Abstract groups and group presentations

2012 ◽  
pp. 53-66
Author(s):  
A. Sossinsky
Keyword(s):  
Group Presentations

scholarly journals 1125. Innovative Virtual Learning in the Midst of a Pandemic - Patients, Populations, and Pandemics: Responding to COVID-19

2020 ◽  
Vol 7 (Supplement_1) ◽  
pp. S592-S593
Author(s):  
Lucille K Kohlenberg ◽  
Muriel J Solberg ◽  
Fatima N Ali-Mirza ◽  
Sheela Shenoi ◽  
Saad Omer
Keyword(s):  
Student Participation ◽  
Lessons Learned ◽  
Direct Patient Care ◽  
Future Health ◽  
Unique Challenge ◽  
Student Groups ◽  
Group Presentations ◽  
Innovative Learning ◽  
Education Medical ◽  
Virtual Setting

Abstract Background The COVID-19 pandemic has posed a unique challenge to undergraduate medical education. Medical schools postponed student participation in direct patient care in mid-March 2020, creating the need for rapidly-designed, virtual, and innovative learning experiences. Methods Utilizing Kern’s six-step approach to curriculum development, faculty and medical student liaisons rapidly designed a six-week online and interactive course for clerkship-year students and above, launched on March 30th, 2020. “Patients, Populations, and Pandemics: Responding to COVID-19” emphasized honing higher level skills of Bloom’s taxonomy, namely evaluating, synthesizing, and creating. Following weekly faculty-led lectures, student groups identified research questions, analyzed literature, presented data, critiqued peer presentations, and created infographics for the public. Results We aimed to maintain quality and interactiveness despite challenges posed by our timeframe, the evolving COVID-19 literature, and the virtual setting. We recruited frontline faculty and designed the course to facilitate discussion, thereby promoting real-time exploration of public health and clinical challenges. Encouraging student participation, we incorporated group synthesis sessions and instructed use of video, hand-raising, and chat features. In a survey administered at the end of the first week, 85.7% (18/21) of students strongly agreed or agreed that small group presentations successfully enabled synthesis of new and emerging data. Among the 29 enrolled students, 82.8% (24/29) of students completed final course evaluations, with 87.5% (21/24) agreeing that the learning activities “usually” or “always” helped meet the learning objectives identified at the beginning of the course. The course was rated as “excellent” or “very good” by 83.3% (20/24) of students. Conclusion Lessons learned include providing students with increased direction on critically reviewing peer presentations and imparting guidance on best practices for data synthesis. This course model will be disseminated throughout our institution and beyond to address challenges in remote learning and to serve as a paradigm during future health crises. Disclosures All Authors: No reported disclosures

Refining Large Group Presentations

SIG Bulletin ◽  
1984 ◽  
Vol 1 (1) ◽  
pp. 12-13
Author(s):  
Molly Brown
Keyword(s):  
Large Group ◽  
Group Presentations

America on Stage: the World in the Classroom

1995 ◽  
Vol 11 (41) ◽  
pp. 66-71
Author(s):  
Caleen Sinnette Jennings
Keyword(s):  
Assistant Professor ◽  
Television Studies ◽  
Washington Dc ◽  
American University ◽  
American Theatre ◽  
Film And Television ◽  
The Third ◽  
Group Presentations ◽  
The World ◽  
Similarities And Differences

In this, the third paper originally presented at the ATHE conference in Atlanta in 1992, Caleen Sinnette Jennings, Assistant Professor of Theatre in the American University, Washington, DC, discusses the problems and rewards of introducing American theatre, film, and television studies to a class of sixty students from a wide variety of nations and social backgrounds. Outlining the ideas and intentions behind a wide-ranging syllabus, she quotes from group presentations and individual responses to illustrate how works deeply rooted in American culture and assumptions can stimulate the recognition and discussion of social and cultural similarities and differences among responsive students.

scholarly journals An inequality for group presentations

2000 ◽  
Vol 62 (3) ◽  
pp. 467-469
Author(s):  
Avionam Mann
Keyword(s):  
90Th Birthday ◽  
Group Presentations

To Bernhard Neumann on his 90th BirthdayWe prove an inequality involving the number of relations and of relations and of generators of any group, and derive some consequences. The proof applies the theory of pro-p groups.

ON THE ASPHERICITY OF A FAMILY OF RELATIVE GROUP PRESENTATIONS

2009 ◽  
Vol 19 (02) ◽  
pp. 159-189 ◽  
Author(s):  
PETER J. DAVIDSON
Keyword(s):  
Group Presentations

Excluding four unresolved cases, we give a classification of asphericity in relative presentations of the form 〈H, t; tnat-1b〉 where the orders of a and b are both at least 3.

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