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Adaptive Strategies to Conduct Participant-Centric Structured Virtual Group Discussions for Postgraduate Students in the Wake of the COVID-19 Pandemic

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Title: Adaptive Strategies to Conduct Participant-Centric Structured Virtual Group Discussions for Postgraduate Students in the Wake of the COVID-19 Pandemic
Language: English
Authors: Kaur, Simran (ORCID 0000-0001-9091-9480), Bir, Megha, Chandran, Dinu S. (ORCID 0000-0003-4331-4512), Deepak, Kishore Kumar
Source: Advances in Physiology Education. Mar 2021 45(1):37-43.
Availability: American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
Peer Reviewed: Y
Page Count: 7
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Physiology, Medical Education, Medical Students, Graduate Students, COVID-19, Pandemics, Virtual Classrooms, Computer Mediated Communication, Group Discussion, Group Dynamics, Synchronous Communication, Asynchronous Communication, Active Learning, Small Group Instruction
Geographic Terms: India
DOI: 10.1152/advan.00136.2020
ISSN: 1043-4046
Abstract: In the wake of COVID-19, the postgraduate activities in physiology were shifted from live (face-to-face teaching) to virtual mode. This transition posed a challenge to postgraduate students and faculty moderators, especially for participant-centric group discussion, wherein face-to-face interaction contributes significantly to active learner engagement. To bridge the gap between live group discussion (GD) and virtual GD in the conventional format (VGD), we implemented an innovative yet feasible multistep approach of conducting structured virtual group discussion (sVGD). It involved priming of students during the preparatory phase and incorporation of the Tuckman model of group dynamics, which consists of sequential substages of forming, storming, norming, and performing into the virtual format. Unsupervised synchronous and asynchronous, as well as supervised synchronous interactions within and in between the minigroups in a structured way, led to active engagement of students with one another and the moderator, despite the constraints imposed by the virtual format. After establishing the feasibility of the approach during the first GD (sVGD-1), sVGD-2 was conducted, further refining the approach, and feedback was obtained from the postgraduate students. Pre-GD feedback revealed that the live session was preferred over virtual for the conduct of GD, whereas both live GD and sVGD were perceived to be more effective than VGD in the post-GD feedback. Such pedagogical innovations may also help to address the challenges posed in traditional teaching across the undergraduate and postgraduate courses in medical education and beyond during such unforeseeable circumstances.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1287752
Database: ERIC
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  Data: Adaptive Strategies to Conduct Participant-Centric Structured Virtual Group Discussions for Postgraduate Students in the Wake of the COVID-19 Pandemic
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  Data: <searchLink fieldCode="AR" term="%22Kaur%2C+Simran%22">Kaur, Simran</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9091-9480">0000-0001-9091-9480</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bir%2C+Megha%22">Bir, Megha</searchLink><br /><searchLink fieldCode="AR" term="%22Chandran%2C+Dinu+S%2E%22">Chandran, Dinu S.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4331-4512">0000-0003-4331-4512</externalLink>)<br /><searchLink fieldCode="AR" term="%22Deepak%2C+Kishore+Kumar%22">Deepak, Kishore Kumar</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Advances+in+Physiology+Education%22"><i>Advances in Physiology Education</i></searchLink>. Mar 2021 45(1):37-43.
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  Data: American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
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  Data: 7
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Physiology%22">Physiology</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+Education%22">Medical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+Students%22">Medical Students</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Virtual+Classrooms%22">Virtual Classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Discussion%22">Group Discussion</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Dynamics%22">Group Dynamics</searchLink><br /><searchLink fieldCode="DE" term="%22Synchronous+Communication%22">Synchronous Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Asynchronous+Communication%22">Asynchronous Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Small+Group+Instruction%22">Small Group Instruction</searchLink>
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  Data: 10.1152/advan.00136.2020
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  Data: In the wake of COVID-19, the postgraduate activities in physiology were shifted from live (face-to-face teaching) to virtual mode. This transition posed a challenge to postgraduate students and faculty moderators, especially for participant-centric group discussion, wherein face-to-face interaction contributes significantly to active learner engagement. To bridge the gap between live group discussion (GD) and virtual GD in the conventional format (VGD), we implemented an innovative yet feasible multistep approach of conducting structured virtual group discussion (sVGD). It involved priming of students during the preparatory phase and incorporation of the Tuckman model of group dynamics, which consists of sequential substages of forming, storming, norming, and performing into the virtual format. Unsupervised synchronous and asynchronous, as well as supervised synchronous interactions within and in between the minigroups in a structured way, led to active engagement of students with one another and the moderator, despite the constraints imposed by the virtual format. After establishing the feasibility of the approach during the first GD (sVGD-1), sVGD-2 was conducted, further refining the approach, and feedback was obtained from the postgraduate students. Pre-GD feedback revealed that the live session was preferred over virtual for the conduct of GD, whereas both live GD and sVGD were perceived to be more effective than VGD in the post-GD feedback. Such pedagogical innovations may also help to address the challenges posed in traditional teaching across the undergraduate and postgraduate courses in medical education and beyond during such unforeseeable circumstances.
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        PageCount: 7
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    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Physiology
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      – SubjectFull: Medical Education
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      – SubjectFull: Medical Students
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      – SubjectFull: Group Discussion
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      – SubjectFull: Small Group Instruction
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