Small Group Discussions Research Articles

“A problem shared is a problem solved:” integrating human-centered design and implementation science to optimize lay counselor supervision in Western Kenya

Implementation science and human-centered design (HCD) offer useful frameworks and methods for considering and designing for individuals' needs and preferences when implementing new interventions or technologies in global health. When used in tandem, the two approaches may blend creative and partnered research methods with a focus on the factors necessary to design, implement, and sustain interventions. However, research is needed that describes the process of blending these two approaches and explores the experiences of community partners. This study builds from a stepped-wedge cluster-randomized trial in Western Kenya, wherein teachers and community health volunteers have been trained to provide trauma-focused cognitive behavioral therapy (TF-CBT). Mobile phones emerged as a tool to supervise lay counselors from afar; however, their use was characterized by unique challenges. Informed by human-centered design and implementation science, we first engaged lay counselors (n = 24) and supervisors (n = 3) in individual semi-structured interviews then hosted an in-person participatory workshop to “co-design” solutions to optimize the use of mobile phone supervision. Lay counselors participated in focus group discussions regarding their experiences in the workshop. Focus group transcripts were analyzed using thematic analysis. We describe our approach as well as focus group discussion results. Counselors felt the workshop was a valuable experience to learn new strategies from their colleagues, and they enjoyed the “collaborative spirit” that emerged as they worked together. Counselors felt that varying small and large group discussions fostered participation by creating opportunities for more people to engage and share their thoughts. Counselors suggested the approach be improved by providing more tangible materials (e.g., hand-outs) and more closely following a schedule of activities. It is important to also center stakeholders’ experiences as partners in the research process. Though counselors largely expressed positive sentiments, they also shared valuable suggestions for how to improve participatory research practices in the future.

Implementation of Educational Opportunities for Social Determinants of Health in Health Professions Education: A Scoping Review

Objective Health professions programs have recently increased their efforts to educate health care professionals about the social determinants of health (SDH); however, there seems to be a disconnect between graduate medical education and its applicability to other peer health professions. The current scoping review aims to map the literature that explores the implementation of educational opportunities focused on SDH in health professions education programs. Data Sources PubMed, CINAHL, ERIC, Education Source, and the Health Policy Reference Center were searched to identify relevant articles. Study Selection To be included in our review, articles had to have been published in the last 5 years and describe how material related to SDH was implemented into a graduate health professions education program. Outcomes were analyzed by thematic categories by type of curricular delivery (didactic, clinical education, service-learning experience, or reflection), timing of the implementation in the program, methods of implementation, and assessment after implementation. Data Extraction Our search identified 2006 articles that were reviewed by study authors; 36 were included in our full-text review. Information extracted included the study design, type of graduate education, aims of the studies, description of technique, timing of implementation, type of curricular delivery, and outcomes. Data Synthesis The majority (23, 63.9%) of studies used an observational design and used 2 or more (27, 75.0%) types of curricular delivery presented to medical students. Didactic (19, 52.8%) and small-group discussion (14, 38.9%) methods were used most often. Assessments were mostly student reflections or self-report items. Overall, students reported increased knowledge and satisfaction with activities. Conclusions Results of our scoping review indicated that various education opportunities related to SDH exist in graduate health professions education but are likely insufficient. More studies are necessary to investigate the purposeful implementation of SDH and the best methods to assess student knowledge of SDH. Future research should also investigate how to objectively assess student learning of SDH.

Edutainment on Display: Enhancing Learning Experiences Through Scientific Dramatizations of Gas Transport

Background: Edutainment describes the confluence of education and entertainment. Also termed dramatization, each participant imitates specific content elements, while the entire group embodies a fundamental concept. It harnesses the engaging nature of theater and enhances learning experiences with gamification. OBJECTIVE: This pilot study aims to use edutainment, in the form of dramatization, to teach cardiovascular topics to young learners and evaluate their engagement in science. HYPOTHESIS: We posit that applying this approach to education will better engage learners of all ages and enhance science learning. Methods: Kids’ Tech University (KTU) is an annual four-day program hosted by Virginia Tech in which children (ages 8-12) participate in interactive sessions about science and technology. During the 2023 event, six groups of four to eight students attended small group discussions to assess understanding of gas transport and learn about the circulatory system. Learners then took part in an activity where they represented red blood cells and traced blood flow through parts of the circulatory system marked by signs in the room (i.e., left atrium, brain). Everyday items—cotton balls and recycled paper—symbolized biological components—oxygen (O2) and carbon dioxide (CO2), respectively. Donning of red and blue party hats symbolized the oxygenation state of blood, enabling visual differentiation and providing more recognizable cues for learning diffcult concepts. The walking speed mirrored blood flow rates across various vessels, resembling arterial (fast) and venous (slow) velocities. Initially, students moved slowly towards the right side of the heart before swiftly transitioning to the lungs for CO2-O2 exchange. Afterward, they moved slowly to the left side of the heart and were propelled to different organs (brain, gallbladder, eyes, etc.) where they facilitated O2-CO2 exchange, and were returned as deoxygenated. The cycle repeated as the students continually discussed the science behind their dramatization. DATA/RESULTS: When studied at the 2023 event, enhanced learning was observed through qualitative assessments, as students were allowed to go through the simulation—first guided and then independently—to reinforce concepts, supplemented by additional discussions. Furthermore, students continued to remain engaged throughout the duration of the activity and expressed positive sentiments about their experience with dramatizations. Additional data will be gathered during another trial of this activity in January at the 2024 KTU to further add to our findings. CONCLUSION: The use of dramatization in teaching the intricacies of the circulatory system to a group of students is effective in cultivating interest and engagement in science learning. Reenacting core concepts using everyday items is an effective teaching tool that should continue to be explored in other settings and areas. This study will continue into 2024 to allow additional data collection. VTCSOM. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Penyuluhan dan Pelatihan Tour Planner Kelompok Sadar Wisata Desa Wisata Letman Dalam Upaya Pengembangan Paket Wisata Terintegrasi

YTR Ohoi Letman tourism village is one of tourism village in Southeast Maluku Regency classified as a developing category of tourism village which has historical, culinary and marine tourism-based tourist attractions. However, this tourism village has not been able to complete one of the indicators in a developing category of tourism village, which is the tour packages innovation based on the potential of the village. For this reason, we took the initiative to conduct counseling and training to shape the knowledge and skills for the operators to become the tour planners. Seminar method is used in counseling with the Contextul Teaching and Learning model, where the seminar's material explained is related to the latest condition of the travel industry. Small Group Discussion method is used for training, where the speaker makes a draft of the task and is discussed by the participants as well as being presented. The result of the seminar, there was a significant increase in knowledge related to the material that had been delivered. While the results of the training, the participants have been able to arrange and calculate the tour packages of their tourism village.

Pemberdayaan Pengolahan Limbah Rumah Tangga Melalui Pelatihan Pembuatan Sabun Dari Minyak Jelantah Pada Warga Desa Brambang Kabupaten Demak

Household waste is the largest contributor to waste in the community. Training on making used cooking oil soap is a method taken for this community service activity. The main objective of this training activity is so that people can utilize used cooking oil waste into items that can be used again. The methods used in this training activity are lectures and small group discussions. Making soap from waste is actually very easy, namely by mixing NaOH, used cooking oil and fragrance. The mixture of ingredients is then stirred for about 15-20 minutes and then left for about two weeks until it completely hardens. Used cooking oil soap can be used as hand washing soap and dish washing soap. Extension activities give a different impression to the people who take part in these activities. Based on participant interviews, the mothers felt happy because they could use used cooking oil waste to make soap. It can be concluded that this soap making training is beneficial for the local community, especially housewive.

Granting access: Development of a formal course to demystify and promote predoctoral fellowship applications for graduate students.

Strong scientific writing skills are the foundation of a successful research career and require training and practice. Although these skills are critical for completing a PhD, most students receive little formal writing instruction prior to joining a graduate program. In 2015, the University of Iowa Medical Scientist Training Program (MSTP) addressed this issue by developing the scientific writing course Grant Writing Basics (GWB). Here we describe the structure of this course and its effectiveness. GWB is an interactive, workshop-based course that uses a National Institutes of Health (NIH) F30 predoctoral fellowship proposal as a platform for building writing expertise. GWB incorporates established pedagogical principles of adult learning, including flipped classrooms, peer teaching, and reiterative evaluation. Time spent in class centers on active student analysis of previously submitted fellowship applications, discussion of writing resources, active writing, facilitated small group discussion of critiques of student writing samples, revision, and a discussion with a panel of experienced study section members and a student who completed a fellowship submission. Outcomes of GWB include a substantial increase in the number of applications submitted and fellowships awarded. Rigorous evaluation provides evidence that learning objectives were met and that students gained confidence in both their scientific writing skills and their ability to give constructive feedback. Our findings show that investment in formal training in written scientific communication provides a foundation for good writing habits, and the knowledge and skills needed to succeed in this vital aspect of a scientific research career. Furthermore, they highlight that evaluation is valuable in guiding course evolution. Strategies embedded in GWB can be adapted for use in any graduate program to advance scientific writing skills among its trainees.

Enhancing Medical Education through the "Distribute, Discuss, and Develop" Method: A Comparative Study of Small-Group Discussions.

Background Small-group discussions (SGDs) are pivotal in medical education, facilitating the development of critical thinking, communication skills, and teamwork. However, traditional SGDs face challenges such as scalability and maintaining student engagement. This study aims to evaluate the "Distribute, Discuss, and Develop" (3D) method for enhancing learning outcomes in medical education. Methods A single-blinded interventional study was conducted with 125 first-year Bachelor of Medicine and Bachelor of Surgery students, who were divided into intervention and control groups through random assignment. The intervention group employed the 3D method across two thematic units: hematology and muscle nerve physiology. The study assessed learning outcomes using pre- and posttests, class-average normalized gain ("g"), and feedback questionnaires to capture student perceptions of interaction, communication enhancement, and session summarization. Results The intervention group showed significantly improved learning outcomes in both thematic units, with larger effect sizes (hematology: 1.55; muscle nerve physiology: 1.4) compared to the control group. The normalized gain "g" indicated a medium effectiveness level for the intervention group in both themes, suggesting enhanced learning. Feedback questionnaires revealed higher satisfaction levels within the intervention group regarding interaction, communication skills, and session summarization. Conclusions The 3D method addresses the challenges faced by traditional SGDs, providing a scalable and engaging approach to medical education. By fostering more effective student-centered learning, the method enhances the comprehension of complex physiological concepts and improves communication skills. The 3Dmethod significantly improves learning outcomes, interaction, and communication skills in medical education. This innovative approach to SGDs offers a promising strategy for enhancing the educational experience in medical schools, supporting the development of more articulate and professionally competent medical graduates.

Instruction in Strategic Thinking

An educator's toolkit would not be complete without teaching strategies, which influence how instruction is delivered and how well students learn. This essay examines a variety of instructional techniques, each with their own benefits and drawbacks, such as brainstorming, case-based small-group discussions, games, demonstrations, and independent study. The abstract highlights the value of student-centered approaches, relevance, flexibility, and alignment with future learning needs by drawing on ideas presented by Devlin and Samarawickrema (2010).

Promoting diversity, equity and inclusion awareness in clinical documentation through postgraduate year one training

Background and purposeAs healthcare providers increasingly focus on emerging issues of diversity, equity and inclusion (DEI) in patient care, less is known about the training in postgraduate year one (PGY1) pharmacy residency on DEI clinical documentation considerations. This pilot project explored whether training, discussion and self-reflection within a peer review activity promoted DEI self-awareness in clinical documentation through a centralized curriculum of a multisite PGY1. Educational activity and settingBuilding upon an established peer review of clinical documentation activity, PGY1 pharmacy residents practicing in ambulatory care settings received training on DEI considerations and completed small and large group discussions, a post-activity mixed methods survey with self-reflection prompts, and a three-month follow-up survey. FindingsTwenty-two residents participated in the peer review of clinical documentation activity, DEI training and discussions. Twelve residents completed the post-activity survey with reflection prompts; 6 (50%) reported similar previous DEI training prior to residency. After the DEI training and discussions, 12 (100%) agreed or strongly agreed that their awareness of DEI documentation considerations increased; 10 (83%) would document their submitted notes differently, while one resident was unsure and one would not make changes. Twelve residents completed the follow-up survey three months following the activity. Themes from the free-text responses on key learnings collected post-activity and three-month post (respectively) included: 1) new knowledge, increased self-awareness, and intended action and 2) increased self-awareness and changes in note-making convention. SummaryIntegrating DEI training, discussion, and self-reflection prompts into a peer review clinical documentation activity increased self-awareness and knowledge of DEI considerations and promoted intended changes in patient care documentation for pharmacy residents. Regardless of previous training, residents reported continued self-awareness and changes in documentation conventions continued three months later.

Opportunities for teacher learning in teaching difficult histories: a social theory of learning perspective

ABSTRACT This study examined the learning trajectory of five US humanities teachers when navigating learning to teach the difficult history of school desegregation within a context of a six-month inquiry-based professional development. The research questions were: What do teachers frame as problems when teaching difficult histories? How do they reconceptualize and resolve the problems in a teacher community? The primary data included video recordings of small group discussions, where each teacher contributed lesson ideas for feedback from fellow teachers. Analysis drew from three modes of belonging, in conjunction with four dimensions of historical inquiry. The findings revealed that teachers often identified problems in teaching school desegregation by emphasizing issues related to teaching perspectives. However, through collaborative interactions with their colleagues, they were able to resolve these challenges. This was achieved by clarifying teaching goals, renegotiating the meanings of learning tasks, and selecting appropriate resources.

Piloting racial bias training for hospital emergency department providers treating patients with opioid use disorder.

Racial disparities in opioid overdose have increased in recent years. Several studies have linked these disparities to health care providers' inequitable delivery of opioid use disorder (OUD) services. In response, health care policymakers and systems have designed new programs to improve equitable OUD care delivery. Racial bias training has been 1 commonly utilized program. Racial bias training educates providers about the existence of racial disparities in the treatment of people who use drugs and the role of implicit bias. Our study evaluates a pilot racial bias training delivered to 25 hospital emergency providers treating patients with OUDs in 2 hospitals in Detroit, Michigan. We conducted a 3-part survey, including a baseline assessment, post-training assessment, and a 2-month follow-up to evaluate the acceptability and feasibility of scaling the racial bias training to larger audiences. We also investigate preliminary data on changes in self-awareness of implicit bias, knowledge of training content, and equity in care delivery to patients with OUD. Using qualitative survey response data, we found that training participants were satisfied with the content and quality of the training and especially valued the small-group discussions, motivational interviewing, and historical context.

Research ethics and artificial intelligence for global health: perspectives from the global forum on bioethics in research

BackgroundThe ethical governance of Artificial Intelligence (AI) in health care and public health continues to be an urgent issue for attention in policy, research, and practice. In this paper we report on central themes related to challenges and strategies for promoting ethics in research involving AI in global health, arising from the Global Forum on Bioethics in Research (GFBR), held in Cape Town, South Africa in November 2022.MethodsThe GFBR is an annual meeting organized by the World Health Organization and supported by the Wellcome Trust, the US National Institutes of Health, the UK Medical Research Council (MRC) and the South African MRC. The forum aims to bring together ethicists, researchers, policymakers, research ethics committee members and other actors to engage with challenges and opportunities specifically related to research ethics. In 2022 the focus of the GFBR was “Ethics of AI in Global Health Research”. The forum consisted of 6 case study presentations, 16 governance presentations, and a series of small group and large group discussions. A total of 87 participants attended the forum from 31 countries around the world, representing disciplines of bioethics, AI, health policy, health professional practice, research funding, and bioinformatics. In this paper, we highlight central insights arising from GFBR 2022.ResultsWe describe the significance of four thematic insights arising from the forum: (1) Appropriateness of building AI, (2) Transferability of AI systems, (3) Accountability for AI decision-making and outcomes, and (4) Individual consent. We then describe eight recommendations for governance leaders to enhance the ethical governance of AI in global health research, addressing issues such as AI impact assessments, environmental values, and fair partnerships.ConclusionsThe 2022 Global Forum on Bioethics in Research illustrated several innovations in ethical governance of AI for global health research, as well as several areas in need of urgent attention internationally. This summary is intended to inform international and domestic efforts to strengthen research ethics and support the evolution of governance leadership to meet the demands of AI in global health research.

Major open questions in the hepatitis B and D field – Proceedings of the inaugural International emerging hepatitis B and hepatitis D researchers workshop

The early and mid-career researchers (EMCRs) of scientific communities represent the forefront of research and the future direction in which a field takes. The opinions of this key demographic are not commonly aggregated to audit fields and precisely demonstrate where challenges lie for the future. To address this, we initiated the inaugural International Emerging Researchers Workshop for the global Hepatitis B and Hepatitis D scientific community (75 individuals). The cohort was split into small discussion groups and the significant problems, challenges, and future directions were assessed. Here, we summarise the outcome of these discussions and outline the future directions suggested by the EMCR community. We show an effective approach to gauging and accumulating the ideas of EMCRs and provide a succinct summary of the significant gaps remaining in the Hepatitis B and Hepatitis D field.

EndoBridge 2023: highlights and pearls.

EndoBridge 2023 took place on October 20-22, 2023, in Antalya, Turkey. Accredited by the European Council, the 3-day scientific program of the 11th Annual Meeting of EndoBridge included state-of-the-art lectures and interactive small group discussion sessions incorporating interesting and challengingclinical cases led by globally recognized leaders in the field and was well attended by a highly diverse audience. Following its established format over the years, the program provided a comprehensive update across all aspects of endocrinology and metabolism, including topics in pituitary, thyroid, bone, and adrenal disorders, neuroendocrine tumors, diabetes mellitus, obesity, nutrition, and lipid disorders. As usual, the meeting was held in English with simultaneous translation into Russian, Arabic, and Turkish. The abstracts of clinical cases presented by the delegates during oral and poster sessions have been published in JCEM Case Reports. Herein, we provide a paper on highlights and pearls of the meeting sessions covering a wide range of subjects, from thyroid nodule stratification to secondary osteoporosis and from glycemic challenges in post-bariatric surgery to male hypogonadism. This report emphasizes the latest developments in the field, along with clinical approaches to common endocrine issues. The 12th annual meeting of EndoBridge will be held on October 17-20, 2024 in Antalya, Turkey.

Thriving Together: a novel workshop to improve cohesion and class culture in medical school cohorts.

Thriving Together, a workshop for first year medical students, addresses crucial aspects of class culture early into medical school. Through small group discussions, this student-led event creates a safe space for open dialogue and self-reflection. Participants gain valuable insights into classmates' perspectives and how to foster communication, empathy, and improved class cultures. These lessons are likely to transfer into future practice through enhanced conflict-resolution and relationship-building skills, contributing to higher-quality patient care. Because Thriving Together can readily be adopted elsewhere, we encourage other medical schools to conduct similar workshops to help in addressing an otherwise neglected aspect of medical education.

Memorization and discussion methods effect on achievement and communication skills

This study aimed to determine learning outcomes and discuss the effect of the combination of memorization and small group discussion methods on students’ achievement and communication skills. A quantitative method was applied in this study with a quasi-experimental design. The subject of this study is 60 students in Islamic Education, Faculty of Education and Teacher Training (FTIK) at the Pontianak State Institute for Islamic Studies, divided into a control and an experimental group. Data were collected through pre-test and post-test from the control and experimental groups and then analyzed using the independent samples t-test using statistical software JASP version 0.16.4. The findings revealed that there are differences between outcome learning and communication skills between the control group which only uses the small group discussion method and the experimental group which employs a combination of memorization and small group discussion methods in the course of developing Islamic Education material. The findings of this study confirm that combining the two methods, memorization, and small group discussion, is highly effective in improving learning achievement and communication skills at the student level. Further research is suggested to explore and determine other factors affecting learning outcomes and methods.

Obesity and Aging: Optimizing Health at the Intersection of Ageism and Weight Bias

Obesity is a chronic and complex disease that can negatively impact health, functioning and quality of life. In the past decade, obesity's largest prevalence growth occurred in older adults, particularly among racial and ethnic minorities. By the year 2030, an estimated 50% of the population over 65 is likely to be living with obesity. Until recently, little attention has been given to obesity as a chronic disease, and those living with obesity have encountered challenges accessing high quality medical care. Despite growing evidence for bariatric and obesity medicine, these treatments remain inaccessible for most patients, especially for older adults. Obesity research focused on older adults has been very limited and ideal weight standards for older adults are more controversial, especially in later life where frailty and sarcopenia may develop. As concerns about the public health effects of obesity have risen in the U.S., so too have negative and stigmatized views of individuals with obesity. Weight stigma has serious negative emotional and physical health consequences including low self-esteem, negative body image, engagement in disordered eating patterns, reduced physical activity and may promote weight gain. Older adults with obesity may encounter the double stigma of both ageism and weight bias, which are two of the most socially acceptable forms of bias and discrimination in the U.S. This interactive session will focus on three areas related to obesity and older adults. Through case examples, small and large group discussions, the presenters will: i) explore potential weight bias amongst participants and discuss strategies to mitigate this bias in working with older adults; ii) discuss complex connections between obesity and frailty syndrome in older adults, and the risks associated with weight loss in later life; iii) introduce evidence-based assessment and treatment recommendations for older adults interested in obesity treatment. This session will focus on the role of psychiatrists and other mental health clinicians in the care of older patients with co-morbid obesity and mental health disorders. Also, presenters will discuss the importance of increasing awareness, advocacy, and practical strategies to combat the impact of weight bias and ageism in healthcare settings. Ultimately, the goal is to raise awareness of this complex problem and provide clinically helpful information to improve care for older patients with obesity. This symposium is sponsored by the AAGP's IDEA committee.

Lessons from integrating mental health as part of lymphatic filariasis morbidity management and disability prevention services in Jigawa State, Nigeria.

Lymphatic filariasis (LF) is a neglected tropical disease affecting >120 million people worldwide. LF has debilitating effects on humans and leads to morbidity and sometimes irreversible disability. A significant proportion of persons affected by LF morbidity also suffer from ill health, such as depression, anxiety, pain, stigma and social isolation due to disfigurement, as well as loss of mobility, livelihood and income. Mental health is often overlooked as a component of morbidity management and disability prevention (MMDP) services, despite the high prevalence of depression and anxiety among people affected by LF. To address this gap, Christian Blind Mission (CBM) piloted a comprehensive approach providing morbidity management and disability prevention by integrating mental health as part of the MMDP care package. The participatory evaluation of the project reviewed the project documents and a review meeting, small group discussions and in-depth interviews with project stakeholders. Findings suggest that project training and service delivery targets were exceeded in most cases. In addition, the disability and gender disaggregated data highlights the interplay of gender and disability in accessing care and the existence of unmet mental health needs. The financial cost of transportation to utilise referrals or access other MMDP services, such as replenishing treatment supplies, was a major constraint in accessing services for LF morbidity patients and low levels of awareness, fear of hydrocoele surgery and social stigmatisation were reported. The project outcomes demonstrate the feasibility and effectiveness of integrating mental health as part of a comprehensive MMDP package of care. Integration strategies should target training of MMDP providers in basic mental health skills, screening for mental health issues and the provision of mental health services and other MMDP services within the same facilities. Integration is an important step towards comprehensive care for people affected by LF and other NTD morbidities and disabilities.

Developing canonical ‘safe researcher’ training materials for trusted research environments

Social science and humanities research infrastructures allow the sharing and safe use of confidential, sensitive data for research via physical safe havens. In recent years there has been a shift towards virtual data enclaves or Remote Desktop systems that offer fewer physical controls. These controls need to be replaced with other safeguards, including mandatory ‘Safe Researcher’ training. This training aims to ensure that researchers are equipped with the knowledge required to use secure data safely. Developing training is resource intensive so canonical training materials are an economical approach to providing standardized, high-quality training. The Social Sciences and Humanities Open Cloud project deliverable ‘Training materials of workshop for secure data facility professionals ́ had two objectives. The first was the development of a set of canonical training materials that Trusted Research Environments (TREs) could use as a framework on which to build their own training course. The second objective was to hold a virtual workshop where the training materials could be demonstrated to a credible audience to gather feedback to inform the future development of the materials. We have now developed the canonical materials, building on the wealth of expertise and experience of UK-based TREs. These training materials were then demonstrated at a virtual, two-hour Stakeholder Workshop that we organized in September 2021. Following our demonstration of the materials, we facilitated small group discussions to gather vital feedback. The discussion groups formed a consensus that the materials were both comprehensive and clearly structured and would be a valuable resource to the TRE community.

Penggunaan Metode Diskusi Kelompok Kecil Tentang Kontribusi Etnis Tionghoa Pada Masa Pergerakan Nasional Untuk Menumbuhkan Sikap Toleransi Peserta Didik

This article aims to (1) determine the position of the Chinese ethnic group during the reign of the Dutch East Indies, (2) discuss the contribution of the Chinese ethnic group in fighting for Indonesian independence during the national movement period, and (3) determine the relationship between the contribution of the Chinese ethnic group during the national movement period and the growth of attitudes student tolerance. This article was conducted using a qualitative method with a literature study approach. The research results from this article show that the Chinese ethnicity, which has always been seen as an ethnic group that has close ties to the Dutch, has a low sense of Indonesian nationalism, and prioritizes their own interests, has made a major contribution in fighting for Indonesian independence. Where the educational reforms carried out by the Chinese elite gave birth to educated people who were then involved in various fields, both journalistic and political, to fight for the fate of the people and for Indonesian independence during the period of the national movement. Through the small group discussion method, history teachers can discuss the contribution of the Chinese ethnicity during the national movement to foster students' tolerance. As for the implementation of history learning using the small discussion group method, the history teacher should carry out several activities including preliminary, core and closing activities. Also, the history teacher conducts an evaluation to find out the tolerance attitude of students.