scholarly journals Building a precision oncology workforce by multidisciplinary and case-based learning

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Srikar Chamala ◽  
Heather T. D. Maness ◽  
Lisa Brown ◽  
C. Brooke Adams ◽  
Jatinder K. Lamba ◽  
...  
Keyword(s):  
Focus Group ◽  
Course Design ◽  
Comparative Method ◽  
Group Session ◽  
Focus Group Session ◽  
Precision Oncology ◽  
Training Experience ◽  
Hands On ◽  
Case Based Learning ◽  
Case Based

Abstract Background Participants in two recent National Academy of Medicine workshops identified a need for more multi-disciplinary professionals on teams to assist oncology clinicians in precision oncology. Methods We developed a graduate school course to prepare biomedical students and pharmacy students to work within a multidisciplinary team of oncology clinicians, pathologists, radiologists, clinical pharmacists, and genetic counselors. Students learned precision oncology skills via case-based learning, hands-on data analyses, and presentations to peers. After the course, a focus group session was conducted to gain an in-depth student perspective on their interprofessional training experience, achievement of the course learning outcomes, ways to improve the course design in future offerings, and how the course could improve future career outcomes. A convenience sampling strategy was used for recruitment into the focus group session. A thematic content analysis was then conducted using the constant comparative method. Results Major themes arising from student feedback were (1) appreciation of a customized patient case-based teaching approach, (2) more emphasis on using data analysis tools, (3) valuing interdisciplinary inclusion, and (4) request for more student discussion with advanced preparation materials. Conclusions Feedback was generally positive and supports the continuation and expansion of the precision oncology course to include more hands-on instruction on the use of clinical bioinformatic tools.

scholarly journals Revealing Developers’ Arguments on Validating the Incidence of Code Smells: A Focus Group Experience

2021 ◽  
Author(s):  
Luis Felipi Junionello ◽  
Rafael de Mello ◽  
Roberto Oliveira ◽  
Leonardo Sousa ◽  
Alexander López ◽  
...  
Keyword(s):  
Focus Group ◽  
Tacit Knowledge ◽  
Automated Detection ◽  
Group Session ◽  
Focus Group Session ◽  
Code Smells ◽  
Identifying Code ◽  
Code Smell ◽  
Human Validation ◽  
Group Experience

Identifying code smells is considered a subjective task. Unfortunately, current automated detection tools cannot deal with such subjectivity, requiring human validation. Developers tend to follow different, albeit complementary, strategies when validating the identified smells. Intending to find out developers' arguments when validating the incidence of code smells, we conducted a focus group session with developers familiar with identifying code smells. We distributed them among two groups, in which they had to argue about the incidence of a code smell: either accepting or rejecting its presence. Based on their arguments, we compiled a set of general heuristics that developers follow when validating smells. We then used these heuristics for composing validation items. We understand that the set of validation items proposed may support developers in reflecting on the incidence of code smells. However, further studies are needed for reaching a more comprehensive and optimized set. The experience of this study reveals that conducting focus group sessions is helpful to emerge the tacit knowledge of developers when validating code smells.

scholarly journals Use of case-based or hands-on laboratory exercises with physiology lectures improves knowledge retention, but veterinary medicine students prefer case-based activities

2018 ◽  
Vol 42 (2) ◽  
pp. 182-191 ◽  
Author(s):  
Renee M. McFee ◽  
Andrea S. Cupp ◽  
Jennifer R. Wood
Keyword(s):  
Veterinary Medicine ◽  
Active Learning ◽  
Student Performance ◽  
Student Attitudes ◽  
Learning Activities ◽  
Learning Activity ◽  
Hands On ◽  
Case Based Learning ◽  
Survey Responses ◽  
Case Based

Didactic lectures are prevalent in physiology courses within veterinary medicine programs, but more active learning methods have also been utilized. Our goal was to identify the most appropriate learning method to augment the lecture component of our physiology course. We hypothesized that case-based learning would be well received by students and would be more effective at helping them learn physiological concepts compared with more traditional laboratory exercises. In this study, approximately one-half of the laboratory sessions for the two-semester course were dedicated to traditional hands-on laboratory exercises, whereas the remaining one-half of the sessions were dedicated to case-based exercises. The lecture portion of the course was not altered. Student attitudes were evaluated after each session and at the end of each semester via quantitative and qualitative survey questions. Student performance was evaluated using section exams and end-of-semester posttests. The vast majority of survey responses received were positive for both cased-based activities and traditional hands-on laboratories. In addition, participation in both types of active learning activities, but not lecture, was associated with retention of conceptual knowledge based on student performance between the section exams and posttests ( P < 0.002). These results indicate that both case-based learning and laboratory exercises are beneficial learning activities to incorporate into a lecture-based physiology course. However, positive survey responses were significantly greater following case-based activities vs. traditional hands-on laboratories, and only participation in case-based activities resulted in greater student performance on the posttest ( P < 0.04). Therefore, case-based activities may be the preferred supplemental learning activity for veterinary medical physiology.

scholarly journals Face-to-Face in Writing: My First Attempt at Conducting a Text-based Online Focus Group

2014 ◽  
Author(s):  
Steven Terrell
Keyword(s):  
Focus Group ◽  
Focus Groups ◽  
Educational Research ◽  
Group Session ◽  
Focus Group Session ◽  
Classroom Setting ◽  
Online Environment ◽  
Face To Face ◽  
Graduate Degrees

Having completed graduate degrees in educational research and counseling, I have studied the theory of focus groups and participated in many while in a classroom setting. Interestingly, I had never moderated one until my first attempt in a text-based online environment. This paper describes my preparation for the session as well as the issues I faced while actually conducted the focus group. Readers will find that being prepared by establishing rapport with their group prior to the event, understanding the change of dynamics that distance brings to the process and handling the pressures of an expanded role as moderator, will help ensure a successful focus group session.

scholarly journals Prevailing outcome themes reported by people with degenerative cervical myelopathy: findings from a focus group session (Preprint)

10.2196/18732 ◽  
2020 ◽  
Author(s):  
Danyal Zaman Khan ◽  
Siobhan Mairead Fitzpatrick ◽  
Bryn Hilton ◽  
Angus G.K. McNair ◽  
Ellen Sarewitz ◽  
...  
Keyword(s):  
Focus Group ◽  
Cervical Myelopathy ◽  
Group Session ◽  
Focus Group Session ◽  
Degenerative Cervical Myelopathy

scholarly journals Stimulating Learning with Integrated Assessments in Construction Education

2014 ◽  
Vol 14 (3) ◽  
pp. 86-98 ◽  
Author(s):  
Imriyas Kamardeen
Keyword(s):  
Integrated Assessment ◽  
Course Design ◽  
Learning Experience ◽  
Learning Activity ◽  
Similar Degree ◽  
Construction Education ◽  
Study Approach ◽  
Case Based Learning ◽  
Case Based

Quality of learning students experience is heavily dependent on the effectiveness of course design. Assessments are a key component in course design and students determine their level of involvement in a learning activity based on whether it is assessed or not. Assessments are therefore a powerful tool that lecturers can utilise to drive learning. However, designing effective assessments to stimulate learning is challenging in the presence of disciplinary, contextual dimensions. A case study approach is adopted to demonstrate how effective integrated assessment schemes may be developed and implemented for construction education. The scheme in the case study amalgamated case-based learning, online quizzes and adaptive eTests to provide a variety of assessments, aligned with lecture topics and contemporary real-word scenarios. It was found that the presence of both formative and summative tasks in the assessment scheme complemented each other, kept students constantly motivated and engaged in learning, and resulted in a good learning experience for them. The study provide evidence, and valuable insights and tips for lecturers in similar degree programs as to how they could modify pedagogical styles in their courses for better learning experiences for students and improved teaching ratings for themselves. Keywords: Pedagogy, Integrated assessment, Case-based learning, Online quiz, Adaptive eLearning

scholarly journals Face-to-Face in Writing: My First Attempt at Conducting a Text-based Online Focus Group

2016 ◽  
Author(s):  
Steven Terrell
Keyword(s):  
Focus Group ◽  
Focus Groups ◽  
Educational Research ◽  
Group Session ◽  
Focus Group Session ◽  
Classroom Setting ◽  
Online Environment ◽  
Face To Face ◽  
Graduate Degrees

Having completed graduate degrees in educational research and counseling, I have studied the theory of focus groups and participated in many while in a classroom setting. Interestingly, I had never moderated one until my first attempt in a text-based online environment. This paper describes my preparation for the session as well as the issues I faced while actually conducted the focus group. Readers will find that being prepared by establishing rapport with their group prior to the event, understanding the change of dynamics that distance brings to the process and handling the pressures of an expanded role as moderator, will help ensure a successful focus group session.

scholarly journals Sexual Harassment Deterrent Mechanism to Safeguard the Well-Being of Sports Practitioners

2021 ◽  
Vol 9 (1) ◽  
pp. 50-57
Author(s):  
Sharifah Syahirah ◽  
Syarifah Fathynah ◽  
Bahiyah Abdul Hamid ◽  
Habibah Ismail ◽  
Fadilah Puteh
Keyword(s):  
Focus Group ◽  
Sexual Harassment ◽  
Well Being ◽  
Jel Classification ◽  
Group Session ◽  
Focus Group Session ◽  
Primary Data ◽  
Supportive Environment ◽  
Sport Type

Objective - This article attempts to discuss an on-going sexual harassment deterrent initiative in safeguarding the well-being of sports practitioners in Malaysia. Methodology/Technique – The primary data used in this article is taken from a focus group session which consisted of a total of 35 participants. The main objective of this article is to discuss the results, specifically the recommendations made by focus group participants which consisted of government officers, members of NGOs, sports experts, and sports practitioners. The focus group participants firstly pin-pointed the inadequacy of current deterrent mechanisms that have failed to protect Malaysian athletes from sexual harassment such that more often than not many cases have been unreported or have simply been dismissed altogether. Following this, suggestions and recommendations were put forward by the focus group participants to improve on the mechanisms that would ensure a safe and supportive environment for all Malaysians in sport in order to eliminate all forms of sexual harassment, abuse, and exploitation. Finding – Taking into consideration the suggestions and recommendations put forth by the focus group this paper suggests a 4Ps framework in order to eliminate all forms of sexual harassment and abuse in sport. Type of Paper: Empirical. JEL Classification: I310, Z32, Z280. Keywords: Safeguard; Well-being; Sports Practitioners; Sexual Harassment; Deterrent Mechanism Reference to this paper should be made as follows: Syahirah, S; Fathynah, S; Hamid, B.A; Ismail, H; Puteh, F. (2021). Sexual Harassment Deterrent Mechanism to Safeguard the Well-Being of Sports Practitioners, GATR Global J. Bus. Soc. Sci. Review, 9(1): 50 – 57. https://doi.org/10.35609/gjbssr.2021.9.1(6)

scholarly journals The Quest for Sustainable Teaching Praxis: Opportunities and Challenges of Multidisciplinary and Multicultural Teamwork

2021 ◽  
Author(s):  
Elli Doukanari ◽  
Despo Ktoridou ◽  
Leonidas Efthymiou ◽  
Epaminondas Epaminonda
Keyword(s):  
Focus Group ◽  
Knowledge Sharing ◽  
Teaching Practice ◽  
Social Significance ◽  
Focus Group Interviews ◽  
Mixed Methods Approach ◽  
Wide Range ◽  
Case Based Learning ◽  
Group Interviews ◽  
Case Based

This article investigates the prospect of implementing multidisciplinary and multicultural student teamwork (MMT) involving Case-based Learning (CBL) and Problem-based Learning (PBL) as a sustainable teaching practice. Based on a mixed methods approach, which includes direct observation (both physical and virtual), questionnaire distribution and focus-group interviews the study reveals that MMT through CBL and PBL can both facilitate and hinder sustainable learning. Our findings show that while MMT enhances knowledge sharing, it also poses a wide range of challenges, raising questions about its social significance as a sustainable teaching practice. The study suggests the implementation of certain mechanisms, such as &lsquo;Teamwork Training&rsquo; and &lsquo;Pedagogical Mentors&rsquo;, aiming to strengthen the sustainable orientation of MMT through CBL and PBL.

An Autonomous Robot-to-Group Exercise Coach at a Senior Living Community

2016 ◽  
Vol 6 (2) ◽  
pp. 44-62 ◽  
Author(s):  
Lundy Lewis ◽  
Ted Metzler ◽  
Linda Cook
Keyword(s):  
Focus Group ◽  
The Elderly ◽  
Human Robot Interaction ◽  
Group Session ◽  
Focus Group Session ◽  
Exercise Session ◽  
Robot Interaction ◽  
Physical Capability ◽  
Warm Up ◽  
Cognitive Awareness

A NAO humanoid robot is programmed to act as an autonomous exercise instructor at a senior living community. In an on-site session, the robot does (i) a warm-up routine in which the robot directs participants to ask it to perform various tasks such as dancing and reciting poems and (ii) an exercise routine in which the robot guides participants through various physical exercises such as leg, hand, and neck exercises. The participants include six elderly residents, three nurses/caregivers, and two administrators. The elderly group is categorized with respect to cognitive awareness and physical capability. The session is videoed and then analyzed to measure several dimensions of human-robot interaction with these diverse participants, including affective reaction, effective reaction, and group responsiveness. Following the exercise session, a focus group session is conducted with the seniors and a separate focus group session conducted with the nurses and administrators to glean further data.

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