how to support mental health and wellness. This interactive workshop begins with a short lecture to define mental health and wellness and introduce evidence-based methods to increase self-compassion. Participants, who are often from diverse backgrounds and various career stages, then explore case studies that highlight experiences related to mental health across STEM career stages. Pre- and post-assessments of workshop participants suggest that participants had positive shifts in their ability to show compassion toward themselves as well as an increased comfort in discussing mental health within their STEM community. This workshop not only provided participants with practical tools and insights but also cultivated a supportive environment, underscoring the importance of mental health awareness and collective well-being within STEM fields. In this paper, we share tips on how this workshop was executed and lessons we have learned from our years of sharing similar workshops in the broader STEM community. We hope this paper serves as a valuable guide for potential facilitators to initiate conversations about mental health and wellness in their respective STEM spaces.

Developing an Educational Resource Aimed at Improving Adolescent Digital Health Literacy: Using Co-Design as Research Methodology.

Adolescence is a key developmental period that affects lifelong health and is impacted by adolescents regularly engaging with digital health information. Adolescents need digital health literacy (DHL) to effectively evaluate the quality and credibility of such information, and to navigate an increasingly complex digital health environment. Few educational resources exist to improve DHL, and few have involved adolescents during design. The co-design approach may hold utility through developing interventions with participants as design partners. This project aimed to explore the co-design approach in developing an educational resource to improve adolescents' DHL. Adolescents (12-17 years old) attended 4 interactive co-design workshops (June 2021-April 2022). Participant perspectives were gathered on DHL and the design of educational resources to improve it. Data generated were analyzed through content analysis to inform educational resource development. In total, 27 participants from diverse backgrounds attended the workshops. Insight was gained into participants' relationship with digital health information, including acceptance of its benefits and relevance, coupled with awareness of misinformation issues, revealing areas of DHL need. Participants provided suggestions for educational resource development that incorporated the most useful aspects of digital formats to develop skills across these domains. The following 4 themes were derived from participant perspectives: ease of access to digital health information, personal and social factors that impacted use, impacts of the plethora of digital information, and anonymity offered by digital sources. Initial participant evaluation of the developed educational resource was largely positive, including useful suggestions for improvement. Co-design elicited and translated authentic adolescent perspectives and design ideas into a functional educational resource. Insight into adolescents' DHL needs generated targeted educational resource content, with engaging formats, designs, and storylines. Co-design holds promise as an important and empowering tool for developing interventions to improve adolescents' DHL.

Humorous methodologies for African geographies: refusing deficit- and damage-centered research

ABSTRACT An experimental workshop brought together 20 stand-up comedians, environmental advocates, artists, researchers, and professors in Yaoundé, Cameroon on 27 and 28 March 2023. Building upon historical traditions of les griots and the popularity of contemporary comedic oration in Cameroon, our collaborative and interactive workshop centered efforts to move beyond dominant and colonial formulas to think creatively about the potentials, limitations, and logistics of humor as a methodological orientation. In this coauthored reflection, we build on the emergent insights generated during our workshop and propose future directions for social scientists and geographers keen to mobilize humor in their intellectual projects. We consider (a) the relations between humor and socio-political and socio-ecological dynamics (including in political contexts of authoritarianism); (b) the need to ground an academic methodology of humor in nuanced and place-based knowledges; and (c) the possibilities and dangers of humor in a wider intellectual praxis seeking to decenter and deprivilege power in research relations and to motivate certain forms of self-critique during research. More broadly, we argue that humor might contribute in the larger ongoing project of moving African geographical scholarship toward practices of creativity, experimentation, and joy beyond ‘damage-centered, deficit-centered, and extractive academic approaches.

Black Water Women Collective: A Theatre of Care Syllabus (Redux)

This care syllabus was first presented at the 2023 conference for the Association for Theatre in Higher Education (ATHE), Building from the Rubble: Centering Care, in Austin, Texas, as part of an interactive workshop titled, “Black Water Women Collective: A Theatre of Care.” The session, chaired by Dr. Mysia Anderson (UC San Diego), sought to consider the ways theatre has and can operate as a space for reflection, healing, and collective reconsideration for Black women. Across the African Diaspora, the element of water has been a conduit for such intentions, and our session conjured its cross-generational embodied epistemologies as they appeared in works and ways of Black theatre. The goals of the session were to create a space that embodied care through Black feminist rituals, performances, and studying and creating care together; to support academics, artists, and activists who believe that theatre, theory, art, and spirit can reside in one place; and to share works of care and pedagogies of care.

What Do Community Doulas Think About the Future of the Doula Workforce?

Expanding access to doula care is a key strategy for improving the perinatal experiences and health outcomes of birthing people of color in the U.S. This study investigates the future of maternal healthcare in the U.S. from the perspective of doulas and highlights emerging technology and other opportunities related to strengthening the doula workforce. The study recruited community doulas from 12 unique U.S. states, ensuring at least half of the doulas predominantly served communities of color. Doulas (N = 26) participated in semi-structured, futures-oriented interviews that explored their experiences providing care during the COVID-19 pandemic and utilization of technology. A subset of doulas (n = 8) were engaged in interactive workshops where they envisioned alternative futures for doula care and childbirth. Interviews and workshops were analyzed using the Framework Method. The COVID-19 pandemic heightened technology use among doulas and increased client accessibility. Social media serves as a unique space for critical community building and client outreach. Doulas reported opportunities to strengthen and mobilize the future workforce: recognizing doula care as a reimbursable service by health insurers, utilizing doula collectives for community practice to decrease burnout, increasing emotional support for doulas, and instilling a chain of learning through mentorship. Futures thinking served as a valuable approach for doulas to illuminate the implications of present-day challenges and empowered doulas to design roadmaps toward better futures for doulas and maternal health. Doulas should be engaged as partners to hold a meaningful decision-making role when discussing policies, employment structures, emerging technology, and other aspects of doulas' positioning within the healthcare system.

Pelatihan Digital Marketing Sebagai Upaya Peningkatan Pengetahuan Dan Keterampilan Guru Di SMP PGRI 3 Baturaja

In the current era of digitalisation, digital marketing skills are crucial across various fields, especially in education. Teachers need to have knowledge and skills in digital marketing to support the promotion and branding of schools. SMP PGRI 3 Baturaja, a private school, faces competition in attracting new students by leveraging digital technology to showcase the school's activities and achievements. The purpose of this training is to enhance the knowledge of SMP PGRI 3 Baturaja teachers about the concepts and strategies of digital marketing and to develop practical skills in using various digital marketing tools and platforms. With this knowledge, it is expected that teachers can effectively improve the promotion and reputation of the school. The training is conducted through interactive and practical workshop sessions, including theoretical presentations, discussions, and hands-on practice. Participants will be provided with material on the basics of digital marketing, content strategies, and the use of social media. Additionally, there will be mentoring sessions for hands-on practice. After attending this training, based on the results of the questionnaires distributed to the participants, 86.7% of participants gained new knowledge about digital marketing, 85.7% acquired skills in copywriting with AI, and 80% gained skills in creating digital marketing content. The training participants were able to implement activities during digital marketing practice. SMP PGRI 3 Baturaja teachers are now more skilled in using various digital platforms to promote school activities and promotions on social media after the training.

Evaluation of an interactive education workshop on hospital pharmacists’ ethical reasoning: an observational study

BackgroundPharmacists are often faced with scenarios in practice that require application of ethical reasoning and decision-making skills. There is limited research on the ethical decision-making processes of hospital pharmacists. Pharmacists who are compassionate and put the interests of their patients first are thought to positively impact on patient care, but there are often complex health-care system pressures in the hospital setting that cause pharmacists to behave in ways that may conflict with professional values and behaviours. This multisite study aimed to evaluate an interactive education workshop on hospital pharmacists’ ethical reasoning skills and explore the need for ongoing training and support.MethodsThis mixed-methods study was carried out across two health services including three hospitals. It incorporated a pre-workshop survey, a feedback survey immediately post-workshop and a third survey four weeks after the workshop. Semi-structured interviews were conducted with hospital pharmacists at least four weeks after the ethics workshop.ResultsIn total, 32 participants completed the pre-workshop survey, nominating peers/colleagues as the most common source of support they would consult to inform ethical decision-making (17/118 sources of support). Almost all (n = 31/33; 94%) strongly agreed/agreed that the education session provided them with ethical reasoning skills and a process/framework which they could use when faced with an ethical issue. Pre- and post-survey responses showed increased self-confidence in identifying the regulatory frameworks applicable to pharmacy privacy requirements (p = 0.011) and ethical issues applicable to pharmacy privacy requirements (p = 0.002), as well as applying ethical reasoning to scenarios that involve pharmacy privacy dilemmas/issues (p = 0.004). Participants’ self confidence in knowing where to find support when faced with clinical and non-clinical ethics questions was improved (p = 0.002 and p = 0.003 respectively). Participants supported the introduction of quarterly ethics cafes after the workshop, compared to before the workshop (p = 0.001).ConclusionHospital pharmacists rely on discussions with colleagues to brainstorm how to address ethical issues. This study showed that a targeted interactive education workshop facilitated familiarity with ethics resources and decision-making processes. It also demonstrated that this approach could be used to enhance hospital pharmacists’ readiness, confidence, and capabilities to recognise and respond to challenging ethical issues.

Navigating the Future of Organisational Health Services Research in Germany and beyond: a Position Paper.

Recent analyses have shown that in health services research in Germany, healthcare organisations are often considered primarily as a study setting, without fully taking their complex organisational nature into account, neither theoretically nor methodologically. Therefore, an initiative was launched to analyse the state of Organisational Health Services Research (OHSR) in Germany and to develop a strategic framework and road map to guide future efforts in the field. This paper summarizes positions that have been jointly developed by consulting experts from the interdisciplinary and international scientific community. In July 2023, a scoping workshop over the course of three days was held with 32 (inter)national experts from different research fields centred around OHSR topics using interactive workshop methods. Participants discussed their perspectives on OHSR, analysed current challenges in OHSR in Germany and developed key positions for the field's development. The seven agreed-upon key positions addressed conceptual and strategic aspects. There was consensus that the field required the development of a research agenda that can guide future efforts. On a conceptual level, the need to address challenges in terms of interdisciplinarity, terminology, organisation(s) as research subjects, international comparative research and utilisation of organisational theory was recognized. On a strategic level, requirements with regard to teaching, promotion of interdisciplinary and international collaboration, suitable funding opportunities and participatory research were identified. This position paper seeks to serve as a framework to support further development of OHSR in Germany and as a guide for researchers and funding organisations on how to move OHSR forward. Some of the challenges discussed for German OHSR are equally present in other countries. Thus, this position paper can be used to initiate fruitful discussions in other countries.

Development of a Train-the-Trainer Quality Improvement Curriculum.

Quality improvement (QI) curricula are required for clinical disciplines at all training levels. Despite this, faculty educators often feel inadequately prepared to perform QI functions and thus lack the skills necessary to teach QI to learners. We aimed to improve faculty QI skills so they could oversee didactic curricula and experiential QI projects. We developed a train-the-trainer curriculum for faculty within medicine, nursing, and allied health that was delivered as a 2-hour interactive workshop. Core concepts included QI methodologies, measurement, implementation, and scholarship. Prior to the workshop, attendees completed a baseline knowledge test and a self-assessment of their confidence in teaching QI. Both assessments were repeated 1 month and 6 months postworkshop. Participants also completed a course evaluation. We report on our experience after two workshops with 23 participants total. Baseline median knowledge test percentage correct was 36%. This increased to 77% at 1 month and remained at 57% at 6 months. Self-assessment ratings of QI teaching skills increased consistently from baseline to 1 month to 6 months, with all respondents reporting feeling some confidence or very confident by the end of the study period. The course overall was rated very good or excellent by 91% of attendees. A focused QI train-the-trainer curriculum can sustainably improve faculty knowledge and self-ratings of QI teaching skills. Participants rated the interactive 2-hour workshop highly. Its materials can be easily adapted across disciplines and clinical departments to increase the number of faculty competent to facilitate didactic and experiential QI training.

Training on Videoscribe-Based HOTS Learning Media Development to Improve the Skills of Teachers

The community service program in the form of training in creating HOTS-based Videoscribe learning media for Al-Azhar Islam Plus Elementary School teachers was initiated to overcome the challenges of suboptimal integration of information technology in the learning process. The distribution of teacher skills regarding technology, which is currently still low, means that many teachers in various schools still need the insight or skills to optimise the use of technology to maximise the classroom learning system. This training program aims to increase Al-Azhar Islam Plus Elementary School teachers' understanding of HOTS material for elementary school students and build teachers' skills in operating Videoscribe Sparkol software to create learning media. This training program was carried out in a structured manner using the ABCD method. During its implementation, several stages of training were carried out, namely, holding interactive workshops related to HOTS material and Videoscribe Sparkol software, group discussions, and direct practice sessions. Videoscribe, an effective learning visualisation tool, is the main focus of the training. This technology is an important means to facilitate students' HOTS development, stimulating critical, analytical and creative thinking. This training program has succeeded in increasing the understanding of Al-Azhar Islam Plus Elementary School teachers regarding HOTS material, as evidenced by the percentage of 83% of teachers who participated in the training getting a score above 80 on the post-test. The teachers at Al-Azhar Islam Plus Elementary School have also succeeded in working together and creating two learning videos using Videoscribe Sparkol software at the end of the training program. The success of this training not only confirms the need for digital literacy for teachers and highlights Videoscribe's significant potential in creating deeper and more memorable learning experiences for students, in line with the evolving needs of contemporary education. This dedication is evidence of constant efforts to perfect the teaching and learning process in the digital era, placing quality and innovation at its core.

Improving MSME Accounting Financial Recording Skills Based on Android Applications

Purpose: This community service project aimed to enhance the financial recording skills of Micro, Small, and Medium Enterprises (MSMEs) in Desa Kapita through hands-on training with Android-based accounting applications. Research Design and Methodology: The project employed a mixed-methods approach, including pre-and post-training evaluations via questionnaires, interviews, and practical exercises. Involving 25 SME owners in Desa Kapita, Kecamatan Bangkala, and Kabupaten Jeneponto, the training focused on the Wave application for transaction recording, expense management, and financial report generation. The program featured interactive workshops, simulated business scenarios, and follow-up mentoring. Findings and Discussion: Post-training evaluations revealed significant improvements in financial recording skills. 80% of participants developed a solid understanding of basic accounting concepts, and 85% effectively utilized the Wave application for managing finances. The training enhanced the accuracy and efficiency of transaction recording and financial report generation, leading to improved financial oversight and business decision-making. Implications: The findings indicate that targeted training can effectively close the digital literacy gap among SME owners, promoting the use of modern financial tools. Future efforts should incorporate regular mentoring and the creation of local support networks to maintain and broaden the benefits of digital financial management solutions for MSMEs.

InCHARGE: Co-creating, implementing and evaluating interventions to utilize nurses' competence and achieve person-centred fundamental care-A research protocol describing an action research approach.

This research protocol presents an action research project with the aim to demonstrate the value of person-centred fundamental care to nurses and nurse managers in surgical care units to encourage a far-reaching change in this direction. The objectives are to describe this process and to evaluate the effects on missed nursing care and person-centred fundamental care. In a novel collaboration between nursing science and medical humanities the action research design will be used to interact with nursing staff and leaders in three surgical care units and design interventions with the purpose to affect the direction of nursing. Initially, the care units will be presented with interactive workshops including evidence-based education on person-centered fundamental care, person-centredness, nurse role responsibility and leadership. This will be followed by cocreation of interventions to stimulate person-centered fundamental care. The Fundamentals of Care framework will be used as the overarching theoretical framework. Data on missed nursing care, person-centred climate and person-centered fundamental care will be collected repeatedly from patient- and nursing stakeholders through interviews and validated questionnaires. Additionally, data from written reflections following clinical observations and focus group interviews will be included. The duration of the study will be approximately five years from ethical approval. It has been previously reported that the current working environments of registered nurses are forcing them to ration their caring responsibilities, leading to a lack of fulfillment of patients' fundamental care needs, with possible severe consequences for patients. The action research design helps researchers gain an understanding of the contextual factors important for forthcoming interventions, enabling reflective processes and cocreation of interventions with stakeholders. This may lead to feasible interventions and strengthen nursing leadership in the involved units.

Classroom Management Strategies and Their Influence on Student Social Behavior

This study investigated the impact of various classroom management strategies on student social behavior, employing thematic analysis to analyze qualitative data from teacher interviews and observations. The research aimed to identify which management techniques were most effective in promoting positive social interactions and reducing disruptive behavior. Key findings revealed that strategies such as setting clear expectations, using positive reinforcement, and integrating Social-Emotional Learning (SEL) were instrumental in enhancing students' social skills and fostering a supportive classroom environment. Additionally, the study highlighted the importance of ongoing professional development for teachers, with interactive workshops, coaching, and peer collaboration proving to be valuable in improving classroom management practices. The insights gained from this study offer practical recommendations for educators to create more effective and harmonious learning environments, ultimately contributing to better student behavior and academic outcomes.

(071) IMPROVING TRAINEE COMFORT IN ASSESSMENT AND MANAGEMENT OF FEMALE SEXUAL HEALTH AND MENOPAUSE THROUGH AN INTERACTIVE WORKSHOP

Abstract Introduction Concerns related to female sexual health and menopause are common in clinical practice, but these topics are often inadequately covered during training. Many medical schools and residency programs lack a formal curriculum, and trainees in internal medicine, family medicine, and obstetrics and gynecology often graduate feeling uncertain in their management of these conditions. Objective Improve resident comfort with assessment and management of female sexual health and menopause through an interactive workshop. Methods We created a 90-minute, interactive workshop focused on female sexual health and menopause. Residents in internal medicine at a large academic medical center were invited to participate. A multidisciplinary group including physicians, advanced practice providers, registered nurses and a certified sex therapist were recruited to lead the workshop. Results Participants rotate through three 30-minute sessions targeted to learning objectives. One session focuses on conducting a symptom-based pelvic exam. A 3-dimensional model is used to review the anatomy of the female pelvic floor and demonstrate physical exam techniques to evaluate vaginal and vulvar symptoms, pelvic pain, and dyspareunia. Diagnostic skills include vulvar inspection to assess for skin and mucosal changes, cotton swab test of the vestibule, and assessment of pelvic floor musculature. A second session focuses on the genitourinary syndrome of menopause (GSM). The pathophysiology, presentation and treatment of GSM is introduced. Next, registered nurses with expertise in female sexual health and menopause lead an interactive demonstration of vaginal moisturizers and lubricants. Advice for counseling patients on the proper use and application of vaginal estrogens is also reviewed. The final session focuses on sexual health counseling, including sexual history-taking skills. Participants are taught about the domains of sexual function, female sexual response cycle, types of desire, patient resources, and sexual aids. Feedback following the initial iteration of this workshop was very positive. All participants felt that the experience was an effective use of time, would recommend it to others, and were confident in their ability to apply skills to their clinical practice. Conclusions This interactive workshop led by a multidisciplinary group of providers aims to improve trainee comfort in evaluation and management of female sexual health and menopause. Given the commonplace nature of these topics in primary care and paucity of existing curricula, consideration could be given to the inclusion of a similar educational experience into internal medicine, family medicine and/or obstetrics and gynecology residency programs. Disclosure No.

Optimalisasi Peran Mahasiswa Dalam Penguatan 4 Keterampilan Bahasa Melalui Materi Adverb Of Frequency Bagi Siswa MTS Hidayatul Insan Palangka Raya

The collaborative community service activity between the lecturers and students at MTs Hidayatul Insan aims to enhance the learning experience and academic support for students under the title "Optimizing Student Role in Strengthening 4 Language Skills Through Adverb of Frequency Material for Students of Mts Hidayatul Insan Palangka Raya." This initiative focuses on improving language skills, particularly in the use of adverbs of frequency for the students. Through interactive workshops, classroom sessions, and practical exercises, the lecturers and students work together to develop engaging and effective teaching materials tailored to the needs of the students. The collaborative effort fosters a conducive learning environment and promotes active engagement

Penguatan Komunikasi Efektif : Pengabdian Masyarakat dalam Pengembangan Keterampilan Public Speaking Guru dan Instruktur di Pondok Pesantren

Effective communication is a crucial skill for educators, particularly in religious institutions like Pondok Pesantren. This community service project aimed to enhance the public speaking abilities of teachers and instructors at a Pondok Pesantren. Through interactive workshops and practical exercises, participants were trained in various aspects of public speaking, including voice modulation, body language, content organization, and audience engagement. The project emphasized the importance of clear and confident communication in imparting knowledge and religious teachings. Pre- and post-training evaluations showed significant improvements in the participants' public speaking skills, confidence levels, and teaching effectiveness. The project's success highlights the value of community service initiatives in promoting professional development and fostering a conducive learning environment within religious educational institutions

Sosialisasi Media Intraktif Menggunakan Canva Berbasis Artificial Intelligence (AI) di SMA Negeri 6 Maluku Tengah

This article discusses the socialization n of interactive media utilizing Canva, enhanced with Artificial Intelligence (AI), at SMA Negeri 6 Central Maluku. The initiative aims to modernize the educational tools available to teachers and students, promoting a more engaging and effective learning environment. Canva's AI-driven features facilitate the creation of dynamic and visually appealing educational content, making complex concepts easier to understand. The socialization process involved training sessions for teachers and interactive workshops for students, highlighting the practical applications of AI in education. The feedback from participants indicated a significant improvement in both teaching methodologies and student engagement. This project demonstrates the potential of AI-based tools in transforming traditional educational practices, paving the way for future innovations in the field of education.

Integrating Cultural Humility into Medical Education Using a Structured and Interactive Workshop.

Cultural humility is a lifelong commitment to self-evaluation, redressing power imbalances in patient-physician relationships and developing mutually trusting beneficial partnerships. The objective of this study was to determine the feasibility and efficacy of cultural humility training. From July 2020-March 2021, 90-minute educational workshops attended by 133 medical students, resident physicians and medical education faculty included 1) pre- and post- intervention surveys; 2) interactive presentation on equity and cultural humility principles; 3) participants explored sociocultural identities and power; and 4) reflective group discussions. There were significant increases from pre to post intervention assessments for perception scores (3.89 [SEM= 0.04] versus 4.22 [0.08], p<0.001) and knowledge scores (0.52 [0.02] versus 0.67 [0.02], p<0.001). Commonest identities participants recognized as changing over time were personality = 40%, appearance = 36%, and age =35%. Commonest identities experienced as oppressed/subjugated were race/ethnicity = 54%, gender = 40% and religion = 28%; whilst commonest identities experienced as privileged were gender= 49%, race/ethnicity = 42% and appearance= 25%. Male participants assigned mean power score of 73% to gender identity compared to mean power score of -8% by female participants (P<0.001). Non-Hispanic Whites had mean power score for race identity of 62% compared to 13% for non-white participants (p<0.001). English as a second language was only acknowledged as an oppressed/subjugated identity by those born outside the United States (p<0.001). An interactive educational workshop can increase participants' knowledge and perceptions regarding cultural humility. Participants can self-reflect to recognize sociocultural identities that are oppressed/subjugated or privileged.

The Power of Faculty Development: The Impact on Teaching a Procedural Skill Framework.

Teaching outpatient procedures is a skill often overlooked in faculty development. This oversight may lead to faculty employing a haphazard approach. Competency in procedural skills is inherent, and acquiring proficiency in procedural skills is necessary across all medical specialties, with some centers moving towarda blended simulation-based approach rather than the traditional Halstedian "see one, do one, teach one" mantra. While both formats have their pros and cons, they share the unifying concept of performance-based assessments and a standardized method for teaching procedures, which has typically been lacking a formal framework. This study aimed to implement and evaluate the impact of teaching an educational technique in a multidisciplinary faculty education workshop about the Sawyer framework for psychomotor skill acquisition. An interactive 90-minute workshop through the Uniformed Services University Faculty Development Program was developed and presented from February 2021 to October 2023 at multiple military treatment facilities. Participants enrolled in the workshop either by online registration or by walking in on the day of the workshop. A postworkshop survey was collected voluntarily. Through the survey, participants self-evaluated their current teaching strategy and made changes to their future strategy based on the framework they learned during the workshop. This was a mixed methods approachwith quantitative survey data that were analyzed using Microsoft Excel (Microsoft Corporation, Redmond, WA) and qualitative data through thematic analysis using a constructivist inductive approach. There were 52 sessions with a total of 570 participants across 22 unique specialties. The response rate was 50%. Before the workshop, 22% of responding participants had no teaching strategy, and 49% had a partial but not explicit strategy for teaching. After the workshop, 89% of respondents answered that they would either implement a new or modify an existing strategy. Ninety-three percent of respondents reported that the Sawyer method was applicable to their future teaching. The overall themes from participants were that this procedural framework allowed for personal improvement in clear communication, individualized learner-centered teaching, and improved intentionality of teaching procedures. Almost two-thirds of the faculty did not have a formal teaching method before this course, which is consistent with current data. Implementing a standardized framework for teaching procedures through faculty development workshops for multidisciplinary medical faculty educators can improve the educational quality of procedural skills.

AI frontiers in oncology: Bridging the gap between humanity and machine.

e13657 Background: Artificial intelligence (AI) is rapidly transforming medical education and how healthcare services are delivered. Oncology healthcare professionals (HCPs) can significantly benefit from the advances of AI including optimized diagnostic capabilities, treatment plans, resource allocation, patient outcomes and much more. The synergy between technology and healthcare is strengthening, heralding opportunities for a revolution in medical education and the broader healthcare industry. We developed an introductory AI workshop and conducted pre- and post-surveys, aiming to inform the design of successive workshops and an AI curriculum, to access knowledge, attitudes and perceived challenges for AI integration into Medical Oncology. Methods: An interactive one-hour workshop was conducted for physicians and faculty of the Hematology and Oncology department. 18 participants, encompassing 6 physicians and 12 other HCPs completed a pre- and post-workshop survey. We evaluated participants' knowledge, opinions, and perceived limitations regarding AI in oncology research, practitioner education, and clinical applications using both open and closed-ended questions, such as multiple-choice and 1-5 Likert scale formats. Results: Survey results included 18 pre-workshop and 17 post-workshop participants, 83% had no formal computer science training: AI knowledge in medicine and awareness of clinical AI applications increased by 100%. Interestingly 24% felt the workshop influenced their view on AI's role in their medical career and better prepared for AI-related challenges. 58% believed AI would assist clinicians within 5 years. However, the belief that AI will play a significant role in their own career did not change after the intervention. Data privacy concerns increased by 25%, while concerns about physician over-reliance on AI decreased by 15%. Notably, 76% were motivated to engage with AI during their future practice after the workshop. Conclusions: The AI initiative significantly enhanced oncology healthcare professionals' understanding and readiness for AI integration, despite most lacking prior formal AI education. A marked increase in AI knowledge and motivation to use AI in practice was noted, although perceptions of AI's impact in their day-to-day work remained unchanged with one workshop, contrasting expert views and predictions. Data privacy concerns rose, but decreased fears of over-reliance on AI indicate a more balanced perspective. These findings stress the need for ongoing AI education in healthcare and underscore the importance of baseline evaluations and feedback for shaping future workshops. Since, AI's integration into society is poised to transform healthcare, an AI curriculum is essential.