Small Group Teaching Research Articles

Exploring the value of PGRs who teach (PGWT) in supporting undergraduate students’ sense of belonging: A Student Staff Partnership Project

The aim of this research was to explore the impact of interactions between undergraduate students (‘students’) and the postgraduate researchers (‘PGWT’) who teach them, on students’ sense of belonging. Meaningful interactions between staff and students have been identified as a key aspect of students’ sense of belonging. The unique space that postgraduates who teach occupy- both student and teacher- is widely recognized in the literature and through this dual role PGWT can provide a valuable bridge between students and academic staff. Due to the nature of their teaching - which is typically small group teaching characterised by proximity and informality - opportunities can arise for discussion of matters from the wider student experience beyond the curriculum. Activity-oriented focus groups were conducted with module leaders, PGWT and their students in the School of Sport, Exercise and Rehabilitation Sciences at the University of Hull to explore each groups’ perspectives, and the results were thematically analysed. Findings show that whilst students didn’t explicitly recognize or use the term ‘belonging’, through resonance, rapport and academic enrichment PGWT created environments which aligned with definitions of belonging, including building meaningful relationships, contributing to the student experience, and creating informal spaces where students discussed both learning and personal matters. PGWT were relatable, providing authentic examples and being role models. Our findings suggest that being a teacher enables PGWT themselves to feel part of, and that they belong in, the University community. This research adds to the literature on students’ perceptions of PGWT and provides recommendations for future practice.

Teaching innovation: enhancing undergraduate student pharmacist consultation skills by introducing ‘Fishbowl’ prescribing workshops

Abstract Introduction The new ‘Standards for the initial education and training of pharmacists’1 outline the skills, knowledge, and attributes required to enable pharmacists to independently prescribe at the point of registration. Third-year MPharm students at the University of Nottingham have previously practised consultation skills in professional practice workshops, conducting shorter form, over the counter-type consultations. These lacked the depth required for pharmacy students to develop skills they will now need. Therefore, we identified a requirement for advanced consultation practice, including prescribing, alongside clinical history taking, to better prepare students to be prescribers. Creation of a new module occurred, ‘Pharmaceutical Care and Prescribing’, including ‘Fishbowl’ workshops. ‘Fishbowl’ is a small group teaching method where an individual student engages in a discussion, while observers form a circle around them2. Students were able to ‘tap out’ of consultations at any point, to discuss consultation direction with their peers. Five case studies were written to incorporate a variety of clinical conditions, patient demographics and clinical settings, with a key emphasis of holistic, patient-centred care. All third-year students were timetabled for five workshops, in groups of around 25. Facilitators regularly discussed consultation progress, outstanding care issues and gave feedback on areas done well or needing improvement. Aim Do students perceive ‘Fishbowl’ workshops to enhance their clinical history taking skills and prescribing knowledge? Methods Following the five workshops, all third-year students (n=256) were invited via email to complete a Microsoft Forms questionnaire, to evaluate the workshop aims . The questionnaire included ten 5-point Likert-scale questions and free-text answers. Primarily quantitative methods were used with free-text responses used to contextualise results. This study obtained ethical approval from the University of Nottingham, School of Pharmacy Postgraduate Research Projects Ethical Approval group. Results 82 students (32%) completed the questionnaire. 91% of students felt they helped practice taking a clinical history. 80% of students felt they better understood how to include share care decision making into their consultations. One student commented, they were ‘very thought-provoking sessions and easy to interact and learn from each other’. 67% said the sessions helped them to better understand the pharmacist’s role in prescribing. With regards to prescribing awareness, a student commented ‘It would have been nice to have scenarios where we prescribed a POM in the end for more of the sessions to help us get used to thinking like prescribers.’ 85% of students would recommend the teaching technique to other MPharm students, 76% felt these sessions should be introduced in earlier years of the MPharm course. A few students commented that the facilitation style varied considerably depending on academics involved. Discussion/Conclusion ‘Fishbowl’ method of teaching provides a suitable environment for practising clinical history taking and prescribing and were generally well received by students. Further work is needed to integrate this teaching technique earlier in the MPharm programme. Facilitator skills play a significant part in student engagement, we need to ensure there is appropriate staff training to run this session type. Limitations of the study include lack of comparison against other student teaching tools.

Faculty Building for Personalized Medicine and Care

Personalized medicine and care always places the patient at the center and requires psychosocial interprofessional skills. Using the example of personalized care, which is conceived as clinical, biopsychosocial work in an interdisciplinary, care-relevant manner, it is shown why comprehensive and differentiated abilities are required for this activity. According to grounded theory methodology, an interview-study with several experts in the field was carried out in a cyclical research design. As a result, problem definitions and solution concepts suggested to focus existing and development of new curricula or curriculum elements, to focus training processes and students’ qualification profiles for the respective personell-, organizational- development and faculty building. The qualification profile, definitions of learning objectives, as well as their effective implementation and didactic mediation possibilities are empirically reviewed and presented in an overview and exemplary manner. The training is designed to be practice-relevant, patient-centered with sufficient personal reflection skills, which are conveyed through teaching in continuous small groups. Selection procedures and internships take into account the requirements of psychosocial care and academic standards. Workplace-based examinations and case-oriented feedback develop the trainees into professional workers. A priori necessary basic competencies are presented and discussed in order to further elaborate empirical research and curricular strategies. Therefore the respective faculty building can be derived.

Digital vs. conventional instructor-led midwifery training in Benue State, Nigeria: a randomized non-inferiority trial

BackgroundMany health education institutions in African countries such as Nigeria face increasing enrolment of students but lack an adequate number of instructors to train them. If digital learning can be demonstrated effective in augmenting knowledge and skills, this approach could help fill this gap and improve education efficiency. A needs assessment in two Nigerian midwifery schools confirmed that digital learning would be feasible and welcomed. In this study, the Midwifery Active Digitization Empowerment Initiative (MADE-I) program was tested to determine if digital delivery of the Fundamental Interventions, Referral and Safe Transfer (FIRST) course is at least equally effective for training midwifery students compared to conventional small-group delivery.MethodsA non-inferiority randomized controlled trial design was used, enrolling 130 s-year students from 2 midwifery schools in Benue State, Nigeria. Students were randomly assigned into six cohorts. Each cohort received half of the course on a Learning Management Platform on their mobile phones, the other half through standard small-group teaching. Students’ knowledge, thinking, and technical skills were assessed using a pre-test, post-test, Objective Structured Clinical Exam (OSCE), and daily modular quizzes. The data was analyzed using the difference-in-difference method.ResultsThe study revealed that post-intervention student knowledge and thinking skills did not significantly differ between digital learning (75.26%) and small-group learning arms of the trial (75.02%, p = 0.404). Student knowledge improved significantly compared to the pre-test in both groups (by 25.03 points in the digital arm, 26.39, in small-group). Some differences were observed between digital and small-group learning in disaggregated analysis by specific module and midwifery school. Although there was a trend toward small-group learning of technical skills being more effective than digital learning, no significant differences between groups were observed in the post-intervention OSCE. Students in both groups learned equally well regardless of age, gender, and midwifery school entrance exam score.ConclusionDigital learning is as effective as small-group learning, for midwifery trainees, in augmenting knowledge, thinking, and technical skills addressed in the FIRST course, and have lighter human resource requirements, an important consideration especially in LMIC. However, similar assessments would be needed to assess effectiveness for other digitally delivered clinical education programs.

<b>Insights From the Frontlines: Students' Perceptions of Teaching Methods in a Nigerian Medical School </b>

Background The teaching skills of the teachers impact the learning outcomes, and it is expected that learning can be enhanced through appropriate instructional strategies that will optimally help the students. An understanding of student’s perception of the available teaching methods will provide insight into what the challenges are, and how this information can be used to further optimize learning outcomes. Methods A qualitative phenomenology study using focus group discussions among 41 clinical medical students in a developing Nigerian medical school. An inductive thematic analysis was performed on the transcribed recorded data from the group discussions. Results Six themes emerged: participation, clarity and applicability, encouragement and feedback, teaching aids, students-teachers relationship, and learning environment. Students preferred problem-based learning and small group teaching, perceiving didactic lectures as lengthy and boring. They emphasized the need for teachers to use real-world examples, provide feedback, and adopt student-centered approaches. The majority of students preferred visual learning aids but noted inadequate infrastructure and resources for their preferences. Conclusions This study highlights the importance of student-centered teaching methods, incorporating visual aids and problem-based learning, to enhance engagement and retention. Teachers should adapt their instructional strategies to cater to diverse learning styles and promote interactive learning. The study suggests retraining clinical teachers to adopt student-centered approaches and utilize available resources effectively. By prioritizing student feedback and adopting inclusive teaching methods, medical educators can optimize learning outcomes and prepare students for the demands of healthcare practice. Keywords: medical, students, perceptions, teaching, methods.

Benefits of Practicing Teaching as a Resident: A Single Institute Experience of a Formal Teaching Curriculum for Pathology Residents

Abstract Introduction/Objective The practice of near-peer teaching, both in lecture style and small group formats, has been shown to have benefits for the educator in improving communication skills, gaining knowledge in a subject, and providing a tangible experience that may aid in applying for employment. The purpose of this study is to present the current curriculum and teaching opportunities at the Medical University of South Carolina (MUSC) and their impacts on developing pathology residents’ teaching skills and perceptions of their growth as educators. Methods/Case Report Data regarding curriculum format and learner surveys for various teaching programs at MUSC was gathered from residency program leadership and the MUSC College of Medicine. An anonymous survey was distributed to current MUSC pathology residents to assess their participation, current comfort level, and comfort level prior to the start of residency in regard to various teaching modalities. Results (if a Case Study enter NA) The resident curriculum offers teaching modalities such as small group co-leader for medical students, didactic presentations, and on-the-job teaching. On a Likert scale of 1 to 5, with 5 being very comfortable, residents reported an average comfort level with teaching before starting residency as 2.11 and a current comfort level with teaching as 2.67. Residents were split on their perception of what affect residency has had on their comfort in teaching. Medical student evaluations of their small group teaching sessions co-led by pathology residents averaged 77.6% approval per course. Conclusion Through providing an overview of required and voluntary teaching opportunities offered at one institute and residents’ perceptions on their experiences while teaching there, we hope to both provide curriculum examples for other institutions and to advocate for placing greater importance on providing opportunities for residents. Such opportunities to practice teaching help them develop skills to benefit them as pathologists and in their future employability.

Identifying group metacognition associated with medical students’ teamwork satisfaction in an online small group tutorial context

BackgroundCollaborative learning is an essential pedagogy in medical education, within which small group learning constitutes an integral component. Online small group teaching has been widely applied and blended with in-person sessions in the aftermath of the Covid-19 pandemic. This study examined whether group metacognition was associated with teamwork satisfaction in an online small group teaching curriculum for medical students.MethodsWe enrolled medical students of the 2nd and 4th years during the 2021 fall semester after they participated in 3 consecutive sessions of online small group tutorials (SGTs), which have been implemented in our medical school for more than 20 years. The students completed a group metacognitive scale (GMS) and a teamwork satisfaction scale (TSS) after the sessions. We analyzed whether group metacognition in 4 dimensions (knowledge of cognition, planning, evaluating, and monitoring) could be connected with medical students’ teamwork satisfaction using partial least squares-structural equation modeling (PLS-SEM).ResultsA total of 263 medical students participated in this study. Both GMS and TSS exhibited good reliability and validity. Three of the 4 dimensions of group metacognition (cognition, planning, and evaluating) positively correlated with teamwork satisfaction (path coefficients 0.311, 0.279, and 0.21; p = 0.002, 0.002, and 0.043, respectively) following the online SGT curriculum, whereas the monitoring dimension did not (path coefficient 0.087; p = 0.357). The model achieved an adjusted R square of 0.683.ConclusionWe discovered that group metacognition correlated positively with better teamwork satisfaction, supporting the importance of group metacognitive competency for online collaborative learning.

Medical students’ knowledge on palliative care – a survey of teaching in Finland

Background Most studies on palliative medicine (PM) undergraduate education have focused on contents and organizational issues but not the outcome. Students’ learning outcomes should be studied to improve teaching in medical schools. Methods A questionnaire about perceived PM education and attitudes on palliative care (PC) was sent to 543 last year students in all five Finnish medical schools in 2018–2019. In total, 175 (32 %) responses were received from four universities. The students evaluated both the quantity and quality of their PM teaching, implementation of European Association for Palliative Care (EAPC) guidelines and their satisfaction to the training. There were two palliative case scenarios, and the students were asked to find the best treatment option. In addition, students´ attitudes towards end-of-life (EOL) care issues were examined. Results In the Finnish universities, PM education was available mainly integrated with oncology, geriatrics, and general medicine. A total of two universities also offered a specific PM course. In average, 50–70% of the EAPC curriculum was covered by lectures, small-group teaching, seminars, and bedside teaching with significant differences between faculties. Only 30–60 % of students were satisfied with the education received. The highest rankings were given in the universities with a special PM course. Students from these universities expressed less anxiety in facing EOL issues. Conclusions In Finland, the coverage of EAPC curriculum is satisfactory, but the PM education is mainly given integrated with other specialties. The dedicated course on PM was associated with increased perceived knowledge and satisfaction of PM education. However, PM training was not associated with students’ attitudes on PC.

Effect of students’ seminar as a revision strategy in biochemistry among I MBBS students in a medical college in Tamil Nadu

Background: Small group teaching is one of the components of competency-based medical education which was implemented in 2019 by NMC. Seminar is one of the methods of small group teaching which increases the engagement of students, self-directed learning, communication skills, and peer discussion. Aims and Objectives: The present idea is to study the effect of students’ seminar as a revision strategy in Biochemistry among I MBBS students. Materials and Methods: After obtaining the IEC approval, I MBBS students who are 250 in number will be divided into small groups. Each group will be given a particular seminar topic. All the students in the particular group will be instructed to present the topic on random basis. A total of 15 seminars will be conducted on particular topics. Pre-tests and post-tests (immediately after the seminar) will be conducted after the seminars along with pre-test and post-test questionnaires will be obtained and collated to understand how far the student’s acceptance of students’ seminar and its effectiveness. Results: Our study results showed that that there is an increase in the percentage of marks in the post-evaluation and also more than 70% of the students responded positively to most of the queries in the feedback questionnaire. Conclusion: Our study results showed that there is an increase in the percentage of marks in the post-evaluation and also more than 70% of the students responded positively to most of the queries in the feedback questionnaire.

Undergraduate rheumatology teaching in the UK: a survey of current practice by teachers and students.

The last major UK survey of medical undergraduate rheumatology teaching was 25 years ago. This study aimed to describe current teaching practice, the perceptions of teachers and students and their engagement with Versus Arthritis teaching resources and future challenges and opportunities. Electronic surveys were distributed by e-mail and/or social media to relevant teachers and students identified within all 37 UK medical schools. A total of 34/37 (91%) teacher and 30/37 (81%) student surveys were returned. Compared with the last survey, the proportion of schools delivering rheumatology-identifiable teaching has fallen from 100% to 86% and the mean number of teaching days from 30 to 10. Rheumatology teaching is now more dispersed throughout the curriculum. Students preferred active learning methods such as simulation and expert patient teaching, while teachers preferred small-group teaching, online learning and lectures. The Versus Arthritis resources appeared underutilized by students but were considered useful. Most students thought rheumatology careers were not promoted within their medical school. A decrease in dedicated rheumatology teaching time was noted since the last survey 25 years ago. Greater promotion of rheumatology as a speciality and future career is required to maintain its professional identity and prevent marginalization.

A novel IDEA(-R) for a small group teaching format.

We present a novel small group teaching format (termed IDEA-R), ideal for deliberate targeting and escalation of cognitive learning tasks. Additionally, this approach is ideal for smaller postgraduate programs which struggle to predict trainee attendance far in advance, as it provides a flexible format that can adapt to in-the-moment fluctuations in trainee numbers.

Faculty development: Need assessment survey in a newly established Medical College of Lahore.

Objective: To assess the needs of faculty regarding teaching, assessment and research methods so as to develop a program in a newly established medical college of Lahore. Study Design: Descriptive Cross-sectional study. Setting: Rashid Latif Khan University (RLKU) Medical and Dental College, Lahore. Period: July–December 2023. Methods: Descriptive study was conducted in RLKU Medical College within six months. Structured self- administered questionnaires were used for data collection via Google forms. A total of 50 faculty members gave data after verbal consent. IRB approvals were taken. Data was analysed using Excel. Frequencies and percentages were calculated. Results: Majority faculty members (88%) preferred student cantered teaching approach with the usage (94%) of different methodologies in small group teaching. Feedback was being taken regarding teaching and assessment by majority (90%). Workshops on teaching methodologies was the area of interest especially small group teaching (62%), peer assisted learning (54%), problem based learning (54%) and large group teaching (52%). Most of them expressed need of workshops on assessment especially assessment types (60%), MCQ (56%), OSPE/OSCE (54%) construction. Faculty was of the opinion that workshops on mentoring (72%), reflection (56%), portfolio development (64%), research methodology (76%), computer skills (70%), ethics (60%) and soft skills (82%) need to be conducted. Conclusion: Workshops on teaching methodologies and assessments are essential our study concludes that although most of the faculty is trained but they still feel the need for workshops to keep them updated and trained in major aspects of curriculum delivery as well as research, mentoring, computer and soft skills highlighting the need of a robust faculty development program.

Medical students’ knowledge on palliative care – a survey of teaching in Finland

Background Most studies on palliative medicine (PM) undergraduate education have focused on contents and organizational issues but not the outcome. Students’ learning outcomes should be studied to improve teaching in medical schools. Methods A questionnaire about perceived PM education and attitudes on palliative care (PC) was sent to 543 last year students in all five Finnish medical schools in 2018–2019. In total, 175 (32 %) responses were received from four universities. The students evaluated both the quantity and quality of their PM teaching, implementation of European Association for Palliative Care (EAPC) guidelines and their satisfaction to the training. There were two palliative case scenarios, and the students were asked to find the best treatment option. In addition, students´ attitudes towards end-of-life (EOL) care issues were examined. Results In the Finnish universities, PM education was available mainly integrated with oncology, geriatrics, and general medicine. A total of two universities also offered a specific PM course. In average, 50–70% of the EAPC curriculum was covered by lectures, small-group teaching, seminars, and bedside teaching with significant differences between faculties. Only 30–60 % of students were satisfied with the education received. The highest rankings were given in the universities with a special PM course. Students from these universities expressed less anxiety in facing EOL issues. Conclusions In Finland, the coverage of EAPC curriculum is satisfactory, but the PM education is mainly given integrated with other specialties. The dedicated course on PM was associated with increased perceived knowledge and satisfaction of PM education. However, PM training was not associated with students’ attitudes on PC.

Normal Pregnancy Care and Physiology and Select Pregnancy Complications: A Flipped Classroom Case for the OB/GYN Clerkship.

This module teaches core knowledge and skills for undergraduate medical education in reproductive health, providing instruction in the management of normal and abnormal pregnancy and labor utilizing interactive small-group flipped classroom methods and case-based instruction. Advance preparation materials were provided before the education session. The 2-hour session was facilitated by clinical educators using a faculty guide. Using voluntary surveys, we collected data to measure satisfaction among obstetrics and gynecology clerkship students and facilitators following each education session. Capturing six clerkships spanning 9 months, 116 students participated, and 64 students completed the satisfaction survey, with 97% agreeing that the session was helpful in applying knowledge and principles to common clinical scenarios. Most students (96%) self-reported that they achieved the session's learning objectives utilizing prework and interactive small-group teaching. Nine clinical instructors completed the survey; all agreed the provided materials allowed them to facilitate active learning, and the majority (89%) agreed they spent less time preparing to teach this curriculum compared to traditional didactics. This interactive flipped classroom session meets clerkship learning objectives related to the management of pregnancy and labor using standardized materials. The curriculum reduced preparation time for clinical educators as well.

Training Workshop on Teaching/Learning in Health Professions Education for Medical Teachers: Feedback of the Participants

Background: For enhancing teaching skills of faculty members, 3-day Training Workshop on Teaching/Learning in Health Profession Education was organized at Bilwal Medical College Liaquat University of Medical and Health Sciences Jamshoro Sindh Pakistan. Main objective of the study was to assess feedback of the participants at New World Kirkpatrick’s Model level 1 and 2. Methods: This was cross-sectional study conducted using self-administered questionnaire. The questionnaire had 5-parts; 1) Demographics; 2) Rating of participants on attributes of training workshop at scale 1-10 (1=poor, 10=excellent); 3) Confidence level of the participants on skills learned in specific session at Likert scale 1-4 (1=Not-confident, 4=Extremely-Confident) on retro-pre-questionnaire; 4) Open-ended questions on strengths of workshop and 5) areas for improvement. The data was analyzed for central tendency. The data of retro-pre-questionnaire was normally distributed, so, t-test used for comparison of means. Data of open-ended questions was sorted manually. Results: The rating on attributes of training workshop i.e. usefulness (8.59±1.18), content (8.53±1.12), relevance (8.59±1.23) and facilitation (9.18±0.95) was notable and overall (8.82±0.95) too. The perceived confidence level of participants was significantly (< 0.001) enhanced on five Skills Learned in Specific Sessions of Training Workshop: developing learning objectives (before 2.24±0.44, after 3.29±0.47 ); developing effective PowerPoint presentation (before 2.59±0.51, after 3.06±0.56), conducting large group teaching (before 2.53±0.72, after 3.12±0.60), developing lesson plan for teaching (before 2.12±0.60, after 3.18±0.64), and conducting small group teaching (before 2.76±0.75, after 3.41±0.51) Conclusion: Overall reaction of the participants was constructive and their confidence level was significantly enhanced on specific skills related to teaching/learning.

Peran Mata Kuliah Microteaching Dalam Mengembangkan Keterampilan Dasar Mengajar Mahasiswa Program Studi Pendidikan Sejarah STKIP Sinar Pancasila

Microteaching is one of the courses that must be programmed by all students in the history education study program, in the sixth semester as a prerequisite before students go to school to carry out practical field experiences. The micro teaching course is a very vital activity for every student at the Teaching Faculty, and fulfills the need to be able to position himself completely and professionally in the teaching field. The aim of this microteaching course is to train basic teaching skills and prepare students in the history education study program as prospective teachers to face full teaching work in the classroom by having the knowledge, skills, abilities and attitudes as professional teachers. The role of lecturers in microteaching courses and student activity in learning activities is very important. In Micro Teaching learning activities, there are 10 basic skills that are really needed by a prospective teacher, including, 1) skills to open learning, 2) skills to explain, 3) skills to provide variations, 4) skills to ask questions, 5) skills to guide group discussions, 6) skills in guiding group discussions, 6) small group and individual teaching skills, 7) class management skills, 8) reinforcement skills, 9) skills in using media or tools, and 10) skills in closing learning. This research uses a qualitative descriptive method, where the data obtained is processed in narrative form.

Perspectives of undergraduate medical students regarding competency-based curriculum.

Background The competency-based undergraduate medical curriculum has a number of new elements. Few authors have attempted to understand the students' viewpoints on the curriculum. We assessed undergraduate students perspectives and ratings about various elements after 2 years of implementation of the curriculum. Methods We included 240 students (2019 and 2020 admission). An invitation letter-cum-information sheet was sent to all the students by email informing them about the study, keeping their identity confidential and the implied consent. A validated questionnaire based on a 5-point Likert scale including 35 closed-ended questions eliciting the students' perception on various elements of the new curriculum and a rating scale from 1 to 5 was designed. Data collection was done using Google forms. Results Of the 240 respondents, 192 (80%) had positive perceptions for the Foundation Course, Attitude, Ethics and Communication skills, Early Clinical Exposure and Community Health Visits. Integrated Teaching, Small Group Teaching and Assessments were viewed less positively (62.9%-75%) and Self-directed Learning received the lowest positive responses (57%-58%). For training as a doctor, the elements considered most valuable were Early Clinical Exposure (70.4%) and Community Health Visits (70.4%) while the least were Logbooks (35.5%) and Reflections (34.2%). Conclusions Students found Early Clinical Exposure and Community Health Visits the most valuable elements whereas Self-directed Learning, Logbooks and Reflections were rated as the least useful.

Defining a set of teaching EPAs tailored to an undergraduate medical curriculum using a modified Delphi approach

BackgroundThe concept of entrustable professional activities (EPAs) has recently been extended to operationalize professional tasks in teacher training and faculty development in health professions education. The aim of this study is to report on the process and results of defining a set of teaching EPAs (t-EPAs) tailored to the local characteristics of a particular undergraduate medical program.MethodsThe undergraduate medical program at the Charité – Universitätsmedizin Berlin is competency-based, integrates thematic modules and spans 6 years. A writing team identified teaching EPAs based on the program’s study regulations and drafted content descriptions with titles, specifications and knowledge, skills and attitudes. Content validation involved a modified Delphi procedure with a systematic, iterative interaction between a panel of content experts consisting of purposively selected educators and physicians from our faculty (n = 11) and the writing team. The threshold for a consensus was an agreement of 80% of the participants.ResultsAfter two Delphi rounds, a consensus was reached regarding the teaching activities to be included and their content descriptions. The response rate was 100% in both Delphi rounds. The Delphi results include the content descriptions of a total of 13 teaching EPAs, organized into the two overarching EPA domains of classroom-based (n = 10) and workplace-based (n = 3) activities. Tailoring the classroom EPAs to small group teaching and the workplace EPAs to supervising medical students led to several distinct EPAs. Another feature was the development of 2 teaching EPAs for interdisciplinary teaching.ConclusionsIn systematic, Delphi-based process, we defined a set of 13 distinct teaching EPAs tailored to a specific undergraduate medical program that cover the core teaching tasks for faculty in this program. Our report on the principles of the process and the results may guide other medical schools and educators in defining and tailoring teaching EPAs according to their contexts.

Medical students’ knowledge on palliative care – a survey of teaching in Finland

Background Most studies on palliative medicine (PM) undergraduate education have focused on contents and organizational issues but not the outcome. Students’ learning outcomes should be studied to improve teaching in medical schools. Methods A questionnaire about perceived PM education and attitudes on palliative care (PC) was sent to 543 last year students in all five Finnish medical schools in 2018–2019. In total, 175 (32 %) responses were received from four universities. The students evaluated both the quantity and quality of their PM teaching, implementation of European Association for Palliative Care (EAPC) guidelines and their satisfaction to the training. There were two palliative case scenarios, and the students were asked to find the best treatment option. Results In the Finnish universities, PM education was available mainly integrated with oncology, geriatrics, and general medicine. A total of two universities also offered a specific PM course. In average, 50–70% of the EAPC curriculum was covered by lectures, small-group teaching, seminars, and bedside teaching with significant differences between faculties. Only 30–60 % of students were satisfied with the education received. The highest rankings were given in the universities with a special PM course. Conclusions In Finland, the coverage of EAPC curriculum is satisfactory, but the PM education is mainly given integrated with other specialties. The dedicated course on PM was associated with increased perceived knowledge and satisfaction of PM education. However, PM training was not associated with students’ attitudes on PC.

The two-spirit, lesbian, gay, bisexual, transgender, queer, and other sexual and gender identity curriculum in Canadian Dental Schools: What are the gaps and proposed next steps?

This study aimed to investigate gaps in the delivery of two-spirit, lesbian, gay, bisexual, transgender, queer, and other sexual and gender identity (2SLGBTQ+) curricula and identify curricular challenges within Canadian dental schools. A 21-item closed-ended questionnaire was distributed to curriculum experts across 10 dental schools in Canada. The survey questions were organized into three sections: institution characteristics, current 2SLGBTQ+ content and delivery, and opinions on the improvement of the 2SLGBTQ+ curriculum. Microsoft Excel (2020) was used to perform a descriptive analysis of the survey responses. Nine dental schools participated in the survey. All participating schools reported the offering of undergraduate, graduate, and degree completion programs. The most reported methods of teaching 2SLGBTQ+ content were 'lecture-based teaching' (n=5), 'small-group teaching' (n=4), and 'case-based discussions' (n=4). The most common topics taught were 'gender identity' (n=7) and '2SLGBTQ+ discrimination in healthcare care settings' (n=7). The topics of 'sex reassignment surgery,' 'alcohol, tobacco, or other substance use by 2SLGBTQ+ people,' '2SLGBTQ+ pediatric and adolescent oral health issues,' 'coming out,' and 'sex reassignment surgery' were not included or were unknown by the majority of dental schools (n=8). Overall, participants were unsatisfied with the level of 2SLGBTQ+-specific content covered at their institution and reported a 'lack of space within the curriculum and time constraints' as a barrier to implementation (n=8). Community-based research is needed to identify the unmet oral health needs of the 2SLGBTQ+ population, which can be translated into the development of a risk-based oral health curriculum within Canada and beyond.