Online Workshops Research Articles

Supporting healthcare professionals to reduce weight stigma.

Reducing weight stigma in healthcare is critical to supporting and improving the health of people living with overweight or obesity and decreasing the risk of adverse patient outcomes. We were invited as stigma researchers to participate in an online workshop alongside community members, healthcare professionals and policymakers to codesign guidance for reducing weight stigma in healthcare. This workshop prompted us to reflect on why and how weight stigma should be addressed in healthcare, and to provide recommendations for healthcare professionals and policymakers to reduce weight stigma in healthcare. This paper presents our reflections and recommendations for addressing weight stigma in healthcare following the codesign workshop. Recommendations include targeting individual healthcare professionals and involving clear, practical guidelines and training that leverage the notions of 'do no harm', improving practice and recognising biases. Importantly, such strategies must be couched in broader structural approaches to weight stigma reduction.

Development of stakeholder-informed recommendations for inclusion of family spillover effects in health technology assessment.

The impacts of disease and treatment on a patient's family members and informal caregivers are known as "family spillover effects." Although many formal value frameworks call for the consideration of these effects, they are often not included in health technology assessments (HTAs) and cost-effectiveness analyses (CEAs). A formal evaluation of stakeholder perspectives may help address the disconnect for inclusion of family spillover effects observed in practice. To develop stakeholder-driven recommendations for the measurement and use of family spillover effects in the United States and to identify research opportunities. We first conducted a targeted literature review of US-based CEAs and HTA reports from the past 10 years to assess the current use of family spillover effects. We then used a purposeful sampling technique to conduct 25 qualitative interviews with outcomes researchers, patient advocates, health economists, and health policy and payer experts to gather perspectives on when and how family spillover effects should be considered in HTA processes. We conducted a thematic analysis of the interview transcripts to identify key themes and develop preliminary recommendations. Finally, we conducted an online workshop with 8 stakeholders to discuss, rate, and refine preliminary recommendations to develop final recommendations. A key theme identified in the stakeholder interviews was the role that data availability, analyst preferences, and prior precedence play in limiting the inclusion of spillover effects in HTAs. Additional themes included support for the inclusion of both qualitative and quantitative spillover effects and the need to capture broad and diverse impacts across populations. We developed 15 recommendations from the consensus building workshop addressing measurement, CEA modeling, and HTA processes. Key recommendations included (1) a transparent process for deciding when family spillover effects should be included, (2) measurement of direct and indirect costs with priority based on the magnitude of impact, (3) the use of validated measures, (4) the use of proxy information and expert elicitation when quality data are unavailable, and (5) the use of a modified impact inventory table for transparency of included effects. Research opportunities included patient involvement in family spillover effect research and HTAs, mapping algorithms and non-preference-based caregiver measures to generate utilities, and consensus best practices for modeling. The inconsistent inclusion of family spillover effects in HTAs and CEAs remains a persistent challenge. The stakeholder-driven recommendations and research opportunities identified in this study may help improve the transparency, measurement, and use of family spillover effects in assessing the clinical and economic value of novel medical technologies.

Addressing Bias in the Occupational Therapy Admissions Process

This study investigated the impact of a workshop in reducing unconscious bias in admissions committee members of an occupational therapy program to determine if workshop participation increased the number of underrepresented students in the program. A convenience sample of 50 committee members was used. A Wilcoxon matched pairs signed rank test indicated a significant increase in the post-test survey question scores. A chi-square test of independence revealed a significant increase in the number of students in the program from underrepresented groups. These results suggest that an online workshop can reduce perceived bias and increase diversity in an occupational therapy program.

ENTERPRISE DEVELOPMENT MANAGEMENT IN THE CONTEXT OF AN EMERGING INCLUSIVE ECONOMY

The article substantiates the necessity for enterprises to adapt to modern challenges and opportunities associated with the development of an inclusive economy. It analyzes contemporary trends and key issues impacting the functioning of enterprises in this context. The research delves into the critical aspects of managing enterprise development, including strategic planning, organizational changes, and innovative business approaches. Emphasis is placed on the importance of a systemic approach to solving these problems, which involves the active participation of the state, business, and civil society. The key aspects of managing enterprise development in the context of an inclusive economy are explored. In particular, strategic planning plays a crucial role in determining priority development areas, setting goals, and tasks that meet the requirements of an inclusive economy. A comprehensive set of measures aimed at enhancing the efficiency of enterprise development management in the context of an inclusive economy is proposed. The need for enterprises to adapt to the evolving landscape of an inclusive economy is becoming increasingly imperative. The dynamics of the modern economic environment, characterized by rapid technological advancements, globalization, and shifting consumer preferences, necessitate that businesses not only seek profitability but also contribute to social and environmental well-being. This dual focus on financial performance and societal impact is essential for achieving sustainable growth and maintaining competitive advantage. Training and skill development are critical components of an inclusive economy. Enterprises must invest in continuous learning and professional development programs to enhance the capabilities of their workforce. Professional development programs should focus on upskilling and reskilling employees, enabling them to adapt to new technologies and market demands. Collaboration with educational institutions can bridge the gap between academia and industry, ensuring that graduates possess the skills required by the labor market. Enterprises should encourage employees to engage in continuous education and provide access to online courses, workshops, and seminars.

Online Workshops Versus Live Medical Education on Self-Medication Literacy for Middle School Students. What Is the Best Pedagogic Method?

Objective. This study aimed to determine which pedagogic method, online workshops or live medical education, was the better way to teach about self-medication for middle school students. Methods. The following groups were formed: group O (students receiving online education), group L (students participating in live medical education animated by a medical practitioner and a science teacher) and group C (students without any medical learning). To compare them, the students answered three multiple choice questions before and after the educational intervention. The students in group L were evaluated immediately after the live medical training and group O immediately after the online workshops (t1). Group C was only evaluated at t0. Results. Group C N=195), group L (N=219) and group O (N=200, but 101 students who participated in the online workshops students dropped out before the end) were equivalent in terms of gender, but their ages and school grades were statistically different (P<0.001). A post-hoc test revealed that students in group O were older and in a higher grade than those in the other two groups (P<0.001) but the mean ages and school grades were equivalent in group L and group C. At t0, the results obtained were equivalent in the 3 groups. At t1, school students obtained better results in both groups (P<0.001) but these same results were significantly better in group L than those obtained in group O (P<0.001). Age, gender, school grade and school level had no effect on the students’ results. Conclusion: The study’s findings suggest that live medical education is a superior approach for imparting self-medication knowledge to middle school students.

Ten Years of Teaching Forgiveness Education in the Schools of Greece: Looking toward the Future

This article presents the accumulated experience and outcomes after ten years of forgiveness education (FE) in the schools of Greece. The author implemented the program throughout Greece by publishing new books on FE adapted to the Greek culture and training an interdisciplinary team of educators through both in-person and online workshops in several Greek cities. Using feedback from the experiences of the trained teachers and the participating students, a lot of valuable information was obtained for the future expansion of forgiveness education programs. Our objective is to provide a conceptual map for educators so that they may be better equipped when designing their own implementation plans for forgiveness education programs in other schools and countries. Dissemination practices and innovative methods are suggested. Recommendations for the future also include steps for the development and growth of FE in institutions and settings outside the school environment, thus spreading FE concepts and the resultant new ways of thinking and practices throughout the community.

CoDesign of a digital intervention for parents with bipolar disorder informed by integrated knowledge translation principles.

To provide detailed information on the codesign of a digital intervention to support parents with bipolar disorder (BD) who have young children. Each step of this process is reported, as well as a detailed description of the final version of the intervention in line with the TIDieR framework. Clinical experience and lived experience experts participated in online workshops, meetings, and remote feedback requests, informed by Integrated Knowledge Translation (IKT) principles. The IKT research group responded to each phase of recommendations from the knowledge users. Five clinical experience experts and six lived experience experts engaged with the codesign process. Their recommendations for principles, content, look, and feel, and functionality of the digital intervention were structured over five iterative phases. This led to a final implemented design that was identified by the clinical and lived experience experts (referred to together as the knowledge users group) as genuinely reflecting their input. The IKT principles offer an accessible structure for engaging with clinical and lived experience experts throughout a codesign process, in this case for a digital intervention for parents with BD. The resulting intervention is described in detail for transparency to aid further evaluation and development and to help other teams planning codesign approaches to intervention development.

Guide for the efficient and safe delivery of Telepharmacy

ObjectivesThis study aims to develop a guide establishing the requirements for developing and implementing telepharmacy in Hospital Pharmacy Services (HPS). A secondary objective is providing a reference frame to promote and allocate the necessary resources. MethodsThe project was developed in 5 phases from May-October 2021: (1) constitution of a working team; (2) literature review; (3) semi-structured interviews using the nominal group technique (with direct communications between experts and face-to-face discussion); (4) development of online workshops to raise awareness and debate each of the aspects considered essential in the document; (5) preparation of the final document and validation by the working group. ResultsAs a result of this methodology, the Guide for the Efficient and Safe Provision of Telepharmacy was obtained. This Guide proposes that pharmacists follow a Strategic Plan to develop a new telepharmacy program in an HPS under quality standards. This Strategic Plan has been structured in 4 organizational phases in which the requirements or resources necessary for its implementation are established: Strategy Phase, Planning Phase, Action Phase, and Phase of monitoring results and continuous improvement. ConclusionsThis study provides a practical guide for hospital pharmacists and managers to develop and implement telepharmacy in an HPS with quality guarantees. The Guide provides the pharmacists collective with a reference framework to promote and allocate the necessary resources in an increasingly complex healthcare environment where telepharmacy is an essential strategy for sustainability.

Barriers and facilitators to ethical co-production with Autistic people with an eating disorder

BackgroundCo-production is the collaboration between researchers and the lived experience community in designing, conducting and sharing research. The importance of co-production is increasingly advocated in both the autism and eating disorder fields. Despite this, there remains a lack of clarity at how to define, apply and conduct ethical co-production. Understanding common challenges and what we can do to overcome these challenges are integral to ensuring ethical and meaningful research with Autistic people with an eating disorder. The current study therefore explored: What are the barriers and facilitators to ethical co-production with Autistic people with an ED?MethodsFive workshops were conducted with 30 collaborators exploring barriers and facilitators to ethical co-production. Synchronous (online workshops) and asynchronous (offline discussion forum) data was analysed using thematic analysis. Themes were co-produced by a neurotypical and Autistic researcher with lived/living experience of an eating disorder.ResultsFour themes were identified that explored barriers to ethical co-production: unequal partnerships, the inaccessibility of research, excluded by diagnoses and communication differences. Three themes were identified with regards to facilitators of ethical co-production: shared power (with sub-themes relationships, not roles and creative compensation), clarity and transparency and autism-affirming approaches.DiscussionConducting ethical co-production with Autistic people with eating disorders has the potential to generate meaningful research that can be translated into improving the lives of the Autistic and eating disorder community. To achieve this, co-production teams should strive towards shared power and long-term relationships, adapting for communication differences and preferences and operating firmly within an autism-affirming framework. It is hoped that study findings will inspire collaboration, discussion and novel, translatable research.

CO-PRODUCTION OF A PEER SUPPORT PROGRAMME FOR ADULTS LIVING WITH CHRONIC NON-CANCER PAIN USING INTERVENTION MAPPING

BackgroundChronic pain is a significant burden and represents a major issue for world healthcare systems. Interventions include medication, surgery, pain management programmes, and social support through peer support groups. These groups are often informal, providing informational, emotional, and social support to members. The aim of this project is to co-produce guidance on how to establish a peer support programme for people living with chronic, non-cancer pain that is informed by evidence, theory, and stakeholder experience.MethodsThis project is using Steps 1–4 of the Intervention Mapping (IM) approach to inform the research. Online workshops consisting of people living with chronic pain, third sector representatives, healthcare professionals, and researchers are being used to co-produce the guidance.ResultsTo date, 2 of the 4 planned workshops have been conducted. These have identified the needs of people living with chronic pain, goals for the peer support programme, and expectations of how a peer support programme should be executed. Topics for inclusion in the programme and their content have been identified, with further workshops to refine this planned. The final stage of this project will identify methods of delivery, specific resources that should be developed, and the training to be provided to peer support volunteers.ConclusionThe project has identified the diverse needs of people living with chronic pain and how these may be addressed by a peer support programme. It has identified flexible options that can be recommended to those who want to set up a programme and a variety content that may be included.Conflicts of InterestNoneSources of FundingRobert Gordon University

Teaching multimorbidity to medical students.

Multimorbidity is a rising health care phenomenon and doctors require specific skill sets to effectively care for patients with multiple illnesses. Despite this, most medical education is taught using a single-disease, systems-based approach. Consequently, students can struggle to manage patients with multimorbidity. To help final year medical students manage patients with multimorbidity in clinical practice, we devised, taught, and evaluated a heuristic: collect, cluster and co-ordinate. Students attended a 1-hour online workshop during their family medicine clerkship. Using a flipped classroom design, students watched a podcast, followed by facilitated small-group work. Out of 132 final-year medical students, 102 participated in the evaluation. Students rated their confidence managing patients with multimorbidity, pre and post teaching on a Likert scale. Prior to teaching, 36% (n = 37) students rated their ability to manage a patient with multimorbidity as slightly confident. After teaching, 74.5% (76) students rated their ability to manage the same patient as fairly or completely confident. Prior to graduation students were surveyed to determine if they had applied the framework during clinical placements. Sixty-one students responded; 32 applied the heuristic during family medicine and in other clinical rotations such as paediatrics, obstetrics, emergency medicine and anaesthesia. Specific instruction on managing consultations with patients experiencing multimorbidity during undergraduate medical education increased learner confidence caring for these patients. The heuristic was relevant and applied in disciplines outside family medicine. Students indicated that earlier teaching on this topic would have prepared them better for clinical placements.

Developing a Consensus Statement to Target Oral Health Inequalities in People With Severe Mental Illness.

Oral diseases are more prevalent in people with severe mental illness (SMI) compared to those without mental illnees. A greater focus on oral health is needed to reverse unacceptable but often neglected oral health inequality in people with SMI. This provided the impetus for developing 'The Right to Smile' consensus statement. We aimed to develop and disseminate a consensus statement to address oral health inequality, highlighting the main areas for concern and recommending an evidence-based 5-year action plan to improve oral health in people with SMI. The Right to Smile consensus statement was developed by experts from several professional disciplines and practice settings (mental, dentaland public health) and people with lived experience, including carers. Stakeholders participated in a series of online workshops to develop a rights-based consensus statement. Subsequent dissemination activities were conducted to maximise its reach and impact. The consensus statement was developed to focus on how oral health inequalities could be addressed through a set of 5-year improvement targets for practice, policyand training. The consensus was reached on three 5-year action plans: 'Any assessment of physical health in people experiencing SMI must include consideration of oral health', 'Access to dental services for people with SMI needs to improve' and 'The importance of oral health for people experiencing SMI should be recognised in healthcare training, systems, and structures'. This consensus statement urges researchers, servicesand policymakers to embrace a 5-year action plan to improve oral health for people with SMI. The team included people with lived experience of SMI, their carers/family membersand mental and dental health service providers. They were involved in every stage of developing the consensus statement, from conception to development and dissemination.

A national education program for rapid genomics in pediatric acute care: Building workforce confidence, competence, and capability

PurposeTo develop and evaluate a scalable national program to build confidence, competence and capability in the use of rapid genomic testing (rGT) in the acute pediatric setting. MethodsWe used theory-informed approaches to design a modular, adaptive program of blended learning aimed at diverse professional groups involved in acute pediatric care. The program comprised 4 online learning modules and an online workshop and was centered on case-based learning. We evaluated the program using the Kirkpatrick 4-level model of training evaluation and report our findings using the Reporting Item Standards for Education and its Evaluation (RISE2) guidelines for genomics education and evaluation. ResultsTwo hundred and two participants engaged with at least 1 component of the program. Participants self-reported increased confidence in using rGT, (P < .001), and quiz responses objectively demonstrated increased competence (eg, correct responses to a question on pretest counseling increased from 30% to 64%; P < .001). Additionally, their capability in applying genomic principles to simulated clinical cases increased (P < .001), as did their desire to take on more responsibility for performing rGT. The clinical interpretation of more complex test results (such as negative results or variants of uncertain significance) appeared to be more challenging, indicating a need for targeted education in this area. ConclusionThe program format was effective in delivering multidisciplinary and wide-scale genomics education in the acute care context. The modular approach we have developed now lends itself to application in other medical specialties or areas of health care.

Designing a Roadmap for Health Technology Assessment Implementation in Algeria.

Background The scarcity of resources restricts healthcare financing decisions, affecting the population's health. Health technology assessment (HTA) balances restricted budgets with the best possible health outcomes. We aim to characterize the current status of HTA in Algeria and describe the future directions for HTA implementation according to the priorities set by local stakeholders. Methods Stakeholders from the public and private sectors responded to a policy survey about the current and preferred future status of HTA implementation in Algeria. The survey was administered during an online workshop and used a widely accepted international scorecard covering eight domains: capacity building, HTA financing, process and organizational structure, scope of HTA implementation, decision criteria, standardization of methodology, use of local data, and international collaboration. After that, one-on-one interviews with another local expert were conducted to validate and modify the draft recommendations. The interviewees were representatives from government agencies, hospitals, and pharmaceutical companies. Results Thirty-one experts filled out the HTA scorecard survey; most of them were from the public sector (74%). They highlighted that project-based HTA workshops or short courses were the most common form of HTA education in Algeria and recommended the establishment of postgraduate HTA training programs in the future to build sustainable capacities. They reported a lack of funding for HTA research and critical appraisal and recommended an increased public budget for HTA and the introduction of submission fees by manufacturers. There was consensus about the need for local HTA evidence generation in the future. Most of the experts advocated an explicit soft decision threshold. The interviewees further recommended using multi-criteria decision analysis in the short term. The application of quality indicators was believed to improve the reliability of the HTA process. Conclusion The results of our policy research delineate the gap between the current and preferred future status of HTA in Algeria based on insights from multiple stakeholders. The need to improve the educational HTA programs in Algeria, use local data in policy decisions, and increase funding for HTA were the most advocated recommendations.

Designing a behaviour change intervention using COM-B and the Behaviour Change Wheel: Co-designing the Healthy Gut Diet for preventing gestational diabetes.

Evidence suggests that modulating the gut microbiota during pregnancy may help prevent gestational diabetes mellitus (GDM). The Healthy Gut Diet study is a complex behaviour change intervention co-designed with women who have a lived experience of GDM. The aim of the study was to describe the development of the behaviour change dietary intervention, the Healthy Gut Diet. This study followed the process for designing behaviour change interventions using the Behaviour Change Wheel. Six researchers and 12 women with lived experience participated in online workshops to co-design the Healthy Gut Diet intervention. This included "diagnosing" the barriers and enablers to two target behaviours: eating more plant foods and eating less ultra processed/saturated fat containing foods. Content analysis of the workshop transcripts and activities was undertaken, underpinned by the Capability, Opportunity, Motivation and Behaviour (COM-B) model and the Theoretical Domains Framework (TDF). Barriers and enablers to the target behaviours were described across all six COM-B components and 10 TDF domains. The intervention functions for the Healthy Gut Diet were education, enablement, environmental restructuring, persuasion and incentivisation. Forty behaviour change techniques were integrated into five modes of delivery for the Healthy Gut Diet intervention. The feasibility, acceptability and effectiveness of the Healthy Gut Diet is being tested within a randomised controlled trial. Using the Behaviour Change Wheel process in partnership with consumers resulted in a clearly described complex intervention targeting barriers and enablers of dietary behaviour change to improve the gut microbiota diversity in pregnant women.

The impact of Teachers Professional Development on Learners Academic Performance in Selected Primary Schools in Kumi District

The study was aimed at on examining the effects of teacher professional development on learners’ academic performance in Kumi district. Teacher professional development is one of the concerns among different stakeholders who have interest in education in most of the developed and developing nations. With a lot of pressure among the educators to improve the academic performance among the learners, teachers’ continuous professional development has become a necessity for the schools that are committed to improving the academic performance of their learners. Teachers' professional development refers to a continuous process of acquiring new knowledge, skills, and competencies to improve their teaching practices and enhance student learning outcomes. This development can take various forms and often involves both formal and informal learning opportunities. The study was guided by three objective (i) To examine the relationship between workshops and learners’ academic achievements ii to establish the relationship between teacher leadership and learners’ academic achievements iii To assess the relationship between motivation and learners academic achievements. The key aspects of professional development include online courses motivation, teacher leadership, workshops and seminars, mentoring, collaborative learning, in-service training, graduate education, peer observation and conferences. The purpose of this research paper was to find out how teachers professional development affects the academic performance of learners in primary schools in Kumi. This research was conducted in selected primary schools in Kumi district.

Big ideas that changed the world of disability: Exploring theory with self‐advocates

AbstractBackgroundInclusive research has sidelined discussion of theoretical issues with researchers with intellectual/learning disabilities. This is a situation which the Big Ideas initiative sought to change. Between 2021 and 2023, the Open University, Leipzig University and the University of Koblenz organised nine workshops to explore influential theories in disability research. The objective was to share a theory (Big Idea) that sheds light on disability with self‐advocates and discuss how it relates to their experience. By making theories accessible and discussing how they relate to lived experience, we aimed to inform self‐advocates and activist researchers about key concepts in disability, deepen their capacity for research and campaigning, and better equip them to activate for change.MethodsThe online workshops were evaluated by observers. These observations were used by an inclusive group of activist researchers as the basis for an overall evaluation of the project.FindingsPeople with learning disabilities can engage with complex theories if these are presented accessibly alongside opportunities for reflective discussion. Input from self‐advocates helps to broaden and deepen theoretical understanding.An unanticipated but important finding was that the Big Ideas workshops created a new space in which academics and self‐advocates could learn together as equals.ConclusionsMaking theory accessible and easier to understand is both possible and valuable.

Learning for collaborative action: learning domains and processes in place-based climate adaptation workshops

Communities facing complex social and environmental challenges may benefit from opportunities for collaborative learning. Place-based climate adaptation workshops, which help stakeholders to incorporate climate projections into site-specific adaptation strategies, are one space where learning can occur. We studied learning in eight facilitated climate adaptation workshops held in-person (n = 2) and online (n = 6) in the United States between 2021 and 2023. Workshops averaged 24 participants and included state and local government employees, representatives from non-governmental organizations, interested citizens, academics, and others. We examined declarative, procedural, and relational learning and the processes through which knowledge was created and shared. We found evidence for learning across domains. Participants linked learning to a range of workshop elements, including collaborative workbooks, plenary presentations, and handouts. We found no meaningful differences between online and in-person workshops, suggesting that a range of workshop formats support meaningful learning. We discuss the theoretical and practical implications for understanding and fostering learning.

Obesity- and diet-induced plasticity in systems that control eating and energy balance.

In April 2023, the National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK), in partnership with the National Institute of Child Health and Human Development, the National Institute on Aging, and the Office of Behavioral and Social Sciences Research, hosted a 2-day online workshop to discuss neural plasticity in energy homeostasis and obesity. The goal was to provide a broad view of current knowledge while identifying research questions and challenges regarding neural systems that control food intake and energy balance. This review includes highlights from the meeting and is intended both to introduce unfamiliar audiences with concepts central to energy homeostasis, feeding, and obesity and to highlight up-and-coming research in these areas that may be of special interest to those with a background in these fields. The overarching theme of this review addresses plasticity within the central and peripheral nervous systems that regulates and influences eating, emphasizing distinctions between healthy and disease states. This is by no means a comprehensive review because this is a broad and rapidly developing area. However, we have pointed out relevant reviews and primary articles throughout, as well as gaps in current understanding and opportunities for developments in the field.

Key Learnings and Perspectives of a Newly Implemented Sex-and Gender-Based Medicine Modular Course Integrated into the First-Year Medical School Curriculum: A Mixed-Method Survey.

Sex and Gender-Based Medicine (SGBM) addresses the influence of sex and gender on health and healthcare, emphasizing personalized care. Integrating SGBM into medical education is challenging. This study examines the implementation of an SGBM course in an Israeli university during the first year of the medical school. The course integrated lectures, group work, online gender studies resources, workshops, teacher training, and essential literature. The curriculum spanned pre-clinical and clinical aspects, featuring seven 90-minute sessions. Surveys assessed course structure, content, and lecturers using a 5-point Likert scale and qualitative feedback. Quantitative analysis involved descriptive statistics, and thematic analysis was used for qualitative data. Of the 84 students surveyed, 35 (41.7%) responded to the first part, and 30 (35.7%) to the second. The SGBM course received high satisfaction with an average score of 3.63, surpassing other first-year courses (average 3.21). Students appreciated the supportive academic atmosphere (mean score 4.20) and diverse teaching methods (mean score 4.03), while the development of feminist thinking was less appreciated (average score 3.49). Lecturers received high ratings (average score 4.33). Qualitative feedback highlighted the value of group work, the significance of the subject matter, and the helpfulness of supplementary videos. Students requested more content on contemporary issues like gender transition and patient perspectives. The feminist medicine aspect was contentious, with students seeking better gender balance and scientific evidence. Introducing SGBM into the first-year curriculum yielded positive results with high student satisfaction for content and lecturers. An expanded course module is planned, to be assessed at the end of the next academic year.