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Background: Traditionally, learning by and teaching for primary healthcare (PHC) nurses use didactic, teacher-centred approaches. Hence, the feasibility of interactive workshops in non-threatening PHC environments to refresh nurses’ knowledge on patient care needs exploring.Aim: To describe interactive workshops as a learning and teaching method for PHC nurses.Setting: Primary healthcare clinics.Methods: Systematic literature search followed by an exploratory experimental pre or post-test control group design. Random clinic sampling (n = 26) led to clinic inclusion at the control (n = 5) and experimental (n = 5) sites. Nurses (n = 42) were conveniently selected for the control (n = 21) and experimental (n = 21) groups. Experimental participants (n = 21) attended interactive workshops (n = 5) where various strategies were applied, whilst addressing key diabetes messages. Both groups completed a questionnaire aligned to diabetes messages pre- and post-workshop. Additionally, a Likert scale questionnaire was posed to the experimental group post-workshop. Data was analysed statistically and presented as descriptive statistics, frequencies and percentages.Results: Articles reviewed (n = 20) identified types of interactive activities, role players, learning content covered, feasibility and duration of the interactive workshops. Pre or post-testing results of the workshops participants indicate improved knowledge related to peripheral sensation (0.03) and ( 0.01). Results from the questionnaire revealed participants’ satisfaction with the interactive workshops.Conclusion: Interactive workshops as a learning and teaching method could lead to change in knowledge, and participant satisfaction. However, using a combination of interactive workshops and other teaching modalities may enhance learning and teaching further.Contribution: Interactive workshops are a feasible instructional method during refresher courses for healthcare providers.

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Short Communication Why was the idea necessary (problem)? Health professions education institutions across the globe are adopting competency-based education (CBE) models. [1] Inherent in CBE is learner centredness, which emphasises the contribution of learners to the learning process. Nursing education institutions (NEIs) in Lesotho adopted CBE for all undergraduate nursing programmes, inspired by the Government's need for improved quality of learning that aligns with global trends in health professions education. [2] Nurse educators from NEIs who adopted CBE use group work as a dominant teaching strategy to enhance learner centredness. Group work, when appropriately applied, is associated with enhanced teamwork, motivation and deep learning. [3] Nursing students in NEIs in Lesotho asynchronously prepare for class activities through engaging with specified learning resources, such as study guides and workbooks. Nurse educators moderate learning in class and randomly assign students to small groups. The use of random allocation is deliberate to prepare them for the authentic clinical environment, where there is no autonomy in choosing team members. As a result, differences in learning styles, personalities and experiences were not taken into account. Each group collectively solves a specific problem, applying knowledge learnt during the asynchronous time. However, educators observed poor engagement, dominance by some students and general disparities in the performance among the groups. Therefore, in view of these challenges, we explored how the students experienced group work.