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Students selected the topic for the session themselves, as an important learning objective linked to the case.
The groups are run in a collaborative workshop with a brief didactic introduction of the topic for the session and the rest of the work taking the form of active interaction using the collective experience of the participants.
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Each session followed the same structure: 1) addressing completed diary cards and assignments, 2) discussing the main topic of the session, and 3) explaining the assignment for the next session.
The nurse was responsible for both the first and the last meeting, and also participated in all sessions in order to answer questions that were outside the topic for the present session.
We chose the following topics for the sessions: coronary heart disease, stroke, prevention, obesity, alcohol, tobacco, tuberculosis, and HIV/AIDS.
Every class, we met in the narthex at twelve-thirty, passed out pens and notebooks, and gave optional topics for that session's writing.
Topics for this session include forming groups, assigning roles, reducing freeloading, and setting up a peer evaluation protocol.
Topics for this session include setting expectations, selecting an appropriate form and audience for student writing, helping students identify a meaningful and manageable writing project.
Topics for this session include defining goals for student writing in science labs, crafting lab writing assignments, training TAs, and providing useful feedback.
The topic for each session will be announced in class on Monday.
In addition, we chose a predefined set of topics for the workshop sessions.
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Since I tried Ludwig back in 2017, I have been constantly using it in both editing and translation. Ever since, I suggest it to my translators at ProSciEditing.

Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com