Content Delivery Methods Research Articles

Professional Development and Teaching Practices of EFL Palestinian Teachers during COVID-19 Pandemic: A Case Study of Three Female Teachers

The current study investigated the activities and practices used by three female EFL teachers during the coronavirus pandemic between March 2020 till February 2021. The study also explored the difficulties and obstacles faced by the three teachers during that period. To achieve these objectives, a qualitative approach utilizing a case study design was employed using three tools: teachers’ written reflections, content analysis of teachers’ posts on the social media, and a focus group meeting via Zoom. The significance of the study emerges from its objectives to contribute to EFL teachers’ professional development during the emergency cases. Results revealed that the three teachers were able to cope with the new situation by adopting new methods of content delivery and new forms of communication as well. These teachers used online technologies such as Facebook, YouTube, and Microsoft Teams to communicate with their students and the parents as well. However, some challenges emerged, including the financial situation of the families and its impact on students’ access to internet connection and family affordability. Under these conditions, teacher training programs are in demand for using appropriate technologies that engage the students and attract their attention.

Adaptive change in simulation education: Comparison of effectiveness of a communication skill curriculum on death notification using in person methods versus a digital communication platform.

Mandates to social distance and "shelter in place" during the COVID-19 pandemic necessitated the exploration of new academic content delivery methods. Digital communication platforms (DCP; e.g., Zoom) were widely used to facilitate content delivery, yet little is known about DCP's capacity or effectiveness, especially for simulation. The objective was to compare the experience, outcomes, and resources required to implement a simulation-based communication skill curriculum on death notification to a cohort of learners using in-person versus DCP delivery of the same content. We used the GRIEV_ING mnemonic to train students in death notification techniques either in person or utilizing a DCP. For all learners, three measures were collected: knowledge, confidence, and performance. Individual learners completed knowledge and confidence assessments pre- and postintervention. All performance assessments were completed by standardized patients (SPs) in real time. Wilcoxon rank-sum test was used to identify differences in individual and between-group performances. Thirty-four learners participated (N=34), 22 in person and 12 via DCP. There was a statistically significant improvement in both groups for all three measures: knowledge, confidence, and performance. Between-group comparisons revealed a difference in pretest confidence but no differences between groups in knowledge or performance. More preparation and prior planning were required to set up the DCP environment than the in-person event. The in-person and DCP delivery of death notification training were comparable in their ability to improve individual knowledge, confidence, and performance. Additional preparation time, training, and practice with DCPs may be required for SPs, faculty, and learners less familiar with this technology.

Active Learning Strategies and Blended Learning Approach for Teaching Under Graduate Software Engineering Course

Abstract: Software Engineering is a core theory course offered in Undergraduate Engineering programmes. It is one of the challenging courses for the teaching faculty. The course includes various systematic approaches, and methods that can be employed for designing, developing, testing and maintaining quality software applications. The course also focuses on the latest tools and technologies that are being practiced in the industry. Effective content delivery methods leveraging active learning strategies for the classical topics have been well researched and established. However, improvement in content delivery plan and execution is required for relatively new and evolving topics like DevOps and version controlling. This paper presents an experimental study of application of the various active learning techniques such as discussion forums, tech talks followed by quiz for such topics. Impact of the application of the improved content delivery plan on the course outcomes attainment by the learners has also been observed and presented. The enhanced approach has proved to improve student learning outcomes, which are measured and presented using a Abirami A.M , Pudumalar S ThiruchadaiPandeeswari 1 2, S 3 Department of Information Technology, Thiagarajar College of Engineering , Madurai, Tamil Nadu 1 abiramiam@tce.edu 2 spmit@tce.edu 3 eshwarimsp@tce.edu standard set of tools and metrics. This paper uses the logistic regression model for the study of impact of blended learning approach on student learning outcomes which produces 60% accuracy. Keywords: DevOps, Software Maintenance, Version Controlling, Software Engineering, Course Outcome Attainment, Active Learning Strategies

National Study of Excellence in Pediatric Physical Therapy Education: Design, Methods, and Results.

The purposes of this study were to identify and describe the attributes of excellence and innovation in professional pediatric physical therapy education and develop a conceptual framework identifying dimensions of excellence. A multimethod case study design based on a grounded theory framework was used. Data collection included review of artifacts and field interviews (individual and focus group). A constant-comparative method for within case and across case was used for data analysis to verify and revise coding schemes, identify categories and subcategories, revise emerging themes, and develop a conceptual framework. Based on results of a predetermined grading rubric, 6 of 17 self-nominated academic sites were selected representing diverse institution types (public/private, Carnegie classification, size) and geographic locations. Pedagogical approaches and method of content delivery varied among programs; all used the essential core competencies. The core pediatric faculty member(s) were Board Certified Clinical Specialists. A conceptual framework was developed based on 4 key dimensions: Culture of Excellence, Exemplary Pediatric Faculty, Pedagogy, and Child and Family as Teacher (CFT), and 16 related elements. CFT is a unique and nonnegotiable dimension of excellence in pediatric physical therapy education, highlighting the partnership between the learner, child, family, and pediatric faculty member. CFT intersects with the other dimensions and integrates their elements (ie, faculty characteristics, contributions from the child and family, use of instructional strategies) to effectively prepare future pediatric physical therapists. Based on the pervasiveness of this dimension in teaching and learning across all programs, this may be the signature pedagogy of pediatric physical therapy education. Results of this study are important to professional physical therapist education administrators, pediatric academic faculty, and clinical educators because they represent an understanding of the attributes of excellence. The model can serve as a guide for best practice in pediatric physical therapy education.

The Interrupted Semester: Thoughts and Tools that Move Us Full Circle

In a matter of weeks—and in some cases, days—teachers were asked to move the remainder of their semester-long, in-person courses to the online environment, restructuring assignments and methods of content delivery along the way. Now, we live in-between, as people have navigated hybrid, stops and re-starts. What helped us then can help us in the future as other unexpected twists and turns come our way. Whatever your situation may be, our hope is that the strategies, tools, and lessons learned outlined in this article will invite you to consider new and creative options for current and future curve balls that come your way while still maintaining the integrity of your learning objectives. The article specifically offers suggestions for moving lectures, group assignments, case studies, and activity simulations from the physical classroom to the virtual classroom. It is our desire that this article empowers you to make the best decisions for yourself and your students as you navigate the uncharted waters of online teaching and learning that could come again due to weather, illness and future unknowns. The keys are adaptation, flexibility, and curiosity about what could work.

THE COVID-19 PANDEMIC AND THE ONLINIFICATION OF TEACHING AND LEARNING

Online education is of various types and can be defined in numerous ways. Over the last few decades, online education has gained popularity, but has also been regarded with reluctance and scepticism as to the benefits it may have. The COVID- 19 pandemic was declared on the 11th of March 2020 and forced many countries to impose lockdowns and restrictions. As such, several activities were shut down, schools and universities were closed, thus, the need for rapid solutions arose. Since the online environment was there for the taking, physical classrooms were virtualised overnight, homes became learning and teaching spaces for students and educators, whereas the latter were faced with adapting content and transferring it in order to suit its delivery via online platforms. With little to no experience in online education, educators sought to find ways to continue their work bringing emergency modifications. Although digital transformation is not a new phenomenon, the transit from physical classrooms to online ones has been and still is a rough learning curve for many educators. Apart from optimising digital technology to apply to education, another difficult task of any online teacher is to keep students motivated and involved, which can be achieved in different ways. This article discusses methods of content and course delivery, the technology-induced problems that online teaching implies, assessment, ethical behaviour in a virtual setting, and the risk of cheating in online examinations, as well as ways of preventing cheating. Nevertheless, the abrupt onlinification of education may lie at the basis of future exploration and research.

Teaching Signal Processing Through Frequent and Diverse Design: A Pedagogical Approach

In this article, we describe and discuss the design-based approach for signal processing education at the undergraduate level at the University of New South Wales (UNSW) Sydney. The electrical engineering (EE) undergraduate curriculum at UNSW Sydney includes three dedicated signal processing courses as well as a design course that involves a major signal processing task. Design- and project-based teaching permeate the curriculum and form a primary method of content delivery to not only cement the understanding of theoretical concepts but also strengthen students? ability to apply these concepts to practical problems.

Unpacking Academic Emotions in Asynchronous Video-based Learning: Focusing on Korean Learners’ Affective Experiences

Recognizing learners’ motivational problems in online remote learning, this study examined the patterns of learner’s academic emotions and facial expressions detected in asynchronous video-based learning. The research questions of this are: (1) What are the patterns between facial expressions and negative emotions (i.e., boredom, confusion, and frustration) that learners experienced during online video-based learning? (2) What are the learner’s overall perceptions about their emotions during online video-based learning? This study was conducted with 26 Korean adult learners who took an online video lecture via an asynchronous self-directed mode. Their facial expressions during online learning were recorded and analyzed for detecting affective states. Two judges trained in Ekman’s Facial Action Coding System (FACS) analyzed 210 scenes segmented from the recorded video data using a retrospective affect judgment procedure. The analysis identified 101 incidences of boredom, 82 confusions, and 62 frustrations. Moreover, using Spearman’s rank correlation coefficients and hierarchical clustering, we identified some patterns of significant relationships between facial action units and affective states. The interview data reveal that the potential reasons for negative emotions include lack of concentration, uninteresting content, and one-way content delivery method. Given the massive transition to online video-based learning during and after COVID-19, the results of this study can provide implications concerning how to detect and intervene in potential issues associated with learner’s motivation and affective states.

The flipped classroom: a novel approach to physical examination skills for osteopathic medical students.

Medical students are faced with the challenge of synthesizing large volumes of information quickly. With the increasing accessibility of technology, a "flipped classroom" allows students to learn foundational material independently. Class time is instead devoted to in-depth skill building with instructors, promoting an active learning environment. This method of content delivery is also relevant given the current COVID-19 pandemic. To comprehensively evaluate the benefit of adopting a flipped classroom approach in teaching physical exam skills (PES) to first-year osteopathic medical students. A cohort study was conducted comparing first-year osteopathic students in the class of 2022 (n=201), who had taken the PES course traditionally, with the class of 2023 (n=203), who experienced the flipped classroom approach. Objective metrics such as cumulative grades, objective structural clinical examination performance (OSCE), and practical exam performance were compared using nonparametric Mann-Whitney U rank sum tests. Subjective measures such as student course evaluations were used to analyze course perceptions using independent sample t-tests assuming unequal variances. A faculty survey was administered to faculty who taught both cohorts to assess instructor attitudes toward the flipped classroom approach. Due to the COVID-19 pandemic, Spring 2020 quarter data was not included, given the transition of all classes to an online learning environment. The flipped classroom approach significantly improved objective student performance for the Fall (p=0.009) and Winter (p<0.001) student cumulative grades and the History-Taking OSCE (p=0.010). Performance on Fall and Winter practical exam scores had no significant association with the flipped classroom. General student perceptions of the course remained unchanged between both cohorts. Faculty survey results from 10 faculty members showed that six (60%) faculty members preferred the traditional classroom, while four (40%) preferred the flipped classroom. The flipped classroom approach showed some statistically significant improvement in student PES. Further studies are needed to evaluate the benefits of a flipped classroom approach using skills-based assessments styles to measure student performance, with a focus on standardization of in-classroom groupwork.

PaCE Yourself: Impact of COVID-19 on Patient-Centered Care Experience.

(1) Background: The outbreak of the novel coronavirus, COVID-19, forced colleges of pharmacy to implement new online learning methodologies to ensure that students could complete required courses. This transition was especially acute for laboratory simulation courses that require students to practice professional skills. This study aims to compare student assessment performance within a simulation-based laboratory course for students who completed the module prior to and after the online transition. (2) Methods: This study was a retrospective cohort comparison of student outcome performance with two distinct content delivery methods. Students were organized into two tracks at the beginning of the semester to determine the order of the simulation module. The online learning transition occurred in-between the delivery of the same module, which allowed comparison of online versus in-person content delivery with consistent assessment. Remediation rates on each assessment were compared using chi-squared tests. (3) Results: Student pharmacists across the first and second professional year performed similarly despite in-person or online course formats, with no significant differences in remediation rates. (4) Conclusions: Pharmacy course content, including laboratory-based simulation activity, may produce similar assessment performance when using online content delivery. Further research into hybrid or mixed-delivery models may enhance learning without affecting assessment performance.

Textbooks for the YouTube generation? A case study on the shift from text to video

A case study is used to achieve two research objectives: To understand students’ attitudes, behavior toward, and satisfaction with videobooks vs. traditional textbooks; and to identify factors that drive student satisfaction and positive attitudes toward videobooks. Analysis of student experiences across multiple sections of an introductory marketing course found students have more positive attitudes toward, and higher satisfaction with, a videobook vs. a textbook. Further, students found the videobook to be easier to use and understand, and more engaging than a traditional textbook, making it overall more effective for learning. Finally, the videobook format facilitated the switch to virtual learning as its content delivery method more closely resembles in-class lectures.

A Cache Placement Strategy Based on Entropy Weighting Method and TOPSIS in Named Data Networking

Named data networking (NDN) aims to change the traditional content delivery method and caching by router nodes caching and participating in forwarding. NDN-caching can reduce the expected flood of global data traffic by providing cache storage at intermediate nodes for transmitted content objects, making data broadcasting in an efficient way. In this paper, a novel caching strategy based on entropy weighting method and TOPSIS is proposed for efficient content dissemination to improve NDN’s in-network caching performance. Firstly, the consumer’s request process is modeled by the entropy weighting method and TOPSIS to obtain the best cache node for the cache object according to the real-time status of the node. Secondly, two cache replacement algorithms (composed of an active cache replacement algorithm and a passive cache replacement algorithm) are proposed to reduce the cache redundancy on the delivery path and improve the utilization of data packets in the nodes. Finally, an effective cache mechanism and data packet migration scheme are proposed to further improve the cache performance according to the different types of cache nodes. The performance evaluation shows that the proposed scheme performs better in terms of cache hit rate, latency, and link load compared with some existing strategies.

Electronic Cigarette-Related Contents on Instagram: Observational Study and Exploratory Analysis.

BackgroundInstagram is a popular social networking platform for users to upload pictures sharing their experiences. Instagram has been widely used by vaping companies and stores to promote electronic cigarettes (e-cigarettes), as well as by public health entities to communicate the risks of e-cigarette use (vaping) to the public.ObjectiveWe aimed to characterize current vaping-related content on Instagram through descriptive analyses.MethodsFrom Instagram, 42,951 posts were collected using vaping-related hashtags in November 2019. The posts were grouped as (1) pro-vaping, (2) vaping warning, (3) neutral to vaping, and (4) not related to vaping based on the attitudes to vaping expressed within the posts. From these Instagram posts and the corresponding 18,786 unique Instagram user accounts, 200 pro-vaping and 200 vaping-warning posts as well as 200 pro-vaping and 200 vaping-warning user accounts were randomly selected for hand coding. Furthermore, follower counts and media counts of the Instagram user accounts as well as the “like” counts and hashtags of the posts were compared between pro-vaping and vaping-warning groups.ResultsThere were more posts in the pro-vaping group (41,412 posts) than there were in the vaping-warning group (1539 posts). The majority of pro-vaping images were product display images (163/200, 81.5%), and the most popular image type in vaping-warning posts was educational (95/200, 47.5%). The highest proportion of pro-vaping user account type was vaping store (110/189, 58.1%), and the store account type had the highest mean number of posts (10.33 posts/account). The top 3 vaping-warning user account types were personal (79/155, 51%), vaping-warning community (37/155, 23.9%), and community (35/155, 22.6%), of which the vaping-warning community had the highest mean number of posts (3.68 posts/account). Pro-vaping user accounts had more followers (median 850) and media (median 232) than vaping-warning user accounts had (follower count: median 191; media count: 92). Pro-vaping posts had more “likes” (median 22) and hashtags (mean 20.39) than vaping-warning posts had (“like” count: median 12; hashtags: mean 7.16).ConclusionsInstagram is dominated by pro-vaping content, and pro-vaping posts and user accounts seem to have more user engagement than vaping-warning accounts have. These results highlight the importance of regulating e-cigarette posts on social media and the urgency of identifying effective communication content and message delivery methods with the public about the health effects of e-cigarettes to ameliorate the epidemic of vaping in youth.

Research Initiatives in Accounting Education: Improving Learning Effectiveness

ABSTRACTLearning effectiveness is a commonly explored area of accounting education research. As the educational environment is continually changing and evolving, research on learning effectiveness will continue to be an area of great interest to accounting faculty and administrators alike. This essay explores five categories of change in accounting education: changing content and curriculum, changing content delivery methods, changing classroom environments, changing student demographics, and changing measures of learning and performance. Within each category, we discuss the changes and suggest future research to examine each aspect of learning effectiveness.

Joint Distributed Link Scheduling and Power Allocation for Content Delivery in Wireless Caching Networks

In wireless caching networks, the design of the content delivery method must consider random user requests, caching states, network topology, and interference management. In this article, we establish a general framework for content delivery in wireless caching networks without stringent assumptions that restrict the network structure and interference model. Based on the framework, we propose a dynamic and distributed link scheduling and power allocation scheme for content delivery that is assisted by belief-propagation (BP) algorithms. The proposed scheme achieves three critical purposes of wireless caching networks: 1) limiting the delay of user request satisfactions, 2) maintaining the power efficiency of caching nodes, and 3) managing interference among users. In addition, we address the intrinsic problem of the BP algorithm in our network model, proposing a matching algorithm for one-to-one link scheduling. Simulation results show that the proposed scheme provides almost the same delay performance as the optimal scheme found through an exhaustive search at the expense of a little additional power consumption and does not require a clustering method and orthogonal resources in a large-scale D2D network.

National Survey on Canadian Undergraduate Medical Programs: The Decline of the Anatomical Sciences in Canadian Medical Education.

The anatomical sciences have always been regarded as an essential component of medical education. In Canada, the methodology and time dedicated to anatomy teaching are currently unknown. Two surveys were administered to course directors and discipline leaders to gain a comprehensive view of anatomical education in Canadian medical schools. Participants were queried about contact hours (classroom and laboratory), content delivery and assessment methods for gross anatomy, histology, and embryology. Twelve schools responded to both surveys, for an overall response rate of 64%. Overall, Canadian medical students spend 92.8 (± 45.4) hours (mean±SD) studying gross anatomy, 25.2 (± 21.0) hours for histology, and 7.4 (± 4.3) hours for embryology. Gross anatomy contact hours statistically significantly exceeded those for histology and embryology. Results show that most content is delivered in the first year of medical school, as anatomy is a foundational building block for upper-year courses. Laboratory contact time for gross anatomy was 56.8 (± 30.7) hours, histology was 11.4 (± 16.2) hours, and embryology was 0.25 (± 0.6) hours. Additionally, 42% of programs predominantly used instructor/technician-made prosections, another 33% used a mix of dissection and prosections and 25% have their students complete cadaveric dissections. Teaching is either completely or partially integrated into all Canadian medical curricula. This integration trend in Canada parallels those of other medical schools around the world where programs have begun to decrease contact time in anatomy and increase integration of the anatomical sciences into other courses. Compared to published American data, Canadian schools offer less contact time. The reason for this gap is unknown. Further investigation is required to determine if the amount of anatomical science education within medical school affects students' performance in clerkship, residency and beyond.

How to Make Elderly Satisfy with Primary Physician’s Health Education and Medical Consultation? Lesson Learnt from Health Empowerment Program in Pension Bank in Indonesia

Introduction: Health education program to recognize and prevent degenerating disease is important for elderly. therefore, a national pension bank in Indonesia set initiative to provide health empowerment program in their waiting room, to optimize momentum when elderly community come and gather regularly in pension bank at every first week of the month. The bank organized health education and medical consultation program in the waiting room, cooperated with trained health educator and physician. This study investigated how elderly satisfy with the programs, and its effect to program and institution image. Method: We investigated 438 elderlies in 10 cities of 14 pension bank branches in Indonesia who participated in health education and consultation program. We assessed their satisfaction level related to health education and its cause using SERVQUAL approaches that consist of tangible, reliability, responsiveness, assurance and empathy. We also investigated how it would trigger individual willingness to spread word of mouth in promoting the health education program and the institution to other elderly, using standardized equation modeling (SEM) analysis. Result: Most of elderly satisfy and understood the both health education content (90%) and considered this program as meaningful program (84%). In health education, the highest factor contributes to elderly satisfaction were tangibles (educator and doctor performance) and reliability factors (regular schedule and delivery method of health education content). Meanwhile in medical consultation, doctor’s performance (tangible factor), responsiveness and empathy to elderly health problem contributed equally important to elderly satisfaction. Medical consultation contributed more in triggering word of mouth to promote the program and institution (SEM r=0.81) rather than of health education (SEM r=0.58)Conclusion: Not only doctor’s performance and health content delivery method, but responsiveness and empathy were important key factors to provide successful health education and services for elderly. Elderlies highly appreciated pension bank’s initiative in providing health education and consultation while optimizing time in waiting room, therefore this model can be applied in further health education program.

Teaching Difficult Physiological Concepts to the Medical Students Using Minicases, Educreations and Mentimeter

PurposeIt is a consensus in medical schools that basic science courses is offered in a compressed curriculum, and medical students have difficulty in retaining essential basic science concepts. It is well established that medical, nursing, and healthcare schools use various pedagogical methods to deliver physiology curriculum. Our abstract focuses on medical education, it is always challenging for medical students to retain a plethora of physiology and pharmacology information. These concepts are considered high yield for passing standardized exams. We have shown the effectiveness of new modern tools in medical education that enhances the student learning experience. 1MethodsIn collaboration with the students, we inquired and collected feedback and created a grid of physiological concepts that students find difficult to understand, examples include current multiplication in renal physiology, flow volume loops in respiratory.We then planned three modes of content delivery methods. First, we designed short videos using novel technological tools like educreations clarifying those concepts. The students could view these videos at any time, anywhere, and on any device. We then offered mini‐cases in small groups that promoted higher‐level thinking on Bloom’s Taxonomy, for example, a case on diabetes insipidus that touched upon functions of ADH and integrated clinical reasoning. Finally, using Mentimeter (a novel audience response system), we conducted a short quiz as an interactive readiness experience for our students. The informal 15‐minute quiz was an effective way for students to gauge their performance. In this live session, the basic science instructor(s) were tasked to refresh, review, and validate physiology/pharmacology concepts with the students.Results/OutcomesAccording to our satisfaction surveys, students appreciated digital cognition. The survey response rate was 75% (n=24/32). More than 80% of students found the active learning sessions met their expectations or far exceeded their expectations. Examples of student narratives include, “The learning checkpoints and engaging activities with mini‐cases were good. It exceeded my expectations because I didn’t expect dedicated time to be given to that, but I am glad it did and would like to see similar things like this done in the future.” “The dedication of the instructor to providing learning materials in the forms of videos, readings, and mini‐lectures was a huge strength of the curriculum.”DiscussionWe conclude that our method of content delivery will provide an ideal opportunity for all students to learn the importance of contextual and difficult physiological concepts. The approach can help in identifying knowledge gaps and can serve a useful model for curricular delivery in medical schools, nursing, or any healthcare school that would like to promote critical thinking with a deeper understanding of physiology integrated with clinical science.

Innovative Approaches to Emergency Medical Services Fellowship Challenges.

IntroductionSince the development of an Accreditation Council of Graduate Medical Education (ACGME)-accredited emergency medical services (EMS) fellowship, there has been little published literature on effective methods of content delivery or training modalities. Here we explore a variety of innovative approaches to the development and revision of the EMS fellowship curriculum.MethodsThree academic, university-based ACGME-accredited EMS fellowship programs each implemented an innovative change to their existing training curricula. These changes included the following: a novel didactic curriculum delivery modality and evaluation; implementation of a distance education program to improve EMS fellows’ rural EMS experiences; and modification of an existing EMS fellowship curriculum to train a non-emergency medicine physician.ResultsChanges made to each of the above EMS fellowship programs addressed unique challenges, demonstrating areas of success and promise for more generalized implementation of these curricula. Obstacles remain in tailoring the described curricula to the needs of each unique institution and system.ConclusionThree separate curricula and program changes were implemented to overcome specific challenges and achieve educational goals. It is our hope that our shared experiences will enable others in addressing common barriers to teaching the EMS fellowship core content and share similar innovative approaches to educational challenges.

Structural Competency of Pre-health Students: Can a Single Course Lead to Meaningful Change?

Scholars within the medical sciences recently have called on undergraduate educators to incorporate the social sciences in order toteach pre-health students structural competencies - or the ability to articulate how social structures produce racial, ethnic, gender, class, and other disparities - in order to better serve these populations medically. Authors used a semester-long course to assess how experiential learning focused on the topic of structural inequities improves structural competency. In Fall 2018, 27 students completed a hands-on, experiential, course focused on structural factors and health disparities. The authors conducted a mixed-methods, pre-/post-test design to solicit data on students' views on the reasons for high rates of obesity, gender pay disparities, and racial/ethnic housing segregation. Using systematic qualitative data analysis and statistical analysis of coded answers, the authors were able to detect pre-/post-test differences in the number of times students identified structural reasons for the disparities. Statistical analysis showed that students were able to identify an average of 4.63 structural reasons at pre-test, and that increased to 5.93 reasons at post-test (statically significant (p = 0.007)), indicating an increase in structural awareness after participation in the course. Qualitative analysis, using systematic methods of coding and a modified constant comparison method, demonstrated that students' ability to articulate structural reasons for inequality greatly improved. This experiential learning course, while relatively short, was found to increase students' ability to identify structural factors and articulate them with deeper understandings. Future curriculum development should consider incorporating experiential learning to promote structural competency, rather than a more traditional passive, content-delivery method of training.