World Café: a proactive approach to working with mentors

OʼConnor, Megan; Cotrel-Gibbons, Liz

doi:10.7748/nm.2017.e1553

Cited by 7 publications

(11 citation statements)

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“…When tasks are complex, knowledge, skills, and experiences of group members can be shared so that the collective knowledge of the group can achieve goals otherwise achievable with difficulty. [10] At the end of the Cafè -after a summing up of their written products on the tablecloths -two near tables would be put together in order [14] to obtain a single more homogeneous group to be working in the following days of the Summer School.…”

Section: Discussionmentioning

confidence: 99%

World Café at Summer School of WHO Collaborating Centre for Epidemiology and Community Dentistry

G¹,

Valentina²,

Grazia³

et al. 2018

ujph

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Objectives of the study:This study is a qualitative evaluation of a teaching method. The 2015 Summer School organized by the WHO Collaborating Centre for Epidemiology and Community Dentistry of Milan took place in Sardinia. The educational objectives of the first day included: make an informal conversation with other members of the summer school; create an interesting exchange of ideas and experiences also between new, "habitué" and beginners with senior professionals of this event; make a group for the works in the next days. Considering the different professional roles, age and context of origin, the purpose of the Pedagogists was to create a positive, relaxed but intimate atmosphere using the pleasure of "informal" conversation, through a creative and practical method: The World Cafè. Materials & methods: The Pedagogists' first task focused on: caring of the location and the physical setup of the table, creating relevant questions to the concerns of the group, establishing the rules, managing the process to encourage participants to have a non-formal learning experience consequently improving thinking, speaking and listening skills. Finally the participants answered self-administered questionnaire to write about their emotions and cognitive processes that went out during the World Cafè. Results: The analysis of the questionnaires was carried out with Interpretative Phenomenological Analysis (IPA), The interpretative steps identified two emerging themes: "different vs peer" and "discovering vs practicing". Conclusions: The World Café experience improves learning by connection; thinking and learning become dynamic processes instead of learning outcomes.

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Section: Discussionmentioning

confidence: 99%

World Café at Summer School of WHO Collaborating Centre for Epidemiology and Community Dentistry

G¹,

Valentina²,

Grazia³

et al. 2018

ujph

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“…competencies of a small group facilitator and map them on the provided charts. After the brainstorming session, World Café rounds [33] were conducted. The purpose of these rounds was to stimulate participants' thought processes and let them share ideas with other colleagues.…”

Section: Methodsmentioning

confidence: 99%

Development of an entrustable professional activities (EPAs) framework for small group facilitators through a participatory design approach

Iqbal

Könings

Al‐Eraky

et al. 2019

Medical Education Online

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Background: Recent reports suggest that faculty development (FD) programs need a structured framework to design training and assess improvement in teaching performance of participants. Entrustable professional activities (EPAs) can serve as a novel framework to plan and conduct structured FD programs, and to assess the proficiency of small group facilitators after training. Objective: The researchers aimed to develop an EPAs framework for small group facilitators. Design: In March 2019, three workshops were organized to develop the EPAs framework by using a participatory action design approach. An orientation workshop was conducted to train the participating students and teachers. Then, a design workshop was conducted to develop the EPA framework, where data were collected from three sources: scribe notes, audio recordings, and field charts. Thematic analysis was performed, and consensus was sought from participants on the extracted professional tasks and competencies in the consensus workshop. In the third workshop, the participants also mapped professional tasks with relevant competencies. Results: A total of 15 teachers and 15 studentsf participated in the co-design process. Through a robust thematic analysis of multisource data, 57 professional tasks and 52 competencies emerged, which were converged into 11 tasks and 17 competencies after removing duplicating and non-qualifying professional tasks and competencies. Finally, a consensus was achieved on nine tasks and 12 competencies. Conclusions: The proposed EPAs framework can serve as a road map for longitudinal training and entrustment of small group facilitators. It can also guide small group facilitators in their continuous professional development and in building their teaching portfolios. ARTICLE HISTORY

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“…In the first stage we reached agreements around the research team, forms of exchange, and the elaboration of the collaborative texts that would emanate from this research. In the second stage, we conducted two participatory workshops based on the dynamics of World Cafe (Dawkins and Solomon, 2017;O'Connor and Cotrel-Gibbons, 2017). In the workshop, the themes of each table were identified: integral health, food gathering and bartering.…”

Section: Figurementioning

confidence: 99%

Embroidering care and reciprocity: contributions to food sovereignty by feminist peasant women from the mountains of Veracruz, Mexico

Pontes,

Merçon,

López Binnqüist

et al. 2024

Front. Sustain. Food Syst.

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Different authors from academia and social movements point to agroecology as a path to food sovereignty and as a way out of multiple social-ecological crises. Peasant feminism (feminismo campesino) informs the daily practice of women, and has contributed to broaden the meanings of food sovereignty as a political framework. Vinculación y Desarrollo Agroecológico en Café (VIDA) is a Mexican coffee growers’ organization that is centrally guided by principles of agroecology, food sovereignty, and peasant feminism. A transdisciplinary study held with VIDA members shows how food sovereignty is based on more dimensions than the official ones. In this paper, we use the Mexican art of embroidery as an integrating metaphor to analyze how female coffee growers’ practices around integral health, food gathering, and bartering contribute to food sovereignty. Our intention is also to analyze how these activities expand from the family unit to the territory, as well as from human to more than human beings. Based on their agroecological knowledge and practice, VIDA’s feminist peasant women invite us to consider agroecology and food sovereignty as key dimensions of Earth stewardship.

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World Café: a proactive approach to working with mentors

Cited by 7 publications

References 0 publications

World Café at Summer School of WHO Collaborating Centre for Epidemiology and Community Dentistry

World Café at Summer School of WHO Collaborating Centre for Epidemiology and Community Dentistry

Development of an entrustable professional activities (EPAs) framework for small group facilitators through a participatory design approach

Embroidering care and reciprocity: contributions to food sovereignty by feminist peasant women from the mountains of Veracruz, Mexico

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