Introductory Workshop Research Articles

Inservice needs of selected Arkansas agriculture teachers related to precision agriculture

The purpose of this study was to determine selected Arkansas school-based agricultural education (SBAE) teachers’ perceptions of the importance, ability to teach, inservice needs, and barriers relative to incorporating precision agriculture (PA) into their programs. A non-probability sample (n = 44) of teachers participating in an introductory PA workshop completed the survey. Teachers rated each of the PA competencies as being above average or high importance but rated their ability to teach each competency as being none or below average. When competencies were grouped into seven PA topics, teachers had inservice needs for each topic with mean weighted discrepancy scores (MWDSs) ranging from 8.16 (guidance and autosteering systems) to 11.81 (geographic information systems). Years teaching experience, row-crop experience, and experience with PA had negligible to substantial negative correlations with inservice needs in each PA topic. A majority of teachers rated the lack of equipment (86.3%), curriculum materials (84.1%), personal knowledge (81.9%), and inservice opportunities (63.7%) as being either moderate or serious barriers to incorporating PA into their programs. These results indicated a perceived need for inservice education in PA, provided insight into priority topics, and identified potential barriers to incorporating PA into the curriculum.

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.

Coaching Approach as a Sustainable Means of Improving the Skills of Management Students

The impetus for the development of coaching as a professional managerial activity is based on the needs and requirements of a modern sustainable society. This paper aims to explore the awareness of academic students about the coaching approach and to formulate recommendations for its application in the academic environment so that students are prepared for the requirements of practice. This article focuses on the views of experts in the field of the coaching approach as a means of improving communication in the academic environment, characterizes communication skills and the coaching approach, and describes coaching models and their benefits and barriers. This research aims to survey the awareness of the coaching approach among college and university students in Slovakia and the possibilities of its application in the academic environment. The primary research was carried out by the inquiry method with 689 students. An evaluation of the questionnaire and a statistical evaluation of the established hypotheses and assumptions concerning the coaching approach were conducted. According to the survey, 468 students, representing 68% of respondents, had knowledge about coaching. Furthermore, 68% of students had or have doubts about achieving their goals during their studies. According to the results of the survey, only 24% of students had experience with coaching. Cooperation with a coach was regarded as beneficial for 76% of the students who had already experienced coaching lectures who took part in the survey. The proposition of the students was the implementation of the subject “Foundations of coaching”, which could be offered to be taught to all students at the University of Zilina, Slovakia. The students of managerial fields would benefit by enhancing their leadership skills and providing support to their working teams, completing their final thesis, searching for professional job opportunities, and also coping with everyday life and stressful situations. Finally, we suggest the organization of introductory full-day workshops in specific areas of coaching for students of management, who are future managers. This will help to raise the awareness of the coaching approach at the University of Zilina in cooperation with the Counseling and Career Center and its activities.

TinyML4D: Scaling Embedded Machine Learning Education in the Developing World

Embedded machine learning (ML) on low-power devices, also known as "TinyML," enables intelligent applications on accessible hardware and fosters collaboration across disciplines to solve real-world problems. Its interdisciplinary and practical nature makes embedded ML education appealing, but barriers remain that limit its accessibility, especially in developing countries. Challenges include limited open-source software, courseware, models, and datasets that can be used with globally accessible heterogeneous hardware. Our vision is that with concerted effort and partnerships between industry and academia, we can overcome such challenges and enable embedded ML education to empower developers and researchers worldwide to build locally relevant AI solutions on low-cost hardware, increasing diversity and sustainability in the field. Towards this aim, we document efforts made by the TinyML4D community to scale embedded ML education globally through open-source curricula and introductory workshops co-created by international educators. We conclude with calls to action to further develop modular and inclusive resources and transform embedded ML into a truly global gateway to embedded AI skills development.

How to measure the human value awareness of design students?

We designed Value Awareness Measurement (VAM) to know how much design students know about human values and how they estimate their awareness of this concept. VAM is a questionnaire with four scales: Scale-1: participants’ self-report about being aware of human values, Scale-2: participants’ general knowledge about human values, Scale-3: participants’ value awareness, and Scale-4: participants’ opinions about the importance of human value awareness in everyday life. To test VAM, we used this questionnaire before and after an introductory workshop about human values with HuValue tool. The results showed a significant effect of the workshop on three out of four scales, which means our questionnaire can measure human value awareness.

People with newly diagnosed multiple sclerosis benefit from a complex preventative intervention-a single group prospective study with follow up.

Newly diagnosed people with multiple sclerosis frequently report fatigue, pain, depression and anxiety. Preventative programmes may be beneficial, but there is limited evidence of their effectiveness, especially long-term follow-up. The programme consisted of 6-month face to face intervention (an introductory workshop, psychology-led group sessions and individual physical therapy) followed by 6-month self-guided therapy. Outcome measures were taken at baseline, 6 and 12 months. Primary outcomes measures were self-report questionnaires for fatigue, satisfaction with life and disease acceptance. Secondary outcomes were spirometry, spiroergometric parameters and neuroactive steroid levels. From 22 participants enrolled, 17 completed the first 6 months and 13 the follow-up. Fatigue measured on the Fatigue scale for motor and cognitive functions decreased significantly at 6 months (p = 0.035) and at follow-up (p = 0.007). The Modified Fatigue Impact Scale (p = 0.035) and Satisfaction With Life Scale (p = 0.007) significantly increased at follow-up. Spirometry, spiroergometric parameters, steroid hormones and neuroactive steroids levels did not change significantly. This programme reduces fatigue and improves satisfaction with life in this patient group with improvements sustained at 12 months. People who participated more frequently showed greater benefit. The paper describes the effects of a complex preventative intervention for people with newly diagnosed Multiple Sclerosis. The study found that this programme reduces fatigue and improves satisfaction with life with long-term benefit (at 12-month follow up). The individuals who participated less frequently experienced fewer benefits.

Improving knowledge of quality and safety among general and acute care medicine advanced trainees through a brief quality improvement workshop

Introduction: Quality and safety is a core competency, yet there are limited formalised quality improvement (QI) courses for physician trainees offered in Australia. Methods: An introductory QI workshop was conducted for trainees at the Internal Medicine Society of Australia and New Zealand (IMSANZ) Conference 2022. The workshop covered principles of improvement science, QI tools and plan-do-study-act (PDSA) cycles. The contents were delivered through a small-group experiential learning format. Pre- and post-workshop surveys were administered to evaluate the participants’ perceptions and improvement in QI knowledge domains. Results: Thirty-five trainees attended the workshop. Of all respondents, none had received formal QI training previously. Statistically significant improvements in nearly all QI knowledge domains were noted in the post-workshop evaluation along with improvement in participants’ motivation to further learn QI processes relevant to their vocation. Conclusion: An introductory workshop can significantly improve knowledge and motivation to further learn QI amongst physician trainees.

Supporting Error Management and Safety Climate in Ambulatory Care Practices: The CIRSforte Study.

To improve patient safety, it is important that healthcare facilities learn from critical incidents. Tools such as reporting and learning systems and team meetings structure error management and promote learning from incidents. To enhance error management in ambulatory care practices, it is important to promote a climate of safety and ensure personnel share views on safety policies and procedures. In contrast to the hospital sector, little research has been dedicated to developing feasible approaches to supporting error management and safety climate in ambulatory care. In this study, we developed, implemented, and evaluated a multicomponent intervention to address how error management and safety climate can be improved in ambulatory care practices. In a prospective 1-group pretest-posttest implementation study, we sought to encourage teams in German ambulatory practices to use proven methods such as guidelines, workshops, e-learning, (online) meetings, and e-mail newsletters. A pretest-posttest questionnaire was used to evaluate level and strength of safety climate and psychological behavioral determinants for systematic error management. Using 3 short surveys, we also assessed the state of error management in the participating practices. In semistructured interviews, we asked participants for their views on our intervention measures. Overall, 184 ambulatory care practices nationwide agreed to participate. Level of safety climate and safety climate strength (rwg) improved significantly. Of psychological behavioral determinants, significant improvements could be seen in "action/coping planning" and "action control." Seventy-six percent of practices implemented a new reporting and learning system or modified their existing system. The exchange of information between practices also increased over time. Interviews showed that the introductory workshop and provided materials such as report forms or instructions for team meetings were regarded as helpful. A significant improvement in safety climate level and strength, as well as participants' knowledge of how to analyze critical incidents, derive preventive measures and develop concrete plans suggest that it is important to train practice teams, to provide practical tips and tools, and to facilitate the exchange of information between practices. Future randomized and controlled intervention trials should confirm the effectiveness of our multicomponent intervention.Trial registration: Retrospectively registered on 18. November 2019 in German Clinical Trials Register No. DRKS00019053.

Evaluating an Instructional Intervention for Research Data Management Training

Objective – At a large research university in Canada, a research data management (RDM) specialist and two liaison librarians partnered to evaluate the effectiveness of an active learning component of their newly developed RDM training program. This empirical study aims to contribute a statistical analysis to evaluate an RDM instructional intervention. Methods – This study relies on a pre- and post-test quasi-experimental intervention during introductory RDM workshops offered 12 times between February 2022 and January 2023. The intervention consists of instruction on best practices related to file-naming conventions. We developed a grading rubric differentiating levels of proficiency in naming a file according to a convention reflecting RDM best practices and international standards. We used manual content analysis to independently code each pre- and post-instruction file name according to the rubric. Results – Comparing the overall average scores for each participant pre- and post-instruction intervention, we find that workshop participants, in general, improved in proficiency. The results of a Wilcoxon signed-rank test demonstrate that the difference between the pre- and post-test observations is statistically significant with a high effect size. In addition, a comparison of changes in pre- and post-test scores for each rubric element showed that participants grasped specific elements more easily (i.e., implementing an international standard for a date format) than others (i.e., applying information related to sequential versioning of files). Conclusion – The results of this study indicate that developing short and targeted interventions in the context of RDM training is worthwhile. In addition, the findings demonstrate how quantitative evaluations of instructional interventions can pinpoint specific topics or activities requiring improvement or further investigation. Overall, RDM learning outcomes grounded in practical competencies may be achieved through applied exercises that demonstrate immediate improvement directly to participants.

Learning design thinking well: organizing (introductory) workshops for optimal participant experience

A better understanding of the implementation of design thinking (DT) as a means to increase the assimilation of its practices is an important concern for R&D and innovation managers because more frequent use of DT practices raises organizational innovative capabilities. Introducing DT practices in workshops is a common, but also challenging approach to learning DT. Participants often have little to no prior encounters with the tools, techniques and principles used to practice DT and often mistrust or misinterpret the DT concept after a bad experience during the first exposure. For that reason, a suboptimal experience in introductory workshops can prevent or reduce the assimilation of DT practices. This study investigates how participant experience during first exposure as a vital precursor to the assimilation of DT practices can be improved via the organization of introductory workshops. We examine flow as the core experience measure in a quantitative‐inductive, quasi‐experimental study of two 3‐day DT workshops and compare periods with step‐by‐step acquisition of DT practices under guidance, periods of flexible, independent application of DT practices and periods of recovery. Our research employs a segmented time series analysis on more than 1100 real‐time observations collected with the experience sampling method (ESM). This study contributes to the scarce empirical research on improving the implementation of DT practices by indicating that a positive initial experience depends on workshop length, the logic of guided periods, the combination of guided and unguided periods, timing and type of recovery, as well as on team formation. Our results lead to five organizing principles, which can be used as testable propositions for future research, as well as in the planning and execution of (introductory) DT workshops.

Subjective walkability perceived by children and adolescents living in urban environments: A study protocol for participatory methods and scale development in the WALKI-MUC project.

Youth's perceptions of a city or neighbourhood's walkability are important for determining the physical activity (PA) friendliness of their environment. Traditional objective measures of walkability fail to incorporate children and youth's (CY) subjective perceptions of places that they perceive as supportive for play and exercise. Internationally, the most promising subjective measure is the Neighborhood Environment Walkability Scale for Youth (NEWS-Y) questionnaire. Yet, the NEWS-Y is not available for German-speaking adolescents. In the WALKI-MUC project, a combination of participatory research methods is used to identify CY's perceptions of PA-friendly places in Munich, Germany. Based on the findings, a German version of the NEWS-Y (NEWS-Y-G) for subjective walkability measurement is developed. CY aged six to 17 years from neighbourhoods with different objectively-measured walkability, take part in photovoice, walking interviews and mapping to gather their perceptions of PA-friendly places. The participatory study begins with an introductory workshop and concludes with a follow-up workshop, where characteristics of PA-friendly places are discussed in focus groups. In between these workshops, participants complete a photo mission with a walking interview, allowing for individual significance of PA-related places to be shared in a one-on-one setting with the researcher. The findings are used to adapt and translate the NEWS-Y for the German context. The newly developed NEWS-Y-G is then used to measure the subjective walkability perceived by a representative sample of adolescents in Munich. The WALKI-MUC project introduces a participatory methodology for researchers and urban planners to assess subjective walkability with CY. The combination of qualitative and quantitative walkability measurements is described in this study protocol. Findings on PA-friendly places contribute to environmental psychology and the development of the NEWS-Y-G adds a German-language instrument for subjective walkability measurement.

The Translational Science Benefits Model, a new training tool for demonstrating implementation science impact: A pilot study.

Demonstrating the impact of implementation science presents a new frontier for the field, and operationalizing downstream impact is challenging. The Translational Science Benefits Model (TSBM) offers a new approach for assessing and demonstrating research impact. Here we describe integration of the TSBM into a mentored training network. Washington University's Clinical and Translational Science Awards TSBM team collaborated with a National Institute of Mental Health-supported training program, the Implementation Research Institute (IRI), a 2-year training institute in mental health implementation science. This partnership included three phases: (1) introductory workshop on research impact, (2) workshop on demonstrating impact, and (3) sessions to guide dissemination, including interactive tools and consultation with the TSBM research team. Fifteen IRI alumni were invited to participate in the pilot; six responded agreeing to participate in the training, develop TSBM case studies, and provide feedback about their experiences. Participants applied the tools and gave feedback on design, usability, and content. We present their case studies and describe how the IRI used the results to incorporate TSBM into future trainings. The case studies identified 40 benefits spanning all four TSBM domains, including 21 community, 11 policy, five economic, and three clinical benefits. Participants reported that TSBM training helped them develop a framework for talking about impact. Selecting benefits was challenging for early-stage projects, suggesting the importance of early training. The case studies showcased the institute's impact and the fellows' work and informed refinement of tools and methods for incorporating TSBM into future IRI training.

Introducing Open Dialogue as part of the WHO QualityRights Project in South Korea: experiences and opinions from an introductory workshop and 1-year pilot practice.

This study explores the subjective experiences of participants in a 5-day Open Dialogue (OD) workshop and a 1-year pilot practice, conducted as part of the WHO QualityRights Project in South Korea. Twenty-four participants, selected through purposive sampling, completed surveys immediately after the workshop and 1 year later. Data were analyzed through both statistical and thematic approaches. A statistically significant decrease in the availability of "Flexibility and Mobility" was observed across all participants (p = 0.044) and a significant reduction in the availability of "Tolerance of Uncertainty" (p = 0.04) was noted among participants who engaged in network meetings over the course of 1 year. Qualitative analysis revealed that participants initially felt ambivalent toward OD due to systemic, cultural, and professional challenges. However, through experiential learning, their ambivalence shifted to hope, fostering solidarity and a more positive outlook for future OD practice. Participants recognized that implementing OD supported human rights, while addressing personal, organizational, and policy challenges. The findings provide important insights for developing OD training and implementation guidelines in South Korea. Recommendations include focusing on experiential learning and selecting mixed-group trainees from catchment area institutions, emphasizing the support of client rights, and considering individual, organizational, and systemic levels for successful implementation. This study represents a new case of OD dissemination through a top-down national research and development project and its integration into the WHO QualityRights service package, suggesting complementary potential between OD and global human rights-based mental health initiatives.

Which project management knowledge areas do SME’s managers value the most? - The case of Lourinhã municipality

SMEs play a significant role in economic activity through employment, innovation, and growth, undertaking projects as an engine to survive. However, project management standards are considered bureaucratical for those environments of scarce resources where the manager usually act as project manager. Therefore, due to unfamiliarity or resource constraints, managers may perform the processes they are most familiar with or that are easier to perform instead of those with a higher impact on project success. Hence, this study aims to understand the degree of knowledge, importance, and extent of use of each knowledge area to the SMEs managers in Lourinhã municipality in order to provide training guidelines to foster the development of the region’s SMEs. Quantitative research was undertaken with a survey for the empirical research. Results show a nescience regarding Project Management; that areas with a strong link to costs are prioritized; and that SMEs managers learn and understand the importance of project management practices mainly by applying them. Introductory level workshops and the creation of entity to support managers on project management practice were proposed.

A Qualitative Examination of Perceptions of Mindfulness Among Arab, Middle Eastern, and North African Americans: Implications for Cultural Adaptation of Mindfulness-Based Interventions.

Mindfulness-based interventions (MBIs) are well-positioned to address health disparities among racial-ethnic minority communities, given their focus on stress reduction and potential for greater accessibility and acceptability than conventional mental health treatments. Yet, there are currently no peer-reviewed studies of MBIs in an Arab, Middle Eastern, or North African (MENA) American sample. Addressing this gap in the literature is critical for advancing integrative health equity, given the high burden of stress and high prevalence of stress-related health conditions among Arab/MENA Americans. The present study sought to explore perceptions of mindfulness among Arab/MENA Americans and identify potential cultural adaptations to MBIs for this population. 4 focus groups were conducted with 26 Arab/MENA American adults who had participated in an introductory mindfulness workshop. Participants were asked about their experience learning mindfulness skills, the usefulness of mindfulness for problems they face, the alignment of mindfulness with their cultural values and practices, and suggestions for adapting mindfulness programs. Qualitative coding of focus group session transcriptions was conducted to identify themes in the data. The participants in this study described experiencing high levels of stress and identified micro- and macro-level stressors related to their Arab/MENA American identity, including discrimination, exclusion, historical and intergenerational trauma, and protracted sociopolitical crises in their heritage countries. They viewed mindfulness as a potentially useful approach to coping with stress. At the same time, participants identified aspects of mindfulness that could be adjusted to better align with their cultural values and experiences. Potential adaptations to MBIs for Arab/MENA Americans were identified based on suggestions from participants and issues they raised while discussing cultural strengths, stressors they face, and perceived barriers and facilitators to engaging in mindfulness practice.

Achieving the unachievable: the development of a large-scale interprofessional education workshop for first-year health professional students. Developing a large-scale interprofessional education workshop

he need for interprofessional education within healthcare education is widely accepted, yet healthcare educators continue to grapple with the challenges associated with integrating authentic interprofessional learning activities within curricula. Timetabling conflicts, shortage of teaching spaces, geographical separation, the need for educator training, varying assessment needs, lack of organisational commitment, and suboptimal attitude by faculties towards Interprofessional Education, continue to be identified as barriers making it seemingly unachievable by many. We describe an introductory Interprofessional Education workshop that was successfully delivered to over 2600 first-year health students across 13 health disciplines at an Australian university, demonstrating how as a team of interprofessional educators we achieved the unachievable, successfully overcoming many of the obstacles to IPE. We outline the importance of authentic learning activities constructively aligned to learning outcomes and assessment, and the necessity of student, early facilitator, and faculty engagement, to overcome logistical and practical challenges. Finally, we discuss the changes to the workshop necessitated COVID-19, and future challenges and directions.

Co-creating The Learning and Teaching Journey with Postgraduate Research Students Who Teach

Post-graduate research students (PGRs) often have teaching roles during their studies with little formal training or support (Lueddeke, 1997). Previous support at Edinburgh Napier University consisted of voluntary, unpaid on-campus Learning and Teaching (L&T) training over three days (pre-pandemic). During lock-down, this course transitioned online to a voluntary 3.5-hour workshop and a follow-up Moodle course.
 To have a student-centred approach (Pedersen & Liu, 2003; Hannafin & Hannafin, 2010) and understand the needs and wants of PGRs who teach, we aimed to co-create with students (Cook-Sather, Bovill & Felten, 2014) effective PGR support and evaluate its impact. 
 Students were employed as partners (Matthews 2018; Dollinger et al. 2022) to assess support needs and explore options available for PGRs at 11 other UK Universities. Based on the assessment findings, a new programme was co-designed between the student-partners and L&T academics: three 1-hour online workshops and three corresponding peer-led discussion sessions. The student-partners also created a Microsoft Teams workspace for students to build community: sharing their own L&T experiences, practice, and engagement with relevant theories.
 These findings support our plans for upcoming mandatory and paid introductory teaching workshops, as a foundation for this longitudinal development of peer-relations and practice. This new structure and format has cultivated a community of practice constructed by students, for students (Wilson, Wilson & Witthaus, 2020). 
 An autoethnographic approach has been taken with the student interns and lecturers as both researchers and participants (Wall, 2008; Méndez, 2013; Cooper & Lilyea, 2022), by means of writing a narrative based on self-reflection on the process. This will be analysed by thematic coding (Gibbs, 2008) to discuss the experiences, thematic ideas, emotive language, and feelings expressed by students interns and lecturers in this co-creation journey.

Empowering medical students through collaborative writing sessions.

Scientific writing and critical appraisal of the literature are fundamental skills for future physicians. However, these skills have been inconsistently prioritised across medical curricula, leaving medical trainees to seek these skills through continuing education courses. We conducted a series of complementary collaborative writing sessions (introductory workshop with 3-month practical sessions) with direct supervision to medical trainees (medical students and recent medical graduates) in the Dominican Republic between 2017 and 2020. We also examined medical trainees' perceptions of these collaborative writing sessions, as a mechanism to advance technical writing and critical analysis skills for their professional training and personal growth. Participants described the perceived enabling factors of the collaborative writing sessions that led to their publications as: (1) detailed agenda; (2) direct mentorship; (3) effective teamwork; (4) personal investment and dedication; and (5) future vision. These collaborative writing sessions, consisting of a viable agenda and timeline, direct mentorship with timely feedback, and team dynamics, are recognised as an innovative model for medical trainees in the Dominican Republic. This academic model and approach can be adapted to meet the specific needs of health professional students across the globe. By mastering these fundamental written communication skills, medical trainees can contribute to research and policy development, lead health education initiatives, advocate for best clinical practices in patient care, and mentor the next generation of trainees.

Mathematical benefits of a language-friendly pedagogical tool: a praxeological analysis of teachers’ perceptions and practices

ABSTRACT In this paper, we report on data from 40 middle and secondary school mathematics teachers and teacher candidates as they begin to articulate the intersection of language-friendly pedagogy, mathematics teaching, and a multilingual technological tool by way of a two-hour introductory workshop. We use an Anthropological Theory of the Didactic which recognises that mathematics instruction and language instruction are done differently under distinct institutional conditions (curriculum, culture, language, etc.) to analyse our data. Our findings suggest that teachers’ beliefs and perspectives regarding their multilingual students guide their choices about how to use a powerful digital multilingual platform to either remediate what they perceive as deficits in their students or leverage the assets of multilingual learners.

Research Ready: a student-initiated workshop model for developing foundational research skills.

Travel restrictions, pandemics, economic downturn, and increasing costs in organizing workshops all impact on face-to-face training of undergraduates planning to undertake research. The inability to obtain basic, first-hand information regarding research in practice causes undue stress for students and leads to unrealistic expectations regarding research projects. Here, we describe how a student initiated online workshop, co-designed by a group of undergraduate leaders in conjunction with a panel of international academic researchers, and enabled the delivery of an introductory workshop on research training to meet student needs. Post-workshop, over 80%-95% of the participants rated their understanding of different aspects of research in practice as either being good or excellent. The design of this workshop provides an innovative template, in particular for resource-restricted countries, on how student-initiated workshops with multi-institutional academic collaboration could enhance training in research practice.