handbook of research on teacher education and professional development

Description

As educational standards continue to transform, it has become essential for educators and pre-service teachers to receive the support and training necessary to effectively instruct their students and meet societal expectations. However, there is not a clear consensus on what constitutes teacher effectiveness and quality within the education realm.

The Handbook of Research on Professional Development for Quality Teaching and Learning provides theoretical perspectives and empirical research on educator preparation and methods for enhancing the teaching process. Focusing on teacher effectiveness and support provided to current and pre-service educators, this publication is a comprehensive reference source for practitioners, researchers, policy makers, graduate students, and university faculty.

Table of Contents

• #1. National Board Certification in North Carolina: Five Motivators for Pursuit
• #2. The Role of Inquiry in Teachers' Learning from the National Board Certification Process
• #3. Leveraging Professional Development to Prepare General and Special Education Teachers to Teach within Response to Intervention Frameworks
• #4. Examining What Elementary School Teachers Take Away from Mathematics Professional Development
• #5. A Meta-Synthesis of WBT and Active Learning Pedagogies: Faculty Development, Give Brainpower a Boost
• #6. Teachers as First Responders: Executive Function Knowledge Improves Instruction
• #7. Stress Management to Enhance Teaching Quality and Teaching Effectiveness: A Professional Development Framework for Teachers
• #8. Potentials and Challenges of a Situated Professional Development Model
• #9. Mathematics Teacher Education and edTPA: Complex Assessing
• #10. Not Too Young to Lead: Preparing Pre-Service Teachers to Lead
• #11. Preparing Teachers in the Age of Equity and Inclusion
• #12. Preparing Teachers to Teach Historical Thinking?: An Interplay Between Professional Development Programs and School-Systems' Cultures
• #13. Teacher Fellows: A School/University Partnership for Beginning Teachers
• #14. Teaching with Primary Sources: Moving from Professional Development to a Model of Professional Learning
• #15. Using Self-Mentoring to Increase Teacher Efficacy and Confidence as Leaders: A Review of Multiple Studies from the Field
• #16. Mediating the Sources and Benefits of Teacher Self-Efficacy for Systemic Transformative Meaning-Making
• #17. Multi-Semester Community Building in Higher Education: Examining the Impact on Teacher Education Candidates' Development and Teaching Self-Efficacy
• #18. What Counts as Quality Teaching?: Diverging Pathways in the Dis-United Kingdom
• #19. A National Crisis and a Call to Action: Preparing Teachers to Teach Children from Poverty
• #20. Revising a Teacher Education Program for Diversity and Social Justice through Culturally Responsive Coursework and Professional Collaboration
• #21. Preparing Urban Educators to Address Diversity and Equity through Field-Based Teacher Education: Implications for Program Design and Implementation
• #22. #UrbanLivesMatter: Empowering Learners through Transformative Teaching
• #23. Culturally Sustaining Pedagogy and Hip-Hop Based Education: A Professional Development Framework in Rap Cypher and Battle to Promote Student Engagement and Academic Achievement
• #24. Teacher Quality in the Twenty-First Century: Developing Globally Competent Teachers
• #25. Induction of Teachers in the English Speaking Caribbean
• #26. A Call for Mixed Methods in Evaluating Teacher Preparation Programs
• #27. Examining the Relationship Among Teachers' Working Conditions, Stress, and Professional Trajectory
• #28. Policy Impact on Teacher Induction: Connecticut's Story
• #29. Learning-Centered Teacher Evaluation in Wisconsin
• #30. Taken by the Numbers: How Value-Added Measures Distort Our View of Teachers' Work.
• #31. Professional Development for Quality Teaching and Learning: A Focus on Student Learning Outcomes
• #32. Secondary Education and Content Literacy in Inclusive Classrooms

Reviews and Testimonials

Editors Petty, Good, and Putman offer a collection of academic and professional perspectives focused on empirical research and theoretical perspectives on educator preparation and various methods for enhancing the teaching process. They have organized the selections that make up the main body of the text in parts devoted to teacher preparation, teacher evaluation, alternative licensure programs, pedagogical training, pre-service teacher preparation and a wide variety of other related subjects.

[...] Numbering 818 pages before the index, the book is as weighty as it is useful. The book contains 32 chapters broken up into four sections, including: Professional Development for Quality Teaching and Learning, Teacher Preparation and Professionalism, Preparing Teachers to Work with Diverse Populations, and Examining Outcomes of Teacher Preparation and Practice. Chapter 22 is entitled “#UrbanLivesMatter: Empowering Learners through Transformative Teaching” and is especially salient. Inspired by the Black Lives Matter movement, authors Nicole Webster of Penn State, Heather Coffey, and Nathan Ash, both of UNC-Charlotte, explore the best ways to educate teachers on how to put into place “transformative teaching” in order to close the achievement gap between urban and nonurban students. The chapter discusses the urgent need for culturally responsive teaching, multicultural education, and critical literacy. The authors make the important point that the lives of their students do not exist in a vacuum. It is ineffective to teach civics to urban students who feel unrepresented in their government, for example, if those students are not presented with strategies to gain political power and implement changes in the government. The theoretical may not work with all students, and illustrating the practical effects of policies, both good and bad, on urban communities will bring the point home in a way that simply reading from a book would not. This handbook is a useful resource and covers a tremendous amount of material. Highly recommended for academic libraries.

Author's/Editor's Biography

Irma sponsors.

• Get IGI Global News

• All Products
• Book Chapters
• Journal Articles
• Video Lessons
• Teaching Cases

Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development

• Printed-On-Demand (POD)
• Usually ships one day from order
• Multi-user license (no added fee)
• Immediate access after purchase
• PDF download
• Receive a 10% Discount on eBooks
• Purchase individual chapters from this book
• Immediate PDF download after purchase or access through your personal library

Education in the 21st century is shifting focus from accessing and sharing information to designing active and collaborative learning environments which foster student engagement and critical thinking skills. Active learning features a hands-on, activity-based teaching approach during which students synthesize information and take joy in new discovery.

The Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development presents a comprehensive look into the methodologies and strategies necessary to establish classroom climates in which students feel free to question their preconceptions and express opinions. Featuring chapters from international researchers, this book is ideal for administrators, teachers, policy makers, and students of education.

The many academic areas covered in this publication include, but are not limited to:

• Blended Learning
• Digital Writing
• Learners with ADHD
• Online Geographical Tools
• Professional Development
• Teacher Preparation Programs
• Technology-Integrated Instruction
• Undergraduate STEM
• Virtual Classrooms

Editors Keengwe and Onchwari present readers with a handbook of research on contemporary and emerging learner-centered pedagogy collected from various academic authors and researchers in the field of teacher education and professional development. The twenty contributions that make up the main body of the text are devoted to online geographical tools in the ESL classroom; undergraduate STEM, graduate teacher education, and an educational technology doctoral program; teacher preparation programs and learner-centered, technology-integrated instruction; and many other related subjects.

Iowa Reading Research Center

How to Make the Most of Teacher Professional Development

Lisa Didion is an assistant professor of special education at the University of Kansas. Her primary research interests include data literacy and teacher professional development (PD). Specifically, Lisa investigates progress monitoring and self-monitoring in reading interventions. She received a PhD in special education from The University of Texas at Austin and an MA in special education from Vanderbilt University. Previously, Lisa was an elementary special education teacher for students with learning, behavioral, and physical disabilities. 

Lisa co-authored the article “ Teacher Professional Development and Student Reading Achievement: A Meta-Analytic Review of the Effects ,” which we highlight as the Research Article of the Month for August 2024 . 

In this blog post, we interview Lisa to learn more about her research and experience with teacher PD and her tips for making the most of PD opportunities. 

Iowa Reading Research Center (IRRC): What is your background in teaching and education?

Lisa Didion: I was a special education teacher for six years at a Title 1 school. My research focuses on creating high-quality professional development, data-based decision-making, and promoting self-determination to improve outcomes for students with or at risk for disabilities.

IRRC: What is teacher professional development?

Lisa Didion: Teacher professional development refers to any learning opportunity provided to teachers to enhance their skills and knowledge. PD can take various forms, such as whole group sessions, coaching, professional learning communities (PLCs), small group sessions, online courses, or summer workshops. 

IRRC: How is teacher professional development typically delivered (e.g., format and length)?

Lisa Didion: PD can be delivered in numerous ways, depending on the desired format and intensity, which includes the duration of the PD sessions over time and the frequency of meetings designed to teach new skills or knowledge. On average, we tend to see PD programs last around 50 hours, and research suggests that 40 to 100 hours of PD may be most effective at improving teacher skills. However, the level of PD quality is more important than the length and format. It matters more that PD provides teachers an opportunity to be active in their learning in PD that is content-focused. 

IRRC: Can teacher professional development have a positive effect on student reading achievement? Why?

Lisa Didion: Absolutely! When teachers engage in PD that allows them to actively practice new skills, receive models, and get feedback through coaching, it can significantly improve their instructional practices. Teachers who adopt evidence-based practices can positively influence student performance, leading to improved reading outcomes. This impact is particularly strong for PD focused on skill development rather than PD focused merely on enhancing teachers' beliefs or knowledge about a topic.

IRRC: What sparked your interest in studying teacher professional development?

Lisa Didion: As a teacher, I often found myself in PD sessions that were not worth my time. The PD developers did not tailor the content to the specific needs of my school and students. I wanted support and was eager to learn new evidence-based practices to enhance my students' academic and behavioral outcomes but was disappointed by the content provided by my district. Through my research, I realized how little we understood about what makes PD effective. We are now beginning to better understand that high-quality PD involves the same instructional practices we value for students, such as active participation, modeling, feedback, and opportunities to practice.

IRRC: What are some tips you would provide school administrators on how to make teacher professional development most beneficial?

Lisa Didion:

• Relevance: Ensure that PD aligns with both district and teacher needs. It's crucial to design PD based on teachers' (and students') needs to avoid wasting time on irrelevant or already well-understood material.
• Clear learning goals: Establish clear teacher learning goals to guide the development of PD. Align these goals with specific content areas (e.g., reading, math) or skills (e.g., classroom management, data-based decision-making), and remain flexible as you learn more about teachers' needs and current performance levels.
• Coaching support: Provide coaching that includes clear models of the skills, opportunities for teachers to practice these skills with feedback, and self-reflection.
• Intensity: Research suggests it may take at least 40 hours of PD spread over time for teachers to improve their skills.
• Focus on student outcomes: Specific to reading, PD has a greater impact on student outcomes in code-focused skills (e.g., phonics, phonological awareness, fluency) than meaning-focused outcomes (e.g., comprehension, vocabulary). Teachers may need more time and support to improve their instruction in comprehension and vocabulary.
• Effective scheduling: Avoid overloading teachers with PD at the start of the school year. Instead, allow them time to prepare their classrooms, as well as collaboratively planning and goal setting. Instead, use PLC time for sustained PD and coaching support that directly addresses teachers' needs.

IRRC: Do you have any memorable professional development experiences as a teacher or as a presenter?

Lisa Didion: My favorite PD experience as a teacher was with a presenter who called herself the "Behavior Doctor." She provided dozens of classroom management strategies that I could use the very next day. It was a valuable use of my time, as I could immediately brainstorm and implement a plan in my classroom. 

This is the approach I strive to achieve in the PD sessions I deliver. I want teachers to leave with actionable goals and new skills they can start using right away. If done effectively, PD is crucial to support teachers and students for improved outcomes.

• professional development
• professional learning communities

Research Article of the Month: August 2024

Six More Educators Earn Dyslexia Specialist Endorsement

Inaugural Group of Educators Earns Dyslexia Specialist Endorsement

Towards Defining STEM Professional Identity: A Qualitative Survey Study

• Research Article
• Published: 26 August 2024

Cite this article

• Jennifer N. Tripp   ORCID: orcid.org/0000-0001-9925-6927 1 &
• Xiufeng Liu   ORCID: orcid.org/0000-0003-2264-9882 1  

39 Accesses

1 Altmetric

Explore all metrics

One of the main goals of STEM (science, technology, engineering, mathematics, and medicine) education is the development of STEM identity, yet what STEM identity is remains elusive. This study examines how STEM professionals define themselves via open-ended responses to an online qualitative survey. Through inductive and deductive coding informed by sociocultural, professional, and STEM identity perspectives, supplemented by text mining, valid responses from 103 participants were qualitatively analyzed. Several main findings emerged: (1) STEM professionals primarily defined themselves by their STEM work-related duties; (2) they emphasized STEM competence through their educational background and expertise; (3) recognition by others was influenced by perceived performance and competence; and (4) STEM professionals aspired to advance and be at the forefront of STEM fields through continuously learning and making positive societal impacts. In addition to rethinking STEM education, supports, and public messaging about STEM and STEM professionals through an equity lens, implications include the development of STEM identity instruments that can be used to evaluate the effectiveness and inclusiveness of STEM education and educational contexts, programs, and reforms.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Subscribe and save.

• Get 10 units per month
• Download Article/Chapter or eBook
• 1 Unit = 1 Article or 1 Chapter
• Cancel anytime

Price includes VAT (Russian Federation)

Instant access to the full article PDF.

Rent this article via DeepDyve

Institutional subscriptions

Similar content being viewed by others

An Investigation of University Students and Professionals’ Professional STEM Identity Status

The eight essential elements of inclusive stem high schools.

Research Trends in STEM Clubs: A Content Analysis

Explore related subjects.

• Artificial Intelligence

Data Availability

The datasets generated and/or analyzed during the current study are available from the corresponding author on reasonable request.

Archer, L., Dewitt, J., & Osborne, J. (2015). Is science for us? Black students’ and parents’ views of science and science careers. Science Education, 99 (2), 199–237. https://doi.org/10.1002/sce.21146

Article   Google Scholar  

Atkins, K., Dougan, B. M., Dromgold-Sermen, M. S., Potter, H., Sathy, V., & Panter, A. T. (2020). “Looking at myself in the future”: How mentoring shapes scientific identity for STEM students from underrepresented groups. International Journal of STEM Education, 7 (1), 42–42. https://doi.org/10.1186/s40594-020-00242-3

Avraamidou, L. (2019). Stories we live, identities we build: How are elementary teachers’ science identities shaped by their lived experiences? Cultural Studies of Science Education, 14 (1), 33–59. https://doi.org/10.1007/s11422-017-9855-8

Avraamidou, L. (2020). “I am a young immigrant woman doing physics and on top of that I am Muslim”: Identities, intersections, and negotiations. Journal of Research in Science Teaching, 57 (3), 311–341. https://doi.org/10.1002/tea.21593

Bahr, T., Brändle, M., & Zinn, B. (2024). STEM career choices for K–12 students and the influencing factors—A comparison of students in different support programs. Journal for STEM Education Research . https://doi.org/10.1007/s41979-024-00129-w

Brickhouse, N. W., & Potter, J. T. (2001). Young women’s scientific identity formation in an urban context. Journal of Research in Science Teaching, 38 (8), 965–980. https://doi.org/10.1002/tea.1041

Bybee, R. W. (2013). Case for STEM education: Challenges and opportunities . Arlington: National Science Teachers Association

Capobianco, B. M., French, B. F., & Diefes-Du, H. A. (2012). Engineering identity development among pre-adolescent learners. Journal of Engineering Education, 101 (4), 698–716. https://doi.org/10.1002/j.2168-9830.2012.tb01125.x

Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44 (8), 1187–1218. https://doi.org/10.1002/tea.20237

Carlone, H. B., Huffling, L. D., Tomasek, T., Hegedus, T. A., Matthews, C. E., Allen, M. H., & Ash, M. C. (2015). ‘Unthinkable’ Selves: Identity boundary work in a summer field ecology enrichment program for diverse youth. International Journal of Science Education, 37 (10), 1524–1546. https://doi.org/10.1080/09500693.2015.1033776

Cech, E. A. (2022). The intersectional privilege of white able-bodied heterosexual men in STEM. Science Advances , 8 (24), eabo1558-eabo1558. https://doi.org/10.1126/sciadv.abo1558

Chong, S. Y., & Quek, H. A. (2022). Navigating the contemporary rites of passage: A typology of STEM professional identity transition. Research in Social Sciences and Technology , 7 (3). https://doi.org/10.46303/ressat.2022.19

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage.

Google Scholar  

Cribbs, J. D., Hazari, Z., Sonnert, G., & Sadler, P. M. (2015). Establishing an explanatory model for mathematics identity. Child Development, 86 (4), 1048–1062. https://doi.org/10.1111/cdev.12363

Dou, R., Hazari, Z., Dabney, K., Sonnert, G., & Sadler, P. (2019). Early informal STEM experiences and STEM identity: The importance of talking science. Science Education, 103 (3), 623–637. https://doi.org/10.1002/sce.21499

Dou, R., & Cian, H. (2022). Constructing STEM identity: An expanded structural model for STEM identity research. Journal of Research in Science Teaching, 59 (3), 458–490. https://doi.org/10.1002/tea.21734

Edelen, D., Cook, K., Tripp, L. O., Jackson, C., Bush, S. B., Mohr-Schroeder, M. J., Schroeder, D. C., Roberts, T., Maiorca, C., Ivy, J., Burton, M., & Perrin, A. (2024). “No, this is not my boyfriend’s computer”: Elevating the voices of youth in STEM education research leveraging photo-elicitation. Journal for STEM Education Research https://doi.org/10.1007/s41979-024-00118-z

Espinoza, K. J. C., & Rincón, B. E. (2023). Color-evasive/conscious? A content analysis of how engineering faculty discuss race and racism in a U.S.-based equity-focused STEM professional development program. Education Sciences , 13 (3), 233. https://doi.org/10.3390/educsci13030233

Fan, Y. K., Barany, A., & Foster, A. (2023). Possible future selves in STEM: An epistemic network analysis of identity exploration in minoritized students and alumni. International Journal of STEM Education, 10 (1), 22–15. https://doi.org/10.1186/s40594-023-00412-z

Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25 , 99–125.

Godwin, A., Potvin, G., Hazari, Z., & Lock, R. (2016). Identity, critical agency, and engineering: An affective model for predicting engineering as a career choice. Journal of Engineering Education, 105 (2), 312–340. https://doi.org/10.1002/jee.20118

Gong, X., Chen, C., & Lee, M. K. O. (2020). What drives problematic online gaming? The role of IT identity, maladaptive cognitions, and maladaptive emotions. Computers in Human Behavior, 110 , 106386. https://doi.org/10.1016/j.chb.2020.106386

Grigoleit-Richter, G. (2017). Highly skilled and highly mobile? Examining gendered and ethnicised labour market conditions for migrant women in STEM-professions in Germany. Journal of Ethnic and Migration Studies, 43 (16), 2738–2755. https://doi.org/10.1080/1369183X.2017.1314597

Grimalt-Alváro, C., Couso, D., Boixadera-Planas, E., & Godec, S. (2022). “I see myself as a STEM person”: Exploring high school students’ self-identification with STEM. Journal of Research in Science Teaching, 59 (5), 720–745. https://doi.org/10.1002/tea.21742

Gulemetova, M., Beesley, A. D., Fancsali, C., & Balakrishnan, U. (2022). Elementary students’ mathematics identity: Findings from a longitudinal study in an out-of-school setting. Journal for STEM Education Research, 5 (2), 187–213. https://doi.org/10.1007/s41979-022-00067-5

Han, J., Kelley, T., & Knowles, J. G. (2021). Factors influencing student STEM learning: Self-efficacy and outcome expectancy, 21st century skills, and career awareness. Journal for STEM Education Research, 4 (2), 117–137. https://doi.org/10.1007/s41979-021-00053-3

Hazari, Z., Sonnert, G., Sadler, P. M., & Shanahan, M.-C. (2010). Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study. Journal of Research in Science Teaching, 47 (8), 978–1003. https://doi.org/10.1002/tea.20363

Hazari, Z., Chari, D., Potvin, G., & Brewe, E. (2020). The context dependence of physics identity: Examining the role of performance/competence, recognition, interest, and sense of belonging for lower and upper female physics undergraduates. Journal of Research in Science Teaching, 57 (10), 1583–1607. https://doi.org/10.1002/tea.21644

Holmegaard, H.T. & Archer, L. (2022). Science identities: Theory, method and research. Springer https://doi.org/10.1007/978-3-031-17642-5

Hudson, T. D., Haley, K. J., Jaeger, A. J., Mitchall, A., Dinin, A., & Dunstan, S. B. (2018). Becoming a legitimate scientist: Science identity of postdocs in STEM fields. Review of Higher Education, 41 (4), 607–639. https://doi.org/10.1353/rhe.2018.0027

Johnson, A., Brown, J., Carlone, H., & Cuevas, A. K. (2011). Authoring identity amidst the treacherous terrain of science: A multiracial feminist examination of the journeys of three women of color in science. Journal of Research in Science Teaching, 48 (4), 339–366. https://doi.org/10.1002/tea.20411

Johnson, C. C., Mohr-Schroeder, M. J., Moore, T. J., & English, Lyn D. (2020) (eds.). Handbook of research on STEM education . New York: Routledge.

Kegan, R. (1982). The evolving self . Harvard University Press.

Book   Google Scholar  

Kelly, R., Garr, O. M., Leahy, K., & Goos, M. (2020). An investigation of university students and professionals' professional STEM identity status. Journal of Science Education & Technology, 29 (4), 536–546. https://doi.org/10.1007/s10956-020-09834-8

Krutsch, E. & Roderick, V. (2022, November 4). STEM day: Explore growing careers. U.S. Department of Labor Blog. https://blog.dol.gov/2022/11/04/stem-day-explore-growing-careers

Le, H. C., Nguyen, V. H., & Nguyen, T. L. (2023). Integrated STEM approaches and associated outcomes of K-12 student learning: A systematic review. Education Sciences, 13 (3), 297. https://doi.org/10.3390/educsci13030297

Litman, L., & Robinson, J. (2021). Conducting online research on Amazon Mechanical Turk and beyond . Sage Publication.

Liu, X. (2020). Using and developing measurement instruments in science education: A Rasch modeling approach . Information Age Publishing.

Liu, X. & Wang, L. (Eds.) (2023). The rise of STEM education. In R. Tierney, F. Rizvi, K. Ercikan, & G. Smith (Eds.), International Encyclopedia of Education (Vol. 11, 4th Ed.). Oxford, UK: Elsevier.

Liu, S., Xu, S., Li, Q., Xiao, H., & Zhou, S. (2023). Development and validation of an instrument to assess students’ science, technology, engineering, and mathematics identity. Physics Education Research, 19 (1), 010138. https://doi.org/10.1103/PhysRevPhysEducRes.19.010138

Lorde, A. (1984). Sister outsider . The Crossing Press.

Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41 , 954–969.

McDonald, M. M., Zeigler-Hill, V., Vrabel, J. K., & Escobar, M. (2019). A single-item measure for assessing STEM identity. Frontiers in Education , 4 . https://doi.org/10.3389/feduc.2019.00078

McGee, E. O. (2020). Interrogating structural racism in STEM higher education. Educational Researcher, 49 (9), 633–644. https://doi.org/10.3102/0013189X20972718

Meadows, M. C., & Robinson, A. (2023). STEM sense of belonging for 12–13 year-old talent search participants: Does gender matter? Gifted Education International, 39 (2), 203–225. https://doi.org/10.1177/02614294231162723

Morton, L. W., Eigenbrode, S. D., & Martin, T. A. (2015). Architectures of adaptive integration in large collaborative projects. Ecology and Society , 20 (4), https://doi.org/10.5751/ES-07788-200405

Nadelson, L. S., & Fannigan, J. (2014). A path less traveled: Fostering STEM majors’ professional identity development through engagement as STEM learning assistants. Journal of Higher Education Theory and Practice, 14 (5), 29–41.

Nalipay, M. J. N., Huang, B., Jong, M. S. Y., Chai, C. S., & King, R. B. (2024). Promoting STEM learning perseverance through recognizing communal goals: Understanding the impact of empathy and citizenship. International Journal of STEM Education, 11 (1), 17. https://doi.org/10.1186/s40594-024-00471-w

Nasir, N. S., & Cooks, J. (2009). Becoming a hurdler: How learning settings afford identities. Anthropology & Education Quarterly, 40 (1), 41–61. https://doi.org/10.1111/j.1548-1492.2009.01027.x

National Academies of Sciences, Engineering, and Medicine [NASEM]. (2016). Promising practices for strengthening the regional STEM workforce development ecosystem . Washington, DC: The National Academies Press. https://doi.org/10.17226/21894

National Research Council [NRC] (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research . Washington, DC: The National Academies Press. https://doi.org/10.17226/18612

Oyserman, D., & Horowitz, E. (2023). From possible selves and future selves to current action: An integrative review and identity-based motivation synthesis. Advances in Motivation Science, 10 , 73–147.

Page-Reeves, J., Marin, A., Moffett, M., DeerInWater, K., & Medin, D. (2019). Wayfinding as a concept for understanding success among Native Americans in STEM: “Learning how to map through life.” Cultural Studies of Science Education, 14 (1), 177–197. https://doi.org/10.1007/s11422-017-9849-6

Paul, K. M., Maltese, A. V., & Svetina Valdivia, D. (2020). Development and validation of the role identity surveys in engineering (RIS-E) and STEM (RIS-STEM) for elementary students. International Journal of STEM Education, 7 (1), 45. https://doi.org/10.1186/s40594-020-00243-2

Petrie, H. G. (1992). Interdisciplinary education: Are we faced with insurmountable opportunities? Review of Research in Education., 18 , 299–333. https://doi.org/10.3102/0091732X018001299

Prieto-Rodriguez, E., Sincock, K., Berretta, R., Todd, J., Johnson, S., Blackmore, K., Wanless, E., Giacomini, A., & Gibson, L. (2022). A study of factors affecting women’s lived experiences in STEM. Humanities & Social Sciences Communications, 9 (1), 1–11. https://doi.org/10.1057/s41599-022-01136-1

Rodgers, C., & Scott, K. (2008). The development of the personal self and professional identity in learning to teach. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of Research on Teacher Education: Enduring Questions and Changing Contexts (pp. 732–755). Routledge.

Roehrig, G. H., Dare, E. A., Ellis, J. A., & Ring-Whalen, E. (2021). Beyond the basic: A detailed conceptual framework of integrated STEM. Disciplinary and Interdisciplinary Science Education Research, 3 , 11. https://doi.org/10.1186/s43031-021-00041-y

Rosa, K., & Mensah, F. M. (2016). Educational pathways of Black women physicists: Stories of experiencing and overcoming obstacles in life. Physical Review Physics Education Research, 12 (2), 020113. https://doi.org/10.1103/PhysRevPhysEducRes.12.020113

Saldaña, J. (2021). The coding manual for qualitative researchers (4th ed.). SAGE.

Sendze, M. S. (2023). I can’t quit: Experiences of Black women in STEM professions. Journal of Career Assessment, 31 (2), 377–396. https://doi.org/10.1177/10690727221118696

Settlage, J., Southerland, S. A., Smetana, L. K., & Lottero-Perdue, P. S. (2018). Teaching science to every child: Using culture as a starting point (3rd ed.). Routledge.

Seyranian, V., Madva, A., Duong, N., Abramzon, N., Tibbetts, Y., & Harackiewicz, J. M. (2018). The longitudinal effects of STEM identity and gender on flourishing and achievement in college physics. International Journal of STEM Education, 5 (1), 40–14. https://doi.org/10.1186/s40594-018-0137-0

Simpson, A., & Bouhafa, Y. (2020). Youths’ and adults’ identity in STEM: A systematic literature review. Journal for STEM Education Research, 3 (2), 167–194. https://doi.org/10.1007/s41979-020-00034-y

Simpson, A., Collazo, J. M., Zilvinskis, J., & Maltese, A. (2021). Professionals’ identification within and across science, technology, engineering, and mathematics (STEM) fields. Journal of Career Development, 48 (6), 942–956. https://doi.org/10.1177/0894845320913112

Singer, A., Montgomery, G., & Schmoll, S. (2020). How to foster the formation of STEM identity: Studying diversity in an authentic learning environment. International Journal of STEM Education, 7 (1), 1–12. https://doi.org/10.1186/s40594-020-00254-z

Steinke, J. (2017). Adolescent girls’ STEM identity formation and media images of STEM professionals: Considering the influence of contextual cues. Frontiers in Psychology, 8 , 716.

Tsakissiris, J., & Grant-Smith, D. (2021). The influence of professional identity and self-interest in shaping career choices in the emerging ICT workforce. International Journal of Work-Integrated Learning, 22 (1), 1–15.

van Lankveld, T., Thampy, H., Cantillon, P., Horsburgh, J., & Kluijtmans, M. (2021). Supporting a teacher identity in health professions education: AMEE Guide No. 132. Medical Teacher, 43 (2), 124–136. https://doi.org/10.1080/0142159X.2020.1838463

Varelas, M. (2012). Identity construction and science education research: Learning, teaching, and being in multiple contexts . Sense Publishers.

VERBI Software. (2024). MAXQDA 2024 [computer software]. Berlin, Germany: VERBI Software. Available from maxqda.com.

Waight, N., Kayumova, S., Tripp, J., & Achilova, F. (2022). Towards equitable, social justice criticality: Re-constructing the “Black” Box and making it transparent for the future of science and technology in science education. Science & Education, 31 (6), 1493–1515. https://doi.org/10.1007/s11191-022-00328-0

Watkins, S. E., & Mensah, F. M. (2019). Peer support and STEM success for one African American female engineer. The Journal of Negro Education, 88 (2), 181–193. https://doi.org/10.7709/jnegroeducation.88.2.0181

Young, A., Dawes, L., & Senadji, B. (2024). Using journey maps as a holistic, reflective approach to capture student engineering identity experiences. European Journal of Engineering Education, 49 (1), 22–44. https://doi.org/10.1080/03043797.2023.2268023

Download references

Author information

Authors and affiliations.

Department of Learning and Instruction, University at Buffalo, State University of New York, Buffalo, NY, 14260-1000, USA

Jennifer N. Tripp & Xiufeng Liu

You can also search for this author in PubMed   Google Scholar

Contributions

JT led data analysis and manuscript writing. XL was responsible for the study’s conception, survey design, and data collection and contributed to data analysis and manuscript preparation discussions. Both authors read and approved the final manuscript.

Corresponding author

Correspondence to Jennifer N. Tripp .

Ethics declarations

Ethics approval and consent to participate.

Participants in this study provided informed consent, and this study was approved by the university’s Institutional Review Board as exempt.

Consent for Publication

All authors have provided consent for the publication of this manuscript.

Competing Interests

JT declares that she has no competing interests. XL declares that he is an Editorial Board Member of Journal for STEM Education Research ; thus, he has recused himself from reviewing the manuscript.

Additional information

Publisher's note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Appendix 1. Identity of STEM professionals survey questions

Q1 This study aims to identify the characteristics of STEM professionals. STEM refers to Science, Technology, Engineering, Mathematics and Medicine, and the STEM profession is defined to consist of computer and mathematical, architecture and engineering, and life and physical science occupations, as well as managerial and postsecondary teaching occupations related to these functional areas and sales occupations requiring scientific or technical knowledge at the postsecondary level.

Based on this definition, are you a STEM professional?

Q2 What is your STEM profession—please describe:

Q3 How do you define yourself as a STEM professional?

Q4 What is your perception of how others may define you as a STEM professional?

Q5 What do you aspire to be as a STEM professional?

Q6 How do you describe your past education and work experiences as a STEM professional?

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Tripp, J.N., Liu, X. Towards Defining STEM Professional Identity: A Qualitative Survey Study. Journal for STEM Educ Res (2024). https://doi.org/10.1007/s41979-024-00131-2

Download citation

Accepted : 18 August 2024

Published : 26 August 2024

DOI : https://doi.org/10.1007/s41979-024-00131-2

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• STEM professional
• STEM education
• Qualitative
• Find a journal
• Publish with us
• Track your research

• Center for Teaching Excellence
• Location Location
• Contact Contact
• Offices and Divisions
• Center for Teaching Excellence News
• 2024 News Archive

New Faculty Insights: New Faculty Orientation 2024

New Faculty Orientation (NFO) offers new full-time faculty the chance to connect with each other and with university leaders. It also provides valuable insights into the resources available for teaching, research, and professional development, helping to build a support network for their careers at USC.

NFO 2024 is divided into two distinct days: NFO – Benefits Day and NFO – Orientation Day, both held at the University Conference Center, 1705 College Street, Close-Hipp Building, Suite 800.

NFO – Benefits Day

Date: Monday, August 19

Human Resources conducted two one-hour presentations on the benefits available to new faculty members. After these presentations, new faculty had time to engage in brief discussions with benefits counselors and to schedule more detailed meetings for later.

NFO – Orientation Day

Date: Friday, September 6 Time: 8:30 am – 2:00 pm Location University Conference Center 1705 College Street Close-Hipp Building, Suite 800 Columbia, SC 29208

This comprehensive orientation is designed to provide timely information tailored for busy new faculty. The day includes:

• Networking Breakfast: An opportunity for new faculty to interact with their academic deans and administrators.
• Overview of University Resources: A focused session (including resource tables) offering just-in-time information for busy new faculty.
• Interactive Workshop: An engaging, interactive setting in which faculty will apply foundational educational concepts to their teaching.

We look forward to seeing all new faculty on Friday, September 6!

Challenge the conventional. Create the exceptional. No Limits.

• Education & Teaching
• Schools & Teaching

Sorry, there was a problem.

Download the free Kindle app and start reading Kindle books instantly on your smartphone, tablet, or computer - no Kindle device required .

Read instantly on your browser with Kindle for Web.

Using your mobile phone camera - scan the code below and download the Kindle app.

Image Unavailable

• To view this video download Flash Player

Handbook of Research on Critical Thinking and Teacher Education Pedagogy (Advances in Higher Education and Professional Development (AHEPD)) 1st Edition

• ISBN-10 1522578293
• ISBN-13 978-1522578291
• Edition 1st
• Publisher Information Science Reference
• Publication date April 12, 2019
• Language English
• Dimensions 8.5 x 1.06 x 11 inches
• Print length 428 pages
• See all details

Product details

• Publisher ‏ : ‎ Information Science Reference; 1st edition (April 12, 2019)
• Language ‏ : ‎ English
• Hardcover ‏ : ‎ 428 pages
• ISBN-10 ‏ : ‎ 1522578293
• ISBN-13 ‏ : ‎ 978-1522578291
• Item Weight ‏ : ‎ 3.09 pounds
• Dimensions ‏ : ‎ 8.5 x 1.06 x 11 inches
• #3,618 in STEM Education
• #8,508 in Lesson Planning for Educators
• #11,088 in Education Research (Books)

Customer reviews

• 5 star 4 star 3 star 2 star 1 star 5 star 0% 0% 0% 0% 0% 0%
• 5 star 4 star 3 star 2 star 1 star 4 star 0% 0% 0% 0% 0% 0%
• 5 star 4 star 3 star 2 star 1 star 3 star 0% 0% 0% 0% 0% 0%
• 5 star 4 star 3 star 2 star 1 star 2 star 0% 0% 0% 0% 0% 0%
• 5 star 4 star 3 star 2 star 1 star 1 star 0% 0% 0% 0% 0% 0%

Customer Reviews, including Product Star Ratings help customers to learn more about the product and decide whether it is the right product for them.

To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average. Instead, our system considers things like how recent a review is and if the reviewer bought the item on Amazon. It also analyzed reviews to verify trustworthiness.

No customer reviews

• About Amazon
• Investor Relations
• Amazon Devices
• Amazon Science
• Sell products on Amazon
• Sell on Amazon Business
• Sell apps on Amazon
• Become an Affiliate
• Advertise Your Products
• Self-Publish with Us
• Host an Amazon Hub
• › See More Make Money with Us
• Amazon Business Card
• Shop with Points
• Reload Your Balance
• Amazon Currency Converter
• Amazon and COVID-19
• Your Account
• Your Orders
• Shipping Rates & Policies
• Returns & Replacements
• Manage Your Content and Devices

• Conditions of Use
• Privacy Notice
• Consumer Health Data Privacy Disclosure
• Your Ads Privacy Choices

30/8/2024 - Most of the issues with overlapping RTO implicit scope records are now resolved. There are still some instances where there is an overlap of scope extent (assess only /deliver and assess) for some RTO implicit scope periods. This will updated shortly. If you have any queries please email [email protected] .

On Tuesday 27/8/2024 at 8pm the TGA team deployed logic to correct the way the TGA system calculates RTO historic implicit scope for units and skill sets. Please view the news item for more information.

Training.gov.au is the national register of vocational education and training (VET)

Training.gov.au is changing – beta is live.

The Department of Employment and Workplace Relations (DEWR) will soon be rolling out changes to enhance training.gov.au (TGA). The enhanced TGA is more intuitive and accessible, and will deliver: 

• Improved usability;
• Information on training packages under review;
• Faster and more relevant search; and 
• Detailed, contextual data exports.

Visit the Beta version of the new training.gov.au here .   Data on the Beta website is not current.

More information on all the changes coming to the National Training Register can be found  here .

What is training.gov.au?

Training.gov.au is the national register of VET, as required by s 216 of the National Vocational Education and Training Regulator Act 2011 . Information held on the national register includes:

• Nationally recognised training   (NRT) : training packages, qualifications, units of competency, skill sets and accredited courses.
• Registered training organisations (RTOs)  that are approved to deliver nationally recognised training.

The national register is intended for VET sector professionals, including: RTOs, trainers and assessors, regulators, training package developers, researchers, and policy makers. 

Looking for something else?

I am looking to choose a vet course and training provider., i want to be or hire an apprentice.  , i want to explore career ideas and occupations., latest news, corrections to implicit scope calculations on the national register, training.gov.au (tga).

On Tuesday 27 August 2024 at 8:00pm (AEST) the TGA team will deploy logic to correct the way the TGA...

New targeted support services for Australian Apprentices and employers

The Australian Government is implementing new targeted support services for apprentices, trainees an...

Australian Apprenticeship Support Services RFT outcomes for the Northern Territory announced

The Australian Government has announced the Top End Group will provide targeted support to Australia...

• Accredited course Reports
• Classification reports
• Qualification reports
• RTO reports
• Taxonomy reports
• Training package reports
• Australian Government Bodies
• Training Package Developers
• Regulatory Authorities
• State and Territory Government Training Departments
• National VET Websites
• Frequently Asked Questions

Using training.gov.au

• Terms of use
• Privacy policy

Acknowledgement of Country

• We acknowledge the traditional owners and custodians of country throughout Australia and acknowledge their continuing connection to land, water and community. We pay our respects to the people, the cultures and the elders past, present and emerging.

• Open access
• Published: 26 August 2024

Evaluating panel discussions in ESP classes: an exploration of international medical students’ and ESP instructors’ perspectives through qualitative research

• Elham Nasiri   ORCID: orcid.org/0000-0002-0644-1646 1 &
• Laleh Khojasteh   ORCID: orcid.org/0000-0002-6393-2759 1  

BMC Medical Education volume  24 , Article number:  925 ( 2024 ) Cite this article

65 Accesses

Metrics details

This study investigates the effectiveness of panel discussions, a specific interactive teaching technique where a group of students leads a pre-planned, topic-focused discussion with audience participation, in English for Specific Purposes (ESP) courses for international medical students. This approach aims to simulate professional conference discussions, preparing students for future academic and clinical environments where such skills are crucial. While traditional group presentations foster critical thinking and communication, a gap exists in understanding how medical students perceive the complexities of preparing for and participating in panel discussions within an ESP setting. This qualitative study investigates the perceived advantages and disadvantages of these discussions from the perspectives of both panelists (medical students) and the audience (peers). Additionally, the study explores potential improvements based on insights from ESP instructors. Utilizing a two-phase design involving reflection papers and focus group discussions, data were collected from 46 medical students and three ESP instructors. Thematic analysis revealed that panel discussions offer unique benefits compared to traditional presentations, including enhanced engagement and more dynamic skill development for both panelists and the audience. Panelists reported gains in personal and professional development, including honing critical thinking, communication, and presentation skills. The audience perceived these discussions as engaging learning experiences that fostered critical analysis and information synthesis. However, challenges such as academic workload and concerns about discussion quality were also identified. The study concludes that panel discussions, when implemented effectively, can be a valuable tool for enhancing critical thinking, communication skills, and subject matter knowledge in ESP courses for medical students. These skills are transferable and can benefit students in various academic and professional settings, including future participation in medical conferences. This research provides valuable insights for ESP instructors seeking to integrate panel discussions into their curriculum, ultimately improving student learning outcomes and preparing them for future success in professional communication.

Peer Review reports

Introduction

In the field of medical education, the acquisition and application of effective communication skills are crucial for medical students in today’s global healthcare environment [ 1 ]. This necessitates not only strong English language proficiency but also the ability to present complex medical information clearly and concisely to diverse audiences.

Language courses, especially English for Specific Purposes (ESP) courses for medical students, are highly relevant in today’s globalized healthcare environment [ 2 ]. In non-English speaking countries like Iran, these courses are particularly important as they go beyond mere language instruction to include the development of critical thinking, cultural competence, and professional communication skills [ 3 ]. Proficiency in English is crucial for accessing up-to-date research, participating in international conferences, and communicating with patients and colleagues from diverse backgrounds [ 4 ]. Additionally, ESP courses help medical students understand and use medical terminologies accurately, which is essential for reading technical articles, listening to audio presentations, and giving spoken presentations [ 5 ]. In countries where English is not the primary language, ESP courses ensure that medical professionals can stay current with global advancements and collaborate effectively on an international scale [ 6 ]. Furthermore, these courses support students who may seek to practice medicine abroad, enhancing their career opportunities and professional growth [ 7 ].

Moreover, ESP courses enable medical professionals to communicate effectively with international patients, which is crucial in multicultural societies and for medical tourism, ensuring that patient care is not compromised due to language barriers [ 8 ]. Many medical textbooks, journals, and online resources are available primarily in English, and ESP courses equip medical students with the necessary language skills to access and comprehend these resources, ensuring they are well-informed about the latest medical research and practices [ 9 ].

Additionally, many medical professionals from non-English speaking countries aim to take international certification exams, such as the USMLE or PLAB, which are conducted in English, and ESP courses prepare students for these exams by familiarizing them with the medical terminology and language used in these assessments [ 10 ]. ESP courses also contribute to the professional development of medical students by improving their ability to write research papers, case reports, and other academic documents in English, which is essential for publishing in international journals and contributing to global medical knowledge [ 11 ]. In the increasingly interdisciplinary field of healthcare, collaboration with professionals from other countries is common, and ESP courses facilitate effective communication and collaboration with international colleagues, fostering innovation and the exchange of ideas [ 12 ].

With the rise of telemedicine and online medical consultations, proficiency in English is essential for non-English speaking medical professionals to provide remote healthcare services to international patients, and ESP courses prepare students for these modern medical practices [ 13 ].

Finally, ESP courses often include training on cultural competence, which is crucial for understanding and respecting the cultural backgrounds of patients and colleagues, leading to more empathetic and effective patient care and professional interactions [ 14 ]. Many ESP programs for medical students incorporate group presentations as a vital component of their curriculum, recognizing the positive impact on developing these essential skills [ 15 ].

Group projects in language courses, particularly in ESP for medical students, are highly relevant for several reasons. They provide a collaborative environment that mimics real-world professional settings, where healthcare professionals often work in multidisciplinary teams [ 16 ]. These group activities foster not only language skills but also crucial soft skills such as teamwork, leadership, and interpersonal communication, which are essential in medical practice [ 17 ].

The benefits of group projects over individual projects in language learning are significant. Hartono, Mujiyanto [ 18 ] found that group presentation tasks in ESP courses led to higher self-efficacy development compared to individual tasks. Group projects encourage peer learning, where students can learn from each other’s strengths and compensate for individual weaknesses [ 19 ]. They also provide a supportive environment that can reduce anxiety and increase willingness to communicate in the target language [ 20 ]. However, it is important to note that group projects also come with challenges, such as social loafing and unequal contribution, which need to be managed effectively [ 21 ].

Traditional lecture-based teaching methods, while valuable for knowledge acquisition, may not effectively prepare medical students for the interactive and collaborative nature of real-world healthcare settings [ 22 ]. Panel discussions (hereafter PDs), an interactive teaching technique where a group of students leads a pre-planned, topic-focused discussion with audience participation, are particularly relevant in this context. They simulate professional conference discussions and interdisciplinary team meetings, preparing students for future academic and clinical environments where such skills are crucial [ 23 ].

PDs, also known as moderated discussions or moderated panels, are a specific type of interactive format where a group of experts or stakeholders engage in a facilitated conversation on a particular topic or issue [ 22 ]. In this format, a moderator guides the discussion, encourages active participation from all panelists, and fosters a collaborative environment that promotes constructive dialogue and critical thinking [ 24 ]. The goal is to encourage audience engagement and participation, which can be achieved through various strategies such as asking open-ended questions, encouraging counterpoints and counterarguments, and providing opportunities for audience members to pose questions or share their own experiences [ 25 ]. These discussions can take place in-person or online, and can be designed to accommodate diverse audiences and settings [ 26 ].

In this study, PD is considered a speaking activity where medical students are assigned specific roles to play during the simulation, such as a physician, quality improvement specialist, policymaker, or patient advocate. By taking on these roles, students can gain a better understanding of the diverse perspectives and considerations that come into play in real-world healthcare discussions [ 23 ]. Simulating PDs within ESP courses can be a powerful tool for enhancing medical students’ learning outcomes in multiple areas. This approach improves language proficiency, academic skills, and critical thinking abilities, while also enabling students to communicate effectively with diverse stakeholders in the medical field [ 27 , 28 ].

Theoretical framework

The panel discussions in our study are grounded in the concept of authentic assessment (outlined by Villarroel, Bloxham [ 29 ]), which involves designing tasks that mirror real-life situations and problems. In the context of medical education, this approach is particularly relevant as it prepares students for the complex, multidisciplinary nature of healthcare communication. Realism can be achieved through two means: providing a realistic context that describes and delivers a frame for the problem to be solved and creating tasks that are similar to those faced in real and/or professional life [ 30 ]. In our study, the PDs provide a realistic context by simulating scenarios where medical students are required to discuss and present complex medical topics in a professional setting, mirroring the types of interactions they will encounter in their future careers.

The task of participating in PDs also involves cognitive challenge, as students are required to think critically about complex medical topics, analyze information, and communicate their findings effectively. This type of task aims to generate processes of problem-solving, application of knowledge, and decision-making that correspond to the development of cognitive and metacognitive skills [ 23 ]. For medical students, these skills are crucial in developing clinical reasoning and effective patient communication. The PDs encourage students to go beyond the textual reproduction of fragmented and low-order content and move towards understanding, establishing relationships between new ideas and previous knowledge, linking theoretical concepts with everyday experience, deriving conclusions from the analysis of data, and examining both the logic of the arguments present in the theory and its practical scope [ 24 , 25 , 27 ].

Furthermore, the evaluative judgment aspect of our study is critical in helping students develop criteria and standards about what a good performance means in medical communication. This involves students judging their own performance and regulating their own learning [ 31 ]. In the context of panel discussions, students reflect on their own work, compare it with desired standards, and seek feedback from peers and instructors. By doing so, students can develop a sense of what constitutes good performance in medical communication and what areas need improvement [ 32 ]. Boud, Lawson and Thompson [ 33 ] argue that students need to build a precise judgment about the quality of their work and calibrate these judgments in the light of evidence. This skill is particularly important for future medical professionals who will need to continually assess and improve their communication skills throughout their careers.

The theoretical framework presented above highlights the importance of authentic learning experiences in medical education. By drawing on the benefits of group work and panel discussions, university instructor-researchers aimed to provide medical students with a unique opportunity to engage with complex cases and develop their communication and collaboration skills. As noted by Suryanarayana [ 34 ], authentic learning experiences can lead to deeper learning and improved retention. Considering the advantages of group work in promoting collaborative problem-solving and language development, the instructor-researchers designed a panel discussion task that simulates real-world scenarios, where students can work together to analyze complex cases, share knowledge, and present their findings to a simulated audience.

While previous studies have highlighted the benefits of interactive learning experiences and critical thinking skills in medical education, a research gap remains in understanding how medical students perceive the relevance of PDs in ESP courses. This study aims to address this gap by investigating medical students’ perceptions of PD tasks in ESP courses and how these perceptions relate to their language proficiency, critical thinking skills, and ability to communicate effectively with diverse stakeholders in the medical field. This understanding can inform best practices in medical education, contributing to the development of more effective communication skills for future healthcare professionals worldwide [ 23 ]. The research questions guiding this study are:

What are the perceived advantages of PDs from the perspectives of panelists and the audience?

What are the perceived disadvantages of PDs from the perspectives of panelists and the audience?

How can PDs be improved for panelists and the audience based on the insights of ESP instructors?

Methodology

Aim and design.

For this study, a two-phase qualitative design was employed to gain an understanding of the advantages and disadvantages of PDs from the perspectives of both student panelists and the audience (Phase 1) and to acquire an in-depth understanding of the suggested strategies provided by experts to enhance PPs for future students (Phase 2).

Participants and context of the study

This study was conducted in two phases (Fig.  1 ) at Shiraz University of Medical Sciences (SUMS), Shiraz, Iran.

Participants of the study in two phases

In the first phase, the student participants were 46 non-native speakers of English and international students who studied medicine at SUMS. Their demographic characteristics can be seen in Table  1 .

These students were purposefully selected because they were the only SUMS international students who had taken the ESP (English for Specific Purposes) course. The number of international students attending SUMS is indeed limited. Each year, a different batch of international students joins the university. They progress through a sequence of English courses, starting with General English 1 and 2, followed by the ESP course, and concluding with academic writing. At the time of data collection, the students included in the study were the only international students enrolled in the ESP course. This mandatory 3-unit course is designed to enhance their language and communication skills specifically tailored to their profession. As a part of the Medicine major curriculum, this course aims to improve their English language proficiency in areas relevant to medicine, such as understanding medical terminology, comprehending original medicine texts, discussing clinical cases, and communicating with patients, colleagues, and other healthcare professionals.

Throughout the course, students engage in various interactive activities, such as group discussions, role-playing exercises, and case studies, to develop their practical communication skills. In this course, medical students receive four marks out of 20 for their oral presentations, while the remaining marks are allocated to their written midterm and final exams. From the beginning of the course, they are briefed about PDs, and they are shown two YouTube-downloaded videos about PDs at medical conferences, a popular format for discussing and sharing knowledge, research findings, and expert opinions on various medical topics.

For the second phase of the study, a specific group of participants was purposefully selected. This group consisted of three faculty members from SUMS English department who had extensive experience attending numerous conferences at national and international levels, particularly in the medical field, as well as working as translators and interpreters in medical congresses. Over the course of ten years, they also gained considerable experience in PDs. They were invited to discuss strategies helpful for medical students with PDs.

Panel discussion activity design and implementation

When preparing for a PD session, medical students received comprehensive guidance on understanding the roles and responsibilities of each panel member. This guidance was aimed at ensuring that each participant was well-prepared and understood their specific role in the discussion.

Moderators should play a crucial role in steering the conversation. They are responsible for ensuring that all panelists have an opportunity to contribute and that the audience is engaged effectively. Specific tasks include preparing opening remarks, introducing panelists, and crafting transition questions to facilitate smooth topic transitions. The moderators should also manage the time to ensure balanced participation and encourage active audience involvement.

Panelists are expected to be subject matter experts who bring valuable insights and opinions to the discussion. They are advised to conduct thorough research on the topic and prepare concise talking points. Panelists are encouraged to draw from their medical knowledge and relevant experiences, share evidence-based information, and engage with other panelists’ points through active listening and thoughtful responses.

The audience plays an active role in the PDs. They are encouraged to participate by asking questions, sharing relevant experiences, and contributing to the dialogue. To facilitate this, students are advised to take notes during the discussion and think of questions or comments they can contribute during the Q&A segment.

For this special course, medical students were advised to choose topics either from their ESP textbook or consider current medical trends, emerging research, and pressing issues in their field. Examples included breast cancer, COVID-19, and controversies in gene therapy. The selection process involved brainstorming sessions and consultation with the course instructor to ensure relevance and appropriateness.

To accommodate the PD sessions within the course structure, students were allowed to start their PD sessions voluntarily from the second week. However, to maintain a balance between peer-led discussions and regular course content, only one PD was held weekly. This approach enabled the ESP lecturer to deliver comprehensive content while also allowing students to engage in these interactive sessions.

A basic time structure was suggested for each PD (Fig.  2 ):

Time allocation for panel discussion stages in minutes

To ensure the smooth running of the course and maintain momentum, students were informed that they could cancel their PD session only once. In such cases, they were required to notify the lecturer and other students via the class Telegram channel to facilitate rescheduling and minimize disruptions. This provision was essential in promoting a sense of community among students and maintaining the course’s continuity.

Research tools and data collection

The study utilized various tools to gather and analyze data from participants and experts, ensuring a comprehensive understanding of the research topic.

Reflection papers

In Phase 1 of the study, 46 medical students detailed their perceptions of the advantages and disadvantages of panel discussions from dual perspectives: as panelists (presenters) and as audience members (peers).

Participants were given clear instructions and a 45-minute time frame to complete the reflection task. With approximately 80% of the international language students being native English speakers and the rest fluent in English, the researchers deemed this time allocation reasonable. The questions and instructions were straightforward, facilitating quick comprehension. It was estimated that native English speakers would need about 30 min to complete the task, while non-native speakers might require an extra 15 min for clarity and expression. This time frame aimed to allow students to respond thoughtfully without feeling rushed. Additionally, students could request more time if needed.

Focus group discussion

In phase 2 of the study, a focus group discussion was conducted with three expert participants. The purpose of the focus group was to gather insights from expert participants, specifically ESP (English for Specific Purposes) instructors, on how presentation dynamics can be improved for both panelists and the audience.

According to Colton and Covert [ 35 ], focus groups are useful for obtaining detailed input from experts. The appropriate size of a focus group is determined by the study’s scope and available resources [ 36 ]. Morgan [ 37 ] suggests that small focus groups are suitable for complex topics where specialist participants might feel frustrated if not allowed to express themselves fully.

The choice of a focus group over individual interviews was based on several factors. First, the exploratory nature of the study made focus groups ideal for interactive discussions, generating new ideas and in-depth insights [ 36 ]. Second, while focus groups usually involve larger groups, they can effectively accommodate a limited number of experts with extensive knowledge [ 37 ]. Third, the focus group format fostered a more open environment for idea exchange, allowing participants to engage dynamically [ 36 ]. Lastly, conducting a focus group was more time- and resource-efficient than scheduling three separate interviews [ 36 ].

Data analysis

The first phase of the study involved a thorough examination of the data related to the research inquiries using thematic analysis. This method was chosen for its effectiveness in uncovering latent patterns from a bottom-up perspective, facilitating a comprehensive understanding of complex educational phenomena [ 38 ]. The researchers first familiarized themselves with the data by repeatedly reviewing the reflection papers written by the medical students. Next, an initial round of coding was independently conducted to identify significant data segments and generate preliminary codes that reflected the students’ perceptions of the advantages and disadvantages of presentation dynamics PDs from both the presenter and audience viewpoints [ 38 ].

The analysis of the reflection papers began with the two researchers coding a subset of five papers independently, adhering to a structured qualitative coding protocol [ 39 ]. They convened afterward to compare their initial codes and address any discrepancies. Through discussion, they reached an agreement on the codes, which were then analyzed, organized into categories and themes, and the frequency of each code was recorded [ 38 ].

After coding the initial five papers, the researchers continued to code the remaining 41 reflection paper transcripts in batches of ten, meeting after each batch to review their coding, resolve any inconsistencies, and refine the coding framework as needed. This iterative process, characterized by independent coding, joint reviews, and consensus-building, helped the researchers establish a robust and reliable coding approach consistently applied to the complete dataset [ 40 ]. Once all 46 reflection paper transcripts were coded, the researchers conducted a final review and discussion to ensure accurate analysis. They extracted relevant excerpts corresponding to the identified themes and sub-themes from the transcripts to provide detailed explanations and support for their findings [ 38 ]. This multi-step approach of separate initial coding, collaborative review, and frequency analysis enhanced the credibility and transparency of the qualitative data analysis.

To ensure the trustworthiness of the data collected in this study, the researchers adhered to the Guba and Lincoln standards of scientific accuracy in qualitative research, which encompass credibility, confirmability, dependability, and transferability [ 41 ] (Table  2 ).

The analysis of the focus group data obtained from experts followed the same rigorous procedure applied to the student participants’ data. Thematic analysis was employed to examine the experts’ perspectives, maintaining consistency in the analytical approach across both phases of the study. The researchers familiarized themselves with the focus group transcript, conducted independent preliminary coding, and then collaboratively refined the codes. These codes were subsequently organized into categories and themes, with the frequency of each code recorded. The researchers engaged in thorough discussions to ensure agreement on the final themes and sub-themes. Relevant excerpts from the focus group transcript were extracted to provide rich, detailed explanations of each theme, thereby ensuring a comprehensive and accurate analysis of the experts’ insights.

1. What are the advantages of PDs from the perspective of panelists and the audience?

The analysis of the advantages of PDs from the perspectives of both panelists and audience members revealed several key themes and categories. Tables  2 and 3 present the frequency and percentage of responses for each code within these categories.

From the panelists’ perspective (Table  3 ), the overarching theme was “Personal and Professional Development.” The most frequently reported advantage was knowledge sharing (93.5%), followed closely by increased confidence (91.3%) and the importance of interaction in presentations (91.3%).

Notably, all categories within this theme had at least one code mentioned by over 80% of participants, indicating a broad range of perceived benefits. The category of “Effective teamwork and communication” was particularly prominent, with collaboration (89.1%) and knowledge sharing (93.5%) being among the most frequently cited advantages. This suggests that PDs are perceived as valuable tools for fostering interpersonal skills and collective learning. In the “Language mastery” category, increased confidence (91.3%) and better retention of key concepts (87.0%) were highlighted, indicating that PDs are seen as effective for both language and content learning.

The audience perspective (Table  4 ), encapsulated under the theme “Enriching Learning Experience,” showed similarly high frequencies across all categories.

The most frequently mentioned advantage was exposure to diverse speakers (93.5%), closely followed by the range of topics covered (91.3%) and increased audience interest (91.3%). The “Broadening perspectives” category was particularly rich, with all codes mentioned by over 70% of participants. This suggests that audience members perceive PDs as valuable opportunities for expanding their knowledge and viewpoints. In the “Language practice” category, the opportunity to practice language skills (89.1%) was the most frequently cited advantage, indicating that even as audience members, students perceive significant language learning benefits.

Comparing the two perspectives reveals several interesting patterns:

High overall engagement: Both panelists and audience members reported high frequencies across all categories, suggesting that PDs are perceived as beneficial regardless of the role played.

Language benefits: While panelists emphasized increased confidence (91.3%) and better retention of concepts (87.0%), audience members highlighted opportunities for language practice (89.1%). This indicates that PDs offer complementary language learning benefits for both roles.

Interactive learning: The importance of interaction was highly rated by panelists (91.3%), while increased audience interest was similarly valued by the audience (91.3%). This suggests that PDs are perceived as an engaging, interactive learning method from both perspectives.

Professional development: Panelists uniquely emphasized professional growth aspects such as experiential learning (84.8%) and real-world application (80.4%). These were not directly mirrored in the audience perspective, suggesting that active participation in PDs may offer additional professional development benefits.

Broadening horizons: Both groups highly valued the diversity aspect of PDs. Panelists appreciated diversity and open-mindedness (80.4%), while audience members valued diverse speakers (93.5%) and a range of topics (91.3%).

2. What are the disadvantages of PDs from the perspective of panelists and the audience?

The analysis of the disadvantages of panel discussions (PDs) from the perspectives of both panelists and audience members revealed several key themes and categories. Tables  4 and 5 present the frequency and percentage of responses for each code within these categories.

From the panelists’ perspective (Table  5 ), the theme “Drawbacks of PDs” was divided into two main categories: “Academic Workload Challenges” and “Coordination Challenges.” The most frequently reported disadvantage was long preparation (87.0%), followed by significant practice needed (82.6%) and the time-consuming nature of PDs (80.4%). These findings suggest that the primary concern for panelists is the additional workload that PDs impose on their already demanding academic schedules. The “Coordination Challenges” category, while less prominent than workload issues, still presented significant concerns. Diverse panel skills (78.3%) and finding suitable panelists (73.9%) were the most frequently cited issues in this category, indicating that team dynamics and composition are notable challenges for panelists.

The audience perspective (Table  6 ), encapsulated under the theme “Drawbacks of PDs,” was divided into two main categories: “Time-related Issues” and “Interaction and Engagement Issues.” In the “Time-related Issues” category, the most frequently mentioned disadvantage was the inefficient use of time (65.2%), followed by the perception of PDs as too long and boring (60.9%). Notably, 56.5% of respondents found PDs stressful due to overwhelming workload from other studies, and 52.2% considered them not very useful during exam time. The “Interaction and Engagement Issues” category revealed more diverse concerns. The most frequently mentioned disadvantage was the repetitive format (82.6%), followed by limited engagement with the audience (78.3%) and the perception of PDs as boring (73.9%). The audience also noted issues related to the panelists’ preparation and coordination, such as “Not practiced and natural” (67.4%) and “Coordination and Interaction Issues” (71.7%), suggesting that the challenges faced by panelists directly impact the audience’s experience.

Workload concerns: Both panelists and audience members highlighted time-related issues. For panelists, this manifested as long preparation times (87.0%) and difficulty balancing with other studies (76.1%). For the audience, it appeared as perceptions of inefficient use of time (65.2%) and stress due to overwhelming workload from other studies (56.5%).

Engagement issues: While panelists focused on preparation and coordination challenges, the audience emphasized the quality of the discussion and engagement. This suggests a potential mismatch between the efforts of panelists and the expectations of the audience.

Boredom and repetition: The audience frequently mentioned boredom (73.9%) and repetitive format (82.6%) as issues, which weren’t directly mirrored in the panelists’ responses. This indicates that while panelists may be focused on content preparation, the audience is more concerned with the delivery and variety of the presentation format.

Coordination challenges: Both groups noted coordination issues, but from different perspectives. Panelists struggled with team dynamics and finding suitable co-presenters, while the audience observed these challenges manifesting as unnatural or unpracticed presentations.

Academic pressure: Both groups acknowledged the strain PDs put on their academic lives, with panelists viewing it as a burden (65.2%) and the audience finding it less useful during exam times (52.2%).

3. How can PDs be improved for panelists and the audience from the experts’ point of view?

The presentation of data for this research question differs from the previous two due to the unique nature of the information gathered. Unlike the quantifiable student responses in earlier questions, this data stems from expert opinions and a reflection discussion session, focusing on qualitative recommendations for improvement rather than frequency of responses (Braun & Clarke, 2006). The complexity and interconnectedness of expert suggestions, coupled with the integration of supporting literature, necessitate a more narrative approach (Creswell & Poth, 2018). This format allows for a richer exploration of the context behind each recommendation and its potential implications (Patton, 2015). Furthermore, the exploratory nature of this question, aimed at generating ideas for improvement rather than measuring prevalence of opinions, is better served by a detailed, descriptive presentation (Merriam & Tisdell, 2016). This approach enables a more nuanced understanding of how PDs can be enhanced, aligning closely with the “how” nature of the research question and providing valuable insights for potential implementation (Yin, 2018).

The experts provided several suggestions to address the challenges faced by students in panel discussions (PDs) and improve the experience for both panelists and the audience. Their recommendations focused on six key areas: time management and workload, preparation and skill development, engagement and interactivity, technological integration, collaboration and communication, and institutional support.

To address the issue of time management and heavy workload, one expert suggested teaching students to “ break down the task to tackle the time-consuming nature of panel discussions and balance it with other studies .” This approach aims to help students manage the extensive preparation time required for PDs without compromising their other academic responsibilities. Another expert emphasized “ enhancing medical students’ abilities to prioritize tasks , allocate resources efficiently , and optimize their workflow to achieve their goals effectively .” These skills were seen as crucial not only for PD preparation but also for overall academic success and future professional practice.

Recognizing the challenges of long preparation times and the perception of PDs being burdensome, an expert proposed “ the implementation of interactive training sessions for panelists .” These sessions were suggested to enhance coordination skills and improve the ability of group presenters to engage with the audience effectively. The expert emphasized that such training could help students view PDs as valuable learning experiences rather than additional burdens, potentially increasing their motivation and engagement in the process.

To combat issues of limited engagement and perceived boredom, experts recommended increasing engagement opportunities for the audience through interactive elements like audience participation and group discussions. They suggested that this could transform PDs from passive listening experiences to active learning opportunities. One expert suggested “ optimizing time management and restructuring the format of panel discussions ” to address inefficiency during sessions. This restructuring could involve shorter presentation segments interspersed with interactive elements to maintain audience attention and engagement.

An innovative solution proposed by one expert was “ using ChatGPT to prepare for PDs by streamlining scenario presentation preparation and role allocation. ” The experts collectively discussed the potential of AI to assist medical students in reducing their workload and saving time in preparing scenario presentations and allocating roles in panel discussions. They noted that AI could help generate initial content drafts, suggest role distributions based on individual strengths, and even provide practice questions for panelists, significantly reducing preparation time while maintaining quality.

Two experts emphasized the importance of enhancing collaboration and communication among panelists to address issues related to diverse panel skills and coordination challenges. They suggested establishing clear communication channels and guidelines to improve coordination and ensure a cohesive presentation. This could involve creating structured team roles, setting clear expectations for each panelist, and implementing regular check-ins during the preparation process to ensure all team members are aligned and progressing.

All experts were in agreement that improving PDs would not be possible “ if nothing is done by the university administration to reduce the ESP class size for international students .” They believed that large class sizes in ESP or EFL classes could negatively influence group oral presentations, hindering language development and leading to uneven participation. The experts suggested that smaller class sizes would allow for more individualized attention, increased speaking opportunities for each student, and more effective feedback mechanisms, all of which are crucial for developing strong presentation skills in a second language.

Research question 1: what are the advantages of PDs from the perspective of panelists and the audience?

The results of this study reveal significant advantages of PDs for both panelists and audience members in the context of medical education. These findings align with and expand upon previous research in the field of educational presentations and language learning.

Personal and professional development for panelists

The high frequency of reported benefits in the “Personal and Professional Development” theme for panelists aligns with several previous studies. The emphasis on language mastery, particularly increased confidence (91.3%) and better retention of key concepts (87.0%), supports the findings of Hartono, Mujiyanto [ 42 ], Gedamu and Gezahegn [ 15 ], Li [ 43 ], who all highlighted the importance of language practice in English oral presentations. However, our results show a more comprehensive range of benefits, including professional growth aspects like experiential learning (84.8%) and real-world application (80.4%), which were not as prominently featured in these earlier studies.

Interestingly, our findings partially contrast with Chou [ 44 ] study, which found that while group oral presentations had the greatest influence on improving students’ speaking ability, individual presentations led to more frequent use of metacognitive, retrieval, and rehearsal strategies. Our results suggest that PDs, despite being group activities, still provide significant benefits in these areas, possibly due to the collaborative nature of preparation and the individual responsibility each panelist bears. The high frequency of knowledge sharing (93.5%) and collaboration (89.1%) in our study supports Harris, Jones and Huffman [ 45 ] emphasis on the importance of group dynamics and varied perspectives in educational settings. However, our study provides more quantitative evidence for these benefits in the specific context of PDs.

Enriching learning experience for the audience

The audience perspective in our study reveals a rich learning experience, with high frequencies across all categories. This aligns with Agustina [ 46 ] findings in business English classes, where presentations led to improvements in all four language skills. However, our study extends these findings by demonstrating that even passive participation as an audience member can lead to significant perceived benefits in language practice (89.1%) and broadening perspectives (93.5% for diverse speakers). The high value placed on diverse speakers (93.5%) and range of topics (91.3%) by the audience supports the notion of PDs as a tool for expanding knowledge and viewpoints. This aligns with the concept of situated learning experiences leading to deeper understanding in EFL classes, as suggested by Li [ 43 ] and others [ 18 , 31 ]. However, our study provides more specific evidence for how this occurs in the context of PDs.

Interactive learning and engagement

Both panelists and audience members in our study highly valued the interactive aspects of PDs, with the importance of interaction rated at 91.3% by panelists and increased audience interest at 91.3% by the audience. This strong emphasis on interactivity aligns with Azizi and Farid Khafaga [ 19 ] study on the benefits of dynamic assessment and dialogic learning contexts. However, our study provides more detailed insights into how this interactivity is perceived and valued by both presenters and audience members in PDs.

Professional growth and real-world application

The emphasis on professional growth through PDs, particularly for panelists, supports Li’s [ 43 ] assertion about the power of oral presentations as situated learning experiences. Our findings provide more specific evidence for how PDs contribute to professional development, with high frequencies reported for experiential learning (84.8%) and real-world application (80.4%). This suggests that PDs may be particularly effective in bridging the gap between academic learning and professional practice in medical education.

Research question 2: what are the disadvantages of pds from the perspective of panelists and the audience?

Academic workload challenges for panelists.

The high frequency of reported challenges in the “Academic Workload Challenges” category for panelists aligns with several previous studies in medical education [ 47 , 48 , 49 ]. The emphasis on long preparation (87.0%), significant practice needed (82.6%), and the time-consuming nature of PDs (80.4%) supports the findings of Johnson et al. [ 24 ], who noted that while learners appreciate debate-style journal clubs in health professional education, they require additional time commitment. This is further corroborated by Nowak, Speed and Vuk [ 50 ], who found that intensive learning activities in medical education, while beneficial, can be time-consuming for students.

Perceived value of pds relative to time investment

While a significant portion of the audience (65.2%) perceived PDs as an inefficient use of time, the high frequency of engagement-related concerns (82.6% for repetitive format, 78.3% for limited engagement) suggests that the perceived lack of value may be more closely tied to the quality of the experience rather than just the time investment. This aligns with Dyhrberg O’Neill [ 27 ] findings on debate-based oral exams, where students perceived value despite the time-intensive nature of the activity. However, our results indicate a more pronounced concern about the return on time investment in PDs. This discrepancy might be addressed through innovative approaches to PD design and implementation, such as those proposed by Almazyad et al. [ 22 ], who suggested using AI tools to enhance expert panel discussions and potentially improve efficiency.

Coordination challenges for panelists

The challenges related to coordination in medical education, such as diverse panel skills (78.3%) and finding suitable panelists (73.9%), align with previous research on teamwork in higher education [ 21 ]. Our findings support the concept of the free-rider effect discussed by Hall and Buzwell [ 21 ], who explored reasons for non-contribution in group projects beyond social loafing. This is further elaborated by Mehmood, Memon and Ali [ 51 ], who proposed that individuals may not contribute their fair share due to various factors including poor communication skills or language barriers, which is particularly relevant in medical education where clear communication is crucial [ 52 ]. Comparing our results to other collaborative learning contexts in medical education, Rodríguez-Sedano, Conde and Fernández-Llamas [ 53 ] measured teamwork competence development in a multidisciplinary project-based learning environment. They found that while teamwork skills improved over time, initial coordination challenges were significant. This aligns with our findings on the difficulties of coordinating diverse panel skills and opinions in medical education settings.

Our results also resonate with Chou’s [ 44 ] study comparing group and individual oral presentations, which found that group presenters often had a limited understanding of the overall content. This is supported by Wilson, Ho and Brookes [ 54 ], who examined student perceptions of teamwork in undergraduate science degrees, highlighting the challenges and benefits of collaborative work, which are equally applicable in medical education [ 52 ].

Quality of discussions and perception for the audience

The audience perspective in our study reveals significant concerns about the quality and engagement of PDs in medical education. The high frequency of issues such as repetitive format (82.6%) and limited engagement with the audience (78.3%) aligns with Parmar and Bickmore [ 55 ] findings on the importance of addressing individual audience members and gathering feedback. This is further supported by Nurakhir et al. [ 25 ], who explored students’ views on classroom debates as a strategy to enhance critical thinking and oral communication skills in nursing education, which shares similarities with medical education. Comparing our results to other interactive learning methods in medical education, Jones et al. [ 26 ] reviewed the use of journal clubs and book clubs in pharmacy education. They found that while these methods enhanced engagement, they also faced challenges in maintaining student interest over time, similar to the boredom issues reported in our study of PDs in medical education. The perception of PDs as boring (73.9%) and not very useful during exam time (52.2%) supports previous research on the stress and pressure experienced by medical students [ 48 , 49 ]. Grieve et al. [ 20 ] specifically examined student fears of oral presentations and public speaking in higher education, which provides context for the anxiety and disengagement observed in our study of medical education. Interestingly, Bhuvaneshwari et al. [ 23 ] found positive impacts of panel discussions in educating medical students on specific modules. This contrasts with our findings and suggests that the effectiveness of PDs in medical education may vary depending on the specific context and implementation.

Comparative analysis and future directions

Our study provides a unique comparative analysis of the challenges faced by both panelists and audience members in medical education. The alignment of concerns around workload and time management between the two groups suggests that these are overarching issues in the implementation of PDs in medical curricula. This is consistent with the findings of Pasandín et al. [ 56 ], who examined cooperative oral presentations in higher education and their impact on both technical and soft skills, which are crucial in medical education [ 52 ]. The mismatch between panelist efforts and audience expectations revealed in our study is a novel finding that warrants further investigation in medical education. This disparity could be related to the self-efficacy beliefs of presenters, as explored by Gedamu and Gezahegn [ 15 ] in their study of TEFL trainees’ attitudes towards academic oral presentations, which may have parallels in medical education. Looking forward, innovative approaches could address some of the challenges identified in medical education. Almazyad et al. [ 22 ] proposed using AI tools like ChatGPT to enhance expert panel discussions in pediatric palliative care, which could potentially address some of the preparation and engagement issues identified in our study of medical education. Additionally, Ragupathi and Lee [ 57 ] discussed the role of rubrics in higher education, which could provide clearer expectations and feedback for both panelists and audience members in PDs within medical education.

Research question 3: how can PDs be improved for panelists and the audience from the experts’ point of view?

The expert suggestions for improving PDs address several key challenges identified in previous research on academic presentations and student workload management. These recommendations align with current trends in educational technology and pedagogical approaches, while also considering the unique needs of medical students.

The emphasis on time management and workload reduction strategies echoes findings from previous studies on medical student stress and academic performance. Nowak, Speed and Vuk [ 50 ] found that medical students often struggle with the fast-paced nature of their courses, which can lead to reduced motivation and superficial learning approaches. The experts’ suggestions for task breakdown and prioritization align with Rabbi and Islam [ 58 ] recommendations for reducing workload stress through effective assignment prioritization. Additionally, Popa et al. [ 59 ] highlight the importance of acceptance and planning in stress management for medical students, supporting the experts’ focus on these areas.

The proposed implementation of interactive training sessions for panelists addresses the need for enhanced presentation skills in professional contexts, a concern highlighted by several researchers [ 17 , 60 ]. This aligns with Grieve et al. [ 20 ] findings on student fears of oral presentations and public speaking in higher education, emphasizing the need for targeted training. The focus on interactive elements and audience engagement also reflects current trends in active learning pedagogies, as demonstrated by Pasandín et al. [ 56 ] in their study on cooperative oral presentations in engineering education.

The innovative suggestion to use AI tools like ChatGPT for PD preparation represents a novel approach to leveraging technology in education. This aligns with recent research on the potential of AI in scientific research, such as the study by Almazyad et al. [ 22 ], which highlighted the benefits of AI in supporting various educational tasks. However, it is important to consider potential ethical implications and ensure that AI use complements rather than replaces critical thinking and creativity.

The experts’ emphasis on enhancing collaboration and communication among panelists addresses issues identified in previous research on teamwork in higher education. Rodríguez-Sedano, Conde and Fernández-Llamas [ 53 ] noted the importance of measuring teamwork competence development in project-based learning environments. The suggested strategies for improving coordination align with best practices in collaborative learning, as demonstrated by Romero-Yesa et al. [ 61 ] in their qualitative assessment of challenge-based learning and teamwork in electronics programs.

The unanimous agreement on the need to reduce ESP class sizes for international students reflects ongoing concerns about the impact of large classes on language learning and student engagement. This aligns with research by Li [ 3 ] on issues in developing EFL learners’ oral English communication skills. Bosco et al. [ 62 ] further highlight the challenges of teaching and learning ESP in mixed classes, supporting the experts’ recommendation for smaller class sizes. Qiao, Xu and bin Ahmad [ 63 ] also emphasize the implementation challenges for ESP formative assessment in large classes, further justifying the need for reduced class sizes.

These expert recommendations provide a comprehensive approach to improving PDs, addressing not only the immediate challenges of preparation and delivery but also broader issues of student engagement, workload management, and institutional support. By implementing these suggestions, universities could potentially transform PDs from perceived burdens into valuable learning experiences that enhance both academic and professional skills. This aligns with Kho and Ting [ 64 ] systematic review on overcoming oral presentation anxiety among tertiary ESL/EFL students, which emphasizes the importance of addressing both challenges and strategies in improving presentation skills.

This study has shed light on the complex challenges associated with PDs in medical education, revealing a nuanced interplay between the experiences of panelists and audience members. The findings underscore the need for a holistic approach to implementing PDs that addresses both the academic workload concerns and the quality of engagement.

Our findings both support and extend previous research on the challenges of oral presentations and group work in medical education settings. The high frequencies of perceived challenges across multiple categories for both panelists and audience members suggest that while PDs may offer benefits, they also present significant obstacles that need to be addressed in medical education. These results highlight the need for careful consideration in the implementation of PDs in medical education, with particular attention to workload management, coordination strategies, and audience engagement techniques. Future research could focus on developing and testing interventions to mitigate these challenges while preserving the potential benefits of PDs in medical education.

Moving forward, medical educators should consider innovative approaches to mitigate these challenges. This may include:

Integrating time management and stress coping strategies into the PD preparation process [ 59 ].

Exploring the use of AI tools to streamline preparation and enhance engagement [ 22 ].

Developing clear rubrics and expectations for both panelists and audience members [ 57 ].

Incorporating interactive elements to maintain audience interest and participation [ 25 ].

Limitations and future research

One limitation of this study is that it focused on a specific population of medical students, which may limit the generalizability of the findings to other student populations. Additionally, the study relied on self-report data from panelists and audience members, which may introduce bias and affect the validity of the results. Future research could explore the effectiveness of PDs in different educational contexts and student populations to provide a more comprehensive understanding of the benefits and challenges of panel discussions.

Future research should focus on evaluating the effectiveness of these interventions and exploring how PDs can be tailored to the unique demands of medical education. By addressing the identified challenges, PDs have the potential to become a more valuable and engaging component of medical curricula, fostering both academic and professional development. Ultimately, the goal should be to transform PDs from perceived burdens into opportunities for meaningful learning and skill development, aligning with the evolving needs of medical education in the 21st century.

Future research could also examine the long-term impact of PDs on panelists’ language skills, teamwork, and communication abilities. Additionally, exploring the effectiveness of different training methods and tools, such as AI technology, in improving coordination skills and reducing workload stress for panelists could provide valuable insights for educators and administrators. Further research could also investigate the role of class size and audience engagement in enhancing the overall effectiveness of PDs in higher education settings. By addressing these gaps in the literature, future research can contribute to the ongoing development and improvement of PDs as a valuable learning tool for students in higher education.

However, it is important to note that implementing these changes may require significant institutional resources and a shift in pedagogical approaches. Future research could focus on piloting these recommendations and evaluating their effectiveness in improving student outcomes and experiences with PDs.

Data availability

We confirm that the data supporting the findings are available within this article. Raw data supporting this study’s findings are available from the corresponding author, upon request.

Abbreviations

Artificial Intelligence

English as a Foreign Language

English for Specific Purposes

Panel Discussion

Shiraz University of Medical Sciences

Harden RM, Laidlaw JM. Essential skills for a medical teacher: an introduction to teaching and learning in medicine. Elsevier Health Sciences; 2020.

Ibrahim Mohamed O, Al Jadaan DO. English for Specific purposes (Esp) Needs Analysis for Health Sciences students: a cross-sectional study at a University in the UAE. English for Specific purposes (Esp) Needs Analysis for Health Sciences Students: A Cross-Sectional Study at a University in the UAE.

Li Y, Heron M. English for general academic purposes or English for specific purposes? Language learning needs of medical students at a Chinese university. Theory Pract Lang Stud. 2021;11(6):621–31.

Article   Google Scholar  

Chan SMH, Mamat NH, Nadarajah VD. Mind your language: the importance of English language skills in an International Medical Programme (IMP). BMC Med Educ. 2022;22(1):405.

Cortez Faustino BS, Ticas de Córdova CK, de la Hernández DI. Teaching English for specific purposes: contents and methodologies that could be implemented in the English for Medical purposes (EMP) course for the doctor of Medicine Major at the University of El Salvador. Universidad de El Salvador; 2022.

BENYAMINA E-Z BOUKAHLAH. Enhancing Specialty Language learning through content-based instruction: students of Paramedical Institute of Tiaret as a case study. Université IBN KHALDOUN-Tiaret; 2023.

Prikazchikov M. Medical English course for russian-speaking dentists: a needs analysis study. Iowa State University; 2024.

Kim C, Lee SY, Park S-H. Is Korea Ready to be a key player in the Medical Tourism Industry? An English Education Perspective. Iran J Public Health. 2020;49(2):267–73.

Google Scholar  

Syakur A, Zainuddin H, Hasan MA. Needs analysis English for specific purposes (esp) for vocational pharmacy students. Budapest International Research and Critics in Linguistics and Education (BirLE). Journal. 2020;3(2):724–33.

Chan S, Taylor L. Comparing writing proficiency assessments used in professional medical registration: a methodology to inform policy and practice. Assess Writ. 2020;46:100493.

Hyland K, Jiang FK. Delivering relevance: the emergence of ESP as a discipline. Engl Specif Purp. 2021;64:13–25.

Maftuna B. The role of English in ESP. Am J Adv Sci Res. 2024;1(2):1–5.

LEON LI, HUMANIZING THE FOREIGN LANGUAGE. COURSE: NEW TEACHING METHODS FOR MEDICAL STUDENTS. Language, Culture and Change. 2022:243.

Dahm MR, Yates L. Rapport, empathy and professional identity: Some challenges for international medical graduates speaking English as a second or foreign language. Multilingual Healthcare: A Global View on Communicative Challenges. 2020:209 – 34.

Gedamu AD, Gezahegn TH. TEFL trainees’ attitude to and self-efficacy beliefs of academic oral presentation. Cogent Educ. 2023;10(1):2163087.

Saliu B, Hajrullai H. Best practices in the English for specific purpose classes at the language center. Procedia-Social Behav Sci. 2016;232:745–9.

Clokie TL, Fourie E. Graduate employability and communication competence: are undergraduates taught relevant skills? Bus Prof Communication Q. 2016;79(4):442–63.

Hartono H, Mujiyanto J, Fitriati SW, Sakhiyya Z, Lotfie MM, Maharani MM. English Presentation Self-Efficacy Development of Indonesian ESP students: the effects of Individual versus Group Presentation tasks. Int J Lang Educ. 2023;7(3):361–76.

Azizi Z, Farid Khafaga A. Scaffolding via Group-dynamic Assessment to positively affect motivation, learning anxiety, and willingness to Communicate: a Case Study of High School Students. J Psycholinguist Res. 2023;52(3):831–51.

Grieve R, Woodley J, Hunt SE, McKay A. Student fears of oral presentations and public speaking in higher education: a qualitative survey. J Furth High Educ. 2021;45(9):1281–93.

Hall D, Buzwell S. The problem of free-riding in group projects: looking beyond social loafing as reason for non-contribution. Act Learn High Educ. 2013;14(1):37–49.

Almazyad M, Aljofan F, Abouammoh NA, Muaygil R, Malki KH, Aljamaan F, et al. Enhancing Expert Panel discussions in Pediatric Palliative Care: innovative scenario development and summarization with ChatGPT-4. Cureus. 2023;15(4):e38249.

Bhuvaneshwari S, Rashmi R, Deepika K, Anirudh VM, Vijayamathy A, Rekha S, Kathiravan R. Impact of panel discussion in educating AETCOM First Module among Undergraduate Medical Students. Latin Am J Pharmacy: Life Sci J. 2023;42(6):407–12.

Johnson BR, Logan LD, Darley A, Stone RH, Smith SE, Osae SP, et al. A scoping review for Debate-Style Journal Clubs in Health Professional Education. Am J Pharm Educ. 2023;87(6):100064.

Nurakhir A, Palupi FN, Langeveld C, Nurmalia D. Students’ views of classroom debates as a strategy to enhance critical thinking and oral communication skills. 2020.

Jones EP, Nelson NR, Thorpe CT, Rodgers PT, Carlson RB. Use of journal clubs and book clubs in pharmacy education: a scoping review. Currents Pharm Teach Learn. 2022;14(1):110–9.

Dyhrberg O’Neill L. Assessment of student debates in support of active learning? Students’ perceptions of a debate-based oral final exam. Act Learn High Educ. 2024.

Dyment JE, O’Connell TS. Assessing the quality of reflection in student journals: a review of the research. Teach High Educ. 2011;16(1):81–97.

Villarroel V, Bloxham S, Bruna D, Bruna C, Herrera-Seda C. Authentic assessment: creating a blueprint for course design. Assess Evaluation High Educ. 2018;43(5):840–54.

Schultz M, Young K, Gunning K, Harvey T. Defining and measuring authentic assessment: a case study in the context of tertiary science. Assess Evaluation High Educ. 2022;47(1):77–94.

Sundrarajun C, Kiely R. The oral presentation as a context for learning and assessment. Innov Lang Learn Teach. 2010;4(2):101–17.

Wyatt-Smith C, Adie L. The development of students’ evaluative expertise: enabling conditions for integrating criteria into pedagogic practice. J Curriculum Stud. 2021;53(4):399–419.

Boud D, Lawson R, Thompson DG. The calibration of student judgement through self-assessment: disruptive effects of assessment patterns. High Educ Res Dev. 2015;34(1):45–59.

A. S. Enhancing Meaningful Learning experiences through Comprehension and Retention by students. Twentyfirst Century Publications Patiala. 2023;49.

Colton D, Covert RW. Designing and constructing instruments for social research and evaluation. Wiley; 2007.

Krueger RA, Casey MA. Focus group interviewing. Handbook of practical program evaluation. 2015:506 – 34.

Morgan DL. Handbook of interview research: Context and method. Oaks, CA, USA: Sage Publications Thousand; 2002.

Braun V, Clarke V. Conceptual and design thinking for thematic analysis. Qualitative Psychol. 2022;9(1):3.

Elliott V. Thinking about the coding process in qualitative data analysis. Qualitative Rep. 2018;23(11).

Syed M, Nelson SC. Guidelines for establishing reliability when coding narrative data. Emerg Adulthood. 2015;3(6):375–87.

Lincoln Y. Naturalistic inquiry: Sage; 1985.

Hartono H, Mujiyanto J, Fitriati SW, Sakhiyya Z, Lotfie MM, Maharani MM. English presentation self-efficacy development of Indonesian ESP students: the effects of Individual versus Group Presentation tasks. Int J Lang Educ. 2023;7(3).

Li X. Teaching English oral presentations as a situated task in an EFL classroom: a quasi-experimental study of the effect of video-assisted self-reflection. Revista Signos. 2018;51(98):359–81.

Chou M-h. The influence of learner strategies on oral presentations: a comparison between group and individual performance. Engl Specif Purp. 2011;30(4):272–85.

Harris A, Jones M, Huffman J. Teachers leading educational reform. The power of. 2017.

Agustina L. Stimulating students to speak up through presentation in business English class. J Appl Stud Lang. 2019;3(1):21–8.

Babal JC, Abraham O, Webber S, Watterson T, Moua P, Chen J. Student pharmacist perspectives on factors that influence wellbeing during pharmacy school. Am J Pharm Educ. 2020;84(9):ajpe7831.

Moir F, Yielder J, Sanson J, Chen Y. Depression in medical students: current insights. Adv Med Educ Pract. 2018;323:33.

Pavlinac Dodig I, Lusic Kalcina L, Demirovic S, Pecotic R, Valic M, Dogas Z. Sleep and lifestyle habits of medical and non-medical students during the COVID-19 lockdown. Behav Sci. 2023;13(5):407.

Nowak G, Speed O, Vuk J. Microlearning activities improve student comprehension of difficult concepts and performance in a biochemistry course. Currents Pharm Teach Learn. 2023;15(1):69–78.

Mehmood K, Memon S, Ali F. Language barriers to Effective Communication in speaking English: a phenomenological study of Pakistan International cricketers. Pakistan Lang Humanit Rev. 2024;8(1):107–14.

Buelow JR, Downs D, Jorgensen K, Karges JR, Nelson D. Building interdisciplinary teamwork among allied health students through live clinical case simulations. J Allied Health. 2008;37(2):e109–23.

Rodríguez-Sedano FJ, Conde M, Fernández-Llamas C, editors. Measuring teamwork competence development in a multidisciplinary project based learning environment. Learning and Collaboration Technologies Design, Development and Technological Innovation: 5th International Conference, LCT 2018, Held as Part of HCI International 2018, Las Vegas, NV, USA, July 15–20, 2018, Proceedings, Part I 5; 2018: Springer.

Wilson L, Ho S, Brookes RH. Student perceptions of teamwork within assessment tasks in undergraduate science degrees. Assess Evaluation High Educ. 2018;43(5):786–99.

Parmar D, Bickmore T. Making it personal: addressing individual audience members in oral presentations using augmented reality. Proc ACM Interact Mob Wearable Ubiquitous Technol. 2020;4(2):1–22.

Pasandín AMR, Pérez IP, Iglesias PO, Díaz JJG. Cooperative oral presentations in higher education to enhance technical and soft skills in engineering students. Int J Continuing Eng Educ Life Long Learn. 2023;33(6):592–607.

Ragupathi K, Lee A. Beyond fairness and consistency in grading: The role of rubrics in higher education. Diversity and inclusion in global higher education: Lessons from across Asia. 2020:73–95.

Rabbi MF, Islam MS. The effect of academic stress and Mental anxiety among the students of Khulna University. Edukasiana: Jurnal Inovasi Pendidikan. 2024;3(3):280–99.

Popa CO, Schenk A, Rus A, Szasz S, Suciu N, Szabo DA, Cojocaru C. The role of acceptance and planning in stress management for medical students. Acta Marisiensis-Seria Med. 2020;66(3):101–5.

Christianson M, Payne S. Helping students develop skills for better presentations: Using the 20x20 format for presentation training. 語学研究. 2012;26:1–15.

Romero-Yesa S, Fonseca D, Aláez M, Amo-Filva D. Qualitative assessment of a challenge-based learning and teamwork applied in electronics program. Heliyon. 2023;9(12).

Bosco TJ, Gabriel B, Florence M, Gilbert N. Towards effective teaching and learning ESP in mixed classes: students’ interest, challenges and remedies. Int J Engl Literature Social Sci. 2020;5(2):506–16.

Qiao L, Xu Y, bin Ahmad N, An Analysis Of Implementation Challenges For English, For Specific Purposes (Esp) Formative Assessment Via Blended Learning Mode At Chinese Vocational Polytechnics. Journal Of Digital Education, Communication, And Arts (DECA). 2023;6(02):64–76.

Kho MG-W, Ting S-H. Overcoming oral presentation anxiety: a systematic review of Tertiary ESL/EFL Students’ challenges and strategies. Qeios. 2023.

Download references

We confirm that no funding was received for this work.

Author information

Authors and affiliations.

Department of English Language, School of Paramedical Sciences, Shiraz University of Medical Sciences, Shiraz, Iran

Elham Nasiri & Laleh Khojasteh

You can also search for this author in PubMed   Google Scholar

Contributions

L.KH was involved in writing the proposal, reviewing the text, analyzing the data, and writing the manuscript. E. N was involvedin designing the research and collecting and analyzing the data. Both authors have reviewed and approved the final version of the manuscript.

Corresponding author

Correspondence to Laleh Khojasteh .

Ethics declarations

Ethics approval and consent to participate.

Our study, entitled “Evaluating Panel Discussions in ESP Classes: An Exploration of International Medical Students’ and ESP Instructors’ Perspectives through Qualitative Research,” was reviewed by the Institutional Review Board (IRB) of the School of Paramedical Sciences, Shiraz University of Medical Sciences (SUMS). The IRB reviewed the study on August 14th, 2024, and determined that formal ethics approval or a reference number was not required. This decision was based on the fact that the research posed minimal risk to participants and focused solely on their educational experiences without involving any intervention or the collection of sensitive personal data.

Consent for publication

Not Applicable.

Competing interests

We confirm that there are no known conflicts of interest associated with this publication and that this work did not receive any financial support.

Additional information

Publisher’s note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Open Access This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, which permits any non-commercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if you modified the licensed material. You do not have permission under this licence to share adapted material derived from this article or parts of it. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-nd/4.0/ .

Reprints and permissions

About this article

Cite this article.

Nasiri, E., Khojasteh, L. Evaluating panel discussions in ESP classes: an exploration of international medical students’ and ESP instructors’ perspectives through qualitative research. BMC Med Educ 24 , 925 (2024). https://doi.org/10.1186/s12909-024-05911-3

Download citation

Received : 08 May 2024

Accepted : 14 August 2024

Published : 26 August 2024

DOI : https://doi.org/10.1186/s12909-024-05911-3

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Group oral presentations
• Medical students
• Panel discussions
• ESP courses

BMC Medical Education

ISSN: 1472-6920

• General enquiries: [email protected]

• Quick Facts
• Sights & Attractions
• Tsarskoe Selo
• Oranienbaum
• Foreign St. Petersburg
• Restaurants & Bars
• Accommodation Guide
• St. Petersburg Hotels
• Serviced Apartments
• Bed and Breakfasts
• Private & Group Transfers
• Airport Transfers
• Concierge Service
• Russian Visa Guide
• Request Visa Support
• Walking Tours
• River Entertainment
• Public Transportation
• Travel Cards
• Essential Shopping Selection
• Business Directory
• Photo Gallery
• Video Gallery
• 360° Panoramas
• Moscow Hotels
• Moscow.Info
• History of St. Petersburg
• Petersburgers
• Scientists and inventors

Mikhail Lomonosov

Born: Denisovka, Archangelsk Province - 19 November 1711 Died: St. Petersburg - 15 April 1765

Mikhail Lomonosov was the great polymath of the Russian Enlightenment. Born in the deepest provinces of Northern Russia, he managed to gain a first-class education through a combination of natural intelligence and sheer force of will, and went on to make significant advances in several fields of science, as well as writing one of the first Russian grammars, several volumes of history, and a great quantity of poetry. In short, he was instrumental in pulling Russia further into the modern world, and in helping to make St. Petersburg a centre of learning as great as almost any in Europe.

Lomonosov was born in the village of Denisovka (now Lomonosovo), a village about 100 kilometers south-east of Arkhangelsk on the Severnaya Dvina river. His father was a peasant fisherman who had grown rich transporting goods from Arkhangelsk to settlements in the far north. His mother, the daughter of a deacon, died when he was very young, but not before she had taught him to read. From the age of ten, he accompanied his father on voyages to learn the business.

In 1730, however, determined to study, he ran away from home and walked over 1 000 kilometers to Moscow. Claiming to be the son of a provincial priest, he was able to enroll in the Slavic Greek Latin Academy, where he studied for five years before being sent on to St. Petersburg's Academic University. The following year (1736), he was a select group of outstanding students sponsored by the Academy of Sciences to study mathematics, chemistry, physics, philosophy and metallurgy in Western Europe. Lomonosov spent three years at the University of Marburg as a personal student of the philosopher Christian Wolff, then a year studying mining and metallurgy in Saxony, and a further year travelling in Germany and the Low Countries. While in Marburg, he fell in love with and married his landlady's daughter, Elizabeth Christine Zilch.

Due to lack of funds to support his young family, Lomonosov returned to St. Petersburg at the end of 1741, and was immediately appointed adjunct to the physics class at the Academy of Sciences. In 1745 he became the Academy's first Russian-born Professor of Chemistry, and in 1748 the first chemical research laboratory in Russia was built for him.

Throughout his career at the Academy, Lomonosov was a passionate advocate for making education in Russia more accessible to the lower ranks of Russian society. He campaigned to give public lectures in Russian and for the translation into Russian of more scientific texts. In this, he found himself in conflict with one of the founders of the Academy, the German ethnologist Gerhard Friedrich Miller (whose views on the importance of Scandinavians and Germans in Russian history Lomonosov also hotly disputed). By composing and presenting at an official Assembly of the Academy in 1749 his ode to the Empress Elizaveta Petrovna, Lomonosov gained considerable favour at court and a powerful ally in his pedagogical endeavours in the form of Elizaveta's lover, Count Ivan Shuvalov. Together, Lomonosov and Shuvalov founded Moscow University in 1755. It was also thanks to Shuvalov's influence that the Empress granted Lomonosov a manor and four surrounding villages at Ust-Ruditsa, where he was able to implement his plan to open a mosaic and glass factory, the first outside Italy to produce stained glass mosaics.

By 1758, Lomonosov's responsibilities included overseeing the Academy's Geography Department, Historical Assembly, University and Gymnasium, the latter of which he again insisted on making open to lowborn Russians. In 1760, he was appointed a foreign member of the Swedish Royal Academy of Sciences, and in 1764 he was similarly honoured by the Academy of Sciences of the Institute of Bologna. The same year, he was granted by Elizaveta Petrovna the rank of Secretary of State. He died 4 April 1765, and was buried in the Lazarev Cemetery of St. Petersburg's Alexander Nevsky Monastery.

Much of Lomonosov's work was unknown outside Russia until many years after his death, and even now it is more the extraordinary breadth of his inquiry and understanding, rather than any specific grand advancements in a particular field, that make him such a seminal figure in Russian science. Among the highlights of his academic career were his discovery of an atmosphere around Venus, his assertion of the Law of Conservation of Mass (nearly two decades before Antoine Lavoisier), and his development of a prototype of the Herschelian telescope. In 1764, he arranged the expedition along the northern coast of Siberia that discovered the Northeast Passage between the Atlantic and Pacific Oceans. His works also contained intuitions of the wave theory of light and the theory of continental drift. He made improvements to navigational instruments and demonstrated the organic origin of soil, peat, coal, petroleum and amber. Without knowledge of Da Vinci's work, he developed a working prototype of a helicopter.

He wrote the first guide to rhetoric in the Russian language, and his Russian Grammar was among the first to codify the language. His Ancient Russian History compared the development of Russia to the development of the Roman Empire, a theme that would become increasingly popular in the 19th century. His poetry was much praised during his lifetime, although it has been largely ignored by posterity.

Lomonosov is remembered in central St. Petersburg in the names of Ulitsa Lomonosova ("Lomonosov Street"), Ploshchad Lomonosova ("Lomonosov Square") and the adjacent bridge across the Fontanka River. During the Soviet Period, his name was given to the Imperial Porcelain Manufactory, and hence to the nearby metro station, Lomonosovskaya. The Soviets also renamed the suburban town of Oranienburg as Lomonosovo. In 1986, a magnificent monument to Lomonosov was unveiled in front of the Twelve Colleges, the main campus of St. Petersburg State University, acknowledging the enormous debt that institution owes the great polymath who is rightfully considered the father of Russian science.

We can help you make the right choice from hundreds of St. Petersburg hotels and hostels.

Live like a local in self-catering apartments at convenient locations in St. Petersburg.

Comprehensive solutions for those who relocate to St. Petersburg to live, work or study.

Maximize your time in St. Petersburg with tours expertly tailored to your interests.

Get around in comfort with a chauffeured car or van to suit your budget and requirements.

Book a comfortable, well-maintained bus or a van with professional driver for your group.

Navigate St. Petersburg’s dining scene and find restaurants to remember.

Need tickets for the Mariinsky, the Hermitage, a football game or any event? We can help.

Get our help and advice choosing services and options to plan a prefect train journey.

Let our meeting and events experts help you organize a superb event in St. Petersburg.

We can find you a suitable interpreter for your negotiations, research or other needs.

Get translations for all purposes from recommended professional translators.

• Sign in
• My Account
• Basket  

Items related to Handbook of Research on Teacher Education and Professional...

Handbook of research on teacher education and professional development (advances in higher education and professional development) - hardcover.

• About this title
• About this edition

With the ever-changing climate of education around the globe, it is essential that educators stay abreast of the most updated teaching methods and applications. To do this, fostering teacher education programs that include innovative practices and initiatives within the field is imperative.

The Handbook of Research on Teacher Education and Professional Development investigates current initiatives and approaches in educational programs. Focusing on research studies and theoretical concepts on innovative projects related to teacher education and professional development programs, this book is a pivotal reference source for academics, professionals, students, practitioners, and researchers.

"synopsis" may belong to another edition of this title.

About the Author

Drew Polly is an Assistant Professor in the Department of Reading and Elementary Education at the University of North Carolina at Charlotte. His research agenda focuses on examining how to support the implementation of technology and standards-based pedagogies. More information can be found at: http://education.uncc.edu/abpolly.

"About this title" may belong to another edition of this title.

• Publisher Information Science Reference
• Publication date 2016
• ISBN 10  1522510672
• ISBN 13  9781522510673
• Binding Hardcover
• Edition number 1
• Number of pages 776
• Editor Martin Christie , Polly PH D Drew

Convert currency

Shipping: US$ 3.99 Within U.S.A.

Add to basket

Top Search Results from the AbeBooks Marketplace

Handbook of research on teacher education and professional development (advances in higher education and professional development).

Seller: Lucky's Textbooks , Dallas, TX, U.S.A.

(5-star seller) Seller rating 5 out of 5 stars

Condition: New. Seller Inventory # ABLIING23Mar2716030309639

Contact seller

Quantity: Over 20 available

Handbook of Research on Teacher Education and Professional Development Advances in Higher Education and Professional Development

Seller: PBShop.store US , Wood Dale, IL, U.S.A.

HRD. Condition: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000. Seller Inventory # L1-9781522510673

Handbook of Research on Teacher Education and Professional Development

Seller: Ria Christie Collections , Uxbridge, United Kingdom

Condition: New. PRINT ON DEMAND Book; New; Fast Shipping from the UK. No. book. Seller Inventory # ria9781522510673_lsuk

Seller: PBShop.store UK , Fairford, GLOS, United Kingdom

HRD. Condition: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000. Seller Inventory # L1-9781522510673

Seller: moluna , Greven, Germany

Gebunden. Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Investigates current initiatives and approaches in educational programs. Focusing on research studies and theoretical concepts on innovative projects related to teacher education and professional development programs, this book is a pivotal reference source. Seller Inventory # 448010141

Seller: AHA-BUCH GmbH , Einbeck, Germany

Buch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - With the ever-changing climate of education around the globe, it is essential that educators stay abreast of the most updated teaching methods and applications. To do this, fostering teacher education programs that include innovative practices and initiatives within the field is imperative. The Handbook of Research on Teacher Education and Professional Development investigates current initiatives and approaches in educational programs. Focusing on research studies and theoretical concepts on innovative projects related to teacher education and professional development programs, this book is a pivotal reference source for academics, professionals, students, practitioners, and researchers. Seller Inventory # 9781522510673

Quantity: 1 available

Blog The Education Hub

https://educationhub.blog.gov.uk/2024/08/20/gcse-results-day-2024-number-grading-system/

GCSE results day 2024: Everything you need to know including the number grading system

Thousands of students across the country will soon be finding out their GCSE results and thinking about the next steps in their education.   

Here we explain everything you need to know about the big day, from when results day is, to the current 9-1 grading scale, to what your options are if your results aren’t what you’re expecting.  

When is GCSE results day 2024?  

GCSE results day will be taking place on Thursday the 22 August.     

The results will be made available to schools on Wednesday and available to pick up from your school by 8am on Thursday morning.  

Schools will issue their own instructions on how and when to collect your results.   

When did we change to a number grading scale?  

The shift to the numerical grading system was introduced in England in 2017 firstly in English language, English literature, and maths.  

By 2020 all subjects were shifted to number grades. This means anyone with GCSE results from 2017-2020 will have a combination of both letters and numbers.  

The numerical grading system was to signal more challenging GCSEs and to better differentiate between students’ abilities - particularly at higher grades between the A *-C grades. There only used to be 4 grades between A* and C, now with the numerical grading scale there are 6.  

What do the number grades mean?  

The grades are ranked from 1, the lowest, to 9, the highest.  

The grades don’t exactly translate, but the two grading scales meet at three points as illustrated below.  

The bottom of grade 7 is aligned with the bottom of grade A, while the bottom of grade 4 is aligned to the bottom of grade C.    

Meanwhile, the bottom of grade 1 is aligned to the bottom of grade G.  

What to do if your results weren’t what you were expecting?  

If your results weren’t what you were expecting, firstly don’t panic. You have options.  

First things first, speak to your school or college – they could be flexible on entry requirements if you’ve just missed your grades.   

They’ll also be able to give you the best tailored advice on whether re-sitting while studying for your next qualifications is a possibility.   

If you’re really unhappy with your results you can enter to resit all GCSE subjects in summer 2025. You can also take autumn exams in GCSE English language and maths.  

Speak to your sixth form or college to decide when it’s the best time for you to resit a GCSE exam.  

Look for other courses with different grade requirements     

Entry requirements vary depending on the college and course. Ask your school for advice, and call your college or another one in your area to see if there’s a space on a course you’re interested in.    

Consider an apprenticeship    

Apprenticeships combine a practical training job with study too. They’re open to you if you’re 16 or over, living in England, and not in full time education.  

As an apprentice you’ll be a paid employee, have the opportunity to work alongside experienced staff, gain job-specific skills, and get time set aside for training and study related to your role.   

You can find out more about how to apply here .  

Talk to a National Careers Service (NCS) adviser    

The National Career Service is a free resource that can help you with your career planning. Give them a call to discuss potential routes into higher education, further education, or the workplace.   

Whatever your results, if you want to find out more about all your education and training options, as well as get practical advice about your exam results, visit the  National Careers Service page  and Skills for Careers to explore your study and work choices.   

You may also be interested in:

• Results day 2024: What's next after picking up your A level, T level and VTQ results?
• When is results day 2024? GCSEs, A levels, T Levels and VTQs

Tags: GCSE grade equivalent , gcse number grades , GCSE results , gcse results day 2024 , gsce grades old and new , new gcse grades

Sharing and comments

Share this page, related content and links, about the education hub.

The Education Hub is a site for parents, pupils, education professionals and the media that captures all you need to know about the education system. You’ll find accessible, straightforward information on popular topics, Q&As, interviews, case studies, and more.

Please note that for media enquiries, journalists should call our central Newsdesk on 020 7783 8300. This media-only line operates from Monday to Friday, 8am to 7pm. Outside of these hours the number will divert to the duty media officer.

Members of the public should call our general enquiries line on 0370 000 2288.

Sign up and manage updates

Follow us on social media, search by date.

Comments and moderation policy