Traditional Teaching Strategies Research Articles

ACTIVE METHODOLOGIES

This article addresses the theme “Active Methodologies: Active Methodologies as a Pedagogical Tool” and addresses the use of Active Methodologies as an innovative way to promote more meaningful and engaging learning. The article provides a comprehensive introduction to Active Methodologies, highlighting their core principles and how they differ from more traditional teaching strategies. It then discusses the practical application of these methodologies in the classroom, focusing on approaches such as problem-based learning, collaborative learning, and investment in the classroom. methodologies in the classroom. The potential benefits of using active learning methodologies are also explored, along with the challenges that educators may face when using these approaches. These benefits include greater engagement, empowerment, and application of knowledge in real-world situations. The article is based on relevant theoretical studies and references, such as the works of Araujo and Ramos (2023), Diesel, Baldez and Martins (2017), Nascimento and Coutinho (2016), Santos (2019) and others. By providing a comprehensive view of the subject, this article seeks to contribute to the understanding and adoption of Active Methodologies as a transformative pedagogical tool.

Effect of teaching strategies on students’ German writing skills at Saudi international schools

PurposeThe global prominence of languages and Saudi Arabia’s Vision 2030, which supports the necessity of German proficiency for the nation’s socioeconomic evolution, necessitate a deeper understanding of German teaching in Saudi international schools. This study delves into the influence of various teaching strategies on students' German writing skills. The research particularly focuses on traditional and innovative methods and considers the factors that drive these teaching approaches.Design/methodology/approachData were collected from 304 students in Riyadh, Saudi Arabia, through a questionnaire. The relationships between teaching strategies and students' German writing abilities were analyzed using regression techniques.FindingsThe results indicate that both traditional and innovative teaching strategies positively influence students' writing skills. The regression analysis shows that the independent variables (traditional teaching strategies, innovative teaching strategies and factors influencing teaching strategies) collectively account for 68.9% of the variation in students' German writing skills. Even though a variety of techniques influence students' academic performance, the study’s findings indicate that several strategies – such as self-evaluation, pair work, oral feedback, grammar instruction and translation – have a major impact on students' German writing abilities.Originality/valueThis research brings unique insights into the German teaching realm of Saudi international schools, emphasizing the harmony between Vision 2030 goals and effective teaching methodologies. It elucidates the considerable influence of both traditional and innovative strategies on student writing outcomes. For educators in Saudi Arabia’s international educational environment, the study’s findings underline the importance of adopting student-centric approaches in the writing process, ensuring students evolve as proficient writers. Additionally, the research underscores the significant role of variables affecting teaching strategies, spotlighting their pivotal role in shaping student outcomes.

Causal Modeling to Explore the Correlations among Teachers’ Competence, Teaching Strategies, and Student Learning Achievement in Science

The misalignment between the teaching process and expected outcomes of the K-12 curriculum guidelines, traditional teaching strategies, the unresolved problems in the science program and almost absence of teachers’ competence are among the challenges of the education system. Rooted in theory of cognitivism, this perspective underscores the importance of understanding the teachers role in the students learning achievement, which could cause the Philippines to lag behind other countries in international assessment. The study provides a concrete view of the relationship of teaching competence, teaching strategies and student learning achievement through Path analysis using SEM. The data were obtained through descriptive survey among 45 teachers and achievement test results of 450 students in Partido district. There were a total of five variations of methods used by the teachers to teach the science classes, and the dominance of traditional methods was observed. The occurrence of inadequately capacitated teachers in science, does not spell a bright prospect for science education in senior high school. These serious constraints deserve serious attention to pre-empt the situation from evolving into a critical educational concern. The study also found a strong correlation between innovative teaching strategies such as interactive and experiential learning to teachers’ competency. The path analysis through SEM avers that when teaching competence is combined with appropriate teaching strategies, it provides a mediation effect that enhance student learning achievement. This paper suggests that for teachers to uphold and promote innovative teaching strategies, their competitiveness needs to be enhanced and their self-efficacy needs to be strengthened initially.

The Exploration of the “Four-Fold Nature and One Price” Intelligent Learning Environment for Digital Circuit Courses

AI-based educational models are gradually receiving widespread attention and application with the rapid development of information technology. In the course of digital circuits, by combining modern technology with educational theories, constructing an intelligent learning environment can provide students with more efficient and personalized learning experiences. This article explores the significance and challenges of building an intelligent learning environment in the digital circuits course. It combines the characteristics of intelligent education that differentiate it from traditional education and constructs methods and strategies for creating a “four attributes, one value” intelligent learning environment from the perspectives of diversity, adaptability, autonomy, contribution, and optimized instructional assessment.

Learners’ Active Engagement During Lessons on the Turning Effect of a Force (TEOF): The Impact of the Peer-Assisted Learning (PAL) Strategy.

Physics learners encounter challenges in understanding the Turning Effect of a Force (TEOF) despite its real-world applications. Furthermore, learners in ordinary-level physics are not fully engaged in lessons due to the perpetual use of traditional teaching strategies. The purpose of this study was to examine the effectiveness of the Peer-Assisted Learning (PAL) strategy on learners’ active engagement during lessons on TEOF in which a qualitative approach was used with Solomon four group and Quasi-experimental designs. Through simple and purposive sampling there were 131 learners from four secondary schools in Kabwe district were chosen. Focus group discussion guide, questionnaires and lesson observation schedules were used to collect the data and analyzed thematically. The results showed that the experimental groups had a significantly higher level of active engagement in the lessons compared to the control groups. Specifically, experimental groups had higher levels of participation in class discussions, asked more questions, demonstrated more active listening skills and increased learners’ attention during lessons because they were motivated to see other learners who knew more about TEOF. In addition, the experimental groups demonstrated improved social and academic outcomes, such as better communication skills and higher academic achievement, compared to the control groups. Therefore, this study recommends physics educators consider incorporating the PAL strategy into their teaching practices. Using the PAL strategy would foster teamwork and collaboration among learners, subsequently providing opportunities for learners to enhance their communication skills, coordination abilities, shared responsibility, interdependence and the learning processes among learners.

Proficiency Level and Challenges of Grade 11 Public School Students on Contemporary Issues

Contemporary issues is essential for K-12 learners to develop their awareness of the social conditions as potential problem solvers. Hence, proficiency assessment is necessary to check their competency acquisition. This study aims to analyze the Grade 10 students’ proficiency and challenges on contemporary issues among public schools in Central Philippines in the importance of studying contemporary issues, political rights, human rights, and educational rights relative to sex and strand. Utilizing a descriptive-comparative approach, a validated and reliability tested questionnaire and checklist were administered to 261 students using beginning, developing, approaching proficiency, proficiency, and advanced responses. In data analysis, mean, standard deviation, frequency count, percentage, rank, Mann Whitney, and Kruskal Wallis were employed. Generally, they have approaching proficiency in all areas indicating that the competencies were not fully acquired. With this, improvement on instruction is critical. Comparatively, there was a difference when grouped to sex and strand where females and TVL students rated higher proficiency than their counterparts. Meanwhile, they are challenged on their motivation to learn, traditional teaching strategies, time management in accomplishing tasks, inadequate learning facilities, and insufficient interactive learning opportunities. Given the results, these imply the importance of improving the teachers’ instructional strategies in ensuring the students’ quality proficiency in Contemporary issues.

COVID-19 impact on the assessment methodology of undergraduate medical students: a systematic review of the lessons learned

The COVID-19 pandemic had a substantial social, economic, political, and educational impact worldwide. Due to the social contact restrictions, areas such as medical education were highly affected. Assessment in medical education, was already a sensitive topic, and it proved to be even more challenging as different teaching and learning contexts required huge adaptations in a short period. This systematic review provides an overview of the impact of COVID-19 on the assessment of medical students and can serve as a reference to improve this area. We conducted the review based on the PRISMA tool and searched in PubMed, EBSCO, and ScienceDirect. Studies describing the assessment methodologies used during the pandemic were included. Of the 501 initial articles, 18 were included in this review. Collected data was based on the regime, subject, teaching/assessment methodologies, platforms used, grades, students’ and teachers’ perceptions, and measures to prevent academic dishonesty. The results suggest that technology played a central role during the pandemic, and universities were concerned about the transition to online learning regarding teaching and assessment, but students and teachers should be prepared for it. Formative assessment methodologies and feedback were emphasized, and summative tools were adapted to prevent fraud. Students and teachers were generally satisfied with online learning and assessment, which had no significant difference in the examination scores, but they preferred conventional teaching. The COVID-19 pandemic brought an opportunity to analyze and rethink the medical curriculum. Thus, further investigations are needed on combining traditional and online teaching strategies and emphasis on the assessment.

Effects of Virtual Laboratory-Based Instruction on the Frequency of Use of Experiment as a Pedagogical Approach in Teaching and Learning of Physics in Secondary Schools in Kenya

Information and communications technology (ICT) incorporation in teaching physics in Kenyan secondary schools cannot be overlooked, given the key roles and benefits that ICT offers in the process of teaching and learning. Consistently poor average scores in the subject currently witnessed at the Kenya Certificate of Secondary Education (KCSE) level in Physics can be attributed to low student motivation and traditional teaching strategies. For instance, in the years 2016, 2017, 2018, and 2019, Kisumu County registered low mean scores of 4.23, 4.98, 4.67, and 4.10, respectively, in physics in KCSE. Therefore, there is a need for the incorporation of more effective teaching strategies to improve performance in physics and for students’ interest and attitude in learning the subject to change. Technology-based or enhanced learning leverages all learners, irrespective of their traits or socio-economic status. This study aimed at establishing the effects of virtual laboratory-based instruction (VLBI) on the use of experiments as a pedagogical approach. The study objectives were to establish the effect of virtual laboratories on the frequency of use of experimental teaching approaches in learning physics in secondary schools and to determine the extent of the relationship between physics teachers knowledge of the selected ICT frameworks and the use of virtual experiments in teaching and learning physics in secondary schools in Kenya. The study was supported by behaviourism learning theory and adopted quasi-experimental research designs. The physics teachers were purposefully sampled from each selected school. The sample size was 44 teachers and 358 students, summing up to 402 respondents. The data was analyzed using both descriptive and inferential statistics. The study concluded that virtual laboratories advance the use of experimental teaching approaches and that there was no statistical significance between the knowledge of the teacher about the selected ICT framework and the use of virtual experiments. The findings of this study would help educational planners successfully design and implement various classroom-based innovations that would enable seamless integration of virtual laboratories into classroom instruction.

Leveraging on Virtual Laboratory-Based Instruction to Achieve Active Classroom Interaction in Teaching and Learning of Physics in Secondary Schools in Kenya

The philosophy that advances the study of physics as one of the learning areas in secondary schools cannot be overlooked due to the realization of the contributions of physics towards the industrial and vocational development of the country. The major concern of this particular study is the consistent poor average scores in the subject currently witnessed at the Kenya Certificate of Secondary Education (KCSE) level in Physics, which can be attributed to low student motivation and traditional teaching strategies. For instance, in the years 2016, 2017, 2018, and 2019, Kisumu County registered low mean scores of 4.23, 4.98, 4.67, and 4.10, respectively, in physics in KCSE. The use of Information and Communications Technology (ICT) in the teaching and learning of physics can be used to promote learners’ centered teaching and learning of physics and eventually improve physics scores. This study therefore underscores the need for virtual laboratory-based instruction (VLBI) to realize active classroom interaction during the teaching and learning of physics. Technology-based enhanced learning leverages all learners, irrespective of their economic and demographic background. The study therefore aimed at establishing the effect of VLBI on students’ level of interaction in the classroom in learning physics in secondary schools in Kenya. The study is supported by behaviorism learning theory and adopted quasi-experimental research designs. The physics teachers were purposefully sampled from each selected school. Physics teachers were purposefully sampled from each of the schools selected. There were 358 students and 72 teachers in the sample. The data was analyzed using both descriptive and inferential statistics. The study concluded that virtual laboratories enhanced the use of experimental teaching approaches and that there was no statistical significance between the knowledge of the teacher about the selected ICT framework and the use of virtual experiments. There is a need to develop a prototype for a technology-enriched ICT framework for active learning of physics that will provide teachers and students with an interactive platform to promote active physics learning.

The Infusion of Gamification in Promoting Chemical Engineering Laboratory Classes

Active learning strategies are increasingly implemented in chemical engineering education, yet challenges persist in stimulating student participation and motivation. The rigorous demands placed on students in this field, from complex practical requirements to extensive programming and computational skills, underscore the need for innovative educational tools. Gamification emerges as a pivotal instrument in this context, fostering active student engagement, enhancing practical application of knowledge, increasing motivation, and providing a more precise assessment of student comprehension. These educational games serve as a powerful adjunct to traditional teaching strategies, equipping students with necessary skills for their future careers in the field. These games include laboratory course games, process simulators, games used in foundational courses, and those centered around reaction kinetics. This entry primarily investigates the various games employed to bolster student learning during chemical engineering laboratory courses. A thorough analysis is conducted on the survey of existing games used specifically in chemical engineering labs. The gamut of games discussed includes escape games, along with Virtual Reality (VR) and Augmented Reality (AR) games, all aiming to enhance laboratory experiences in areas such as fluid mechanics, organic reactions, and process control. This entry concludes by examining the prospective trajectory of gamification in chemical engineering labs, offering insights into future potential and advancements in this innovative educational approach.

Teachers' Problems and Concerns in Teacher Education

The objective of this study is to find out the major problems and concerns of teachers in teacher education. This is a literature review based study. The descriptive method was employed in this study. The goal of a program called "teacher education" is to help educators become more effective and competent so they can fulfill the demands of their jobs and the problems posed by globalization. We must try to improve our teacher preparation program if we want to have good teachers. The findings indicate that teachers in Nepal confront a number of difficulties in their line of work. It was found that traditional curricula, a lack of developing creativity, life skills, and a lack of training in teaching skills, and traditional teaching strategies, low school supervision, insufficient empirical research, profit-oriented education, a lack of ICT-based teaching and learning, etc. are the main issues and problems in teacher education. Additionally, there is a serious issue due to the imbalance between the supply and demand for teachers. To improve the standard of teacher education, it is crucial to empower teachers to perform well. The corrective actions to enhance teacher education include proper scheduling and use of human resources, management of qualified staff, provision of adequate facilities and equipment, appropriate techniques, effective teaching practices, quality improvement, research skills, changes in the role of teachers, integration of ICT in teacher education, and other things. However, effective action should be taken by the central and local governments to strengthen the programs for teacher education.

Dental materials science curriculum in Malaysia: Time for transformation

Introduction: Dental materials science is one of the core courses for Malaysian undergraduate dental programmes, which has been primarily taught through a series of didactic lectures during the preclinical phase. In accordance with the newly revised national competency statement, Malaysian dental education is moving toward competency-based education, hence a reformation of the dental materials science curriculum is warranted. Methods: Curriculum design including common teaching, learning and assessments methods for the Malaysian dental materials science were described and analysed. The common practices were reviewed and compared with latest national guidelines and literature. Results: There is yet an initiative to establish a national curriculum for dental materials science. The use of traditional teaching strategies for this course also needs to be revamped from a teacher-centred to a student-centred approach. Furthermore, faculty members are facing significant challenges because the revamp requires them to explore cutting-edge pedagogical methods and develop appropriate learning opportunities, environments, resources, and assessments. Several recommendations are proposed, such as mapping the existing dental materials science curriculum to identify gaps, incorporating more hands-on sessions, implementing an integrated curriculum, introducing various formative and summative assessments, as well as recruiting faculty members with different areas of educational expertise. Conclusion: It is hoped that this article offers a clearer pathway for Malaysian dental educators to pioneer new insight and transform the existing dental materials science curriculum.

Techniques for Increasing Educational Motivation and the Need to Assess Students' Knowledge: The Effectiveness of Educational Digital Games in Learning English Grammatical Material.

Educational digital games can be an effective way to teach English grammatical material because they provide an interactive and engaging learning experience. The purpose of this study is to clarify how playing digital games affects students' motivation and performance in university-level English grammar classes. [The North-Eastern Federal Institute of MK Ammosova in Neryungri] used a quasi-experimental study, testing, respondent survey, and statistical data analysis method for this purpose. 114 Fourth-year students were the participants, and they were split into the experimental and control groups at random. Students in the experimental group were given a learning format that included the use of digital games designed to teach English grammar (Quizlet and Kahoot!). The traditional teaching strategies offered by the university curriculum were used with the students in the control group (written assignments, textbooks, presentations, and tests). The post-test revealed that the control group's results were nearly identical to those of the pre-test. The students in the experimental group performed better. The proportion of students scoring "poor" fell from 30 to 10%, while the proportion scoring "moderate" fell from 42 to 27%. The "good" score increased from 17 to 40%, and the "excellent" score increased from 11 to 23%. These results suggest that digital games are a more productive and effective tool for teaching English grammar than traditional games. Students were also highly motivated, as they found digital games to be both entertaining and effective for language acquisition. Academic performance did not significantly improve. Based on this, future research might create electives or courses that teach English grammar more successfully using gamification techniques. These results can also be used to guide future research in education, language acquisition, and modern technology.

Enhancing students’ achievement in biology using inquiry-based learning in Rwanda

<span lang="EN-US">Students in secondary schools in Rwanda manifest difficulties in learning science subjects including biology. Studies revealed that inadequate teaching methods dominated by teacher-centered traditional or conventional educational strategies are some of the factors that cause difficulties in learning, which in turn leads to poor achievements in biology. This study investigated the effect of inquiry-based learning (IBL) using 5Es instructional model (Engage, Explore, Explain, Elaborate and Evaluate) on secondary school students’ achievement in biology. There were 231 secondary school students from six schools in Rwanda constituted the sample. A quasi-experimental quantitative approach consisting of pre- and post-tests was used for data collection. Descriptive statistics were used for data analysis. Results indicated that the mean of post test score of experimental group was higher than the mean of counterparts in control group. Further, t-test and ANCOVA were used for inferential statistics. Findings showed once again significant differences between experimental groups taught with IBL and control group taught with conventional teaching methods. There was no significant effect on gender while a significant difference based on school location was identified. The study recommends educational stakeholders to use the IBL designed by 5Es instructional model at school level to solve problems related to poor performance in biology.</span>

For White Folks Who Teach Hip-Hop—and the Rest of Ya’ll, Too: Interrogating the Positionality of Hip-Hop Educators and Researchers

ABSTRACT Historically, across U.S. education systems, traditional teaching strategies and school curricular practices have been anchored in Western views and Eurocentric frameworks that position whiteness as the center of legitimate knowledge and, as a result, other knowledge as peripheral and insignificant. In this article, we offer practical considerations for educators and researchers who seek to disrupt systems of oppression through the implementation of hip-hop based education. As an extension of culturally relevant pedagogy, we contend that the critical implementation of hip-hop based education must include an interrogation of educator and researcher positionality as it relates to hip-hop culture.

Innovative teaching strategies for training of future mathematics in higher education institutions in India

The purpose of the article is to analyze teaching strategies used during the future mathematicians training in India and to select the most effective ones. The objectives include: to carry out a close-open survey in order to distinguish the teaching strategies used in mathematics education; to establish traditional and innovative teaching strategies and describe the difficulties; to assess plausibility of hypothesis and to outline the most efficient teaching strategies. Within the framework of research 28 works published from 2018 to 2022 and devoted to the problems of mathematics education in Indian higher educational institutions were analyzed. A number of legislative documents and teachers’ guidelines were studied in order to outline the government policy on education modernization and the principles of organization of educational process in India. The deductive approach to apply theoretical methods like literature review and analysis of research results was used. Empirical research methods included a close survey, mathematical analysis and statutory interpretation of answers. The numerical data contributed to the assessment of plausibility of hypothesis and proved that innovative teaching strategies make the educational process more effective. The close survey was conducted during 2022-2023 academic year. It includes three stages: preparatory, experiment and final. The close survey involved 216 mathematics teachers from different higher educational institutions throughout India. The results show that traditional teaching strategies are still widely used in Indian educational institutions. Nevertheless innovations are essential to present qualitative changes in the system of education. The following innovative teaching strategies were used: bilingual education, inter-subject links, mobile learning, microteaching, gamification, ICT, flipped classroom, personalized learning. These strategies improve learning outcomes among students, increase the creativity, communication skills, decision-making, and professional flexibility, enhance motivation, increase interest to professional activity, provide better understanding of materials, form professional competency, and contribute to decision-making skills formation.

Global teaching style adaptations and curriculum adjustments for school students during COVID-19

ABSTRACT The pandemic brought a massive shift in traditional education strategies. Educational literature is focusing on case studies for online-learning platforms. This research aims to break down the adaptations in teaching styles and curriculums across different countries due to the worldwide shift towards newer technology and learning mediums to facilitate students. Analyzing aspects like motivation, access to network services, grading schemes, teaching styles, and curriculum changes, this research utilizes a cross-country comparison through existing local research in various parts of the globe to summarize the changes that educational institutions in higher education have incorporated into their syllabi and teaching methods. A survey was carried out at Al Ain university consisting of 174 students and 31 faculty members who rated their motivation levels and satisfaction with online learning vs. traditional methods. This survey revealed various answers showcasing the need for institutional training, student-centered curriculums, and syllabi objectives that need to be predetermined and implemented to foster students’ well-being and interest in the subject matter rather than knowledge acquisition. Moreover, through analyzing different countries’ teaching methodologies, we found that developing key competencies and curriculum objectives with different options and mediums available to students is vital to establish agency for students’ well-being.

Does a brief surgeon training in negotiation theory principles decrease rates of contralateral prophylactic mastectomy?

Despite the lack of any oncologic benefit, contralateral prophylactic mastectomy (CPM) use among women with unilateral breast cancer is increasing. This patient-driven trend is influenced by fear of recurrence and desire for peace of mind. Traditional educational strategies have been ineffective in reducing CPM rates. Here we employ training in negotiation theory strategies for counseling and determine the effect on CPM rates. In consecutive patients with unilateral breast cancer treated with mastectomy from 05/2017 to 12/2019, we examined CPM rates before and after a brief surgeon training in negotiation skills. This comprised a systematic framework for patient counseling utilizing early setting of the default option, leveraging social proof, and framing. Among 2144 patients, 925 (43%) were treated pre-training and 744 (35%) post-training. Those treated in the 6-month transition period were excluded (n = 475, 22%). Median patient age was 50years; most patients had T1-T2 (72%), N0 (73%), and estrogen receptor-positive (80%) tumors of ductal histology (72%). The CPM rate was 47% pre-training versus 48% post-training, with an adjusted difference of -3.7% (95% CI -9.4 to 2.1, p = 0.2). In a standardized self-assessment survey, all 15 surgeons reported a high baseline use of negotiation skills and no significant change in conversational difficulty with the structured approach. Brief surgeon training did not affect self-reported use of negotiation skills or reduce CPM rates. The choice of CPM is a highly individual decision influenced by patient values and decision styles. Further research to identify effective strategies to minimize surgical overtreatment with CPM is needed.

Evaluation of Virtual Reality High-Fidelity Adult Mannequin-based Simulation of Real-Life Clinical Scenarios in Teaching Clinical Pharmacology to Medical Students

BackgroundPresently, competency-based medical (CBME) curriculum challenges the medical educators to provide continuing education with new approaches to make learning more stimulating, motivating, and entertaining, fostering excellence in clinical practice. To address these issues, educators have advocated the use of virtual reality and mannequins to teach clinical pharmacology.ObjectivesTo study the effect, perception, and feedback of virtual reality high-fidelity adult mannequin-based (VHFM) simulation of real-life clinical scenarios over conventional tutorials in teaching clinical pharmacology to medical students.Material and MethodsAn interventional study was designed for 2nd year MBBS students for a period of 6 months. The enrolled students were randomly assigned to the test group (VHFM) or control group (tutorials). The CAE Healthcare Ltd. maestro, high-fidelity prehospital mannequin (APOLLO) was used in the test group. Three sessions consisting of six different cases were discussed, and multiple-choice questions (MCQs)-based pre-test, post–test, and retest after a month were conducted in both groups and compared. The perception and feedback of faculty and students were obtained by using a modified and revalidated questionnaire.ResultsThe test group outperformed the control group ( p <.001) in all sessions based on pre-test, post-test, and retest scores, and within-group comparisons revealed significant improvements in both groups. Students’ perceptions and feedback regarding VHFM were more enthusiastic and promising than in the tutorial group.ConclusionsVHFM is student-centered, provides an active learning environment, and aids in skill development. We strongly suggest VHFM-based learning as a complement to traditional teaching strategies in pharmacology, especially for teaching clinical reasoning to medical students.

The Resident Learning Journey in the Medical Intensive Care Unit.

The medical intensive care unit (MICU) offers rich resident learning opportunities, but traditional teaching strategies can be difficult to employ in this fast-paced, high-acuity environment. Resident perspectives of learning within this environment may improve our understanding of the common challenges residents face and inform novel approaches to transform the MICU educational experience. We conducted a qualitative study of internal medicine residents to better understand their approach to learning the critical care activities that they are entrusted to perform in the MICU. Using a thematic analysis approach, we conducted six focus group interviews with 15 internal medicine residents, separated by postgraduate year. A trained investigator led each interview, which was audio-recorded and transcribed verbatim for analysis. Our diverse research team, representing different career stages across the continuum of learning to minimize interpretive bias, identified codes and subsequent themes inductively. We refined these themes through group discussion and sensitizing social learning theory concepts using Wenger's community of practice and organized them to create learner archetypes and a conceptual framework of resident learning in the MICU. We identified three thematic resident learning categories: learning goals and motivation, clinical engagement, and interprofessional collaboration. We distinguished three learner archetypes, the novice, experiential learner, and practicing member, to describe progressive resident development within the interprofessional MICU team, the challenges they frequently encounter, and potential teaching strategies to facilitate learning. We developed a conceptual framework that describes the resident's journey to becoming a trusted, collaborating member of the interprofessional MICU team. We identified common developmental challenges residents face and offer educational strategies that may support their progress. These findings should inform future efforts to develop novel teaching strategies to promote resident learning in the MICU.