Lecture Style Research Articles

‘Like to comment on that?’

Abstract Questions are powerful interactional devices which academic lecturers may use to facilitate learning, engage students and add to a lecture’s interactivity. This contrastive and corpus-based study examines student-oriented questions, i.e. those initiating a student response, in British and Montenegrin university linguistics lectures. It aims to answer research questions regarding what forms of this question category are employed; how frequent they are, what functions they commonly perform, and whether there are any similarities and differences in these respects between the two groups of lectures. The data include 12 lectures in linguistics from several British academic corpora and a specially created corpus of 12 Montenegrin linguistics lectures. We combine quantitative and qualitative approaches to arrive at results which point to certain similarities and differences between the corpora. Some of these might be explained by the language differences between English and BCMS (Bosnian/Croatian/Montenegrin/Serbian), while others seem to have stemmed from academic lecturing style differences. The findings add to the literature on questions in academic lectures and, together with other contrastive studies, may contribute to revealing the universal and culturally-specific discourse features of academic lectures across academic cultures, as well as be pedagogically useful for lecturers, particularly novices, who are teaching linguistics in English and BCMS.

Benefits of Practicing Teaching as a Resident: A Single Institute Experience of a Formal Teaching Curriculum for Pathology Residents

Abstract Introduction/Objective The practice of near-peer teaching, both in lecture style and small group formats, has been shown to have benefits for the educator in improving communication skills, gaining knowledge in a subject, and providing a tangible experience that may aid in applying for employment. The purpose of this study is to present the current curriculum and teaching opportunities at the Medical University of South Carolina (MUSC) and their impacts on developing pathology residents’ teaching skills and perceptions of their growth as educators. Methods/Case Report Data regarding curriculum format and learner surveys for various teaching programs at MUSC was gathered from residency program leadership and the MUSC College of Medicine. An anonymous survey was distributed to current MUSC pathology residents to assess their participation, current comfort level, and comfort level prior to the start of residency in regard to various teaching modalities. Results (if a Case Study enter NA) The resident curriculum offers teaching modalities such as small group co-leader for medical students, didactic presentations, and on-the-job teaching. On a Likert scale of 1 to 5, with 5 being very comfortable, residents reported an average comfort level with teaching before starting residency as 2.11 and a current comfort level with teaching as 2.67. Residents were split on their perception of what affect residency has had on their comfort in teaching. Medical student evaluations of their small group teaching sessions co-led by pathology residents averaged 77.6% approval per course. Conclusion Through providing an overview of required and voluntary teaching opportunities offered at one institute and residents’ perceptions on their experiences while teaching there, we hope to both provide curriculum examples for other institutions and to advocate for placing greater importance on providing opportunities for residents. Such opportunities to practice teaching help them develop skills to benefit them as pathologists and in their future employability.

An integrated framework for developing and evaluating a lecture style assessment methodology

An integrated framework for developing and evaluating a lecture style assessment methodology

Does Lecture Style Matter in Asynchronous Online Interteaching?

Background Although substantial empirical evidence supports interteaching, few studies have investigated the clarifying lecture component, and none have evaluated it in an online course format. Objective This study evaluated the necessity of a clarifying lecture in an asynchronous online course and compared a clarifying lecture (based on student feedback) to brief standard lecture (covering material the instructor thought was difficult). Method Participants were undergraduates ( N = 116) across three sections of an online Psychology of Learning course. An alternating treatments design was used to vary the order of three brief lecture conditions across weeks in the courses: (a) clarifying lecture; (b) standard lecture; and (c) no lecture. Results There were no significant differences in exam scores across the three conditions. However, students scored significantly higher on weekly exams when the lecture conditions were collapsed and compared to no lecture. Most students reported a preference for the clarifying lecture. Conclusion Our findings suggest that both styles of asynchronous lectures positively impacted weekly (but not cumulative final) exam scores. Teaching Implications The efficacy of interteaching was not decreased by altering lecture style. This flexibility eases the course preparation burden on instructors given they could prepare lectures prior to gathering student feedback.

서원과 대학의 규정 비교 연구 - 소수서원과 파리 대학을 중심으로

This article is comparative study on the establishment process and regulations on Sosu Seowon and Paris University that respectively represent Korea and Europe. The seowonsystem of Joseon was manifested by establishing Baekwundong Seowonof Joo Se-bong, but the person who dissipated and settled seowonin the Joseon society was Yi Hwang. He paid attention to the Seowon system as the place of study and learning of the new scholars and deployed the seowon dispersion movement together with the writers in a way of contributing to settle it as one of the education systems of the Joseon society. Around the 12th century, Paris University was launched as a new style of education institution and it was established with the background of changing image of the time then. As a theology college, the king and Pope guaranteed its special privilege to have the education institution of university was able to settle into the European society. Joo Se-bong established the academic regulation after the finding of seowon. After premising the outcome of the 5 general seowon operation and then prepared 11 titles. It would be the most important agenda to define the basic characteristics of Korea’s seowon. This academic regulation that is composed in the order of Wonim－Hyangsa－Gwanri－Ipwon has become the classic of seowon that was established thereafter. The school regulation of Paris University was established with 4 provisions with the support of Pope in 1215. It has the education historic implications in the point that it was the starting point of the school regulation. In the beginning, Paris University had striven for equality that there was no discrimination for enrollment, and it had the 4-term system with the simultaneous offering of lecture and discussion style classes. In 1255, when the curriculum was newly revised, it was established in 3 colleges and 4 departments and the professors of humanities department comprehensively verified the completion of required courses and academic grades.

Fairness in Preference Queries: Social Choice Theories Meet Data Management

Given a large number (notationally m ) of users' (members or voters) preferences as inputs over a large number of items or candidates (notationally n ), preference queries leverage different preference aggregation methods to aggregate individual preferences in a systematic manner and come up with a single output (either a complete order or top- k , ordered or unordered) that is most representative of the users' preferences. The goal of this 1.5 hour lecture style tutorial is to adapt different preference aggregation methods from social choice theories, summarize how existing research has handled fairness over these methods, identify their limitations, and outline new research directions.

DIFFERENCES IN CHANGES IN KNOWLEDGE OF WOMEN ABOUT EARLY DETECTION OF CERVICAL CANCER BETWEEN USING PRESENTATION MEDIA COUNSELING AND LEAFLET COUNSELING

Background: Encouraging early detection and prompt treatment of precancerous lesions is the key to preventing cervical cancer in women who are fertile. IVA examinations are used to detect precancerous lesions early on. Thus far, both nationally and at Mojo Health Center, the IVA examination has been achieved. Women of reproductive age may not be as aware of early diagnosis of precancerous lesions as they should be, which could contribute to the low IVA examination achievement. Due to a lack of understanding regarding the early diagnosis of precancerous lesions, women of reproductive age have low awareness. Method: A lecture and leafleting approach were used to conduct this health counseling. This kind of study uses a quasi-experimental pretest-posttest one group design, which is experimental in nature. carried out in Surabaya City at the Mojo Health Center. A straightforward random sampling methodology was used to choose the sample of 84 WUS, who were then split into two groups: the treatment group, which received an intervention counseling lecture style, and the control group, which received a leaflet intervention. A questionnaire was utilized to collect the data, and the Wilcoxon signed rank test was used to evaluate it. Independent Samples Test (p<0.05) and Wilcoxon signed Rank test. Results: The test results showing variations in both groups' knowledge levels produced the result p = 0.000 (p <0.05). P = 0.268 (p>0.05) was the outcome of the test to determine the value of differences in knowledge factors between the treatment group and the control group. Conclusion: There is no difference in WUS knowledge between the lecture method and leaflet media distribution when it comes to counseling, but there is a shift in the outcomes of WUS knowledge about early detection of cervical cancer before and after receiving counseling.

Effect of Guided Discovery Instructional Strategy on the Academic Achievement and Retention among Chemistry Students on Nce 1 in Volumetric Analysis in Federal College of Education (Fce) Obudu

The study investigated the effect of the Guided Discovery Instructional Strategy on academic Achievement and Retention among Chemistry Students of NCE year 1 in volumetric analysis in F.C.E Obudu. Quasi-experimental Pretest-Posttest was the design used. The population of the study was made up of both male and female students totaling five hundred and twenty (520). The instrument used was a designed test questions on Chemistry Volumetric Analysis Test (CVAT). The test items were validated by experts in test and measurement Department in the Faculty of Education UNICAL and Chemistry Department, F.C.E Obudu. A reliability coefficient of 0.65 using Cronbach Alpha was used. Four research questions were raised and answered using mean and standard deviation statistical method. The results showed that, in the identical circumstances and settings, students instructed via the guided discovery method performed better than those taught using the traditional lecture style. The study also showed that when educating both sexes utilizing the Guided Discovery technique, there is no discernible difference in the academic performance of males and females. The study also shows that there was an important distinction in retention ability between the conventional lecture approach and the guided discovery method for all students. Result of the study showed that guided Discovery method is preferable in teaching Sciences (Chemistry) than lecture method in volumetric analysis. Recommendations were made showing clearly that the Guided Discovery method should be applied by science teachers in Nigeria because, it is effective in achievement and retention by students and also that, it does not create disparity in gender level of achievement and retention, thus it should be enshrined in the Science curriculum of studies in Tertiary Institutions in Nigeria.

Listening to students: Beliefs and attitudes about active learning and effective lecture-style courses

Research shows that active-learning methods (e.g. discussion) are often superior to passive methods (e.g. lecture) with respect to learning outcomes. However, students sometimes report preferring and learning more in lecture-style classes compared to those in which they play an active role. These and related findings suggest students may lack awareness about the relative effectiveness of passive versus active teaching methods on their own learning. Here, we used a mixed methods approach to assess college students’ beliefs, attitudes, and feelings about lecture-style courses ( n = 246). One primary goal was to assess if, and to what extent, students would express an unprompted desire for interaction in lecture-style classes when reflecting, in an open-ended format, upon their real-world educational experiences. Respondents reported that the majority of their classes were lecture style, in accordance with previous research, and noted that they view lecture as a mostly effective form of pedagogy. While respondents described high-level knowledge and compelling delivery of the subject matter, effective class design and use of technology, and good stagecraft on behalf of the instructor as important aspects of effective lecture-style teaching, a substantial proportion of students mentioned interaction as the most important component of an effective lecture style class, suggesting that student preferences for passive classrooms is far from universal. Implications of these findings are discussed.

LANGUAGE STYLE IN TASYA FARASYA’S ADVERTISEMENT VIDEO YOUTUBE

Language style in advertisement was conduct on Tasya Farasya’s YouTube Video. The article aimed to investigate the types and describe the realization the language style in Tasya Farasya’s advertisement video YouTube. This research using William Well’s theory and qualitative descriptive method. The data source is YouTube videos and 50 styles of English advertisements were found as data. The result emerged with nine types of language style advertisement: Hard Sell (8%), Soft Sell (4%), Lecture and Drama (2%), Straightforward (10%), Demonstration (24%), Problem Solution (20%), Slice of Life (6%), Spokeperson (12%), and Comparison (14%). Each language style has a different communication style, the hard sell style shows promotional language, the soft sell style shows more subtle promotional language such as lots of stories, the lecture and drama language styles show the language of drama stories created by advertisers, the straightforward style shows honest language. A style shows the language influences the audience by promoting products while using it. The problem and solution style indicates language that points out the problem and then suggest a solution. Lifestyle dramas show language that involves their personal lives through the products they advertise. The spokesperson’s style indicates the advertising language that advertisers usually use. Finally, comparative style shows the language of comparing one product with another.

Effect of COVID-19 Curriculum Changes on Medical Student Exam Performance: A Case Series.

The COVID-19 pandemic caused medical schools to convert to an online format, necessitating a swift change in medical education delivery. New teaching methods were adapted, with some schools having greater success than others. Kirk Kerkorian School of Medicine (KSOM) employed a small-group interactive learning style that consists of eight or fewer medical students and one faculty mentor engaging in group problem-based learning (PBL) twice weekly. This style had clear signs of struggle with a significant decrease in exam performance. Rocky Vista University College of Osteopathic Medicine (RVUCOM) employed a large-group didactic lecture style that consisted of one faculty mentor lecturing hundreds of medical students in a pre-recorded setting five times weekly.This style had greater success with its curriculum adaptation leading to minimal effect on their exam performance. This study aims to investigate whether the type of medical school curriculum (small-group interactive vs. large-group didactic) impacts student exam performance during online learning transitions forced by the COVID-19 pandemic. KSOM and RVUCOM students were grouped into above-expectationsand below-expectationscategories based on each institution's standardized exam performance metrics. Independently sampled t-tests were performed to compare groups. KSOM was classified as a small-group interactive curriculum through its heavy reliance on student-led PBL, whereas RVUCOM was classified as a large-group didactic curriculum through its extensive proctor-led slideshow lectures. KSOM's transition to online PBL resulted in fewer students scoring above the national average on the National Board of Medical Examiners (NBME) exams compared to previous cohorts (55% vs. 77%, respectively; N = 47 and 78; P< 0.01). RVUCOM's transition to online large-group lectures yielded no significant differences between students who performed above expectationsand students who performed below expectationsbetween their cohorts (63% vs. 65%, respectively; N= 305 and 300; P> 0.05). KSOM's COVID-19 cohort performed significantly worse than RVUCOM's COVID-19 cohort during their medical school organ-system exams. We believe that the small-group learning at KSOM is less resilient for online curricula compared to the large-group didactics seen at RVUCOM. Understanding which didactic methods can transition to online learning more effectively than others is vital in guiding effective curriculum adjustments as online delivery becomes more prominent.

Estimating the Effects of Regulating In-Person University Lectures on the Spread of COVID-19: Evidence from Japan

Universities were the only educational institutions that restricted in-person lectures during the prolonged coronavirus disease 2019 (COVID-19) pandemic. This study is the first attempt to estimate the effects of restricting in-person lectures on containing the spread of COVID-19. Our investigation was conducted on Japanese universities since their various lecture styles are suitable for our analysis. A multiple-event study negative binomial regression model was employed, and the results showed that restricting the ratio of in-person lectures had limited effects on decreasing COVID-19 infections among university students. For example, if universities restrict almost all in-person lecture from a rate of over half of in-person lectures, the number of student infections would decline by 5.5 per 10,000 students between seven weeks before and after the change. Other lecture style changes had even smaller differences. In addition, we estimated the effect of the start of long breaks on the number of infections and found that they lead to a relatively higher level of infections regardless of lecture styles at the end of semesters. This implies that students are more likely to be infected outside than in class.

When it’s all fun and games: gamification of child abuse medical education

Background and Objective Game-based learning has been used in medical education, but there are limited studies to date addressing the use of gamification in child abuse education. Child abuse is a content area that is undertaught in medical schools. This study aimed to explore the feasibility, acceptability, and perception among medical students of the online game-based platform Kahoot! for learning about child abuse. Materials and methods Kahoot! was utilized to deliver a 1-hour child abuse education session to 10 groups of medical students on their pediatric clerkship between 2021 and 2023. At each of the game-based sessions, medical students were asked whether they had used Kahoot! before, whether they preferred Kahoot! to a traditional lecture style, and whether they would like Kahoot! to be utilized for their education in other specialties. They were asked to describe this format of education in 20 characters or less and were given the opportunity to provide both quantitative and qualitative feedback through routine medical school course evaluations. A secondary outcome of this study sought to assess the enthusiasm of physicians in the field of child abuse for use of Kahoot! in medical education. We report descriptive statistics for the quantitative measures and a narrative summary supplemented by a visual representation of the qualitative feedback. Results A total of 346 students participated in the game-based education sessions. Ninety-three percent of participants preferred the game-based education compared to a traditional lecture format, and 90% wanted gamification to be utilized by other specialties. Qualitative feedback from the students described the format as engaging, fun, and interactive. Of 165 physicians in the field of child abuse who were surveyed about their interest in using Kahoot!, 159 (96%) responded affirmatively that they would consider incorporating it into their teaching regimen. Conclusion Our findings suggest the use of gamification was feasible and acceptable to medical students as well as physicians in the field of child abuse. Most medical students preferred the use of game-based education to traditional lectures and found the content to be fun, engaging, and interactive.

Examining Student Perceptions of Engagement and Learning in a Flipped Introductory Agricultural Mechanics Course

Active, student-centered approaches to teaching and learning in university classrooms have been given greater focus in recent years. Consequently, the use of flipped classrooms in American universities has proliferated considerably. Evidence suggests that flipped classrooms have been successfully employed in agricultural coursework, such as university-level agricultural mechanics courses. Theoretically underpinned by Murillo-Zamorano et al.’s (2019) Flipped Classroom in Higher Education model, the purpose of our study was to determine students’ perceptions of their engagement and learning in a flipped introductory-level agricultural mechanics course taught at Illinois State University. We used a valid and reliable electronic instrument to collect data from 61 undergraduate students over the course of four semesters. Our findings indicate that using a flipped classroom design to deliver an introductory-level agricultural mechanics course is a worthy endeavor that can positively impact students’ course experience. We are seeing similar results each semester, which suggest that our students prefer this teaching style over a traditional lecture style. The lead author intends to continue teaching the AGR 130: Introduction to Agricultural Engineering Technology course with a flipped classroom design for the foreseeable future. Our recommendations include: (1) instructors of introductory-level agricultural mechanics courses consider using a flipped classroom approach and (2) replicating our study to further examine this topic.

University Lecturers’ Experiences from the Classroom to a MOOC. Are they ready?

This article explores the experience of contributors to a MOOC designed mainly for students embarking on second-cycle Master’s degree courses. Following the COVID pandemic, university lecturers were forced to adapt their traditional courses and lecture style in order to continue teaching. This involved a sudden shift to video conferencing platforms and the transformation of the format of learning objects. Teaching staff rapidly had to become familiar with new technologies and teaching strategies. Although all educators in Higher Education had to develop these new skills, getting involved in creating asynchronous online courses was yet another step into unfamiliar territory. A departmental research group designed a MOOC which will award university credits to users completing it. An initial survey to assess willingness to be involved and create content revealed considerable interest among teaching staff. Throughout the design and production process, the drop-out rate remained low. Teaching staff remained keen to contribute to the MOOC. Our hypothesis was that the recent disruption caused by the pandemic meant that teaching staff would be more open to new methods of teaching, and this would affect their approach to the design process in the future. Through the use of surveys and interviews to evaluate contributors’ attitudes, experience and knowledge, we focus on the connections between traditional F2F teaching, online teaching and asynchronous teaching via MOOC, as well as highlighting lessons for both contributors and organisers.

Student success and experience in a flipped, senior physical chemistry course spanning before and after the COVID-19 pandemic

A flipped classroom is typically one where some of the instruction occurs asynchronously prior to the scheduled synchronous meeting between students and the instructor. Since 2000, they have gained substantial popularity especially in STEM fields where they have been shown to have increased exam scores and reduce the number of students who fail. In the university setting, many of these studies have been performed in lower division courses. Very few studies have been conducted in senior physical chemistry courses resulting in very little data being collected on this instructional technique at this level. The purpose of this study is to assess student outcomes when flipped classroom techniques are implemented in a senior physical chemistry course. In our flipped classroom, students were expected to watch lecture videos and complete preparation exercises created by the authors prior to coming to class. Then in class, a just in time teaching model was employed prior to students working in groups to complete activities created by the authors. Seven quizzes were performed individually and in groups while three midterms and a cumulative final exam were performed individually. Grade, student opinion questionnaires and survey data collected over seven semesters from Fall 2017 to Spring 2022 will be presented. Our findings indicate that there was only one semester out of seven where the average GPA of the students was significantly higher than the control class which was taught in a traditional lecture style. According to student surveys, the students focused on the importance of the preparation questions and dismissed the importance of completing activity/homework problems given that preparation activities were assigned credit while homework was not. Given that the in-class activities/homework questions resembled the material in assessments like quizzes, midterms and final exams, while preparation questions were scaffolded formative problems meant to introduce students to the concepts to be studied during the synchronous lecture, an important link between course concepts and material on summative assessments was not made. Future changes to address this issue will be discussed as well as how COVID-19 affected students during the pandemic as well as flipped classroom instruction.

Understanding how pharmacy, occupational therapy and nursing-midwifery students utilise lectures as learning opportunities: A mixed methods study informing post-COVID-19 pandemic return to campus

Introduction: Many universities switched to distance learning in response to the COVID-19 pandemic. As universities move to a post-COVID-19 normal, it is important for educators to be aware of what factors influence learners’ face-to-face lecture attendance. This study investigated what factors impacted nursing-midwifery, pharmacy and occupational therapy students’ pre-COVID-19 lecture attendance. Methods: Using a positivist mixed-methods approach, third-year nursing-midwifery (n = 350), pharmacy (n = 24) and occupational therapy (n = 42) students completed a survey with quantitative and open-ended questions that asked students about what factors influenced them to attend and not attend face-to-face lectures. T-tests and Spearman correlations were used to analyse the quantitative data. A qualitative inductive approach was used to code the open-ended questions response data into themes. Results: Occupational therapy and pharmacy students were more positive about the lectures in their programs than nursing-midwifery students. They also valued lecture quality and style more than nursing-midwifery students, who valued a convenient schedule. All three student cohorts valued engaging and enthusiastic lecturers and reported similar reasons for lecture attendance regarding the physical learning environment, other life- and work-related time commitments and the commuting distance to campus. Conclusions: While there was agreement on many factors affecting lecture attendance across the three student cohorts, occupational therapy and pharmacy students placed more value on lecture style and presentation, whilst nursing-midwifery students placed more importance on when lectures were scheduled. These results have and will inform factors to consider regarding on campus lecture attendance post-COVID.

A Dialogue-Like Video Created From a Monologue Lecture Video Provides Better Learning Experience

Video is the most widely used format to deliver a lecture by the tutor/lecturer in electronic distance learning. One of the video presentation styles is a dialogue style where the learning material is presented with a dialogue between a tutor/teacher and a tutee student. The presence of the tutee and dialogues provide cues that enable the observer student to pay more attention to the video. However, most video lectures available are in a monologue style. The authors developed a system that transforms a monologue-style lecture video into a dialogue-like video style by adding a synthetic tutee agent. They conducted a within-subject design experiment involving first-year undergraduate students comparing this dialogue-like video style with other two traditional video lecture styles, the monologue, and dialogue styles. The evaluation found that students perceived the dialogues in the dialogue and dialogue-like style supported them to have a better learning experience. The finding indicates that this dialogue-like video style has a comparable effect on the traditional dialogue video.

Increasing activeness and learning outcomes of mathematics using problem-based learning (PBL) in grade 2 SD Yos Sudarso Purwakarta

the lecture style still dominates and the content does not match the actual situation, so the activity and learning outcomes of the 2nd-grade students of Yos Sudarso Elementary School for the 2022/2023 academic year are still not good. The overarching aim of this study is to outline how to introduce a Problem-Based Learning pedagogical framework to enhance student engagement and knowledge retention. This study followed the format of Classroom Action Research (PTK) in two cycles. This research involved 28 students from SD Yos Sudarso Purwakarta. Data collection methods, including test and nontest methods. Quantitative and qualitative descriptive analyzes were applied to the data. The results showed that the proportion of active students increased from 21.42 percent or as many as six students in the pre-cycle to 53.57 percent or as many as fifteen students in cycle I and to 78.57 percent or as many as twenty-two students, in the second cycle. The pre-cycle KKM achievement level was 53.57 percent (15 students), the first cycle achievement level was 78.57 percent (22 students), and at the second cycle achievement level all students achieved KKM scores of 28 students

THU006 Exploring Primary Care Resident Perspectives On Diabetes Education In Training

Abstract Disclosure: N. Francis: None. S. Cardillo: None. D.R. Nandiwada: None. Background: The training residents gain in Family Medicine (FM) and Internal Medicine (IM) residency programs provide a critical foundation for their knowledge in diabetes (DM) management. It is one of the most common diagnoses physicians-in-training will encounter in their residency training programs and in clinical settings. However, a 2012 study compared diabetes care in resident clinics versus private physicians and found significant decrease in patient satisfaction (56.5% vs. 71.3%) in resident clinics. A 2020 study surveying primary care (PC) residency program directors showed that most FM and IM residency training programs focus on the core diabetes care and management topics with much less focus on emerging topics, such as 2nd generation insulin analogs and digital health technologies. The purpose of our survey was to better assess current resident perceptions and attitudes towards their DM education and their perceived comfort level in comprehensive DM counseling, evaluation, and management. Methods: A 12 item survey was designed using the Qualtrics program. The survey link was sent via email to IM- PC and FM residents at a major academic medical center. Data was collected from September 13th, 2022 to present. The survey included a combination of multiple choice, Likert scale and ranking questions. Results: 14 residents responded to the survey to date with the majority (71%) belonging to the IM-PC group and the remainder (29%) family medicine. Residents felt most comfortable managing diabetes related complications and counseling on foot and eye care and hypoglycemia. Respondents reported being most uncomfortable in prescribing non-insulin medication (50%) and initiating an insulin regimen (43%) and less comfortable counseling patients on continuous glucose monitoring systems (83%) and insulin administration (66%). While majority of residents (72%) found their DM curriculum clinically relevant, 85% of residents reported there was not enough time allotted. Respondents felt a more longitudinal lecture series, with increased access to treatment frameworks and on-site feedback on their DM counseling and care would best supplement their DM curriculum. Conclusion: This survey data explores specific areas that residents have identified as being least comfortable and also expresses what they identified as the most preferable ways to modify and design an educational intervention. This information allows for tailored curricular intervention highlighting diabetes technologies, insulin and non-insulin prescribing practice in a longitudinal lecture style format that provides access to DM treatment frameworks and incorporates direct on-site feedback to the residents. This provides evidence for the development of a novel clinically integrated DM curriculum. Presentation: Thursday, June 15, 2023