Small Group Discussions Research Articles

Overview Of Teaching Skills Tutor Package C Mathematics Subjects Non-Formal Education Unit Learning Activities In Pariaman City

This research is motivated by the lack of skilled human resources in the ongoing implementation of the SKB. UPT SKB Pariaman requires skilled and supportive human resources to be able to implement existing programs. This research aims (1) To see a picture of the Tutor's questioning skills in reviewing previous learning (2) To see a picture of the Tutor's skills in providing verbal and non-verbal reinforcement (3) To see a picture of the Tutor's explaining skills in providing new material (4) To see overview of the Tutor's skills in opening and closing the lesson (5) To see an overview of the Tutor's skills in guiding small group discussions. This research is quantitative research with a descriptive type. In this study, a population of 38 people was used and the research sample was 38 residents studying at the learning activity studio in Pariaman City using the Total Sampling sampling technique. The analysis in this research is descriptive. The results of this research show that (1) The description of the Tutor's questioning skills in reviewing previous learning is categorized as very high (2) The description of the Tutor's skills in providing verbal and non-verbal reinforcement is categorized as high (3) The description of the Tutor's explaining skills in providing new material is categorized as high (4 ) Description of the Tutor's skills in opening and closing the lesson is categorized as high (5) Description of the Tutor's skills in guiding small group discussions is categorized as high Keywords: Tutor Teaching Skills, Package C, Mathematics Subjects

Teacher Scaffolding and Equity in Collaborative Knowledge Construction

This study examines teacher scaffolding and equity during collaborative small-group discussions in fifth-grade English language arts classrooms. Equity indicators analyzed include uptake, relational invitations, and conflicts for the floor (CFF). CFF indicates lower levels of participatory equity, while the others indicate higher relational equity. Three types of teacher scaffolding moves were included, and data were analyzed using statistical discourse analysis and repeated measures logistic regression. Teacher scaffolding was either negatively or not related to all equity indicators. Specifically, teacher scaffolding is associated with reduced indicators of relational equity, but also with reductions in CFF. The relationship with relational equity was stronger and more consistent than the relationship with CFF, suggesting that teachers’ largest influence on equity is on relational, rather than participatory, equity.

An Evaluation Framework for the Impact of Digitalization on the Quality of Governance

The goal is to develop an evaluation framework for the quality of governance (QoG) and to evaluate the impact of government digitalization on the QoG for Indonesia. The study develops an evaluation framework to determine the impact of digitalization on the QoG. Data were collected to test the framework in practice by interviewing 10 state apparati and organizing small-group discussions. The manual process of the state government officers' selection in Indonesia is considered very poor and vulnerable to corruption, collusion, and nepotism. The interviewees agreed that digitalization resulted in improved transparency and QoG. Overall, information digitalization has a dual impact as it led to improving service quality, transparency, and government accountability, but it did not result in less corruption, collusion, and nepotism. The findings suggest that digitalizing needs to be complemented by introducing checks and controls to reduce these problems. An evaluation framework offers important insights for digitalization and helps to identify opportunities to improve the QoG further.

Developing Students’ Speaking Skill through Small Group Discussion (SGD) Technique

The purpose of this research is to find out whether or not the use of Small Group Discussion (SGD) technique can develop speaking skill to the tenth grade students of SMA Negeri 1 Bolano Parigi Moutong District. This research used a quasi-experimental research design with 77 students as a sample selected by using the cluster sampling technique. Additionally, the data of this research was obtained through a test which was divided into pre-test and post-test. The mean pre-test score for the experimental group and the control group were 48.90 and 55.77. The mean post-test score for the experimental group and the control group were 73.90 and 60.04. The data was theoretically analyzed by applying the t-test formula where the degree of freedom (df) is 75. The result of statistical analysis shows that the t-test value is 3.19 while the t-table value is 1.99. The result of the research findings shows that the t-test value is higher than the t-table value. It implies that the research hypothesis is accepted. It means that the use of Small Group Discussion (SGD) technique can develop speaking skill to the tenth grade students of SMA Negeri 1 Bolano Parigi Moutong District.

72 The AG2pi Vision for Resources in Agricultural Genomics and Phenomics: How Asas Can Contribute

Abstract To meet the challenges of an increasing global population and multiple environmental stressors on agricultural production, it is essential to better understand how genotype (G) and environment (E) influence phenotype for traits of economic importance in agriculture. To accomplish this requires interdisciplinary teams consisting of researchers from crop and livestock sciences, genetics, genomics, computational and data sciences, and engineering. Towards this end, in 2020, Congress established the Agricultural Genome to Phenome Initiative (AG2PI). An important objective of this presentation is to encourage strong participation of animal science researchers and industry in ongoing AG2PI activities. The purpose of the initial AG2PI project, awarded to Iowa State University and the Universities of Arizona, Idaho and Nebraska, was to assemble and prepare a community to conduct AG2P research across the plant and animal kingdoms. The AG2PI project aims to: a) identify research gaps and opportunities, b) foster community solutions to these challenges, and c) rapidly disseminate findings for community use. Training workshops, field days, conferences, community surveys, and seed grants have all contributed to these goals. Opinions and ideas from the crop and livestock genetics communities are key to advancing AG2P science and related work. AG2PI has used online community surveys and in-person conferences to gather these and to facilitate transdisciplinary communications. In September 2022, AG2PI held a conference titled “Thinking Big: Visualizing the Future of AG2PI”, in which attendees participated in focused small group discussions to identify which agricultural G2P-related topics are most critical for future R&D funding and which may be the most difficult to achieve. These discussions are summarized in a concept paper for the community, shared with USDA-NIFA, and submitted for publication. A follow-up conference was held June 14-15, 2023, in Kansas City, where people working in both the animal and plant genetics research communities and industry stakeholders attended. Outcomes from this conference will be summarized in this presentation, and requests for animal scientists to provide further input will be made. The future of agricultural genomics will be shaped by both the participants in AG2PI and the solutions developed by the AG2PI community. Funding for this work comes from USDA NIFA awards 2022-70412-38454, 2021-70412-35233, and 2020-70412-32615.

Test, evidence, transition projects in Scotland: developing the evidence needed for transition of effective interventions in cancer care from innovation into mainstream practice

BackgroundA robust evidence base is required to assist healthcare commissioners and providers in selecting effective and sustainable approaches to improve cancer diagnosis and treatment. Such evidence can be difficult to build, given the fast-paced and highly pressured nature of healthcare delivery, the absence of incentives, and the presence of barriers in conducting pragmatic yet robust research evaluations. Cancer Research UK (CRUK) has played an active part in building the evidence base through its funding of programmes to identify, evaluate and scale-up innovative approaches across the UK. The aim of this paper is to describe and explain the research design and intended approach and activities for two cancer services improvement projects in Scotland funded by CRUK.MethodsA hybrid effectiveness-implementation study design will assess both the efficiency of the new pathways and their implementation strategies, with the aim of generating knowledge for scale-up. A range of implementation, service and clinical outcomes will be assessed as determined by the projects’ Theories of Change (ToCs). A naturalistic case study approach will enable in-depth exploration of context and process, and the collection and synthesis of data from multiple sources including routine datasets, patient and staff surveys, in-depth interviews and observational and other data. The evaluations are informed throughout by a patient/public representatives’ group, and by small group discussions with volunteer cancer patients.DiscussionOur approach has been designed to provide a holistic understanding of how (well) the improvement projects work (in relation to their anticipated outcomes), and how they interact with their wider contexts. The evaluations will help identify barriers, facilitators, and unanticipated consequences that can impact scalability, sustainability and spread. By opting for a pragmatic, participatory evaluation research design, we hope to inform strategies for scaling up successful innovations while addressing challenges in a targeted manner.

A qualitative system model to describe the causes and drivers of frequent potentially avoidable presentations to the emergency department

Frequent potentially avoidable presentations to Emergency Departments (EDs) represent a complex problem, driven by multiple interdependent and interacting factors that change over time and influence one another. We sought to describe and map the drivers of frequent potentially avoidable presentations to a regional ED, servicing regional and rural areas, and identify possible solutions from the perspectives of key stakeholders. This study used a qualitative, community-based systems dynamics approach utilising Group Model Building (GMB). Data were collected from two 3-h online workshops embedded with small-group discussions and conducted with stakeholder groups operating within a regional health system. Stakeholders were guided through a series of participatory tasks to develop a causal loop diagram (CLD) using Systems Thinking in Community Knowledge Exchange software (n=29, workshop one), identify potential action points and generate a prioritised action list to intervene in the system (n=21, workshop two). Data were collected through note taking, real-time system mapping, and recording the workshops. Each action was considered against the Public Health 12 framework describing twelve leverage points to intervene in a system. A CLD illustrating the complex and interrelated factors that drive frequent potentially avoidable ED presentations was developed and classified into four categories: (1) access to services; (2) coordination; (3) patient needs; and (4) knowledge and skills. Nine action areas were identified, with many relating to care and service coordination. Most actions aligned with lower-level system impact actions. This study provides an in-depth understanding of influencing factors and potential solutions for frequent potentially avoidable ED presentations across a regional health system. The CLD demonstrates frequent potentially avoidable ED presentations are a complex problem and identified that a prevention response should engage with system- and individual-level solutions. Further work is needed to prioritise actions to support the implementation of higher-level system impacts.

Expanding your provision across the whole institution

This joint case study, delivered as a mini-keynote, presented and reflected on the ways in which we had adopted a whole-institution response to transition to new stages of learning and research. The case study highlighted the ways in which Learning and Researcher Development teams can offer a transformational transition experience for our students and researchers (Cage et al., 2021; Thompson, Pawson and Evans, 2021), and provided evidence of impact through evaluation and analysis.
 We discussed two institution-wide projects, designed and implemented by the Learning and the Researcher Development teams at the University of Glasgow, to transform our approaches to transition for key groups of students. We also discussed the ways in which we adopted a large-scale approach that provided for excellence in student and researcher transition into our institution.
 The questions used the focus the small group discussions were:
 
 What are the key needs of students transitioning into, through and out of your institution?
 What are the key challenges and opportunities for working at scale across (large areas of) your institution?
 In an ideal world, what large-scale initiative would you pick to do first to most benefit your students? Why?

175 Building the Tools to Solve the Genome to Phenome Puzzle in Agriculture

Abstract The USDA-NIFA is developing a vision for agricultural genomics to phenomics research (AG2P) through two programs. In 2017, the Functional Annotation of Animal Genomes (FAANG) request for proposals was released, which has provided over $9 Million in funding to groups over the past five years to create public resources for the study of regulatory and other functional elements in agriculturally important species. This effort has been extended by other countries who have contributed another $20 Million+ (equivalent). These initial resource-building efforts are providing extensive new epigenetic data that are used to better understand the function of animal genomes and to enhance animal genetic improvement. However, such research demonstrates new infrastructure is needed across the agricultural enterprise to predict phenotypes from genome information. In 2020, NIFA inaugurated the Agricultural Genome to Phenome Initiative program (AG2PI), and an important objective of this presentation is to encourage strong participation of animal genomic researchers and industry in the AG2PI project. The purpose of AG2PI is to assemble and prepare a community to conduct AG2P research across the plant and animal kingdoms. The focus of the AG2PI is: a) identifying research gaps and opportunities, b) fostering community solutions to these challenges, and c) rapidly disseminating findings. Training workshops, field days, conferences, community surveys, and seed grants have all contributed to these goals. Opinions and ideas from the crop, livestock and aquaculture genetics communities are key to advancing G2P science and related work. The AG2PI uses online community surveys and in-person conferences to gather these and to facilitate transdisciplinary communications. In September 2022, AG2PI held a conference entitled “Thinking Big: Visualizing the Future of AG2PI”, in which attendees focused small group discussions to identify which agricultural G2P-related topics are most critical for future R&D funding and which may be the most difficult to achieve. These discussions have been summarized in a concept paper for the community and shared with USDA-NIFA. A follow-up conference is planned for June 2023 in Kansas City, which we hope many members from animal genetics research and industry will attend. The future of agricultural genomics will be shaped by both the participants in AG2PI and the solutions developed by the AG2PI community. USDA NIFA awards 2022-70412-38454, 2021-70412-35233, and 2020-70412-32615.

NON LINGUISTIC ASPECT CAUSED STUDENTS’ FOREIGN LANGUAGE ANXIETY IN SPEAKING ENGLISH

Foreign language anxiety is a type of anxiety that is experienced by individuals when learning, speaking, or interacting in a foreign language. Some scholars have been interested to investigate the foreign language anxietyin the classroom and identified the cause of students’ foreign language anxiety, either in international context or Indonesia context. Most of the factors related to the linguistic aspect, such as students lack vocabulary, students lack of pronunciation, and do not understand of teacher’s talk. However, the research about factors of foreign language anxiety is caused by non-linguistic aspect was still undergrown. This research came to stipulate the gap of knowledge. This research used qualitative method and study case design. It took 20 students of English Education Department FITK IAIN Sultan Amai Gorontalo who have Upper-Intermediate proficiency level. The instruments of research used foreign language anxiety scale to identify factors of students’ foreign language anxiety and in-depth interview to know the students’ reason of being anxiety in foreign language classroom. It used triangulation method in analysing data, namely reducing data, displaying data, and drawing conclusion. The results showing that there were 3 non-linguistic aspects in causing students’ foreign language anxiety. First, they felt worried if they had to speak in front of the class and answered the lecturer's questions voluntarily. Second, they felt worried if they do not understand what the lecturer is talking about. Third, they felt worried if they did not prepare before the lesson started. Fourth, students felt worried if they would get a bad score. This result implied to the teacher’s technique in asking the students to speak in front of the classmate. Therefore, the research suggested to apply small group discussion in teaching and learning speaking skill in foreign language classroom.

Peripheral Brain Access in Small Group Discussion in Anatomy

Background and Objective. The pandemic has forced medical education to adopt online and hybrid set-ups, and this has greatly changed the way human anatomy is taught. Course-required knowledge can be accessed using raw references like original publications, collected reviews such as those found in books, as well as in shorter versions like summaries, and in online or electronic applications or software. With readily accessible online physical materials and human resources in anatomy, the value of learning by seeking out verifiable information to answer a real time query may change the current method of teaching and assessment of outcome-based learning in a heavy-recall subject such as human anatomy. For the student, sources of information or instruction are termed the “peripheral brain”. Theobjective of this study is to describe the medical students’ method in accessing medical information during a hybrid small group discussion.Methods. In a modified hybrid laboratory set-up, a class of 200 students were divided into 18 groups, with two students in each group acting as laboratory dissector, who will broadcast their in-person classroom activities to the group members via zoom. The groups rotated in nine specimen stations consisting of soft-embalmed cadavers, plastinated specimen, models, bones, and VH dissector™ virtual dissector. Students were allowed to use any type of resources to accomplish the following tasks: 1) look for listed structures, 2) identify landmarks, and 3) describe functions. A Google sheet survey was administered a month after the activity on the following domains: search strategy, targeted references, and verifiability of information.Results. There were 110 students with age range of 19-27 years old, who participated in the study. Their most accessed reference is still personally prepared notes, followed by electronic books. When using ebooks, the first thing students reported exploring is the table of contents, followed by the search button. If doing online search, the key word used is the structure or function of interest. In group dynamics, students prefer to divide the work and assign tasks to each member, instead of collectively and simultaneously discussing a topic. For them, the most important characteristic of a reliable peripheral brain is that it is the recommended reference, followed by how current the reference is, i.e., published in the last 3 to 5 years. Interestingly, for most students, the information must be acquired in 5 minutes, which is contrary to the preferred mode of reference.
 Artificial intelligence may enhance SGDs according to most of the students. In accessing peripheral brain,Google is perceived as the quickest, books are most reliable, and Pubmed is the most up-to-date. Most ofthe students preferred pre-assigned questions or tasks during SGDs, with equal distribution of work. Giving and receiving remote instructions is not a problem. Dealing with a difficult group member is important, but is not a problem in hybrid discussion.Conclusion. The survey results provide valuable insight on learning strategies used by the current generation of medical students, who have started medical school during the pandemic and are used to online teachinglearning modes of instruction. These findings can be exploited in designing course activities. The concept of peripheral brain in small group discussions can be formally introduced to students learning anatomy to utilize modern technology in enhancing knowledge.

Anatomy Education becomes “Alive”

Anatomy Education becomes “Alive”

Teacher Skills in Leading Small Group Discussions to Class III Students of SD Inpres 10/73 Pandu

The purpose of this research is to investigate the abilities of conducting effective small group conversations in the setting of class III students, specifically at SD Inpres 10/73 Pandu. Small group discussions are a collaborative learning technique that can improve student active engagement while also developing critical thinking abilities. This study's research methodology is a qualitative approach using case study research. Interviews and classroom observations with students and instructors were used to obtain data. The study's findings indicate that there are various extremely successful strategies of conducting a small group conversation to students/I class III SD Inpres 10/73 Pandu, including providing discussion goals. As discussion guides, we must decide what we want to accomplish in the conversation. Prepare conversation themes and material, prepare discussion topics or material to be discussed, and gather appropriate material or resources. Provide chances for all kids and guarantee that all students may engage in the conversation. Pay close attention to the comments of numerous pupils who wish to present their points or ask questions. The last one employs tactics for leading the appropriate groups and assisting pupils in broadening their thoughts.

Effectiveness of an Innovative Card Game as a Supplement for Teaching Factual Content to Medical Students: A Mixed Method Study.

Introduction Lectures and small group teaching are useful to transfer conceptual knowledge. Anatomy is the foundation of medical sciences, but it is perceived to be difficult to comprehend and recall. For such clinically relevant aspects of medical education that require memorization, educational card games can be very effective. As the complex concepts and terminology of Embryology are difficult to follow and retain, we designed a card game "MedFc"for a topic on pharyngeal arches. This study was planned to determine the effectiveness of the card game on curriculum comprehension, recall of factual topics among medical undergraduates, and its utility as a supplement to interactive lecture sessions. Methods The mixed method study was conducted in the Department of Anatomy of an undergraduate medical college. Ethical approval was obtained prior to beginning the study. Convenience sampling was done. From a batch of 50 first-year medical students, a total of 40 students consented to participate in the study, 24 (60%) were males and 16 (40%) were female participants. A lecture on the pharyngeal arches was conducted for the entire batch of 50 first-year medical students. After three weeks, the students who consented to participate in the study were randomly grouped into two groups of 20 each. The groups were the game group (which played the card game in teams of five) and the control group (which discussed the same topic in small groups of five). For both the group's pretests and posttests, 10 higher order multiple choice questions, were conducted and students' feedback regarding the effectiveness of the teaching technique was obtained. Results Students opined that playing the card game was a superb experience, a positive use of time, and a very effective method of comprehension and memorizing complex topics. The scores increased from the pretest to the posttest indicating that both methods effectively reinforced the embryological concepts, but a t test showed that card game is more effective than small group discussions, with p-value = 0.008. The improvement in scores of students who had achieved <50% in pretest for the game group was statistically significant with t-value = 0.0023, when compared with the improvement in scores of similar students from the control group. Conclusions The study has demonstrated the effectiveness of "MedFc" card game in the recall of factual topics and can be used as supplementary material for enhancing learning amongst medical graduates. This educational card game applies gamification to Anatomy education to create a fun filled learning experience and is a valuable addition to thelearning resources.

Community Perspectives to Inform Substance Use Prevention Practice

Abstract Problem The Market is a highly cohesive working-class community in South Belfast. Queen's Communities and Place (QCAP) has partnered with the Market as an anchor community to co-develop research to generate actionable data to alleviate public health challenges. Both the Market Development Association (MDA) and QCAP's research findings identified substance use (SU) as a key issue and delivered Northern Ireland's first peer naloxone training in December 2022. However, a long-term strategy aligned with residents’ vision is necessary. Methods The MDA and QCAP co-hosted an event in February 2023 asking attendees 4 questions to guide small group discussion: •What is the current situation with SU in the Market? •Why do these problems exist? •What are service gaps? •What should the MDA and QCAP do to help? QCAP staff conducted a qualitative analysis of the discussion notes and presented the results to the MDA to guide intervention development. Results Residents had nuanced knowledge of SU in the area and feelings of both powerlessness against larger forces and optimism for change if given the necessary resources. The analysis revealed 3 key themes: the breadth of the issue in the community; a lack of supportive services; and a need for demographically tailored SU education. Lessons QCAP and the MDA have a better understanding of area's concerns about SU and hopes for addressing it. Short and long-term actions are planned: •Event series for parents covering drugs circulating, signs of SU, and overdose intervention steps. •Materials added to the existing “community indicators dashboard” publicised through QR codes posted at key locations. •Programming for youth co-developed with the area's new youth forum. •Seeking funding for a “health navigator” based in the community to connect residents with services they need. •Building connections with local GPs using a local champion model to reduce provider burden. Key messages • Communities have strong understanding of their public health challenges and can effectively guide the development of intervention strategies. • It is feasible to derive meaningful and informative feedback to direct public health action through shared power in research and community-engagement.

Virtual Clinical Simulation for Training Amongst Undergraduate Medical Students: A Pilot Randomised Trial (VIRTUE-Pilot).

Clinical virtual simulators are promising new technologies that might facilitate teaching clinical skills. This study aimed to assess whether a virtual reality simulator might facilitate learning and improve adherence to current clinical guidelines. A double-masked randomised trial was undertaken among fourth-year medical students at Universidad Andres Bello, Chile. Participants were randomised to a clinical virtual simulator (Body Interact®, Body Interact Inc., Austin, TX) or a small-group discussion session on the management of myocardial infarction. Main outcomes included performance in an objective structured clinical examination (OSCE) and adherence to clinical recommendations. Analyses were undertaken under the intention to treat principle by an independent statistician. Fifty students volunteered to participate. Most were female (30 students, 58.8%) and had a mean age of 23.0±2.7 years. Thirty-two participants (62.8%) had used virtual reality platforms before. Students allocated to the simulator showed better OSCE scores (mean difference: 2.8 points; 95% confidence interval (CI): -3.2 to +8.7 points, p=0.14) and were faster to implement diagnostic and therapeutic interventions, but not in a statistically significant way. Academic performance was slightly improved by the use the simulator, although the overall effect was smaller than expected. This study examined the influence of a clinical virtual simulator on the academic performance and guideline adherence of undergraduate medical students, with small group discussions as a point of comparison. The findings revealed that there were no statistically significant distinctions between the two methods, potentially attributed to the selection of the comparator and the relatively brief intervention period.

Behavioral Management Intervention to Modify Premenstrual Syndrome Behaviors in Students

Background: Premenstrual syndrome (PMS) is one of the complications in the reproductive years during the luteal phase of menstruation. According to the importance of PMS, performing educational programs in the promotion of PMS prevention behaviors is demanded. The purpose of this study is to investigate the effect of an educational intervention based on the health belief model (HBM) to promote knowledge, attitude, and behavioral changes about PMS in female high school students. Methods: Based on a previous similar survey technique, this quasi-experimental study was conducted on 200 female high school students (100 in the experimental group and 100 in the control group) in Fasa City, Fars province, Iran in 2020-2021. A questionnaire consisting of demographic information, knowledge, and HBM constructs was used to measure the prevention behaviors of PMS before and three months after the intervention. Educational intervention was performed for the experimental group in eight sessions of 45-50 minutes once a week. The study involved eight weekly sessions for the experimental group, conducted by a doctor in health education and promotion, an obstetrician, and family health specialists using small group discussion, asking and answering questions, a practical show, instructional videos, PowerPoint presentations, and an instructional booklet. The sessions focused on menstruation and PMS definitions, as well as the effects of lifestyle, diet, and physical activity on them. In one of the sessions, mothers of students were invited as supporters and guides for the students. Monthly sessions and a WhatsApp group were provided for tracking activities. Data were analyzed using SPSS-22 software through the paired t-test, the independent t-test, and the Chi-square test with a significance level of P &lt; 0.05 Results: The mean age of the students was 16.79 ± 1.82 years in the experimental group and 16.91 ± 1.69 years in the control group. Three months after the intervention, the experimental group showed a significant increase in knowledge, perceived susceptibility, perceived severity, perceived benefits, Self-efficacy, cues to action, and prevention behaviors of PMS compared to the control group. Conclusion: This study showed the effectiveness of HBM constructs in promoting the prevention behaviors of PMS in female students. Hence, this model can act as a framework for designing and implementing educational interventions for the prevention of PMS behaviors.

Understanding pathways to health-system pharmacy administration: A journey mapping study.

Pharmacy administrators play a critical role in the success of health systems, yet pathways to pharmacy administration are incompletely understood. The purpose of this study was to explore and describe pathways to becoming a health-system pharmacy administrator, including challenges experienced and resources needed. Participants (N = 21) individually completed one or more journey maps detailing the pathway(s) to pharmacy administration and then engaged in small group discussion to identify common themes. A large group debrief was used to share and identify findings across small groups. Thematic analysis was utilized to identify common ideas shared. There was variation across the maps, illustrating many steps one might follow to become a pharmacy administrator. In the 23 maps completed, pathways most frequently began with pharmacy school (n = 9, 39.1%), high school (n = 6, 26.1%), or undergraduate training (n = 4, 17.4%). Most included residency training or dual master's of science in health-system pharmacy administration/residency training (n = 16, 69.6%). Common challenges included distractions, time constraints, grades/performance, financial constraints, and stress. Common resources needed included exposure to diverse career paths, pipeline and outreach support, mentoring, and leadership. Themes included debate about the definition of a pharmacy administrator, questions regarding the core competencies of the pharmacy administrator, discussion regarding ways to enter pharmacy administration, and reflection on the role of serendipity and networking. Understanding the pathways to pharmacy administration is critical to fostering a sustainable and competent workforce. Work must be done to identify strategies and develop processes for identifying, equipping, and retaining talented health-system pharmacy administrators and leaders.

Microgenetic development of a primary school child’s argumentative participation in a small-group discussion

ABSTRACT In this study, we analyse a 9-year-old child’s argumentative participation in a group discussion, from a microgenetic development angle. Specifically, we follow one child through the discussion and analyse the development process, defined as changed participation and as interactionally contingent upon the other participants and the teacher. The data consist of one video recording of the group discussion including two dilemmatic tasks for which the children are asked to come to a joint solution. A sequential analysis was performed from a sociocultural perspective on learning and communication. The findings show that the focus child’s argumentative participation develops both quantitatively and qualitatively, and that this development reflects a switch between general agreement amongst the children in the first task and general disagreement in the second task. This disagreement angle is discussed both from an argumentation and an education perspective. Two of the focus child’s argumentative resources (an imaginary space she creates and the use of the concept “data protection”) are discussed in detail.

Social determinants of health and obstetric outcomes: A report and recommendations of the workshop of the Society for Maternal-Fetal Medicine

This article is a report of a two-day workshop, entitled “Social Determinants of Health and Obstetric Outcomes,” held during the Society for Maternal-Fetal Medicine 2022 Annual Pregnancy Meeting. Participants’ fields of expertise included obstetrics, pediatrics, epidemiology, health services, health equity, community-based research, and systems biology. The Commonwealth Foundation and the Alliance of Innovation on Maternal Health co-sponsored the workshop and the Society for Women’s Health Research provided additional support. The workshop included presentations and small group discussions, and its goals were to: