Group Learning Research Articles

A Statewide Mobile Simulation Program For Improving Obstetric Skills in Rural Hospitals.

Closure of rural obstetric (OB) units has led to maternal care deserts, causing mothers to travel long distances for maternity care. Emergency departments (EDs) in hospitals where OB units have closed require regular training for personnel to maintain OB skills, as do rural Level-1 OB units with low volumes of maternity cases. We used a federal grant to develop an OB mobile simulation program to bring simulation-based training to rural providers. Our goal was to improve OB skills and standardize care through the framework of the Alliance for Innovation in Maternal Health (AIM) Patient Safety Bundles. We conducted needs assessments and built a mobile simulation unit. We defined 2 groups of learners: those in Level-1 OB units and those in EDs without OB units. For Level-1 OB units, we created a train-the-trainer curriculum, to create a statewide cohort of simulation experts to implement simulations in their facilities between our visits. We gifted each Level-1 unit an OB task trainer, implemented virtual train-the-trainer simulation and task trainer workshops, and conducted post-workshop assessments. We then traveled to each Level-1 unit and helped the cohort implement in situ simulations for their staff using facility-specific resources. We conducted assessments for the cohort and the hospital staff after the simulations. For EDs, we delivered virtual didactics to improve basic OB knowledge, then traveled to ED units, implemented in situ simulations, and conducted post-simulation assessments. We chose a postpartum hemorrhage (PPH) scenario for our first round of simulations. After train-the-trainer simulation workshops, 98% of participants surveyed agreed that workshop goals and objectives were achieved. After the task trainer workshop, 95% surveyed agreed that their knowledge of using the simulator had improved. After implementing in situ simulations in Level-1 OB units, 98.8% of the train-the-trainer cohort found that their ability to implement simulations had improved. The hospital staff participating in the simulations identified a 30% increase in ability to manage PPH. For the ED staff, postdidactic evaluations identified that 95.4% of participants reported moderate improvement in basic OB knowledge and after participation in the simulations >95% reported better skills as an ED team member when caring for pregnant patients. These results demonstrate improved skills of hospital staff in simulated PPH in Level-1 OB units and simulated OB emergencies in EDs that no longer have OB units. Further studies are warranted to assess improvement in maternal outcomes.

From Slow Shifts to Fast Flips: Unraveling problem-based learning group function dynamics.

Problem-Based Learning (PBL) relies on self-directed learning in small groups in the presence of a tutor. While the effectiveness of PBL is often attributed to the dynamics of group function, change in group function over time and factors influencing group function development are less understood. This study aims to explore the development of PBL group function over time to better understand the factors that give rise to high-functioning groups. We examined time-function graphs of group function and conducted semi-structured focus group discussions in 2023 with medical students enrolled in a PBL curriculum. Students reflected on their experiences in four different PBL groups, creating time-function graphs to characterize development of group function over 8-12-week periods. We analyzed graphs and transcripts in a staged approach using qualitative description and direct content analysis, sensitized by two frameworks: Tuckman's Stages of Group Development and the Dimensions of PBL Group Function. Three archetypes of PBL group function development were identified: Slow Shifters, Fast Flippers, and Coasters. (1) Slow Shifters were characterized by a complex and extended pattern of growth consistent with Tuckman's model, typically occurring amongst inexperienced groups, or groups faced with a novel task. (2) Fast Flippers were characterized by abrupt state changes in group function arising from internal or external disruptions. (3) Coasters were characterized by plateaus, where maintenance of group function was a frequently cited challenge. Abrupt changes and plateaus occurred more among mature groups and groups with significant PBL experience. PBL group function varies over time in 3 different patterns. Classic Tuckman's stages are apparent among inexperienced groups, or groups facing novel tasks, whereas experienced groups often face abrupt change or plateaus. PBL educators and students should consider the need for novelty and disruption in more experienced groups to incite growth.

Artificial intelligence and human integration: a conceptual exploration of its influence on work processes and workplace learning

ABSTRACT This paper examines the influence of Artificial Intelligence (AI) on job and organizational processes, drawing on sociotechnical systems (STS) theory. It discusses the emergence of AI and its implications for HRD on individual, group, and organizational learning. AI has changed the trajectory of work processes and outcomes, paving the way for the future of work. An AI-human integration process model is proposed to reinforce its influence on job design in response to AI applications in the workplace. Learning is experienced between humans and between humans and AI. AI’s cognitive intelligence is capable of learning from each other through a process of deep learning. Humans, too, can learn from AI to modify their response towards working with AI-enabled applications. The model illustrates the relationships between individuals, work processes, and sociotechnical systems through multilevel interactions. Of relevance to HRD are two critical processes, namely learning and innovating, that facilitate the continuation of AI-human integration, enabling employees to embrace AI as an integral part of their work life. The paper offers several implications for HRD research and practice, recognizing opportunities for workplace learning and the potential constraints and risks arising from AI adoption that are applicable globally and internationally.

Implementation of team based learning for MBBS students – An innovative teaching learning method in medical education

Team-Based Learning (TBL) is an educational approach that enhances student engagement through individual assessments and collaborative group work. It is an effective and structured form of small group learning adaptable to large classroom settings. TBL ensures student accountability through various stages, including pre-class preparation, readiness assurance tests, problem-solving exercises, and immediate feedback. This study aims to implement and assess the efficacy of the TBL strategy among MBBS students in a large group teaching environment. The pilot study adopted a TBL approach, involving steps such as pre-class preparation with PDF materials and a WhatsApp video guide issued a week prior, individual and team readiness assurance tests (iRAT and tRAT) conducted via Google Forms and hard copy MCQs, clarification sessions on MCQs and relevant medical topics, and collaborative learning through case scenarios related to Type 2 diabetes. Discussions and conclusions were facilitated by the faculty, followed by immediate and scheduled feedback using Google Forms. Statistical analysis was performed using an unpaired t-test to compare iRAT and tRAT scores. The study gathered 133 responses from the first batch and 140 from the second batch of first year MBBS students. The analysis revealed significant improvements in scores from iRAT to tRAT, indicating the effectiveness of TBL in enhancing student learning outcomes. Feedback from the students showed high levels of engagement and interest in the learning process, with over 98% in both batches finding the TBL approach interesting and interactive. The findings suggest that TBL is a valuable and effective educational strategy that improves learning outcomes and fosters collaborative learning among students.

Do Implicit Learning Deficit and Dyslexia Go Together? An fMRI and Behavioral Study

AbstractWhat is the relationship between literacy skills and implicit learning? To address previous mixed findings, we compared school‐aged readers, typical (CON, n = 54) and with dyslexia (DYS, n = 53), in relation to their performance on a serial reaction time task. For the first time, we also included an isolated spelling deficit group (ISD, n = 30) to control for distinctive effects of reading and spelling deficits. A linear reaction times analysis did not reveal between‐group differences in implicit learning. However, further examination revealed that most CON (65%) and ISD (63%) were implicit learners, whereas most DYS were nonlearners (64%). Brain activity showed differences in early learning phases: CON learners and DYS nonlearners activated the left inferior frontal gyrus (IFG) and left insula more than other groups. Our findings imply that implicit learning is more frequently disrupted in children with dyslexia than in typical readers, and that activation of the left IFG and insula contributes to effective learning in the latter group but it does not in the former.

Using Project ECHO to deliver a tele-mentoring and teaching program on palliative care in South Asia: Interpretive description of participants' experiences with a community of practice for learning.

To explore the learning experiences of participants (learners and teachers), in a yearlong tele-teaching and mentoring program on pediatric palliative care, which was conducted using the Project ECHO (Extension for Community Healthcare Outcomes) model and consisted of 27 teaching and clinical case discussion sessions for palliative medicine residents in India and Bangladesh. The goal of the study is to explore how participation and learning is motivated and sustained for both residents and teachers, including the motivators and challenges to participation and learning in a novel online format. Qualitative interviews with ECHO participants, including learners and teachers were conducted. Interviews were recorded and transcribed. Thematic analysis of interview data was conducted within an interpretive description approach. Eleven physicians (6 residents, 5 teachers) participated in interviews. Key elements of the ECHO program which participants identified as supporting learning and participation include small group discussions, a flipped classroom, and asynchronous interactions through social media. Individual learner characteristics including effective self-reflection and personal circumstances impact learning. Providing opportunities for a diverse group of learners and teachers, to interact in communities of practice (COP) enhances learning. Three major themes and 6 subthemes describing learning processes were identified. Themes included (1) ECHO program structure, (2) learner characteristics, and (3) COP. Subthemes included flipped classroom, breakout rooms, learning resources, personal circumstances, self-awareness of learning needs, and community interactions. Project ECHO suggests a novel model to train health providers, which is effective in low- and middle-income countries. Online learning programs can lead to learning through community of practice when learners and teachers are able to interact and engage in peer support and reflective practice. Educators should consider incorporating small group discussions, a flipped classroom design, and opportunities for asynchronous interactions to enhance learning for participants in online learning programs.

Practices Promoting the Inclusion of Adult Students with Disabilities in the Classroom: A Case of a Technical Vocational Education and Training College in Kazakhstan

Practices Promoting the Inclusion of Adult Students with Disabilities in the Classroom: A Case of a Technical Vocational Education and Training College in Kazakhstan

Potential factors-embedding group recommendation for online education

Online education platform urgently needs recommendation methods to service learning groups. The existing group recommendation methods rely on member preference aggregation. However, potential factors such as teachers and schools have an important impact on the decision-making of learning groups. Due to the different ways in which potential factors operate, it is very challenging to model the impact these potential factors have on groups. In this paper, we propose a group recommendation method for online education (GEMst) that innovatively designs two modules to capture different types of potential factor embedding. In the subjective guidance module, we construct a heterogeneous information network based on the relationship between guiders (teacher, leader, etc.) and groups, analyze the influence of the guider on the group, and obtain the group representation from this perspective. In the objective environment hypergraph module, we consider the influence mode of the environment (school, platform, etc.) on the group, and propose the objective relationship hypergraph convolution. Compared with hypergraph convolution, it directly learns the influence between groups in the same environment. We provide information fusion strategies that GEMst can collaboratively consider group members’ opinions and the impact of potential factors. In addition, to enhance the learning effect of the model, we design a pre-training strategy based on the user grouping relationship that obtains more accurate user embedding representations. We test GEMst on two real-world datasets, and the results show that GEMst outperforms the current baseline group recommendation method.

A Structured Review of Research‐Informed Instructional Strategies to Support CPA Enabling Competencies in Future Accountants*

ABSTRACTCPA enabling competencies underpin the human skills and professional values that all future accountants should possess. Nevertheless, to date, the discourse is limited within the scholarship of teaching and learning on how to best inculcate these competencies in future accountants. This study attempts to spark such a discourse by conducting a structured literature review (SLR) of the research‐informed instructional strategies to foster CPA enabling competencies, skills, and values in future accountants, and outlines future research opportunities. The findings indicate that the CPA competency “acting ethically and demonstrating professional values” can be engrained in future accountants using business cases and targeted courses/lessons in accounting classrooms. “Leading” is best taught through targeted courses/lessons. “Collaboration” can be gained through team‐based learning (group work) and software. “Managing self and others” can be engrained through a strategic course setup. “Adding value” can be achieved by experiential learning. “Solving problems” can be facilitated through in‐class activities that specifically target critical thinking skills. Finally, “communication” is facilitated with writing tasks and software. The top five research‐informed teaching tools that advance CPA enabling competencies are collegial tools (i.e., group work, peer review, and writing prompts), software, business cases, experiential tools, and targeted courses/lessons. In the future, an in‐depth SLR should be conducted on each of the five research‐informed teaching tools for their integration within accounting classrooms.

Students’ Perspectives on the Use of Teacher Questions to Promote Critical Thinking in EFL Classrooms

In the age of AI, critical thinking skills have proven indispensable for students to achieve a competitive edge and high employability. Theoretically, teacher questions play an important role in fostering this thinking ability during classroom interaction. In reality, nevertheless, classroom questions are predominantly low-cognitive, rarely paying way for any development of critical thinking. In this regard, the purpose of the study is to shed light on how students view the use of questions in developing critical thinking, and their perspectives on useful support to answer high-ordered questions. The study involved seventy English-majored students at Van Lang University. Given the purpose of the study, quantitative research was used to collect data about students’ perspectives through a questionnaire. The results showed that most students held positive attitudes toward using high-ordered questions, and they acknowledged the benefits these questions offer. In terms of suggestions, they highly valued a comfortable learning environment and group discussion as the most useful support.

Validation of an elicited Imitation test as a measure of Korean language proficiency

This study presents a modified version of the Korean Elicited Imitation (EI) test, designed to resemble natural spoken language, and validates its reliability as a measure of proficiency. The study assesses the correlation between average test scores and Test of Proficiency in Korean (TOPIK) levels, examining score distributions among beginner, intermediate, and advanced learner groups. Using item response theory (IRT), the study explores the influence of four key facets—learners, items, raters, and constructs—on performance evaluation. An explanatory item response modeling (EIRM) analysis identified linguistic factors impacting the EI test’s performance. Notably, the study uncovered a robust positive correlation between EI test scores and TOPIK levels. Significant score disparities were observed between beginner and intermediate, as well as beginner and advanced, learner cohorts. An IRT-based exploration of each facet revealed that item difficulty was comparatively lower in contrast to learners’ commendable performance, and raters exhibited a high degree of scoring consistency. The EIRM analysis underscores the significance of variables such as the number of syllables, vocabulary score, and content word density in influencing test performance.

Does Autonomy Improve Satisfaction and Performance? A Case on Learner Choice

Autonomy has been identified as an essential attribute of learner-centered teaching. Allowing learners some choice regarding their learning can positively impact motivation and performance. Some concepts can be illustrated more clearly through film, including agricultural leadership concepts such as the stages of small group development. In this study, we examined differences between learners given autonomy to choose a film for an analysis essay assignment and learners not given a choice. Learners in two sections of an agricultural leadership course focusing on teams and group development were taught the stages of group development. Learners analyzed the development of a team in film. Additionally, learners responded to questions regarding their satisfaction with and perceptions of the assignment. Findings revealed that learners in both sections perceived the assignment as enjoyable. Learners in both groups indicated a preference for their respective treatment in future similar assignments. Both groups performed well on the assignment. Recommendations include replicating this study with an additional measure of motivation, a standardized measure for student satisfaction with learning, and a larger sample size. Given that both groups of learners indicated satisfaction with learning, we recommend instructors consider incorporating films or other media when possible and appropriate.

How does guided group reflection work to support professional identity formation in postgraduate medical education: A scoping review

Purpose In postgraduate medical education, guided group reflection is often applied to support professional identity formation. However, little is known about how guided group reflection is shaped and how it works. Our scoping review synthesizes existing evidence about various approaches for guided group reflection, their aims, components and potential working mechanisms. Methods We conducted a scoping review using JBI (Joanna Briggs Institute) guidelines for conducting scoping reviews. We searched PubMed, PsycINFO, EMBASE and ERIC databases for all research articles published in English or Dutch in an iterative team approach. The articles were extracted and summarized quantitatively and qualitatively. Results We included 71 papers (45 primary research papers and 26 non-empirical papers including program descriptions, theoretical concepts and personal experiences). We identified a diversity of approaches for guided group reflection (e.g. Balint groups, supervised collaborative reflection and exchange of experiences), applied in a variety of didactic formats and aims. We distilled potential working mechanisms relating to engagement in reflection, group learning and the supervisor’s role. Conclusions There are significant knowledge gaps about the aims and underlying mechanisms of guided group reflection. Future systematic research on these topics is needed to understand the effectiveness of educational methods, that can help facilitate learning conditions to best shape professional identity formation (PIF) in educational curricula.

Promoting interaction and lowering speaking anxiety in an EMI course: a group dynamic assessment approach

Abstract This study first examined the effectiveness of applying the Group Dynamic Assessment (G-DA) approach to assessing the oral skills of non-native English-speaking university students who are provided with mediation by their teacher in a small group setting. Second, it aimed to understand whether employing innovative G-DA techniques could reduce the speaking anxiety felt by university students if they received support from either their teacher or their peers during assessment. Fifty freshmen’ speaking performance on TOEFL integrated speaking tasks, and their responses to the teacher’s mediation in groups were compared. Results showed that (1) the G-DA approach could be a beneficial tool for assessing English oral proficiency in the EMI context, and (2) the procedures involved in G-DA helped university students feel less anxiety when prompted to respond orally. It provides insights into an alternative approach to assessment which can be employed to group learning in the context of EMI courses.

Frontal delta and theta power reflect strategy changes during human spatial memory retrieval in a virtual water maze task: an exploratory analysis

Brain oscillations in humans play a role in a wide range of cognitive processes, including navigation and memory. The oscillatory dynamics contributing to successful spatial memory recall in humans are not well-understood. To investigate specific oscillatory frequency bands during the recall process in human navigation, we recorded electroencephalographic (EEG) activity during a recall trial in healthy young adults (n = 15) following the learning of a goal location in a Virtual Water Maze task. We compared this to the activity during the same trial length, in a group of participants who did not learn a target location and navigated freely but were time-matched to the learning group (non-learning, n = 15). We compared relative power in Delta (2–4 Hz), Theta (5–7 Hz), Alpha (8–12 Hz), Beta (15–29 Hz), and Gamma (30–40 Hz) bands across the scalp. We found that delta and theta activity were greater during recall in our learning group, as opposed to our non-learning group. We also demonstrated clear suppression in the alpha band at posterior sites during memory-guided navigation compared to our non-learning group. Additionally, when goal-directed navigation switches to focused searching behavior, power becomes greater at the frontal region; with increases in the delta and theta bands reflecting this strategy change. There was also greater beta and gamma activity at posterior sites in our learning group. We discuss the results further in terms of the possible roles and functions of these oscillations during human navigation and hope this exploratory analysis can provide hypotheses for future spatial navigation and memory work.

Exploring clinical facilitation and student learning on undergraduate nursing placements through a community of practice lens: A qualitative study

Background: High-quality clinical placement experiences are important for preparing undergraduate student nurses for practice. Clinical facilitation and support significantly impact student placement experiences and their development of skills, knowledge, and attitudes in the healthcare setting. Aim: This research aimed to explore university-employed clinical facilitators’ perspectives on providing quality clinical facilitation and student learning on placement. Design: An exploratory, descriptive research design was used to examine the perspectives of n = 10 university-employed clinical facilitators working in regional New South Wales, Australia (March 2020-December 2021). Methods: Semi-structured interviews were used to explore the experiences of a purposeful sample of university-employed clinical facilitators. Data was thematically analysed using Miles et al.'s (2014) qualitative data analysis framework. Results: Five key themes were identified 1) relationships at the core of quality, 2) a culture of commitment to student learning, 3) connection to the curriculum, 4) examining the model, and 5) empowering growth and development. Clinical facilitators perceive their role as misunderstood, undervalued, and isolating and that they require further preparation and ongoing professional development to provide quality facilitation. Building rapport and relationships with staff and students was at the core of quality clinical facilitation. Conclusions: The clinical facilitator role has an important function in preparing student nurses for practice and needs further recognition and continued professional development. Education providers and healthcare organisations need to examine strategies to provide inclusive and supportive work environments, building communities of practice for clinical facilitators and stakeholders to share their experiences and knowledge, promoting individual and group learning, thus improving the student placement experience and fostering the professional identity of clinical facilitators.

Re-engaging Foodways: Life-courses of Disconnection and Reconnection with Food, Environment, and Sociality in Hawai‘i

ABSTRACT The article focuses on the centrality (and relationality) of food, environment, and sociality in the efforts of a group of education practitioners and learners on Hawai‘i Island to create a more liveable future alongside and despite global, social, and ecological upheavals. The ethnographic material stems from an engaged anthropological research on environmental knowledge and ‘āina-based education in Hawai‘i in early 2022 and digital anthropological encounters established before and after the onsite phase. Within this article we hope to convey the idea that, while the education practitioners and learners draw from knowledge of an ancient food system and even ‘restore’ parts of it, they do not simply replicate the foodways of the past by implementing them one-to-one. Rather, in their re-engagements of past foodways, people create social transformations and move through transitions in innovative ways in order to navigate through a contemporary world of disconnection and reconnection, continuity and disruption, loss and innovation, impoverishment and empowerment, as well as powerlessness and creativity.

The Exploration of Youth School Refusal Problem: Causes, Intervention, and Case Study from Ecological Perspective

<p>兒童青少年拒學問題一直以來都是複雜和難解的課題。筆者基於生態系統觀點的四個因素探討拒學原因與介入方法，並提出三個層次的原因與介入模式，以在有限的時間和資源內改善出席率。原因部分，個人因素包含：1.身體狀況，2.心理狀況，3.特質；家庭因素包含：1.家長特質與身心健康，2.家庭功能與家庭動力，3.家庭期待與參與度，4.創傷或壓力事件， 5.管教技巧；學校因素包含：1.轉換學校，2.學校氛圍，3.管教與出席，4.課程與要求，5.師生或同儕關係，6.親師生溝通與合作；社會因素包含：1.經濟拉力，2.文化價值觀，3.政策或法規，4.較少社會支持，5.不安全或混亂的社區。介入部分，個人因素包含：1.醫療介入，2.提昇行為技巧，3.增進認知技巧，4.提供專業資源；家庭因素包含：1.進行意外或風險管理訓練，2.提供諮詢或家訪，3.提供認知訓練，4. 轉介家族治療，5.增進管教技巧；學校因素包含：1.辨識和轉介高風險學生，2.推動反霸凌政策，3.鼓勵學習社群與生涯活動，4.提升行為管理技巧，5.發展個別教育計畫，6.增進關係並善用同儕，7.訓練社交與情緒管理技巧；社會因素包含：1.社區資源，2.警政與司法，3.社會機構與媒體，4.教育、諮商與醫療。此外，本文還探討拒學評估工具。最後提出中年級拒學案例說明如何改善拒學。</p> <p> </p><p>Problematic school refusal in youth has long been a complex and vexatious issue. This article reviews the literature to outline important four factors that affect school refusal based on ecological perspective. Furthermore, a three-level model that emphasizes on comprehensive causes and user-friendly systematic intervention recommendations to improve school attendance with limited time and resources. Among the causes, personal factors include physical condition, mental condition and trait. Family factors include parents’ trait, mental and physical health, family function and family dynamic, family expectations and involvement, stress or traumatic events, and parenting skills. School factors include transferring schools, school atmosphere, discipline and attendance policies, curriculum and requirements, teacher-student or peer relationship, and communication and cooperation among teachers, parents and students. Social factors include economic pressures, cultural values, policies or regulations, lack of social support, and unsafe or chaotic communities. Regarding interventions, personal factors can be addressed through medical treatment, enhancing behavioral skills, increasing cognitive skills, and providing professional resources. Family factors can be addressed through conducting accident or risk training, consultation and home visits, providing cognitive training, referring to family therapy, and improving parenting skills. School factors include identifying and referring high-risk students, promoting an anti-bullying policy, encouraging learning groups and career activities, increasing behavior management skills, developing individual education plans, improving teacher-student relationships, and make good use of peers. They can also train students on social and emotional management skills. Social factors include community resources, policing and Justice, social organizations and media, education, and counseling and medical services. Besides, the article also explores related evaluation tools. In the end, there is a case example of a fourth-grade child, explains how to address school refusal.</p> <p> </p>

Problem-Based Learning and Flipped Classroom: Can it Improve Student Achievement?

The low learning achievement of students is still a problem in the world of education. The application of learning models by less innovative teachers is the main problem. This study aims to examine: (1) the difference in the effect of the combined learning model of Problem-Based Learning with Flipped Classroom and the Problem-Based Learning learning model on student achievement; (2) differences in the effect of academic ability on student achievement; and (3) the effect of the interaction between learning models and academic abilities on student achievement. The sampling technique used a cluster random sampling system. The instrument used was a test which includes a pretest and posttest which functions to determine the level of students' critical thinking skills and academic abilities. This study used an experimental method with a 2x2 factorial design so that four learning groups were formed. The data analysis technique used the Two-Way ANOVA test with unequal cell frequencies. The results of the study show that: (1) there were differences in the effect of the combined learning model of Problem-Based Learning with Flipped Classroom and Problem-Based Learning learning models on student achievement; (2) there were differences in the effect of academic ability on student achievement; and (3) there was no interaction effect between learning models and academic abilities on student achievement. This research is expected to be able to overcome the problem of low student achievement through the application of innovative learning models that can develop students' academic abilities.

Analysis of The Impact of The Healthcare Roundtable Model on the Major Disease Perceptions and Competencies of Cardiovascular Medicine Nursing Staff

Objective: To analyze the impact of the healthcare roundtable model on the major disease perceptions and competencies of cardiovascular nursing staff. Methods: Forty female nursing staff working in the hospital from April to June 2023 were selected and were randomly divided into a control group and an observation group, with 20 in each group. For 60 days, the control group used the conventional learning and communication model and the observation group used the medical and nursing roundtable model. The cognitive scores of cardiovascular disease-related knowledge, competency scores, and satisfaction with the learning and communication model before and after the implementation of the model in both groups were compared. Results: After the implementation, the cognitive scores related to cardiovascular disease- related knowledge, competency scores, and satisfaction with the learning and communication model in the observation group were significantly higher than those in the control group (P < 0.05). Conclusion: The healthcare roundtable model improved the knowledge and competence of cardiovascular internal medicine nursing staff in major diseases, and it is worth popularizing.