Thematic Modules Research Articles

A model of variant teaching for basic school students in the field of artificial intelligence

Today, the need to educate schoolchildren in the field of artificial intelligence is emphasized at the state level. However, issues related to the selection of content and organization of teaching in the field of artificial intelligence to students in basic secondary school are still controversial. Basic general education faces the problem of finding ways to improve teaching methods for schoolchildren in the field of artificial intelligence.The scientifically based implementation in the field of artificial intelligence training at the level of basic general education is associated, firstly, with the development of a model for teaching in the field of artificial intelligence in the conditions of variant school education, secondly, with the identification of approaches to organizing such teaching, thirdly, with the selection and structuring of teaching content in the field of artificial intelligence as part of an informatics course in basic secondary school, fourthly, with the integration of the teaching content in the field of artificial intelligence into various organizational forms of school education. This determined the purpose of the study.As a result of the study, approaches to the formation of the content of variant teaching in the field of artificial intelligence were identified, a model of variant teaching in the field of artificial intelligence at the level of basic general education was created, the principles of implementation of the proposed training model was highlighted, thematic modules for basic and in-depth training in the field of artificial intelligence were identified, educational and methodological materials were developed (theoretical educational material, practical tasks, laboratory work, methodological recommendations, etc.) for variant teaching in the field of artificial intelligence in the basic secondary school. Testing of the educational and methodological materials was carried out at sites in certain educational organizations in Moscow.

Ethnopedagogy-based Thematic Modules to Improve the Understanding and Cultural Literacy of Elementary School Students

The decline in students' local cultural knowledge and the decline in the level of understanding of students' concepts in thematic learning are problems that need to be overcome. This study aimed to develop a thematic learning module based on ethnopedagogy to enhance understanding and cultural literacy of the fifth-grade elementary school students. This research utilized an R&D method adopting the ADDIE model, which consisted of five stages (Analysis, Design, Development, Implementation, and Evaluation). The instrument used to collect data in this study was a questionnaire. This questionnaire was given to several experts, such as the design experts, material experts, and language experts, to see the feasibility of the module as well as the teachers’ and students’ responses to see the practicality of the module. Then, a test and a questionnaire were administered to examine the effect of the ethnopedagogy-based thematic learning module on students' understanding and cultural literacy. The data were then analyzed both qualitatively and quantitatively. Furthermore, the effectiveness of the module was analyzed using Multivariate Analysis of Variance (Manova). This study suggested that the ethnopedagogy-based thematic learning module fulfilled the very feasible criteria with an average score of 93.61% from the design validator, 93.26% from the material validator, and 91% from the language validator. Furthermore, from the response given by the teachers, a score of 92.65% was obtained with a very attractive category. Then, the small-scale trial conducted on students obtained a score of 96.67% with a very attractive category. Apart from that, the thematic learning module based on ethnopedagogy was also able to improve the understanding and cultural literacy of the fifth-grade elementary school students, as proven by the results of the product effectiveness test using the Manova test which obtained a significance value of 0.00 < 0.05.

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.

Development of Religious-Based Natural And Social Science (IPAS) Teaching Materials

The natural and social sciences subjects which are currently called IPAS are a form of creative new curriculum in the independent curriculum, where this curriculum studies natural and social sciences which are designed into one book. Religion-based learning is learning that is integrated with religious values which aims to help students understand and apply religious aspects in their lives, as well as to deepen their understanding of religious beliefs and values. The research method used in developing natural and social science learning materials based on religion for class 4 is the Research and Development (R&D) method. The Research and Development (R&D) method is a research method used to produce certain products, to test the effectiveness of these products. This research uses the ASSURE development model which consists of Analyze learners, State Objectives, Select Strategies, methods, materials, Utilize Technology and Media, Require Learner Participation, Evaluate and Revise. The results of the module specification research show that the Islamic-based thematic module takes the form of print media. Second, namely validation, effectiveness and attractiveness. Based on design expert validation 79%, material expert validation 75%, learning expert validation 80%, based on field tests students in finding attractiveness obtained 88% results, based on the average pre-test and post-test results, namely 61.45 and 91.79 which can provide an assessment of the effectiveness of the module. Based on the results, the module created by the researcher is effective, valid and interesting.

The Development Framework and Uses of the Thematic Modules in Teaching and Learning Primary School Skills

To uphold education in Malaysia, especially Malay language education, and enhance the ability of Malay language skills at the primary level, a reform in teaching and learning Malay language education at the primary level is required. Language teaching strategies use a variety of principles, techniques, and approaches to meet the concept of integration in the National Philosophy of Education. The thematic approach is an approach that will be taught through the topics or themes selected following the time, place, and interest in moving a teaching and learning process as a vehicle and medium to gain knowledge, skills, and values translated into language teaching through listening and speaking skills, reading, and writing. Various issues related to learning language skills include teacher teaching capabilities, the quality of teaching in the classroom, and applying lesson plans. The framework is based on the modified instruction design steps from the ADDIE model, consisting of the need for analysis, the design and development phase, and the implementation and evaluation phase. Overall, this framework explains the steps that need to be implemented to develop and evaluate the usability of the thematic module aimed at improving the Malay language learning strategy among primary school students in listening, reading, speaking, and writing.

User‐centered development process of an evidence‐based mHealth intervention for psychosocially burdened families during the transition to parenthood

AbstractMobile health (mHealth) interventions are a promising approach to promote mothers' and fathers' health in the perinatal period. This may be particularly true for psychosocially burdened families who are poorly reached by current preventive services. Studies are needed that examine how user‐centered and evidence‐based mHealth interventions look like for this target group. The objective of this paper is to describe the iterative development process of the I‐PREGNO app intervention that aims to prevent unhealthy weight gain and to promote mental health in psychosocially burdened families during the perinatal period. The systematic content development process was divided into four stages. User needs were assessed through focus group discussions with psychosocially burdened mothers and healthcare professionals (HPs; stage I). In stage II, a prototype of the app was developed and evaluated through usability tests and a walkthrough with the target group and HPs (stage III). Finally, the behavior change techniques implemented in the app were assessed using an existing taxonomy (stage IV). The focus group discussions revealed that HPs as well as end‐users would benefit from an intervention that addresses psychosocial aspects (i.e., emotion regulation, coping) and links these to health behaviors. The identified needs of the target group during the perinatal period were combined with existing evidence‐based content and translated into 12 app modules. Most of the behavior change techniques used in these thematic modules were assigned to the clusters self‐monitoring, knowledge building, and goal planning. The I‐PREGNO app development process was guided by an iterative and user‐centered approach involving the target audience and a multidisciplinary team of experts. The findings provide valuable implications for the design and development of evidence‐based self‐guided mHealth for hard‐to‐reach groups during the transition to parenthood. The efficacy of the I‐PREGNO intervention will be evaluated in randomized controlled trials in routine care.

Проблемно орієнтована неформальна освіта лікарів стоматологів-ортопедів у Європі

Summary: Non-formal education has become especially popular in various spheres of human activity in recent years, which is a consequence of the active transformation of society. Over the past five years, there has been a significant proliferation of virtual educational platforms for webinars and online conferences with various information broadcasting capabilities. The European Association of Orthopedic Dentists has a significant impact on the formation of undergraduate and postgraduate training programs for orthopedist dentists, monitors research programs and promotes scientific information and technologies in the medical environment. To conduct an analytical review of the topics of the webinars of the European association, as a reliable indicator of current trends in professional informal education for the period 2019-2023. The indicators of the number of webinars held by the association over the past five years were studied. In 2019, 10 of them were held, then in the conditions of the pandemic in 2020 - 17, in 2021 - 20, in 2022 -14 and in 2023 -13. The ratio of thematic modules in the webinars held by the European Association of Orthopedic Dentists during the observation period was analyzed. The module of fixed prosthetics accounted for 18% of the total volume of webinars over five years, the module of removable prosthetics -8%, prosthetics on implants - 36%, digital protocols of diagnosis and treatment - 19%, general section - 12%, material science - 4%, infectious control - 3%. The positive dynamics of thematic webinars in the modules of prosthetics on implants and digital protocols of diagnostics and treatment during five years were revealed. It was determined that most of the relevant issues were considered by representatives of leading research laboratories of leading universities in the USA, Switzerland, Israel, and England. The community of orthopedists and dentists of Greece are the initiators and active distributors of webinars as a component of informal professional education. It was established that the experience of conducting webinars requires further study, and individual components (thematic modules, topical issues of thematic modules) can be used as the basis for the formation of a similar educational platform in the territory of Ukraine. Key words: informal education, webinars, online conferences, informal education of orthopedic dentists.

(Un)making labor invisible: A syllabus.

From industrial psychology and occupational therapy to the laboratory bench and scenes of "heroic" fieldwork, there are important connections between the science of labor and the labor of science. Participants in the 2022 Gordon Cain Conference explored how greater attention to these connections might deepen historical understanding of what constitutes "science" and what counts as "labor." Our conversations circled around themes of vulnerability (of systems, individual bodies, historical testimony), affect (pertaining to historical actors and ourselves), and interdependence (e.g. across human groups, species, political boundaries, and time). For the members of this group, which grew out of a panel discussion, these themes and motivations coalesced around a topical focus on invisibility, which helped us to articulate - in the form of a co-created syllabus - research questions about science and labor from multiple angles pertaining to practice, archival preservation, and scholarly representation. This syllabus is organized into six thematic modules that aim to challenge and historicize the concept of invisible labor by facilitating comparisons across geographic, temporal, conceptual, and disciplinary boundaries. The goals of this collaborative syllabus, in sum, are manifold: we seek to facilitate more inclusive histories of science through critical engagement with "invisibility" and thereby promote a more expansive understanding of what constitutes scientific labor; to highlight the constitutive role of gendered labor practices in the scientific enterprise; to draw attention to interdependencies that make all forms of production (knowledge or material) possible; to elucidate systems of remuneration for scientific labor over the longue durée and through pointed comparisons; and, finally, to promote self-reflexivity about the methods we use to narrate the history of science and make sense of our own labors.

LINGUODIDACTIC ASPECTS OF USING PROBLEM-BASED ROLE PLAYS IN THE PROCESS OF FOREIGN LANGUAGE INSTRUCTION AT UNIVERSITY

The educational process at university supposes to be a complexly organised system aimed at forming a humanities-oriented personality. This educational goal is multifaceted and can be achieved through the competent selection of learning content and consistent implementation of innovative teaching methods. These methods include the use of problem-based role plays. The effective use of this type of plays in the process of training students requires specially designed organisation of educational material. One of these forms of material organisation can be a thematic module, which includes the following components: 1) introduction to the topic, 2) linguistic exerciser, 3) emotional-kinetic exerciser, 4) sketches, 5) acting sessions, 6) problem-based role plays, 7) reflection and self-assessment.

Digitale Transformation deutscher Gesundheitseinrichtungen

ZusammenfassungEinleitungDie digitale Transformation umfasst u. a. die Projektierung und Implementierung digitaler Anwendungen, Technologien und Maßnahmen und stellt inzwischen das Tagesgeschäft aller Organisationen und Einrichtungen im Gesundheitswesen dar. Im vorliegenden Beitrag werden die aktuellen Tätigkeitsinhalte der digitalen Transformation in Gesundheitseinrichtungen aus Sicht des Qualitätsmanagements dargestellt.MethodenEs erfolgte eine deutschlandweite Befragung von 141 Mitgliedern der Gesellschaft für Qualitätsmanagement in der Gesundheitsversorgung (niedergelassene Ärztinnen und Ärzte, Vertretende von Krankenhäusern, Krankenkassen sowie weiteren Einrichtungen des Gesundheitswesens) über alle Felder der digitalen Transformation, bestehende Projekte und in der Implementierung befindliche digitale Technologien. Anhand von 6 Themenblöcken bewerteten die Teilnehmenden die zeitliche Abfolge und inhaltliche Relevanz für deren Organisation.Ergebnisse82 % der Befragten gaben an, dass die digitale Transformation den Arbeitsalltag beeinflusst bzw. verändert. Die häufigsten Projekte umfassen Themen aus dem Prozess- und Schnittstellenmanagement (53 %) sowie zur Verbesserung der Patientensicherheit (52 %). Häufigste konkrete Vorhaben stellen die elektronische Patientenakte und Themen, die im Zuge des Krankenhauszukunftsgesetzes beauftragt wurden, dar.DiskussionLaut Aussage der Befragten verändert die digitale Transformation Strukturen und Prozesse von Gesundheitseinrichtungen und macht zusätzliche Kompetenzen erforderlich, damit digitale Technologien zielführend und nachhaltig implementiert werden können. Eine strukturierte Koordination der Kompetenzen aller Professionen einer Gesundheitseinrichtung ist erforderlich, um digitale Technologien im Alltag von Gesundheitseinrichtungen zu verankern.

Transitional Functions: The Emergence of the Anticipatory Transition in Nineteenth-Century Sonatas

In sonata form, the transition module has specific primary functions and labels any other uncommon ones as deformations or, rather, idiosyncrasies. Considering the difference in compositional styles and techniques used between the eighteenth and nineteenth centuries, the latter undergoes a trend explored by some nineteenth-century composers: a development in its transition module, which ostensibly confining it to an idiosyncratic feature or a lower-level default of the transition (Hepokoski and Darcy, 2011). I argue that composers utilized this technique in transitions to foreshadow themes in subsequent modules, yielding an additional function of the transition. This paper examines nineteenth-century sonatas, providing an analytic overview of my findings and introducing a concept I call the “Anticipatory Transition,” offering an additional function to the transition–—distinct from other concepts by previous scholarship. Building off the work of Schenker's concept of “linkage technique” and its contribution to the development of new themes in subsequent thematic modules (Smith, 2007), as well as Schmalfeldt's adoption of Dahlhaus’s’ “processual” ideas (Schmalfeldt, 2011; Carro, 2020), the anticipatory transition is employed through two avenues: first, a literal “copy-and-paste,” and second, a “spun-out” transition. I analyze four case studies that utilize anticipatory transitions in nineteenth-century sonatas. It is important to examine the function of transitions more deeply and explore other possible outcomes because the material within can inform other thematic modules and contribute to the cohesiveness of the work. My analyses demonstrate that anticipatory transitions—profound than mere deformations and limitations—offer a deeper sense of unity and a broader perspective within sonata form.

Mental Health Issues as a Consequence of the Pandemic: Group Psycho-Educational Intervention to Support Patients Recovered from COVID-19 Infection

Common psycho-physical symptoms have emerged in patients who were previously recovered for COVID-19 infection, including traumatic experience and enduring emotional disturbances. A group psycho-educational intervention of seven weekly sessions and a follow-up after three months was proposed to all Italian-speaking patients formally discharged from a public hospital in northern Italy and physically recovered from infection. Eighteen patients were recruited and divided into four age-homogenous groups, each led by two facilitators (psychologists and psychotherapists). The group sessions followed a structured format with thematic modules, including main topics, tasks, and homework assignments. Data were collected through recordings and verbatim transcripts. The objectives of the study were twofold: (1) to analyze the emerging themes and gain insight into the significant aspects of the participants’ lived experience of COVID-19, and (2) to examine changes in how participants approached these themes throughout the intervention process. Semantic-pragmatic text analyses, specifically thematic analysis of elementary context and correspondence analysis, were conducted using T-LAB software. Linguistic analysis revealed a congruence between the intervention’s objectives and the participants’ experiences. The study highlighted an evolution in the narratives, as participants transitioned from a passive and concrete perspective on the disease to a more comprehensive cognitive and emotional elaboration of their personal illness stories. These findings hold potential relevance for healthcare services and professionals working in this field.

The international evaluation of the digitally-supported pedagogical tool for promoting students' school well-being a pilot study

The paper evaluates a digitally-supported pedagogical tool for promoting well-being from the perspective of students (N=428) and teachers (N=43) from nine secondary schools in five European countries (Poland, Italy, Great Britain, Lithuania, Bulgaria). Each of the eight thematic modules (decision making, coping with anger and aggressiveness, conflict resolution, stress management, self-esteem and self-awareness, collaboration and teamwork skills, empathy, communication skills) included in the online educational training was evaluated. Students demonstrated high satisfaction with the tool; however, there were differences between modules (Self-esteem and Stress management were the most appreciated, Communication the least). The students assessment was influenced by age, gender and national differences, while the teachers evaluation of usefulness and sustainability was influenced by nationality. Digitally-supported school-based programs can promote well-being among adolescents; however, the interventions need to address differences between boys, girls and nationalities in order to be effective. Teachers, as an immanent part of school life, should be engaged in promoting health programs.

The Development of Integrated Thematic Module of Thw Quran and Al Hadits on Theme 7 to Support Indepensent Learning at Grade 1 SDIP Daaruth Thullab 02 Koto Salak

This research is motivated by the lack of integrated thematic modules of the Al-Qur'an and Al-Hadith so that students still do not understand the material in ordinary books. Efforts to overcome these problems are necessary to develop integrated modules to assist students in the learning process. The purpose of this study was to produce a valid, practical and effective theme 7 integrated module of the Al-Qur'an and Al-Hadith. This type of research is Research and Development (R&D) research using the ADDIE model which consists of 5 stages (Analyze, Design, Development, Implementation, and Evaluation). The test subjects were grade 1 students at SDIP Daaruth Thullab 02 Koto Salak using the Al-Qur'an and Al-Hadith Integrated Module. The results of the validation carried out by three validators obtained an average validity value of 87% with a very valid category. In the sense that the integrated Al-Qur'an and Al-Hadith modules are suitable for use by students. The results of the practicality value of the homeroom teacher's response questionnaire obtained an average of 84% in the very practical category. In the sense that the module is easy to use by students. The results of the effectiveness value obtained an average of 83% with the effective category. In the sense that the module has a good impact and helps students achieve learning goals, as well as supports the concept of independent learning

Pengembangan Modul Tematik Terintegrasi Al-Qur’an dan Hadis Pada Tema Cuaca di Kelas III Sekolah Dasar

This research is motivated by learning that only focuses on the teacher's book, so that the teacher gives very little understanding of Islamic values to students and teachers find it difficult to instill character values in students. The material in thematic textbooks and modules is not yet available which is integrated with the Qur'an and Hadith. Even though learning resources that are integrated with the Qur'an and Hadith are needed at the elementary school in accordance with the school's vision, namely loving knowledge, sincere in charity, ready to preach and patiently living it. So that teaching materials are needed that link the Qur'an and Hadith as an effort to overcome these problems, namely the need for efforts to develop teaching materials for the Integrated Thematic Module of the Qur'an and Hadith on the Weather Theme in grade III Elementary School.This type of research is a Research and Development (R&D) research by prioritizing the ADDIE development model which consists of several stages (Analyze, Design, Development, Implimantation, Evaluation). The test subjects are third grade students of SD IP Daaruth Thullab 02 Koto Salak. The data collection instrument used an assessment instrument in the form of a validation sheet, the practicality and effectiveness of this assessment instrument were validated by three validators, content balladators, language validators, and construct validators.The use of teaching materials for the Integrated Thematic Module of the Qur'an and Hadith on the Weather Theme in grade III Elementary School. The results of the module validation carried out by 3 validators obtained an average validity value of 78.95% in the valid category, the practicality value obtained a value of 93% in the very practical category. And the value of effectiveness obtained a value of 66,68%. It can be concluded that the Thematic Integrated Module of the Qur'an and Hadith on the Weather Theme in grade III Elementary School is valid and can be used by teachers and students.

CREATION OF A CITYGML-BASED 3D CITY MODEL TESTBED FOR ENERGY-RELATED APPLICATIONS

Abstract. This document introduces the process for the creation of a testbed for energy applications based on a semantic 3D city model for the municipality of Rijssen-Holten in The Netherlands. The creation of this dataset requires the consolidation from multiple data sources as well as a lot of manual work so the authors can warranty as much as possible the quality of the dataset so in can be used in several use cases. The data is stored following the OGC standard CityGML v2.0 and contain the geometrical and semantical information of CityObjects from the thematic modules Building, Vegetation and Relief. This data set consolidates the open weather data from the closest weather station to the study area located in Heino in the Netherlands. We discuss the decisions taken during the manual data collection process and we present some use cases that have already consume the dataset at the time of writing this document.

Diversity, equity, and inclusion in gastroenterology and hepatology: A survey of where we stand.

In the setting of increasing attention to representation in medicine, we aimed to assess current perspectives of racial and ethnic workforce diversity and health care disparities among gastroenterology (GI) and hepatology professionals in the United States. We developed and administered a 33-item electronic cross-sectional survey to members of five national GI and hepatology societies. Survey items were organized into thematic modules and solicited perspectives on racial and ethnic workforce diversity, health care disparities in GI and hepatology, and potential interventions to enhance workforce diversity and improve health equity. Of the 1219 survey participants, 62.3% were male, 48.7% were non-Hispanic White, and 19.9% were from backgrounds underrepresented in medicine. The most frequently reported barriers to increasing racial and ethnic diversity in GI and hepatology were insufficient representation of underrepresented racial and ethnic minority groups in the education and training pipeline (n=431 [35.4%]), in professional leadership (n=340 [27.9%]), and among practicing GI and hepatology professionals (n=324 [26.6%]). Suggested interventions were to increase career mentorship opportunities (n=545 [44.7%]), medical student opportunities (n=520 [42.7%]), and program and professional society leadership roles for underrepresented racial and ethnic minority groups (n=473 [38.8%]). Our survey explored imperative and timely perspectives on racial and ethnic representation and health equity among professionals in GI and hepatology. The findings should inform future interventions to address workforce diversity and establish priorities toward improving health equity, ultimately serving as a springboard for professional societies, academic institutions, and other organizations that aim to increase diversity, equity, and inclusion in our field.

Diversity, equity, and inclusion in gastroenterology and hepatology: a survey of where we stand

In the setting of increasing attention to representation in medicine, we aimed to assess current perspectives of racial and ethnic workforce diversity and health care disparities among gastroenterology (GI) and hepatology professionals in the United States. We developed and administered a 33-item electronic cross-sectional survey to members of 5 national GI and hepatology societies. Survey items were organized into thematic modules and solicited perspectives on racial and ethnic workforce diversity, health care disparities in GI and hepatology, and potential interventions to enhance workforce diversity and improve health equity. Of the 1219 survey participants, 62.3% were male, 48.7% were non-Hispanic White, and 19.9% were from backgrounds underrepresented in medicine. The most frequently reported barriers to increasing racial and ethnic diversity in GI and hepatology were insufficient representation of underrepresented racial and ethnic minority groups in the education and training pipeline (n= 431 [35.4%]), in professional leadership (n= 340 [27.9%]), and among practicing GI and hepatology professionals (n= 324 [26.6%]). Suggested interventions were to increase career mentorship opportunities (n= 545 [44.7%]), medical student opportunities (n= 520 [42.7%]), and program and professional society leadership roles for underrepresented racialand ethnic minority groups (n= 473 [38.8%]). Our survey explored imperative and timelyperspectives on racial and ethnic representation and health equity among professionals in GI and hepatology. The findings should inform future interventions to address workforce diversity and establish priorities toward improving health equity, ultimately serving as a springboard for professional societies, academic institutions, and other organizations that aim to increase diversity, equity, and inclusion in our field.

Diversity, Equity, and Inclusion in Gastroenterology and Hepatology: A Survey of Where We Stand

In the setting of increasing attention to representation in medicine, we aimed to assess current perspectives of racial and ethnic workforce diversity and health care disparities among gastroenterology (GI) and hepatology professionals in the United States. We developed and administered a 33-item electronic cross-sectional survey to members of 5 national GI and hepatology societies. Survey items were organized into thematic modules and solicited perspectives on racial and ethnic workforce diversity, health care disparities in GI and hepatology, and potential interventions to enhance workforce diversity and improve health equity. Of the 1219 survey participants, 62.3% were male, 48.7% were non-Hispanic White, and 19.9% were from backgrounds underrepresented in medicine. The most frequently reported barriers to increasing racial and ethnic diversity in GI and hepatology were insufficient representation of underrepresented racial and ethnic minority groups in the education and training pipeline (n= 431 [35.4%]), in professional leadership (n= 340 [27.9%]), and among practicing GI and hepatology professionals (n= 324 [26.6%]). Suggested interventions were to increase career mentorship opportunities (n= 545 [44.7%]), medical student opportunities (n= 520 [42.7%]), and program and professional society leadership roles for underrepresented racialand ethnic minority groups (n= 473 [38.8%]). Our survey explored imperative and timelyperspectives on racial and ethnic representation and health equity among professionals in GI and hepatology. The findings should inform future interventions to address workforce diversity and establish priorities toward improving health equity, ultimately serving as a springboard for professional societies, academic institutions, and other organizations that aim to increase diversity, equity, and inclusion in our field.

Experiencing Archaeology: A Manual of Classroom Activities, Demonstrations and Minilabs for Introduction to Archaeology

Experiencing Archaeology: A Manual of Classroom Activities, Demonstrations and Minilabs for Introduction to Archaeology