Small Group Teaching Research Articles

Supporting Children Who Are English Language Learners Succeed in Their Early Literacy Development

Introduction: The Better Start Literacy Approach is an example of a multi-tiered system of support (MTSS) to facilitate children’s early literacy success. It is set within a strengths-based and culturally responsive framework for literacy teaching and is being implemented in over 800 English medium schools across New Zealand. This report focuses on how children identified at school entry as English Language Learners (ELL) responded to the Better Start Literacy Approach during their first year at school. Method: Using a matched control design, the growth in phoneme awareness, phoneme-grapheme knowledge, and oral narrative skills for 1,853 ELL was compared to a cohort of 1,853 non-ELL. The cohorts were matched for ethnicity (mostly Asian, 46% and Pacific, 26%), age (M = 65 months), gender (53% male), and socioeconomic deprivation index (82% in areas of mid to high deprivation). Results: Data analyses indicated similar positive growth rates for ELL and non-ELL from baseline to the first monitoring assessment following 10 weeks of Tier 1 (universal/class level) teaching. Despite demonstrating lower phoneme awareness skills at baseline, following 10 weeks of teaching, the ELL cohort performed similarly to non-ELL in non-word reading and spelling tasks. Predictors of growth analyses indicated that ELL from areas of low socioeconomic deprivation, who used a greater number of different words in their English story retells at the baseline assessment, and females made the most growth in their phonic and phoneme awareness development. Following the 10-week monitoring assessment, 11% of the ELL and 13% of the non-ELL cohorts received supplementary Tier 2 (targeted small group) teaching. At the next monitoring assessment (20 weeks post baseline assessment) the ELL cohort showed accelerated growth in listening comprehension, phoneme-grapheme matching and phoneme blending skills, catching up to their non-ELL peers. Discussion: Despite limitations of the dataset available, it provides one of the few insights into the response of ELL to Tier 1 and Tier 2 teaching in their first year at school. The data suggest that the Better Start Literacy Approach, which includes high-quality professional learning and development for teachers, literacy specialists, and speech-language therapists, is an effective approach toward developing foundational literacy skills for ELL. The important role speech-language therapists have in collaborating with class teachers to support children’s early literacy success within a MTSS framework is discussed.

A sustainable, peer-led teaching model for core trainees

Background: At a teaching hospital with a large cohort of novice trainees each year, we supplemented monthly regional FRCA teaching with a fortnightly small-group, local teaching programme. Feedback collated before implementation of the quality improvement project highlighted a demand for local teaching. We present a sustainable, peer-led teaching programme that is easy to run. Methods: The teaching model used was based on the Self Determination Theory,1 to encourage trainee self-motivation in preparing for the academic demands of core anaesthetics training. The Primary FRCA syllabus was broken down into topics and sub-topics designed to be sufficiently ‘bite-sized’ for trainees. Protected twice-monthly teaching lasting half a day was allocated to cover a key topic. Sub-topics were allocated to trainees in attendance who were given 45 min to research their topics, before regrouping to present back to their colleagues. A post-Primary FRCA trainee facilitated peer-led discussions and ensured topics were explored appropriately throughout each session. Facilitating trainees were permitted to use their Educational Development Time (EDT) to lead these sessions. Results: Feedback was collated pre-implementation and 6 months post-implementation of the teaching programme using Likert scale questionnaires. Some 100% of trainees felt that the small-group teaching environment was conducive to their learning. Feedback obtained from college tutors indicated the model worked well for novice anaesthetists as it required active participation and helped individuals develop skills necessary for the Primary FRCA. It was also noted to aid rapport building between the peer group—part of the hidden curriculum of this programme. Trainers intend to continue this teaching programme for future core trainees after the positive results. Conclusion: Supplementing regional teaching with the local teaching model presented here has increased learner confidence, understanding, and ability to talk through difficult topics. It has increased trainee feelings of preparedness for the Primary FRCA and allowed independent, autonomous learning to take place, with senior guidance. Feedback from both trainee and trainer has been positive, with college tutors supporting the continuation of the programme. All trainees partaking engaged positively with the teaching model, were more likely to carry out personal study outside of teaching, and would recommend this teaching programme to incoming core trainees. 1.Orsini C, Binnie VI, Wilson SL. J Educ Eval Health Prof 2016; 13: 19

Intergroup Contact Improves Medical Student Attitudes and Skill in Transgender Health Care.

Poorer health outcomes for transgender and gender diverse (TGD) individuals have been associated with lack of health care provider knowledge and personal bias. Training at all levels of medical education has been positioned as one strategy to combat these inequities. This study sought to characterize preclinical medical student attitude, skill, and knowledge pre- and post-teaching with TGD community volunteers. This matched pre- and post-test study was conducted from July 2020 to August 2021 capturing two preclinical medical student cohorts exposed to the same teaching intervention. Students completed the Transgender Attitudes and Beliefs Scale (TABS) and the Transgender Development of Clinical Skills Scale (T-DOCSS) at baseline, 1 week, and 1 month after the clinical skills session. Tutors' attitudes to TGD health were measured before facilitating teaching, using the Attitudes Toward Transgender Patients and Beliefs and Knowledge about Treating Transgender Patients scales. Fifty-nine students completed questionnaires at three time points and were included in this study. Total TABS and T-DOCCS scores increased from preintervention to 1-week follow-up, maintained at 1 month, with significant changes in Interpersonal Comfort and Sex and Gender Beliefs subscales. Scores on the Human Value subscale did not change, remaining consistently high. Postintervention knowledge-question scores were high. Nine of 13 tutors completed surveys, demonstrating overall positive attitudes toward gender diversity and TGD health. This study demonstrates improvement in preclinical medical student attitudes and self-reported skill toward gender health care sustained at 1 month after small-group teaching with TGD community volunteers.

Effect of Behavior Change Communication on Self-Care Practices Among Adult Type-2 Diabetic Patients in a Semi-urban Community of South India: A Quasi-Experimental Study.

Diabetes mellitus is often termed the modern epidemic, and India ranks second afterChina in the global disease burden. Practice and adherence to essential self-care behaviors, positively correlated with good glycemic control and reduced complications in people with diabetes, have been inadequately understood, especially in a semi-urban setting. This community-based interventional study was done among 269 known adult type 2 diabetic patients from a semi-urban community in South India for three months. By simple random sampling, known diabetics identified in the health survey by the tertiary care teaching institute were considered for the study. Self-care practices in diabetes were recorded in the pre-test using a validated semi-structured questionnaire. Two health education sessions, each for 30 minutes, were conducted with 15-20 subjects in a group. Health education materials on self-care in diabetes, such as charts, handouts, video clippings, and PowerPoint presentations in the local language, were used. The self-care practices were re-recorded in the post-test after two months. Inferential statistics were carried out with a t-test, analysis of variance (ANOVA), and Pearson correlation coefficient, and a p-value less than 0.05 was considered statistically significant. Results: A total of 253 diabetic subjects were included in the final analysis, with an attrition rate of 6%. The mean age of participants was 56.5 ± 11.9 years. The mean score of self-care practices among diabetic subjects at the baseline was 14.6 ± 13.2. Illiteracy and smoking habit were significantly associated with lower self-care scores in the pre-test. In the post-test, after health education, there was a significant improvement in the mean self-care practices score and a reduction in the mean fasting blood sugar level. Also, a significant mild negative correlation between the self-care scores and blood sugar levels was seen (Pearson correlation coefficient = -0.21, p < 0.001). Self-care practices, which were not satisfactory in most diabetic participants, were found to be significantly impacted by the small group education. This stresses the need for effective health education sessionsas envisaged under the national program.

Improving PET and Reducing Coagulation Sample Requests in ED

Introduction:Front loading tests reduce Patient Experience Time (PET) in Emergency Departments (ED). “Blanket” or “scattergun” approach to test requests results in prolonged PET, increase in laboratory workload with wastage of resources. Coagulation studies are one of the most commonly ordered investigations. Previous to the 2020 audit, it was suggested that 70% of ED coagulation requests were unnecessary not changing management. By establishing local guidelines, we worked to reduce coagulation test requests.Method:The aim of this study was to assess reduction in coagulation tests following implementation of local guidelines in ED. The coagulation indicator checklist was introduced to ED areas storing coagulation bottles. Presentations, small group education, reminders about clinical indications for appropriate coagulation requests were given to nurses, doctors, and advising about audits of practice. From February 1-14, 2022, nurses and doctors were instructed to send coagulation samples after filling out audit forms for the laboratory indicating the purpose of the request.Results:Prospective data in February demonstrates a 20% decline in coagulation requests. Only 47% of requests had accompanying coagulation forms filled and the remaining 53%was not filled. In 57% of cases, coagulation samples were requested appropriately, and in 43% there were no indications.Conclusion:Through microsystem interventions and awareness campaigns, unnecessary coagulation requests can be reduced. By introducing local guidelines, regular training of new doctors and nurses at induction and intervals, clinical practice changes can be embedded. Consideration should be given to specific coagulation request forms stating the indication for the request. The cost of each sample is 2.87 euro. Obtaining 90% compliance with coagulation requests can save approximately 100,000 euros annually.

Lessons Learned from POCUS Instruction in Undergraduate Medicine During the COVID-19 Pandemic.

Point of care Ultrasound (POCUS) has been adopted into clinical practice across many fields of medicine. Undergraduate medical education programs have recognized the need to incorporate POCUS training into their curricula, traditionally done in small groups with in-person sessions. This method is resource intensive and requires sufficient equipment and expertise. These requirements are often cited as barriers for implementation. During the Coronavirus Disease 2019 (COVID-19) pandemic, POCUS education was required to adapt to physical distancing regulations, giving rise to novel teaching methods for POCUS. This article outlines the implementation of a POCUS teaching session before and during the pandemic. It describes how these innovations can scale POCUS teaching and overcome barriers moving forward. A flipped classroom model was implemented for all learners. Learners were given an introductory POCUS module before the scheduled in-person or virtual teaching session. Sixty-nine learners participated in conventional in-person teaching, while twenty-two learners participated in virtual teaching following the pandemic-related restrictions. Learners completed a written test before and following the teaching. In-person learners were assessed using an objective structured assessment of ultrasound skills (OSAUS) pre- and post-learning sessions. A follow-up survey was conducted three years after the teaching sessions were completed. Both in-person and virtual groups demonstrated statistically significant improvement in knowledge scores (p <0.0001). Both groups had similar post-test learning scores (74.2 ± 13.6% vs. 71.8 ± 14.5 %, respectively). On follow-up questionnaires, respondents indicate that they found our online and in-person modes of teaching helpful during their residency. POCUS education continues to face a variety of barriers, including limitations in infrastructure and expertise. This study describes an adapted POCUS teaching model that is scalable, uses minimal infrastructure and retains the interactivity of conventional small-group POCUS teaching. This program can serve as a blueprint for other institutions offering POCUS teaching, especially when conventional teaching methods are limited.

Improving undergraduate Education in Radiology

Objectives: to evaluate the effectiveness of small group teaching in the radiology undergraduate training program and to assess the type of examination and the examination scores. Materials and methods: 5th year medical students in college of medicine of Hawler medical university for the academic year 2007-2008 included in this study and the effectiveness of the program assessed by a written and practical test at the end of the course. Results: 100 students enrolled in this program. The effectiveness of the program was assessed by administering a written and practical testing. Conclusion: the importance of small group teaching and objective assessment of the students are stressed and implementation of new examination scores suggested

Remodelling family medicine teaching at the University of Lausanne using a modified Delphi method

In the context of implementing a new framework for pre-graduate medical education in Switzerland (PROFILES) and the ongoing reform of the medical curriculum at the Faculty of Biology and Medicine of the University of Lausanne, we set out to determine the priority teaching themes of family medicine and to collect expert opinions about the most appropriate teaching methods for family medicine. Such data would contribute to the production of a coherent family medicine teaching programme encompassing its specificities as well as future challenges facing medicine in general. We mapped the current family medicine courses at the Faculty of Biology and Medicine to obtain an overview of current learning objectives and teaching content priorities. We classified and analysed the lessons using the PROFILES grid and the principles of family medicine described by the World Organization of Family Doctors (WONCA). Then we used a modified Delphi method with a selected panel of experts and two consensus rounds to prioritise objectives for family medicine teaching at the University of Lausanne. After choosing the top objectives/activities for family medicine, subgroups of experts then discussed what would be the best teaching methods for family medicine at the University of Lausanne. The mapping of family medicine teaching at the University of Lausanne showed that current teaching addresses most of the primary topics of family medicine education. The modified Delphi method allowed us to identify priority themes for teaching family medicine at the University of Lausanne: (1) take a medical history and clinical examination; (2) doctor-patient relationship / patient-centred care; (3) clinical reasoning; (4) interprofessional collaboration; (5) care planning/ documentation; (6) shared decision-making; (7) communication; (8) cost-effective care; (9) health promotion; (10) assessment of urgency. The discussion with the experts identified the strengths and weaknesses of the various teaching modalities in family medicine education. Teaching should be structured, coherent and show continuity. Clinical immersion and small group teaching were the preferred teaching modalities. This approach made it possible to create the guidelines for restructuring the family medicine teaching curriculum at the University of Lausanne.

Teaching attentive listening to medical students: need and strategies.

Listening is a primary skill essential for learning and is positively correlated with academic achievement. It also enables a healthcare professional to fully explore patients' concerns in healthcare settings. There has been much discussion on how effective listening practices can facilitate students' learning. A clear understanding of listening as a 'process' and planned listening activities can help exploit listening skills in formal and informal learning contexts. This paper explores strategies through which listening can be taught to undergraduate medical students in a small group setting. A planned tutorial is discussed, including methods that can be used to teach listening skills. The simple guidelines provided here can be used in most small group teaching methods. These teaching strategies are likely to allow undergraduate students to evolve into better listeners and, therefore, better lifelong learners and future physicians.

Competency-Based Medical Education for Indian Undergraduates: Where do we Stand?

Abstract The traditional system of medical education was a structure and process-based system with limited assessment of application of knowledge, skills, and attitudes. Decades after the World Health Organization gave preliminary guidelines on Competency-based medical education (CBME) in 1978, countries around the world are still taking to the newer medical education systems. In India, CBME replaced traditional system of medical education in 2019 while the National Medical Council replaced Medical Council of India in 2020. The annual intake of medical undergraduates has reached an all-time high of one lakh students per year in India and our medical education system is taking baby steps toward CBME. The implementation of CBME poses different hurdles for medical educators as well as medical students. Medical educators are yet to develop confidence in the newer teaching learning methods (e.g., Small Group Teaching, Role-play, Peer group learning etc.), along with the array of newer assessment methods. There in lies an immense and urgent need of training medical educators with continued hand holding along with adapting newer teaching learning methods to the students of generation Z who are tech-savvy but anxious and indulged yet stressed. This review has tried to articulate the current situation of CBME in the world and in India, acceptance of CBME by faculty and students and the way forward for India’s medical education system.

Interuniversity Online Courses as Possible Approach to Improve Teaching During Crisis: a Ukrainian Case Study

The war launched by Russia has created new challenges for universities, including massive student migration abroad and massive displacement of students within Ukraine from the frontline areas. Many students lost access to quality education or had their studies interrupted by the war. Recognizing these problems, universities are trying to find different solutions. One such approach may be to introduce inter-university online courses that will be recognized by partner universities. In this case study, we analyze the effectiveness of inter-university online courses as an approach to restoring education for students severely affected by the war and as a way to maintain the quality of education in small groups at universities. The online course "Integrated Life Science Course" was taken for analysis, which was taught both to biology students from different universities in Ukraine within the framework of the educational project supported by German Academic Exchange Service (DAAD). Using statistics on course registration and attendance, as well as interview methodology, we assessed students' motivation to participate in this online course, course satisfaction, and learning outcomes, and identified shortcomings and pitfalls to avoid in similar courses. The survey and the results of the final test show that the main motivator for students to register and study at the course was the desire to gain new knowledge for further professional growth. A scholarship was also an important argument to enroll in the course; however, it did not impact the motivation of students to study. The fraction of students that successfully passed the final exam (~70%) was equal in the cohorts that had and had not been awarded scholarships. Thus, the scholarship was not a motivator to complete the course and successfully pass the exam to receive the certificate. Therefore, in order for such courses to be productive and effective, it is necessary to emphasize student motivation during selecting procedure.

Bedside Teaching and Its Alternatives in the COVID-19 Pandemic

Background: Bedside teaching is a concentrated form of small-group teaching that takes place in the presence of the patient. Improvement in communication skills in a sympathetic manner with the patient and the ability to provide a purposeful history description and earning skills in clinical examinations is a goal that can only be achieved at the patient’s bedside. Bedside teaching has declined in recent years despite all its benefits; however, there are strong recommendations to continue this teaching modality for its valued benefits. In this context, we aimed to deal with the importance of bedside teaching and the challenges ahead in the covid epidemic as well as its alternatives for teaching medical students. Evidence acquisition: This study was conducted through a literature search on articles in English with the relevant keywords (((((((“students, medical”[Mesh]) AND (“COVID-19”[Mesh])) AND (“education”[Mesh])) AND (“patient-centered care”[Mesh])) AND (“patient care team”[Mesh])) OR (“teaching rounds”[Mesh])) OR (“education, distance”[Mesh])) AND (“Physical examination”[Mesh]) using PubMed, Scopus, Web of Sciences, Cochrane, and Embase databases from 2001 to 2022. Results: In our search, 22 related articles were found, 3 of which were clinical trials) and 4 were review articles. This study summarized the following important issues related to bedside teaching: 1- We discussed the definition, importance, benefits, and difficulties of bedside teaching on the way to education; 2- We deliberated the causes of reluctance to carry out education at the bedside and the ways to deal with the reduction of its implementation; 3-we also noticed alternative methods for medical education in periods of special contact restrictions with patients such as the COVID-19 epidemic in this review. Conclusions: Bedside teaching has a fundamental role in medical education. In particular circumstances, such as covid 19 epidemy, in which the bedside teaching courses were suspended, it is necessary to allocate other educational arrangements and design a distance learning curriculum, including virtual teaching, uploading videos to view clinical procedures on social media platforms, interview with a virtual patient, and simulation.

Lateral Canthotomy Task Trainer in an Educational Small Group for Flight Providers

ObjectiveLateral canthotomy is a rare, emergent, vision-preserving procedure to treat orbital compartment syndrome. Using Ericsson's deliberate practice model, we aimed to develop a multimodal small group intervention including a modified low-fidelity task trainer to improve flight physician knowledge and technical competency for lateral canthotomy in the prehospital context. MethodsTwo cohorts of resident (postgraduate year 1) flight physicians received small group training during an all-day competency-based flight physician orientation. The first cohort completed self-report pre- and postintervention assessments. In the second cohort, examiners assessed pre- and postintervention performance. ResultsComparing pre- and postintervention responses (N = 27), the mean agreement with the knowledge of indications increased from 3.7 to 4.8. The mean agreement regarding confidence in skills increased from 2.2 to 4.2 (P < .001). The majority of participants (20/27) indicated the trainer “definitely helped,” whereas 7 of 27 residents indicated the trainer “somewhat helped” them to learn skills. Examiners assessed holistic learner performance (n = 13) as improved from a mean of 3.2 preintervention to 4.7 postintervention, with 11 of 13 learners demonstrating improvement (P < .005). ConclusionWe demonstrate the feasibility of a brief small group training combining multimodal didactics with a modified low-fidelity task trainer. Resident self-assessment and examiner assessment demonstrated improved procedural skill with lateral canthotomy.

A nominal group technique to review undergraduate medical students’ training in emergency care

Background. The management of clinical emergencies is an essential skill for medical practitioners; therefore, proper training in these skills is crucial. This is a review of emergency care training by recent graduates of a medical programme to provide feedback on the usefulness of their training experience for entry into clinical practice. Academic clinicians working in the clinical environment, who provide the training, and academic managers who manage the training programme, could provide valuable inputs into reviewing the emergency care training programme contextualised for the uniquely South African challenges.Objectives. To obtain and prioritise experience-based and relevant suggestions for improving the current teaching and to invite comment on the suggestions from the relevant managers.Methods. Research was conducted in three phases using a nominal group technique to review an undergraduate medical programme. In the first phase, recent graduates from the existing programme identified its strengths and weaknesses. In the second phase, academic clinicians and technical experts provided suggestions for addressing these challenges. In the third phase, data obtained were discussed with academic managers responsible for the undergraduate medical programme.Results. Findings were grouped into thematic categories: skills and short courses, module structure and content, experiential learning opportunities, health professions educational practice and interprofessional education. Opportunities to gain experience in emergencies in different clinical fields and as a multi-professional team, both in simulation and real-life practice, were among the highlights of the findings.Conclusion. Many of the suggested improvements, such as a dedicated emergency care module, and more simulated and small-group case-based teaching, are achievable with the given resources. Additionally, with recent changes due to the COVID‑19 pandemic and lockdown, an environment for change that benefits online content delivery was created. The creation of longitudinal themes will be an enhancement of the current programme.

Enhancing the Embryology teachinglearning experience in the medical curriculum: a faculty &amp; student lookout

It has been identified that most medical students are dissatisfied with current embryology teaching, and they often find embryology learning difficult. The present study was conducted to evaluate the perception of faculty and undergraduate medical students regarding the existing teaching-learning practices in embryology. The present cross-sectional study involved faculty, undergraduate, and postgraduate students engaged in embryology teaching-learning. The study was conducted in two steps. In the first step, the undergraduates were provided with a semi-structured questionnaire that addressed the practices of embryology teaching- learning in the current medical curriculum. The responses were recorded using a Likert scale. In the second step, the participants were invited to answer an open-ended question on improving the teaching-learning practices of embryology. The study involved 50 faculty, 232 medical undergraduates, and 15 postgraduate students. Most participants (76.1%) agreed that human embryology is essential in understanding anatomical variations, congenital anomalies, and clinical ailments. Although embryology is interesting to study, it is not easy to comprehend, as stated by most students (52.24%). They also felt that embryology is often neglected while learning Anatomy (70.73%). Ways to improve the embryology teaching-learning practices assessed in step two identified the following themes: image and video-assisted learning, experiential learning, 3D-models assisted learning, case-based learning, specimen-based learning, assessment-based learning, and smallgroup teaching. Embryology teaching-learning is an integral part of the Anatomy curriculum. Therefore, there is a need to reform the existing methodologies of embryology teaching-learning to enhance student engagement. Seeking students and faculty’s perceptions about the current practices of embryology teaching and its impact on their learning becomes useful. This study intents to utilize the feedback gained in improving the process of imparting embryology knowledge and will assist in a positive learning experience for the students.

Effectiveness and Perceptions of Small Group Teaching among Second Year MBBS Students

Background: Small Group Teaching (SGT) has grown in popularity in medical education as it offers a dynamic setting for learning and it is also learnercentered. Materials and Methods: Hundred final year MBBS students with informed consent were divided randomly into two groups. Group A was delivered a didactic lecture on the topic of Infant deaths, Group B was administered casebased learning and then subjected to small group interactive discussions. Pretest and post-test were conducted using MCQ’s. Perception of students based on Likert scale taken. The data analyzed in SPSS software. Results: Students who were given small group learning experience fared better than the didactic lecture group in the post-test. Small group tutorial teaching was agreed upon by the majority of the students to be more effective. Conclusion: Small group teaching was more effective as compared to didactic lectures and the perception of students was in favor of it.

Jigsaw Method of Interactive Teaching to Unpuzzle Neuroanatomy

Introduction: Student driven interactive methods of teaching are a major part of andragogy, which drives them to professional competency. Jigsaw method is one such interactive teaching modality which fosters self-directed learning and peer interaction. The aim of this study is to access the effectiveness of Jigsaw method of interactive teaching qualitatively and quantitatively among 1st year MBBS students. Materials and methods: this study was done in 1st year medical students. The students were exposed to jigsaw method of interactive teaching in small groups and the program was evaluated by assessing the short and long term memory of the students. Feedback also was obtained from the students. Results: There was a statistically significant difference in the mean scores as compared to traditional teaching methods. The perception of students also showed promising results. Discussion: there have been many studies on student perception on such interactive teaching methods which revealed that the students were showing better academic performances. A few studies like the present one, on quantitative assessment of students score after Jigsaw method of interactive teaching has also shown good results. Conclusion: the jigsaw method of interactive teaching encourages student participation and enhances self directed learning and peer assisted learning. KEY WORDS: Neuroanatomy, jigsaw, peer learning, androgogy.

Pediatric Resident Insulin Management Education (PRIME): A Single-Session Workshop Emphasizing Active Learning.

Insulin is a high-risk medication, and errors can lead to patient morbidity and mortality. The American Board of Pediatrics recommends that all board-certified pediatricians be able to develop an insulin management plan for patients with diabetes. A needs assessment of pediatric residents revealed low self-efficacy at developing a new subcutaneous insulin plan despite didactic instruction on the topic. We created a 90-minute interactive workshop that targeted resident skills in devising subcutaneous insulin plans. Learners engaged in small-group, problem-based learning and peer teaching to promote active learning and participation. We compared self-efficacy and knowledge before and after the intervention using paired t tests and evaluated learner satisfaction. Twenty-eight pediatric interns participated, with 25 completing both the pre- and postworkshop surveys. The primary outcome was self-efficacy (an individual's confidence in the ability to perform a specific task in a given domain). There was a statistically significant improvement in self-efficacy at creating a new subcutaneous insulin plan ( p < .001) as well as knowledge ( p < .001) after course completion. Learners were highly satisfied with the course, with a mean overall conference quality rating of 4.8 (SD = 0.4) based on a 5-point Likert scale (1= poor, 5 = outstanding). An interactive workshop employing active learning methods resulted in improved self-efficacy and knowledge in first-year pediatric residents. Future work is needed to determine the impact of this workshop on patient care outcomes.

Evaluation and Management of Early Pregnancy: A Flipped Classroom Case for OB/GYN Clerkship Students.

Evaluation and management of an early pregnancy diagnosis are clinically pertinent to multiple specialties that will encounter reproductive-age patients. We designed an interactive, small-group, flipped classroom session teaching concepts related to early pregnancy for obstetrics and gynecology clerkship students. Students received advance preparation materials prior to joining the small group facilitated by clinical educators in the OB/GYN department. Following each 2-hour session, students and facilitators were asked to voluntarily complete a satisfaction survey. Over six clerkships, which occurred across 9 months, 116 students participated. Eighty-three students completed the satisfaction survey, with 98% agreeing that the session was helpful in applying learned principles to patient care. A very high rate of students (average: 93%) self-reported that they achieved the session's learning objectives after completing the prework and interactive small-group teaching. Eleven clinical instructors completed the survey, with 91% agreeing that they were able to facilitate active learning using the materials and 82% agreeing that the curriculum reduced their personal preparation time to teach compared to traditional didactics. This interactive flipped classroom session achieves specified learning objectives and helps students apply learned concepts in the evaluation of early pregnancy while standardizing clerkship education and reducing the burden on clinical educators.

Pengaruh Penguasaan Keterampilan Mengajar dalam Upaya Meningkatkan Guru yang Inovatif

This study aims to get an overview of the teaching skills that must be possessed by teachers. There are 8 teaching skills that must be possessed by teachers, which include: asking skills, providing reinforcement skills, varying skills, explaining skills, opening and closing skills, skills guiding small group discussions, class management skills, and small group and individual teaching skills. . The application of teaching skills is very necessary as an effort to support success in learning. This study uses descriptive qualitative research with the aim of being able to describe the effect of teaching skills with innovative teachers on learning. By mastering these teaching skills, it is hoped that later teachers will be more varied in providing learning in the classroom.