Small Group Exercises Research Articles

Health Economic Evaluations of Obesity Interventions: Expert Views on How We Can Identify, Interpret, Analyse and Translate Effects.

Economic evaluations of obesity interventions are critical to informing policymakers and clinical practitioners about best-value prevention and treatment interventions. However, existing studies often fail to measure appropriate outcomes over sufficient time periods and to adequately address the complexity of data, environments and outcomes. An international, multidisciplinary workshop in Ireland (May 2023) addressed these issues through scientific presentations on obesity modelling, group discussions and interactive small-group exercises. Nineteen presenters and participants co-created a list of research needs, priorities and strategies for the long-term study of obesity and its complications. To support availability of relevant outcome and cost data for health economic analyses, participants highlighted a need to define standards for data collection, data sharing, modelling, and integrating a systems perspective. For example, regarding data collection, careful consideration must be given to selecting valid and relevant health-related outcomes for determining future health risk. Although these issues have been previously highlighted, they remain critical barriers to comprehensive economic obesity studies. To identify best-value obesity interventions, researchers should prioritise strategies to overcome these barriers. This includes early engagement with multidisciplinary stakeholders to integrate diverse perspectives. Developing infrastructure to support international collaborations between researchers, policymakers and patient representatives was also recommended. Additionally, establishing best-practice guidelines could help researchers navigate the complexities of obesity data, environments and outcomes, particularly in data-scarce research environments. The creation of a core outcomes set for obesity would standardise measures for economic evaluations, thereby facilitating more robust cross-country comparisons of intervention effects and improving the evidence base and overall quality of future obesity research.

Breath of Knowledge: An Interactive Computer-Based Program and Group Exercise to Teach Gas Exchange.

Background: Foundational principles of pulmonary gas exchange are complicated and can be difficult for trainees to master. Computer-based programs can provide opportunities for interactive instruction, but previous literature has not demonstrated the impact of such programs on learning this topic. Objective: To evaluate whether the addition of an interactive, clinically relevant computer-based gas exchange program and small-group exercise to reinforce principles of gas exchange improves medical student learning as measured by performance on relevant multiple-choice exam questions. Methods: This was a pre-post study design surrounding the implementation of a gas exchange program used during a small-group session with students working through a manual of prepared experiments during the 2023-2024 academic year at the Johns Hopkins University School of Medicine. Student examination scores before program implementation (academic year 2022-23) were compared with student examination scores after program implementation. Questions were dichotomized a priori based on their relevance to the principles reinforced by the program. Student perceptions of the program were assessed by a postcourse survey. Results: When comparing the control (n = 106) and intervention (n = 114) groups, scores improved for both non-gas exchange questions (P < 0.001) and gas exchange questions (P < 0.001). Although the improvement in gas exchange questions was greater than in other questions, this difference did not reach statistical significance (P = 0.09 for the interaction term). Most students were satisfied with the program and rated it more useful than a traditional didactic lecture. Conclusion: At a time when medical school instruction is dominated by lectures with few laboratory-based exercises, we offer this interactive, computer-based program as a strategy to reinforce principles of gas exchange. By tailoring accompanying cases and exercises to different groups of learners, this resource can be implemented in diverse settings.

Employee Support for Unionization at Starbucks? A Peer-Influence Negotiation

Workers’ personal perspectives on situations and the actions they take are shaped by their own experiences and preferences and through negotiated agreements with others. Employee Support for Unionization at Starbucks is a four-person negotiation exercise that reinforces skills of perspective-taking and listening within the context of peer influence with others who may or may not agree with them. Students review a scenario about a familiar context (a Starbucks store) and craft individualized perspectives based on assigned roles as a barista or shift leader. Students prepare negotiation plans to influence each other regarding whether to support unionizing efforts at their store. This small group exercise simulates how personal perspectives (priorities, positions, and goals) and peer relationships affect one’s approach and negotiation of key issues. The debrief explores relevant concepts and the impact of shared perspectives, emotions, and workplace relationships.

A deep dive into the 8 caring technology principles and their contribution to integrated primary care.

Introduction: The eight Caring Technology Principles (8CTP) provide guidance and a call to action for tech developers, health and care organizations and professionals, policy makers and citizens to develop and implement humane technology and citizen-centred data management.&#x0D; What are the challenges? Technology has become indispensable in health care. Data on our health, well-being and lifestyle are widely captured and commercialized, often without our knowledge or true consent. Data are indeed becoming the new currency, and access to real life data can be a game changer to address challenges in health care and beyond. Yet, how can we guarantee that use of personal data and technological innovations add value to society? How can we ensure that citizens have full control over their data?&#x0D; With these questions in mind, the King Baudouin Foundation, a Brussels-based philanthropic organization serving the general interest, gathered a diverse group of 30 stakeholders who jointly developed a framework with 8 CTP through a method of future exploration. The 8 CTP guide the development and use of technological innovations aimed at improving people’s health, well-being and quality of life.&#x0D; They represent humane technology and citizen-centred data management, anchored in society, through a participative and adaptive governance, guaranteeing quality and systemic coherence. The aim is to widely disseminate, adopt and implement the 8 CTPs through a learning community that gradually evolves to an international learning ecosystem.&#x0D; &#x0D; Six diverse initiatives, representing 2 home care organizations, a European patient organization, a consultancy company, a living lab, a university college, a university and a research organization develop and test practical tools in a learning community. Together they make the 8 CTP more concrete and working.&#x0D; Aim and target group: We will assess the added value of the 8 CTP framework for different stakeholders in integrated primary care in a (inter)national context.&#x0D; Value for participants: Participants will understand the value of the 8 CTP from the perspective of the different stakeholders in the context of integrated primary care. Participants will experience the usefulness of the 8 CTP framework in their own context. They can join the learning community and access all relevant materials.&#x0D; Structure of the workshop:&#x0D; 10 mins – Welcome and introduction to the 8 CTPs (King Boudauin Foundation)&#x0D; 30 mins – Interactive panel discussion: ‘From smart to caring technology’. Why do the 8 CTP matter to tech developers, home care organisations, patient organisations, ethicists and policy advisors&#x0D; 15 mins- Small group exercise: ‘What can the 8 CTP framework offer to you?’&#x0D; 5 mins – Take home messages: each participant defines a take home message. Participants are invited to subscribe to the 8 CTP&#x0D;

SEEK™: A Program to Implement Evidence-Based Practice and Transform Oncology Nursing Practice.

Evidence-based practice (EBP) uses current and best evidence, clinical expertise, and patient values to drive clinical decisions. Organizations struggle with building and sustaining an EBP-focused culture. This article shares the development and implementation of SEEK™ (Spirit of Inquiry, Expanding EBP Knowledge), an educational initiative on how to apply EBP processes at a Magnet®- and National Cancer Institute- designated comprehensive cancer center. Participants learned principles of the EBP process using didactic sessions, small group exercises, and article critiques. With mentor guidance, participants searched for and appraised evidence, proposed interventions, designed an implementation plan, and developed metrics to measure results. To date, 56 SEEK projects are in various stages of development and implementation. Based on postprogram survey results, SEEK participants and mentors demonstrated increased EBP knowledge.

Thriving In and Out of the Reading Room: A Faculty Development Workshop

Given the immense time and energy radiologists dedicate to their profession, the experience at work should be a major contributor to a meaningful and fulfilling life. In pursuit of this vision, our department launched a novel faculty development workshop entitled "Thriving In and Out of the Reading Room: What They Didn't Teach Us in Training." We report on the design, implementation and initial outcomes of this faculty development workshop. The workshop drew upon positive psychology research and the PERMA model of well-being, which encompasses five key elements: Positive emotion, Engagement, Relationships, Meaning, and Achievement. These elements have been shown to enhance work satisfaction and foster resilience. Using interactive, small group exercises, the workshop provided strategies for incorporating PERMA elements into daily life. At the conclusion of each workshop, an anonymous voluntary electronic survey was distributed to participants. The final version of the workshop was offered to 58 faculty over eight sessions between September 2022 and May 2023. Survey results indicate that participants found the workshop to be highly valuable and practical. They also found the workshop to promote camaraderie and peer learning. Developing the workshop internally allowed us to customize it to our faculty's unique experiences and engage a large number of participants. The workshop shows promise in improving job satisfaction and addressing burnout among academic radiologists.

Little Patients, Big Tasks - A Pediatric Emergency Medicine Escape Room.

Little Patients, Big Tasks - A Pediatric Emergency Medicine Escape Room.

Fremdsprachenlehrerausbildung in Zeiten der Coronapandemie: Microteaching im digitalen Format

Microteaching as a specific method in foreign language teacher education in which theoretical knowledge is put into practice, offers prospective teachers systematic, small-step and practice-oriented training of teaching behaviour and teaching skills in the form of classical microteaching (practical exercises in small groups of students), or peer teaching (training in small groups of fellow students). Due to the pandemic-related switch to digital teaching formats in university foreign language teacher training, microteaching also had to be moved from the traditional classroom to the digital space and had to face completely new challenges. The paper aims to explore the method of microteaching from a theoretical and empirical perspective and to demonstrate its possibilities and limitations in the digital format, using the example of a microteaching course with students at the Faculty of Philosophy, University of Sarajevo, Bosnia and Herzegovina. Results of a survey among future teachers of German as a foreign language on the effectiveness of microteaching in the digital format in the times of the coronavirus pandemic will be presented.

How to estimate the 3D stress state for a deep geological repository

Abstract. When stresses yield a critical value, rock breaks or pre-existing faults are reactivated, generating pathways for fluid migration. Thus, the contemporary undisturbed stress state is a key parameter for assessing the stability of deep geological repositories and for quantifying whether stress changes induced by sub-surface constructions and storage of heat-generating waste lead to a critical state. The prediction of the contemporary 3D stress state is achieved with geomechanical–numerical models that are based on the static geological models. These are based on 3D seismic imaging and borehole data and describe the 3D structure and distribution of rock properties. Furthermore, pointwise measurements of the stress state are needed to fit the model to these data. The workshop is divided into three parts. Each part will have a short introduction to the specific topic, followed by dedicated hands-on exercise in small groups and discussions of the exercise outcome and its implications. 1. How do we formally describe the stress field? Here you will learn that the stress field is different from other physical field quantities such as temperature or displacement. The latter can be described with a scalar or a vector at a point. In contrast, the stress state at a point is described with the so-called Cauchy stress tensor that has nine components. We will give a quick tour through this concept, starting from very basic physics, and explain why the tensor is needed. In particular, you will learn in the exercises that stress cannot be measured directly with most methods but that strain is observed, from which stress is inferred.2. How do we actually measure stress? We present a range of methods that determine individual components of the stress state. In the exercise you will analyse borehole image logs to identify borehole breakouts and drilling-induced tensile fractures at the borehole wall. These are used to derive the orientation of the minimum and maximum horizontal stresses. Furthermore, we will present methods for the estimation of stress magnitudes. These are essential data for the calibration of a 3D geomechanical model. We will give a brief overview of different methods and in the exercise on the analysis of mini-hydraulic fracture tests as well as on the sleeve-fracturing and sleeve re-opening methods.3. From a viewpoint to a 3D description. If rock properties in the sub-surface were homogenous and isotropic and were to follow a simple linear behaviour between stress and strain, we could estimate the stress state analytically. However, this is not the case, and we will discuss three questions. a. How many pointwise stress data are needed to efficiently constrain a 3D model?b. How do I know whether a data point taken from less than a cubic metre is a good representation of a large rock volume, i.e. a whole lithological layer?c. How can we quantify the uncertainties of the model stress state, and what is the typical range? You will use a case study in northern Switzerland to explore these questions.

Training model of basic football techniques for early age: systematic review

Study Purpose. The purpose of this study was to describe the training model of basic football techniques for the early-age group. Materials and Methods. The primary method used in this study was a literature review. A literature review is a research design utilized to gather data sources related to a specific topic to depict the core content based on the retrieved information. As part of the data collection for the literature review, databases were employed to search for relevant literature. The data was aggregated using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) method. This research entailed analyzing journal articles and formulating a summary concerning the research questions and objectives. The journal search and review procedures were executed via the PICOT method. Each question addressed P = problem/population, with this study zeroing in on the pertinent problem. The research analyzed the model of basic soccer technique training segmented by age groups, as represented by the I/E = implementation/intervention/exposure component of PICOT. The subsequent component, C = control/comparative intervention, was not incorporated in this study. Finally, T = time was delimited by narrowing the review to journals published within the last decade. Journal articles evaluated in this study were sourced from both national and international publications via numerous scientific journal platforms. Results. The study determined that the training model for basic football techniques can be categorized by age group, which includes (1) 6–7 years old, (2) 7–8 years old, and (3) 10–11 years old. The training methodology encompasses (1) ball mastery and juggling, (2) dribbling and running with the ball, (3) passing and receiving, (4) heading, (5) throw-ins, and (6) small-sided games. Essential equipment for training includes (a) portable goalposts of varying sizes, (b) a kicking board or rebound goal, (c) a mobile free-kick wall, (d) cones of different dimensions, (e) basic physical exercise equipment, (f) balls of diverse sizes and colors, (g) areas designated for soccer tennis and soccer volleyball drills, (h) a video camera, and (i) a storage section for equipment. Conclusion. Mastering the fundamental techniques of football is paramount in cultivating children's soccer skills. Consequently, the instruction for basic football techniques is sequentially administered based on the unique attributes of each age group. The rudimentary football technique training model, stratified by age, includes (1) ball mastery and juggling, (2) dribbling and running with the ball, (3) passing and receiving, (4) heading, (5) throw-ins, and (6) small-sided games, each tailored according to the learners' requirements and progress. By grasping the traits affiliated with soccer, trainers and educators can proffer suitable training materials during sessions. Solo and small-group exercises, primarily in duos, are vital for refining ball control and facilitating paced learning. Training exercises are often executed in pairs to bolster communication, foster collaboration, and deepen the understanding of soccer tenets.

Online interactive medical neuroimaging exercise to identify human brain structures

A persisting need remains for developing methods for inspiring and teaching undergraduate medical students to quickly learn to identify the hundreds of human brain structures, tracts and spaces that are clinically relevant (viewed as three-dimensional volumes or two-dimensional neuroimages), and to accomplish this with the option of virtual on-line methods. This notably includes teaching the essentials of recommended diagnostic radiology to allow students to be familiar with patient neuroimages routinely acquired using magnetic resonance imaging (MRI) and computed tomography (CT). The present article includes a brief example video plus details a clinically oriented interactive neuroimaging exercise for first year medical students (MS1s) in small groups, conducted with instructors either in-person or as an entirely online virtual event. This “find-the-brain-structure” (FBS) event included teaching students to identify brain structures and other regions of interest in the central nervous system (and potentially in head and neck gross anatomy), which are traditionally taught using brain anatomy atlases and anatomical specimens. The interactive, small group exercise can be conducted in person or virtually on-line in as little as 30 min depending on the scope of objectives being covered. The learning exercise involves coordinated interaction between MS1s with one or several non-clinical faculty and may include one or several physicians (clinical faculty and/or qualified residents). It further allows for varying degrees of instructor interaction online and is easy to convey to instructors who do not have expertise in neuroimaging. Anonymous pre-event survey (n = 113, 100% response rate) versus post-event surveys (n = 92, 81% response rate) were attained from a cohort of MS1s in a neurobiology course. Results showed multiple statistically significant group-level shifts in response to several of the questions, showing an increase in MS1 confidence with reading MRI images (12% increase shift in mean, p < 0.001), confidence in their approaching physicians for medical training (9%, p < 0.01), and comfort levels in working online with virtual team-based peers and with team-based faculty (6%, p < 0.05). Qualitative student feedback revealed highly positive comments regarding the experience overall, encouraging this virtual medium as a desirable educational approach.

From Student to Mentor in Clinical Practice: Health Care Students' Experiences in a Mentoring Course

Clinical practice is a compulsory and essential part of health care studies in Finland. However, there are not enough trained mentors at clinical practice facilities. The objective of this mentoring course was to provide students training at the earliest possible stage. Students from various health care disciplines participated in the mentoring course. The course was conducted entirely online, and learning methods included lectures, small-group exercises, and discussion forums. Students' responses indicated the mentoring course enabled them to learn about a mentor's role and about various mentoring theories. The mentoring course helped prepare health care students for their future work life and for the clinical mentoring of students. The course expanded students' views on a mentor's duties and helped them reflect on their personal strengths and weaknesses. [J Nurs Educ. 2023;62(5):298-301.].

Updating the Military Unique Curriculum for a Ready Medical Force.

Previous conflicts have demonstrated the impact of physician readiness on early battlefield mortality rates. To prepare for the lethal nature of today's threat environment and the rapid speed with which conflict develops, our medical force needs to sustain a high level of readiness in order to be ready to "fight tonight." Previous approaches that have relied on on-the-job training, just-in-time predeployment training, or follow-on courses after residency are unlikely to satisfy these readiness requirements. Sustaining the successes in battlefield care achieved in Iraq and Afghanistan requires the introduction of effective combat casualty care earlier and more often in physician training. This needs assessment seeks to better understand the requirements, challenges, and opportunities to include the Military Unique Curriculum (MUC) during graduate medical education. This needs assessment used a multifaceted methodology. First, a literature review was performed to assess how Military Unique Curricula have evolved since their initial conception in 1988. Next, to determine their current state, a needs-based assessment survey was designed for trainees and program directors (PDs), each consisting of 18 questions with a mixture of multiple choice, ranking, Likert scale, and free-text questions. Cognitive interviewing and expert review were employed to refine the survey before distribution. The Housestaff Survey was administered using an online format and deployed to Internal Medicine trainees at the Walter Reed National Military Medical Center (WRNMMC). The Program Director Survey was sent to all Army and Navy Internal Medicine Program Directors. This project was deemed to not meet the definition of research in accordance with 32 Code of Federal Regulation 219.102 and Department of Defense Instruction 3216.02 and was therefore registered with the WRNMMC Quality Management Division. Out of 64 Walter Reed Internal Medicine trainees who received the survey, 32 responses were received. Seven of nine PDs completed their survey. Only 12.5% of trainees felt significantly confident that they would be adequately prepared for a combat deployment upon graduation from residency with the current curriculum. Similarly, only 14.29% of PDs felt that no additional training was needed. A majority of trainees were not satisfied with the amount of training being received on any MUC topic. When incorporating additional training on MUC topics, respondents largely agreed that simulation and small group exercises were the most effective modalities to employ, with greater than 50% of both trainees and PDs rating these as most or second most preferred among seven options. Additionally, there was a consensus that training should be integrated into the existing curriculum/rotations as much as possible. Current Military Unique Curricula do not meet the expected requirements of future battlefields. Several solutions to incorporate more robust military unique training without creating any significant additional time burdens for trainees do exist. Despite the limitation of these results being limited to a single institution, this needs assessment provides a starting point for improvement to help ensure that we limit the impact of any "peacetime effect."

LecturePlus: a learner-centered teaching method to promote deep learning.

A new teaching format, the LecturePlus was formulated as a lecture followed by small group learning activities. This study assessed the effectiveness of LecturePlus in medical education. An interventional study was conducted among final-year medical students with 74 students in the experimental group and 96 students in the control group. Each LecturePlus lasted about 1 hour and was conducted with 12 to 18 students. A LecturePlus session comprised of a lecture followed by small-group problem-solving exercises. The exercises were clinical cases with open-ended short-answer questions. Students were divided into groups of three each (triads) for these exercises. A faculty tutor assisted the small groups as needed. Closure was achieved through a discussion moderated by the tutor. Learning outcomes were assessed via the National Board of Medical Examiners (NBME) subject scores and compared with those of the preceding academic year. An additional multiple-choice questions (MCQ) test was administered before and after the clerkship. The MCQ test showed improvement in knowledge application (p < 0.001, partial eta squared, 0.42). There was a statistically significant improvement in adjusted NBME scores among female students (74.8 vs. 71.8; p = 0.017) but not among male students. An anonymous written questionnaire survey showed high ratings for LecturePlus (95% selecting yes or partly yes to overall satisfaction). LecturePlus is an instructional strategy that integrates a lecture with learning activities. It can be scaled to large class sizes facilitated by one teacher. By combining didactic teaching with problem solving, this new instructional strategy may foster application of knowledge.

Implementation of the AAMC's Holistic Review Model for Psychiatry Resident Recruitment.

In psychiatry, several converging factors are impacting the recruitment of residents: the increased competitiveness of the specialty, the national trend to take active steps to improve diversity and inclusion, and the decision from USMLE to change Step 1 to a pass/fail result. We developed a workshop for psychiatry residency program directors to meet these challenges and transition into using a holistic review model during recruitment. The workshop included (1) a didactic session providing background on the AAMC holistic review model; (2) a small-group exercise to determine and prioritize experiences, attributes, competencies, and metrics (EACMs) aligned with the program's mission and aims; (3) a review of the rankings from the previous exercise, selection of two "very important" criteria for each of the four domains of the EACM model, and operationalization of these criteria based on the recruitment process; and (4) a discussion focused on application of program criteria with example applicants. The holistic review workshop was conducted at the American Association of Psychiatry Residency Directors conference in 2021 with 48 self-selected attendees. Following the workshop, 74% of attendees reported a likelihood of implementing holistic applications during their next application cycle, 78% were able to leave with at least one actionable item, 100% thought that the session was interactive, and 78% felt that the session met their expectations. Implementing a holistic review for psychiatry residency recruitment can assist programs in responding to the rapidly changing landscape and achieve aims for improving diversity and inclusion.

Musical and psychomotor interventions for cognitive, sensorimotor, and cerebral decline in patients with Mild Cognitive Impairment (COPE): a study protocol for a multicentric randomized controlled study

BackgroundRegular cognitive training can boost or maintain cognitive and brain functions known to decline with age. Most studies administered such cognitive training on a computer and in a lab setting. However, everyday life activities, like musical practice or physical exercise that are complex and variable, might be more successful at inducing transfer effects to different cognitive domains and maintaining motivation. "Body-mind exercises", like Tai Chi or psychomotor exercise, may also positively affect cognitive functioning in the elderly. We will compare the influence of active music practice and psychomotor training over 6 months in Mild Cognitive Impairment patients from university hospital memory clinics on cognitive and sensorimotor performance and brain plasticity. The acronym of the study is COPE (Countervail cOgnitive imPairmEnt), illustrating the aim of the study: learning to better "cope" with cognitive decline.MethodsWe aim to conduct a randomized controlled multicenter intervention study on 32 Mild Cognitive Impairment (MCI) patients (60–80 years), divided over 2 experimental groups: 1) Music practice; 2) Psychomotor treatment. Controls will consist of a passive test–retest group of 16 age, gender and education level matched healthy volunteers.The training regimens take place twice a week for 45 min over 6 months in small groups, provided by professionals, and patients should exercise daily at home. Data collection takes place at baseline (before the interventions), 3, and 6 months after training onset, on cognitive and sensorimotor capacities, subjective well-being, daily living activities, and via functional and structural neuroimaging. Considering the current constraints of the COVID-19 pandemic, recruitment and data collection takes place in 3 waves.DiscussionWe will investigate whether musical practice contrasted to psychomotor exercise in small groups can improve cognitive, sensorimotor and brain functioning in MCI patients, and therefore provoke specific benefits for their daily life functioning and well-being.Trial registrationThe full protocol was approved by the Commission cantonale d’éthique de la recherche sur l'être humain de Genève (CCER, no. 2020–00510) on 04.05.2020, and an amendment by the CCER and the Commission cantonale d'éthique de la recherche sur l'être humain de Vaud (CER-VD) on 03.08.2021. The protocol was registered at clinicaltrials.gov (20.09.2020, no. NCT04546451).

Integrating Persons With Lived Experience in Opioid Use Disorder Education: A Small Group Exercise and Patient Panel.

Based on increasing drug overdose deaths and a shortage of healthcare professionals trained in the management of opioid use disorder (OUD), it is imperative to improve health professional education in addiction medicine. This small group learning exercise and patient panel was designed to provide first year medical students with insights into the lives of people with OUD-through a lens of harm reduction-and to connect biomedical knowledge to the core values and professional themes of their doctoring courses. Facilitators were assigned to each small group of 8 students for the harm reduction-centered Long and Winding Road small group case exercise. This was followed by a patient panel of 2 to 3 persons with OUD. The small group was conducted with first-year medical students as a virtual training session due to the COVID-19 pandemic. Students completed pre- and post-session surveys about agreement with statements pertaining to the learning objectives. The small group and patient panel were delivered over 8 sessions and attended by all first-year medical students (N = 201). Survey response rate was 67%. Post-session, there was significantly greater agreement with knowledge on all learning objectives compared to pre-session. Two relevant multiple-choice questions on the medical student final exam were answered correctly by 79% and 98% of students. Centering on people with lived experience, we completed small groups and patient panels to introduce concepts of OUD and harm reduction to first year medical students. Pre- and post-session surveys showed short-term achievement of the learning objectives.

The Aim of Higher Education

The aim of higher education is to nurture higher order thinking. College students attain mastery by acquiring expert ways of thinking. Learning is reflecting. Teachers should aim to stimulate curiosity and a desire to learn. A teacher’s enthusiasm drives learning. Teaching should not cover all topics in the curriculum as this is based on a misperception of the teacher’s role. Teaching is inspiring. Learning during higher education ought to extend beyond discipline-specific expertise to include four higher-order competencies: liberated learning, deep thinking, clear communication, and focused resilience. These in turn, are based on five core skills, namely, writing, numeracy, financial acumen, computing expertise, and design skills. Operationalization of these aims can be achieved via careful course planning, matching assessment to learning goals, and teaching strategies such as Lecture Plus. Lecture Plusis a lecture followed by a learning activity. Learning activities include small-group exercises. Course planning should aim for higher order thinking. Keywords: Education, Graduate; Education, Professional; Teaching Methods

Improving the professional readiness of cadets for emergency rescue and firefighting

Introduction. The development of professional education in the field of fire safety is an urgent task, the solution of which is aimed at increasing the level of protection of the population and territories from fires. The system of practical training of cadets in the field of emergency rescue and fire extinguishing includes the development and improvement of practical skills and ability of performing fire-drill standards, which are basic exercises that form the professional readiness of the graduate.Problem statement. The main objective of the research is to develop a methodology of practical training aimed at developing practical skills and skills of performing fire drill standards and maintaining them at a high practical level.Methodology of the study. To fulfill the task of the study, a list of control fire drill standards was selected, forming the professional readiness of the graduate to carry out emergency rescue and firefighting. The entrance control of the implementation of fire drill standards in control groups was carried out a year after the end of practical training, a significant loss of previously acquired skills and abilities was revealed. In order to improve and maintain professional skills at a sufficient level, the applied methods of training firefighters have been studied, taking into account which the procedure for organizing the training of cadets and the methodology for fulfilling standards have been developed.Results. In contrast to the individual-group methods of practical training aimed at the formation of the technique of performing exercises and its gradual consolidation, a sequential-group method is proposed, which allows, among other things, to ensure the simultaneous maintenance of previously formed skills and abilities at a high practical level. The proposed methodology is based on the modular principle of forming a structural and methodological scheme of practical training for the consistent performance of practical exercises in small groups, providing high-intensity work of cadets during the lesson.Conclusions. The results of the pedagogical experiment showed the effectiveness of the proposed methodology in improving the practical skills of performing fire drill standards, which allows for systematic training of learners to maintain previously formed skills and abilities.

Catalyzing “Cohortness” in Leadership Programs Pivoting to a Virtual Environment

ABSTRACT Leadership training commonly brings individuals or teams together in face-to-face settings to network and build their skills in groups referred to as “cohorts.” The pandemic of 2020 forced leadership training programs to be held virtually, bringing into question how programs could foster a sense of “cohortness,” or a collegial sense of group identity, even when the participants could not meet face-to-face. For this study, two programs, the Clinical Scholars (CS) program (n = 34), and the Food Systems Leadership Institute (FSLI) (n = 23), collaborated to explore how participants expecting an in-person program responded to adaptations made for a virtual launch of their program and how connected they felt to their fellow classmates. Analysis of qualitative and quantitative data showed that prior to attending each program, fewer than half of participants expected to feel slightly to very connected as a cohort. At program completion, 96% reported feeling slightly to very connected. Both CS and FSLI participants ranked 1) Frequent small group exercises, 2) small group ice breakers, 3) Team introductions prior to the retreat 4) Virtual orientation as the top activities contributing to their sense of being a cohort. Although the pandemic will pass, the insights gained from examining how to foster professional networks and a collegial sense of group identity (“cohortness”) among virtually convened participants can benefit leadership development programs that must continue to meet virtually for financial or other reasons and can benefit those programs, which eventually resume in-person convenings.