Small Group Work Research Articles

“So what are we working on?”: how student authority relations shift during collaborative mathematics activity

This paper explores peer interactions in an elementary mathematics classroom (ages 9–10) where the teacher intentionally shared authority with her students and supported them in learning to share authority with one another. Authors examine how students shifted between shared, concentrated, and contested social and intellectual authority relations in partner and small group work during a three-week unit on place value. Findings show that (a) students were able to share both social and intellectual authority, and did so often; (b) the distribution of social authority was more dynamic than that of intellectual authority; and (c) when groups shifted into shared intellectual authority, shifts were usually preceded by a student making some aspect of the collaborative task public. We connect these findings to research on authority in mathematics classrooms that serve racially and linguistically minoritized students and offer directions for future work.

ИНТЕРАКТИВНЫЕ МЕТОДЫ РАННЕГО ОБУЧЕНИЯ ИНОСТРАННОМУ ЯЗЫКУ ДЕТЕЙ РОМОВ КАК ВОЗМОЖНОСТЬ ДЛЯ ПРОЯВЛЕНИЯ ПОЗИТИВНОГО ОТНОШЕНИЯ К ШКОЛЬНОЙ ЖИЗНИ

В последнее время культурное разнообразие в болгарской школе увеличивается, что требует обсуждения некоторых возможностей для выявления и решения поставленных перед учителями задач и вопросов, которые связаны с обучением детей из различных этнических групп. Настоящая разработка рассматривает возможности интерактивных методов, используемых как средство формирования позитивного отношения детей ромов к школе. Целью статьи является выявление проблемы, связанной с удержанием детей ромов в образовательной системе и возможности её решения через изменение традиционной образовательной среды в направлении полноценного общения между участниками, сотрудничества и совместного решения задач в образовательном процессе. Применение интерактивных методов обеспечивает детям обучение и опыт, при котором все ученики равны, независимо от их социальной или этнической принадлежности.
 С учётом этого представлены интерактивные методы обучения, через которые стимулируется интерес детей ромов к овладению английским языком как иностранным, а также их позитивное отношение к школьной жизни в целом.
 Предложенные интерактивные методы апробированы с учениками из этнической группы ромов, которые обучаются в начальной школе. Эти методы применимы к каждой образовательной системе, направленной на десегрегацию детей ромов и обеспечение педагогической поддержки для обучения английскому языку и не только.
 В настоящем докладе описывается следующая комбинация интерактивных методов:
 
 визуализация;
 обучение в сотрудничестве с вариантом работы в малых группах;
 подвижная игра.
 
 В результате проведённого исследования и анализа полученных результатов мы пришли к обобщению, что применение интерактивных методов в начальной школе раскрывает возможности в отношении нарастания интереса у учеников ромов к изучению английского языка как иностранного, а также в отношении их мотивации учиться и повышению их готовности принимать участие в учебной деятельности.

Wczesnoszkolna edukacja matematyczna. Perspektywa holistyczna

Holistic education is a concept whose assumptions speak of the whole educational interactions of an exogenous and endogenous nature. The text postulates the thesis that it is possible to view the various areas of knowledge, including mathematics, holistically. Two views show arguments that confirm this possibility. The need to adapt mathematical education to students’ cognitive levels, work in small groups or openness to beauty, as well as fascinating examples of mathematical descriptions of phenomena in nature are basic needs of early classes math education. They also develop competencies relevant to the holistic approach to education, enabling the building of coherent mathematical knowledge in the minds of students and their understanding of the mathematical nature of the world.

ACTIVITY OF YOUNG PEOPLE WITH DISABILITIES IN THE DIGITAL ENVIRONMENT

Young people with disabilities are often socially inactive because their participation in social and economic processes is limited. In order to reduce this, digital technologies are important, the use of which allows any individual to engage in various types of activities (educational, cultural, economic, etc.).Objective of the paper: to analyze the results of exploratory research on the activity of young people with disabilities in the digital environment. Methods: questionnaire, focus discussion.The results suggest that support and education measures require a differentiated approach, in which it is important to determine the level of interests and digital competence of each young person with disabilities, clearly set goals that can be adapted to individual needs, tasks according to individual abilities/skills. This means working in small groups or individually.

Sharing Ideas and Practice: Institutional Partnership Influences Change in Approaches to Teaching to Enhance Veterinary Education in Vietnam in Conjunction with an OIE Veterinary Education Twinning Project.

A World Organisation for Animal Health (OIE) Veterinary Education Twinning Project was established between the veterinary schools at Nong Lam University (NLU) in Ho Chi Minh City, Vietnam, and the University of Queensland, Gatton, Australia, as part of the scheme established to promote high-quality veterinary services through improved veterinary education. Included in the partnership's primary aims were building the capacity of veterinary teaching staff with respect to general teaching practice and also in response to identified deficiency areas, and to develop outcome assessment processes. One challenge facing the project was the different approaches and experiences of teaching and learning for the faculty and students between the two widely different historical and cultural contexts of Australia and Vietnam. The project enhanced the pedagogy capability in NLU faculty and introduced student-focused approaches to teaching. The NLU staff involved in the project strongly embraced a student-centered approach to learning and case-based teaching in particular, adopting these strategies in their own teaching. An analysis of students' approach to learning demonstrates that the majority preferred a deep approach to learning and that these students valued case studies, problem-solving exercises, and working in small groups during teaching sessions more than students who took a surface approach to learning. An improved recognition of the ways the Vietnamese students approach their learning in their home country will guide future teaching design, as well as give insight into the approaches to teaching for Southeast Asian students within the Australian veterinary science programs.

Sharing Ideas and Practice: Institutional Partnership Influences Change in Approaches to Teaching to Enhance Veterinary Education in Vietnam in Conjunction with an OIE Veterinary Education Twinning Project

A World Organisation for Animal Health (OIE) Veterinary Education Twinning Project was established between the veterinary schools at Nong Lam University (NLU) in Ho Chi Minh City, Vietnam, and the University of Queensland, Gatton, Australia, as part of the scheme established to promote high-quality veterinary services through improved veterinary education. Included in the partnership's primary aims were building the capacity of veterinary teaching staff with respect to general teaching practice and also in response to identified deficiency areas, and to develop outcome assessment processes. One challenge facing the project was the different approaches and experiences of teaching and learning for the faculty and students between the two widely different historical and cultural contexts of Australia and Vietnam. The project enhanced the pedagogy capability in NLU faculty and introduced student-focused approaches to teaching. The NLU staff involved in the project strongly embraced a student-centered approach to learning and case-based teaching in particular, adopting these strategies in their own teaching. An analysis of students' approach to learning demonstrates that the majority preferred a deep approach to learning and that these students valued case studies, problem-solving exercises, and working in small groups during teaching sessions more than students who took a surface approach to learning. An improved recognition of the ways the Vietnamese students approach their learning in their home country will guide future teaching design, as well as give insight into the approaches to teaching for Southeast Asian students within the Australian veterinary science programs.

Abstract D017: Leveraging service learning to promote cancer health education in Milwaukee public high schools

Abstract Background: Cancer is the leading cause of death in Wisconsin with notably higher rates of cancer incidence, late stage incidence and mortality noted for Milwaukee and among racial/ethnic minorities living in Milwaukee. Based on results from community-based focus groups on potential solutions to cancer disparities, along with evidence from multiple national studies of key contributors to cancer disparities, we developed a cancer education program to inform Milwaukee youth about cancer. As such, we partnered with the Milwaukee Public Schools (MPS) to develop and pilot a cancer health education curriculum. The study examines the impact of the cancer health education curriculum (CHEC) in cancer-related knowledge, fear and fatalism and behaviors. The curriculum was integrated with a Service Learning component to provide a deeper reach and depth of educational efforts. Methods: The 4-week curriculum developed with a health education teacher is integrated into the required health education course and leverages the school’s service requirement. The curriculum includes: one week of interactive learning sessions (basic cancer biology; cancer risk factors; social determinants of health and cancer disparities; screening, early detection, treatment). During weeks 2-4, students work in small groups to research a particular topic of their choice (i.e., breast cancer screening, nutrition and cancer) creating an informative brochure as well as an interactive activity to teach others about their particular topic. The curriculum culminates in a school wide cancer health fair for students, family and community members fulfilling the students’ mandatory service-learning requirement for the year. Students complete measures of cancer knowledge, fear and fatalism, and modifiable risk behaviors pre and post-curriculum. Results: Since 2015, over 700 students at MHSA have received the curriculum and over 800 family and community members have attended the cancer health fairs. In the third year of the curriculum, we began to collect data on cancer knowledge, cancer fear and fatalism and modifiable risk behaviors. Results indicate: 1) a significant improvement in cancer knowledge (n=265, p< 0.001), 2) a significant decrease in cancer fear and fatalism (p<0.001), 3) a significant increase in fruit consumption (p<0.005), 4) a decrease in screen time (p<0.01), 5) a decrease in tobacco use (p<0.05), 6) an increase in how often students spoke with their family about health in issues in general (p<.05) and about cancer (p<0.0001). Qualitative data from the students reflect important gains such as an interest in sharing their new knowledge about cancer with their community and a sense of empowerment that they can do something to prevent cancer. Conclusions: Providing cancer health education within an existing health education class and leveraging the service-learning requirement to provide students with the opportunity to teach others, leads to notable changes in high school students. Citation Format: Kathleen Jensik, Dakota Berg, Melinda Stolley. Leveraging service learning to promote cancer health education in Milwaukee public high schools [abstract]. In: Proceedings of the Twelfth AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2019 Sep 20-23; San Francisco, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2020;29(6 Suppl_2):Abstract nr D017.

Quality improvement in neurology: Neurology Outcomes Quality Measurement Set.

One in 6 Americans live with a neurologic disease.1–3 Recent evidence suggests that the number of people dying from and affected by these disorders has increased substantially in the past 25 years, contributing to a higher health loss across the lifespan.2 The American Academy of Neurology's (AAN's) mission is in part to promote the highest-quality patient-centered neurologic care for these patients, and the AAN's leadership in quality improvement initiatives and developing outcome measures is a conveyance of this mission. Quality, as defined by the National Academy of Medicine, is “the degree to which health services for individuals and populations increase the likelihood of desired health outcomes and are consistent with current professional knowledge.”4 Quality improvement is “systematic, data-guided activities designed to bring about immediate improvements in health care delivery” and is considered “an intrinsic part of normal health care operations.”5 Data from outcome measures can be effectively used to establish a baseline of care quality delivered within a given health care unit (e.g., multispecialty group)5,6 and guide the implementation and ongoing evaluation of quality improvement initiatives intended to improve care quality and delivery.6 Increasing demands to provide health care outcomes data from patients and payers and the need for neurologic providers to have these data available to assist in care planning necessitated the AAN's former Quality and Safety Subcommittee to recommend the seating of a small work group to develop neurologic outcome quality measures, which would be applicable broadly across major neurologic diseases.

Concept maps as a dynamic tool for teaching scientific thinking

Abstract Scientific thinking often involves understanding interrelated and multidimensional topics. We have employed the concept map as an active learning method for teaching a diversity of concepts in an undergraduate scientific thinking course. Here we describe our implementation of concept maps and how it can be used as tool for instruction, assessment and team building. A concept map is a diagram used to organize ideas and depict their relationships, typically constructed of information presented in boxes with labeled lines drawn between them to indicate connections. In our educational implementation, students write key concepts from assigned reading onto sticky notes and work in small groups using these notes and dry-erase markers to create a concept map on a white board. The modular nature of this approach enables students to dynamically edit and rearrange concepts both during the initial construction and throughout a class period to incorporate new ideas. Students have created concept maps on topics including the scientific method, the diagnostic process for physicians and scientific research articles. When students have disagreements on ideas, the collaborative and flexible nature of these concept maps enable a constructive resolution and the addition of alternative thoughts and ideas. Additionally, throughout the semester the sophistication of the concept maps evolves thus serving as qualitative assessment of student growth. Concept mapping enables students to collaboratively work towards understanding scientific ideas and to think critically about the relationships between them. Visualization of how students organize knowledge facilitates the assessment of student growth and the diversity of understanding within a class.

Group-Development Psychology Training: The Perceived Effects on Agile Software-Development Teams

Research has shown that the maturity of small workgroups from a psychological perspective is intimately connected to team agility. We, therefore, tested if agile team members appreciated group development psychology training. Our results show that the participating teams seem to have a very positive view of group development training and state that they now have a new way of thinking about teamwork and new tools to deal with team-related problems. We, therefore, see huge potential in training agile teams in group development psychology since the positive effects might span over the entire software development organization.

Friendly, but not “friends”: Understanding and describing teacher–student relationship for productive and safe small group work

Introduction: Small group work is increasingly used as an educational tool in the health sciences and can have a potentially broad remit: to develop student knowledge and thinking, cultivate the values necessary for professional practice, but also, in doing so, to protect students from mistreatment. Small group teachers can, thus, find it hard to understand what an effective teacher–student relationship in small group teaching might “look like”. We sought to identify, clarify and describe characteristics essential to an effective teacher–student relationship, aiming to add to literature about the type of relationship that helps a teacher reach educational goals but, specifically, one that fully addresses the potential risks of necessarily close teacher–student contact. Method: As part of a larger action research project, we gathered qualitative data from: interviews with six medical teacher participants, observations and video-recordings of their teaching, participants’ personal reflective journals and group discussions about teaching practice. We used a grounded theory approach to analyse our data. Results: Over time, participants identified, tested and evaluated two essential characteristics to describe the teacher–student relationship that allowed teachers to meet their desired goals in small group work: 1) friendly and 2) not “friends”. Conclusions: This description of “relationship” for small group teaching is easily understood and pragmatic and, thus, potentially transferable across many health science small group teaching contexts.

Discipleship in the Context of Judaism in Jesus’ Time

The usage of the terms “disciple” and “discipleship” are very common among Evangelical Christians and the meanings of these terms seem self-evident. However, although these circles adopted such language, it was already present in the Jewish culture of Jesus’ time. The purpose and the goal of this article is to analyze the concept of discipleship in its original context and see how much the meaning of this term is removed from the meaning that this term has today. This topic we will address in two parts. In the first part, we studied the Old Testament (OT) roots of discipleship and the Jewish educational system in Jesus’ time and analyzed whether Jesus himself, and in what measure, passed through that Jewish educational system and how and in what ways he used this model in the discipleship process of his disciples. In this part of the article, we will address the practice of discipleship in the first Church, and after that offer some guidelines on how to apply Jesus’ concept of discipleship in the Church today. The key focus of this article is the problematic of applying principles of discipleship that were present in the context of Jewish culture, on the Church today, since our analysis reveals that understanding of discipleship today does not correspond entirely to the understanding of that concept in Jesus’ time. Although discipleship then and now contained passing on information, it was more important to follow the rabbi and learn from him in a close relationship. It is concluded that a possible solution for this challenge must be sought first and foremost in the change of thinking about what discipleship truly is (change of focus), and then in the practice through mentoring or working in small groups purposefully expose both sides (both “teachers” and “students”) to the experience of teaching through example.

The Role of the Size of the Small Group and Informal Subgroups in Intragroup Conflicts.

This study examines the relationship between (a) the size of groups and the number of informal subgroups in them with conflicts in the context of the group, and (b) the size of the informal subgroups with conflicts in the context of the subgroup. A multidimensional model of intragroup conflict was used, which includes two dimensions: five levels of conflict (i.e., interpersonal (individual–individual), micro-group (individual–subgroup), group (individual–group), subgroup–subgroup, and subgroup–group) and two types of conflict (activity-oriented and subject-oriented). Each level of conflict contains two types. Forty-one small work groups (334 employees) took part in the study. In the group as a whole, both the size of the group and the number of informal subgroups in it have a positive relationship with subgroup–subgroup conflict in both types and subgroup–group subject-oriented conflict, and have a negative connection with micro-group subject-oriented conflict. In turn, the size of the subgroup is positively associated with the two types of subgroup–group conflict and negatively connected with the two types of micro-group conflict, as well as with interpersonal activity-oriented conflict at the level of the informal subgroup.

A framework for exploring small group learning in high school science classrooms: The triple problem solving space

Classroom activities using an inquiry approach often feature students working in small groups to reduce teacher-centeredness and maximize student autonomy. Within science classrooms, group work may mirror modern scientific research: successful interaction among team members (social/relational) that engages probing questioning and creativity (cognitive/content) with emotional attachment to their work (affective). Previous research on small group work in school science focused either on single dimensions of group work—mostly on needed cognitive resources, e.g., knowledge and skills for understanding and addressing the problem—or on the interplay between cognitive and social resources (e.g., science knowledge and capacity to foster group interactions), while the role of affects is relatively unexplored. We propose that group work demands the collective construction of a “triple problem solving space” in which all three dimensions—cognitive/content (the problem to be solved), social/relational (the challenges based on social interactions within the group), and affective (the emotional life of the group)—are developed on a moment-by-moment basis. Assessing whether and to what extent students collectively construct a positive triple problem solving space, we videotaped small groups’ interactions (3–4 students per group) during inquiry-based activities in three ninth grade science classes. Results showed that when a group collectively positions itself positively in terms of social and affective dynamics, it tends to engage effectively in the cognitive aspects of the assigned tasks. The qualitative analysis further highlights the socially-shared regulation processes that involve an ongoing negotiation between intra- and inter-individual resources and which are the result of each group member deploying individual resources along each dimension, monitoring and evaluating their peers’ processes, and adjusting their processes accordingly through integration of information from self and others.

Letting the stones speak: An interdisciplinary survey of stone collection and construction at Liangzhu City, prehistoric Lower Yangtze River

AbstractOur interdisciplinary investigation of the stone collection and construction process of Liangzhu City walls offers important evidence to understand the engineering and organization behind the construction. We examined spatial distributions, physical and petrological characteristics of the stones discovered from our excavations of representative wall sections. These results were compared with similar aspects as well as sedimentation contexts and availability of the surveyed stones from the surrounding regions to identify the source areas for the stone collection. We developed criteria based on physical and petrological characteristics and spatial distribution of stones for the identification of construction units and estimated the volume of stones for each unit. We concluded that even though the overall scale of stonework construction was enormous, the actual tasks of stone collection and construction were likely completed by small individual working groups. Liangzhu workers preferred to collect directly available, hand‐portable stones from source areas. However, some areas with suitable stone sources were neglected by Liangzhu workers. The total workforce may have followed a central organization, and many groups likely worked simultaneously. Through the repeated efforts of numerous small working groups, Liangzhu society constructed a massive, multicomponent infrastructure. Our study holds implications for wider archaeological research of ancient stone architecture.

INTERACTIVE TEACHING METHODS IN TEACHING INTERNAL MEDICINE TO DENTAL STUDENTS

The article reflects the relevance of using interactive teaching methods based on the involvement of all participants of the educational process, who are being impelled to pass through the specific training materials within the relevant discipline and each topic in particular. The article also highlights the distinct features of innovative teaching techniques, their types and characteristics. There have been analyzed small group methods, brainstorming, discussion, case method, business game, and debriefing techniques. A variety of teaching methods, the requirements for their selection make instructors and lecturers of a higher medical school to opt teaching methods thoroughly for each topic in order to enhance their own methodology of teaching subjects than in general should considerably contribute to professional task solving of diagnosis, treatment and prevention of diseases. The paper presents the implementation of some methods into interactive professional training at the Department of Internal Medicine of the Prof. M.M. Berezhnitsky Dentistry Faculty, Ivano-Frankivsk National Medical University. The 3rd year dental students are often involved into training activities through the methods of small group working and "brainstorming" that allows to deeper understanding and better mastering of theoretical knowledge. In order to improve subject comprehension, the 4th year students are involved into topic-related discussions and problem-solving tasks. The case method in its different designs and business games are used to consider and analyze an each individual clinical case in the discipline course. The debriefing technique seems to be effective to improve practical skills required by a typical discipline curriculum. The implementation of interactive training techniques is a prerequisite for ensuring the effectiveness of the teaching and learning the discipline "Internal Medicine". Such training tactics provide fostering of students' professional thinking, promote their professional and personal growth, stimulate learning and cognitive activity, master the skills of comprehensive analysis of situations and prompt decision making.

Cooperative learning in computer science

Jigsaw is a cooperative learning approach in which a topic is broken into several segments, each student learns one segment of a topic individually, then students work in small groups to review wha...

Integrating hands‐on model building with graded online discussions to learn DNA structure‐function relationships in an upper level General Biochemistry course for majors

An active‐learning DNA structure/function exercise was undertaken in a 4000‐level majors biochemistry course. During the fourth in‐person class period of the spring 2020 semester majors enrolled in a three‐credit General Biochemistry course were asked to build a physical model of DNA consisting of one turn of the helix including 10 base‐pairs. Students were told to self‐associate into groups of six and each group was then instructed to build a specific base‐pair: 5 groups were assigned GC, 5 were assigned AT. Students were further instructed to divide the labor by partnerships, one to build a purine base, another to build the complementary pyrimidine, and the third to build the sugar‐phosphate. The class was provided with large bundles of six different brightly colored pipe‐cleaners, a bamboo skewer to use as an in‐plane scaffold for the base‐pairs, a large ring stand, and 10 perpendicular rod clamps. They were then given 10 minutes to build their respective base‐pairs then the last five minutes to work together as a class to assemble a single model. The instructor and many students photographed the model and uploaded image files to the online learning platform accompanied by the following prompt.“How much information can we obtain from the admittedly incomplete model we built in class today? Examine the photograph and see if you can decipher the sequence on the two strands. We know adenine is yellow, thymine is purple, guanine is orange, and cytosine is blue. If this sequence were part of a gene which amino acids might they encode? What information would help us answer these questions more precisely? Feel free to share any photos you took during class in replies to this post. You may opt‐out of any one of the next three weekly graded discussions by building your own improved, more beautiful model using the same starting materials for equal credit.”This exercise incorporates multiple active‐learning techniques simultaneously including elements of “think‐pair‐share” during the initial partnership phase, small group work during the assembly of the mononucleotides, and large group cooperation during final assembly of the model. The online follow‐up discussion and optional model‐refinement assignment allow individualized student‐driven engagement with the structure of DNA and how it works to store genetic information.Support or Funding InformationDepartment of Biochemistry College of Agriculture and Life Sciences at Virginia Polytechnic and State University (Virginia Tech)A single turn of the DNA double‐helix: a physical model cooperatively created by students in a 4000 level General Biochemistry course as part of an active‐learning exercise. Model built with large ring stand, 10 perpendicular rod clamps, brighlty‐colored pipe‐cleaners, bamboo skewers, and small plastic beads.Figure 1

Let Students SOAR: Impact of Early Clinical Interactions on Perceptions of Specialties & Anatomy

The University of Colorado incorporated Structured Obligatory Application & Review (SOAR) sessions into the medical anatomy block. SOAR sessions, spaced across the block, used small group work with activities focused on anatomical content and clinical integration in 4 interactive rotations. The rotations included Challenge Grid: team‐based learning of board‐style questions; Every Body Has Embryology: relating embryology to gross; Bedside Anatomy: cadaver‐side surgical cases; Anatomy of Imaging & Physical Exam: anatomic correlates of imaging & physical exam. Each rotation included peer‐to‐peer teaching facilitated by clinical (surgical and radiology) and anatomical (gross & embryology) experts. The study objective was to evaluate SOAR session impact on student perceptions of surgery and radiology specialties, along with views of gross anatomy and embryology value.In an IRB exempt study, 1st year medical students (n=184) in 2019 were invited to complete an online pre‐survey before the first SOAR session and paper post‐survey in the last SOAR session. The pre‐survey questions included Likert perception and prior experience questions on surgery (n=3), radiology (n=3), gross (n=2) and embryology (n=2). The post‐survey contained Likert perception items on surgery (n=1), radiology (n=1), gross (n=1) and embryology (n=1), as well as perceived SOAR effect on views of clinicians (n=2), specialty career interest (n=2), clerkship preparedness (n=2), and gross & embryology importance (n=2).Online pre‐survey response rate was 13% (n=23) and paper post‐survey response rate was 81% (n=149). Post‐survey analysis showed 45% of students considering a surgical specialty, 53% reporting increased surgical interest after Bedside Anatomy, and 84% agreeing Bedside Anatomy positively influenced views of surgeons. However, only 34% reported Bedside Anatomy increased their preparedness for surgery core clerkship. While only 21% of students report considering radiology as a specialty, the Anatomy of Imaging SOAR increased interest in a radiology career for 71% of students, and 48% believed the session positively influenced their views of radiologists and increased their preparedness for clerkships. Gross and embryology were perceived important in medical education (95% and 67% respectively), with SOAR reported as enhancing student appreciation of gross (79%) and embryology (50%). Matched pre and post‐survey responses (n=23; 13% response rate) were compared measuring SOAR impact on specialty consideration and gross/embryology importance. Although student perceptions were not significantly different after SOAR participation, an increasing positive trend in surgical/radiology career perceptions and gross anatomy importance was seen. Thematic analysis completion may give insights on impacts of early, meaningful clinical integration on specialty choice and views on anatomical sciences.

Establishing and evaluating a multinational Science Academy: A new tool for fostering scientific young talents in microsurgical research - a Consensus Statement of the DAM

The formation of professional networks and cooperations - in addition to any qualified good education - seems fundamental for a successful career. In a number of disciplines, various symposia or conferences exist. In the field of microsurgery, however, a specific, guided and designated opportunity for junior scientists to network with one another has been missing so far. In 2017, a science academy was initiated for the first time by the German-speaking Association for Nerves and Vessels (DAM) with the goal of bringing together and networking microsurgically researching young physicians and scientists. This was intended to happen on a small scale once a year in order to develop synergies for joint research projects. For this purpose, motivated junior researchers were individually selected by their mentors and sent to the academy by the boards of research institutions that are organized in the DAM. After getting to know each other in a relaxed atmosphere, the participants were given the opportunity to present their respective research project within the framework of thematic blocks and moderated by experienced mentors. Each presentation was followed by a round table discussion and small group work, in which knowledge and methods were exchanged and points of contact for possible later cooperation were identified. In the past 3 years, the DAM Science Academy proved to be an optimal format to initiate and promote networks of young researchers comprising microsurgically interested physicians and scientists. There were many lively and in-depth discussions, which were mainly due to the open working atmosphere and the obligation to confidentiality. Most of the synergies were shown i. a. in the field of angiogenesis, bioreactor, carcinoma-ADSC interactions, stem cells, AV loop model, ischemia/reperfusion, and nerve regeneration. The participants consistently gave a very positive feedback in the final evaluation with the wish to continue this academy. The DAM Science Academy can be considered a highly suitable complemental platform to the existing networking opportunities among microsurgical researchers. Experience so far suggests that this will hopefully result in long-term cooperations and a permanent transfer of knowledge among the participants.