A structured self-directed basic skills curriculum results in improved technical performance in the absence of expert faculty teaching.

Science.gov (United States)

Wright, Andrew S; McKenzie, Jill; Tsigonis, Abraham; Jensen, Aaron R; Figueredo, Edgar J; Kim, Sara; Horvath, Karen

2012-06-01

We developed a novel curriculum teaching 20 open surgical skills in 5 general domains (instrument handling, knot tying, simple wound closure, advanced wound closure, and hemostasis). The curriculum includes online didactics, skills practice, and defined performance metrics, but is entirely self-guided with no expert oversight or teaching. Subjects included first- and second-year medical students (n = 9). Subjects first viewed a demonstration video depicting proper technique. The pretest was video-recorded performance of each skill. Subjects then completed the self-guided skills curriculum at their own pace, returning for posttesting once they met defined self-assessment criteria. Performance was evaluated through both self-assessment and blinded video review by 2 expert reviewers using previously validated scales. After completion of the curriculum, performance improved significantly by both self-assessment (3,754 ± 1,742 to 6,496 ± 1,337; P performance was significantly better for all domains by self-assessment (P instrument handling). Completion of a self-guided basic surgical skills curriculum allows novice learners to significantly improve performance in basic open surgical skills, without traditional expert teaching. This curriculum is useful for medical students and incoming junior residents. Copyright © 2012 Mosby, Inc. All rights reserved.

Master Curriculum Guide in Economics. A Framework for Teaching the Basic Concepts. Second Edition.

Science.gov (United States)

Saunders, Phillip; And Others

Intended for curriculum developers, this revised Framework presents a set of basic concepts for teaching K-12 economics. The revision reflects the change and development which the field of economics has undergone and includes improvements suggested by users of the first edition. The purpose of teaching economics is to impart a general…

School Principals' Perceptions of "Basic Values" in the Swedish Compulsory School System in Regard to Bronfenbrenner's Ecological Systems Theory

Science.gov (United States)

Drakenberg, Margareth; Malmgren, Therese Vincenti

2013-01-01

The purpose of this study is to compare how Swedish school principals understand basic values that are important in fulfilling the Swedish national curriculum, Curriculum 1994 (a new curriculum, Curriculum 2011, which came into operation in autumn 2011, has only minor differences compared to the common text in Curriculum 1994), considering…

A Creative Approach to the Common Core Standards: The Da Vinci Curriculum

Science.gov (United States)

Chaucer, Harry

2012-01-01

"A Creative Approach to the Common Core Standards: The Da Vinci Curriculum" challenges educators to design programs that boldly embrace the Common Core State Standards by imaginatively drawing from the genius of great men and women such as Leonardo da Vinci. A central figure in the High Renaissance, Leonardo made extraordinary contributions as a…

Status of implementation of the ICT Curriculum in Ghanaian Basic Schools

Directory of Open Access Journals (Sweden)

Bernard Yaw Sekyi Acquah

2013-06-01

Full Text Available The focus of the study was to ascertain the extent to which the ICT curriculum is effectively being implemented in basic schools. The aim was to find out teachers’ perception about the introduction of ICT at the basic school level; the availability of facilities for teaching the subject; teachers’ acquired content knowledge as well as their preferred in-service training methods. The study adopted a simple cross sectional survey design which employed descriptive statics for data analysis. A questionnaire was the main survey instrument. A representative sample of 63 public primary schools in the Cape Coast Metropolis was randomly selected, and all ICT teachers (84 in the selected schools were involved in the study. It was revealed that teachers had a positive perception about the teaching of ICT in primary schools. ICT facilities were woefully inadequate for the teaching of the subject in basic schools; the majority of teachers appeared to be knowledgeable in the use of computers and other peripheral devices; and, most of the teachers preferred workshops as a means of acquiring more knowledge and skills in the teaching of ICT.

Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School

Directory of Open Access Journals (Sweden)

Olopade FE

2016-07-01

Full Text Available Funmilayo Eniola Olopade,1 Oluwatosin Adekunle Adaramoye,2 Yinusa Raji,3 Abiodun Olubayo Fasola,4 Emiola Oluwabunmi Olapade-Olaopa5 1Department of Anatomy, 2Department of Biochemistry, 3Department of Physiology, 4Department of Oral Pathology, 5Department of Surgery, College of Medicine, University of Ibadan, Ibadan, Nigeria Abstract: The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the “old” curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula

Destrezas de Matematica: Curriculo Basico. Guia para el Maestro (Mathematics Skills: Basic Curriculum. Teacher's Guide).

Science.gov (United States)

Puerto Rico State Dept. of Education, Hato Rey. Office of Special Education.

The fundamental importance of basic mathematics to daily life is emphasized in this teacher's guide for special education teachers in Puerto Rico. While it is necessary for the teacher to determine the needs and abilities of each student and adapt the curriculum accordingly, this guide presents, in Spanish, a set of lesson plans, each with an…

Basic airway skills acquisition using the American College of Surgeons/Association for Surgical Education medical student simulation-based surgical skills curriculum: Initial results.

Science.gov (United States)

Muratore, Sydne; Kim, Michael; Olasky, Jaisa; Campbell, Andre; Acton, Robert

2017-02-01

The ACS/ASE Medical Student Simulation-Based Skills Curriculum was developed to standardize medical student training. This study aims to evaluate the feasibility and validity of implementing the basic airway curriculum. This single-center, prospective study of medical students participating in the basic airway module from 12/2014-3/2016 consisted of didactics, small-group practice, and testing in a simulated clinical scenario. Proficiency was determined by a checklist of skills (1-15), global score (1-5), and letter grade (NR-needs review, PS-proficient in simulation scenario, CP-proficient in clinical scenario). A proportion of students completed pre/post-test surveys regarding experience, satisfaction, comfort, and self-perceived proficiency. Over 16 months, 240 students were enrolled with 98% deemed proficient in a simulated or clinical scenario. Pre/post-test surveys (n = 126) indicated improvement in self-perceived proficiency by 99% of learners. All students felt moderately to very comfortable performing basic airway skills and 94% had moderate to considerable satisfaction after completing the module. The ACS/ASE Surgical Skills Curriculum is a feasible and effective way to teach medical students basic airway skills using simulation. Copyright © 2016 Elsevier Inc. All rights reserved.

Evolving a common surgical curriculum for ASEAN nations with a public health approach.

Science.gov (United States)

Lum, Siew Kheong

2013-03-01

The Association of Southeast Asian Nations (ASEAN) Mutual Recognition Arrangement (MRA) on medical practitioners' agreement will become a reality in the year 2015. Doctors registered in one ASEAN country will be given reciprocal recognition in another country under this agreement. Rapid and excessive movement of human resources between countries in a short span of time is undesirable and can be destabilizing. The surgical fraternity in the ASEAN countries should plan for a common surgical curriculum, a common examination and an ASEAN Board of Surgery so that standards of future trainees in different countries are comparable. The curriculum should take into consideration the diversity of the countries in socio-economic development. Ideally, it should be based on a public health approach to bring affordable quality surgical care to the masses in an efficient and effective manner. © 2013 The Author. ANZ Journal of Surgery © 2013 Royal Australasian College of Surgeons.

Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School.

Science.gov (United States)

Olopade, Funmilayo Eniola; Adaramoye, Oluwatosin Adekunle; Raji, Yinusa; Fasola, Abiodun Olubayo; Olapade-Olaopa, Emiola Oluwabunmi

2016-01-01

The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the "old" curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula successfully. The modifications to the teaching and assessment of the core basic medical science subjects have resulted in improved learning and performance at the final examinations.

Curriculum

Directory of Open Access Journals (Sweden)

Robi Kroflič

1997-12-01

Full Text Available Modern curriculum theories emphasize that if we understand the curriculum as a real core substance of education. We have to bear in mind, when planning the curriculum, the whole multitude of factors (curricula which have an influence on the educational impact. In the field of andragogy, we especially have to consider educational needs, and linking the strategies of instruction with those of learning. The best way of realizing this principle is the open strategy of planning the national curriculum and process-developmental strategy of planning with the microandragogic situation. This planning strategy is S1m1lar to the system-integration strategy and Jarvis's model of negotiated curriculum, which derive from the basic andragogic principle: that the interests and capacities of adults for education increase if we enable them to cooperate in the planning and production of the curriculum.

Curriculum Integration = Course Disintegration: What Does This Mean for Anatomy?

Science.gov (United States)

Bolender, David L.; Ettarh, Rajunor; Jerrett, David P.; Laherty, Richard F.

2013-01-01

Many basic scientists including anatomists are currently involved in decisions related to revisions of the undergraduate medical curriculum. Integration is a common theme in many of these decisions. As described by Harden, integration can occur along a multistep continuum from independent, discipline-based courses to a completely interdisciplinary…

BASIC Programming.

Science.gov (United States)

Jennings, Carol Ann

Designed for use by both secondary- and postsecondary-level business teachers, this curriculum guide consists of 10 units of instructional materials dealing with Beginners All-Purpose Symbol Instruction Code (BASIC) programing. Topics of the individual lessons are numbering BASIC programs and using the PRINT, END, and REM statements; system…

Basic concept of common reactor physics code systems. Final report of working party on common reactor physics code systems (CCS)

International Nuclear Information System (INIS)

2004-03-01

A working party was organized for two years (2001-2002) on common reactor physics code systems under the Research Committee on Reactor Physics of JAERI. This final report is compilation of activity of the working party on common reactor physics code systems during two years. Objectives of the working party is to clarify basic concept of common reactor physics code systems to improve convenience of reactor physics code systems for reactor physics researchers in Japan on their various field of research and development activities. We have held four meetings during 2 years, investigated status of reactor physics code systems and innovative software technologies, and discussed basic concept of common reactor physics code systems. (author)

Pros and cons of vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum: examples and experiences from Linköping, Sweden.

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Dahle, L O; Brynhildsen, J; Behrbohm Fallsberg, M; Rundquist, I; Hammar, M

2002-05-01

Problem-based learning (PBL), combined with early patient contact, multiprofessional education and emphasis on development of communications skills, has become the basis for the medical curriculum at the Faculty of Health Sciences in Linköping (FHS), Sweden, which was started in 1986. Important elements in the curriculum are vertical integration, i.e. integration between the clinical and basic science parts of the curriculum and horizontal integration between different subject areas. This article discusses the importance of vertical integration in an undergraduate medical curriculum, according to experiences from the Faculty of Health Sciences in Linköping, and also give examples on how it has been implemented during the latest 15 years. Results and views put forward in published articles concerning vertical integration within undergraduate medical education are discussed in relation to the experiences in Linköping. Vertical integration between basic sciences and clinical medicine in a PBL setting has been found to stimulate profound rather than superficial learning, and thereby stimulates better understanding of important biomedical principles. Integration probably leads to better retention of knowledge and the ability to apply basic science principles in the appropriate clinical context. Integration throughout the whole curriculum entails a lot of time and work in respect of planning, organization and execution. The teachers have to be deeply involved and enthusiastic and have to cooperate over departmental borders, which may produce positive spin-off effects in teaching and research but also conflicts that have to be resolved. The authors believe vertical integration supports PBL and stimulates deep and lifelong learning.

Attitudes among students and teachers on vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum.

Science.gov (United States)

Brynhildsen, J; Dahle, L O; Behrbohm Fallsberg, M; Rundquist, I; Hammar, M

2002-05-01

Important elements in the curriculum at the Faculty of Health Sciences in Linköping are vertical integration, i.e. integration between the clinical and basic science sections of the curriculum, and horizontal integration between different subject areas. Integration throughout the whole curriculum is time-consuming for both teachers and students and hard work is required for planning, organization and execution. The aim was to assess the importance of vertical and horizontal integration in an undergraduate medical curriculum, according to opinions among students and teachers. In a questionnaire 102 faculty teachers and 106 students were asked about the importance of 14 different components of the undergraduate medical curriculum including vertical and horizontal integration. They were asked to assign between one and six points to each component (6 points = extremely important for the quality of the curriculum; 1 point = unimportant). Students as well as teachers appreciated highly both forms of integration. Students scored horizontal integration slightly but significantly higher than the teachers (median 6 vs 5 points; p=0.009, Mann-Whitney U-test), whereas teachers scored vertical integration higher than students (6 vs 5; p=0.019, Mann-Whitney U-test). Both students and teachers considered horizontal and vertical integration to be highly important components of the undergraduate medical programme. We believe both kinds of integration support problem-based learning and stimulate deep and lifelong learning and suggest that integration should always be considered deeply when a new curriculum is planned for undergraduate medical education.

The scenario of citizenship education curriculum at the basic education level in the next decade (during 2012 – 2022

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Niramol Tuchinda

2016-01-01

Full Text Available The aim of the research is to study the Scenario of citizenship education curriculum at the basic education level in the next decade (during 2012 – 2022 by the Ethnographic Delphi futures research, The study was as follows: The scenario of citizenship education curriculum at the basic education level in the next decade (during 2012 – 2022 (The draft. The curriculum’s philosophy were focus education of quality, develop moral personal, intercultural skills into peacefulness of the asean-world citizen. The good character of students were efficiency person to respect voice, freedom, communication, information and media literacy, honesty and public mind, critical thinking of many information to decide for the sustainable development. The aim of the curriculum were citizenship into democracy culture public mind of school and community, critical thinking, cross-cultural understanding into together peacefulness. The civic education into collaboration, teamwork and leadership and problem solving activities. The learning areas for The grade 1-3 was know-self, family, community, basic knowledge of global, civic character, self-reliant, and to assist in moral principle. The grade 4-6 was responsible for family, school community, to take lesson neighborhood intercultural skill, local political, cross culture understanding and human rights. The grade 7-9 was understand right, duties in constitution, citizenship, to be responsible for themselves family community, cultural different Thailand, neighborhood country and intercultural asia. The grade 10-12 was knowledge law in rights, duties and freedom, responsible citizen, neighborhood citizenship, critical thinking, and problem solving to access organizational learning. The learning activities for grade 1-12 was at the providing as project based learning .The learners developing activities for the grade 1-12 was public mind in action learning, resource in community. The teaching material was focus news

Daily Living Skills at Your Fingertips. Daily Living Skills for 0-4 Level Adult Basic Education Students. Curriculum and Teacher Guide.

Science.gov (United States)

Greene, Margret

A curriculum and teacher guide are provided for a program to teach daily living skills to 0-4 level adult basic education students. The guide presents a method of instruction and lists the materials provided. Teaching plans (content outlines) are provided for these areas: cooking, housekeeping, laundry, leisure skills, and medication awareness. A…

Trends in Basic Sciences Education in Dental Schools, 1999-2016.

Science.gov (United States)

Lantz, Marilyn S; Shuler, Charles F

2017-08-01

The purpose of this study was to examine data published over the past two decades to identify trends in the basic sciences curriculum in dental education, provide an analysis of those trends, and compare them with trends in the basic sciences curriculum in medical education. Data published from the American Dental Association (ADA) Surveys of Dental Education, American Dental Education Association (ADEA) Surveys of Dental School Seniors, and two additional surveys were examined. In large part, survey data collected focused on the structure, content, and instructional strategies used in dental education: what was taught and how. Great variability was noted in the total clock hours of instruction and the clock hours of basic sciences instruction reported by dental schools. Moreover, the participation of medical schools in the basic sciences education of dental students appears to have decreased dramatically over the past decade. Although modest progress has been made in implementing some of the curriculum changes recommended in the 1995 Institute of Medicine report such as integrated basic and clinical sciences curricula, adoption of active learning methods, and closer engagement with medical and other health professions education programs, educational effectiveness studies needed to generate data to support evidence-based approaches to curriculum reform are lacking. Overall, trends in the basic sciences curriculum in medical education were similar to those for dental education. Potential drivers of curriculum change were identified, as was recent work in other fields that should encourage reconsideration of dentistry's approach to basic sciences education. This article was written as part of the project "Advancing Dental Education in the 21st Century."

Academy : Collaborative Curriculum Case Studies - iCommons ...

International Development Research Centre (IDRC) Digital Library (Canada)

Leaders in the area of open learning content met in Toronto in June 2006 to ... studies exploring the challenges faced by open and collaborative curriculum projects ... long-term climate action to reduce social inequality, promote greater gender ...

Educating Business Marketers: A Lack of Common Ground in the Curriculum?

DEFF Research Database (Denmark)

Brennan, Ross; Skaates, Maria Anne

2001-01-01

The paper is concerned with the issue of curriculum development in the field of business to business marketing. While there is no single right way to teach business marketing, many students, educators and practitioners prefer a curriculum composed of a single, widely accepted body of knowledge....... By analysing textbooks (in French, German, English and Swedish) and course designs (from five countries) it is established that there is no single accepted business marketing curriculum, and that there are implicit controversies in the curriculum. The purpose of the paper is to make explicit those implicit...... controversies, and to promote debate on the transmission of business marketing knowledge through the undergraduate and postgraduate curricula....

Integration of Basic and Clinical Science in the Psychiatry Clerkship.

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Wilkins, Kirsten M; Moore, David; Rohrbaugh, Robert M; Briscoe, Gregory W

2017-06-01

Integration of basic and clinical science is a key component of medical education reform, yet best practices have not been identified. The authors compared two methods of basic and clinical science integration in the psychiatry clerkship. Two interventions aimed at integrating basic and clinical science were implemented and compared in a dementia conference: flipped curriculum and coteaching by clinician and physician-scientist. The authors surveyed students following each intervention. Likert-scale responses were compared. Participants in both groups responded favorably to the integration format and would recommend integration be implemented elsewhere in the curriculum. Survey response rates differed significantly between the groups and student engagement with the flipped curriculum video was limited. Flipped curriculum and co-teaching by clinician and physician-scientist are two methods of integrating basic and clinical science in the psychiatry clerkship. Student learning preferences may influence engagement with a particular teaching format.

Key steps for integrating a basic science throughout a medical school curriculum using an e-learning approach.

Science.gov (United States)

Dubois, Eline Agnès; Franson, Kari Lanette

2009-09-01

Basic sciences can be integrated into the medical school curriculum via e-learning. The process of integrating a basic science in this manner resembles a curricular change. The change usually begins with an idea for using e-learning to teach a basic science and establishing the need for the innovation. In the planning phase, learning outcomes are formulated and a prototype of the program is developed based on the desired requirements. A realistic concept is formed after considering the limitations of the current institute. Next, a project team is assembled to develop the program and plan its integration. Incorporation of the e-learning program is facilitated by a well-developed and communicated integration plan. Various course coordinators are contacted to determine content of the e-learning program as well as establish assessment. Linking the e-learning program to existing course activities and thereby applying the basic science into the clinical context enhances the degree of integration. The success of the integration is demonstrated by a positive assessment of the program including favourable cost-benefit analysis and improved student performance. Lastly, when the program becomes institutionalised, continuously updating content and technology (when appropriate), and evaluating the integration contribute to the prolonged survival of the e-learning program.

Matematicas en la vida actual. Volumen III, edicion para el maestro. (Mathematics: A Practical View. Volume III, Teacher Edition). Applied Basic Curriculum Series.

Science.gov (United States)

Evaluation, Dissemination and Assessment Center, Dallas.

This Spanish language teacher's edition of a practical mathematics text for the intermediate grades contains three components which can be structured in different combinations according to different student needs. Built around a review of selected objectives in the mathematics basic curriculum, the material is intended to stimulate interest in…

Matematicas en la vida actual. Volumen I, edicion para el maestro. (Mathematics: A Practical View. Volume I, Teacher Edition). Applied Basic Curriculum Series.

Science.gov (United States)

Evaluation, Dissemination and Assessment Center, Dallas.

This Spanish language teacher's edition of a practical mathematics text for the intermediate grades contains three components which can be structured in different combinations according to different student needs. Built around a review of selected objectives in the mathematics basic curriculum, the material is intended to stimulate interest in…

Matematicas en la vida actual. Volumen II, edicion para el maestro. (Mathematics: A Practical View. Volume II, Teacher Edition). Applied Basic Curriculum Series.

Science.gov (United States)

Evaluation, Dissemination and Assessment Center, Dallas.

This Spanish language teacher's edition of a practical mathematics text for the intermediate grades contains three components which can be structured in different combinations according to different student needs. Built around a review of selected objectives in the mathematics basic curriculum, the material is intended to stimulate interest in…

Basic design in architectural education in Turkey

Directory of Open Access Journals (Sweden)

Makaklı Elif Süyük

2016-01-01

Full Text Available Creative activity is one of the most significant parts of architectural education. In the architectural curriculum organisation ‘design studio’ is the unique and preeminent subject. Freshman students encounter ‘design’ first in basic design course, before they know what designing incorporates. The Basic Design is the starting point of initiating creativity in architecture education. It helps each student to understand architecture as a creative and innovative practice in the first year of education. This study analyzes the characteristics of basic design course, the topics of the course contents and its significance in the architectural curriculum in Turkey as well.

A Curriculum Guide for Electricity/Electronics.

Science.gov (United States)

Rouse, Bill, Comp.

This curriculum guide is designed to upgrade the secondary electrical trades program in Mississippi by broadening its scope to incorporate basic electronic principles. Covered in the individual chapters of the guide are the following courses: basic electricity (occupational information, basic physics, circuit fundamentals, resistance and Ohm's…

Evolution of the New Pathway curriculum at Harvard Medical School: the new integrated curriculum.

Science.gov (United States)

Dienstag, Jules L

2011-01-01

In 1985, Harvard Medical School adopted a "New Pathway" curriculum, based on active, adult learning through problem-based, faculty-facilitated small-group tutorials designed to promote lifelong skills of self-directed learning. Despite the successful integration of clinically relevant material in basic science courses, the New Pathway goals were confined primarily to the preclinical years. In addition, the shifting balance in the delivery of health care from inpatient to ambulatory settings limited the richness of clinical education in clinical clerkships, creating obstacles for faculty in their traditional roles as teachers. In 2006, Harvard Medical School adopted a more integrated curriculum based on four principles that emerged after half a decade of self-reflection and planning: (1) integrate the teaching of basic/population science and clinical medicine throughout the entire student experience; (2) reestablish meaningful and intensive faculty-student interactions and reengage the faculty; (3) develop a new model of clinical education that offers longitudinal continuity of patient experience, cross-disciplinary curriculum, faculty mentoring, and student evaluation; and (4) provide opportunities for all students to pursue an in-depth, faculty-mentored scholarly project. These principles of our New Integrated Curriculum reflect our vision for a curriculum that fosters a partnership between students and faculty in the pursuit of scholarship and leadership.

Problem based learning (PBL) vs. Case based curriculum in clinical clerkship, Internal Medicine innovated Curriculum, Student prospective.

Science.gov (United States)

Aljarallah, Badr; Hassan, Mohammad Saleh

2015-04-01

The vast majority of PBL experience is in basic science courses. Application of classic Problem based learning in clerkship phase is challenging. Although the clinical case is considered a problem, yet solving this problem following the burrow's law has faced hurdles. The difficulties are facing the learner, the teacher and curricula. We implement innovative curriculum for the clerkship year in internal medicine course. We surveyed the student just before coming to an internal medicine course to ask them about continuing PBL or other types of learning in clinical years. A committee was created to study the possible ways to integrate PBL in the course. After multiple brainstorming meeting, an innovated curriculum was implemented. Student surveyed again after they completed their course. The survey is asking them about what is the effect of the implemented curriculum in their skills, attitude, and knowledge. 70% of Students, who finished their basic science in PBL, preferred not to have classical PBL, but more a clinical oriented case based curriculum in the clinical years. After this innovated curriculum, 50-60 % of students who completed it showed a positive response in all aspects of effects including skill, attitude, and knowledge. The Innovated curriculum includes daily morning report, 3 bedside teaching, investigation session, and clinical reasoning weekly, and Lectures up to twice a week. We suggest implementing a curriculum with PBL and case-based criteria in clinical phase are feasible, we are providing a framework with this innovated curriculum.

Psychological Approaches to Learner Centered Curriculum in Kerala

Science.gov (United States)

Nath, Baiju K.; Sajitha, P. S.

2010-01-01

The major curricular innovations that have taken place in Kerala secondary education system in recent years is so revolutionary. This paper examines the basic psychological theories of the learner centered curriculum of school education in the state of Kerala. Initially the curriculum was based on the principles of behaviorism. The curriculum then…

A Prospective Curriculum Using Visual Literacy.

Science.gov (United States)

Hortin, John A.

This report describes the uses of visual literacy programs in the schools and outlines four categories for incorporating training in visual thinking into school curriculums as part of the back to basics movement in education. The report recommends that curriculum writers include materials pertaining to: (1) reading visual language and…

Pre-Eminent Curriculum in Islamic Basic School Integrated Comparative Studies in Islamic Basic School Integrated Al-Izzah Serang and Al-Hanif Cilegon, Banten, Indonesia

Science.gov (United States)

Fauz, Anis; Hasbullah

2016-01-01

Compare to General SD (Primary school), the superiority of SD Islam Terpadu (Integrated Islamic Primary School) lies on the development of the curriculum and learning that is more emphasize on integrated curriculum and integrated learning. Curriculum model applied in Sekolah Dasar Islam Terpadu (SDIT) is integrated curriculum. This curriculum is…

Common Courses for Common Purposes:

DEFF Research Database (Denmark)

Schaub Jr, Gary John

2014-01-01

(PME)? I suggest three alternative paths that increased cooperation in PME at the level of the command and staff course could take: a Nordic Defence College, standardized national command and staff courses, and a core curriculum of common courses for common purposes. I conclude with a discussion of how...

Adolescent Sexual Education: Designing Curriculum That Works

Science.gov (United States)

Quincy, Michael L.

2009-01-01

The purpose of this review paper, "Adolescent Sexual Education: Designing Curriculum That Works", is to present some basic curriculum necessities for developing an in-school sexual education program that results in decreasing the number of teenagers initiating sex, thus reducing the number of teen pregnancies and cases of sexually transmitted…

Special series on "The meaning of behavioral medicine in the psychosomatic field" establishment of a core curriculum for behavioral science in Japan: The importance of such a curriculum from the perspective of psychology.

Science.gov (United States)

Shimazu, Akihito; Nakao, Mutsuhiro

2016-01-01

This article discusses the core curriculum for behavioral science, from the perspective of psychology, recommended by the Japanese Society of Behavioral Medicine and seeks to explain how the curriculum can be effectively implemented in medical and health-related departments. First, the content of the core curriculum is reviewed from the perspective of psychology. We show that the curriculum features both basic and applied components and that the basic components are closely related to various aspects of psychology. Next, we emphasize two points to aid the effective delivery of the curriculum: 1) It is necessary to explain the purpose and significance of basic components of behavioral science to improve student motivation; and 2) it is important to encourage student self-efficacy to facilitate application of the acquired knowledge and skills in clinical practice.

Basic Principles of Animal Science. Reprinted.

Science.gov (United States)

Florida State Dept. of Education, Tallahassee.

The reference book is designed to fulfill the need for organized subject matter dealing with basic principles of animal science to be incorporated into the high school agriculture curriculum. The material presented is scientific knowledge basic to livestock production. Five units contain specific information on the following topics: anatomy and…

[Basic laws of blood screw motion in human common carotid arteries].

Science.gov (United States)

Kulikov, V P; Kirsanov, R I

2008-08-01

The basic laws of blood screw motion in common carotid arteries in people were determined by means of modern ultrasound techniques for the first time. 92 healthy adults, aged 18-30, were examined. The blood flow in the middle one-third of common carotid arteries was registered by means of Color Doppler Imaging and impulse Doppler with the help of ultrasound Medison 8000EX scanner by linear transducer of 5-9 MHz. The steady registration of blood screw motion in both common carotid arteries in Color Doppler Imaging regimen was observed in 54.3 % of cases. The direction of screw stream rotation in most cases (54%) was multi-directed: in the right common carotid artery it was right, in the left common carotid artery--left (48%), and in 6% of cases it was reverse. For 46% of cases blood rotation in both common carotid arteries was one-directed (26%--right, 20%--left). The velocity parameters of rotation component of blood motion were determined, maximum velocity being 19.68 +/- 5.84 cm/sec, minimum--4.57 +/- 2.89 cm/sec, average--7.48 +/- 2.49 cm/sec, angular--10.7 +/- 2.49 sec(-1). The rated velocity of blood cells motion in screw motion with regard of screw current lines to the vessel vertical axis makes up from 158.67 +/- 32.79 to 224.39 +/- 46.37 cm/sec.

Back to the basic sciences: an innovative approach to teaching senior medical students how best to integrate basic science and clinical medicine.

Science.gov (United States)

Spencer, Abby L; Brosenitsch, Teresa; Levine, Arthur S; Kanter, Steven L

2008-07-01

Abraham Flexner persuaded the medical establishment of his time that teaching the sciences, from basic to clinical, should be a critical component of the medical student curriculum, thus giving rise to the "preclinical curriculum." However, students' retention of basic science material after the preclinical years is generally poor. The authors believe that revisiting the basic sciences in the fourth year can enhance understanding of clinical medicine and further students' understanding of how the two fields integrate. With this in mind, a return to the basic sciences during the fourth year of medical school may be highly beneficial. The purpose of this article is to (1) discuss efforts to integrate basic science into the clinical years of medical student education throughout the United States and Canada, and (2) describe the highly developed fourth-year basic science integration program at the University of Pittsburgh School of Medicine. In their critical review of medical school curricula of 126 U.S. and 17 Canadian medical schools, the authors found that only 19% of U.S. medical schools and 24% of Canadian medical schools require basic science courses or experiences during the clinical years, a minor increase compared with 1985. Curricular methods ranged from simple lectures to integrated case studies with hands-on laboratory experience. The authors hope to advance the national discussion about the need to more fully integrate basic science teaching throughout all four years of the medical student curriculum by placing a curricular innovation in the context of similar efforts by other U.S. and Canadian medical schools.

The relevance of basic sciences in undergraduate medical education.

Science.gov (United States)

Lynch, C; Grant, T; McLoughlin, P; Last, J

2016-02-01

Evolving and changing undergraduate medical curricula raise concerns that there will no longer be a place for basic sciences. National and international trends show that 5-year programmes with a pre-requisite for school chemistry are growing more prevalent. National reports in Ireland show a decline in the availability of school chemistry and physics. This observational cohort study considers if the basic sciences of physics, chemistry and biology should be a prerequisite to entering medical school, be part of the core medical curriculum or if they have a place in the practice of medicine. Comparisons of means, correlation and linear regression analysis assessed the degree of association between predictors (school and university basic sciences) and outcomes (year and degree GPA) for entrants to a 6-year Irish medical programme between 2006 and 2009 (n = 352). We found no statistically significant difference in medical programme performance between students with/without prior basic science knowledge. The Irish school exit exam and its components were mainly weak predictors of performance (-0.043 ≥ r ≤ 0.396). Success in year one of medicine, which includes a basic science curriculum, was indicative of later success (0.194 ≥ r (2) ≤ 0.534). University basic sciences were found to be more predictive than school sciences in undergraduate medical performance in our institution. The increasing emphasis of basic sciences in medical practice and the declining availability of school sciences should mandate medical schools in Ireland to consider how removing basic sciences from the curriculum might impact on future applicants.

Institutionalizing culture of peace in basic education through appropriate curriculum implementation

Directory of Open Access Journals (Sweden)

Lilian-Rita I. Akudolu

2016-05-01

Full Text Available This paper reports a study that was aimed at revealing the extent to which teachers implement Peace Education curriculum in Nigeria. The study was a survey and covered junior secondary schools in Enugu North and South Local Government Education Authorities in Enugu State, Nigeria. The sample constituted randomly selected 200 junior secondary school teachers. Questions that guided the study were based on how frequently teachers engaged in peace-prone instructional activities involving Interactive Instruction, Cooperative Learning, Conflict Resolution and Empathy. Data was analyzed using mean and standard deviation. The major findings showed that a good number of the respondents did not adopt peace-prone instructional strategies in curriculum implementation.

A Future-Oriented, Globally Based Curriculum Model for Industrial Technology.

Science.gov (United States)

Hacker, Michael

1982-01-01

Presents a future-oriented curriculum approach for industrial technology programs. Major global issues provide the basic structure for curriculum development. These issues include energy management, resource management, technological advancement, and international relations. Rationales for industrial technology are discussed and a curriculum…

Basic Soils. Revision.

Science.gov (United States)

Montana State Univ., Bozeman. Dept. of Agricultural and Industrial Education.

This curriculum guide is designed for use in teaching a course in basic soils that is intended for college freshmen. Addressed in the individual lessons of the unit are the following topics: the way in which soil is formed, the physical properties of soil, the chemical properties of soil, the biotic properties of soil, plant-soil-water…

A core curriculum for clinical fellowship training in pathology informatics

Directory of Open Access Journals (Sweden)

David S McClintock

2012-01-01

Full Text Available Background: In 2007, our healthcare system established a clinical fellowship program in Pathology Informatics. In 2010 a core didactic course was implemented to supplement the fellowship research and operational rotations. In 2011, the course was enhanced by a formal, structured core curriculum and reading list. We present and discuss our rationale and development process for the Core Curriculum and the role it plays in our Pathology Informatics Fellowship Training Program. Materials and Methods: The Core Curriculum for Pathology Informatics was developed, and is maintained, through the combined efforts of our Pathology Informatics Fellows and Faculty. The curriculum was created with a three-tiered structure, consisting of divisions, topics, and subtopics. Primary (required and suggested readings were selected for each subtopic in the curriculum and incorporated into a curated reading list, which is reviewed and maintained on a regular basis. Results: Our Core Curriculum is composed of four major divisions, 22 topics, and 92 subtopics that cover the wide breadth of Pathology Informatics. The four major divisions include: (1 Information Fundamentals, (2 Information Systems, (3 Workflow and Process, and (4 Governance and Management. A detailed, comprehensive reading list for the curriculum is presented in the Appendix to the manuscript and contains 570 total readings (current as of March 2012. Discussion: The adoption of a formal, core curriculum in a Pathology Informatics fellowship has significant impacts on both fellowship training and the general field of Pathology Informatics itself. For a fellowship, a core curriculum defines a basic, common scope of knowledge that the fellowship expects all of its graduates will know, while at the same time enhancing and broadening the traditional fellowship experience of research and operational rotations. For the field of Pathology Informatics itself, a core curriculum defines to the outside world

Graduates from a reformed undergraduate medical curriculum based on Tomorrow's Doctors evaluate the effectiveness of their curriculum 6 years after graduation through interviews.

Science.gov (United States)

Watmough, Simon D; O'Sullivan, Helen; Taylor, David C M

2010-09-29

In 1996 Liverpool reformed its medical curriculum from a traditional lecture based course to a curriculum based on the recommendations in Tomorrow's Doctors. A project has been underway since 2000 to evaluate this change. This paper focuses on the views of graduates from that reformed curriculum 6 years after they had graduated. Between 2007 and 2009 45 interviews took place with doctors from the first two cohorts to graduate from the reformed curriculum. The interviewees felt like they had been clinically well prepared to work as doctors and in particular had graduated with good clinical and communication skills and had a good knowledge of what the role of doctor entailed. They also felt they had good self directed learning and research skills. They did feel their basic science knowledge level was weaker than traditional graduates and perceived they had to work harder to pass postgraduate exams. Whilst many had enjoyed the curriculum and in particular the clinical skills resource centre and the clinical exposure of the final year including the "shadowing" and A & E attachment they would have liked more "structure" alongside the PBL when learning the basic sciences. According to the graduates themselves many of the aims of curriculum reform have been met by the reformed curriculum and they were well prepared clinically to work as doctors. However, further reforms may be needed to give confidence to science knowledge acquisition.

我国基础教育课程内容改革的特点、问题与发展方向%Characteristics of China’s Basic Education Curriculum Contents Reform

Institute of Scientific and Technical Information of China (English)

孙泽文

2013-01-01

　　我国新一轮基础教育课程内容改革表现出注重传统性与现代性、基础性与发展性、共同性与个性化、学术性与生活性统整的特点。但由于在一些方面的改革过于激进，采取了一种颠覆性的革命方式，导致课程内容存在与素质教育整体性目标相悖的问题。在信息化、全球化背景下，基础教育课程内容改革应按照时代精神和社会发展需求建构一个具有内在联系的文化整体，将一个完整的世界呈现给学习者，以推进基础教育课程内容体系的科学化建设。%The organization of course contents is no longer simply the subject-centric in the new round of basic education curricu-lum reform in China, which demonstrates a compatible focus of tradition and modernization, fundamentality and development, common-ality and personalization, technicality and life, and so on. However, too much radicalization and disruptive revolution in some aspects of the reform leads to the contrary from course contents to holistic training goals of quality education. In the context of information and globalization, basic education curriculum reform should organically integrate the knowledge of different disciplines, the practice of learners and the social problems and build a culture whole of intrinsic link in accordance with the spirit of the times and the needs of so-cial development, and present a complete world to the learner so as to achieve a holistic goal of quality education.

Some basic criteria for using of accountancy common system and nuclear material control

International Nuclear Information System (INIS)

Marzo, M.A.; Biaggio, A.L.

1994-01-01

Some basic criteria used by the Brazilian-Argentine Agency for Accounting and Control of Nuclear Materials, using in the Accountancy and Control Common System of Nuclear Materials (SCCC) are presented and the control elements are described. The SCCC is a safeguard system used for all nuclear materials present in all nuclear activities executed by Brazil and Argentina. (C.G.C.). 4 refs, 1 tab

Advanced Technical Drafting (Industrial Arts) Curriculum Guide. Bulletin 1751.

Science.gov (United States)

Louisiana State Dept. of Education, Baton Rouge. Div. of Vocational Education.

This curriculum guide contains materials for a 17-unit course in advanced technical drafting, a followup to the basic technical drafting course in the industrial arts curriculum for grades 10-12. It is intended for use by industrial arts teachers, supervisors, counselors, administrators, and teacher educators. A three-page course overview provides…

Graduates from a reformed undergraduate medical curriculum based on Tomorrow's Doctors evaluate the effectiveness of their curriculum 6 years after graduation through interviews

Directory of Open Access Journals (Sweden)

Taylor David CM

2010-09-01

Full Text Available Abstract Background In 1996 Liverpool reformed its medical curriculum from a traditional lecture based course to a curriculum based on the recommendations in Tomorrow's Doctors. A project has been underway since 2000 to evaluate this change. This paper focuses on the views of graduates from that reformed curriculum 6 years after they had graduated. Methods Between 2007 and 2009 45 interviews took place with doctors from the first two cohorts to graduate from the reformed curriculum. Results The interviewees felt like they had been clinically well prepared to work as doctors and in particular had graduated with good clinical and communication skills and had a good knowledge of what the role of doctor entailed. They also felt they had good self directed learning and research skills. They did feel their basic science knowledge level was weaker than traditional graduates and perceived they had to work harder to pass postgraduate exams. Whilst many had enjoyed the curriculum and in particular the clinical skills resource centre and the clinical exposure of the final year including the "shadowing" and A & E attachment they would have liked more "structure" alongside the PBL when learning the basic sciences. Conclusion According to the graduates themselves many of the aims of curriculum reform have been met by the reformed curriculum and they were well prepared clinically to work as doctors. However, further reforms may be needed to give confidence to science knowledge acquisition.

Household Arts: A Curriculum Guide. Professional Series 3.

Science.gov (United States)

Markle, Roena J.

Presented is a curriculum guide on household arts developed as part of the Adjustment Training Program of the Greater Pittsburgh Guild for the Blind. Objectives and learning experiences are described for the following seven units: orientation in the kitchen, basic food preparation, advanced food preparation, laundry, housekeeping, basic sewing,…

Curriculum Development Through Delphi

Science.gov (United States)

Reeves, Gary; Jauch, Lawrence R.

1978-01-01

The basic Delphi methodology is outlined along with possible goals and objectives in a Delphi study. The results of an actual case study in the use of the Delphi method for higher education curriculum development are reported, and attention is given to the problem of selecting participants for a Delphi exercise. (Author/LBH)

The Corporate Law Curriculum

Science.gov (United States)

Mofsky, James S.

1976-01-01

On the premise that corporate counsel must be an able diagnostician before he can focus on highly specialized and interrelated issues of business law, the author suggests an approach to corporate law curriculum in which the basic course balances the quality and quantity of material designed to create the needed sensitivity. (JT)

Healthy--That's Me: A Health Education Curriculum for Health Start.

Science.gov (United States)

Harrison, Dorothy D.

This booklet describes in detail a health education curriculum designed for preschool children. Large numbers of reference books and literature for adults and children, movies, pictures, posters, records, toys and teaching aids are recommended. The basic philosophy of the curriculum is that health education permits the child to learn more about…

Graphic Communications. Curriculum Guide.

Science.gov (United States)

North Dakota State Board for Vocational Education, Bismarck.

This guide provides the basic foundation to develop a one-semester course based on the cluster concept, graphic communications. One of a set of six guides for an industrial arts curriculum at the junior high school level, it suggests exploratory experiences designed to (1) develop an awareness and understanding of the drafting and graphic arts…

Basic Geriatrics Knowledge Among Internal Medicine Trainees in a Teaching Hospital in Saudi Arabia.

Science.gov (United States)

Al-Aama, Tareef

2016-06-01

To assess the basic knowledge of medical trainees, in the absence of a structured geriatrics curriculum, around a variety of geriatric medicine components that are considered essential for the care of the rapidly increasing elderly population. Eighty-three trainees at different levels of training in internal medicine were asked about a variety of common geriatric conditions. Those included: delirium, falls, geriatric syndromes, pain, cognitive impairment, and medications. The trainees' knowledge about common geriatric condition was overall poor. The most pronounced deficits included: the lack of familiarity in diagnosing geriatric syndromes (63 %) or managing them (67 %), the underestimation of the prevalence of delirium (49 %), and the tendency to undertreat pain (64 %). Poor familiarity with polypharmacy and its impact, as well as inappropriate prescription practices in the elderly were also observed. In the absence of a structured geriatric medicine curriculum, internal medicine trainees' knowledge about important geriatric conditions is poor, even if their internal medicine knowledge is overall adequate. This would translate into suboptimal care for this vulnerable and rapidly expanding segment of the population.

Basic life support skills training in a first year medical curriculum: six years' experience with two cognitive-constructivist designs.

Science.gov (United States)

Durak, Halil Ibrahim; Certuğ, Agah; Calişkan, Ayhan; van Dalen, Jan

2006-03-01

Although the Basic Life Support (BLS) ability of a medical student is a crucial competence, poor BLS training programs have been documented worldwide. Better training designs are needed. This study aims to share detailed descriptions and the test results of two cognitive-constructivist training models for the BLS skills in the first year of medical curriculum. A BLS skills training module was implemented in the first year curriculum in the course of 6 years (1997-2003). The content was derived from the European Resuscitation Council Guidelines. Initially, a competence-based model was used and was upgraded to a cognitive apprenticeship model in 2000. The main performance-content type that was expected at the end of the course was: competent application of BLS procedures on manikins and peers at an OSCE as well as 60% achievement in a test consisting of 25 MCQ items. A retrospective cohort survey design using exam results and a self-completed anonymous student ratings' questionnaire were used in order to test models. Training time for individual students varied from 21 to 29 hours. One thousand seven hundred and sixty students were trained. Fail rates were very low (1.0-2.2%). The students were highly satisfied with the module during the 6 years. In the first year of the medical curriculum, a competence-based or cognitive apprenticeship model using cognitive-constructivist designs of skills training with 9 hours theoretical and 12-20 hours long practical sessions took place in groups of 12-17 students; medical students reached a degree of competence to sufficiently perform BLS skills on the manikins and their peers. The cognitive-constructivist designs for skills training are associated with high student satisfaction. However, the lack of controls limits the extrapolation of this conclusion.

La Comunicacion (Communication). Latino Family Life Education Curriculum Series. Curriculum Unit [and] Student Workbook.

Science.gov (United States)

Chavez, Gene T.

This 10-lesson curriculum unit provides teachers with some basic tools to help Latino students improve their communication skills. Primary goals are to help students analyze how a person's belief system affects the communication process, and to develop and improve decision-making and communication skills. The following key components are included…

A Proposed Curriculum Model for Geriatric Optometry.

Science.gov (United States)

Rosenbloom, Albert A.

1985-01-01

A model for a geriatric optometry curriculum that defines key content areas and addresses the values essential for effective practice and basic therapeutic modalities used in treatment regimens with older adults is outlined. (MSE)

The Electrical Engineering Curriculum at the Technical University of Denmark - Options in Microelectronics

DEFF Research Database (Denmark)

Bruun, Erik; Nielsen, Lars Drud

1997-01-01

This paper describes the modular structure of the engineering curriculum at the Technical University of Denmark. The basic requirements for an electrical engineering curriculum are presented and different possibilities for specialization in microelectronics and integrated circuit design...

Curriculum, evaluation and the constitution of the teaching subject

Directory of Open Access Journals (Sweden)

Gabriela Pereira da Cunha Lima

2016-09-01

Full Text Available This paper analyzes in an articulated manner: a. the Minas Gerais State curriculum – Common Basic Content (CBC, Brazilian Portuguese abbreviation – and b. the evaluation guidelines linked to it – Public Education Evaluation System of Minas Gerais (SIMAVE, Brazilian Portuguese abbreviation from the understanding that neoliberal practices frame the curriculum and the evaluation within the economy perspective. The analysis approach takes neoliberalism as a government system in the Foucauldian sense, that is, one which produces processes of subjectivation on the teaching population in the State education system in Minas Gerais. Therefore, neoliberalism uses education aiming at preparing the individuals to the market, as an important mechanism of the Human Capital. Following this theoretical-methodological route, we investigated empirically the ongoing changes expressed in the official documents issued by the Minas Gerais State Education Secretariat (mainly those related to the CBC and SIMAVE. The results show the CBC as a proposal which is in tune with the Management Chock of the State Government from 2003 to 2014 which places the education in the State of Minas Gerais under regulating mechanisms of management and results, both in favor of the economy. The conclusion points to the articulation between CBC and SIMAVE acting as managerial and performing market practices through a number of powers and knowledges associated to it, making the curriculum proposal supposedly inseparable from such practices.

Industrial Arts Curriculum Guide in Basic Technical Drafting. Bulletin No. 1686.

Science.gov (United States)

Louisiana State Dept. of Education, Baton Rouge. Div. of Vocational Education.

This curriculum guide contains operational guidelines to help local administrators, teacher educators, and industrial arts teachers in the State of Louisiana determine the extent to which their technical drafting courses are meeting the needs of the youth they serve. It consists of a discussion of course prerequisites, goals, content, and…

Motorcycle Education Curriculum Specifications. Final Report.

Science.gov (United States)

McKnight, A. James; And Others

This report contains specifications for a motorcycle safety education curriculum designed to reduce the incidence and severity of motorcycle accidents. The specifications prescribe objectives, prerequisites, methods, materials, equipment, facilities, and proficiency measures for six units of instruction: (1) basic riding skills, (2) street riding…

Radiology education: a radiology curriculum for all medical students?

Science.gov (United States)

Zwaan, Laura; Kok, Ellen M; van der Gijp, Anouk

2017-09-26

Diagnostic errors in radiology are frequent and can cause severe patient harm. Despite large performance differences between radiologists and non-radiology physicians, the latter often interpret medical images because electronic health records make images available throughout the hospital. Some people argue that non-radiologists should not diagnose medical images at all, and that medical school should focus on teaching ordering skills instead of image interpretation skills. We agree that teaching ordering skills is crucial as most physicians will need to order medical images in their professional life. However, we argue that the availability of medical images is so ubiquitous that it is important that non-radiologists are also trained in the basics of medical image interpretation and, additionally in recognizing when radiological consultancy should be sought. In acute situations, basic image interpretations skills can be life-saving. We plead for a radiology curriculum for all medical students. This should include the interpretation of common abnormalities on chest and skeletal radiographs and a basic distinction of normal from abnormal images. Furthermore, substantial attention should be given to the correct ordering of radiological images. Finally, it is critical that students are trained in deciding when to consult a radiologist.

The Use of a Social Media Based Curriculum for Newly Matched Interns Transitioning into Emergency Medicine Residency

Directory of Open Access Journals (Sweden)

Joel C Park, MD

2018-04-01

communicate with each other in a virtual classroom setting. The goal is to create an environment to facilitate collaborative learning and interaction between residents, residency leadership, and program faculty. We created a total of ten cases, which were each posted with an associated intern-appropriate clinical question. We also posted an associated high-resolution image, such as an electrocardiogram (EKG or a radiograph from a website such as LifeintheFastLane.com or ALiEM.com. Typically, 24 to 72 hours were given to allow sufficient time for the residents to contribute answers and ideas. Once the allotted time had ended, the EM faculty member provided the solution to the case with the appropriate supportive ‘Free Open Access Medical Education’ (FOAMed resources. Objectives: This curriculum is designed to bridge this gap by fostering an environment in which incoming interns can communicate, collaborate, and practice clinical reasoning with each other and faculty prior to their arrival in residency. The goals and objectives were tailored to the Accreditation Council for Graduate Medical Education (ACGME level 1 milestones in patient care. 1. Interpret basic ECGs 2. Demonstrate ability to interpret basic radiographs 3. Identify common visual diagnoses 4. Identify common neurological emergencies on head imaging 5. Recognize basic airway anatomy 6. Demonstrate successful application of FOAMed resources to clinical cases 7. Interpret common ultrasound images 8. Describe common ED procedures 9. Demonstrate fundamental knowledge of evidence-based medicine and biostatistics Methods: The educational strategies used in this curriculum included case-based learning, questions and answers, and links to online Free Open Access Medical Education (FOAMed resources. Using Slack, an online collaborative social media application, we posted specific clinical-based cases in the “Cases” thread and then gave the new residents an opportunity to post their answers. We then posted a follow

Food Production & Service Curriculum Guide.

Science.gov (United States)

Michigan State Univ., East Lansing. Coll. of Agriculture and Natural Resources Education Inst.

This curriculum guide deals with planning and implementing a course in food production and service. Addressed in the course are the following topics: using basic food service processes; performing the tasks of a kitchen helper, stock clerk, baker's helper, pastry helper, cook's helper, pantry goods maker, short order cook, cook, dining room…

The Discourse of a Preschool Education Curriculum

Directory of Open Access Journals (Sweden)

Lidija Miškeljin

2016-02-01

Full Text Available The paper presents a critical analysis of the discourse of a preschool education curriculum. Its starting point is Foucault’s concept of discourse as language in use, which not only reflects the social order, but also shapes it through a network of conventions, knowledge and practices determining man’s – or, in this case, the reader’s – perception of reality. The analysis is based on identifying the discourse strategies and/or systems of rules laid out in the text The basic principles of the preschool education curriculum for three- to seven-year-old children – model A which make possible certain statements and insights regarding children and thus position the child and the preschool teacher by means of discourse repertoires. This approach helps contextualize the text and leads to an understanding of the basic discourse mechanism involved in the creation of specific versions of preschool education. As discourse analysis itself is related to interpretation and narratology, with the story as a constant, so is this paper a story about a preschool curriculum, for, like any other text, it tells an unfinished story that can yet evolve in different directions.

Do We Need a National Standards-Based K-12 Deaf Studies Curriculum? An Analytic History of Trends and Discourse in Development of Deaf Studies Curriculum

Science.gov (United States)

Zernovoj, Alexander

2007-01-01

This study provides a complete review of discussion and development leading up to the current trends in Deaf Studies curriculum development, and also analyzes existing known curriculum (or curriculum-like) materials to help inform development of an ideal standards-based Deaf Studies curriculum. The common shared arguments identified in this…

Identification of the Most Commonly Used Laboratory Techniques in Regenerative Medicine: A Roadmap for Developing a Competency Based Education Curriculum

Directory of Open Access Journals (Sweden)

Stephen L. Rego

2016-01-01

Full Text Available Here, we are proposing and testing the use of literature reviews as a method to identify essential competencies for specific fields. This has implications in how educators develop and structure both traditional and competency based curricula. Our focus will be on utilizing this method to identify the most relevant and commonly used techniques in the field of regenerative medicine. This publication review method may be used to develop competency based education (CBE programs that focus on commonly utilized skills. CBE is an emerging trend in higher education that will greatly enhance student learning experiences. CBE works by providing students with field specific skills and knowledge; thus, it is imperative for educators to identify the most essential competencies in a given field. Therefore, we reason that a literature review of the techniques performed in studies published in prevalent peer reviewed journals for a given field offers an ideal method to identify and rank competencies that should be delivered to students by a respective curriculum. Here, we reviewed recent articles published on topics in the field of regenerative medicine as a proof of concept for the use of literature reviews as a guide for the development of a regenerative medicine CBE curriculum.

Basics of Desktop Publishing. Teacher Edition.

Science.gov (United States)

Beeby, Ellen

This color-coded teacher's guide contains curriculum materials designed to give students an awareness of various desktop publishing techniques before they determine their computer hardware and software needs. The guide contains six units, each of which includes some or all of the following basic components: objective sheet, suggested activities…

Dissect, Design, and Customize the Curriculum

Science.gov (United States)

Tienken, Christopher H.

2013-01-01

Education bureaucrats in 45 states have approved the Common Core State Standards ([CCSS], 2010) as the de facto national curriculum. The implementation of the CCSS will be monitored by a national standardized test in language arts and mathematics. The confluence of a standardized curriculum enforced with a standardized test will entrench a…

An overview of conceptual understanding in science education curriculum in Indonesia

Science.gov (United States)

Widiyatmoko, A.; Shimizu, K.

2018-03-01

The purpose of this article is to discuss the term of “conceptual understanding” in science education curriculum in Indonesia. The implementation of 2013 Curriculum focuses on the acquisition of contextual knowledge in respective areas and environments. The curriculum seeks to develop students' evaluation skills in three areas: attitude, technical skills, and scientific knowledge. It is based on two layers of competencies: core and basic competencies. The core competencies in the curriculum 2013 represent the ability level to achieve the gradute competency standards of a students at each grade level. There are four mandatory core competencies for all educational levels and all subjects including science, which are spiritual, social, knowledge and skills competencies. In terms of knowledge competencies, conceptual understanding is an inseparable part of science concept since conceptual understanding is one of the basic competencies in science learning. This competency is a part of science graduation standard indicated in MoEC article number 20 in 2016. Therefore, conceptual understanding is needed by students for learning science successfully.

Single versus multimodality training basic laparoscopic skills

NARCIS (Netherlands)

Brinkman, W.M.; Havermans, S.Y.; Buzink, S.N.; Botden, S.M.B.I.; Jakimowicz, J.J.; Schoot, B.C.

2012-01-01

Introduction - Even though literature provides compelling evidence of the value of simulators for training of basic laparoscopic skills, the best way to incorporate them into a surgical curriculum is unclear. This study compares the training outcome of single modality training with multimodality

Extent of Implementation of Post-Basic Economics Curriculum in Senior Secondary Schools in Edo State

Directory of Open Access Journals (Sweden)

E. O. Oleabhiele

2015-05-01

Full Text Available This study focused on the extent of implementation of post-economics curriculum in senior secondary schools in Edo state. Two research questions and two research hypotheses were formulated to guide the study. The research designed used for the study was the descriptive survey. The population for the study were one hundred and twenty-five (125 economics teachers. A structured questionnaire was used for the collection of data for the study while the research questions were answered using the mean and standard deviation and the research hypotheses were tested using the t-test statistics at an alpha level of 0.05. The results of the study revealed that the curriculum content of economics are adequate and in line the objective of the nation on vision 20:2020. And that the instructional strategies employed by economics teachers to implement the curriculum content are appropriate as specified by the curriculum. Based on the findings, it is recommended that economics teachers should trained to select a use instructional strategies that are learners centred and that economics teachers should be encouraged to attend seminars, workshops in order to improve their teaching skills

Arkansas' Curriculum Guide. Competency Based Typewriting.

Science.gov (United States)

Arkansas State Dept. of Education, Little Rock. Div. of Vocational, Technical and Adult Education.

This guide contains the essential parts of a total curriculum for a one-year typewriting course at the secondary school level. Addressed in the individual units of the guide are the following topics: alphabetic keyboarding, numeric keyboarding, basic symbol keyboarding, skill development, problem typewriting, ten-key numeric pads, production…

Teaching pharmacology to medical students in an integrated problem-based learning curriculum:an Australian perspective

Institute of Scientific and Technical Information of China (English)

Owen L WOODMAN; Agnes E DODDS; Albert G FRAUMAN; Mosepele MOSEPELE

2004-01-01

The world-wide move away from the didactic teaching of single disciples to integrated Problem-based Learning (PBL) curricula in medical education has posed challenges for the basic sciences. In this paper we identify two major challenges. The first challenge is the need to describe a core disciplinary curriculum that can be articulated and mapped onto the new structure. We illustrate how the British Pharmacological Society (BPS) Guidelines are used to evaluate the curriculum coverage in the medical course at The University of Melbourne. The second challenge is to ensure that foundational concepts are given adequate emphasis within the new structure, and in particular, that students have the opportunity to pursue these concepts in their self-directed learning. We illustrate one approach to teaching important pharmacological concepts in an integrated curriculum with a case study from the first year curriculum at The University of Melbourne. Finally, we propose the features of an integrated curriculum that facilitates the learning of basic pharmacology in a situation where PBL and integration sets the curriculum framework.

A Virtual PV Systems Lab for Engineering Undergraduate Curriculum

Directory of Open Access Journals (Sweden)

Emre Ozkop

2014-01-01

Full Text Available Design and utilization of a Virtual Photovoltaic Systems Laboratory for undergraduate curriculum are introduced in this paper. The laboratory introduced in this study is developed to teach students the basics and design steps of photovoltaic solar energy systems in a virtual environment before entering the field. The users of the proposed virtual lab will be able to determine the sizing by selecting related parameters of the photovoltaic system to meet DC and AC loading conditions. Besides, the user will be able to analyze the effect of changing solar irradiation and temperature levels on the operating characteristics of the photovoltaic systems. Common DC bus concept and AC loading conditions are also included in the system by utilizing a permanent magnet DC motor and an RLC load as DC and AC loading examples, respectively. The proposed Virtual Photovoltaic Systems Laboratory is developed in Matlab/Simulink GUI environment. The proposed virtual lab has been used in Power Systems Lab in the Department of Electrical and Electronics Engineering at Karadeniz Technical University as a part of undergraduate curriculum. A survey on the students who took the lab has been carried out and responses are included in this paper.

Basic Principles of Marine Diesel Engines, 8-2. Military Curriculum Materials for Vocational and Technical Education.

Science.gov (United States)

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

This volume of student materials for a secondary/postsecondary level course in principles of marine diesel engines is one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. The purpose of the individualized, self-paced course is to acquaint…

Evaluation of a cardiopulmonary resuscitation curriculum in a low resource environment.

Science.gov (United States)

Chang, Mary P; Lyon, Camila B; Janiszewski, David; Aksamit, Deborah; Kateh, Francis; Sampson, John

2015-11-07

To evaluate whether a 2-day International Liaison Committee on Resuscitation (ILCOR) Universal Algorithm-based curriculum taught in a tertiary care hospital in Liberia increases local health care provider knowledge and skill comfort level. A combined basic and advanced cardiopulmonary resuscitation (CPR) curriculum was developed for low-resource settings that included lectures and low-fidelity manikin-based simulations. In March 2014, the curriculum was taught to healthcare providers in a tertiary care hospital in Liberia. In a quality assurance review, participants were evaluated for knowledge and comfort levels with resuscitation before and after the workshop. They were also videotaped during simulation sessions and evaluated on standardized performance metrics. Fifty-two hospital staff completed both pre-and post-curriculum surveys. The median score was 45% pre-curriculum and 82% post-curriculum (presuscitation in this low-resource setting.

Curriculum optimization of College of Optical Science and Engineering

Science.gov (United States)

Wang, Xiaoping; Zheng, Zhenrong; Wang, Kaiwei; Zheng, Xiaodong; Ye, Song; Zhu, Yuhui

2017-08-01

The optimized curriculum of College of Optical Science and Engineering is accomplished at Zhejiang University, based on new trends from both research and industry. The curriculum includes general courses, foundation courses such as mathematics and physics, major core courses, laboratory courses and several module courses. Module courses include optical system designing, optical telecommunication, imaging and vision, electronics and computer science, optoelectronic sensing and metrology, optical mechanics and materials, basics and extension. These curricula reflect the direction of latest researches and relates closely with optoelectronics. Therefore, students may combine flexibly compulsory courses with elective courses, and establish the personalized curriculum of "optoelectronics + X", according to their individual strengths and preferences.

A Study of Curriculum Development: Wing Squadron Officer Course

National Research Council Canada - National Science Library

Brown, Kerk

2001-01-01

.... The purpose of this research project is to determine the appropriate curriculum to best address the gap currently existing within the Air Force officer Continuum of Education between the Aerospace Basic Course (ABC...

Farm Management Basic Core Curriculum. Kansas Postsecondary Farm and Ranch Management Project.

Science.gov (United States)

Albracht, James, Ed.

Thirty-five units of instruction are included in this core curriculum in farm management for postsecondary farm and ranch management programs. Units of instruction are divided into 12 instructional areas: (1) Introduction to Financial Management, (2) Farm Business Arrangement, (3) Credit Management, (4) Budgeting, (5) Recordkeeping, (6) Record…

[Basis for designing a medical course curriculum].

Science.gov (United States)

Villarreal, R; Bojalil, L F; Mercer, H

1977-01-01

This article sets forth the reasons for the structure given to the Division of Biology and Health on the Xochimilco campus of Metropolitan Autonomous University in Mexico: to adjust the university to the process of social change going forward in the country and gear the university to the problems of the present by avoiding the rigidity of its structure. The basic aspects of curriculum design are cited against a background of an historical analysis of the socioeconomic structure of education and health. The principles underlying the curriculum and the course work are then described on the basis of that analysis.

Comprehensive Health Care Economics Curriculum and Training in Radiology Residency.

Science.gov (United States)

Keiper, Mark; Donovan, Timothy; DeVries, Matthew

2018-06-01

To investigate the ability to successfully develop and institute a comprehensive health care economics skills curriculum in radiology residency training utilizing didactic lectures, case scenario exercises, and residency miniretreats. A comprehensive health care economics skills curriculum was developed to significantly expand upon the basic ACGME radiology residency milestone System-Based Practice, SBP2: Health Care Economics requirements and include additional education in business and contract negotiation, radiology sales and marketing, and governmental and private payers' influence in the practice of radiology. A health care economics curriculum for radiology residents incorporating three phases of education was developed and implemented. Phase 1 of the curriculum constituted basic education through didactic lectures covering System-Based Practice, SBP2: Health Care Economics requirements. Phase 2 constituted further, more advanced didactic lectures on radiology sales and marketing techniques as well as government and private insurers' role in the business of radiology. Phase 3 applied knowledge attained from the initial two phases to real-life case scenario exercises and radiology department business miniretreats with the remainder of the radiology department. A health care economics skills curriculum in radiology residency is attainable and essential in the education of future radiology residents in the ever-changing climate of health care economics. Institution of more comprehensive programs will likely maximize the long-term success of radiology as a specialty by identifying and educating future leaders in the field of radiology. Copyright © 2018 American College of Radiology. Published by Elsevier Inc. All rights reserved.

Nanomedicine concepts in the general medical curriculum: initiating a discussion

Directory of Open Access Journals (Sweden)

Sweeney AE

2015-12-01

Full Text Available Aldrin E Sweeney Center for Teaching & Learning, Ross University School of Medicine, Roseau, Commonwealth of Dominica Abstract: Various applications of nanoscale science to the field of medicine have resulted in the ongoing development of the subfield of nanomedicine. Within the past several years, there has been a concurrent proliferation of academic journals, textbooks, and other professional literature addressing fundamental basic science research and seminal clinical developments in nanomedicine. Additionally, there is now broad consensus among medical researchers and practitioners that along with personalized medicine and regenerative medicine, nanomedicine is likely to revolutionize our definitions of what constitutes human disease and its treatment. In light of these developments, incorporation of key nanomedicine concepts into the general medical curriculum ought to be considered. Here, I offer for consideration five key nanomedicine concepts, along with suggestions regarding the manner in which they might be incorporated effectively into the general medical curriculum. Related curricular issues and implications for medical education also are presented. Keywords: medical education, basic science, teaching, learning, assessment, nanoscience curriculum, nanomedicine concepts

The Systems Approach to Functional Job Analysis. Task Analysis of the Physician's Assistant: Volume II--Curriculum and Phase I Basic Core Courses and Volume III--Phases II and III--Clinical Clerkships and Assignments.

Science.gov (United States)

Wake Forest Univ., Winston Salem, NC. Bowman Gray School of Medicine.

This publication contains a curriculum developed through functional job analyses for a 24-month physician's assistant training program. Phase 1 of the 3-phase program is a 6-month basic course program in clinical and bioscience principles and is required of all students regardless of their specialty interest. Phase 2 is a 6 to 10 month period of…

Retelling Basic Writing at a Regional Campus: Iconic Discourse and Selective Function Meet Social Class

Science.gov (United States)

Tassoni, John Paul

2005-01-01

This article relates case histories of basic writing programs at regional campuses in Florida, and the perceived need to incorporate concerns of social class into basic writing curriculum. Attention to class helps scholars identify institutional patterns that distance basic writing from the university's mainstream business. This author describes a…

Revidert læreplan i naturfag – Økt fokus på grunnleggende ferdigheter og forskerspirenRevised Norwegian science curriculum – Increased focus on literacy and inquiry skills

Directory of Open Access Journals (Sweden)

Sonja M. Mork

2013-11-01

Full Text Available One of the main consequences of the large Norwegian curriculum reform in 2006 is that teachers in all subjects are now responsible for focusing on the basic skills of reading, writing, oral, arithmetic and the use of digital tools. However, research following the implementation of the reform report a gap between curriculum intentions and classroom practice regarding basic skills. Hence the curriculum in science and four other subjects are now revised to clarify basic skills. This article describes some of the background for the revision, the revision process and some main changes in the revised curriculum.

[The 2010 curriculum of the faculty of medicine at the National University of Mexico].

Science.gov (United States)

Sánchez-Mendiola, Melchor; Durante-Montiel, Irene; Morales-López, Sara; Lozano-Sánchez, Rogelio; Martínez-González, Adrián; Graue Wiechers, Enrique

2011-01-01

The 2010 undergraduate medical degree curriculum at the faculty of medicine of the Universidad Nacional Autonoma de Mexico (UNAM) constitutes an important curricular reform of medical education in our country. It is the result of an institutional reflective process and academic dialog, which culminated in its approval by UNAM’s Academic Council for the Biology, Chemistry, and Health Sciences areas on February 2nd, 2010. Some distinguishing characteristics of the new academic curriculum are: organization by courses with a focus on outcome competencies; three curricular axes that link three knowledge areas; four educational phases with achievement profiles; new courses (biomedical informatics, basic-clinical and clinical-basic integration, among others); and core curriculum. The aforementioned curriculum was decided within a framework of effective teaching strategies, competency oriented learning assessment methods, restructuring of the training of teaching staff, and establishment of a curriculum committee follow-up and evaluation of the program. Curricular change in medical education is a complex process through which the institution can achieve its mission and vision. This change process faces challenges and opportunities, and requires strategic planning with long-term foresight to guarantee a successful dynamic transition for students, teachers, and for the institution itself.

Simplifying the ELA Common Core; Demystifying Curriculum

Science.gov (United States)

Schmoker, Mike; Jago, Carol

2013-01-01

The English Language Arts (ELA) Common Core State Standards ([CCSS], 2010) could have a transformational effect on American education. Though the process seems daunting, one can begin immediately integrating the essence of the ELA Common Core in every subject area. This article shows how one could implement the Common Core and create coherent,…

Combining Expertise: Reflecting on a Team Approach to Curriculum Development and Implementation

Directory of Open Access Journals (Sweden)

Jean M. Bailey

2016-01-01

Full Text Available Introduction This article discussed curriculum development and implementation using a unique collaboration of basic scientists and clinicians functioning as course co-directors. It explores the pros, cons, and unintended consequences of this integrated approach through reflections of the faculty involved. Methods Ten faculty participated in semi-structured phone interviews to reflect on their experiences. Results Analysis of interview transcripts revealed four key themes: (1 the value of the basic scientist and clinician partnership, (2 strategies for coordination, (3 balancing responsibilities, and (4 hierarchy and power. Discussion This study identified that both basic scientists and clinicians experienced benefits from using a course co-director collaborative approach to curriculum development and implementation. While challenges are also noted, the benefits of the collaboration were evident in course organization, course evaluation reports, student feedback, and USMLE Step I pass rate.

Providing context for a medical school basic science curriculum: The importance of the humanities.

Science.gov (United States)

Thompson, Britta M; Vannatta, Jerry B; Scobey, Laura E; Fergeson, Mark; Humanities Research Group; Crow, Sheila M

2016-01-01

To increase students' understanding of what it means to be a physician and engage in the everyday practice of medicine, a humanities program was implemented into the preclinical curriculum of the medical school curriculum. The purpose of our study was to determine how medical students' views of being a doctor evolved after participating in a required humanities course. Medical students completing a 16-clock hour humanities course from 10 courses were asked to respond to an open-ended reflection question regarding changes, if any, of their views of being a doctor. The constant comparative method was used for coding; triangulation and a variety of techniques were used to provide evidence of validity of the analysis. A majority of first- and second-year medical students (rr = 70%) replied, resulting in 100 pages of text. A meta-theme of Contextualizing the Purpose of Medicine and three subthemes: the importance of Treating Patients Rather than a Disease, Understanding Observation Skills are Important, and Recognizing that Doctors are Fallible emerged from the data. Results suggest that requiring humanities as part of the required preclinical curriculum can have a positive influence on medical students and act as a bridge to contextualize the purpose of medicine.

Radiology curriculum for undergraduate medical studies—A consensus survey

International Nuclear Information System (INIS)

Mirsadraee, S.; Mankad, K.; McCoubrie, P.; Roberts, T.; Kessel, D.

2012-01-01

Aim: To establish an expert consensus of what, when, and how the teaching of radiology should be incorporated into the core undergraduate medical curriculum. Methods and materials: This Delphi survey consisted of four iterative rounds, with feedback given at the start of each successive round in the form of the results of the previous round. The participants consisted of both radiologists and non-radiologists with significant interest and involvement in radiology and undergraduate/Foundation training. The study addressed the questions of how, where, when, and by whom radiology should be taught. Results: The number of responses in rounds 1–4 was 20, 23, 41, and 25 (25, 22, 31, and 61% response rate, respectively). There was good consensus amongst the responders on the following: radiology teaching must be delivered in conjunction with anatomy and clinical case-based teaching, if possible in the department of radiology on picture archiving and communication system (PACS) workstations, and the teaching should be delivered by a competent and credentialled individual. Case-based assessment was the most agreed method of assessment. The majority of the responders concurred that the curriculum should include general indications for commonly requested radiological investigations, consent and safety issues around radiological tests, and their basic interpretation. Conclusion: The consensus points reached by the present study not only serve as directive principles for developing a more comprehensive radiology curriculum, but also places emphasis on a broader range of knowledge required to promote the best use of a department of radiology by junior doctors in an attempt to improve patient experiences and care.

Five Levels of Curriculum Integration Defined, Refined, and Described.

Science.gov (United States)

Schumacher, Donna H.

1995-01-01

Provides a description of five levels of curriculum integration at the middle level, specifically: departmentalization, reinforcement, complementary or shared units, webbed, and integrated themes. Discusses curriculum integration in relation to preservice and inservice programs, common planning time, team composition, time issues, and…

Assessment of Medical Students in a New Curriculum.

Science.gov (United States)

Engel, Charles E.; And Others

1980-01-01

Reliable and valid methods of student assessment in Newcastle University's new undergraduate medical curriculum are examined as indices of competence within the constraints of the educational program objectives. Considerable attention is given to the assessment of sciences basic to medicine through assessment instruments developed from clinical…

Bibliografia Especializada: Educacion Basica (Specialized Bibliography: Basic Education).

Science.gov (United States)

Boletin del Centro Nacional de Documentacion e Informacion Educativa, 1971

1971-01-01

This specialized international bibliography on basic education lists almost 50 documents written between 1969 and 1971 in Spanish, French, and Italian on the topic of elementary education. Annotations are provided for nine of the articles. Specific topics range from elementary reading and math education to curriculum planning. (VM)

Rationale and Guidelines for a Pre-Crisis Curriculum to Prepare Healthy Preschool Children for Hospitalization.

Science.gov (United States)

Poster, Elizabeth C.

Questions associated with an alternative approach to preparing nursery and elementary school children for hospitalization are addressed, and the basic components of a pre-crisis curriculum are outlined in this paper. Questions broached focus on (1) the effectiveness of a general curriculum approach as opposed to a crisis approach to preparing…

Matching Intended And Actual French Curriculum Objectives In ...

African Journals Online (AJOL)

Intended French curriculum objectives refer to four official objectives of teaching and learning French in secondary schools in Kenya as laid down in syllabuses; namely, to equip learners with basic communicative skills, give learners access to oral and written materials, facilitate further studies, and promote global peace ...

Engineering the curriculum: Towards an adaptive curriculum

Science.gov (United States)

Johns-Boast, Lynette Frances

The curriculum is one of the most important artefacts produced by higher education institutions, yet it is one of the least studied. Additionally, little is known about the decision-making of academics when designing and developing their curricula, nor how they make use of them. This research investigates how 22 Australian higher education engineering, software engineering, computer science, and information systems academics conceive of curriculum, what approaches they take when designing, and developing course and program curricula, and what use they make of the curriculum. It also considers the implications of these conceptions and behaviour upon their curricula. Data were collected through a series of one-to-one, in-depth, qualitative interviews as well as small focus group sessions and were analysed following Charmaz’ (2006) approach to grounded theory. In this thesis, I argue that the development of curricula for new higher degree programs and courses and / or the updating and innovating of an existing curriculum is a design problem. I also argue that curriculum is a complex adaptive system. Surrounding the design and development of a curriculum is a process of design that leads to the creation of a designed object - the official-curriculum. The official-curriculum provides the guiding principles for its implementation, which involves the design and development of the curriculum-in-use, its delivery, and evaluation. Data show that while the participants conceive of curriculum as a problem of design involving a design process leading to the development of the official-curriculum, surprisingly, their behaviour does not match their conceptions. Over a very short period, their behaviour leads to a process I have called curriculum drift where the official-curriculum and the curriculum-in-use drift away from each other causing the curriculum to lose its integrity. Curricular integrity is characterised through the attributes of alignment, coherence, and

Entrepreneur Program. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

Science.gov (United States)

De Maria, Richard

This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The document consists of matrices that describe the relationship of vocational skills to basic communication, mathematics, and science skills within the entrepreneur…

Effects of basic clinical skills training on objective structured clinical examination performance.

Science.gov (United States)

Jünger, Jana; Schäfer, Sybille; Roth, Christiane; Schellberg, Dieter; Friedman Ben-David, Miriam; Nikendei, Christoph

2005-10-01

The aim of curriculum reform in medical education is to improve students' clinical and communication skills. However, there are contradicting results regarding the effectiveness of such reforms. A study of internal medicine students was carried out using a static group design. The experimental group consisted of 77 students participating in 7 sessions of communication training, 7 sessions of skills-laboratory training and 7 sessions of bedside-teaching, each lasting 1.5 hours. The control group of 66 students from the traditional curriculum participated in equally as many sessions but was offered only bedside teaching. Students' cognitive and practical skills performance was assessed using Multiple Choice Question (MCQ) testing and an objective structured clinical examination (OSCE), delivered by examiners blind to group membership. The experimental group performed significantly better on the OSCE than did the control group (P < 0.01), whereas the groups did not differ on the MCQ test (P < 0.15). This indicates that specific training in communication and basic clinical skills enabled students to perform better in an OSCE, whereas its effects on knowledge did not differ from those of the traditional curriculum. Curriculum reform promoting communication and basic clinical skills are effective and lead to an improved performance in history taking and physical examination skills.

Law and Marketing: Implications for the Secondary Curriculum.

Science.gov (United States)

Beck-Dudley, Caryn L.; Stull, William A.

1990-01-01

Provides a basic understanding of some of the legal issues that should be included in a secondary education marketing curriculum. Teaching legal concepts in the areas of contract, antitrust, agency, employment law, and finance is an excellent way to introduce students to legal problems they may encounter in business. (Author)

The pathology informatics curriculum wiki: Harnessing the power of user-generated content.

Science.gov (United States)

Kim, Ji Yeon; Gudewicz, Thomas M; Dighe, Anand S; Gilbertson, John R

2010-07-13

The need for informatics training as part of pathology training has never been so critical, but pathology informatics is a wide and complex field and very few programs currently have the resources to provide comprehensive educational pathology informatics experiences to their residents. In this article, we present the "pathology informatics curriculum wiki", an open, on-line wiki that indexes the pathology informatics content in a larger public wiki, Wikipedia, (and other online content) and organizes it into educational modules based on the 2003 standard curriculum approved by the Association for Pathology Informatics (API). In addition to implementing the curriculum wiki at http://pathinformatics.wikispaces.com, we have evaluated pathology informatics content in Wikipedia. Of the 199 non-duplicate terms in the API curriculum, 90% have at least one associated Wikipedia article. Furthermore, evaluation of articles on a five-point Likert scale showed high scores for comprehensiveness (4.05), quality (4.08), currency (4.18), and utility for the beginner (3.85) and advanced (3.93) learners. These results are compelling and support the thesis that Wikipedia articles can be used as the foundation for a basic curriculum in pathology informatics. The pathology informatics community now has the infrastructure needed to collaboratively and openly create, maintain and distribute the pathology informatics content worldwide (Wikipedia) and also the environment (the curriculum wiki) to draw upon its own resources to index and organize this content as a sustainable basic pathology informatics educational resource. The remaining challenges are numerous, but largest by far will be to convince the pathologists to take the time and effort required to build pathology informatics content in Wikipedia and to index and organize this content for education in the curriculum wiki.

Basic Burns Management E-Learning: A New Teaching Tool.

Science.gov (United States)

Egro, Francesco M

Burns teaching is organized only in a few medical schools in the United Kingdom. An e-learning tutorial was developed with the objective of incorporating burns teaching within the medical school curriculum. A 33-webpage e-learning was created, covering topics such as local and general response to burns, assessment of burns, first aid, primary and secondary survey, and referral guidelines. Medical student satisfaction was then evaluated using a 12-question feedback survey rated based on a Likert scale from 1 (very poor) to 5 (very good). The 12-question survey was completed by a total of 18 medical students ranging from second to fourth years (second = 17%, third = 22%, fourth = 61%). While only a couple of students had received prior burns teaching, 50% of the cohort had an interest to pursue surgery as a career. The majority of students (72%) would be interested to have an e-learning module on basic burns management in their medical curriculum. The means of all domains specific to the e-learning were rated as "good" or "very good." Students' rating for ease of use was 87%, usefulness was 88%, relevance to the medical curriculum was 90%, clarity and quality of content were 78% and 83%, respectively, design was 79%, and the overall satisfaction with this e-learning was 87%. The "Basic Burns Management" e-learning tutorial can provide an efficient and effective means of information delivery to medical students and junior doctors, allowing easy and fast incorporation of burns teaching within the medical curriculum and in other medical teaching settings.

Improving education in primary care: development of an online curriculum using the blended learning model

Directory of Open Access Journals (Sweden)

Lewin Linda

2009-06-01

Full Text Available Abstract Background Standardizing the experiences of medical students in a community preceptorship where clinical sites vary by geography and discipline can be challenging. Computer-assisted learning is prevalent in medical education and can help standardize experiences, but often is not used to its fullest advantage. A blended learning curriculum combining web-based modules with face-to-face learning can ensure students obtain core curricular principles. Methods This course was developed and used at The Case Western Reserve University School of Medicine and its associated preceptorship sites in the greater Cleveland area. Leaders of a two-year elective continuity experience at the Case Western Reserve School of Medicine used adult learning principles to develop four interactive online modules presenting basics of office practice, difficult patient interviews, common primary care diagnoses, and disease prevention. They can be viewed at http://casemed.case.edu/cpcp/curriculum. Students completed surveys rating the content and technical performance of each module and completed a Generalist OSCE exam at the end of the course. Results Participating students rated all aspects of the course highly; particularly those related to charting and direct patient care. Additionally, they scored very well on the Generalist OSCE exam. Conclusion Students found the web-based modules to be valuable and to enhance their clinical learning. The blended learning model is a useful tool in designing web-based curriculum for enhancing the clinical curriculum of medical students.

An Empirical Determination of Tasks Essential to Successful Performance as an Animal Health Assistant. Determination of a Common Core of Basic Skills in Agribusiness and Natural Resources.

Science.gov (United States)

Cooke, Fred C.; And Others

To improve vocational educational programs in agriculture, occupational information on a common core of basic skills within the occupational area of the animal health assistant is presented in the revised task inventory survey. The purpose of the occupational survey was to identify a common core of basic skills which are performed and are…

Curriculum Development Based On INQF and Business/Industries Sector for Improvement Competency of Basic Pattern Making Students at Vocational High School

Science.gov (United States)

Nilasari, Yoni; Dasining

2018-04-01

In this era of globalization, every human resource is faced with a competitive climate that will have a major impact on the development of the business and industrial sector. Therefore it is deemed necessary to research the development of curriculum based on INQF and the business/industries sector in order to improve the competence of Sewing Technique for Vocational High School Students of fashion clothing program. The development of curricula based on INQF and the business/industries is an activity to produce a curriculum that suits the needs of the business and industries sector. The formulation of the problem in this research are: (1) what is the curriculum based on INQF and the business/industries sector?; (2) how is the process and procedure of curriculum development of fashion program profession based on INQF and the business/industries sector?; And (3) how the result of the curriculum of fashion expertise based on INQF and the business/industries sector. The aims of research are: (1) explain what is meant by curriculum based on INQF and business/industries sector; (2) to know the process and procedure of curriculum development of fashion program profession based on INQF and the business/industries sectors ; And (3) to know result the curriculum of clothing expertise based on INQF and the business/industries sector. The research method chosen in developing curriculum based on INQFand business/industry sector is using by 4-D model from Thiagarajan, which includes: (1) define; (2) design; (3) development; And (4) disseminate. Step 4, not done but in this study. The result of the research shows that: (1) the curriculum based on INQF and the business/industries sector is the curriculum created by applying the principles and procedures of the Indonesian National Qualification Framework (INQF) that will improve the quality of graduates of Vocational High School level 2, and establish cooperation with Business/industries as a guest teacher (counselor) in the

Mutagenicity of basic fractions derived from lamb and beef cooked by common household methods.

Science.gov (United States)

Barrington, P J; Baker, R S; Truswell, A S; Bonin, A M; Ryan, A J; Paulin, A P

1990-03-01

Mutagen production was examined in lamb and beef in relation to certain common household cooking methods. Mutagenicity was assessed, after extraction of the basic fraction of cooked meat samples, using Salmonella typhimurium strain TA1538 with added rat-liver S-9 homogenate. Little or no mutagenicity was found in barbecued lamb chops, in microwave-cooked lamb chops, sirloin steak, leg of lamb, or rolled beef loaf, in roasted leg of lamb or rolled beef loaf, in stewed blade steak or in boiled chuck steak. However, the basic fraction from well-done, edible fried or grilled meat contained mutagenic activity equivalent to approximately 30,000 TA1538 revertants/100 g cooked meat. It was found tht the mutagenic activity of grilled lamb chops, sirloin and rump steaks was directly related to the average surface temperatures attained during cooking. Use of butter as a frying medium was particularly associated with higher mutagenicity in meat samples. Fried meats (rump and fillet steaks) generally yielded higher mutagenic activity than did grilled meats (rump steak, lamb chops) at comparable temperatures of the cooking medium. Using similar cooking procedures, lamb did not differ markedly from beef in mutagenic activity.

Rethinking the MSW Curriculum

Science.gov (United States)

Colby, Ira C.

2013-01-01

The foundation year and specialization year of study are the accepted framework for graduate social work education. A common belief among educators is that accreditation standards are prescriptive by design, resulting in a rigidity that neither encourages nor supports curricular innovation. This article outlines a newly developed curriculum model…

Developmental Education for Young Children in the Netherlands: Basic Development

NARCIS (Netherlands)

Pompert, Bea; Dobber, M.; Fleer, Marilyn; van Oers, Bert

2017-01-01

This chapter describes Starting Blocks and Basic Development. This approach and curriculum provides possible answers for professionals working with young children. We focus on broad development of children by creating meaningful teaching opportunities in the context of play. We define play as a

Focus groups: a useful tool for curriculum evaluation.

Science.gov (United States)

Frasier, P Y; Slatt, L; Kowlowitz, V; Kollisch, D O; Mintzer, M

1997-01-01

Focus group interviews have been used extensively in health services program planning, health education, and curriculum planning. However, with the exception of a few reports describing the use of focus groups for a basic science course evaluation and a clerkship's impact on medical students, the potential of focus groups as a tool for curriculum evaluation has not been explored. Focus groups are a valid stand-alone evaluation process, but they are most often used in combination with other quantitative and qualitative methods. Focus groups rely heavily on group interaction, combining elements of individual interviews and participant observation. This article compares the focus group interview with both quantitative and qualitative methods; discusses when to use focus group interviews; outlines a protocol for conducting focus groups, including a comparison of various styles of qualitative data analysis; and offers a case study, in which focus groups evaluated the effectiveness of a pilot preclinical curriculum.

English Language Instruction in the Philippine Basic Education Program

Science.gov (United States)

Vizconde, Camilla

2006-01-01

The study discusses the dynamics English language instruction in the Philippine basic education curriculum. Although English enjoyed immense popularity as early as 1900s during the American entry to the country, its role in Philippine education has transformed gradually as the country undergoes political, social and economic reconstruction in the…

Integrating mental health into the basic nursing curriculum: Benefits ...

African Journals Online (AJOL)

Integration of mental health into the basic nursing curricula provides an environment for and affords students an opportunity to learn how a client should be treated holistically. Nurses constitute the largest proportion of health workers in most countries of the world. They work in the remotest areas where there are hardly any ...

ENGLISH IN PRESCHOOL CURRICULUM: A DESCRIPTIVE STUDY OF THE TEACHING OF ENGLISH AS AN INTRA-SCHOOL CURRICULUM IN A PRESCHOOL IN BANDUNG

Directory of Open Access Journals (Sweden)

Yuli Rachmawati

2014-10-01

Full Text Available In this era, the importance of English leads people to introduce English education even in preschools. English education for preschoolers isbelieved to help fosterchildren’s language and cognitive developments. However, to achieve this benefit, a sound curriculum is required.Since creating a sound English curriculum is not an easy thing to do, a careful examination on English in the preschool curriculum needs to be performed. This study therefore aims to find out the goals of integrating English as an intra-school curriculum in a preschool in Bandung and the teacher’s attempts to achieve these goals in terms of four basic components of curriculum taken fromCayadong (2011 and Tyler (Posner,1992; the objectives, the materials, the methods and the assessments. A descriptive study using a document analysis, an interview and an observation as the data collection techniques was employed. The finding showed that English was integrated to help children to be able to communicate using English in school and family context in a simple language. Theme-based teaching and learning using drilling and total physical response (TPR as methods were conducted to achieve the goals. Meanwhile, to make sure of the goals attainment, students wereassessed by using observations and tests.

Neuroscience and humanistic psychiatry: a residency curriculum.

Science.gov (United States)

Griffith, James L

2014-04-01

Psychiatry residencies with a commitment to humanism commonly prioritize training in psychotherapy, cultural psychiatry, mental health policy, promotion of human rights, and similar areas reliant upon dialogue and collaborative therapeutic relationships. The advent of neuroscience as a defining paradigm for psychiatry has challenged residencies with a humanistic focus due to common perceptions that it would entail constriction of psychiatric practice to diagnostic and psychopharmacology roles. The author describes a neuroscience curriculum that has taught psychopharmacology effectively, while also advancing effectiveness of language-based and relationship-based therapeutics. In 2000, the George Washington University psychiatry residency initiated a neuroscience curriculum consisting of (1) a foundational postgraduate year 2 seminar teaching cognitive and social neuroscience and its integration into clinical psychopharmacology, (2) advanced seminars that utilized a neuroscience perspective in teaching specific psychotherapeutic skill sets, and (3) case-based teaching in outpatient clinical supervisions that incorporated a neuroscience perspective into traditional psychotherapy supervisions. Curricular assessment was conducted by (1) RRC reaccreditation site visit feedback, (2) examining career trajectories of residency graduates, (3) comparing PRITE exam Somatic Treatments subscale scores for 2010-2012 residents with pre-implementation residents, and (4) postresidency survey assessment by 2010-2012 graduates. The 2011 RRC site visit report recommended a "notable practice" citation for "innovative neurosciences curriculum." Three of twenty 2010-2012 graduates entered neuroscience research fellowships, as compared to none before the new curriculum. PRITE Somatic Treatments subscale scores improved from the 23rd percentile to the 62nd percentile in pre- to post-implementation of curriculum (p neuroscience curriculum for a residency committed to humanistic psychiatry

Special Delivery Systems. Self-Esteem Exercises. Learning Disabilities Curriculum.

Science.gov (United States)

Molek, Carol

This publication contains self-esteem exercises and a learning disabilities (LD) curriculum for students with LD in adult basic education programs. The 37 student exercises are designed to build the self-esteem of students with LD. They include self-evaluations, profiles, and checklists. Topics covered are success, decision making, problem…

An Alternative Route to Teaching Fraction Division: Abstraction of Common Denominator Algorithm

Directory of Open Access Journals (Sweden)

İsmail Özgür ZEMBAT

2015-06-01

Full Text Available From a curricular stand point, the traditional invert and multiply algorithm for division of fractions provides few affordances for linking to a rich understanding of fractions. On the other hand, an alternative algorithm, called common denominator algorithm, has many such affordances. The current study serves as an argument for shifting curriculum for fraction division from use of invert and multiply algorithm as a basis to the use of common denominator algorithm as a basis. This was accomplished with the analysis of learning of two prospective elementary teachers being an illustration of how to realize those conceptual affordances. In doing so, the article proposes an instructional sequence and details it by referring to both the (mathematical and pedagogical advantages and the disadvantages. As a result, this algorithm has a conceptual basis depending on basic operations of partitioning, unitizing, and counting, which make it accessible to learners. Also, when participants are encouraged to construct this algorithm based on their work with diagrams, common denominator algorithm formalizes the work that they do with diagrams.

An alternative route to teaching fraction division: Abstraction of common denominator algorithm

Directory of Open Access Journals (Sweden)

İsmail Özgür Zembat

2015-07-01

Full Text Available From a curricular stand point, the traditional invert and multiply algorithm for division of fractions provides few affordances for linking to a rich understanding of fractions. On the other hand, an alternative algorithm, called common denominator algorithm, has many such affordances. The current study serves as an argument for shifting curriculum for fraction division from use of invert and multiply algorithm as a basis to the use of common denominator algorithm as a basis. This was accomplished with the analysis of learning of two prospective elementary teachers being an illustration of how to realize those conceptual affordances. In doing so, the article proposes an instructional sequence and details it by referring to both the (mathematical and pedagogical advantages and the disadvantages. As a result, this algorithm has a conceptual basis depending on basic operations of partitioning, unitizing, and counting, which make it accessible to learners. Also, when participants are encouraged to construct this algorithm based on their work with diagrams, common denominator algorithm formalizes the work that they do with diagrams.

Curriculum in biomedical optics and laser-tissue interactions

Science.gov (United States)

Jacques, Steven L.

2003-10-01

A graduate student level curriculum has been developed for teaching the basic principles of how lasers and light interact with biological tissues and materials. The field of Photomedicine can be divided into two topic areas: (1) where tissue affects photons, used for diagnostic sensing, imaging, and spectroscopy of tissues and biomaterials, and (2) where photons affect tissue, used for surgical and therapeutic cutting, dissecting, machining, processing, coagulating, welding, and oxidizing tissues and biomaterials. The courses teach basic principles of tissue optical properties and light transport in tissues, and interaction of lasers and conventional light sources with tissues via photochemical, photothermal and photomechanical mechanisms.

Ethnomusicology, Ethnomathematics, and Integrating Curriculum

Science.gov (United States)

Bazinet, Ryan; Marshall, Anne Marie

2015-01-01

Integrating curriculum provides rich opportunities for students to focus on relevant applications to the real world and make meaningful connections across different disciplines. This article attempts to go beyond common discourse and platitudes by offering specific examples, showing we--an ethnomusicologist and a mathematics educator--attempted to…

The design of a medical school social justice curriculum.

Science.gov (United States)

Coria, Alexandra; McKelvey, T Greg; Charlton, Paul; Woodworth, Michael; Lahey, Timothy

2013-10-01

The acquisition of skills to recognize and redress adverse social determinants of disease is an important component of undergraduate medical education. In this article, the authors justify and define "social justice curriculum" and then describe the medical school social justice curriculum designed by the multidisciplinary Social Justice Vertical Integration Group (SJVIG) at the Geisel School of Medicine at Dartmouth. The SJVIG addressed five goals: (1) to define core competencies in social justice education, (2) to identify key topics that a social justice curriculum should cover, (3) to assess social justice curricula at other institutions, (4) to catalog institutionally affiliated community outreach sites at which teaching could be paired with hands-on service work, and (5) to provide examples of the integration of social justice teaching into the core (i.e., basic science) curriculum. The SJVIG felt a social justice curriculum should cover the scope of health disparities, reasons to address health disparities, and means of addressing these disparities. The group recommended competency-based student evaluations and advocated assessing the impact of medical students' social justice work on communities. The group identified the use of class discussion of physicians' obligation to participate in social justice work as an educational tool, and they emphasized the importance of a mandatory, longitudinal, immersive, mentored community outreach practicum. Faculty and administrators are implementing these changes as part of an overall curriculum redesign (2012-2015). A well-designed medical school social justice curriculum should improve student recognition and rectification of adverse social determinants of disease.

Consumer Citizenship Curriculum Guides for Social Studies, English, Science, Mathematics.

Science.gov (United States)

MacKenzie, Louise; Smith, Alice

These four consumer citizenship curriculum guides for social studies, English, science, and mathematics incorporate consumer education into these subject matter areas in grades 8-12. Each guide is organized around 10 main component/goals. They are basic economics in the marketplace, credit, consumer law/protection, banking skills, comparison…

A brief simulation intervention increasing basic science and clinical knowledge

Directory of Open Access Journals (Sweden)

Maria L. Sheakley

2016-04-01

Full Text Available Background: The United States Medical Licensing Examination (USMLE is increasing clinical content on the Step 1 exam; thus, inclusion of clinical applications within the basic science curriculum is crucial. Including simulation activities during basic science years bridges the knowledge gap between basic science content and clinical application. Purpose: To evaluate the effects of a one-off, 1-hour cardiovascular simulation intervention on a summative assessment after adjusting for relevant demographic and academic predictors. Methods: This study was a non-randomized study using historical controls to evaluate curricular change. The control group received lecture (n l=515 and the intervention group received lecture plus a simulation exercise (nl+s=1,066. Assessment included summative exam questions (n=4 that were scored as pass/fail (≥75%. USMLE-style assessment questions were identical for both cohorts. Descriptive statistics for variables are presented and odds of passage calculated using logistic regression. Results: Undergraduate grade point ratio, MCAT-BS, MCAT-PS, age, attendance at an academic review program, and gender were significant predictors of summative exam passage. Students receiving the intervention were significantly more likely to pass the summative exam than students receiving lecture only (P=0.0003. Discussion: Simulation plus lecture increases short-term understanding as tested by a written exam. A longitudinal study is needed to assess the effect of a brief simulation intervention on long-term retention of clinical concepts in a basic science curriculum.

Renewable Energy Systems in the Power Electronics Curriculum

DEFF Research Database (Denmark)

Blaabjerg, Frede; Chen, Zhe; Teodorescu, Remus

2005-01-01

of the most important area is renewable energy systems. This paper will discuss the basic courses for the power electronics curriculum. It will also discuss how to teach power electronic systems efficiently through a projectoriented and problem-based learning approach with Aalborg University in Denmark...... as a full-scale example. Different project examples will be given as well as important laboratories for adjustable speed drives and renewable energy systems which are used at the university are described.......Power Electronics is still an emerging technology and its applications are increasing. The primary function is to convert electrical energy from one stage to another and it is used in many different applications. The power electronics curriculum is multidisciplinary covering fields like devices...

Principle Elements of Curriculum in the Preschool Pattern of Montessori

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Bahmaee, Azizollah Baboli; Saadatmand, Zohreh; Yarmohammadian, Mohammad Hossein

2016-01-01

Montessori the physician and educational philosopher was probably one of the most prominent and famous education theorizer in the field of preschool education. Current research attempts to extract and clarify the major elements of curriculum by reliance on Montessori viewpoints. In this paper first the philosophical basics of preschool education…

Ethical issues identified by obstetrics and gynecology learners through a novel ethics curriculum.

Science.gov (United States)

Mejia, Rachel B; Shinkunas, Laura A; Ryan, Ginny L

2015-12-01

Obstetrics and gynecology (ob/gyn) is fraught with bioethical issues, the professional significance of which may vary based on clinical experience. Our objective was to utilize our novel ethics curriculum to identify ethics and professionalism issues highlighted by ob/gyn learners and to compare responses between learner levels to further inform curricular development. We introduced an integrated and dynamic ob/gyn ethics and professionalism curriculum and mixed methods analysis of 181 resulting written reflections (case observation and assessments) from third-year medical students and from first- to fourth-year ob/gyn residents. Content was compared by learner level using basic thematic analysis and summary statistics. Within the 7 major ethics and professionalism domains, learners wrote most frequently about miscellaneous ob/gyn issues such as periviability and abortion (22% of students, 20% of residents) and problematic treatment decisions (20% of students, 19% of residents) rather than professional duty, communication, justice, student-/resident-specific issues, or quality of care. The most commonly discussed ob/gyn area by both learner groups was obstetrics rather than gynecology, gynecologic oncology, or reproductive endocrinology and infertility, although residents were more likely to discuss obstetrics-related concerns than students (65% vs 48%; P = .04) and students wrote about gynecologic oncology-related concerns more frequently than residents (25% vs 6%; P = .002). In their reflections, sources of ethical value (eg, the 4 classic ethics principles, professional guidelines, and consequentialism) were cited more frequently and in greater number by students than by residents (82% of students cited at least 1 source of ethical value vs 65% of residents; P = .01). Residents disagreed more frequently with the ethical propriety of clinical management than did students (67% vs 43%; P = .005). Our study introduces an innovative and dynamic approach to an ob

ASTRO's 2007 Core Physics Curriculum for Radiation Oncology Residents

International Nuclear Information System (INIS)

Klein, Eric E.; Gerbi, Bruce J.; Price, Robert A.; Balter, James M.; Paliwal, Bhudatt; Hughes, Lesley; Huang, Eugene

2007-01-01

In 2004, American Society for Therapeutic Radiology and Oncology (ASTRO) published a curriculum for physics education. The document described a 54-hour course. In 2006, the committee reconvened to update the curriculum. The committee is composed of physicists and physicians from various residency program teaching institutions. Simultaneously, members have associations with American Association of Physicists in Medicine, ASTRO, Association of Residents in Radiation Oncology, American Board of Radiology, and American College of Radiology. Representatives from the latter two organizations are key to provide feedback between the examining organizations and ASTRO. Subjects are based on Accreditation Council for Graduate Medical Education requirements (particles and hyperthermia), whereas the majority of subjects and appropriated hours/subject were developed by consensus. The new curriculum is 55 hours, containing new subjects, redistribution of subjects with updates, and reorganization of core topics. For each subject, learning objectives are provided, and for each lecture hour, a detailed outline of material to be covered is provided. Some changes include a decrease in basic radiologic physics, addition of informatics as a subject, increase in intensity-modulated radiotherapy, and migration of some brachytherapy hours to radiopharmaceuticals. The new curriculum was approved by the ASTRO board in late 2006. It is hoped that physicists will adopt the curriculum for structuring their didactic teaching program, and simultaneously, American Board of Radiology, for its written examination. American College of Radiology uses the ASTRO curriculum for their training examination topics. In addition to the curriculum, the committee added suggested references, a glossary, and a condensed version of lectures for a Postgraduate Year 2 resident physics orientation. To ensure continued commitment to a current and relevant curriculum, subject matter will be updated again in 2 years

The Sequencing of Basic Chemistry Topics by Physical Science Teachers

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Sibanda, Doras; Hobden, Paul

2016-01-01

The purpose of this study was to find out teachers' preferred teaching sequence for basic chemistry topics in Physical Science in South Africa, to obtain their reasons underpinning their preferred sequence, and to compare these sequences with the prescribed sequences in the current curriculum. The study was located within a pragmatic paradigm and…

The Development of Scotland's Curriculum for Excellence: Amnesia and Deja Vu

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Priestley, Mark; Humes, Walter

2010-01-01

Scotland's new "Curriculum for Excellence" (CfE) has been widely acknowledged as the most significant educational development in a generation, with the potential to transform learning and teaching in Scottish schools. In common with recent developments elsewhere, CfE seeks to re-engage teachers with processes of curriculum development,…

Basics of cutting and abrasive processes

CERN Document Server

Toenshoff, Hans Kurt

2013-01-01

Manufacturing is the basic industrial activity generating real value. Cutting and abrasive technologies are the backbone of precision production in machine, automotive and aircraft building as well as of production of consumer goods. We present the knowledge of modern manufacturing in these technologies on the basis of scientific research. The theory of cutting and abrasive processes and the knowledge about their application in industrial practice are a prerequisite for the studies of manufacturing science and an important part of the curriculum of the master study in German mechanical engineering. The basis of this book is our lecture “Basics of cutting and abrasive processes” (4 semester hours/3 credit hours) at the Leibniz University Hannover, which we offer to the diploma and master students specializing in manufacturing science.

Yo Ciudadano: Un Curriculo de Experiencias para Educacion Civica. Nivel: Dos (Citizen Me: An Experiential Curriculum for Citizenship Education. Level: Two).

Science.gov (United States)

Lantz, Jean

Integrating concepts of basic citizenship education with community involvement, this experiential curriculum provides a means for developing decision making and critical thinking skills within the existing second grade social studies curriculum. The 10 lessons, translated into Spanish, cover the following concepts: friendly, unfriendly and…

[Project EXCEL: Curriculum for Just Desserts, Inc.: Modules 1-6.

Science.gov (United States)

Career Resources Development Center, Inc., San Francisco, CA.

Six curriculum modules for Just Desserts, a San Francisco wholesale bakery company, are presented. Just Desserts was one of four small businesses involved in Project EXCEL, a workplace literacy project that focused on literacy and basic skills training for limited-English-proficient (LEP) workers. The modules are as follows: (1) Bakery Vocabulary…

Reno Orthopaedic Trauma Fellowship business curriculum.

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Althausen, Peter L; Bray, Timothy J; Hill, Austin D

2014-07-01

The Reno Orthopaedic Center (ROC) Trauma Fellowship business curriculum is designed to provide the fellow with a graduate level business practicum and research experience. The time commitments in a typical 12-month trauma fellowship are significant, rendering a traditional didactic master's in business administration difficult to complete during this short time. An organized, structured, practical business education can provide the trauma leaders of tomorrow with the knowledge and experience required to effectively navigate the convoluted and constantly changing healthcare system. The underlying principle throughout the curriculum is to provide the fellow with the practical knowledge to participate in cost-efficient improvements in healthcare delivery. Through the ROC Trauma Fellowship business curriculum, the fellow will learn that delivering healthcare in a manner that provides better outcomes for equal or lower costs is not only possible but a professional and ethical responsibility. However, instilling these values without providing actionable knowledge and programs would be insufficient and ineffective. For this reason, the core of the curriculum is based on individual teaching sessions with a wide array of hospital and private practice administrators. In addition, each section is equipped with a suggested reading list to maximize the learning experience. Upon completion of the curriculum, the fellow should be able to: (1) Participate in strategic planning at both the hospital and practice level based on analysis of financial and clinical data, (2) Understand the function of healthcare systems at both a macro and micro level, (3) Possess the knowledge and skills to be strong leaders and effective communicators in the business lexicon of healthcare, (4) Be a partner and innovator in the improvement of the delivery of orthopaedic services, (5) Combine scientific and strategic viewpoints to provide an evidence-based strategy for improving quality of care in a

The role of guidance counsellors in universal basic education school

African Journals Online (AJOL)

Emeka Egbochuku

of Universal Basic Education explored the counselling features of the 6:3:3:4 curriculum such as ... assessment; the difference between it and the current concept of continuous ... individual and brings it to bear on the present of the same individual in order to .... domain, observe and rate their attitude to work, group relations,.

Integrating Sustainability into the Curriculum: Crossing Disciplinary Boundaries

Science.gov (United States)

Pushnik, J.

2012-12-01

The next generation will confront an increased number of global issues that interface the complexities of socioeconomic perspectives, environmental stability, poverty and development. Recently California State University Chico undertook a general education reform, providing a unique opportunity to craft a general education pathway to prepare students for these challenges by focusing a curriculum on sustainability. The Sustainability Pathway emphasizes a system thinking approach to help students understand and be able to address a set of problems involving the biosphere processes, human institutions and the economic vitality. The curriculum intentionally integrates courses from across the disciplines of natural sciences, social sciences, agriculture, engineering, economics, arts and humanities into a central focused theme of sustainability. The diverse backgrounds and academic focus of the participating faculty has necessitate the development of a common language and a cohesion within the curriculum. To address these needs a faculty learning community (FLC) was established to build on a common set of case studies. Three regional environmental water related issues were selected that had demonstrable socioeconomic, equity/ethical dimensions and environmental consequences. These case studies are Klamath River basin in northern California, the Bay-Delta project in the central part of the state and the Sultan Sea in southern California. Members of the FLC has contributed a perspective from their academic discipline which includes proposed reading lists, web based resources and PowerPoint presentations which are housed in common web- based resource repository. The pedagogical rational is to create linkages and cohesion among the courses in the curriculum by iteratively examining these case studies as basis for development of a multidisciplinary perspective as students progress through their general education.

The medical school curriculum committee revisited.

Science.gov (United States)

Hendricson, W D; Payer, A F; Rogers, L P; Markus, J F

1993-03-01

Numerous study commissions have contended that departmental territoriality and lack of coordinated planning are stagnating contemporary medical education. As a cure, these commissions have recommended the creation of centralized academic management units empowered to oversee revitalization of the curriculum through a series of reforms, including better definition of graduation competencies, community-based training, interdisciplinary courses, problem-based learning, and modernization of evaluation strategies. To determine the extent to which these recommendations were being adopted, in 1990 the authors sent a questionnaire on curriculum committee functions, current innovation efforts, and future priorities to academic administrators and members of medical school curriculum committees at 143 North American medical schools. Responses were received from administrators (primarily associate deans for academic affairs) at 118 schools and committee members (primarily faculty) at 111 schools. Recommendations for enhancing curriculum committee effectiveness were also elicited. The authors conclude that centralization of curricular management has occurred at very few institutions, and that the commonly mentioned reforms are being adopted at a modest pace. The results are analyzed in light of theories of the institutional change process and strategies for introducing educational innovations into established institutions.

Yo Ciudadano: Un Curriculo de Experiencias para Educacion Civica. Nivel: Cuatro (Citizen Me: An Experiential Curriculum for Citizenship Education. Level: Four).

Science.gov (United States)

Lazarine, Dianne

Integrating concepts of basic citizenship education with community involvement, this experiential curriculum provides a means for developing decision making and critical thinking skills within the existing fourth grade social studies curriculum. The 11 lessons, translated into into Spanish, cover the following concepts: responsibility in the care…

Yo Ciudadano: Un Curriculo de Experiencias Para Educacion Civica. Nivel: Tres (Citizen Me: An Experiential Curriculum for Citizenship Education. Level: Three).

Science.gov (United States)

Javora, Angela

Integrating concepts of basic citizenship education with community involvement, this experiential curriculum provides a means for developing decision making and critical thinking skills within the existing third grade social studies curriculum. The 10 lessons, translated into Spanish, cover school rules as personal safety measures, consequences of…

Yo Ciudadano: Un Curriculo de Experiencias para Educacion Civica. Nivel: Uno (Citizen Me: An Experiential Curriculum for Citizenship Education. Level: One).

Science.gov (United States)

Loftin, Richard

Integrating concepts of basic citizenship education with community involvement, this experiential curriculum, written in Spanish, provides a means for developing decision making and critical thinking skills within the existing social studies curriculum in grade 1. Using short stories, field trips, and class discussions, the 11 lessons on…

Yo Ciudadano: Un Curriculo de Experiencias para Educacion Civica. Nivel: Cinco (Citizen Me: An Experiential Curriculum for Citizenship Education. Level: Five).

Science.gov (United States)

Gutierrez, Merri

Integrating concepts of basic citizenship education with community involvement, this experiential curriculum provides a means for developing decision making and critical thinking skills within the existing fifth grade social studies curriculum. The 12 lessons, translated into Spanish, cover the following concepts: responsibility, rules and laws,…

Remediating Remediation: From Basic Writing to Writing across the Curriculum

Science.gov (United States)

Faulkner, Melissa

2013-01-01

This article challenges faculty members and administrators to rethink current definitions of remediation. First year college students are increasingly placed into basic writing courses due to a perceived inability to use English grammar correctly, but it must be acknowledged that all students will encounter the need for remediation as they attempt…

The Science of Nuclear Materials: A Modular, Laboratory-based Curriculum

Energy Technology Data Exchange (ETDEWEB)

Cahill, C.L., E-mail: cahill@gwu.edu [Department of Chemistry and Elliott School of International Affairs, The George Washington University, Washington, DC 20052 (United States); Feldman, G.; Briscoe, W.J. [Department of Physics, The George Washington University, Washington, DC 20052 (United States)

2014-06-15

The development of a curriculum for nuclear materials courses targeting students pursuing Master of Arts degrees at The George Washington University is described. The courses include basic concepts such as radiation and radioactivity as well as more complex topics such the nuclear fuel cycle, nuclear weapons, radiation detection and technological aspects of non-proliferation.

The Science of Nuclear Materials: A Modular, Laboratory-based Curriculum

International Nuclear Information System (INIS)

Cahill, C.L.; Feldman, G.; Briscoe, W.J.

2014-01-01

The development of a curriculum for nuclear materials courses targeting students pursuing Master of Arts degrees at The George Washington University is described. The courses include basic concepts such as radiation and radioactivity as well as more complex topics such the nuclear fuel cycle, nuclear weapons, radiation detection and technological aspects of non-proliferation

Collaborative curriculum development in teacher design teams

NARCIS (Netherlands)

Handelzalts, Adam

2009-01-01

Teachers’ participation in collaborative curriculum development is considered as having great potential for creating materials which are suitable for their specific context and for their professional development. However, the process in which teacher teams commonly negotiate the process of

Kansas Vocational Agriculture Education. Basic Core Curriculum Project, Horticulture II.

Science.gov (United States)

Albracht, James, Ed.

This second horticulture guide is one of a set of three designated as the basic core of instruction for horticulture programs in Kansas. Units of instruction are presented in eight sections: (1) Leadership, (2) Supervised Occupational Experience, (3) Plant Propagation, (4) Soil and Plant Growth Media, (5) Fertilizers, (6) Greenhouse, (7) Plant…

Yo, Ciudadano: Un Curriculo de Experiencias para Educacion Civica. Nivel: Kindergarten (Citizen Me: An Experiential Curriculum for Citizenship Education. Level: Kindergarten).

Science.gov (United States)

Vardeman, Lou

Integrating concepts of basic citizenship education with community involvement, this experiential curriculum provides a means for developing decision making and critical thinking skills within the existing social studies curriculum at the kindergarten level. Consisting of 11 lessons, the guide, written in Spanish, introduces the meaning of rules,…

Final Report of Project Curriculum Development: Pulsed Tig Welding, 1978-1979.

Science.gov (United States)

Atlantic County Area Vocational-Technical School, NJ.

Designed to help unemployed and disadvantaged workers find new career opportunities, this curriculum provides vocational students with a basic course of instruction in pulsed tungsten inert gas (TIG) welding. The first of four sections provides a general background of welding, the welding industry, and welding processes. Section 2 focuses on…

Impact of the implantation of a new curriculum in the process of learning in a Faculty of Dentistry in Brazil.

Science.gov (United States)

Junges, Roger; Stello, Ruggiero Silveira; Portella, Fernando Freitas; Rösing, Cassiano Kuchenbecker; Samuel, Susana Maria Werner

2011-01-01

The aim of the present study was to evaluate two dental curricula at a school of dentistry in southern Brazil. The study population included dentists trained in the last two classes of the institution's old curriculum (n = 98) and graduates of the first two classes of the new curriculum (n = 56). A questionnaire with open and closed questions was used for an overall evaluation of different aspects of the curricula, such as study methods, importance given to basic sciences, quality of theoretical and clinical guidance, perception about skills needed to perform different dental procedures, professional goals and an overall assessment. Students in the new curriculum reported more frequent use of the internet (69.6%) and scientific articles (50.0%). More importance was given to the basic sciences in the new curriculum. Graduates of the old curriculum alleged themselves to be more capable of both performing conventional (99%) and complex amalgam restorations (68.4%), as well as three-unit fixed prostheses (62.2%). Graduates of the new curriculum alleged higher capability with periodontal surgeries (48.2%), treatment of temporomandibular joint (TMJ) disorders (58.1%) and public health planning (78.6%). Regarding professional goals, the new curriculum was associated with an increase in the graduates' willingness to work in the public health system and to pursue an academic career. New curriculum graduates reported higher overall assessments regarding their educational, as well as theoretical and clinical, outcomes. A new curricular approach was associated with several changes from the perspective of the students.

Impact of the implantation of a new curriculum in the process of learning in a Faculty of Dentistry in Brazil

Directory of Open Access Journals (Sweden)

Roger Junges

2011-12-01

Full Text Available The aim of the present study was to evaluate two dental curricula at a school of dentistry in southern Brazil. The study population included dentists trained in the last two classes of the institution's old curriculum (n = 98 and graduates of the first two classes of the new curriculum (n = 56. A questionnaire with open and closed questions was used for an overall evaluation of different aspects of the curricula, such as study methods, importance given to basic sciences, quality of theoretical and clinical guidance, perception about skills needed to perform different dental procedures, professional goals and an overall assessment. Students in the new curriculum reported more frequent use of the internet (69.6% and scientific articles (50.0%. More importance was given to the basic sciences in the new curriculum. Graduates of the old curriculum alleged themselves to be more capable of both performing conventional (99% and complex amalgam restorations (68.4%, as well as three-unit fixed prostheses (62.2%. Graduates of the new curriculum alleged higher capability with periodontal surgeries (48.2%, treatment of temporomandibular joint (TMJ disorders (58.1% and public health planning (78.6%. Regarding professional goals, the new curriculum was associated with an increase in the graduates' willingness to work in the public health system and to pursue an academic career. New curriculum graduates reported higher overall assessments regarding their educational, as well as theoretical and clinical, outcomes. A new curricular approach was associated with several changes from the perspective of the students.

Entomology Specialist 1-1. Military Curriculum Materials for Vocational and Technical Education.

Science.gov (United States)

Jones, Jimmie L.

This individualized, self-paced course for training an entomology specialist was adapted from military curriculum materials for use in vocational and technical education. Completion of the course should provide students with basic information needed to accomplish the following duties of an entomology specialist: perform entomological work, apply…

Curriculum-Based Handwriting Programs: A Systematic Review With Effect Sizes

Science.gov (United States)

Engel, Courtney; Lillie, Kristin; Zurawski, Sarah; Travers, Brittany G.

2018-01-01

Challenges with handwriting can have a negative impact on academic performance, and these challenges are commonly addressed by occupational therapy practitioners in school settings. This systematic review examined the efficacy of curriculum-based interventions to address children’s handwriting difficulties in the classroom (preschool to second grade). We reviewed and computed effect sizes for 13 studies (11 Level II, 2 Level III) identified through a comprehensive database search. The evidence shows that curriculum-based handwriting interventions resulted in small- to medium-sized improvements in legibility, a commonly reported challenge in this age group. The evidence for whether these interventions improved speed is mixed, and the evidence for whether they improved fluency is insufficient. No clear support was found for one handwriting program over another. These results suggest that curriculum-based interventions can lead to improvements in handwriting legibility, but Level I research is needed to validate the efficacy of these curricula. PMID:29689170

COMPUTATIONAL SCIENCE IN IN THE EDUCATIONAL CURRICULUM

Directory of Open Access Journals (Sweden)

José Manuel Cabrera Delgado

2017-06-01

Full Text Available How to incorporate Computer Science (CS into the basic education curriculum continues to be subject of controversy at the European level. Without there being a defined strategy on behalf of the European Union in this respect, several countries have begun their incorporation showing us the advantages and difficulties of such action. Main elements of CS, such as computational thinking and coding, are already being taught in schools, establishing the need for a curriculum adapted to the ages of the students, training for teachers and enough resources. The purpose of this article, from the knowledge of the experience of these countries, is to respond, or at least to reflect, on the answers to the following questions: what is CS?, what are their main elements?, why is it necessary?, at what age should CS be taught?, what requirements are needed for their incorporation?

Updating the biomedical engineering curriculum: Inclusion of Health Technology Assessment subjects.

Science.gov (United States)

Martinez Licona, Fabiola; Urbina, Edmundo Gerardo; Azpiroz-Leehan, Joaquin

2010-01-01

This paper describes the work being carried out at Metropolitan Autonomous University (UAM) in Mexico City with regard to the continuous evaluation and updating of the Biomedical Engineering (BME) curriculum. In particular the courses regarded as part of the BME basic branch are reduced and new sets of elective subjects are proposed in order to bring closer the research work at UAM with the subjects in the BME curriculum. Special emphasis is placed on subjects dealing with Health Technology Assessment (HTA) and Health economics, as this branch of the BME discipline is quite promising in Mexico, but there are very few professionals in the field with adequate qualifications.

Orientation to Health Occupations: Curriculum Guide for Health Occupations, Phase 3.

Science.gov (United States)

Benedict, Mary; And Others

The document outlines a curriculum designed to prepare students for advanced health occupations. It is divided into four sections which offer basic information for: registered nurse and licensed practical nurse (32 units); dental assistant (19 units); medical assistant (26 units); and ward clerk (10 units). Each unit is divided into several topics…

Living in Water: An Aquatic Science Curriculum for Grades 5-7.

Science.gov (United States)

National Aquarium in Baltimore, MD. Dept. of Education.

"Living in Water" is a classroom-based, scientific study of water, aquatic environments, and the plants and animals that live in water. The lessons in this curriculum integrate basic physical, biological, and earth sciences, and mathematics. The integration of language arts is also considered essential to its success. These lessons do not require…

Article Commentary: Group Learning Assessments as a Vital Consideration in the Implementation of New Peer Learning Pedagogies in the Basic Science Curriculum of Health Profession Programs

Directory of Open Access Journals (Sweden)

Charlotte L. Briggs

2016-01-01

Full Text Available Inspired by reports of successful outcomes in health profession education literature, peer learning has progressively grown to become a fundamental characteristic of health profession curricula. Many studies, however, are anecdotal or philosophical in nature, particularly when addressing the effectiveness of assessments in the context of peer learning. This commentary provides an overview of the rationale for using group assessments in the basic sciences curriculum of health profession programs and highlights the challenges associated with implementing group assessments in this context. The dearth of appropriate means for measuring group process suggests that professional collaboration competencies need to be more clearly defined. Peer learning educators are advised to enhance their understanding of social psychological research in order to implement best practices in the development of appropriate group assessments for peer learning.

Military Curricula for Vocational & Technical Education. Basic Electricity and Electronics. CANTRAC A-100-0010. Module 34: Linear Integrated Circuits. Study Booklet.

Science.gov (United States)

Chief of Naval Education and Training Support, Pensacola, FL.

This individualized learning module on linear integrated circuits is one in a series of modules for a course in basic electricity and electronics. The course is one of a number of military-developed curriculum packages selected for adaptation to vocational instructional and curriculum development in a civilian setting. Two lessons are included in…

Leadership and management curriculum planning for Iranian general practitioners.

Science.gov (United States)

Khosravan, Shahla; Karimi Moonaghi, Hossein; Yazdani, Shahram; Ahmadi, Soleiman; Mansoorian, Mohammad Reza

2015-10-01

Leadership and management are two expected features and competencies for general practitioners (GPs). The purpose of this study was leadership and management curriculum planning for GPs which was performed based on Kern's curriculum planning cycle. This study was conducted in 2011- 2012 in Iran using an explanatory mixed-methods approach. It was conducted through an initial qualitative phase using two focus group discussions and 28 semi-structured interviews with key informants to capture their experiences and viewpoints about the necessity of management courses for undergraduate medical students, goals, objectives, and educational strategies according to Kern's curriculum planning cycle. The data was used to develop a questionnaire to be used in a quantitative written survey. Results of these two phases and that of the review of medical curriculum in other countries and management curriculum of other medical disciplines in Iran were used in management and leadership curriculum planning. In the qualitative phase, purposeful sampling and content analysis with constant comparison based on Strauss and Corbin's method were used; descriptive and analytic tests were used for quantitative data by SPSS version 14. In the qualitatively stage of  this research, 6 main categories including the necessity of management course, features and objectives of management curriculum, proper educational setting, educational methods and strategies, evolutionary method and feedback result were determined. In the quantitatively stage of the research, from the viewpoints of 51.6% of 126 units of research who filled out the questionnaire, ranked high necessary of management courses. The coordination of care and clinical leadership was determined as the most important role for GPs with a mean of 6.2 from sample viewpoint. Also, team working and group dynamics had the first priority related to the principles and basics of management with a mean of 3.59. Other results were shown in the paper

The Nuclear and Radiochemistry in Chemistry Education Curriculum Project

International Nuclear Information System (INIS)

Robertson, J.D.; Missouri University, Columbia, MO; Kleppinger, E.W.

2005-01-01

Given the mismatch between supply of and demand for nuclear scientists, education in nuclear and radiochemistry has become a serious concern. The Nuclear and Radiochemistry in Chemistry Education (NRIChEd) Curriculum Project was undertaken to reintroduce the topics normally covered in a one-semester radiochemistry course into the traditional courses of a four-year chemistry major: general chemistry, organic chemistry, quantitative and instrumental analysis, and physical chemistry. NRIChEd uses a three-pronged approach that incorporates radiochemistry topics when related topics in the basic courses are covered, presents special topics of general interest as a vehicle for teaching nuclear and radiochemistry alongside traditional chemistry, and incorporates the use of non-licensed amounts of radioactive substances in demonstrations and student laboratory experiments. This approach seeks not only to reestablish nuclear science in the chemistry curriculum, but to use it as a tool for elucidating fundamental and applied aspects of chemistry as well. Moreover, because of its relevance in many academic areas, nuclear science enriches the chemistry curriculum by encouraging interdisciplinary thinking and problem solving. (author)

Curriculum Outline for Introduction to Engineering Chemistry. First Edition. Review Cycle-Annual.

Science.gov (United States)

Schlenker, Richard M.

This curriculum outline consists of behavioral objectives (called terminal and enabling objectives) for Introduction to Engineering Chemistry, a one-semester, post-secondary course consisting of four 1-hour lectures each week. Course goal is to introduce marine engineering students to the rudiments of basic/introductory inorganic chemistry. The…

The Incorporation of Basic Life-Support Training in the Pharmacy Curriculum

Science.gov (United States)

Masoud, Asaad N.

1976-01-01

Pharmacists have a unique role to play in providing basic life-support since they are the health professionals who are most available and who enjoy the greatest contact with the public. Training procedures are described. (LBH)

Spaceship Earth: A partnership in curriculum writing

Science.gov (United States)

Lindstrom, Marilyn M.

1993-01-01

As the Apollo astronauts left Earth to venture onto the surface of another planetary body, they saw their home planet in a new global perspective. Unmanned NASA missions have given us a closer look at all the other planets in our solar system and emphasized the uniqueness of Earth as the only place in our solar system that can sustain life as we know it. Spaceship Earth is a new science curriculum which was developed to help students and teachers to explore the Earth, to see it in the global perspective, and to understand the relationships among life, the planet, and the sun. Astronaut photographs, especially shuttle pictures, are used as groundbased studies to help students to understand global Earth Science and integrate various aspects of physical, life, and social science. The Spaceship Earth curriculum was developed at by a team of JSC scientists working in collaboration with teachers from local school districts. This project was done under the auspices of Partner-In-Space, a local non-profit organization dedicated to improving science education and our general knowledge of space. The team met once a month for a year then assembled the curriculum during the summer. The project is now in the testing stage as the teachers try it out in their classrooms. It was supported by the Texas Education Agency and will be offered by the State of Texas as a supplemental curriculum for statewide use. Because the curriculum was developed by teachers, it is self contained and the lessons are easy to implement and give students concrete experiences. The three sub-units follow in a logical order, but may be used independently. If they are used separately, they may be tied together by the teacher returning to the basic theme of the global Earth as each unit is completed.

Space Physiology within an Exercise Physiology Curriculum

Science.gov (United States)

Carter, Jason R.; West, John B.

2013-01-01

Compare and contrast strategies remain common pedagogical practices within physiological education. With the support of an American Physiological Society Teaching Career Enhancement Award, we have developed a junior- or senior-level undergraduate curriculum for exercise physiology that compares and contrasts the physiological adaptations of…

Standardized Curriculum for Service Station Retailing.

Science.gov (United States)

Mississippi State Dept. of Education, Jackson. Office of Vocational, Technical and Adult Education.

This curriculum guide for service station retailing was developed by the state of Mississippi to standardize vocational education course titles and core contents. The objectives contained in this document are common to all service station retailing programs in the state. The guide contains objectives for service station retailing I and II courses.…

Critical thinking skills of basic baccalaureate and Accelerated second-degree nursing students.

Science.gov (United States)

Newton, Sarah E; Moore, Gary

2013-01-01

The purpose of this study was to describe the critical thinking (CT) skills of basic baccalaureate (basic-BSN) and accelerated second-degree (ASD) nursing students at nursing program entry. Many authors propose that CT in nursing should be viewed as a developmental process that increases as students' experiences with it change. However, there is a dearth of literature that describes basic-BSN and ASD students' CT skills from an evolutionary perspective. The study design was exploratory descriptive. The results indicated thatASD students had higher CT scores on a quantitative critical thinking assessment at program entry than basic-BSN students. CT data are needed across the nursing curriculum from basic-BSN and ASD students in order for nurse educators to develop cohort-specific pedagogical approaches that facilitate critical thinking in nursing and produce nurses with good CT skills for the future.

Welding. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

Science.gov (United States)

Browning, Terry

This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

Solar Energy Basics | NREL

Science.gov (United States)

Solar Energy Basics Solar Energy Basics Solar is the Latin word for sun-a powerful source of energy that can be used to heat, cool, and light our homes and businesses. That's because more energy from the technologies convert sunlight to usable energy for buildings. The most commonly used solar technologies for

An Analysis of the History of Taiwanese Character and Moral Education (1949-2014 and Its Implications for the 12-Year Basic Education

Directory of Open Access Journals (Sweden)

Chih-Hua Fang

2015-12-01

Full Text Available The purpose of this paper was to analyze the history of character and moral education (CME during the past 65 years in Taiwan to form a complete image of CME and provide suggestions for the formulation and implementation of the 12-Year Basic Education Curriculum Guidelines. Concretely, the researchers reviewed the documents and literature of CME and divided the history from 1949 to 2014 into three phases - the Martial Law Phase, the Post-Martial Law Phase, and the 9-Year Curriculum Phase. During the Martial Law Phase, although CME was taught as a stand-alone subject, it played a role in transmitting political ideology. During the Post-Martial Law Phase, the goal was to implement a student-centered curriculum, but the period was too short to achieve total transformation. During the 9-Year Curriculum Phase, CME was omitted from the Curriculum Guidelines and replaced by the ‘Character and Moral Education Improving Project’ proclaimed by the Ministry of Education. As a result, CME was passively infused into the curriculum during this phase. Finally, the researchers proposed several suggestions as follows: The centrality of CME should be emphasized in the National Curriculum Guidelines to correspond to the public’s expectations and current international trends. Concrete contents of CME should be actively incorporated into the Curriculum Guidelines of each learning area in order to ensure effective integration and applicable transformation. Also, CME should be fully implemented in the 12-Year Basic Education Plan and include values of social justice and multiple developmental strategies.

Curriculum, Curriculum Development, Curriculum Studies? Problematising Theoretical Ambiguities in Doctoral Theses in the Education Field

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du Preez, Petro; Simmonds, Shan

2014-01-01

Theoretical ambiguities in curriculum studies result in conceptual mayhem. Accordingly, they hinder the development of the complicated conversation on curriculum as a verb. This article aims to contribute to reconceptualizing curriculum studies as a dynamic social practice that aspires to thinking and acting with intelligences and sensitivity so…

The essential research curriculum for doctor of pharmacy degree programs.

Science.gov (United States)

Lee, Mary W; Clay, Patrick G; Kennedy, W Klugh; Kennedy, Mary Jayne; Sifontis, Nicole M; Simonson, Dana; Sowinski, Kevin M; Taylor, William J; Teply, Robyn M; Vardeny, Orly; Welty, Timothy E

2010-09-01

In 2008, the American College of Clinical Pharmacy appointed the Task Force on Research in the Professional Curriculum to review and make recommendations on the essential research curriculum that should be part of doctor of pharmacy (Pharm.D.) degree programs. The essential research curriculum provides all students with critical and analytical thinking and lifelong learning skills, which will apply to current and future practice and stimulate some students to pursue a career in this field. Eight key curricular competencies are as follows: identifying relevant problems and gaps in pharmacotherapeutic knowledge; generating a research hypothesis; designing a study to test the hypothesis; analyzing data results using appropriate statistical tests; interpreting and applying the results of a research study to practice; effectively communicating research and clinical findings to pharmacy, medical, and basic science audiences; interpreting and effectively communicating research and clinical findings to patients and caregivers; and applying regulatory and ethical principles when conducting research or using research results. Faculty are encouraged to use research-related examples across the curriculum in nonresearch courses and to employ interactive teaching methods to promote student engagement. Examples of successful strategies used by Pharm.D. degree programs to integrate research content into the curriculum are provided. Current pharmacy school curricula allow variable amounts of time for instructional content in research, which may or may not include hands-on experiences for students to develop research-related skills. Therefore, an important opportunity exists for schools to incorporate the essential research curriculum. Despite the challenges of implementing these recommendations, the essential research curriculum will position pharmacy school graduates to understand the importance of research and its applications to practice. This perspective is provided as an aid

Ontology of Public Health in University Curriculum: Exploring Basic Elements of an Interdisciplinary Field of Knowledge

Science.gov (United States)

Islam, Zahirul

2017-01-01

Public health has constituted itself as a distinct academic discipline. The present paper attempts to understand ontology of this discipline. A study has recently been carried out which concerns, first, conceptualization of ontology of public health, secondly, nature of public health, and thirdly, curriculum development. Ontology is a…

Many worlds, one ethic: design and development of a global research ethics training curriculum.

Science.gov (United States)

Rivera, Roberto; Borasky, David; Rice, Robert; Carayon, Florence

2005-05-01

The demand for basic research ethics training has grown considerably in the past few years. Research and education organizations face the challenge of providing this training with limited resources and training tools available. To meet this need, Family Health International (FHI), a U.S.-based international research organization, recently developed a Research Ethics Training Curriculum (RETC). It was designed as a practical, user-friendly tool that provides basic, up-to-date, standardized training on the ethics of human research. The curriculum can easily be adapted to different audiences and training requirements. The RETC was reviewed by a group of international experts and field tested in five countries. It is available in English, French, and Spanish as a three-ring binder and CD-ROM, as well as on the Web. It may be used as either an interactive self-study program or for group training.

Integrated Curriculum and Subject-based Curriculum: Achievement and Attitudes

Science.gov (United States)

Casady, Victoria

The research conducted for this mixed-method study, qualitative and quantitative, analyzed the results of an academic year-long study to determine whether the use of an integrated fourth grade curriculum would benefit student achievement in the areas of English language arts, social studies, and science more than a subject-based traditional curriculum. The research was conducted based on the international, national, and state test scores, which show a slowing or lack of growth. Through pre- and post-assessments, student questionnaires, and administrative interviews, the researcher analyzed the phenomenological experiences of the students to determine if the integrated curriculum was a beneficial restructuring of the curriculum. The research questions for this study focused on the achievement and attitudes of the students in the study and whether the curriculum they were taught impacted their achievement and attitudes over the course of one school year. The curricula for the study were organized to cover the current standards, where the integrated curriculum focused on connections between subject areas to help students make connections to what they are learning and the world beyond the classroom. The findings of this study indicated that utilizing the integrated curriculum could increase achievement as well as students' attitudes toward specific content areas. The ANOVA analysis for English language arts was not determined to be significant; although, greater growth in the students from the integrated curriculum setting was recorded. The ANOVA for social studies (0.05) and the paired t-tests (0.001) for science both determined significant positive differences. The qualitative analysis led to the discovery that the experiences of the students from the integrated curriculum setting were more positive. The evaluation of the data from this study led the researcher to determine that the integrated curriculum was a worthwhile endeavor to increase achievement and attitudes

Teaching Management and Implementation of Pedagogical Classroom Projects in Basic Education

Directory of Open Access Journals (Sweden)

Waldemar Antonio Guerrero Matos

2006-11-01

Full Text Available The present article diffuses the results of the oriented study to determine the relationship between the administration of the educational one and the execution of the pedagogic projects of classroom in Basic Education. Theoretically it was based on the constructivismo and the contributions of the National Basic Curriculum. The investigation type was descriptive. The results allowed to corroborate in the teachers, weaknesses in the execution of the Pedagogic Projects of Classroom, evidencing difficulties to the moment to apply the pedagogic abilities. Therefore it is recommended to carry out courses of upgrade to manage with effectiveness this strategy of planning constructivist.

Military Curricula for Vocational & Technical Education. Basic Electricity and Electronics Individualized Learning System. CANTRAC A-100-0010. Module Ten: Transformers. Study Booklet.

Science.gov (United States)

Chief of Naval Education and Training Support, Pensacola, FL.

This individualized learning module on transformers is one in a series of modules for a course in basic electricity and electronics. The course is one of a number of military-developed curriculum packages selected for adaptation to vocational instructional and curriculum development in a civilian setting. Six lessons are included in the module:…

New Approaches in Cancer Biology Can Inform the Biology Curriculum.

Science.gov (United States)

Jones, Lynda; Gordon, Diana; Zelinski, Mary

2018-03-01

Students tend to be very interested in medical issues that affect them and their friends and family. Using cancer as a hook, the ART of Reproductive Medicine: Oncofertility curriculum (free, online, and NIH sponsored) has been developed to supplement the teaching of basic biological concepts and to connect biology and biomedical research. This approach allows integration of up-to-date information on cancer and cancer treatment, cell division, male and female reproductive anatomy and physiology, cryopreservation, fertility preservation, stem cells, ethics, and epigenetics into an existing biology curriculum. Many of the topics covered in the curriculum relate to other scientific disciplines, such as the latest developments in stem cell research including tissue bioengineering and gene therapy for inherited mitochondrial disease, how epigenetics occurs chemically to affect gene expression or suppression and how it can be passed down through the generations, and the variety of biomedical careers students could pursue. The labs are designed to be open-ended and inquiry-based, and extensions to the experiments are provided so that students can explore questions further. Case studies and ethical dilemmas are provided to encourage thoughtful discussion. In addition, each chapter of the curriculum includes links to scientific papers, additional resources on each topic, and NGSS alignment.

Kansas Nursing Home Medication Aide Curriculum. Revised.

Science.gov (United States)

Bartel, Myrna J.; Fornelli, Linda K.

This curriculum guide is designed to aid Kansas instructors in conducting a course for teaching nursing home medication aides. Covered first are various introductory topics such as the role and responsibilities of medication aides, pharmacodynamics, forms in which medication is now available, common medical abbreviations, mathematics and weights…

The Basic Course in Communication, Media Literacy, and the College Curriculum

Science.gov (United States)

Ramsey, Evelyn M.

2017-01-01

Various authors make suggestions about the inclusion of public address, civility critical communication pedagogy and social justice into the basic course in communication studies. Media literacy pedagogy encourages students to actively and critically consider the messages they send and receive, critically assess all forms of communication, be…

Defining an anaesthetic curriculum for medical undergraduates. A Delphi study.

LENUS (Irish Health Repository)

Rohan, Denise

2009-01-01

Anaesthesia is commonly taught to medical students. The duration and content of such teaching varies however and no consensus exists as to what constitutes an optimal curriculum. Anaesthetists possess the necessary knowledge and skills and operate in clinical settings suitable to provide training for medical undergraduates, especially in areas where deficiencies have been identified. This Delphi study was directed towards developing a consensus on an optimal anaesthesia, intensive care and pain medicine curriculum for medical undergraduates.

Military Curricula for Vocational & Technical Education. Basic Electricity and Electronics Individualized Learning System. CANTRAC A-100-0010. Module Six: Parallel Circuits. Study Booklet.

Science.gov (United States)

Chief of Naval Education and Training Support, Pensacola, FL.

This individualized learning module on parallel circuits is one in a series of modules for a course in basic electricity and electronics. The course is one of a number of military-developed curriculum packages selected for adaptation to vocational instructional and curriculum development in a civilian setting. Four lessons are included in the…

The development of proficiency in the fraction domain : affordances and constraints in the curriculum

NARCIS (Netherlands)

Bruin - Muurling, G.

2010-01-01

Proficiency in basic mathematical skills is a topic of heated discussions in many countries. International comparative studies on mathematical skills such as PISA and TIMMS have lead to concerns about the mathematics curriculum especially in countries with a relatively low rating in the summary

Bases Para Organizar Capacitacion en Servicio de Profesionales en Curriculum (Bases for Organizing In-Service Training for Curriculum Specialists).

Science.gov (United States)

Valle, Victor M.

There is an increasing awareness of the importance of curricular issues in the educational undertaking. The curriculum, which in all its definitions contains as a common denominator the organization of educational opportunities that schools provide for their pupils, demands and needs some specific type of professional educators. Such professionals…

Integrated Curriculum Design Reform of Civil Engineering Management Discipline Based on Inter-disciplinary Professional Training

Science.gov (United States)

Yidong, Xu; Ping, Wu; Jian, Chen; Jiansheng, Shen

2018-05-01

In view of the shortcomings of the current civil engineering management discipline, this paper investigates the necessity of the course design reform. Based on the analysis of basic occupation requirements of civil engineering management discipline, the basic ideas and implementation strategies of the integrated reform of curriculum design system are proposed, which can not only improve the students’ overall understanding of knowledge and skills, but also enhance the system of student learning.

Fashion Merchandising. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

Science.gov (United States)

Williams, Edwina

This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

Radiation Oncology Medical Student Clerkship: Implementation and Evaluation of a Bi-institutional Pilot Curriculum

International Nuclear Information System (INIS)

Golden, Daniel W.; Spektor, Alexander; Rudra, Sonali; Ranck, Mark C.; Krishnan, Monica S.; Jimenez, Rachel B.; Viswanathan, Akila N.; Koshy, Matthew; Howard, Andrew R.; Chmura, Steven J.

2014-01-01

Purpose: To develop and evaluate a structured didactic curriculum to complement clinical experiences during radiation oncology clerkships at 2 academic medical centers. Methods and Materials: A structured didactic curriculum was developed to teach fundamentals of radiation oncology and improve confidence in clinical competence. Curriculum lectures included: (1) an overview of radiation oncology (history, types of treatments, and basic clinic flow); (2) fundamentals of radiation biology and physics; and (3) practical aspects of radiation treatment simulation and planning. In addition, a hands-on dosimetry session taught students fundamentals of treatment planning. The curriculum was implemented at 2 academic departments in 2012. Students completed anonymous evaluations using a Likert scale to rate the usefulness of curriculum components (1 = not at all, 5 = extremely). Likert scores are reported as (median [interquartile range]). Results: Eighteen students completed the curriculum during their 4-week rotation (University of Chicago n=13, Harvard Longwood Campus n=5). All curriculum components were rated as extremely useful: introduction to radiation oncology (5 [4-5]); radiation biology and physics (5 [5-5]); practical aspects of radiation oncology (5 [4-5]); and the treatment planning session (5 [5-5]). Students rated the curriculum as “quite useful” to “extremely useful” (1) to help students understand radiation oncology as a specialty; (2) to increase student comfort with their specialty decision; and (3) to help students with their future transition to a radiation oncology residency. Conclusions: A standardized curriculum for medical students completing a 4-week radiation oncology clerkship was successfully implemented at 2 institutions. The curriculum was favorably reviewed. As a result of completing the curriculum, medical students felt more comfortable with their specialty decision and better prepared to begin radiation oncology residency

Radiation Oncology Medical Student Clerkship: Implementation and Evaluation of a Bi-institutional Pilot Curriculum

Energy Technology Data Exchange (ETDEWEB)

Golden, Daniel W., E-mail: dgolden@radonc.uchicago.edu [Department of Radiation and Cellular Oncology, University of Chicago Pritzker School of Medicine, Chicago, Illinois (United States); Spektor, Alexander [Department of Radiation Oncology, Brigham and Women' s Hospital and Dana-Farber Cancer Institute, Harvard Medical School, Boston, Massachusetts (United States); Rudra, Sonali; Ranck, Mark C. [Department of Radiation and Cellular Oncology, University of Chicago Pritzker School of Medicine, Chicago, Illinois (United States); Krishnan, Monica S.; Jimenez, Rachel B.; Viswanathan, Akila N. [Department of Radiation Oncology, Brigham and Women' s Hospital and Dana-Farber Cancer Institute, Harvard Medical School, Boston, Massachusetts (United States); Koshy, Matthew; Howard, Andrew R.; Chmura, Steven J. [Department of Radiation and Cellular Oncology, University of Chicago Pritzker School of Medicine, Chicago, Illinois (United States)

2014-01-01

Purpose: To develop and evaluate a structured didactic curriculum to complement clinical experiences during radiation oncology clerkships at 2 academic medical centers. Methods and Materials: A structured didactic curriculum was developed to teach fundamentals of radiation oncology and improve confidence in clinical competence. Curriculum lectures included: (1) an overview of radiation oncology (history, types of treatments, and basic clinic flow); (2) fundamentals of radiation biology and physics; and (3) practical aspects of radiation treatment simulation and planning. In addition, a hands-on dosimetry session taught students fundamentals of treatment planning. The curriculum was implemented at 2 academic departments in 2012. Students completed anonymous evaluations using a Likert scale to rate the usefulness of curriculum components (1 = not at all, 5 = extremely). Likert scores are reported as (median [interquartile range]). Results: Eighteen students completed the curriculum during their 4-week rotation (University of Chicago n=13, Harvard Longwood Campus n=5). All curriculum components were rated as extremely useful: introduction to radiation oncology (5 [4-5]); radiation biology and physics (5 [5-5]); practical aspects of radiation oncology (5 [4-5]); and the treatment planning session (5 [5-5]). Students rated the curriculum as “quite useful” to “extremely useful” (1) to help students understand radiation oncology as a specialty; (2) to increase student comfort with their specialty decision; and (3) to help students with their future transition to a radiation oncology residency. Conclusions: A standardized curriculum for medical students completing a 4-week radiation oncology clerkship was successfully implemented at 2 institutions. The curriculum was favorably reviewed. As a result of completing the curriculum, medical students felt more comfortable with their specialty decision and better prepared to begin radiation oncology residency.

Short-term effects of a rights-based sexuality education curriculum for high-school students: a cluster-randomized trial.

Science.gov (United States)

Constantine, Norman A; Jerman, Petra; Berglas, Nancy F; Angulo-Olaiz, Francisca; Chou, Chih-Ping; Rohrbach, Louise A

2015-03-26

An emerging model for sexuality education is the rights-based approach, which unifies discussions of sexuality, gender norms, and sexual rights to promote the healthy sexual development of adolescents. A rigorous evaluation of a rights-based intervention for a broad population of adolescents in the U.S. has not previously been published. This paper evaluates the immediate effects of the Sexuality Education Initiative (SEI) on hypothesized psychosocial determinants of sexual behavior. A cluster-randomized trial was conducted with ninth-grade students at 10 high schools in Los Angeles. Classrooms at each school were randomized to receive either a rights-based curriculum or basic sex education (control) curriculum. Surveys were completed by 1,750 students (N = 934 intervention, N = 816 control) at pretest and immediate posttest. Multilevel regression models examined the short-term effects of the intervention on nine psychosocial outcomes, which were hypothesized to be mediators of students' sexual behaviors. Compared with students who received the control curriculum, students receiving the rights-based curriculum demonstrated significantly greater knowledge about sexual health and sexual health services, more positive attitudes about sexual relationship rights, greater communication about sex and relationships with parents, and greater self-efficacy to manage risky situations at immediate posttest. There were no significant differences between the two groups for two outcomes, communication with sexual partners and intentions to use condoms. Participation in the rights-based classroom curriculum resulted in positive, statistically significant effects on seven of nine psychosocial outcomes, relative to a basic sex education curriculum. Longer-term effects on students' sexual behaviors will be tested in subsequent analyses. ClinicalTrials.gov NCT02009046.

Collaborative Strategies for Teaching Common Acid-Base Disorders to Medical Students

Science.gov (United States)

Petersen, Marie Warrer; Toksvang, Linea Natalie; Plovsing, Ronni R.; Berg, Ronan M. G.

2014-01-01

The ability to recognize and diagnose acid-base disorders is of the utmost importance in the clinical setting. However, it has been the experience of the authors that medical students often have difficulties learning the basic principles of acid-base physiology in the respiratory physiology curriculum, particularly when applying this knowledge to…

Envisioning Curriculum as Six Simultaneities

Science.gov (United States)

Hussain, Hanin; Conner, Lindsey; Mayo, Elaine

2014-01-01

This paper uses the discourse of complexity thinking to envision curriculum as six partial and coupled facets that exist simultaneously: curriculum as structure, curriculum as process, curriculum as content, curriculum as teaching, curriculum as learning and curriculum as activity. Such a curriculum is emergent and self-organising. It is emergent…

Adaptive leadership curriculum for Indian paramedic trainees.

Science.gov (United States)

Mantha, Aditya; Coggins, Nathaniel L; Mahadevan, Aditya; Strehlow, Rebecca N; Strehlow, Matthew C; Mahadevan, S V

2016-12-01

Paramedic trainees in developing countries face complex and chaotic clinical environments that demand effective leadership, communication, and teamwork. Providers must rely on non-technical skills (NTS) to manage bystanders and attendees, collaborate with other emergency professionals, and safely and appropriately treat patients. The authors designed a NTS curriculum for paramedic trainees focused on adaptive leadership, teamwork, and communication skills critical to the Indian prehospital environment. Forty paramedic trainees in the first academic year of the 2-year Advanced Post-Graduate Degree in Emergency Care (EMT-paramedic equivalent) program at the GVK-Emergency Management and Research Institute campus in Hyderabad, India, participated in the 6-day leadership course. Trainees completed self-assessments and delivered two brief video-recorded presentations before and after completion of the curriculum. Independent blinded observers scored the pre- and post-intervention presentations delivered by 10 randomly selected paramedic trainees. The third-party judges reported significant improvement in both confidence (25 %, p leadership (2.6 vs. 4.6, p confidence (3.0 vs. 4.8, p leadership curriculum for prehospital providers demonstrated significant improvement in self-reported NTS commonly required of paramedics in the field. The authors recommend integrating focused NTS development curriculum into Indian paramedic education and further evaluation of the long term impacts of this adaptive leadership training.

A study on the development of curriculum of nuclear technology development for training engineering technicians in nuclear plants

International Nuclear Information System (INIS)

Lee, Y.S.; Yoon, S.K.; Lee, C.Y.

1982-01-01

In this paper, the development of curriculum was studied for Department of Nuclear Technology. In order to make the students suitable for the job as engineering technicians with both theory and practical technique, the basic education in the field related to nuclear energy was emphasized in designing the curriculum. In addition taking the special situation of our department into consideration, we made it a principle to provide them with practical experiences with on-the-job training for 16 weeks. A model curriculum with syllabuses for major subjects, contents of experiments with lists of equipments, and program of on-the-job-training were suggested. (author)

General Mechanical Repair 2. Minor Automotive Maintenance, Small Engine [Repair, and] Welding. Curriculum Guide.

Science.gov (United States)

Hamlin, Larry

This curriculum guide provides materials for teachers to use in developing a 1-year course in general mechanical repair as part of the trade and industrial education curriculum. The guide contains the following: (1) essential elements common to all trade and industrial courses; (2) an instructional delivery outline (teaching sequence) for the…

Lessons learned from curriculum changes and setting curriculum objectives at the University of Pennsylvania's Earth and Environmental Science Department

Science.gov (United States)

Dmochowski, J. E.

2009-12-01

Recent restructuring of the University of Pennsylvania’s curriculum, including a revised multi-disciplinary Environmental Studies major and a proposed Environmental Science major has led to several changes, including a mandatory junior research seminar. Feedback from students indicates that a more structured curriculum has helped guide them through the multi-disciplinary Environmental Studies major. The addition of mandatory courses in Statistics, Geographical and Environmental Modeling, as well as Economics and Policy has ensured that students have important skills needed to succeed after graduation. We have compiled a curriculum objective matrix to clarify both the broad and focused objectives of our curriculum and how each course helps to fulfill these objectives. An important aspect of both majors is the Senior Thesis. The junior research seminar was recently revised to help students prepare for their thesis research. Topic selection, library research, data presentation, basic research methods, advisor identification, and funding options are discussed. Throughout the course, faculty from within the department lecture about their research and highlight opportunities for undergraduates. In one assignment, students are given a few types of datasets and asked to present the data and error analysis in various formats using different software (SPSS and Excel). The final paper was a research proposal outlining the student’s Senior Thesis. Based on both the university and instructor written course evaluations, students felt they benefited most from writing their senior thesis proposal; doing assignments on data analysis, library research and critical analysis; and the faculty research lectures. The lessons learned in restructuring this flexible major and providing a research seminar in the junior year may benefit other departments considering such changes.

THE IMPORTANCE OF CONCEPTUAL MAPS IN ACCOUNTING CURRICULUM

Directory of Open Access Journals (Sweden)

2015-07-01

Full Text Available This paper provides a model for using conceptual maps in accounting courses. While this notion is commonly used in natural science education, it is less known inaccounting education. Conceptual maps are tools that raise significant learning in the classroom. As teachers, we are challenged to change our curriculum and teaching methods. We are going to present a literature review of this concept, identifying its basic principles and strategies of development. Reading them in accounting education academic perspective will allow us to evaluate to what extent is a method that is suitable for teaching and learning in this field. Following Trébucq and Noel (2006, the set of selected information will be the basis of a study applied on some students in Romanian space in order to observe the extent to which the use of conceptual maps to help structuring and strengthening specialized concepts. This work seen as a qualitative research shows that by using conceptual maps we both improve what students learn and develop higher-order skill competencies demanded by the accounting profession. This paper brings the following contributions to knowledge. First it adds to a limited number of education papers that puts conceptual maps in an accounting context. Second, it is the first paper in Romanian context that show how concept maps can be used for both the students and the teachers in accounting education field by promoting self-learning and life-long learning skills. The main conclusion of the study conducted consists in the fact that this concept should be integrated into the Romanian accounting curriculum. Hence we outlined a three-dimensional approach on using conceptual maps advantage for students: first is the fact that reflects their own knowledge at the beginning of an accounting course, second show the progress made during the course and finally helps students to synthesize information gained.

Application of Algebra Curriculum-Based Measurements for Decision Making in Middle and High School

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Johnson, Evelyn S.; Galow, Patricia A.; Allenger, Robert

2013-01-01

This article reports the results of a study examining the utility of curriculum-based measurement (CBM) in algebra for predicting performance on a state math assessment and informing instructional placement decisions for students in seventh, eighth, and tenth grades. Students completed six Basic Skills algebra probes across different time…

Botany in Edinburgh's Medical Curriculum.

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Wilson, Hazel

2012-01-01

In the early 18th century, at the founding of Edinburgh University Medical School, the study of botany was regarded as an essential component of medical training. Botanical teaching began as basic instruction in the recognition of medical plants, considered a vital aspect of a physician's Materia Medica studies. Over the next hundred years growing importance was given to the study of botany as a science, its popularity peaking under John Hutton Balfour's tenure as Professor (1845-1879). The relevance of botanical study later declined in the undergraduate medical curriculum until its cessation in 1961 .This paper considers the history of botanical studies in Edinburgh, including the reasons for its introduction and its changing importance over time.

How we developed a bioethics theme in an undergraduate medical curriculum.

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Ghias, Kulsoom; Ali, Syeda Kauser; Khan, Kausar S; Khan, Robyna; Khan, Murad M; Farooqui, Arshi; Nayani, Parvez

2011-01-01

The 5-year undergraduate medical curriculum at Aga Khan University integrates basic sciences with clinical and community health sciences. Multimodal strategies of teaching and learning, with an emphasis on problem-based learning, are utilized to equip students with knowledge, skills, behaviours, attitudes and values necessary for a high-calibre medical graduate. Bioethics teaching was introduced in the medical curriculum in 1988 and has since undergone several changes. In 2009, a multidisciplinary voluntary group began review of undergraduate bioethics teaching and invested over 350 man-hours in curricular revision. This involved formulating terminal objectives, delineating specific objectives and identifying instructional methodologies and assessment strategies appropriate for the contents of each objective. Innovative strategies were specially devised to work within the time constraints of the existing medical curriculum and importantly, to increase student interest and engagement. The new bioethics curriculum is designed to be comprehensive and robust, and strives to develop graduates who, in addition to being technically skilled and competent, are well-versed in the history and philosophy of ethics and bioethics and are ethical in their thinking and practice, especially in the context of a developing country like Pakistan where health indicators are among the worst in the region, and clinical practices are not effectively regulated to ensure quality of care.

Sociology of Hidden Curriculum

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Alireza Moradi

2017-06-01

Full Text Available This paper reviews the concept of hidden curriculum in the sociological theories and wants to explain sociological aspects of formation of hidden curriculum. The main question concentrates on the theoretical approaches in which hidden curriculum is explained sociologically.For this purpose it was applied qualitative research methodology. The relevant data include various sociological concepts and theories of hidden curriculum collected by the documentary method. The study showed a set of rules, procedures, relationships and social structure of education have decisive role in the formation of hidden curriculum. A hidden curriculum reinforces by existed inequalities among learners (based on their social classes or statues. There is, in fact, a balance between the learner's "knowledge receptions" with their "inequality proportion".The hidden curriculum studies from different major sociological theories such as Functionalism, Marxism and critical theory, Symbolic internationalism and Feminism. According to the functionalist perspective a hidden curriculum has a social function because it transmits social values. Marxists and critical thinkers correlate between hidden curriculum and the totality of social structure. They depicts that curriculum prepares learners for the exploitation in the work markets. Symbolic internationalism rejects absolute hegemony of hidden curriculum on education and looks to the socialization as a result of interaction between learner and instructor. Feminism theory also considers hidden curriculum as a vehicle which legitimates gender stereotypes.

Management of basic education for ethnic groups in highland and border regions of Thailand

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Phathombut Keawsomnuk

2017-05-01

The research findings revealed that the actors for advocacy policy in basic education for ethnic groups consist of: 1 the primary education service area, 2 community, 3 NGOs, 4 scholars, and 5 schools. This study indicated that the provision of basic education policy for ethnic groups must consist of knowledge from communities such as ethnic life styles integrated in the curriculum, and a special education mechanism and process for Thai ethnic groups, including facilitation of ethnic group participation in the abovementioned actors by various means.

Cross-District Collaboration: Curriculum and Professional Development

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Short, Deborah J.; Cloud, Nancy; Morris, Patricia; Motta, Julie

2012-01-01

Secondary English as a second language (ESL) curricula that address four levels of ESL proficiency and prepare students for the English language arts (ELA) curricula and state-mandated ELA tests are not common. A curriculum jointly developed by two districts is even rarer. Yet two urban districts in Rhode Island undertook such a curriculum…

Rethinking the Representation Problem in Curriculum Inquiry

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Green, Bill

2010-01-01

The consolidation of reconceptualism as a distinctive tradition in curriculum inquiry is commonly understood to go hand-in-hand with the decline and even eclipse of an explicit political orientation in such work. This paper offers an alternative argument, focusing on a re-assessment of what has been called the representation problem, and exploring…

[Interdisciplinary longitudinal curriculum "Medical psychology, psychotherapy and psychosomatics" (MPPP) at the University of Ulm].

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Allert, Gebhard; Gommel, Michael; Tamulionyté, Liudvika; Appelt, Matthias; Zenz, Helmuth; Kächele, Horst

2002-08-01

We report the clinical part of the longitudinal curriculum MPPP which was developed by the departments of Medical Psychology, Psychotherapy and Psychosomatic Medicine at the University of Ulm. The commitment and creativity of the participating students in their two undergraduate years inspired us to offer them an interest-guided curriculum for their six clinical semesters. Our paper reports the extensive results of two evaluations that we conducted during the clinical part of this new teaching-model. It became evident that we were successful in transferring continuous, intense and patient-centred psychosomatic and psychosocial contents. Yet the transfer of basic and methodological knowledge was not realised to the extent the students would have appreciated. The positive results of our project encouraged us to expand the concept of an interest-guided curriculum onto the whole academic education in psychotherapy and psychosomatic medicine at our university.

Basic needs of Universiti Utara Malaysia students

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Ismail, Suzilah; Ahmad, Yuhaniz; Enn, Chang Tzu

2017-11-01

Basic needs are defined as goods or services that are essential for human to live and function. Wants on the other hand, are goods or services that are not necessary but we desire or wish for in order to fulfil our needs. In university, students' needs and wants are not always easily detectable due to different generations of students. The students' desires are also caused by peer interactions, course needs and cultural differences. For example older generations requires typewriter but new generations need a laptop. Many university students have difficulty to differentiate between basic needs and wants. This leads to financial management problem which can affect their academic performance. The purpose of this study is to identify students of Universiti Utara Malaysia (UUM) basic needs. Based on past studies conducted by 3 universities, 12 items related to students' basic needs were identified. However, only 9 items are considered relevant to UUM students. A study on a focus group consist of 18 students from different background was conducted to validate the 9 items of basic needs by using in depth interviews. The findings indicated food, clothing, books, stationery, photocopying, printing & binding, information & communication technology (ICT), mobile phone bills, transportation and others (which includes toiletries, groceries, sport, & entertainment) as the 9 items. The findings also revealed that student basic needs for ICT are not only laptop and printer but also a smartphone. As for clothing, requirements are different according to programs the student majors in. A business student need full business attire, law students need a proper robe for moot courts and curriculum activities require the students to be in uniform. These are basic needs and not desires or wants.

(Re)Defining the Filipino: Notions of Citizenship in the New K+12 Curriculum

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de los Reyes, Elizer Jay

2013-01-01

In June 2012, the Philippine government implemented what it called the K+12 Curriculum which reformed its basic education system by adding two more years of schooling to the then existing 10-year structure. Complicated by the long experience and participation of the Filipinos in the diaspora, the constantly lingering thought of leaving for greener…

Construction of a Urologic Robotic Surgery Training Curriculum: How Many Simulator Sessions Are Required for Residents to Achieve Proficiency?

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Wiener, Scott; Haddock, Peter; Shichman, Steven; Dorin, Ryan

2015-11-01

To define the time needed by urology residents to attain proficiency in computer-aided robotic surgery to aid in the refinement of a robotic surgery simulation curriculum. We undertook a retrospective review of robotic skills training data acquired during January 2012 to December 2014 from junior (postgraduate year [PGY] 2-3) and senior (PGY4-5) urology residents using the da Vinci Skills Simulator. We determined the number of training sessions attended and the level of proficiency achieved by junior and senior residents in attempting 11 basic or 6 advanced tasks, respectively. Junior residents successfully completed 9.9 ± 1.8 tasks, with 62.5% completing all 11 basic tasks. The maximal cumulative success rate of junior residents completing basic tasks was 89.8%, which was achieved within 7.0 ± 1.5 hours of training. Of senior residents, 75% successfully completed all six advanced tasks. Senior residents attended 6.3 ± 3.5 hours of training during which 5.1 ± 1.6 tasks were completed. The maximal cumulative success rate of senior residents completing advanced tasks was 85.4%. When designing and implementing an effective robotic surgical training curriculum, an allocation of 10 hours of training may be optimal to allow junior and senior residents to achieve an acceptable level of surgical proficiency in basic and advanced robotic surgical skills, respectively. These data help guide the design and scheduling of a residents training curriculum within the time constraints of a resident's workload.

Military Curricula for Vocational & Technical Education. Basic Electricity and Electronics Individualized Learning System. CANTRAC A-100-0010. Module Fourteen: Parallel AC Resistive-Reactive Circuits. Study Booklet.

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Chief of Naval Education and Training Support, Pensacola, FL.

This individualized learning module on parallel alternating current resistive-reaction circuits is one in a series of modules for a course in basic electricity and electronics. The course is one of a number of military-developed curriculum packages selected for adaptation to vocational instructional and curriculum development in a civilian…

Minding your Own Small Business - An Introductory Curriculum for Small Business Management. Volume I.

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Holt, Nancy; And Others

Ten units on the basic knowledge and skills needed to manage a small business are provided in this curriculum guide designed for use with secondary and postsecondary students. Unit topics include forms of businesses, marketing, location, systems and records, promotion, pricing, human relations, financing a business, and effects of business…

A Method of Developing and Introducing Case-Based Learning to a Preclinical Veterinary Curriculum

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Crowther, Emma; Baillie, Sarah

2016-01-01

Case-based learning (CBL) has been introduced as part of a major review of the veterinary curriculum at the University of Bristol. The initial aim was to improve integration between all first year subjects, i.e., basic science disciplines (anatomy, physiology, and biochemistry), animal management, and professional studies, while highlighting the…

"Research-Based" and "Profession-Oriented" as Prominent Knowledge Discourses in Curriculum Restructuring of Professional Programs

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Afdal, Hilde W.

2017-01-01

This article questions what kind of actors become involved and analyzes what forms of knowledge are activated, when discourses such as "research-based" and "profession-oriented" become basic preconditions in national curriculum change processes in Norway. A "mapping" is conducted, comprised of actors and ideas, played…

First aid and basic life support: a questionnaire survey of medical schools in the Netherlands.

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Tan, E.C.T.H.; Hekkert, K.D.; Vugt, A.B. van; Biert, J.

2010-01-01

PURPOSE: Adequate education in first aid and basic life support (BLS) should be considered as an essential aspect of the medical curriculum. The objective of this study was to investigate the current medical training in first aid and BLS at all 8 medical schools in the Netherlands. SUMMARY: An

Fire safety in dental clinics: Basics for dentists and dental students

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Kalyana Chakravarthy Pentapati

2015-01-01

Full Text Available Fire safety is essential component and requirement in health care sector. It includes components like emergency exits, manual call outs, different types of fire extinguishers, safe assembly area, fire hydrant system with water sprinkler systems etc. We attempt to provide some basics about fire and fire safety that are prerequisite for safe working environment in dental clinics along with some recommendations that can be incorporated in the curriculum.

Automotive Mechanics Curriculum Outline for Secondary Schools. Vocational Education Curriculum Guide.

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Louisiana State Dept. of Education, Baton Rouge. Div. of Vocational Education.

This curriculum outline for secondary automotive mechanics is structured around Louisiana's Vocational-Technical Automotive Mechanics Curriculum. The curriculum is composed of 16 units of instruction, covering the following topics: benchwork, fundamentals of automotive engines, preventive maintenance, automotive brakes, steering and front…

Nanomedicine concepts in the general medical curriculum: initiating a discussion.

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Sweeney, Aldrin E

2015-01-01

Various applications of nanoscale science to the field of medicine have resulted in the ongoing development of the subfield of nanomedicine. Within the past several years, there has been a concurrent proliferation of academic journals, textbooks, and other professional literature addressing fundamental basic science research and seminal clinical developments in nanomedicine. Additionally, there is now broad consensus among medical researchers and practitioners that along with personalized medicine and regenerative medicine, nanomedicine is likely to revolutionize our definitions of what constitutes human disease and its treatment. In light of these developments, incorporation of key nanomedicine concepts into the general medical curriculum ought to be considered. Here, I offer for consideration five key nanomedicine concepts, along with suggestions regarding the manner in which they might be incorporated effectively into the general medical curriculum. Related curricular issues and implications for medical education also are presented.

Crossed Looks: Globalisations and Curriculum in Guinea-Bissau

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da Silva, Rui; dos Santos, Júlio Gonçalves; Pacheco, José Augusto

2015-01-01

This article focuses on education in Guinea-Bissau in the context of globalisations, examining the concept of globalisation and its relation to education and the curriculum. It focuses on the relatively neglected area of national education policies in Guinea-Bissau, comparing differences and common points of interference/influence of multilateral…

On-site comprehensive curriculum to teach reproductive health to female adolescents in Kenya.

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Gaughran, Margaret; Asgary, Ramin

2014-04-01

Rates of sexually transmitted infections (STIs) and unplanned pregnancy are high in Kenya, and limited reproductive health education exists in schools. We designed and implemented a 6-week reproductive health curriculum in Laikipia District, Kenya, in 2011, which included didactic sessions, educational games, and open discussions. We applied a mixed quantitative and qualitative methods to evaluate this curriculum including a comprehensive 35-item survey to assess pre- and post-training knowledge, attitudes, and practices of female teenagers regarding STIs/HIV and family planning using paired t-test as well as complementary focus groups (n=42) and individual interviews (n=20). Average age for 42 female teenagers was 16.5 (± 1.31) years. Pre-test questionnaires revealed lack of knowledge about different types of STIs, specifically chlamydia, but adequate knowledge of basic contraception including abstinence and condom use. By the conclusion of the study, we observed improvement in following educational domains: general knowledge of HIV/AIDS (85% ± 7.5% to 94% ± 5.6%) (pmasturbation and its perceived consequences, and issues surrounding female circumcision. Important misconceptions and gaps in reproductive practices were identified and addressed using a mixed methods approach. Despite prior basic knowledge and positive attitudes on STI prevention and family planning, complementary teaching approaches were instrumental in improving overall knowledge of STIs other than HIV as well as family planning. The curriculum was feasible, well received, and achieved its educational goals.

Chugakko kyoikukatei kaizen no kihon-hoshin (Basic Policies for the Improvement of the Lower Secondary School Curriculum).

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Ministry of Education, Tokyo (Japan).

This document is an English-language abstract (approximately 1,500 words) of a two-part report dealing with curriculum improvement in junior high school. The junior high school should provide education for youth having completed elementary school, at that particular phase of physical and mental development, and prepare them for continuing their…

Mathematical and Scientific Foundations for an Integrative Engineering Curriculum.

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Carr, Robin; And Others

1995-01-01

Describes the Mathematical and Scientific Foundations of Engineering curriculum which emphasizes the mathematical and scientific concepts common to all engineering fields. Scientists and engineers together devised topics and experiments that emphasize the relevance of theory to real-world applications. Presents material efficiently while building…

Predictive validity of the comprehensive basic science examination mean score for assessment of medical students' performance

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Firouz Behboudi

2002-04-01

Full Text Available Background Medical education curriculum improvements can be achieved bye valuating students performance. Medical students have to pass two undergraduate comprehensive examinations, basic science and preinternship, in Iran. Purpose To measure validity of the students' mean score in comprehensive basic science exam (CBSE for predicting their performance in later curriculum phases. Methods This descriptive cross-sectional study was conducted on 95 (38 women and 55 men Guilan medical university students. Their admission to the university was 81% by regional quota and 12% by shaheed and other organizations' share. They first enrolled in 1994 and were able to pass CBS£ at first try. Data on gender, regional quota, and average grades of CBS£, PC, and CPIE were collected by a questionnaire. The calculations were done by SPSS package. Results The correlation coefficient between CBS£ and CPIE mean scores (0.65 was higher than correlation coefficient between CBS£ and PC mean scores (0.49. The predictive validity of CBS£ average grade was significant for students' performance in CPIE; however, the predictive validity of CBSE mean scores for students I pe1jormance in PC was lower. Conclusion he students' mean score in CBSE can be a good denominator for their further admission. We recommend further research to assess the predictive validity for each one of the basic courses. Keywords predictive validity, comprehensive basic exam

[Chicano Counselor Training: Curriculum and Beyond Curriculum].

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Aleman, Ramon

The particulars of the evolved curriculum and how the training has evolved around the change-agent concept are stressed in this presentation. The measure of success achieved in attempting to influence the staff and course of studies of the regular guidance department is also emphasized. The curriculum of this counselor training institute has, from…

Anatomy as the Backbone of an Integrated First Year Medical Curriculum: Design and Implementation

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Klement, Brenda J.; Paulsen, Douglas F.; Wineski, Lawrence E

2011-01-01

Morehouse School of Medicine chose to restructure its first year medical curriculum in 2005. The anatomy faculty had prior experience in integrating courses, stemming from the successful integration of individual anatomical sciences courses into a single course called Human Morphology. The integration process was expanded to include the other first year basic science courses (Biochemistry, Physiology, and Neurobiology) as we progressed toward an integrated curriculum. A team, consisting of the course directors, a curriculum coordinator and the Associate Dean for Educational and Faculty Affairs, was assembled to build the new curriculum. For the initial phase, the original course titles were retained but the lecture order was reorganized around the Human Morphology topic sequence. The material from all four courses was organized into four sequential units. Other curricular changes included placing laboratories and lectures more consistently in the daily routine, reducing lecture time from 120 to 90 minute blocks, eliminating unnecessary duplication of content, and increasing the amount of independent study time. Examinations were constructed to include questions from all courses on a single test, reducing the number of examination days in each block from three to one. The entire restructuring process took two years to complete, and the revised curriculum was implemented for the students entering in 2007. The outcomes of the restructured curriculum include a reduction in the number of contact hours by 28%, higher or equivalent subject examination average scores, enhanced student satisfaction, and a first year curriculum team better prepared to move forward with future integration. PMID:21538939

Reaching Consensus on Essential Biomedical Science Learning Objectives in a Dental Curriculum.

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Best, Leandra; Walton, Joanne N; Walker, Judith; von Bergmann, HsingChi

2016-04-01

This article describes how the University of British Columbia Faculty of Dentistry reached consensus on essential basic biomedical science objectives for DMD students and applied the information to the renewal of its DMD curriculum. The Delphi Method was used to build consensus among dental faculty members and students regarding the relevance of over 1,500 existing biomedical science objectives. Volunteer panels of at least three faculty members (a basic scientist, a general dentist, and a dental specialist) and a fourth-year dental student were formed for each of 13 biomedical courses in the first two years of the program. Panel members worked independently and anonymously, rating each course objective as "need to know," "nice to know," "irrelevant," or "don't know." Panel members were advised after each round which objectives had not yet achieved a 75% consensus and were asked to reconsider their ratings. After a maximum of three rounds to reach consensus, a second group of faculty experts reviewed and refined the results to establish the biomedical science objectives for the renewed curriculum. There was consensus on 46% of the learning objectives after round one, 80% after round two, and 95% after round three. The second expert group addressed any remaining objectives as part of its review process. Only 47% of previous biomedical science course objectives were judged to be essential or "need to know" for the general dentist. The consensus reached by participants in the Delphi Method panels and a second group of faculty experts led to a streamlined, better integrated DMD curriculum to prepare graduates for future practice.

The Impact of Hands-On-Approach on Student Academic Performance in Basic Science and Mathematics

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Ekwueme, Cecilia O.; Ekon, Esther E.; Ezenwa-Nebife, Dorothy C.

2015-01-01

Children can learn mathematics and sciences effectively even before being exposed to formal school curriculum if basic Mathematics and Sciences concepts are communicated to them early using activity oriented (Hands-on) method of teaching. Mathematics and Science are practical and activity oriented and can best be learnt through inquiry (Okebukola…

Competency Standards for Bachelor of Industrial Technology Graduates for the Construction Industry in Region IV-A: Inputs For Curriculum Enhancement

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George P. Compasivo

2015-12-01

Full Text Available The main objective of this study was to develop competency standards for Industrial Technology graduates for employment in the construction industry in Region IV-A, Philippines. It specifically identified the basic and core competency standards for industrial technology and determined the degree of importance of competencies needed in the construction industry sector. The study identified 28 common competencies for three areas of specializations in industrial technology namely: electrical, civil and drafting technology. There were 39 core competencies for electrical, 31 for drafting and 38 items for civil technology. A total of 50 panel of experts were carefully selected using the purposive sampling as respondents in the study. Experts are selected based on their technical know-how or proficiency and currently practicing their line of profession in the construction industry. The study used the descriptive-developmental method of research. The Delphi technique was applied to determine if the competency under investigation reached the general agreement of opinions by the panel of experts involved. The findings implied that the newly developed competency standards were good input for curriculum enhancement in the area of civil, drafting and electrical technology. The study recommended the newly developed competencies may be followed by the faculty in the course they teach and the new competency items suggested by the panel of experts for inclusion in the curriculum for the three areas of specializations may be considered during the curriculum revision.

Curriculum Differential Enactment: The Interplay of Teacher, Class, and Curriculum Materials

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Eisenmann, Tammy

2011-01-01

Curriculum materials' developers typically assume the existence of certain general social-educational classroom practices and norms. Conversely, the current study addresses the effects of context on curriculum enactment, focusing on the interrelations between teacher, class and curriculum materials. Each of the two case studies presented herein…

Nursing. A Basic Course Outline for Health Careers I (Grade 11). A Four Year "2+2" Articulated Curriculum for the Occupation of Nursing.

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Robertson, Barbara; Stevenson, Nancy

This course outline provides materials for the first course in a series of four courses that are included in a "2+2" curriculum for the occupation of registered nurse. It is part of a planned and articulated 4-year curriculum that spans the junior and senior years of high school and the freshman and sophomore years of the postsecondary…

Nursing. A Basic Course Outline for Health Careers II (Grade 12). A Four Year "2+2" Articulated Curriculum for the Occupation of Nursing.

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Stevenson, Nancy; Robertson, Barbara

This course outline provides materials for the second course in a series of four courses that are included in a "2+2" curriculum for the occupation of registered nurse. It is part of a planned and articulated 4-year curriculum that spans the junior and senior years of high school and the freshman and sophomore years of the postsecondary…

Engendering Curriculum History. Studies in Curriculum Theory Series

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Hendry, Petra

2011-01-01

How can curriculum history be re-envisioned from a feminist, poststructuralist perspective? "Engendering Curriculum History" disrupts dominant notions of history as linear, as inevitable progress, and as embedded in the individual. This conversation requires a history that seeks "rememberance" not representation, "reflexivity" not linearity, and…

Probing the Natural World, Level III, Student Guide: What's Up? Intermediate Science Curriculum Study.

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Bonar, John R., Ed.; Hathway, James A., Ed.

This is the student's text of one unit of the Intermediate Science Curriculum Study (ISCS) for level III students (grade 9). The chapters contain basic information about rockets, space, and principles of physics, as well as activities related to the subject and optional excursions. A section of introductory notes to the student discusses how the…

Military Curricula for Vocational & Technical Education. Basic Electricity and Electronics Individualized Learning System. CANTRAC A-100-0010. Module Five: Relationships of Current, Voltage, and Resistance. Study Booklet.

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Chief of Naval Education and Training Support, Pensacola, FL.

This individualized learning module on the relationships of current, voltage, and resistance is one in a series of modules for a course in basic electricity and electronics. The course is one of a number of military-developed curriculum packages selected for adaptaticn to vocational instructional and curriculum development in a civilian setting.…

Engaging students in community health: a public health advocacy curriculum.

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Curran, Nell; Ned, Judith; Winkleby, Marilyn

2014-03-01

Individual risk assessment and behavior change dominate the content of high school health education instruction whereas broader social, political, and economic factors that influence health-known as upstream causes-are less commonly considered. With input from instructors and students, we developed a 10-lesson experiential Public Health Advocacy Curriculum that uses classroom-based activities to teach high school students about the upstream causes of health and engages them in community-based health advocacy. The Curriculum, most suitable for health- or advocacy-related elective classes or after-school programs, may be taught in its entirety or as single lessons integrated into existing coursework. Although students at many schools are using the Curriculum, it has been formally evaluated with 110 predominantly Latino students at one urban and one semirural public high school in Northern California (six classes). In pre-post surveys, students showed highly significant and positive changes in the nine questions that covered the three main Curriculum domains (Upstream Causes, Community Exploration, and Public Health Advocacy), p values .02 to Curriculum is being widely disseminated without charge to local, national, and international audiences, with the objective of grooming a generation of youth who are committed to the public health perspective to health.

Revisiting Traveling Books: Early Literacy, Social Studies, and the Common Core

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Swain, Holly Hilboldt; Coleman, Julianne

2015-01-01

With the development and institution of the Common Core Standards, teachers must be prepared to integrate content areas such as social studies within the language arts curriculum. Teachers following the suggestions of the Common Core Standards should develop practical and meaningful strategies within their classrooms that encourage and support…

Common sense codified

CERN Multimedia

CERN Bulletin

2010-01-01

At CERN, people of more than a hundred different nationalities and hundreds of different professions work together towards a common goal. The new Code of Conduct is a tool that has been designed to help us keep our workplace pleasant and productive through common standards of behaviour. Its basic principle is mutual respect and common sense. This is only natural, but not trivial…  The Director-General announced it in his speech at the beginning of the year, and the Bulletin wrote about it immediately afterwards. "It" is the new Code of Conduct, the document that lists our Organization's values and describes the basic standards of behaviour that we should both adopt and expect from others. "The Code of Conduct is not going to establish new rights or new obligations," explains Anne-Sylvie Catherin, Head of the Human Resources Department (HR). But what it will do is provide a framework for our existing rights and obligations." The aim of a co...

Graduates from a traditional medical curriculum evaluate the effectiveness of their medical curriculum through interviews.

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Watmough, Simon; O'Sullivan, Helen; Taylor, David

2009-10-26

In 1996 The University of Liverpool reformed its medical course from a traditional lecture-based course to an integrated PBL curriculum. A project has been underway since 2000 to evaluate this change. Part of this project has involved gathering retrospective views on the relevance of both types of undergraduate education according to graduates. This paper focuses on the views of traditional Liverpool graduates approximately 6 years after graduation. From February 2006 to June 2006 interviews took place with 46 graduates from the last 2 cohorts to graduate from the traditional Liverpool curriculum. The graduates were generally happy with their undergraduate education although they did feel there were some flaws in their curriculum. They felt they had picked up good history and examination skills and were content with their exposure to different specialties on clinical attachments. They were also pleased with their basic science teaching as preparation for postgraduate exams, however many complained about the overload and irrelevance of many lectures in the early years of their course, particular in biochemistry. There were many different views about how they integrated this science teaching into understanding disease processes and many didn't feel it was made relevant to them at the time they learned it. Retrospectively, they felt that they hadn't been clinically well prepared for the role of working as junior doctor, particularly the practical aspects of the job nor had enough exposure to research skills. Although there was little communication skills training in their course they didn't feel they would have benefited from this training as they managed to pick up had the required skills on clinical attachments. These interviews offer a historical snapshot of the views of graduates from a traditional course before many courses were reformed. There was some conflict in the interviews about the doctors enjoying their undergraduate education but then saying that they

Graduates from a traditional medical curriculum evaluate the effectiveness of their medical curriculum through interviews

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Taylor David

2009-10-01

Full Text Available Abstract Background In 1996 The University of Liverpool reformed its medical course from a traditional lecture-based course to an integrated PBL curriculum. A project has been underway since 2000 to evaluate this change. Part of this project has involved gathering retrospective views on the relevance of both types of undergraduate education according to graduates. This paper focuses on the views of traditional Liverpool graduates approximately 6 years after graduation. Methods From February 2006 to June 2006 interviews took place with 46 graduates from the last 2 cohorts to graduate from the traditional Liverpool curriculum. Results The graduates were generally happy with their undergraduate education although they did feel there were some flaws in their curriculum. They felt they had picked up good history and examination skills and were content with their exposure to different specialties on clinical attachments. They were also pleased with their basic science teaching as preparation for postgraduate exams, however many complained about the overload and irrelevance of many lectures in the early years of their course, particular in biochemistry. There were many different views about how they integrated this science teaching into understanding disease processes and many didn't feel it was made relevant to them at the time they learned it. Retrospectively, they felt that they hadn't been clinically well prepared for the role of working as junior doctor, particularly the practical aspects of the job nor had enough exposure to research skills. Although there was little communication skills training in their course they didn't feel they would have benefited from this training as they managed to pick up had the required skills on clinical attachments. Conclusion These interviews offer a historical snapshot of the views of graduates from a traditional course before many courses were reformed. There was some conflict in the interviews about the doctors

Modeling in the Common Core State Standards

Science.gov (United States)

Tam, Kai Chung

2011-01-01

The inclusion of modeling and applications into the mathematics curriculum has proven to be a challenging task over the last fifty years. The Common Core State Standards (CCSS) has made mathematical modeling both one of its Standards for Mathematical Practice and one of its Conceptual Categories. This article discusses the need for mathematical…

Integration of Cognitive Skills as a Cross-Cutting Theme Into the Undergraduate Medical Curriculum at Tehran University of Medical Sciences

Directory of Open Access Journals (Sweden)

Akbar Soltani

2017-02-01

Full Text Available Nowadays, improvement of thinking skills of students is one of the universally supported aims in the majority of medical schools. This study aims to design longitudinal theme of reasoning, problem-solving and decision-making into the undergraduate medical curriculum at Tehran University of Medical Sciences (TUMS. A participatory approach was applied to design the curriculum during 2009-2011. The project was conducted by the contribution of representatives of both basic and clinical faculty members, students and graduates at Tehran University of Medical Sciences. The first step toward integrating cognitive skills into the curriculum was to assemble a taskforce of different faculty and students, including a wide variety of fields with multidisciplinary expertise using nonprobability sampling and the snowball method. Several meetings with the contribution of experts and some medical students were held to generate the draft of expected outcomes. Subsequently, the taskforce also determined what content would fit best into each phase of the program and what teaching and assessment methods would be more appropriate for each outcome. After a pilot curriculum with a small group of second-year medical students, we implemented this program for all first-year students since 2011 at TUMS. Based on findings, the teaching of four areas, including scientific and critical thinking skills (Basic sciences, problem-solving and reasoning (Pathophysiology, evidence-based medicine (Clerkship, and clinical decision-making (Internship were considered in the form of a longitudinal theme. The results of this study could be utilized as a useful pattern for integration of psycho-social subjects into the medical curriculum.

Curriculum as a Discourse: Using Critical Discourse Analysis to Revive Curriculum Reconceptualists' Thought

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Harb, Majed

2017-01-01

Curriculum reconceptualists seek to reshape the field of curriculum studies. Unlike traditional curricularists, they reprobate the technical approach of curriculum development because of its pure functional and managerial tendency. Reconceptualists look at curriculum from various philosophy-saturated perspectives. One of their claims is…

Curriculum Online Review System: Proposing Curriculum with Collaboration

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Rhinehart, Marilyn; Barlow, Rhonda; Shafer, Stu; Hassur, Debby

2009-01-01

The Curriculum Online Review System (CORS) at Johnson County Community College (JCCC) uses SharePoint as a Web platform for the JCCC Curriculum Proposals Process. The CORS application manages proposals throughout the approval process using collaboration tools and workflows to notify all stakeholders. This innovative new program has changed the way…

Why American curriculum research could enrich Swiss curriculum stud-ies

OpenAIRE

Brühwiler Ingrid

2016-01-01

Implementing American curriculum research in another country is very problematic and frequently undesired because curriculum studies are complex as there are differences in terms history research approaches and political and social contexts. Nevertheless it is worthwhile to consider some North American curriculum theories as the findings lead to an enriching understanding of schools and hence of curricula and society. In this article William Pinar’s method of “currere” is explained to determ...

Automotive and Diesel Engine Rebuilding. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

Science.gov (United States)

Salvatore, Gerald

This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

Recreational Vehicle Maintenance and Repair. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

Science.gov (United States)

Felice, Michael

This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

Teologie kroniek/Theology Chronicle: The Politics of Salvation: Values, Ideology and the South African National Curriculum

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J Jansen

2004-10-01

Full Text Available The South African experience offers dramatic examples of how the curriculum remains a lightning rod for the values contestation in divided societies. Despite its overwhelming election mandate, the ruling party found that changing the curriculum required the consent of powerful and less powerful sections of society - whose opposition extended across racial lines. This essay reports on research into attempts� by the post- apartheid state to introduce values explicitly into the school curriculum, and how communities - mobilised� primarily on the common front of religious values - combined to decelerate if not reverse radical curriculum reforms. The most important finding from this work is that underestimating the power of faith-based communities is likely to undermine curriculum reforms that touch on matters of values, conscience and religious commitment.

Examining the Gaps between Teaching and Learning in the Technology Curriculum within Taiwan's 9-Year Articulated Curriculum Reform from the Perspective of Curriculum Implementation

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Lin, Kuen-Yi; Chang, Liang-Te; Tsai, Fu-Hsing; Kao, Chia-Pin

2015-01-01

Curriculum reform has frequently focused on the curriculum-development stage, overlooking considerations regarding curriculum implementation, which has led to reform failure. In this study, consideration was placed primarily on the curriculum implementation stage. The gaps between teachers' and students' perceptions of content, learning…

BACFIRE, Minimal Cut Sets Common Cause Failure Fault Tree Analysis

International Nuclear Information System (INIS)

Fussell, J.B.

1983-01-01

1 - Description of problem or function: BACFIRE, designed to aid in common cause failure analysis, searches among the basic events of a minimal cut set of the system logic model for common potential causes of failure. The potential cause of failure is called a qualitative failure characteristics. The algorithm searches qualitative failure characteristics (that are part of the program input) of the basic events contained in a set to find those characteristics common to all basic events. This search is repeated for all cut sets input to the program. Common cause failure analysis is thereby performed without inclusion of secondary failure in the system logic model. By using BACFIRE, a common cause failure analysis can be added to an existing system safety and reliability analysis. 2 - Method of solution: BACFIRE searches the qualitative failure characteristics of the basic events contained in the fault tree minimal cut set to find those characteristics common to all basic events by either of two criteria. The first criterion can be met if all the basic events in a minimal cut set are associated by a condition which alone may increase the probability of multiple component malfunction. The second criterion is met if all the basic events in a minimal cut set are susceptible to the same secondary failure cause and are located in the same domain for that cause of secondary failure. 3 - Restrictions on the complexity of the problem - Maxima of: 1001 secondary failure maps, 101 basic events, 10 cut sets

Thematic curriculum approach

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Šefer Jasmina P.

2003-01-01

Full Text Available Thematic curriculum combines disciplines and media. The process is problem-oriented and the scenario most often follows the logic of exploring or storytelling. Those two approaches to teaching are appropriate because they fit into interdisciplinary and creative open-ended problem solving through play, as insisted upon by thematic curriculum. The matrix, where seven types of abilities intersect with five types of problems according to their degree of openness, defines well the outcomes of teaching. However, it did not prove to be suitable for planning the majority of activities in thematic curriculum, for it follows with difficulty the process of exploring or storytelling i.e. it disrupts the subject matter coherence of thematic curriculum. Therefore, it is suggested that matrix should be used for disciplinary curriculum planning but for that of thematic curriculum only in exclusive cases. The matrix should be used primarily as a framework for evaluating the distribution of various types of abilities and problem situations in teaching. The logic of diverse approaches to teaching reflects itself in the manner of planning and organizing the teaching process. Conceptual, visual-graphic, structural and other aids employed during educational process planning should suit the nature of the approach chosen. On the basis of qualitative investigations of educational process, in the present paper considerations are given to various approaches to teaching development of various drafts for the planning of teaching, and recognition of the logic of storytelling and exploring in thematic curriculum.

Pharmacology education in North American dental schools: the basic science survey series.

Science.gov (United States)

Gautam, Medha; Shaw, David H; Pate, Ted D; Lambert, H Wayne

2013-08-01

As part of the Basic Science Survey Series (BSSS) for Dentistry, members of the American Dental Education Association (ADEA) Physiology, Pharmacology, and Therapeutics Section surveyed course directors of basic pharmacology courses in North American dental schools. The survey was designed to assess, among other things, faculty affiliation and experience of course directors, teaching methods, general course content and emphasis, extent of interdisciplinary (shared) instruction, and impact of recent curricular changes. Responses were received from forty-nine of sixty-seven (73.1 percent) U.S. and Canadian dental schools. The findings suggest the following: 1) substantial variation exists in instructional hours, faculty affiliation, placement within curriculum, class size, and interdisciplinary nature of pharmacology courses; 2) pharmacology course content emphasis is similar among schools; 3) the number of contact hours in pharmacology has remained stable over the past three decades; 4) recent curricular changes were often directed towards enhancing the integrative and clinically relevant aspects of pharmacology instruction; and 5) a trend toward innovative content delivery, such as use of computer-assisted instruction applications, is evident. Data, derived from this study, may be useful to pharmacology course directors, curriculum committees, and other dental educators with an interest in integrative and interprofessional education.

The Role of Common Culture and Cultural Diversity in the Creation of the Anti-Biased Classroom and Curriculum: A Case Study and Guidelines.

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Creamier-Wilhelm, Billie Lois; Karr-Kidwell, PJ

This paper first explores the problem of increased cultural diversity in public education and then offers suggestions and guidelines for educators in the creation of an anti-biased classroom and curriculum. Case studies of two Hispanic students illustrate the role of acculturation and the middle school classroom setting and curriculum on academic…

Simulation-based ureteroscopy skills training curriculum with integration of technical and non-technical skills: a randomised controlled trial.

Science.gov (United States)

Brunckhorst, Oliver; Shahid, Shahab; Aydin, Abdullatif; McIlhenny, Craig; Khan, Shahid; Raza, Syed Johar; Sahai, Arun; Brewin, James; Bello, Fernando; Kneebone, Roger; Khan, Muhammad Shamim; Dasgupta, Prokar; Ahmed, Kamran

2015-09-01

Current training modalities within ureteroscopy have been extensively validated and must now be integrated within a comprehensive curriculum. Additionally, non-technical skills often cause surgical error and little research has been conducted to combine this with technical skills teaching. This study therefore aimed to develop and validate a curriculum for semi-rigid ureteroscopy, integrating both technical and non-technical skills teaching within the programme. Delphi methodology was utilised for curriculum development and content validation, with a randomised trial then conducted (n = 32) for curriculum evaluation. The developed curriculum consisted of four modules; initially developing basic technical skills and subsequently integrating non-technical skills teaching. Sixteen participants underwent the simulation-based curriculum and were subsequently assessed, together with the control cohort (n = 16) within a full immersion environment. Both technical (Time to completion, OSATS and a task specific checklist) and non-technical (NOTSS) outcome measures were recorded with parametric and non-parametric analyses used depending on the distribution of our data as evaluated by a Shapiro-Wilk test. Improvements within the intervention cohort demonstrated educational value across all technical and non-technical parameters recorded, including time to completion (p technical and non-technical skills teaching is both educationally valuable and feasible. Additionally, the curriculum offers a validated simulation-based training modality within ureteroscopy and a framework for the development of other simulation-based programmes.

QCI Common

Energy Technology Data Exchange (ETDEWEB)

2016-11-18

There are many common software patterns and utilities for the ORNL Quantum Computing Institute that can and should be shared across projects. Otherwise we find duplication of code which adds unwanted complexity. This is a software product seeks to alleviate this by providing common utilities such as object factories, graph data structures, parameter input mechanisms, etc., for other software products within the ORNL Quantum Computing Institute. This work enables pure basic research, has no export controlled utilities, and has no real commercial value.

Teaching Computational Thinking: Deciding to Take Small Steps in a Curriculum

Science.gov (United States)

Madoff, R. D.; Putkonen, J.

2016-12-01

While computational thinking and reasoning are not necessarily the same as computer programming, programs such as MATLAB can provide the medium through which the logical and computational thinking at the foundation of science can be taught, learned, and experienced. And while math and computer anxiety are often discussed as critical obstacles to students' progress in their geoscience curriculum, it is here suggested that an unfamiliarity with the computational and logical reasoning is what poses a first stumbling block, in addition to the hurdle of expending the effort to learn how to translate a computational problem into the appropriate computer syntax in order to achieve the intended results. Because computational thinking is so vital for all fields, there is a need to initiate many and to build support in the curriculum for it. This presentation focuses on elements to bring into the teaching of computational thinking that are intended as additions to learning MATLAB programming as a basic tool. Such elements include: highlighting a key concept, discussing a basic geoscience problem where the concept would show up, having the student draw or outline a sketch of what they think an operation needs to do in order to perform a desired result, and then finding the relevant syntax to work with. This iterative pedagogy simulates what someone with more experience in programming does, so it discloses the thinking process in the black box of a result. Intended as only a very early stage introduction, advanced applications would need to be developed as students go through an academic program. The objective would be to expose and introduce computational thinking to majors and non-majors and to alleviate some of the math and computer anxiety so that students would choose to advance on with programming or modeling, whether it is built into a 4-year curriculum or not.

CurriM : Curriculum mining (Poster)

NARCIS (Netherlands)

Pechenizkiy, M.; Trcka, N.; De Bra, P.M.E.; Toledo, P.

2012-01-01

Curriculum mining includes three main kinds of tasks: (i) actual curriculum model discovery, i.e. constructing complete and compact academic curriculum models that are able to reproduce the observed behavior of students, (ii) curriculum model conformance checking, i.e. checking whether the observed

International Curriculums.

Science.gov (United States)

Neal, Larry L.

This workshop presentation on international curriculums in the field of parks, recreation, leisure, cultural services, and travel/tourism comments that the literature is replete with articles addressing what the field is about, but not about curriculum issues, models, and structure. It reports an international survey of 12 college educators…

A competency-based longitudinal core curriculum in medical neuroscience.

Science.gov (United States)

Merlin, Lisa R; Horak, Holli A; Milligan, Tracey A; Kraakevik, Jeff A; Ali, Imran I

2014-07-29

Current medical educational theory encourages the development of competency-based curricula. The Accreditation Council for Graduate Medical Education's 6 core competencies for resident education (medical knowledge, patient care, professionalism, interpersonal and communication skills, practice-based learning, and systems-based practice) have been embraced by medical schools as the building blocks necessary for becoming a competent licensed physician. Many medical schools are therefore changing their educational approach to an integrated model in which students demonstrate incremental acquisition and mastery of all competencies as they progress through medical school. Challenges to medical schools include integration of preclinical and clinical studies as well as development of learning objectives and assessment measures for each competency. The Undergraduate Education Subcommittee (UES) of the American Academy of Neurology (AAN) assembled a group of neuroscience educators to outline a longitudinal competency-based curriculum in medical neuroscience encompassing both preclinical and clinical coursework. In development of this curriculum, the committee reviewed United States Medical Licensing Examination content outlines, Liaison Committee on Medical Education requirements, prior AAN-mandated core curricula for basic neuroscience and clinical neurology, and survey responses from educators in US medical schools. The newly recommended curriculum provides an outline of learning objectives for each of the 6 competencies, listing each learning objective in active terms. Documentation of experiences is emphasized, and assessment measures are suggested to demonstrate adequate achievement in each competency. These guidelines, widely vetted and approved by the UES membership, aspire to be both useful as a stand-alone curriculum and also provide a framework for neuroscience educators who wish to develop a more detailed focus in certain areas of study. © 2014 American Academy

The effect of using digital mind mapping on cognitive achievement and performance level of some basic skills in handball

Directory of Open Access Journals (Sweden)

Khaled Thabet Awad

2016-07-01

Full Text Available This study aims to identify the effect of using digital mind maps to on the cognitive achievement and the performance level of some basic skills in handball. Research population includes the first-year students at the Faculty of Physical Education in Port Said consisting of 200 students. Research Sample both researchers randomly selected the sample of first year students. The total sample size reaches 180 students with a 90.00%, after excluding failed students, re-registered students, the students of other levels of curriculum, practitioners to previous experiences and irregular students. The total number was 20 students with a percentage of (10.00%. They were divided into: Basic Sample: includes 80 students with a 44.44%. They were divided into two equal groups of 40 students. First Exploratory Sample: includes 60 students from the same research population and from outside the basic sample in order to find Tests Validity of the tests with a 33.33%. Second Exploratory Sample: includes 40 students from the same research population and from outside the basic sample in order to find Tests Reliability of the tests and identify the extent of pilot program appropriateness for the sample under discussion with a 22.22%. The first-year students were selected, according to the study plan, which contains a handball curriculum for the students of this educational level. Statistical Treatments: Both researchers conducted data statistically processes, using a statistical package for Social Sciences, SPSS ver. 20.0, in order to identify: arithmetic mean, standard deviation, median, skewness coefficient, correlation coefficient, discriminant validity coefficient, "t" test per one group, "t" test per two groups. The use of mind maps has a positive effect better than (explanation and model method on the cognitive achievement and the performance level of some basic skills in handball. Active learning techniques, such as the method of digital mind maps in teaching

Engaging Stakeholders in Curriculum Development

Science.gov (United States)

Wood, Jo Nell

2010-01-01

This article investigates the importance of parent and community engagement in curriculum development, along with curriculum leadership, engaging stakeholders, and the importance of curriculum. Parent and community member engagement is examined in light of curriculum committee participation as reported by Missouri superintendents. Survey responses…

Reflections on Remaining Obstacles in a Primary-Care Oriented Pure PBL Curriculum after Twelve Years of Implementation

Science.gov (United States)

D'Ottavio, Alberto Enrique; Bassan, Norberto David

2014-01-01

A pioneer primary-care oriented pure PBL curriculum, based on constructivism and adult learning theories combined with Morin's complex thinking, was implemented in our medical school since 2002. Regardless of warnings opportunely made because the basic requirements for its successful implementation could not be fully fulfilled in practice, the…

The Role of Evaluation in Course and Curriculum Design. Teaching and Learning in Higher Education, 24.

Science.gov (United States)

Ellington, Henry

This booklet begins by examining the role played by evaluation in course and curriculum development, and then shows how the basic "error elimination" approach advocated by the philosopher Karl Popper can be used as a basis for the on-going evaluation of instructional systems. Next, two contrasting paradigms of evaluation are described,…

Curriculum Development in Geomorphology.

Science.gov (United States)

Gregory, Kenneth J.

1988-01-01

Examines the context of present curriculum development in geomorphology and the way in which it has developed in recent years. Discusses the content of the geomorphology curriculum in higher education and the consequences of curriculum development together with a consideration of future trends and their implications. (GEA)

Developing an integrated evidence-based medicine curriculum for family medicine residency at the University of Alberta.

Science.gov (United States)

Allan, G Michael; Korownyk, Christina; Tan, Amy; Hindle, Hugh; Kung, Lina; Manca, Donna

2008-06-01

There is general consensus in the academic community that evidence-based medicine (EBM) teaching is essential. Unfortunately, many postgraduate programs have significant weakness in their EBM programs. The Family Medicine Residency committee at the University of Alberta felt their EBM curriculum would benefit from critical review and revision. An EBM Curriculum Committee was created to evaluate previous components and develop new strategies as needed. Input from stakeholders including faculty and residents was sought, and evidence regarding the teaching and practical application of EBM was gathered. The committee drafted goals and objectives, the primary of which were to assist residents to (1) become competent self-directed, lifelong learners with skills to effectively and efficiently keep up to date, and 2) develop EBM skills to solve problems encountered in daily practice. New curriculum components, each evidence based, were introduced in 2005 and include a family medicine EBM workshop to establish basic EBM knowledge; a Web-based Family Medicine Desktop promoting easier access to evidence-based Internet resources; a brief evidence-based assessment of the research project enhancing integration of EBM into daily practice; and a journal club to support peer learning and growth of rapid appraisal skills. Issues including time use, costs, and change management are discussed. Ongoing evaluation of the curriculum and its components is a principal factor of the design, allowing critical review and adaptation of the curriculum. The first two years of the curriculum have yielded positive feedback from faculty and statistically significant improvement in multiple areas of residents' opinions of the curriculum and comfort with evidence-based practice.

Analyzing the Curriculum of the Faculty of Medicine, University of Gezira using Harden's 10 questions framework.

Science.gov (United States)

Ahmed, Yasar Albushra; Alneel, Salma

2017-04-01

Despite the importance of curriculum analysis for internal refinement of a programme, the approach for such a step in under-described in the literature. This article describes the analysis of the medical curriculum at the Faculty of Medicine, University of Gezira (FMUG). This analysis is crucial in the era of innovative medical education since introducing new curricula and curricular changes has become a common occurrence in medical education worldwide. The curriculum analysis was qualitatively approached using descriptive analysis and adopting Harden's 10 Questions of curriculum development framework approach. Answering Harden's questions reflects the fundamental curricular components and how the different aspects of a curriculum framework fit together. The key features highlighted in the curriculum-related material and literature have been presented. The analysis of the curriculum of FMUG reveals a curriculum with interactive components. Clear structured objectives and goals reflect the faculty's vision. The approach for needs assessment is based on a scientific ground, and the curriculum integrated contents have been set to meet national and international requirements. Adopting SPICES strategies helps FMUG and students achieve the objectives of the curriculum. Multiple motivated instructional methods are adopted, fostering coping with the programme objectives and outcomes. A wide range of assessment methods has been adopted to assess the learning outcomes of the curriculum correctly, reliably, and in alignment with the intended outcomes. The prevailing conducive educational environment of FMUG is favourable for its operation and profoundly influences the outcome of the programme. And there is a well-defined policy for curriculum management, monitoring and evaluation. Harden's 10 questions are satisfactorily addressed by the multi-disciplinary and well-developed FMUG curriculum. The current curriculum supports the well-written faculty missions and educational

Environmental Education Curriculum in a Bilingual Education School in China

Science.gov (United States)

Li, Ling

2006-01-01

In this article, the author discusses her experiences with developing an English-language science curriculum for students at the experimental Hai Bin Lu Primary School in China. She uses Schwab's (1973) four common denominators (or essential factors) of curricula--teacher, student, subject matter, and milieu--and Genette's (1980) three…

Curriculum Design of a Flipped Classroom to Enhance Haematology Learning

Science.gov (United States)

Porcaro, Pauline A.; Jackson, Denise E.; McLaughlin, Patricia M.; O'Malley, Cindy J.

2016-01-01

A common trend in higher education is the "flipped" classroom, which facilitates active learning during class. The flipped approach to teaching was instituted in a haematology "major" class and the students' attitudes and preferences for the teaching materials were surveyed. The curriculum design was explicit and involved four…

A University-Level Curriculum in Climate Change for SE Asia and the Asian Pacific

Science.gov (United States)

Furniss, M. J.; Saah, D. S.; Hines, S. J.; Radel, C. A.; McGroddy, M. E.; Ganz, D. J.

2014-12-01

A university-level curriculum has been developed for the SE Asia and Asia Pacific region and is currently being implemented by 12+ universities; in Vietnam, Cambodia, Laos, Thailand, Malaysia, and Papua New Guinea. The curriculum is supported by USAID (U.S. Agency for International Development) through the LEAF program (Lowering Emissions in Asian Forests), under the technical leadership of the U.S. Forest Service. Four modules have been developed: Basic Climate Change, Low-Emissions Land Use Planning, Social and Environmental Soundness, and Carbon Measurement and Monitoring. This presentation will focus on the Basic Climate Change module. This is a survey course that covers a wide range of climate change topics, including causes, effects, and responses. The level of detail in each of the covered topics is calibrated to current issues in the region. The module is elaborated in English and will be translated into the national language of the participating countries. The module is designed to be flexible and can be tailored to both degree and non-degree programs; as well as for trainings for natural resources professionals and policy-makers. Important training topics can be selected as short course trainings for practitioners and leaders working on climate change.

Otolaryngology in the medical school curriculum: Current trends in the United States.

Science.gov (United States)

Boscoe, Elizabeth F; Cabrera-Muffly, Cristina

2017-02-01

To identify trends in medical school otolaryngology curriculum requirements. Survey of United States allopathic medical schools. A survey was sent to deans of curriculum at allopathic medical schools. We identified opportunities for medical students to learn basic concepts in otolaryngology during their undergraduate medical training. The opportunities were classified into preclinical and clinical as well as elective and mandatory rotations. Of the schools surveyed, 60% responded. Mean class size was 149 students. Sixty-eight percent of surveyed schools noted that 75% to 100% of their students participated in preclinical otolaryngology experiences, with 59% reporting a mandatory preclinical otolaryngology module for all students. Eighty-nine percent of schools offered otolaryngology as a clinical elective rotation, with a mean of 12 students participating yearly. Only 7% of schools required a mandatory otolaryngology clinical rotation. Our data suggest that medical students do not receive sufficient exposure to otolaryngology during medical school. Increased requirements for otolaryngology curriculum may be beneficial to all medical students, regardless of their specialty choice. NA. Laryngoscope, 00:000-000, 2016 127:346-348, 2017. © 2016 The American Laryngological, Rhinological and Otological Society, Inc.

DEVELOPMENT OF INTERACTIVE E-BOOK BASED ON CHEMICAL REPRESENTATION REFER TO CURRICULUM 2013

Directory of Open Access Journals (Sweden)

L. Tania

2015-11-01

Full Text Available This research aimed to develop an interactive e-book based representations of chemistry; describes the characteristics of the interactive e-book developed; the teachers responses in content suitability with curriculum and graphics aspects; and student responses in readibility aspects. The method used was research and development. The characteristics of interactive e-book: it was developed referring to the core competencies (KI and basic competence (KD in the curriculum 2013, allowed active interaction between students and e-book, completed with pictures, animations or videos in three levels of the chemical representation. Teachers’ responses to the content suitability and graphic aspects were very good with the percentage of each 98.46% and 97.5%. The students’ responses in readibility aspects was very good with percentage of 88.5%.

Undergraduate basic surgical skills education: impact on attitudes to a career in surgery and surgical skills acquisition.

Science.gov (United States)

McAnena, P F; O'Halloran, N; Moloney, B M; Courtney, D; Waldron, R M; Flaherty, G; Kerin, M J

2018-05-01

Basic surgical skills modules in medical education are effective in teaching skills and increasing confidence among students approaching surgery. However, these modules are not delivered universally and their effect on the professional development of graduates has not been established. We aimed to assess the impact of a 10-week basic surgical skills module on attitudes and technical skills of first year medical students compared to interns. Eighteen students participated and were assessed using a 4-part questionnaire. Technical skills were assessed by observing students perform a basic interrupted suture, using the objective structured assessment of technical skills (OSATS) tool. Fourteen interns were recruited. Students were more confident in surgical scrubbing (mean score 4.0 vs. 2.86, p = 0.001), and performing a basic suture (4.05 vs. 1.93, p = 0.000), more enthusiastic about assisting with an operation (4.5 vs. 3.0, p = 0.001) and more likely to consider a career in surgery (4.16 vs. 2.28, p = 0.000). Technical skills were greater in the student group (mean score 30.8 vs. 19.6, p = 0.001). Five interns had taken part in surgical skills modules as undergraduates. Their technical skills were significantly higher compared to interns who had not (n = 9) (28.8 vs. 14.5, p = 0.006), and they were more likely to consider a career in surgery (3.6 vs. 1.5, p = 0.036). The introduction of surgical skills teaching to the undergraduate medical curriculum has a positive impact on students' attitudes towards surgery and accelerates basic technical skills development. Consideration should be given to development of a standardised undergraduate core curriculum in basic surgical skills teaching.

Student and faculty perspective toward the role and value of integration of natural product information into the pharmacy curriculum.

Science.gov (United States)

Kostka-Rokosz, Maria D; Dvorkin-Camiel, Lana; Asabigi, Amina-Louise

2011-03-01

Consumer use of natural products is a mainstay in our society and continues to grow in prevalence. As pharmacists are viewed as drug experts and are easily accessible to patients, it is important for them to have basic knowledge of natural products. Students and faculty members participating in a natural product elective were surveyed upon completion of the course about their perspectives regarding incorporation of covered information into the required curriculum. The majority of students and faculty members agree with the necessity of natural product content in the pharmacy curriculum. Their ideas for ways of incorporating this information, however, differ. Healthcare students and faculty are beginning to recognize the need for incorporation of Natural Product information into the curriculum and healthcare programs in the country should begin to rise to the occasion.

High educational impact of a national simulation-based urological curriculum including technical and non-technical skills.

Science.gov (United States)

de Vries, Anna H; Schout, Barbara M A; van Merriënboer, Jeroen J G; Pelger, Rob C M; Koldewijn, Evert L; Muijtjens, Arno M M; Wagner, Cordula

2017-02-01

Although simulation training is increasingly used to meet modern technology and patient safety demands, its successful integration within surgical curricula is still rare. The Dutch Urological Practical Skills (D-UPS) curriculum provides modular simulation-based training of technical and non-technical basic urological skills in the local hospital setting. This study aims to assess the educational impact of implementing the D-UPS curriculum in the Netherlands and to provide focus points for improvement of the D-UPS curriculum according to the participants. Educational impact was assessed by means of qualitative individual module-specific feedback and a quantitative cross-sectional survey among residents and supervisors. Twenty out of 26 Dutch teaching hospitals participated. The survey focussed on practical aspects, the D-UPS curriculum in general, and the impact of the D-UPS curriculum on the development of technical and non-technical skills. A considerable survey response of 95 % for residents and 76 % for supervisors was obtained. Modules were attended by junior and senior residents, supervised by a urologist, and peer teaching was used. Ninety percent of supervisors versus 67 % of residents judged the D-UPS curriculum as an important addition to current residency training (p = 0.007). Participants' aggregated general judgement of the modules showed a substantial percentage favorable score (M ± SE: 57 ± 4 %). The impact of training on, e.g., knowledge of materials/equipment and ability to anticipate on complications was high, especially for junior residents (77 ± 5 and 71 ± 7 %, respectively). Focus points for improvement of the D-UPS curriculum according to the participants include adaptation of the training level to residents' level of experience and focus on logistics. The simulation-based D-UPS curriculum has a high educational impact. Residents and supervisors consider the curriculum to be an important addition to current residency

State-Based Curriculum-Making: Approaches to Local Curriculum Work in Norway and Finland

Science.gov (United States)

Mølstad, Christina Elde

2015-01-01

This article investigates how state authorities in Norway and Finland design national curriculum to provide different policy conditions for local curriculum work in municipalities and schools. The topic is explored by comparing how national authorities in Norway and Finland create a scope for local curriculum. The data consist of interviews with…

Development and optimisation of an in-service teacher training programme on motivational assessment in physical education

NARCIS (Netherlands)

Slingerland, M.; Borghouts, L.; Jans, L.; Weeldenburg, G.; van Dokkum, G.; Vos, S.B.; Haerens, L.

2017-01-01

Although assessment practices are commonly part of the physical education (PE) curriculum they may often frustrate rather than support students’ basic needs for autonomy, competence and relatedness. Nevertheless, assessment also provides various promising opportunities to support these basic needs

Development and optimisation of an in-service teacher training programme on motivational assessment in physical education

NARCIS (Netherlands)

Menno Slingerland; Lars Borghouts; Liesbeth Jans; Gwen Weeldenburg; Gertjan van Dokkum; Steven Vos; Leen Haerens

2016-01-01

Although assessment practices are commonly part of the physical education (PE) curriculum they may often frustrate rather than support students’ basic needs for autonomy, competence and relatedness. Nevertheless, assessment also provides various promising opportunities to support these basic needs

The national curriculum guidelines of early childhood education: In search of a job to educational quality

Directory of Open Access Journals (Sweden)

Alessandra de Carvalho Faria

2014-08-01

childhood education. This paper intends to discuss the National Curriculum Guidelines for Early Childhood Education, which define how they should be organized teaching practice, and examine how the activities should be developed in early childhood education institutions, to objectify the holistic development of children in seeking quality care this stage of basic education.

Teaching learning methods of an entrepreneurship curriculum.

Science.gov (United States)

Esmi, Keramat; Marzoughi, Rahmatallah; Torkzadeh, Jafar

2015-10-01

One of the most significant elements of entrepreneurship curriculum design is teaching-learning methods, which plays a key role in studies and researches related to such a curriculum. It is the teaching method, and systematic, organized and logical ways of providing lessons that should be consistent with entrepreneurship goals and contents, and should also be developed according to the learners' needs. Therefore, the current study aimed to introduce appropriate, modern, and effective methods of teaching entrepreneurship and their validation. This is a mixed method research of a sequential exploratory kind conducted through two stages: a) developing teaching methods of entrepreneurship curriculum, and b) validating developed framework. Data were collected through "triangulation" (study of documents, investigating theoretical basics and the literature, and semi-structured interviews with key experts). Since the literature on this topic is very rich, and views of the key experts are vast, directed and summative content analysis was used. In the second stage, qualitative credibility of research findings was obtained using qualitative validation criteria (credibility, confirmability, and transferability), and applying various techniques. Moreover, in order to make sure that the qualitative part is reliable, reliability test was used. Moreover, quantitative validation of the developed framework was conducted utilizing exploratory and confirmatory factor analysis methods and Cronbach's alpha. The data were gathered through distributing a three-aspect questionnaire (direct presentation teaching methods, interactive, and practical-operational aspects) with 29 items among 90 curriculum scholars. Target population was selected by means of purposive sampling and representative sample. Results obtained from exploratory factor analysis showed that a three factor structure is an appropriate method for describing elements of teaching-learning methods of entrepreneurship curriculum

Teaching learning methods of an entrepreneurship curriculum

Directory of Open Access Journals (Sweden)

KERAMAT ESMI

2015-10-01

Full Text Available Introduction: One of the most significant elements of entrepreneurship curriculum design is teaching-learning methods, which plays a key role in studies and researches related to such a curriculum. It is the teaching method, and systematic, organized and logical ways of providing lessons that should be consistent with entrepreneurship goals and contents, and should also be developed according to the learners’ needs. Therefore, the current study aimed to introduce appropriate, modern, and effective methods of teaching entrepreneurship and their validation Methods: This is a mixed method research of a sequential exploratory kind conducted through two stages: a developing teaching methods of entrepreneurship curriculum, and b validating developed framework. Data were collected through “triangulation” (study of documents, investigating theoretical basics and the literature, and semi-structured interviews with key experts. Since the literature on this topic is very rich, and views of the key experts are vast, directed and summative content analysis was used. In the second stage, qualitative credibility of research findings was obtained using qualitative validation criteria (credibility, confirmability, and transferability, and applying various techniques. Moreover, in order to make sure that the qualitative part is reliable, reliability test was used. Moreover, quantitative validation of the developed framework was conducted utilizing exploratory and confirmatory factor analysis methods and Cronbach’s alpha. The data were gathered through distributing a three-aspect questionnaire (direct presentation teaching methods, interactive, and practical-operational aspects with 29 items among 90 curriculum scholars. Target population was selected by means of purposive sampling and representative sample. Results: Results obtained from exploratory factor analysis showed that a three factor structure is an appropriate method for describing elements of

A Rights-Based Sexuality Education Curriculum for Adolescents: 1-Year Outcomes From a Cluster-Randomized Trial.

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Rohrbach, Louise A; Berglas, Nancy F; Jerman, Petra; Angulo-Olaiz, Francisca; Chou, Chih-Ping; Constantine, Norman A

2015-10-01

The purpose of this study was to evaluate the impact of a rights-based sexuality education curriculum on adolescents' sexual health behaviors and psychosocial outcomes 1 year after participation. Within 10 urban high schools, ninth-grade classrooms were randomized to receive a rights-based curriculum or a basic sex education (control) curriculum. The intervention was delivered across two school years (2011-2012, 2012-2013). Surveys were completed by 1,447 students at pretest and 1-year follow-up. Multilevel analyses examined curriculum effects on behavioral and psychosocial outcomes, including four primary outcomes: pregnancy risk, sexually transmitted infection risk, multiple sexual partners, and use of sexual health services. Students receiving the rights-based curriculum had higher scores than control curriculum students on six of nine psychosocial outcomes, including sexual health knowledge, attitudes about relationship rights, partner communication, protection self-efficacy, access to health information, and awareness of sexual health services. These students also were more likely to report use of sexual health services (odds ratio, 1.37; 95% confidence interval, 1.05-1.78) and more likely to be carrying a condom (odds ratio, 1.97; 95% confidence interval, 1.39-2.80) relative to those receiving the control curriculum. No effects were found for other sexual health behaviors, possibly because of low prevalence of sexual activity in the sample. The curriculum had significant, positive effects on psychosocial and some behavioral outcomes 1 year later, but it might not be sufficient to change future sexual behaviors among younger adolescents, most of whom are not yet sexually active. Booster education sessions might be required throughout adolescence as youth initiate sexual relationships. Copyright © 2015 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Basic of Neutron NDA

Energy Technology Data Exchange (ETDEWEB)

Trahan, Alexis Chanel [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

2017-09-15

The objectives of this presentation are to introduce the basic physics of neutron production, interactions and detection; identify the processes that generate neutrons; explain the most common neutron mechanism, spontaneous and induced fission and (a,n) reactions; describe the properties of neutron from different sources; recognize advantages of neutron measurements techniques; recognize common neutrons interactions; explain neutron cross section measurements; describe the fundamental of ³He detector function and designs; and differentiate between passive and active assay techniques.

A framework for work-based learning: basic pillars and the interactions between them

OpenAIRE

Ferrández Berrueco, María Reina; Kekale, Tauno; Devins, David

2016-01-01

Purpose – European policy is placing an increasing emphasis on involving employers and labour market institutions in the design and delivery of higher education (HE) programmes that match curricula to current and future needs of the economy. The purpose of this paper is to investigate the curriculum development process for work-based learning (WBL) programmes and to connect it to the basic pillars, organizational and pedagogical strategies and key stages that enable higher education instit...

Integration of basic science and clinical medicine: the innovative approach of the cadaver biopsy project at the Boston University School of Medicine.

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Eisenstein, Anna; Vaisman, Lev; Johnston-Cox, Hillary; Gallan, Alexander; Shaffer, Kitt; Vaughan, Deborah; O'Hara, Carl; Joseph, Lija

2014-01-01

Curricular integration has emerged as a consistent theme in medical education reform. Vertical integration of topics such as pathology offers the potential to bring basic science content into the clinical arena, but faculty/student acceptance and curricular design pose challenges for such integration. The authors describe the Cadaver Biopsy Project (CBP) at Boston University School of Medicine as a sustainable model of vertical integration. Faculty and select senior medical students obtained biopsies of cadavers during the first-year gross anatomy course (fall 2009) and used these to develop clinical cases for courses in histology (spring 2010), pathology (fall 2010-spring 2011), and radiology (fall 2011 or spring 2012), thereby linking students' first experiences in basic sciences with other basic science courses and later clinical courses. Project goals included engaging medical stu dents in applying basic science princi ples in all aspects of patient care as they acquire skills. The educational intervention used a patient (cadaver)-centered approach and small-group, collaborative, case-based learning. Through this project, the authors involved clinical and basic science faculty-plus senior medical students-in a collaborative project to design and implement an integrated curriculum through which students revisited, at several different points, the microscopic structure and pathophysiology of common diseases. Developing appropriate, measurable out comes for medical education initiatives, including the CBP, is challenging. Accumu lation of qualitative feedback from surveys will guide continuous improvement of the CBP. Documenting longer-term impact of the curricular innovation on test scores and other competency-based outcomes is an ultimate goal.

Opinion of stakeholders on existing curriculum for postgraduate (MD) course in Pharmacology: A survey.

Science.gov (United States)

Badyal, Dinesh K; Daniel, Sujit R

2016-10-01

To survey the opinion about various curricular components of Doctor of Medicine (MD) pharmacology curriculum in India by stakeholders, including faculty and students. An online survey was done to evaluate the various curricular components of MD pharmacology curriculum being used in India. A total of 393 respondents including faculty, MD students, and other stakeholders completed the survey. The survey was developed using SurveyMonkey platform and link to survey was E-mailed to stakeholders. The results were expressed as percentages. There was a balanced representation of respondents from various designations, teaching experience, regions, and age groups. Most of the respondents (83%) were aware of the MD pharmacology curriculum. However, they reported that it is more inclined to knowledge domain. About half of respondents (53%) said that animal experiments are being used. The most common teaching methods mentioned are seminars (98.5%), journal clubs (95%), and practical exercises by postgraduates (73%), but there is less use of newer methods (25%) in theory and less of clinical pharmacology exercise (39%) in practical classes. The log books are maintained but not assessed regularly. Internal assessment is sparingly used. The MD pharmacology curriculum needs to be made uniform at the national level and updated to include the newer methods in teaching-learning and assessment. There should be sharing of newer methods at a common platform implemented at the national level.

Competency-based (CanMEDS) residency training programme in radiology: systematic design procedure, curriculum and success factors

International Nuclear Information System (INIS)

Jippes, Erik; Engelen, Jo M.L. van; Brand, Paul L.P.; Oudkerk, Matthijs

2010-01-01

Based on the CanMEDS framework and the European Training Charter for Clinical Radiology a new radiology curriculum was designed in the Netherlands. Both the development process and the resulting new curriculum are presented in this paper. The new curriculum was developed according to four systematic design principles: discursiveness, hierarchical decomposition, systematic variation and satisficing (satisficing is different from satisfying; in this context, satisficing means searching for an acceptable solution instead of searching for an optimal solution). The new curriculum is organ based with integration of radiological diagnostic techniques, comprises a uniform national common trunk followed by a 2-year subspecialisation, is competency outcome based with appropriate assessment tools and techniques, and is based on regional collaboration among radiology departments. The application of the systematic design principles proved successful in producing a new curriculum approved by all authorities. The principles led to a structured, yet flexible, development process in which creative solutions could be generated and adopters (programme directors, supervisors and residents) were highly involved. Further research is needed to empirically test the components of the new curriculum. (orig.)

Ecology and basic laws

International Nuclear Information System (INIS)

Mayer-Tasch, P.C.

1980-01-01

The author sketches the critical relation between ecology and basic law - critical in more than one sense. He points out the incompatibility of constitutional states and atomic states which is due to constitutional order being jeopardised by nuclear policy. He traces back the continuously rising awareness of pollution and the modern youth movement to their common root i.e. the awakening, the youth movement of the turn of the century. Eventually, he considers an economical, political, and social decentralization as a feasible alternative which would considerably relieve our basic living conditions from the threatening forms of civilization prevailing. (HSCH) [de

Making evolutionary biology a basic science for medicine

Science.gov (United States)

Nesse, Randolph M.; Bergstrom, Carl T.; Ellison, Peter T.; Flier, Jeffrey S.; Gluckman, Peter; Govindaraju, Diddahally R.; Niethammer, Dietrich; Omenn, Gilbert S.; Perlman, Robert L.; Schwartz, Mark D.; Thomas, Mark G.; Stearns, Stephen C.; Valle, David

2010-01-01

New applications of evolutionary biology in medicine are being discovered at an accelerating rate, but few physicians have sufficient educational background to use them fully. This article summarizes suggestions from several groups that have considered how evolutionary biology can be useful in medicine, what physicians should learn about it, and when and how they should learn it. Our general conclusion is that evolutionary biology is a crucial basic science for medicine. In addition to looking at established evolutionary methods and topics, such as population genetics and pathogen evolution, we highlight questions about why natural selection leaves bodies vulnerable to disease. Knowledge about evolution provides physicians with an integrative framework that links otherwise disparate bits of knowledge. It replaces the prevalent view of bodies as machines with a biological view of bodies shaped by evolutionary processes. Like other basic sciences, evolutionary biology needs to be taught both before and during medical school. Most introductory biology courses are insufficient to establish competency in evolutionary biology. Premedical students need evolution courses, possibly ones that emphasize medically relevant aspects. In medical school, evolutionary biology should be taught as one of the basic medical sciences. This will require a course that reviews basic principles and specific medical applications, followed by an integrated presentation of evolutionary aspects that apply to each disease and organ system. Evolutionary biology is not just another topic vying for inclusion in the curriculum; it is an essential foundation for a biological understanding of health and disease. PMID:19918069

THE TRAVELLING SALESMAN PROBLEM IN THE ENGINEERING EDUCATION PROGRAMMING CURRICULUM

Directory of Open Access Journals (Sweden)

Yevgeny Gayev

2017-11-01

Full Text Available Objective: To make students familiar with the famous Traveling Salesman Problem (TSP and suggest the latter to become a common exercise in engineering programming curriculum provided the students master computer science in the easy programming environment MATLAB. Methods: easy programming in MATLAB makes true such modern educational approach as “discovery based” methodology. Results: a MATLAB TSP-program oriented to Ukrainian map is suggested that allows to pictorially demonstrate the process of optimal route search with an option to decelerate or accelerate the demonstration. The program is guessed to be useful both for learning the TSP as one of fundamental logistics problems and as an intriguing programming curriculum excersize. Several sub-programs according to key stone Computer Science Curriculum have also been suggested. This lies in line with recent “discovery based” learning methodology. Discussion: we explain how to create this program for visual discrete optimization, suggest required subprograms belonging to key stone programming algorithms including rather modern graphical user interface (GUI, how to use this MATLAB TSP-program for demonstration the drastical grows of solution time required. Conclusions: easy programming being realized in MATLAB makes dificult curriculum problems attractive to students; it focuses them to main problem’ features, laws and algorithms implementing the “discovery based” methodology in such a way.

What basic clinical procedures should be mastered by junior clerkship students? Experience at a single medical school in Tanzania

Directory of Open Access Journals (Sweden)

Konje ET

2016-03-01

Full Text Available Eveline T Konje,1,2 Rodrick Kabangila,2,3 Mange Manyama,2,4 Jacqueline M van Wyk2,5 1Department of Epidemiology and Biostatistics, School of Public Health, Catholic University of Health and Allied Sciences, Mwanza, Tanzania; 2Medical Education Fellowship, Southern Africa FAIMER Regional Institute – SAFRI, Cape Town, South Africa; 3Department of Internal Medicine, 4Department of Anatomy and Cell Biology, School of Medicine, Catholic University of Health and Allied Sciences, Mwanza, Tanzania; 5Department of Clinical and Professional Education, Nelson R Mandela School of Medicine, University of KwaZulu-Natal, Durban, South Africa Background: Clinical training in most medical schools, including the Catholic University of Health and Allied Sciences (CUHAS, is offered in the form of junior and senior rotations. During these clinical rotations, students are expected to acquire and master the basic procedural skills. However, students’ learning process should be evaluated for quality improvement. Objectives: This study was conducted to identify the basic medical procedural skills that third-year medical students should acquire and master and determine the level of students’ exposure on these procedures at the end of junior rotation in internal medicine. Identification of the gap between clinicians’ opinions, skills practiced by students, and third-year students’ curriculum in the medical department at CUHAS was also done. Methods: The descriptive cross-sectional study was used to collect data through a self-administered, structured questionnaire from clinicians in medicine. A review of logbooks was considered to determine level of students’ exposure, and a document analysis was done using existing medical curriculum. Results: The response of 71% (n=22 was obtained. Clinicians agreed on basic procedures that students should perform independently (ie, Foley catheter insertion, venipuncture, and intravenous drip insertion. Clinicians thought

Mid-level healthcare personnel training: an evaluation of the revised, nationally-standardized, pre-service curriculum for clinical officers in Mozambique.

Science.gov (United States)

Feldacker, Caryl; Chicumbe, Sergio; Dgedge, Martinho; Augusto, Gerito; Cesar, Freide; Robertson, Molly; Mbofana, Francisco; O'Malley, Gabrielle

2014-01-01

Mozambique suffers from a critical shortage of healthcare workers. Mid-level healthcare workers, (Tecnicos de Medicina Geral (TMG)), in Mozambique require less money and time to train than physicians. From 2009-2010, the Mozambique Ministry of Health (MoH) and the International Training and Education Center for Health (I-TECH), University of Washington, Seattle, revised the TMG curriculum. To evaluate the effect of the curriculum revision, we used mixed methods to determine: 1) if TMGs meet the MoH's basic standards of clinical competency; and 2) do scores on measurements of clinical knowledge, physical exam, and clinical case scenarios differ by curriculum? T-tests of differences in means examined differences in continuous score variables between curriculum groups. Univariate and multivariate linear regression models assess curriculum-related and demographic factors associated with assessment scores on each of the three evaluation methods at the pTMG scores on both the clinical cases and physical exam. TMGs trained in either curriculum may be inadequately prepared to provide quality care. Curriculum changes are a necessary, but insufficient, part of improving TMG knowledge and skills overall. A more comprehensive, multi-level approach to improving TMG training that includes post-graduation mentoring, strengthening the pre-service internship training, and greater resources for training institute faculty may result in improvements in TMG capacity and patient care over time.

Initial laparoscopic basic skills training shortens the learning curve of laparoscopic suturing and is cost-effective.

Science.gov (United States)

Stefanidis, Dimitrios; Hope, William W; Korndorffer, James R; Markley, Sarah; Scott, Daniel J

2010-04-01

Laparoscopic suturing is an advanced skill that is difficult to acquire. Simulator-based skills curricula have been developed that have been shown to transfer to the operating room. Currently available skills curricula need to be optimized. We hypothesized that mastering basic laparoscopic skills first would shorten the learning curve of a more complex laparoscopic task and reduce resource requirements for the Fundamentals of Laparoscopic Surgery suturing curriculum. Medical students (n = 20) with no previous simulator experience were enrolled in an IRB-approved protocol, pretested on the Fundamentals of Laparoscopic Surgery suturing model, and randomized into 2 groups. Group I (n = 10) trained (unsupervised) until proficiency levels were achieved on 5 basic tasks; Group II (n = 10) received no basic training. Both groups then trained (supervised) on the Fundamentals of Laparoscopic Surgery suturing model until previously reported proficiency levels were achieved. Two weeks later, they were retested to evaluate their retention scores, training parameters, instruction requirements, and cost between groups using t-test. Baseline characteristics and performance were similar for both groups, and 9 of 10 subjects in each group achieved the proficiency levels. The initial performance on the simulator was better for Group I after basic skills training, and their suturing learning curve was shorter compared with Group II. In addition, Group I required less active instruction. Overall time required to finish the curriculum was similar for both groups; but the Group I training strategy cost less, with a savings of $148 per trainee. Teaching novices basic laparoscopic skills before a more complex laparoscopic task produces substantial cost savings. Additional studies are needed to assess the impact of such integrated curricula on ultimate educational benefit. Copyright (c) 2010 American College of Surgeons. Published by Elsevier Inc. All rights reserved.

Using the Chemistry of Fireworks to Engage Students in Learning Basic Chemical Principles: A Lesson in Eco-Friendly Pyrotechnics

Science.gov (United States)

Steinhauser, Georg; Klapotke, Thomas M.

2010-01-01

Fascination with fireworks and pyrotechnics can be used for educational purposes. Several aspects of pyrochemistry such as redox reactions, flame colors, or the theory of combustion can be incorporated in the curriculum to illustrate some basic chemical principles, guaranteeing a lesson that will be engaging and memorable. Beyond classic…

The reform of the teaching mode of Applied Optics curriculum and analysis of teaching effect

Science.gov (United States)

Ning, Yu; Xu, Zhongjie; Li, Dun; Chen, Zilun; Cheng, Xiangai; Zhong, Hairong

2017-08-01

Military academies have two distinctive characteristics on talent training: Firstly, we must teach facing actual combat and connecting with academic frontier. Secondly, the bachelor's degree education and the military education should be balanced. The teaching mode of basic curriculum in military academies must be reformed and optimized on the basis of the traditional teaching mode, so as to ensure the high quality of teaching and provide enough guidance and help for students to support their academic burden. In this paper, our main work on "Applied Optics" teaching mode reform is introduced: First of all, we research extensively and learn fully from advanced teaching modes of the well-known universities at home and abroad, a whole design is made for the teaching mode of the core curriculum of optical engineering in our school "Applied Optics", building a new teaching mode which takes the methods of teaching basic parts as details, teaching application parts as emphases, teaching frontier parts as topics and teaching actual combat parts on site. Then combining with the questionnaire survey of students and opinions proposed by relevant experts in the teaching seminar, teaching effect and generalizability of the new teaching mode are analyzed and evaluated.

Coordinating an IPLS class with a biology curriculum: NEXUS/Physics

Science.gov (United States)

Redish, Edward

2014-03-01

A multi-disciplinary team of scientists has been reinventing the Introductory Physics for Life Scientists (IPLS) course at the University of Maryland. We focus on physics that connects elements common to the curriculum for all life scientists - molecular and cellular biology - with building general scientific competencies, such as mathematical modeling, reasoning from core principles, and multi-representation translation. The prerequisites for the class include calculus, chemistry, and biology. In addition to building the basic ideas of the Newtonian framework, electric currents, and optics, our prerequisites allow us to include topics such as atomic interactions and chemical bonding, random motion and diffusion, thermodynamics (including entropy and free energy), and spectroscopy. Our chemical bonding unit helps students link the view of energy developed in traditional macroscopic physics with the idea of chemical bonding as a source of energy presented in their chemistry and biology classes. Education research has played a central role in our design, as has a strong collaboration between our Discipline-Based Education and the Biophysics Research groups. These elements permit us to combine modern pedagogy with cutting-edge insights into the physics of living systems. Supported in part by a grant from HHMI and the US NSF grant #1122818/.

State-Based Curriculum-Making, Part 2, the Tool-Kit for the State's Curriculum-Making

Science.gov (United States)

Westbury, Ian; Sivesind, Kirsten

2016-01-01

The paper identifies three tools that support the administrative instrument of a state-based curriculum commission: compartmentalization, licensing, and segmentation. These tools channel the state's curriculum-making towards forms of symbolic rather than regulatory action. The state curriculum becomes a framework for the ideological governance of…

Genetic Determinism in the Genetics Curriculum. An Exploratory Study of the Effects of Mendelian and Weldonian Emphases

Science.gov (United States)

Jamieson, Annie; Radick, Gregory

2017-12-01

Twenty-first-century biology rejects genetic determinism, yet an exaggerated view of the power of genes in the making of bodies and minds remains a problem. What accounts for such tenacity? This article reports an exploratory study suggesting that the common reliance on Mendelian examples and concepts at the start of teaching in basic genetics is an eliminable source of support for determinism. Undergraduate students who attended a standard `Mendelian approach' university course in introductory genetics on average showed no change in their determinist views about genes. By contrast, students who attended an alternative course which, inspired by the work of a critic of early Mendelism, W. F. R. Weldon (1860-1906), replaced an emphasis on Mendel's peas with an emphasis on developmental contexts and their role in bringing about phenotypic variability, were less determinist about genes by the end of teaching. Improvements in both the new Weldonian curriculum and the study design are in view for the future.

Examining the Common Core State Standards in Agricultural Education

Science.gov (United States)

McKim, Aaron J.; Lambert, Misty D.; Sorensen, Tyson J.; Velez, Jonathan J.

2015-01-01

The Common Core State Standards (CCSS) represent a shift in the American education system. Included in the CCSS are opportunities for agriculture teachers to integrate math and English language arts content into their curriculum. Using the theory of planned behavior, we sought to identify Oregon agriculture teachers' attitudes, familiarity with,…

Curriculum theory in physical education

Science.gov (United States)

Jewett, Ann E.

1989-03-01

Primary current concerns of curriculum theorists in sport and physical education relate to clarification of value orientations underlying curricular decision-making, selection and statement of curriculum goals, identification and organization of programme content, and the process of curriculum change. Disciplinary mastery is the most traditional value orientation and that which is most frequently found in practice. Curriculum theorists have identified four other value orientations for study: social reconstruction, self-actualization, learning process, and ecological validity. Health-related fitness and the development of motor skills have long been the primary goals of physical education. In recent years, however, curriculum specialists have begun to assign higher priorities to goals of personal integration and challenge, of social development and multicultural understanding. There is general agreement that human movement activities constitute the subject-matter of the sport and physical education curriculum. Differences exist, however, as to how learning activities should be selected for particular programmes. The current trend in seeking better understanding of content is toward studying the operational curriculum with particular attention to the historical and social contexts. An important contemporary focus is the need to translate short-term results into lifestyle changes. The curriculum in sports and physical education should be viewed as a multitude of possibilities.

Associate in science degree education programs: organization, structure, and curriculum.

Science.gov (United States)

Galvin, William F

2005-09-01

After years of discussion, debate, and study, the respiratory care curriculum has evolved to a minimum of an associate degree for entry into practice. Although programs are at liberty to offer the entry-level or advanced level associate degree, most are at the advanced level. The most popular site for sponsorship of the associate degree in respiratory care is the community college. The basis for community college sponsorship seems to be its comprehensive curriculum, which focuses on a strong academic foundation in writing, communication, and the basic sciences as well as supporting a career-directed focus in respiratory care. Issues facing the community college are tied to literacy, outcomes, assessment, placement,cooperation with the community, partnerships with industry, and articulation arrangements with granting institutions granting baccalaureate degrees. Community colleges must produce a literate graduate capable of thriving in an information-saturated society. Assessment and placement will intensify as the laissez-faire attitudes toward attendance and allowing students to select courses without any accountability and evaluation of outcome become less acceptable. Students will be required to demonstrate steady progress toward established outcomes. Maintaining relations and cooperation with the local community and the health care industry will continue to be a prominent role for the community college. The challenge facing associate degree education in respiratory care at the community college level is the ability to continue to meet the needs of an expanding professional scope of practice and to provide a strong liberal arts or general education core curriculum. The needs for a more demanding and expanding respiratory care curriculum and for a rich general education core curriculum have led to increased interest in baccalaureate and graduate degree education. The value of associate degree education at the community college level is well established. It is

Project-Based Learning in Post-WWII Japanese School Curriculum: An Analysis via Curriculum Orientations

Science.gov (United States)

Nomura, Kazuyuki

2017-01-01

In the 2000s, the new national curriculum, dubbed as the "yutori curriculum," introduced a new subject for project-based learning "Integrated Study" as its prominent feature. Comparing curriculum orientations in project-based learning in three historical periods after the WWII including Integrated Study, this paper aims to…

From Communication Skills to Skillful Communication: A Longitudinal Integrated Curriculum for Critical Care Medicine Fellows.

Science.gov (United States)

Roze des Ordons, Amanda L; Doig, Christopher J; Couillard, Philippe; Lord, Jason

2017-04-01

Communication with patients and families in critical care medicine (CCM) can be complex and challenging. A longitudinal curricular model integrating multiple techniques within classroom and clinical milieus may facilitate skillful communication across diverse settings. In 2014-2015, the authors developed and implemented a curriculum for CCM fellows at the Cumming School of Medicine, University of Calgary, to promote the longitudinal development of skillful communication. A departmental needs assessment informed curriculum development. Five 4-hour classroom sessions were developed: basic communication principles, family meetings about goals and transitions of care, discussing patient safety incidents, addressing conflict, and offering organ donation. Teaching methods-including instructor-led presentations incorporating a consistent framework for approaching challenging conversations, simulation and clinical practice, and feedback from peers, trained facilitators, family members, and clinicians-supported integration of skills into the clinical setting and longitudinal development of skillful communication. Seven fellows participated during the first year of the curriculum. CCM fellows engaged enthusiastically in the program, commented that the framework provided was helpful, and highly valued the opportunity to practice challenging communication scenarios, learn from observing their peers, and receive immediate feedback. More detailed accounts of fellows', patients', and family members' experiences will be obtained to guide curricular development. The curriculum will be expanded to involve other members of the multidisciplinary intensive care unit team, and faculty education initiatives will be offered to enhance the quality of the feedback provided. The impact of the curriculum on initial skill development, retention, and progression will be assessed.

Curriculum Alignment with a Mission of Social Change in Higher Education

Science.gov (United States)

Yob, Iris M.; Danver, Steven L.; Kristensen, Sheryl; Schulz, William; Simmons, Kathy; Brashen, Henry M.; Sidler Krysiak, Rebecca; Kiltz, Linda; Gatlin, Linda; Wesson, Suzanne; Penland, Diane R.

2016-01-01

Institutions of higher education frequently acknowledge their role in contributing to the common good through their mission statements. The current literature suggests that in order to be effective mission statements must be clearly articulated and reflected in all the activities of the institution including its curriculum. Faculty members at…

How To Make a Curriculum: The 1987 Guidelines for Curriculum Development in the Norwegian High School--A New Paradigma in Curriculum Development Practice?

Science.gov (United States)

Gundem, Bjorg B.

This paper relates to a research project on the history and current practice of curriculum administration in Norway. An elaboration is provided on the changing high school system and the growing impact of curriculum scholarship on curriculum development. The discussion revolves around three objectives: (1) to determine if the newly formulated set…

Mountain-Plains Curriculum.

Science.gov (United States)

Mountain-Plains Education and Economic Development Program, Inc., Glasgow AFB, MT.

The document lists the Mountain-Plains curriculum by job title (where applicable), including support courses. The curriculum areas covered are mathematics skills, communication skills, office education, lodging services, food services, marketing and distribution, welding support, automotive, small engines, career guidance, World of Work, health…

Teaching Theory of Mind: A Curriculum for Children with High Functioning Autism, Asperger's Syndrome, and Related Social Challenges

Science.gov (United States)

Ordetx, Kirstina

2012-01-01

This book provides teachers and other professionals with a highly effective, easy-to-follow curriculum for teaching children with high-functioning autism, Asperger syndrome and related social challenges to relate to and interact with others successfully by developing a solid, basic foundation in Theory of Mind (ToM). Dr. Kirstina Ordetx provides…

How to Develop and Implement a Career Education Support Unit Curriculum: A Practical Guide in 7 Easy Steps.

Science.gov (United States)

Turner, Martha D.

This booklet is intended to instruct local high school educators on how to write a career education support unit curriculum which provides students with activities that will enable them to acquire the basic understanding and skills essential to function effectively within their economic system. Written in a question/answer format, this guide…

O ensino da Expressão Musical e Dramática no 1.º CEB - O caso da Região Autónoma da Madeira. Uma visão curricular

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Filipa Barreto de Seabra

2012-01-01

Full Text Available Revisiting the common places of curriculum, proposed by Schwab (1973 (the student, the teacher, the contents, the curriculum development process and the context, we intend to outline a global analysis of curriculum of Musical and Dramatic Expression in the 1st Cycle of Basic Education in the Autonomous Region of Madeira, Portugal, particularly attaining to the curriculum of Musical Expression, although referring occasionally to the 2nd Cycle of Basic Education and to Arts Education as a whole. The data come from a case study which included documental analysis of a corpus of normative and reference documents and the preliminary analysis of data gathered from the various people involved in the project (coordinators, teachers, students and parents, by survey, interview, focus group, and observation.

International trends in curriculum research

DEFF Research Database (Denmark)

Rasmussen, Jens

of the western school systems (especially within natural science and mathematics), the PISA-study has also been followed by school and curriculum radical reforms. The inspiration for the European reforms was taken in the so called accountability policy that during the 1990s had been developed in the USA...... is at the same time a centralization and a decentralization strategy: centralization at the input and the output side and decentralization of processes. The basic idea is that those responsible for the processes (principals and teachers) are held responsible for the outcomes. In the USA outcomes are related...... of their first generation goals as well of their national test systems. A trend in international school reform policy seems to be a break with the New Public Management and accountability philosophy that has played a major role over the last two decades. It is probably too early to say that these strategies...

The teacher and the curriculum;

DEFF Research Database (Denmark)

Priestley, M.; Biesta, G.; Philippou, Stavroula

2015-01-01

A key debate in the curriculum field has centred on the extent to which teachers should or could achieve agency over the curriculum they enact. Risks to teacher agency have come from top-down control of curricula, either through input regulation (prescription of content, methods and/or teaching m...... with a discussion of why it is important to understand and take into account teacher agency, when formulating and developing curriculum policy.......A key debate in the curriculum field has centred on the extent to which teachers should or could achieve agency over the curriculum they enact. Risks to teacher agency have come from top-down control of curricula, either through input regulation (prescription of content, methods and/or teaching...

Development of the competency-based medical curriculum for the new Augsburg University Medical School

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Härtl, Anja

2017-05-01

Full Text Available Aim: With the resolution from April 28, 2014, the Bavarian state government in Germany decided to found a new medical school at Augsburg University, thereby requiring the development of a competency-based medical curriculum.Methods: Two interdisciplinary groups developed a spiral curriculum (following Harden employing the model of Thumser-Dauth & Öchsner. The curriculum focuses on specifically defined competencies: medical expertise, independent scientific reasoning, argumentation and scholarship, as well as communication skills.Results: The spiral curriculum was developed as a hybrid curriculum. Its modular structure incorporates the mandatory subjects required by the German regulations for medical licensure (Approbationsordnung into organ- and system-centered blocks which are integrated both horizontally and vertically. Basic preclinical sciences are covered in the blocks “Movement,” “Balance” and “Contact.” The clinical sciences are organized according to six pillars (conservative medicine, surgical medicine, men’s-women’s-children’s medicine, the senses, the nervous system and the mind, and general medicine which students revisit three times each over the course of the program. A longitudinal clinical course incorporates interdisciplinary education. A particular focus is on scientific education encompassing a longitudinal course in the sciences (including interdisciplinary classes with other university departments, block practicums, and two scientific projects.Conclusion: It is not only the degree of integration und intensity of the Augsburg University undergraduate medical degree program, but also its targeted advancement of academic, social and communication skills that have not yet been realized to such an extent elsewhere in Germany. On July 8, 2016, the German Council of Science and Humanities unanimously gave this concept a positive evaluation. Future research will examine and evaluate the Augsburg medical curriculum

Mathematics achievement of Serbian eighth grade students and characteristics of mathematics curriculum

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Antonijević Radovan M.

2006-01-01

Full Text Available This paper considers the main results and some educational implications of the TIMSS 2003 assessment conducted in Serbia, in the fields of mathematics achievement of Serbian eighth grade students and the mathematics curriculum context of their achievement. It was confirmed that Serbian eighth graders have made average scale score of 477 points, and with this achievement they are placed in the zone of intermediate international benchmarking level. The average mathematics achievement of the Serbian eighth graders is somewhat above the average international mathematics achievement. The best result was achieved in the content domain of "algebra", and the lower result in the content domains of "measurement" and "data". In the defined cognitive domains the Serbian students have achieved the best results in "solving routine problems" and "knowing facts and procedures", and the weaker result in "reasoning". Statistically significant difference was found in the mathematics achievement between girls and boys in the Serbian TIMSS 2003 sample, so the girls’ average scale score was 480 points and the same value for the boys was 473 points. The achieved results raise many questions about the contents of mathematics curriculum in Serbia, its quality and basic characteristics of its implementation. These results can be eligibly used to improve the mathematics curriculum and teaching in Serbian primary school.

Developing a Canadian Curriculum for Simulation-Based Education in Obstetrics and Gynaecology: A Delphi Study.

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Craig, Catherine; Posner, Glenn D

2017-09-01

As obstetrics and gynaecology (Ob/Gyn) residency training programs move towards a competence-based approach to training and assessment, the development of a national standardized simulation curriculum is essential. The primary goal of this study was to define the fundamental content for the Canadian Obstetrics and Gynecology Simulation curriculum. A modified Delphi technique was used to achieve consensus in three rounds by surveying residency program directors or their local simulation educator delegates in 16 accredited Canadian Ob/Gyn residency programs. A consensus rate of 80% was agreed upon. Survey results were collected over 11 months in 2016. Response rates for the Delphi were 50% for the first round, 81% for the second round, and 94% for the third round. The first survey resulted in 84 suggested topics. These were organized into four categories: obstetrics high acuity low frequency events, obstetrics common events, gynaecology high acuity low frequency events, and gynaecology common events. Using the modified Delphi method, consensus was reached on 6 scenarios. This study identified the content for a national simulation-based curriculum for Ob/Gyn residency training programs and is the first step in the development of this curriculum. Copyright © 2017 The Society of Obstetricians and Gynaecologists of Canada/La Société des obstétriciens et gynécologues du Canada. Published by Elsevier Inc. All rights reserved.

20 CFR 404.1007 - Common-law employee.

Science.gov (United States)

2010-04-01

... 20 Employees' Benefits 2 2010-04-01 2010-04-01 false Common-law employee. 404.1007 Section 404... Common-law employee. (a) General. The common-law rules on employer-employee status are the basic test for.... Even though you are considered self-employed under the common-law rules, you may still be an employee...

Whatever Happened to Curriculum Theory? Critical Realism and Curriculum Change

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Priestley, Mark

2011-01-01

In the face of what has been characterised by some as a "crisis" in curriculum--an apparent decline of some aspects of curriculum studies combined with the emergence of new types of national curricula which downgrade knowledge--some writers have been arguing for the use of realist theory to address these issues. This article offers a…

Curriculum Prototypes and the Seven Dwarfs.

Science.gov (United States)

Chapman, Shirley

Jonathan Culler's notion, that each change of perspective a reader makes brings something different from the text, is explored by using four curricula. They are: the traditional language arts curriculum, an active reading comprehension curriculum, a psychology curriculum, and a feminist curriculum. By analyzing the same text, "Snow White and…

Knowledge Boosting Curriculum for New Wind Industry Professionals Final Technical Report

Energy Technology Data Exchange (ETDEWEB)

Marsh, Ruth H; Rogers, Anthony L

2012-12-18

DNV Renewables (USA) Inc. (DNV KEMA) received a grant from the U.S. Department of Energy (DOE) to develop the curriculum for a series of short courses intended to address Topic Area 5 Workforce Development, one of the focus areas to achieve the goals outlined in 20% Wind by 2030: Increasing Wind Energy's Contribution to Electricity Supply. The aim of the curriculum development project was to provide material for instructors to use in a training program to help professionals transition into careers in wind energy. Under this grant DNV KEMA established a knowledge boosting program for the wind energy industry with the following objectives: 1. Develop technical training curricula and teaching materials for six key topic areas that can be implemented in a flexible format by a knowledgeable instructor. The topic areas form a foundation that can be leveraged for subsequent, more detailed learning modules (not developed in this program). 2. Develop an implementation guidance document to accompany the curricula outlining key learning objectives, implementation methods, and guidance for utilizing the curricula. This curriculum is intended to provide experienced trainers course material that can be used to provide course participants with a basic background in wind energy and wind project development. The curriculum addresses all aspects of developing a wind project, that when implemented can be put to use immediately, making the participant an asset to U.S. wind industry employers. The curriculum is comprised of six short modules, together equivalent in level of content to a one-semester college-level course. The student who completes all six modules should be able to understand on a basic level what is required to develop a wind project, speak with a reasonable level of confidence about such topics as wind resource assessment, energy assessment, turbine technology and project economics, and contribute to the analysis and review of project information. The content of

School Leadership and Curriculum: German Perspectives

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Huber, Stephan; Tulowitzki, Pierre; Hameyer, Uwe

2017-01-01

This article looks at the role of school leadership vis-à-vis the curriculum. First, it offers a brief overview of school leadership in Germany. Next, curriculum development and curriculum research in Germany is briefly recapped. We present empirical data on school leadership preferences, strain experience, and practices as to curriculum work.…

CURRICULUM POLICY MAKERS PERCEPTIONS OF CURRICULUM DEVELOPMENT PROCESS BASED ON SOLO TAXONOMY IN SECONDARY LEVEL SCHOOLS IN SRI LANKA

OpenAIRE

P. H. Kusumawathie; Norhisham Mohamad; Ferdous Azam

2017-01-01

Purpose: The purpose of this study is to explore the conceptual awareness of curriculum policy makers on curriculum development process based on SOLO Taxonomy curriculum approach in secondary level schools. Further, the study explored the relationship between the curriculum development inputs and the SOLO based curriculum development process. The curriculum development inputs are teacher effectiveness, school community, school environment and technology availability. Method: Data was collecte...

MDEP Common Position CP-VICWG-01. Common Position: Establishment of Common QA/QM Criteria for the Multinational Vendor Inspection CP-VICWG-01

International Nuclear Information System (INIS)

2015-01-01

This document provides a set of common positions for harmonizing inspection criteria called 'Common QA/QM Criteria' which will be used in Multinational Vendor Inspections. This document was prepared by the Vendor Inspection Co-operation Working Group (VICWG) of the Multinational Design Evaluation Program (MDEP). The 'Common QA/QM Criteria' provides the basic areas for consideration when performing Vendor Inspections. The criteria have been developed in conformity with International Codes and Standards such as IAEA, ISO, etc. that MDEP member countries have adopted

The same teacher, the same curriculum materials, different schools: What is the enacted curriculum?

Science.gov (United States)

Eisenmann, Tammy

This research examines how the same teacher implements the same curriculum material in two different schools. The aim of the study is to examine how the enacted algebra curriculum may change when the same teacher enacts the same written curriculum materials in different classes. This research comprises two case studies. Each case examines one teacher who taught the beginning of the mathematical topic "equivalent algebraic expressions", to two 7th grade classes from different schools. The same textbook was used in all four classes. The data collected includes: 1. Observations: 25930 lessons throughout the school year in each of the participating classes; Other mathematics classes in each of the schools; Other non9mathematics classes in the participating classes. A total of 130 lessons were observed. The observations included continuous observations of the teaching of "equivalent algebraic expressions" (15919 lessons) in each class. These observations are the main data source of this research; 2. Interviews with the teachers; 3. Informal conversations; and 4. Field notes. The data was analyzed both through quantitative and qualitative analysis. The research focuses on the following two aspects of the enacted curriculum: implementation of the recommendation that appeared in the curriculum materials and the types of algebraic activity that the students were exposed to during the teaching of the mathematical topic. Kieran's framework (Kieran, 1996, 2004), which distinguishes between three types of algebraic activities 9 generational, transformational and global/meta9level 9 was employed for the examination of the algebraic activities. Comparisons were made for two aspects of the research: between the enacted curriculum in each of the classes and the curriculum materials; and between each of the classes taught by same teacher. It was found that in case study 1, that examined teacher Sara and schools Carmel and Tavor -- most of the recommendations for instruction that

Basic radiation protection education and training for medical professionals; Georgian experience and future perspective

International Nuclear Information System (INIS)

Todua, F.; Nadareishvili, D.; Ormotsadze, G.; Sanikidze, T.

2016-01-01

The level of knowledge provided by the Tbilisi State Medical University (TSMU) standard curriculum modules in 'Medical physics' and 'Radiation risk estimates' was assessed as was the learning outcome of modern standards elective course in 'Radiation protection'. Two groups of medical students were examined: Group 1: 5 y students, participants in elective course 'Radiobiology and radiogenic health risk' and Group 2: 1-2 y students, participants in winter and summer schools. Students were tested before and after training courses with the same tests questionnaire. The results of the tests showed the necessity for improvement of the educational curriculum. The changes needed are the inclusion of a basic radiobiological course in the curricula of the faculty of medicine and expansion of the medical physics course through a more detailed presentation of medical imaging methods. (authors)

Determining and prioritizing competencies in the undergraduate internal medicine curriculum in Saudi Arabia.

Science.gov (United States)

Almoallim, H

2011-08-01

To determine knowledge and skills competencies in internal medicine for the undergraduate curriculum in Saudi Arabia, competencies were identified based on group work utilizing common textbooks. The Delphi Technique was used as a consensus method to determine and prioritize competencies in internal medicine. A group of 20 clinicians rated the identified competencies from 0-3 (0: no need to know, 1: interesting to know, 2: should know and 3: must know). After formulating the results, a second Delphi round was conducted with 5 experts in internal medicine. A total of 1513 knowledge competencies and 189 skills competencies were determined and prioritized. The competencies corresponded to the 12 systems in internal medicine. All competencies rated 2.2-3.0 were produced separately and considered core competencies for the undergraduate internal medicine curriculum. Determining and prioritizing competencies should influence the curriculum reform process.

Declarations of Independence: Home School Families' Perspectives on Education, the Common Good, and Diversity

Science.gov (United States)

Anthony, Kenneth V.

2013-01-01

This study examined the perspectives of home school families regarding the rights, interests, and responsibilities of family and state over education. These families viewed the common good differently than critics of home schooling. They believed the diversity of curriculum and worldview in their home schools positively impacts the common good by…

Kinematic analysis of basic rhythmic movements of hip-hop dance: motion characteristics common to expert dancers.

Science.gov (United States)

Sato, Nahoko; Nunome, Hiroyuki; Ikegami, Yasuo

2015-02-01

In hip-hop dance contests, a procedure for evaluating performances has not been clearly defined, and objective criteria for evaluation are necessary. It is assumed that most hip-hop dance techniques have common motion characteristics by which judges determine the dancer's skill level. This study aimed to extract motion characteristics that may be linked to higher evaluations by judges. Ten expert and 12 nonexpert dancers performed basic rhythmic movements at a rate of 100 beats per minute. Their movements were captured using a motion capture system, and eight judges evaluated the performances. Four kinematic parameters, including the amplitude of the body motions and the phase delay, which indicates the phase difference between two joint angles, were calculated. The two groups showed no significant differences in terms of the amplitudes of the body motions. In contrast, the phase delay between the head motion and the other body parts' motions of expert dancers who received higher scores from the judges, which was approximately a quarter cycle, produced a loop-shaped motion of the head. It is suggested that this slight phase delay was related to the judges' evaluations and that these findings may help in constructing an objective evaluation system.

Mid-level healthcare personnel training: an evaluation of the revised, nationally-standardized, pre-service curriculum for clinical officers in Mozambique.

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Caryl Feldacker

Full Text Available Mozambique suffers from a critical shortage of healthcare workers. Mid-level healthcare workers, (Tecnicos de Medicina Geral (TMG, in Mozambique require less money and time to train than physicians. From 2009-2010, the Mozambique Ministry of Health (MoH and the International Training and Education Center for Health (I-TECH, University of Washington, Seattle, revised the TMG curriculum. To evaluate the effect of the curriculum revision, we used mixed methods to determine: 1 if TMGs meet the MoH's basic standards of clinical competency; and 2 do scores on measurements of clinical knowledge, physical exam, and clinical case scenarios differ by curriculum?T-tests of differences in means examined differences in continuous score variables between curriculum groups. Univariate and multivariate linear regression models assess curriculum-related and demographic factors associated with assessment scores on each of the three evaluation methods at the p<0.05 level. Qualitative interviews and focus groups inform interpretation.We found no significant differences in sex, marital status and age between the 112 and 189 TMGs in initial and revised curriculum, respectively. Mean scores at graduation of initial curriculum TMGs were 56.7%, 63.5%, and 49.1% on the clinical cases, knowledge test, and physical exam, respectively. Scores did not differ significantly from TMGs in the revised curriculum. Results from linear regression models find that training institute was the most significant predictor of TMG scores on both the clinical cases and physical exam.TMGs trained in either curriculum may be inadequately prepared to provide quality care. Curriculum changes are a necessary, but insufficient, part of improving TMG knowledge and skills overall. A more comprehensive, multi-level approach to improving TMG training that includes post-graduation mentoring, strengthening the pre-service internship training, and greater resources for training institute faculty may

Educational Borrowing and Mathematics Curriculum: Realistic Mathematics Education in the Dutch and Indonesian Primary Curriculum

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Shintia Revina

2018-02-01

Full Text Available Since the late 1990s, Indonesian mathematics educators have considered Realistic Mathematics Education (RME, the Dutch approach to mathematics instruction, to be the basis for educational reform. In the National curriculum development, RME has, therefore, been reviewed as among the theoretical references to the curriculum goals and content. In the present study, an analysis of the consistency between RME and the curriculum descriptors and contents in Indonesia is presented. This is supplemented with some comparisons to that in the Netherlands. Findings in this study revealed that while most of RME principles are reflected in the Indonesian curriculum, the descriptions were often very general and less explicit compared to the Dutch curriculum. They were also limited by the content-based approach as well as by the centralized decision making process of the contents to be taught which have been pre-determined at the national level. This study suggests future research to see how the curriculum may influence teachers’ enactment of RME at classroom level.

Current Status and Issues in Basic Pharmaceutical Education.

Science.gov (United States)

Yasuhara, Tomohisa

2017-01-01

Basic research in pharmaceutical sciences has a long and successful history. Researchers in this field have long given prime importance to the knowledge they have gained through their pharmaceutical education. The transition of pharmacy education to a 6-year course term has not only extended its duration but also placed more emphasis on practical clinical education. The School Education Act (in article 87, second paragraph) determines that "the term of the course, whose main purpose is to cultivate practical ability in clinical pharmacy, shall be six years" (excerpt). The 6-year pharmacy education is an exception to the general 4-year university term determined by the School Education Act. Therefore, the purpose of the 6-year course in pharmacy is clearly proscribed. This is true of the basic course in pharmaceutical education as well; hence, the basic course must be oriented toward developing "practical ability in clinical" education, too. The 6-year pharmacy course, starting from practice (Do), has evolved with the development of a syllabus that includes a model core curriculum (Plan). Furthermore, improvement in the course can be seen by the promoted development of faculty (Act). Now, evidence-based education research will be introduced (Check). This is how the Plan-Do-Check-Act cycle in pharmaceutical education is expected to work. Currently, pedagogy research in pharmacy education has just begun, so it is difficult to evaluate at this time whether basic pharmaceutical education does in fact contribute to enhancing the "practical clinical ability" component of pharmaceutical education.

Fostering Student Sense Making in Elementary Science Learning Environments: Elementary Teachers' Use of Science Curriculum Materials to Promote Explanation Construction

Science.gov (United States)

Zangori, Laura; Forbes, Cory T.; Biggers, Mandy

2013-01-01

While research has shown that elementary (K-5) students are capable of engaging in the scientific practice of explanation construction, commonly-used elementary science curriculum materials may not always afford them opportunities to do so. As a result, elementary teachers must often adapt their science curriculum materials to better support…

A basic guide to investing.

Science.gov (United States)

Smith, Michael C

2006-03-01

Today's investors have many choices. From seemingly simple investments, such as stocks, bonds and cash, to more complicated option strategies, there is a dizzying array of investment vehicles that can leave even the most seasoned investor a bit confused. In discussions with our clients, one common thread is the desire to learn more about the various types of investments available. Following is a basic guide to the most common investments and the risks inherent in those choices.

Analyzing the curriculum of the faculty of medicine, University of Gezira using Harden’s 10 questions framework

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YASAR ALBUSHRA AHMED

2017-05-01

Full Text Available Introduction: Despite the importance of curriculum analysis for internal refinement of a programme, the approach for such a step in under-described in the literature. This article describes the analysis of the medical curriculum at the Faculty of Medicine, University of Gezira (FMUG. This analysis is crucial in the era of innovative medical education since introducing new curricula and curricular changes has become a common occurrence in medical education worldwide. Methods: The curriculum analysis was qualitatively approached using descriptive analysis and adopting Harden’s 10 Questions of curriculum development framework approach. Answering Harden’s questions reflects the fundamental curricular components and how the different aspects of a curriculum framework fit together. The key features highlighted in the curriculum-related material and literature have been presented. Results: The analysis of the curriculum of FMUG reveals a curriculum with interactive components. Clear structured objectives and goals reflect the faculty’s vision. The approach for needs assessment is based on a scientific ground, and the curriculum integrated contents have been set to meet national and international requirements. Adopting SPICES strategies helps FMUG and students achieve the objectives of the curriculum. Multiple motivated instructional methods are adopted, fostering coping with the programme objectives and outcomes. A wide range of assessment methods has been adopted to assess the learning outcomes of the curriculum correctly, reliably, and in alignment with the intended outcomes. The prevailing conducive educational environment of FMUG is favourable for its operation and profoundly influences the outcome of the programme. And there is a well-defined policy for curriculum management, monitoring and evaluation. Conclusion: Harden’s 10 questions are satisfactorily addressed by the multi-disciplinary and well-developed FMUG curriculum. The current

A Virtual Reality Curriculum for Pediatric Residents Decreases Rates of Influenza Vaccine Refusal.

Science.gov (United States)

Real, Francis J; DeBlasio, Dominick; Beck, Andrew F; Ollberding, Nicholas J; Davis, David; Cruse, Bradley; Samaan, Zeina; McLinden, Daniel; Klein, Melissa D

Influenza vaccine hesitancy is common in the primary care setting. Though physicians can affect caregivers' attitudes toward vaccination, physicians report uneasiness discussing vaccine hesitancy. Few studies have targeted physician-patient communication training as a means to decrease vaccination refusal. An immersive virtual reality (VR) curriculum was created to teach pediatric residents communication skills when discussing influenza vaccine hesitancy. This pilot curriculum consisted of 3 VR simulations during which residents counseled graphical character representatives (avatars) who expressed vaccine hesitancy. Participants were randomized to the intervention (n = 24) or control (n = 21) group. Only residents in the intervention group underwent the VR curriculum. Impact of the curriculum was assessed through difference in influenza vaccine refusal rates between the intervention and control groups in the 3 months after the VR curriculum. Participants included postgraduate level (PL) 2 and PL3 pediatric residents. All eligible residents (n = 45) participated; the survey response rate was 100%. In patients aged 6 to 59 months, residents in the intervention group had a decreased rate of influenza vaccination refusal in the postcurriculum period compared to the control group (27.8% vs 37.1%; P = .03). Immersive VR may be an effective modality to teach communication skills to medical trainees. Next steps include evaluation of the curriculum in a larger, multisite trial. Copyright © 2017 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

Seeing Is Believing: Evaluating a Point-of-Care Ultrasound Curriculum for 1st-Year Medical Students.

Science.gov (United States)

Nelson, Bret P; Hojsak, Joanne; Dei Rossi, Elizabeth; Karani, Reena; Narula, Jagat

2017-01-01

Point-of-care ultrasound has been a novel addition to undergraduate medical education at a few medical schools. The impact is not fully understood, and few rigorous assessments of educational outcomes exist. This study assessed the impact of a point-of-care ultrasound curriculum on image acquisition, interpretation, and student and faculty perceptions of the course. All 142 first-year medical students completed a curriculum on ultrasound physics and instrumentation, cardiac, thoracic, and abdominal imaging. A flipped classroom model of preclass tutorials and tests augmenting live, hands-on scanning sessions was incorporated into the physical examination course. Students and faculty completed surveys on impressions of the curriculum, and all students under-went competency assessments with standardized patients. The curriculum was a mandatory part of the physical examination course and was taught by experienced clinician-sonographers as well as faculty who do not routinely perform sonography in their clinical practice. Students and faculty agreed that the physical examination course was the right time to introduce ultrasound (87% and 80%). Students demonstrated proper use of the ultrasound machine functions (M score = 91.55), and cardiac, thoracic, and abdominal system assessments (M score = 80.35, 79.58, and 71.57, respectively). Students and faculty valued the curriculum, and students demonstrated basic competency in performance and interpretation of ultrasound. Further study is needed to determine how to best incorporate this emerging technology into a robust learning experience for medical students.

Self-Reported Emergency Medicine Residency Applicant Attitudes Towards a Procedural Cadaver Laboratory Curriculum

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Hoffman, Lance

2008-08-01

Full Text Available OBJECTIVE: Residency applicants consider a variety of factors when ranking emergency medicine (EM programs for their NRMP match list. A human cadaver emergency procedure lab curriculum is uncommon. We hypothesized that the presence this curriculum would positively impact the ranking of an EM residency program.METHODS: The EM residency at Nebraska Medical Center is an urban, university-based program with a PGY I-III format. Residency applicants during the interview for a position in the PGY I class of 2006 were surveyed by three weekly electronic mailings. The survey was distributed in March 2006 after the final NRMP match results were released. The survey explored learner preferences and methodological commonality of models of emergency procedural training, as well as the impact of a procedural cadaver lab curriculum on residency ranking. ANOVA of ranks was used to compare responses to ranking questions.RESULTS: Of the 73 potential subjects, 54 (74% completed the survey. Respondents ranked methods of procedural instruction from 1 (most preferred or most common technique to 4 (least preferred or least common technique. Response averages and 95% confidence intervals for the preferred means of learning a new procedure are as follows: textbook (3.69; 3.51-3.87, mannequin (2.83; 2.64-3.02, human cadaver (1.93; 1.72-2.14, and living patient (1.56; 1.33-1.79. Response averages for the commonality of means used to teach a new procedure are as follows: human cadaver (3.63; 3.46-3.80, mannequin (2.70; 2.50-2.90, living patient (2.09; 1.85-2.33, and textbook (1.57; 1.32-1.82. When asked if the University of Nebraska Medical Center residency ranked higher in the individual's match list because of its procedural cadaver lab, 14.8% strongly disagreed, 14.8% disagreed, 40.7% were neutral, 14.8% agreed, and 14.8% strongly agreed.CONCLUSION: We conclude that, although cadaveric procedural training is viewed by senior medical student learners as a desirable means

Integration and timing of basic and clinical sciences education.

Science.gov (United States)

Bandiera, Glen; Boucher, Andree; Neville, Alan; Kuper, Ayelet; Hodges, Brian

2013-05-01

Medical education has traditionally been compartmentalized into basic and clinical sciences, with the latter being viewed as the skillful application of the former. Over time, the relevance of basic sciences has become defined by their role in supporting clinical problem solving rather than being, of themselves, a defining knowledge base of physicians. As part of the national Future of Medical Education in Canada (FMEC MD) project, a comprehensive empirical environmental scan identified the timing and integration of basic sciences as a key pressing issue for medical education. Using the literature review, key informant interviews, stakeholder meetings, and subsequent consultation forums from the FMEC project, this paper details the empirical basis for focusing on the role of basic science, the evidentiary foundations for current practices, and the implications for medical education. Despite a dearth of definitive relevant studies, opinions about how best to integrate the sciences remain strong. Resource allocation, political power, educational philosophy, and the shift from a knowledge-based to a problem-solving profession all influence the debate. There was little disagreement that both sciences are important, that many traditional models emphasized deep understanding of limited basic science disciplines at the expense of other relevant content such as social sciences, or that teaching the sciences contemporaneously rather than sequentially has theoretical and practical merit. Innovations in integrated curriculum design have occurred internationally. Less clear are the appropriate balance of the sciences, the best integration model, and solutions to the political and practical challenges of integrated curricula. New curricula tend to emphasize integration, development of more diverse physician competencies, and preparation of physicians to adapt to evolving technology and patients' expectations. Refocusing the basic/clinical dichotomy to a foundational

Global curriculum in surgical oncology.

Science.gov (United States)

Are, C; Berman, R S; Wyld, L; Cummings, C; Lecoq, C; Audisio, R A

2016-06-01

The significant global variations in surgical oncology training paradigms can have a detrimental effect on tackling the rising global cancer burden. While some variations in training are essential to account for the differences in types of cancer and biology, the fundamental principles of providing care to a cancer patient remain the same. The development of a global curriculum in surgical oncology with incorporated essential standards could be very useful in building an adequately trained surgical oncology workforce, which in turn could help in tackling the rising global cancer burden. The leaders of the Society of Surgical Oncology and European Society of Surgical Oncology convened a global curriculum committee to develop a global curriculum in surgical oncology. A global curriculum in surgical oncology was developed to incorporate the required domains considered to be essential in training a surgical oncologist. The curriculum was constructed in a modular fashion to permit flexibility to suit the needs of the different regions of the world. Similarly, recognizing the various sociocultural, financial and cultural influences across the world, the proposed curriculum is aspirational and not mandatory in intent. A global curriculum was developed which may be considered as a foundational scaffolding for training surgical oncologists worldwide. It is envisioned that this initial global curriculum will provide a flexible and modular scaffolding that can be tailored by individual countries or regions to train surgical oncologists in a way that is appropriate for practice in their local environment. Copyright © 2016 Society of Surgical Oncology, European Society of Surgical Oncology. Published by Elsevier Ltd.. All rights reserved.

Guide to the Intergration of Selected Concepts of Economics into the History Curriculum of Fort Worth Country Day School.

Science.gov (United States)

Dixon, Ford

This guide will help teachers of grades 6-12 integrate economics concepts into history courses. The developers believe that the language and theories of economics are more understandable, germane, and pertinent in the context of a history curriculum. The seven basic economic concepts taught are: the law of demand, the law of supply, private…

Curriculum Implementation and Reform: Teachers' Views about Kuwait's New Science Curriculum

Science.gov (United States)

Alshammari, Ahmad

2013-01-01

The MoE (Ministry of Education) in the state of Kuwait is starting to reform the science curriculum in all school academic stages: primary (1-5) grades, intermediate (6-9) grades, and secondary (10-12) grades. The purpose of this study was to explore the opinions of science teachers about Kuwait's new sixth and seventh grade science curriculum,…

Need for contents on halal medicines in pharmacy and medicine curriculum

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Tahir Mehmood Khan

2015-01-01

Full Text Available According to an estimate by 2020 Muslim population, will be almost a quarter of the world population. Pharmaceuticals business sector estimates "Halal Pharmaceuticals" to be multimillion dollars industry. Keeping in view the religious preference of Muslim consumers, many developing and developed countries have taken initiative to establish "halal certification centers" and "halal certification guidelines." However, till to date it is hard to find any contents in medicine or pharmacy curriculums that aims to develop understanding among pharmacy and medical graduates about the halal and non-halal (haram animal sources, processing and manufacturing techniques and halal excipients. The current article will aim, to summarize, the concept of halal and non-halal sources of medicines or drugs in the light of recommendation from "Quran and Hadith." By adding basic contents in pharmacy and medicine curriculum, future graduates will be in a position to distinguish between the non-halal and halal sources of medicine and alternates. Thus, empowering medical and pharmacy graduates will assist them understanding the needs of Muslim patients′ needs in the line with the Islamic regulations outlined in Quran.

Towards a theory of physics curriculum - teaching physics as a culture

International Nuclear Information System (INIS)

Galili, I.

2005-01-01

Full Text:The crisis in physics education necessitates searching for new meanings of physics knowledge and a new approach to physics curriculum. In our recent study such a new approach was suggested. It renders physics as the dialogue among discipline cultures, rather than as a cluster of disciplines to be an appropriate subject of physics curriculum. This is instead of a regular linear curriculum in which each part ignores, as much it can, its previous and especially future parts. A discipline-culture identifies the elements of knowledge as belonging to either central principles and paradigms nucleus, normal disciplinary knowledge or periphery rival to the nucleus knowledge of the subject. Although physics cannot be represented as a simple wholeness of a single tripartite (triadic) structure (deconstruction of physics), it provides a new vision of physics curriculum representing physics as a culture (the meaning of culture is defined with regard to scientific knowledge). Fundamental physics disciplines are bound together by common epistemology and maintain a conceptual discourse instead of mutual ignoring. Teaching physics as a culture provides a polyphonic space reflecting the actual structure of the modern physics. The new vision of physics curriculum naturally incorporates the studies of students misconceptions in learning physics and elements from the history of science; it suggests new models of individual conceptual change and scientific revolutions. This approach provides a new perception of students typology, instead of the oversimplified (Snows) good and bad in exact sciences. We exemplified this new approach by a new textbook for teaching Optics (and initially proved its effectiveness in terms of physics teaching research

Plastic Surgery Inclusion in the Undergraduate Medical Curriculum: Perception, Challenges, and Career Choice—A Comparative Study

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M. Farid

2017-01-01

Full Text Available Objective. The undergraduate medical curriculum has been overcrowded with core learning outcomes with no formal exposure to plastic surgery. The aim of this study was to compare medical students from two educational settings for the basic understanding, preferred learning method, and factors influencing a career choice in plastic surgery. Design and Setting. A prospective cohort study based on a web-based anonymous questionnaire sent to final year medical students at Birmingham University (United Kingdom, McGill University (Canada, and a control group (non-medical staff. The questions were about plastic surgery: (1 source of information and basic understanding; (2 undergraduate curriculum inclusion and preferred learning methods; (3 factors influencing a career choice. A similar questionnaire was sent to non-medical staff (control group. The data was analysed based on categorical outcomes (Chi-square χ2 and level of significance p≤0.05. Results. Questionnaire was analysed for 243 students (Birmingham, n=171/332, 52% (McGill n=72/132, 54%. Birmingham students (14% considered the word “plastic” synonymous with “cosmetic” more than McGill students (4%, p<0.025. Teaching was the main source of knowledge for McGill students (39%, p<0.001 while Birmingham students and control group chose the media (70%, p<0.001. McGill students (67% more than Birmingham (49%, p<0.010 considered curriculum inclusion. The preferred learning method was lectures for McGill students (61%, p<0.01 but an optional module for Birmingham (61%. A similar proportion (18% from both student groups considered a career in plastic surgery. Conclusions. Medical students recognised the need for plastic surgery inclusion in the undergraduate curriculum. There was a difference for plastic surgery source of information, operations, and preferred method of learning for students. The study highlighted the urgent need to reform plastic surgery undergraduate teaching in

Otwarty model licencjonowania Creative Commons

OpenAIRE

Tarkowski, Alek

2007-01-01

The paper presents a family of Creative Commons licenses (which form nowadays one of the basic legal tools used in the Open Access movement), as well as a genesis of the licenses – inspired by Open Software Licenses and the concept of commons. Then legal tools such as individual Creative Commons licenses are discussed as well as how to use them, with a special emphasis on practical applications in science and education. The author discusses also his research results on scientific publishers a...

Programa único o diferenciado: especificidad curricular de la escuela rural uruguaya - Common or differentiated school programs: uruguayan rural school curriculum specificity

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Limber Elbio Santos, Uruguay

2014-05-01

Full Text Available O artigo se refere ao fenômeno da especificidade curricular que as escolas rurais uruguaias têm tido durante mais de um século e à ruptura histórica registrada em 2009 quando se começou a aplicar uma estrutura curricular comum a escolas urbanas e rurais. Analisam-se as circunstâncias históricas da pedagogia rural e, em particular, uma de suas materialidades simbolicamente mais potentes constituída pelo Programa para Escolas Rurais de 1949. Assim mesmo, refere-se ao peso que essa pedagogia continua tendo atualmente e da maneira como influi na gestão curricular do programa único. As especificidades social e didática da escola rural têm efeitos evidentes sobre o programa curricular no seu sentido mais amplo, com alcances muito mais extensos que os relativos ao currículo prescrito. No entanto, o desafio da escola rural atual de abordar a nova estrutura curricular de caráter único não é tão diferente do que se registrou historicamente: dialogar com o meio de igual para igual e maximizar o potencial de aprendizagem proporcionado pela instituição educacional, pela comunidade e estrutura multidisciplinar do grupo.Palavras-chave: escola rural, currículo, programa, pedagogia rural. COMMON OR DIFFERENTIATED SCHOOL PROGRAMS: URUGUAYAN RURAL SCHOOL CURRICULUM SPECIFICITY AbstractThe paper refers to the phenomenon of the Curriculum specificity to which the Rural Schools had for more than a century inUruguayand to the historic rupture registered in 2009 when a common Curriculum for Rural and Urban schools was introduced. The paper analyses the historic circumstances of the Rural Pedagogy and, in particular, one of its most potent symbolic materiality constituted of the 1949 program for Rural Education. The analysis show that the challenge to current Rural Education is not that different to that registered historically: to dialogue with the environment and take maximum advantage of the potential to learn which is provided by the

Hidden Curriculum: An Analytical Definition

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Mohammad Reza Andarvazh

2018-03-01

Full Text Available Background: The concept of hidden curriculum was first used by Philip Jackson in 1968, and Hafferty brought this concept to the medical education. Many of the subjects that medical students learn are attributed to this curriculum. So far several definitions have been presented for the hidden curriculum, which on the one hand made this concept richer, and on the other hand, led to confusion and ambiguity.This paper tries to provide a clear and comprehensive definition of it.Methods: In this study, concept analysis of McKenna method was used. Using keywords and searching in the databases, 561 English and 26 Persian references related to the concept was found, then by limitingthe research scope, 125 abstracts and by finding more relevant references, 55 articles were fully studied.Results: After analyzing the definitions by McKenna method, the hidden curriculum is defined as follows: The hidden curriculum is a hidden, powerful, intrinsic in organizational structure and culture and sometimes contradictory message, conveyed implicitly and tacitly in the learning environment by structural and human factors and its contents includes cultural habits and customs, norms, values, belief systems, attitudes, skills, desires and behavioral and social expectations can have a positive or negative effect, unplanned, neither planners nor teachers, nor learners are aware of it. The ultimate consequence of the hidden curriculum includes reproducing the existing class structure, socialization, and familiarizing learners for transmission and joining the professional world.Conclusion: Based on the concept analysis, we arrived at an analytical definition of the hidden curriculum that could be useful for further studies in this area.Keywords: CONCEPT ANALYSIS, HIDDEN CURRICULUM, MCKENNA’S METHOD

The Latent Curriculum: Breaking Conceptual Barriers to Information Architecture

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Catherine Boden

2012-05-01

Full Text Available In online instruction there is a physical and temporal distance between students and instructors that is not present in face-to-face instruction, which has implications for developing online curricula. This paper examines information literacy components of Introduction to Systematic Reviews, an online graduate-level course offered at the University of Saskatchewan. Course evaluation suggested that, although the screencast tutorials were well accepted by the students as a method of learning, there was need to enhance their content. Through grading of assignments, consultations with the students, and evaluation of the final search strategies, the authors identified common aspects of search strategy development with which the students struggled throughout the course. There was a need to unpack the curriculum to more clearly identify specific areas that needed to be expanded or improved. Bloom’s Revised Taxonomy was utilized as the construct to identify information literacy learning objectives at a relatively granular level. Comparison of learning objectives and the content of the screencast tutorials revealed disparities between desired outcomes and the curriculum (particularly for high-level thinking – the latent curriculum. Analyzing curricula using a tool like Bloom’s Revised Taxonomy will help information literacy librarians recognize hidden or latent learning objectives.

47 CFR 69.119 - Basic service element expedited approval process.

Science.gov (United States)

2010-10-01

... 47 Telecommunication 3 2010-10-01 2010-10-01 false Basic service element expedited approval process. 69.119 Section 69.119 Telecommunication FEDERAL COMMUNICATIONS COMMISSION (CONTINUED) COMMON CARRIER SERVICES (CONTINUED) ACCESS CHARGES Computation of Charges § 69.119 Basic service element...

Learning of social studies in elementary school as a medium to strengthen multicultural education in the curriculum era 2013

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Nora Yulfia

2018-01-01

Full Text Available The writing of this article aims to describe the learning of social studies in elementary schools as a medium to strengthen multicultural education in the era of the curriculum 2013. Writing methods used are qualitative descriptions and literature studies. Social studiesis one of the subjects found in the basic education curriculum.Social studies essentially examines human relationships with the environment. The environment in question here is one of the ethnic, religious, racial, ethnic and linguistic diversity in Indonesian. Become, the context of social studies learning is multicultural education.Multicultural education is a process of developing human potential that values heterogeneity as a consequence of diversity based on the principle of equality, mutual respect, and mutual acceptance and understanding of the moral commitment to bring about social justice. But in fact, social studies learning has not been applied as a medium of multicultural education.Therefore, through the implementation of curriculum 2013 Social studies subjects as a medium to strengthen multicultural education.This is because the implementation of the 2013 curriculum is oriented towards the formation and development of learners' character in diversity.

The Johns Hopkins model of psychological first aid (RAPID-PFA): curriculum development and content validation.

Science.gov (United States)

Everly, George S; Barnett, Daniel J; Links, Jonathan M

2012-01-01

There appears to be virtual universal endorsement of the need for and value of acute "psychological first aid" (PFA) in the wake of trauma and disasters. In this paper, we describe the development of the curriculum for The Johns Hopkins RAPID-PFA model of psychological first aid. We employed an adaptation of the basic framework for the development of a clinical science as recommended by Millon which entailed: historical review, theoretical development, and content validation. The process of content validation of the RAPID-PFA curriculum entailed the assessment of attitudes (confidence in the application of PFA interventions, preparedness in the application of PFA); knowledge related to the application of immediate mental health interventions; and behavior (the ability to recognize clinical markers in the field as assessed via a videotape recognition exercise). Results of the content validation phase suggest the six-hour RAPID-PFA curriculum, initially based upon structural modeling analysis, can improve confidence in the application of PFA interventions, preparedness in the application of PFA, knowledge related to the application of immediate mental health interventions, and the ability to recognize clinical markers in the field as assessed via a videotape recognition exercise.

Policy and Curriculum Development in Greece. the Case of Secondary School Curriculum

Science.gov (United States)

Ifanti, Amalia A.

2007-01-01

This paper examines the politics and values of the secondary school curriculum in Greece and attempts to find out the influences of cultural tradition and centralized control on curriculum development. In particular, it studies the decision-making process and the politics of educational control, employing some theoretical elements from centralist…

Pasos Adelante (Steps Forward): A Resiliency Enhancement Curriculum for Preschoolers and Their Parents. Volume 1: Preschool Curriculum. Volume 2: Parent Curriculum.

Science.gov (United States)

Peck, Lucy; And Others

This guide presents a curriculum designed to promote resiliency in Hispanic preschool children whose parents are undergoing treatment for substance abuse, and includes a 12-week parent and child component. The curriculum focuses on increasing cultural awareness, motor skills, language skills, early childhood coping strategies, and social…

Proof of concept of a workflow methodology for the creation of basic canine head anatomy veterinary education tool using augmented reality.

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Roxie Christ

Full Text Available Neuroanatomy can be challenging to both teach and learn within the undergraduate veterinary medicine and surgery curriculum. Traditional techniques have been used for many years, but there has now been a progression to move towards alternative digital models and interactive 3D models to engage the learner. However, digital innovations in the curriculum have typically involved the medical curriculum rather than the veterinary curriculum. Therefore, we aimed to create a simple workflow methodology to highlight the simplicity there is in creating a mobile augmented reality application of basic canine head anatomy. Using canine CT and MRI scans and widely available software programs, we demonstrate how to create an interactive model of head anatomy. This was applied to augmented reality for a popular Android mobile device to demonstrate the user-friendly interface. Here we present the processes, challenges and resolutions for the creation of a highly accurate, data based anatomical model that could potentially be used in the veterinary curriculum. This proof of concept study provides an excellent framework for the creation of augmented reality training products for veterinary education. The lack of similar resources within this field provides the ideal platform to extend this into other areas of veterinary education and beyond.

Proof of concept of a workflow methodology for the creation of basic canine head anatomy veterinary education tool using augmented reality.

Science.gov (United States)

Christ, Roxie; Guevar, Julien; Poyade, Matthieu; Rea, Paul M

2018-01-01

Neuroanatomy can be challenging to both teach and learn within the undergraduate veterinary medicine and surgery curriculum. Traditional techniques have been used for many years, but there has now been a progression to move towards alternative digital models and interactive 3D models to engage the learner. However, digital innovations in the curriculum have typically involved the medical curriculum rather than the veterinary curriculum. Therefore, we aimed to create a simple workflow methodology to highlight the simplicity there is in creating a mobile augmented reality application of basic canine head anatomy. Using canine CT and MRI scans and widely available software programs, we demonstrate how to create an interactive model of head anatomy. This was applied to augmented reality for a popular Android mobile device to demonstrate the user-friendly interface. Here we present the processes, challenges and resolutions for the creation of a highly accurate, data based anatomical model that could potentially be used in the veterinary curriculum. This proof of concept study provides an excellent framework for the creation of augmented reality training products for veterinary education. The lack of similar resources within this field provides the ideal platform to extend this into other areas of veterinary education and beyond.

An analysis of teacher’s preparation in implementing 2013 revision edition curriculum on mathematics specialization learning

Science.gov (United States)

Susilo, T.; Suryawan, A.

2018-05-01

This study aimed to determine the pedagogical competence of teachers, the readiness of planning and implementation of learning related to the implementation 2013 revised edition curriculum on mathematics specialization learning for senior high schools Wonogiri. Informants in this study there are 6 high school mathematics teachers X and XI class who teach in the school district Wonogiri. Data were collected using questionnaire method, interview, observation and documentation. Qualitative data analysis is done interactively through 4 paths: data collection, data reduction, data display, drawing conclusion. The results showed that high school mathematics teacher class X and XI in school district of Wonogiri City. The results show that most high school mathematics teachers in grade X and XI are ready to implement the 2013 revised edition curriculum and a few have not been able to implement due to internal or external factors. High school math teachers at Wonogiri district who are ready to face the 2013 revised edition curriculum have applied 10 teacher pedagogic competency indicators according to Regulation of the national education ministry Number 16 Year 2007 in learning. The readiness and implementation of mathematics learning is in line with the demands of the 2013 revised edition curriculum. Based on the teachers who are not ready, data on issues that arise in the implementation of the 2013 revised edition curriculum. Especially the problems in learning, namely mismatch of Core Competence (KI) and Basic Competence (KD) in teacher manual, material disregard in student handbook and lack of examples of problems that exist in teacher manual.

Formative Evaluation of EFNEP Curriculum: Ensuring the Eating Smart • Being Active Curriculum Is Theory Based

Science.gov (United States)

Natker, Elana; Baker, Susan S.; Auld, Garry; McGirr, Kathryn; Sutherland, Barbara; Cason, Katherine L.

2015-01-01

The project reported here served to assess a curriculum for EFNEP to ensure theory compliance and content validity. Adherence to Adult Learning Theory and Social Cognitive Theory tenets was determined. A curriculum assessment tool was developed and used by five reviewers to assess initial and revised versions of the curriculum. T-tests for…

Evaluation of an Eating Disorder Curriculum.

Science.gov (United States)

Moriarty, Dick; And Others

1990-01-01

A qualitative and quantitative evaluation of "A Preventive Curriculum for Anorexia Nervosa and Bulimia" is reported. The evaluation, which included teachers, researchers, health professionals, and students, included development of the curriculum as well as pilot testing activities. The curriculum development and evaluation consisted of…

14 CFR 121.911 - Indoctrination curriculum.

Science.gov (United States)

2010-01-01

... 14 Aeronautics and Space 3 2010-01-01 2010-01-01 false Indoctrination curriculum. 121.911 Section... Indoctrination curriculum. Each indoctrination curriculum must include the following: (a) For newly hired persons being trained under an AQP: The certificate holder's policies and operating practices and general...

Electromechanical Engineering Technology Curriculum.

Science.gov (United States)

Georgia State Univ., Atlanta. Dept. of Vocational and Career Development.

This guide offers information and procedures necessary to train electromechanical engineering technicians. Discussed first are the rationale and objectives of the curriculum. The occupational field of electromechanical engineering technology is described. Next, a curriculum model is set forth that contains information on the standard…

Equasions for Curriculum Improvement.

Science.gov (United States)

Eckenrod, James S.

1986-01-01

Describes the Technology in Curriculum (TIC) program resource guides which will be distributed to California schools in the fall of 1986. These guides match available instructional television programs and computer software to existing California curriculum guides in order to facilitate teachers' classroom use. (JDH)

Innovative curriculum: Integrating the bio-behavioral and social science principles across the LifeStages in basic science years.

Science.gov (United States)

Lele Mookerjee, Anuradha; Fischer, Bradford D; Cavanaugh, Susan; Rajput, Vijay

2018-05-20

Behavioral and social science integration in clinical practice improves health outcomes across the life stages. The medical school curriculum requires an integration of the behavioral and social science principles in early medical education. We developed and delivered a four-week course entitled "LifeStages" to the first year medical students. The learning objectives of the bio-behavioral and social science principles along with the cultural, economic, political, and ethical parameters were integrated across the lifespan in the curriculum matrix. We focused on the following major domains: Growth and Brain Development; Sexuality, Hormones and Gender; Sleep; Cognitive and Emotional Development; Mobility, Exercise, Injury and Safety; Nutrition, Diet and Lifestyle; Stress and coping skills, Domestic Violence; Substance Use Disorders; Pain, Illness and Suffering; End of Life, Ethics and Death along with Intergenerational issues and Family Dynamics. Collaboration from the clinical and biomedical science departments led to the dynamic delivery of the course learning objectives and content. The faculty developed and led a scholarly discussion, using the case of a multi-racial, multi-generational family during Active Learning Group (ALG) sessions. The assessment in the LifeStages course involved multiple assessment tools: including the holistic assessment by the faculty facilitator inside ALGs, a Team-Based Learning (TBL) exercise, multiple choice questions and Team Work Assessment during which the students had to create a clinical case on a LifeStages domain along with the facilitators guide and learning objectives.

Resident Education Curriculum in Pediatric and Adolescent Gynecology: The Short Curriculum 2.0.

Science.gov (United States)

Talib, Hina J; Karjane, Nicole; Teelin, Karen; Abraham, Margaret; Holt, Stephanie; Chelvakumar, Gayaythri; Dumont, Tania; Huguelet, Patricia S; Conner, Lindsay; Wheeler, Carol; Fleming, Nathalie

2018-04-01

The degree of exposure to pediatric and adolescent gynecology (PAG) varies across residency programs in obstetrics and gynecology and pediatrics. Nevertheless, these programs are responsible for training residents and providing opportunities within their programs to fulfill PAG learning objectives. To that end, the North American Society for Pediatric and Adolescent Gynecology has taken a leadership role in PAG resident education by creating and systematically updating the Short Curriculum. This curriculum outlines specific learning objectives that are central to PAG education and lists essential resources for learners' reference. This updated curriculum replaces the previous 2014 publication with added content, resources, and updated references. Additionally, attention to the needs of learners in pediatrics and adolescent medicine is given greater emphasis in this revised North American Society for Pediatric and Adolescent Gynecology Short Curriculum 2.0. Copyright © 2017 North American Society for Pediatric and Adolescent Gynecology. Published by Elsevier Inc. All rights reserved.

Embryology and histology education in North American dental schools: the Basic Science Survey Series.

Science.gov (United States)

Burk, Dorothy T; Lee, Lisa M J; Lambert, H Wayne

2013-06-01

As part of the Basic Science Survey Series (BSSS) for Dentistry, members of the American Dental Education Association (ADEA) Anatomical Sciences Section surveyed faculty members teaching embryology and histology courses at North American dental schools. The survey was designed to assess, among other things, curriculum content, utilization of laboratories, use of computer-assisted instruction (CAI), and recent curricular changes. Responses were received from fifty-nine (88.1 percent) of the sixty-seven U.S. and Canadian dental schools. Findings suggest the following: 1) a trend toward combining courses is evident, though the integration was predominantly discipline-based; 2) embryology is rarely taught as a stand-alone course, as content is often covered in gross anatomy, oral histology, and/or in an integrated curriculum; 3) the number of contact hours in histology is decreasing; 4) a trend toward reduction in formal laboratory sessions, particularly in embryology, is ongoing; and 5) use of CAI tools, including virtual microscopy, in both embryology and histology has increased. Additionally, embryology and histology content topic emphasis is identified within this study. Data, derived from this study, may be useful to new instructors, curriculum and test construction committees, and colleagues in the anatomical sciences, especially when determining a foundational knowledge base.

Common Core State Standards for Students with Gifts and Talents

Science.gov (United States)

VanTassel-Baska, Joyce

2015-01-01

As many states have adopted the Common Core State Standards (CCSS), teachers can look to these standards as a framework for supporting students with gifts and talents. Differentiation of curriculum and instruction to address the CCSS will be necessary to meet the unique learning needs of learners with high ability and those with gifts and talents.…

Coordinating the undergraduate medical (MBBS basic sciences programme in a Nepalese medical school

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Shankar PR

2011-06-01

Full Text Available KIST Medical College follows the curriculum of the Institute ofMedicine, Tribhuvan University. The programme aims toproduce socially responsible and competent physicians whoare willing and able to meet the existing and emergingchallenges of the national and international healthcaresystem. The first cohort of undergraduate medical students(MBBS students was admitted in November 2008 and threecohorts including the one admitted in 2008 have beenadmitted at the time of writing. The basic science subjects aretaught in an integrated, organ-system-based manner withcommunity medicine during the first two years. I wasappointed as the MBBS Phase I programme coordinator inSeptember 2008 and in this article I share my experiences ofrunning the basic sciences programme and also offersuggestions for running an efficient academic programme. Themanuscript will be of special interest to readers runningundergraduate medical programmes. The reader canunderstand our experiences in running the programme inadverse circumstances, learning to achieve greater integrationamong basic science, community medicine and clinicaldepartments, obtain information about a communitydiagnosis programme and know about running specialmodules on the medical humanities and pharmaceuticalpromotion.

Development of a Curriculum to Teach the "Soft Skills" Necessary for the Future Deaf and Hard-of-Hearing Laboratory Technician Workforce

Science.gov (United States)

Ross, Annemarie D.; Pagano, Todd

2009-01-01

There is often a particular void in the education of deaf and hard-of-hearing students who intend to become competent working laboratory technicians. Inasmuch as certain basic professional skills ("soft skills," in this case) are not generally taught in traditional science courses, a new curriculum has been developed in order to enforce…

Endotracheal tube placement by EMT-Basics in a rural EMS system.

Science.gov (United States)

Pratt, Jeffrey C; Hirshberg, Alan J

2005-01-01

To evaluate the effectiveness of an intubation-training module and special-waiver project in which Emergency Medical Technician (EMT)-Basics were trained to perform endotracheal intubations in a rural community. This was a prospective observational study over a four-year period (July 1998 through May 2002) of all intubation attempts by EMT-Basics in the field. The authors observed intubation data, training methods, and quality-assurance methods of a special-waiver project agreed to by the State Department of Public Health to train and allow EMT-Basics to intubate patients. Data were from documentation unique to the project. Project documentation evaluated the placement and complication(s) of endotracheal tube (ETT) placement after arrival to the emergency department. An intubation attempt was defined as direct laryngoscopy. A successful attempt was defined as an appropriately sized ETT placed and secured in the trachea below the vocal cords and above the carina. Confirmation of placement in the field included accepted clinical methods and the use of qualitative colorimetric end-tidal carbon dioxide detectors. The EMT-Basics were trained using a paramedic curriculum, including operating room intubations on live adult patients. All patients were in either cardiopulmonary or respiratory arrest. Thirty-two intubations were performed by EMT-Basics. Thirty attempts were successful and two were unsuccessful (94%; 95% confidence interval [CI] 80-98%). Unsuccessful ETT placements were managed with accepted basic life support airway standards. There were no unrecognized esophageal ETT placements (0%; 95% CI 0-11%). This study demonstrated that with an intensive training program using selected highly motivated providers and close monitoring, a program of EMT-Basic ETT placement in a rural setting can achieve acceptable success rates in patients in cardiac or respiratory arrest.

[The development of a caring curriculum in nursing].

Science.gov (United States)

Kuo, Chien-Lin; Lee-Hsieh, Jane; Wang, Pi-Ling

2007-08-01

Caring is the essence of nursing and the core of nursing education. This paper describes the experience of developing a caring curriculum in a five-year junior college nursing program which included three core courses in caring, in the hope of stimulating further dialogue with fellow educators and cultivating students' caring competencies. The first course was Introduction to Caring, which gave students an understanding of basic concepts of caring, along with the opportunity to practice and experience caring by caring for oneself, one's family and one's peers. The second course was Application of Caring Concepts, which enabled students to learn about caring models, especially the dynamic caring model, and expanded their knowledge of caring behaviors from interpersonal caring to caring for society. The third course was Professional Caring, which explained professional caring and related caring theories, and introduced the caring model used in nursing in Taiwan, showing students how to practice caring in clinical situations. The participating teachers used the action research method to plan, design, implement, and evaluate the caring curriculum. These teachers set the teaching objectives and developed course materials by working together in workshops and participating in teachers' caring groups. They adopted various teaching strategies, such as role modeling, dialogue, caring groups, confirmation, literature, film, caring action projects, reflection, and journaling, which have been proven to be effective at raising students' learning motivation and caring performance.

The perception of the hidden curriculum on medical education: an exploratory study

Directory of Open Access Journals (Sweden)

Murakami Manabu

2009-12-01

Full Text Available Abstract Background Major curriculum reform of undergraduate medical education occurred during the past decades in the United Kingdom (UK; however, the effects of the hidden curriculum, which influence the choice of primary care as a career, have not been sufficiently recognized. While Japan, where traditionally few institutions systematically foster primary care physicians and very few have truly embraced family medicine as their guiding discipline, has also experienced meaningful curriculum reform, the effect of the hidden curriculum is not well known. The aim of this study is to identify themes pertaining to the students' perceptions of the hidden curriculum affecting undergraduate medical education in bedside learning in Japan. Methods Semi-structured interviews with thematic content analysis were implemented. Undergraduate year-5 students from a Japanese medical school at a Japanese teaching hospital were recruited. Interview were planned to last between 30 to 60 minutes each, over an 8-month period in 2007. The interviewees' perceptions concerning the quality of teaching in their bedside learning and related experiences were collected and analysed thematically. Results Twenty five medical students (18 males and 7 females, mean age 25 years old consented to participate in the interviews, and seven main themes emerged: "the perception of education as having a low priority," "the prevalence of positive/negative role models," "the persistence of hierarchy and exclusivity," "the existence of gender issues," "an overburdened medical knowledge," "human relationships with colleagues and medical team members," and "first experience from the practical wards and their patients." Conclusions Both similarities and differences were found when comparing the results to those of previous studies in the UK. Some effects of the hidden curriculum in medical education likely exist in common between the UK and Japan, despite the differences in their demographic

THE TRAVELLING SALESMAN PROBLEM IN THE ENGINEERING EDUCATION PROGRAMMING CURRICULUM

OpenAIRE

Yevgeny Gayev; Vadim Kalmikov

2017-01-01

Objective: To make students familiar with the famous Traveling Salesman Problem (TSP) and suggest the latter to become a common exercise in engineering programming curriculum provided the students master computer science in the easy programming environment MATLAB. Methods: easy programming in MATLAB makes true such modern educational approach as “discovery based” methodology. Results: a MATLAB TSP-program oriented to Ukrainian map is suggested that allows to pictorially demonstrate the proces...

75 FR 15777 - Common Crop Insurance Regulations, Basic Provisions; and Various Crop Insurance Provisions

Science.gov (United States)

2010-03-30

... (protection for production losses only) within one Basic Provisions and the applicable Crop Provisions to..., Macadamia Nut Crop Insurance Provisions, Onion Crop Insurance Provisions, Dry Pea Crop Insurance Provisions... (protection for production losses only) and revenue protection (protection against loss of revenue caused by...

Perceptions of Private College Teachers of Karachi about the Curriculum Prescribed by Sindh Bureau of Curriculum (BOC)

Science.gov (United States)

Syeda, Talat Jehan

2015-01-01

Curriculum at the college level is prescribed at provincial level to ensure a standardized education throughout. A prescribed curriculum aligns educational standards and maintains them to ensure teaching standards. In Pakistan the curriculum for intermediate students at both private and government colleges is designed and proposed by Sindh Bureau…

ENVIRONMENTAL EDUCATION: The development of a curriculum ...

African Journals Online (AJOL)

approach to environmental education and curriculum innovation. ... transition from an external and rational strategy of curriculum ... 'scientific' approaches to curriculum development .... 'get the conservation message across' so as to foster.

The Effectiveness of an Educational Game for Teaching Optometry Students Basic and Applied Science.

Science.gov (United States)

Trevino, Richard; Majcher, Carolyn; Rabin, Jeff; Kent, Theresa; Maki, Yutaka; Wingert, Timothy

2016-01-01

To compare the effectiveness of an educational board game with interactive didactic instruction for teaching optometry students elements of the core optometric curriculum. Forty-two optometry students were divided into two GPA-matched groups and assigned to either 12 hours of game play (game group) or 12 hours of interactive didactic instruction (lecture group). The same material from the core optometric curriculum was delivered to both groups. Game play was accomplished via an original board game. Written examinations assessed change in knowledge level. A post-intervention opinion survey assessed student attitudes. There was no significant difference in pre- or post-intervention test scores between the lecture and game groups (Pre-test: p = 0.9; Post-test: p = 0.5). Post-intervention test scores increased significantly from baseline (Game group: 29.3% gain, Didactic group: 31.5% gain; poptometry students basic and applied science. Furthermore, both modes of instruction have the potential to be equally engaging and enjoyable experiences.

Development of an ESL curriculum to educate Chinese immigrants about physical activity.

Science.gov (United States)

Taylor, Victoria M; Cripe, Swee May; Acorda, Elizabeth; Teh, Chong; Coronado, Gloria; Do, Hoai; Woodall, Erica; Hislop, T Gregory

2008-08-01

Regular physical activity reduces the risk of many chronic conditions. Multiple studies have shown that Asians in North America engage in less physical activity than the general population. One area for strategic development in the area of health education is the design and evaluation of English as a second language (ESL) curricula. The PRECEDE model and findings from focus groups were used to develop a physical activity ESL curriculum for Chinese immigrants. In general, focus group participants recognized that physical activity contributes to physical and mental wellbeing. However, the benefits of physical activity were most commonly described in terms of improved blood circulation, immune responses, digestion, and reflexes. The importance of peer pressure and the encouragement of friends in adhering to regular physical activity regimens were mentioned frequently. Reported barriers to regular physical activity included lack of time, weather conditions, and financial costs. The ESL curriculum aims to both promote physical activity and improve knowledge, and includes seven different ESL exercises. Our curriculum development methods could be replicated for other health education topics and in other limited English-speaking populations.

Solar Technology Curriculum, 1980.

Science.gov (United States)

Seward County Community Coll., Liberal, KS.

This curriculum guide contains lecture outlines and handouts for training solar technicians in the installation, maintenance, and repair of solar energy hot water and space heating systems. The curriculum consists of four modular units developed to provide a model through which community colleges and area vocational/technical schools can respond…

The Galapagos Jason Curriculum.

Science.gov (United States)

National Science Teachers Association, Arlington, VA.

The JASON Curriculum Project materials are designed to prepare teachers and students for an exploration around the Galapagos Islands via satellite transmission of live images and sound. This curriculum package contains five units, 25 lesson plans, and over 50 activities, along with teacher background material, student worksheets and readings, a…

Introduction to basic immunological methods : Generalities, Principles, Protocols and Variants of basic protocols

International Nuclear Information System (INIS)

Mejri, Naceur

2013-01-01

This manuscript is dedicated to student of biological sciences. It provides the information necessary to perform practical works, the most commonly used in immunology. During my doctoral and post-doctoral periods, panoply of methods was employed in diverse subjects in my research. Technical means used in my investigations were diverse enough that i could extract a set of techniques that cover most the basic immunological methods. Each chapter of this manuscript contains a fairly complete description of immunological methods. In each topic the basic protocol and its variants were preceded by background information provided in paragraphs concerning the principle and generalities. The emphasis is placed on describing situations in which each method and its variants were used. These basic immunological methods are useful for students and even researchers studying the immune system of human, nice and other species. Different subjects showed not only detailed protocols but also photos or/and shemas used as support to illustrate some knowledge or practical knowledge. I hope that students will find this manual interesting, easy to use contains necessary information to acquire skills in immunological practice. (Author)

Training considerations for the intracoelomic implantation of electronic tags in fish with a summary of common surgical errors

Energy Technology Data Exchange (ETDEWEB)

Cooke, Steven J.; Wagner, Glenn N.; Brown, Richard S.; Deters, Katherine A.

2011-01-01

Training is a fundamental part of all scientific and technical disciplines. This is particularly true for all types of surgeons. For surgical procedures, a number of skills are necessary to reduce mistakes. Trainees must learn an extensive yet standardized set of problem-solving and technical skills to handle challenges as they arise. There are currently no guidelines or consistent training methods for those intending to implant electronic tags in fish; this is surprising, considering documented cases of negative consequences of fish surgeries and information from studies having empirically tested fish surgical techniques. Learning how to do fish surgery once is insufficient for ensuring the maintenance or improvement of surgical skill. Assessment of surgical skills is rarely incorporated into training, and is needed. Evaluation provides useful feedback that guides future learning, fosters habits of self-reflection and self-remediation, and promotes access to advanced training. Veterinary professionals should be involved in aspects of training to monitor basic surgical principles. We identified attributes related to knowledge, understanding, and skill that surgeons must demonstrate prior to performing fish surgery including a “hands-on” assessment using live fish. Included is a summary of common problems encountered by fish surgeons. We conclude by presenting core competencies that should be required as well as outlining a 3-day curriculum for training surgeons to conduct intracoelomic implantation of electronic tags. This curriculum could be offered through professional fisheries societies as professional development courses.

Solar photovoltaic basics a study guide for the NABCEP entry level exam

CERN Document Server

White, Sean

2014-01-01

Whether or not you are taking the NABCEP Entry Level Exam, learning the material covered in this book is the best investment you can make towards your place in the solar industry.This book explains the science of photovoltaics (PV) in a way that most people can understand using the curriculum which reflects the core modules of the NABCEP Entry Level Exam.Providing complete coverage of the NABCEP syllabus in easily accessible chapters, addressing all of the core objectives that will aid in passing the PV Entry Level Exam including the ten main skill sets:PV Markets and Applications Safety Basic

Using EarthLabs to Enhance Earth Science Curriculum in Texas

Science.gov (United States)

Chegwidden, D. M.; Ellins, K. K.; Haddad, N.; Ledley, T. S.

2012-12-01

As an educator in Texas, a state that values and supports an Earth Science curriculum, I find it essential to educate my students who are our future voting citizens and tax payers. It is important to equip them with tools to understand and solve the challenges of solving of climate change. As informed citizens, students can help to educate others in the community with basic knowledge of weather and climate. They can also help to dispose of the many misconceptions that surround the climate change, which is perceived as a controversial topic. As a participant in a NSF-sponsored Texas Earth and Space (TXESS) Revolution teacher professional development program, I was selected to participate in a curriculum development project led by TERC to develop and test education resources for the EarthLabs climate literacy collection. I am involved in the multiple phases of the project, including reviewing labs that comprise the Climate, Weather and Biosphere module during the development phase, pilot teaching the module with my students, participating in research, and delivering professional development to other Texas teachers to expose them to the content found in the module and to encourage them to incorporate it into their teaching. The Climate, Weather and the Biosphere module emphasizes different forms of evidence and requires that learners apply different inquiry-based approaches to build the knowledge they need to develop as climate literate citizens. My involvement with the EarthLabs project has strengthened my overall knowledge and confidence to teach about Earth's climate system and climate change. In addition, the project has produced vigorous classroom discussion among my students as well as encouraged me to collaborate with other educators through our delivery of professional development to other teachers. In my poster, I will share my experiences, describe the impact the curriculum has made on my students, and report on challenges and valuable lessons gained by

Teacher collaborative curriculum design in technical vocational colleges: a strategy for maintaining curriculum consistency?

NARCIS (Netherlands)

Albashiry, N.M.; Voogt, J.M.; Pieters, J.M.

2015-01-01

The Technical Vocational Education and Training (TVET) curriculum requires continuous renewal and constant involvement of stakeholders in the redesign process. Due to a lack of curriculum design expertise, TVET institutions in developing contexts encounter challenges maintaining and advancing the

Curriculum Designed for an Equitable Pedagogy

Science.gov (United States)

Cullen, Roxanne; Hill, Reinhold R.

2013-01-01

Rather than viewing curriculum as linear, a post-modern, learner-centered curriculum design is a spiral or recursive curriculum. Post-modernism provides a much less stable foundation upon which to build a model of student learning, a model that recognizes and even celebrates individual difference and one that is supported by research on how people…

Alcohol and Drug Abuse Curriculum Guides for Pediatrics Faculty: Health Professions Education Curriculum Resources Series, Medicine 4.

Science.gov (United States)

Milman, Doris H.; And Others

This document provides two separate curriculum guides for pediatrics faculty to use in teaching medical students. The first section contains the alcohol abuse curriculum guide; the second section contains the drug abuse curriculum guide. The drug abuse guide concentrates on cannabis as a paradigm for all nonalcoholic drugs of abuse. Each guide…

Students' perception towards the problem based learning tutorial session in a system-based hybrid curriculum.

Science.gov (United States)

Al-Drees, Abdulmajeed A; Khalil, Mahmoud S; Irshad, Mohammad; Abdulghani, Hamza M

2015-03-01

To evaluate students' perception towards the problem based learning (PBL) session in a system-based hybrid curriculum. We conducted a cross-sectional study in the College of Medicine, King Saud University, Saudi Arabia at the end of the 2012-2013 academic year. The survey questionnaire was self-administered, and examined perceptions of PBL session benefits, appropriate running of sessions, and tutor's roles. Out of 510 students, 275 (53.9%) completed the questionnaire. Most of the students reported that PBL sessions were helpful in understanding basic sciences concepts (p=0.04). In addition, they agreed that PBL sessions increased their knowledge of basic sciences (p=0.01). Most students reported that PBL sessions encouraged self-directed learning, collaborative learning, and improved decision making skills. However, 54.5% of students reported lack of proper training before starting the PBL sessions, and only 25.1% of students agreed that the teaching staff are well prepared to run the sessions. Most students used the internet (93.1%), lecture notes (76.7%), and books (64.4%) as learning resources. Most students reported repetition of topics between PBL sessions and lectures (p=0.07). The study highlighted the significant role of PBL in a system-based hybrid curriculum and helped students improve their knowledge and different learning skills. Students and staff training is required before the utilizing the PBL as an instructional method.

Competence of matric physical science teachers in some basic problem-solving strategies

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Mailoo Selvaratnam

2011-01-01

Full Text Available The National Curriculum Statement for matric physical science places strong emphasis on the development of critical thinking and reasoning abilities of pupils. The successful implementation of this curriculum therefore requires teachers who are competent in the cognitive (intellectual skills and strategies needed for learning science effectively. Testing of teachers’ competence in this aspect is therefore important. I therefore analysed teachers’ answers to questions that were carefully designed to test competence in some basic intellectual strategies that are important for problem solving in physical science courses. A total of 73 matric physical science teachers, from about 50 Dinaledi schools in the North West and KwaZulu-Natal provinces in South Africa, were tested in five intellectual strategies: clear representation of problems, identifying and focusing on the goal, identification and use of relevant principles, use of equations for deductions and proceeding step-by-step with the solution. The teachers’ competence was poor in all the intellectual strategies tested. About 60% (the average performance in all 13 questions used for testing of teachers tested were unable to solve the questions correctly. An important objective of the curriculum is the development of critical thinking, scientific reasoning and strategies of pupils. This study shows that the achievement of this objective will be seriously handicapped because of the lack of competence of many teachers in intellectual strategies. There is therefore a need to train teachers in order to increase their competence in this aspect.

Changing Curriculum: A Critical Inquiry into the Revision of the British Columbia Science Curriculum For Grades K-9

Science.gov (United States)

Searchfield, Mary A.

In 2010 British Columbia's Ministry of Education started the process of redesigning the provincial school curriculum, Kindergarten to Grade 12. Mandatory implementation of the new curriculum was set for the 2016/17 school year for Grades K-9, and 2017/18 for Grades 10-12. With a concerted emphasis on personalized learning and through the frame of a Know-Do-Understand curriculum model, the new curriculum aims to meet the needs of today's learners, described as living in a technology-rich, fast-paced and ever-changing world, through a concept-based and competency-driven emphasis. This thesis is a critical analysis of the BC K-9 Science curriculum as written and published, looking specifically at how science is treated as a form of knowledge, its claimed presentation as a story, and on whether the intentions claimed by the designers are matched in the curriculum's final form.

Searching for the Core of Journalism Education: Program Directors Disagree on Curriculum Priorities

Science.gov (United States)

Blom, Robin; Davenport, Lucinda D.

2012-01-01

To carry out their mission of preparing students to be successful journalism professionals, educators make important decisions on the core curriculum: the common courses that all journalism students must take to graduate, no matter their area of emphasis or academic constraints. This national study of U.S. journalism program directors shows they…

Diversifying the secondary school curriculum: The African experience

Science.gov (United States)

Sifuna, Daniel N.

1992-01-01

The paper discusses some African experiences in the diversification of secondary education, which is taken to mean curriculum change in a practical or vocational direction. This approach is intended to provide a wider set of future career options than is offered in the more uniform academic curriculum. The diversification policy has generally been seen as a solution to a number of economic and social problems facing the independent African countries, notably the increasing youth unemployment and the escalating costs of formal education. Studies which have so far been carried out have, however, revealed that diversification programmes have not met the intended objectives, although there is sustained interest in vocationalising formal education. Problems which commonly face these programmes include high unit costs, an absence of clarity in aims and objectives, a shortage of qualified teachers and the low status of vocational subjects as viewed by the students and the community. For future development, it is suggested that diversification programmes be reorganised to relate to more realistic goals through wider community participation and through the work-orientation of post-school training programmes.

Comparing Presidents and Their Actions "To Provide for the Common Defence"

Science.gov (United States)

O'Brien, Joe; Hood, Jack

2009-01-01

As noted by Onosko, the nature of the social studies curriculum typically results in superficial and disconnected coverage of the content with few opportunities for in-depth investigation and discussion of that content. Engaging students in a comparative study of U.S. Presidents and actions they took "to provide for the common defence"…

Study of Faculty Viewpoints on Challenges and Factors Influencing Curriculum Development/Revision

Directory of Open Access Journals (Sweden)

Deepa Bhat

2017-10-01

Full Text Available Introduction: Curriculum Development (CD is an on-going process and not just a product. It must be responsive to changing values and expectations in education if it has to remain useful. Aim: To investigate the perspectives of educators on challenges and factors affecting the curriculum development/revision in health profession education courses. Materials and Methods: Mixed method approach was used for data collection. The faculties involved in curriculum development/revision were administered structured validated questionnaire (n=8, in depth interviews (n=3 and focus group discussion (n=3. Rigor was ensured through triangulation of data. The questionnaire data was analysed using descriptive statistics. Results: Faculties opined that 87.5% of courses are running successfully, 75% developed curriculum as team, 50% expressed that all stake holders were involved and 75% CD process did not turn out to be an organised approach. Needs assessment was not done in every course and some faculties did not have prior experience in CD. Time allotted was just sufficient and planning was fair. The allocation of finance and resources were just adequate. Team work and cooperation followed by qualified expert panel were the leading facilitating factors whereas lack of awareness on steps involved in CD and infrastructure were the significant hindering contributors. About 87.5% expressed their concern that addition of new courses affected their basic course they had to teach. Global requirements were not taken into account in several courses but reasonable number of courses was adequately monitored. Conclusion: Formal training of faculty in CD must be made mandatory in any health profession education. Understanding the facilitating and hindering factors with systematic monitoring of each step would impact the outcome of a program.

Slovenian Secondary School Visual Arts Curriculum in Comparison with Similar European Documents

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Tomaž Zupančič

2015-12-01

Full Text Available Political changes in Slovenia in the early 1990s were followed by changes to the educational system. As regards the professional field, the last thirty years have seen major changes to teaching art all around the globe and also in Slovenia in the sense of the so-called postmodern visual arts curriculum. Slovenian art curricula are facing similar problems as the curricula in other countries. By comparing Slovenian art curricula for secondary school with those in seven different countries (Croatia, Estonia, Finland, Ireland, Latvia, Norway, and Spain, we wished to shed light on the Slovenian curriculum in a broader context. The Slovenian curriculum and those of other countries have been scrutinised and juxtaposed from different viewpoints. It has been established that Slovenian course syllabi have individual characteristics in common with the countries compared. The placement of art education into the timetable is similar to that in other countries. In Slovenia and in all the other countries, art education is a compulsory subject but with a different amount of taught time. The documents show differences as regards their structure, the terminology in the classification of the fields of visual arts, the implementation of contemporary content, multiculturalism, and sustainability. The comparison has shown that the Slovenian national curriculum for gimnazija has a modern design in specific segments, while it could be better in others.

Flow Formulation-based Model for the Curriculum-based Course Timetabling Problem

DEFF Research Database (Denmark)

Bagger, Niels-Christian Fink; Kristiansen, Simon; Sørensen, Matias

2015-01-01

problem. This decreases the number of integer variables signicantly and improves the performance compared to the basic formulation. It also shows competitiveness with other approaches based on mixed integer programming from the literature and improves the currently best known lower bound on one data...... instance in the benchmark data set from the second international timetabling competition.......In this work we will present a new mixed integer programming formulation for the curriculum-based course timetabling problem. We show that the model contains an underlying network model by dividing the problem into two models and then connecting the two models back into one model using a maximum ow...

Surviving the Implementation of a New Science Curriculum

Science.gov (United States)

Lowe, Beverly; Appleton, Ken

2015-12-01

Queensland schools are currently teaching with the first National Curriculum for Australia. This new curriculum was one of a number of political responses to address the recurring low scores in literacy, mathematics, and science that continue to hold Australia in poor international rankings. Teachers have spent 2 years getting to know the new science curriculum through meetings, training, and exploring the new Australian curriculum documents. This article examines the support and preparation for implementation provided in two regional schools, with a closer look at six specific teachers and their science teaching practices as they attempted to implement the new science curriculum. The use of a survey, field observations, and interviews revealed the schools' preparation practices and the teachers' practices, including the support provided to implement the new science curriculum. A description and analysis of school support and preparation as well as teachers' views of their experiences implementing the new science curriculum reveal both achievements and shortcomings. Problematic issues for the two schools and teachers include time to read and comprehend the curriculum documents and content expectations as well as time to train and change the current processes effectively. The case teachers' experiences reveal implications for the successful and effective implementation of new curriculum and curriculum reform.

Volunteer educators bring their own ideas about effective teaching to a 4-H curriculum

Directory of Open Access Journals (Sweden)

Steven Worker

2017-06-01

Full Text Available Youth programs implemented during out-of-school time often rely on volunteers. These volunteers are responsible for selecting and adapting curriculum and facilitating activities, so their pedagogical practices become primary contributors to program quality, and ultimately, youth outcomes. To describe volunteers' pedagogical practices, I conducted a qualitative case study at three sites where volunteer educators were implementing a design-based 4-H curriculum. The curriculum advanced youth scientific literacy by supporting scientific inquiry in conjunction with planning, designing and making shareable artifacts. Through detailed observations, videos and focus groups, I identified six common pedagogical practices, though educators differed widely in which ones they used. Pragmatic and structural constraints shaped their choices, as did their professional identification as engineers, or not, and their relative comfort with engineering. To support volunteer educators in implementing a learner-centered educational program, curricula designers might be more specific in recommending and explaining pedagogical practices, and program managers might better train volunteer educators in those preferred practices.

A Vertically Integrated Online Radiology Curriculum Developed as a Cognitive Apprenticeship: Impact on Student Performance and Learning.

Science.gov (United States)

Lim-Dunham, Jennifer E; Ensminger, David C; McNulty, John A; Hoyt, Amy E; Chandrasekhar, Arcot J

2016-02-01

The principles of Collins' cognitive apprenticeship model were used to design a radiology curriculum in which medical students practice radiological skills using online case-based modules. The modules are embedded within clinical third-year clerkships, and students are provided with personalized feedback from the instructors. We describe the development of the vertical online radiology curriculum and evaluate its impact on student achievement and learning process using a mixed method approach. The curriculum was developed over a 2-year period. Student participation was voluntary in the first year and mandatory in the second year. For quantitative curriculum evaluation, student metrics for voluntary versus mandatory groups were assessed using independent sample t tests and variable entry method regression analysis. For qualitative analysis, responses from a survey of students about the value of the curriculum were organized into defined themes using consensus coding. Mandatory participation significantly improved (p = .001) the mean radiology examination score (82 %) compared to the voluntary group (73%), suggesting that mandatory participation had a beneficial effect on student performance. Potential preexisting differences in underlying general academic performance were accounted for by including mean basic science grades as the first variable in the regression model. The significant increase in R(2) from .16 to .28 when number of radiology cases completed was added to the original model, and the greater value of the standardized beta for this variable, suggest that the curriculum made a significant contribution to students' radiology examination scores beyond their baseline academic performance. Five dominant themes about curricular characteristics that enhanced student learning and beneficial outcomes emerged from consensus coding. These themes were (1) self-paced design, (2) receiving feedback from faculty, (3) clinical relevance of cases, (4) gaining

A case study of translating ACGME practice-based learning and improvement requirements into reality: systems quality improvement projects as the key component to a comprehensive curriculum.

Science.gov (United States)

Tomolo, A M; Lawrence, R H; Aron, D C

2009-10-01

In 2002, the Accreditation Council for Graduate Medical Education (ACGME) introduced a new requirement: residents must demonstrate competency in Practice-Based Learning and Improvement (PBLI). Training in this domain is still not consistently integrated into programmes, with few, if any, adequately going beyond knowledge of basic content and addressing all components of the requirement. To summarise the implementation of a PBLI curriculum designed to address all components of the requirement and to evaluate the impact on the practice system. A case-study approach was used for identifying and evaluating the steps for delivering the curriculum, along with the Model for Improvement's successive Plan-Do-Study-Act (PDSA) cycles (July 2004-May 2006). Notes from curriculum development meetings, notes and presentation slides made by teams about their projects, resident curriculum exit evaluations curriculum and interviews. Residents reported high levels of comfort by applying PBLI-related knowledge and skills and that the curriculum improved their ability to do various PBLI tasks. The involvement of multiple stakeholders increased. Twelve of the 15 teams' suggestions with practical systems-relevant outcomes were implemented and sustained beyond residents' project periods. While using the traditional PDSA cycles was helpful, there were limitations. A PBLI curriculum that is centred around practice-based quality improvement projects can fulfil the objectives of this ACGME competency while accomplishing sustained outcomes in quality improvement. A comprehensive curriculum is an investment but offers organisational rewards. We propose a more realistic and informative representation of rapid PDSA cycle changes.

Measure for measure: curriculum requirements and children's achievement in music education.

Science.gov (United States)

Bond, Trevor; Bond, Marie

2010-01-01

Children in all public primary schools in Queensland, Australia have weekly music lessons designed to develop key musical concepts such as reading, writing, singing and playing simple music notation. Their understanding of basic musical concepts is developed through a blend of kinaesthetic, visual and auditory experiences. In keeping with the pedagogical principles outlined by the Hungarian composer, Zoltan Kodaly, early musical experiences are based in singing well-known children's chants - usually restricted to notes of the pentatonic scale. In order to determine the extent to which primary school children's musical understandings developed in response to these carefully structured developmental learning experiences, the Queensland Primary Music Curriculum was examined to yield a set of over 70 indicators of musical understanding in the areas of rhythm, melody and part-work,the essential skills for choral singing. Data were collected from more than 400 children's attempts at elicited musical performances. Quantitative data analysis procedures derived from the Rasch model for measurement were used to establish the sequence of children's mastery of key musical concepts. Results suggested that while the music curriculum did reflect the general development of musical concepts, the grade allocation for a few concepts needed to be revised. Subsequently, children's performances over several years were also analysed to track the musical achievements of students over time. The empirical evidence confirmed that children's musical development was enhanced by school learning and that indicators can be used to identify both outstanding and atypical development of musical understanding. It was concluded that modest adjustments to the music curriculum might enhance children's learning opportunities in music.

Shoulder arthroscopy: the basics.

Science.gov (United States)

Farmer, Kevin W; Wright, Thomas W

2015-04-01

Shoulder arthroscopy is a commonly performed and accepted procedure for a wide variety of pathologies. Surgeon experience, patient positioning, knowledge of surgical anatomy, proper portal placement, and proper use of instrumentation can improve technical success and minimize complication risks. This article details the surgical anatomy, indications, patient positioning, portal placement, instrumentation, and complications for basic shoulder arthroscopy. Copyright © 2015 American Society for Surgery of the Hand. Published by Elsevier Inc. All rights reserved.

White Paper: Curriculum in Interventional Radiology.

Science.gov (United States)

Mahnken, Andreas H; Bücker, Arno; Hohl, Christian; Berlis, Ansgar

2017-04-01

Purpose  Scope and clinical importance of interventional radiology markedly evolved over the last decades. Consequently it was acknowledged as independent subspecialty by the "European Union of Medical Specialists" (UEMS). Based on radiological imaging techniques Interventional Radiology is an integral part of Radiology. Materials und Methods  In 2009 the German Society for Interventional Radiology and minimally-invasive therapy (DeGIR) developed a structured training in Interventional Radiology. In cooperation with the German Society of Neuroradiology (DGNR) this training was extended to also cover Interventional Neuroradiology in 2012. Tailored for this training in Interventional Radiology a structured curriculum was developed, covering the scope of this modular training. Results  The curriculum is based on the DeGIR/DGNR modular training concept in Interventional Radiology. There is also an European Curriculum and Syllabus for Interventional Radiology developed by the "Cardiovascular and Interventional Radiological Society of Europe" (CIRSE). The presented curriculum in Interventional Radiology is designed to provide a uniform base for the training in Interventional Radiology in Germany, based on the competencies obtained during residency. Conclusion  This curriculum can be used as a basis for training in Interventional Radiology by all training sites. Key Points: · Interventional Radiology is an integral part of clinical radiology. · The German Society for Interventional Radiology and minimally-invasive therapy (DeGIR) developed a curriculum in Interventional Radiology. · This curriculum is an integrative basis for the training in interventional. Citation Format · Mahnken AH, Bücker A, Hohl C et al. White Paper: Curriculum in Interventional Radiology. Fortschr Röntgenstr 2017; 189: 309 - 311. © Georg Thieme Verlag KG Stuttgart · New York.

It’s The Curriculum, Stupid!

Directory of Open Access Journals (Sweden)

Grayling, Ian

2012-01-01

Full Text Available In this paper we, firstly, explore the importance and positioning of ‘thinking skills’ within the Further Education (FE curriculum in hard times - for society generally and education in particular. Secondly, we argue that ‘thinking skills’ have been lost from the curriculum over recent years and are now in urgent need of rehabilitation; not as a bolt-on, but at the heart of the curriculum. We then invite readers to consider the Learning and Skills Improvement Service’s (LSIS endorsed framework for ‘Spiritual, Moral, Social and Cultural’ education as a powerful means of re-embedding ‘thinking’ within the vocational curriculum in support of both the ‘skills’ and the ‘social cohesion’ agendas. Finally, we consider the implications of this for the development of vocational pedagogy and for teacher education.

Crop and Soil Science. A Curriculum Guide for Idaho Vocational Agriculture Instructors. Volume 1 and Volume 2.

Science.gov (United States)

Ledington, Richard L.

The 24 units that comprise this crop and soil science curriculum guide are not geared to a particular age level and must be adapted to the students for whom they are used. Units 1 through 6 are general units covering topics common to soil science. Units 7 through 24 are units covering topics common to crop production. Each unit includes objectives…

Basic principles simulators - concept training simulators

International Nuclear Information System (INIS)

Benkert, J.

1986-01-01

Basic Principles Simulators have the purpose of teaching general concepts, demonstrating and displaying the fundamental physical processes of a plant. They are used to illustrate theory to students and also to provide a preliminary training to the operators, to aquaint them with the basic dynamic interactions of the various systems during the normal operation of a plant, and to show the consequences of the most important and common transients and malfunctions. Basic principles simulators may vary in size from small desk cabinets to large panels. They represent with a certain detail the nuclear and thermohydraulic part of the plant. The availability of video displays allows to present detailed information about process parameters which are not shown on the control panels. In general the overall plant behaviour is represented well. Limitations are mostly found in the areas of logic and control. (orig./HP)

後九年一貫課程時期學校課程發展的變與不變：文化歷史觀點的省思 Changing and Unchanging of the School Curriculum Development in a Period of the Post Grade 1-9 Curriculum: The Perspective of Cultural History

Directory of Open Access Journals (Sweden)

楊智穎 Jyh-Yiing Yang

2017-09-01

Full Text Available 九年一貫課程實施一段時日後，各種課程改革方案不斷被提出，特別是十二年國民基本教育課程改革，然由於長久以來課程工作者面對課程改革所持的價值觀，普遍會採取行政管理取向，關心的是如何實施課程的技術面向問題，同時假設新的改革會為學校教育帶來美好的未來，因而導致無視於課程改革背後所蘊含的政治、社會和文化等問題。為了避免重蹈過去的弊病，本研究採「文化歷史」的分析視角，將學校知識視為是一種觀念系統，探討後九年一貫課程時期學校課程發展中「變」與「不變」的相關問題。根據上述，本研究分為五個部分進行探討：首先分析「文化歷史」視角下的課程改革意涵；其次探討後九年一貫課程時期學校課程發展的趨勢；再次則針對十二年國民基本教育課程中變與不變的問題進行批判性分 析；接下來對影響學校課程中變與不變的可能性因素進行探討；最後提出本研究的結論及對未來臺灣課程改革的啟示。 After Grade 1-9 Curriculum been practiced for some years, a variety of curriculum reform programs have continuous been raised, especial in curriculum reform of twelve year basic education. However, most curriculum workers treated the reform from a perspective of administration management. They focused on the technical aspects of curriculum reform, and believed that a bright future of curriculum is coming afterwards. Therefore, they usually ignore the political, social and cultural implication of curriculum reform. To avoid repeating the past limit, this study viewed school knowledge as a concept system, and explored “the changing and unchanging problems” existing in the period of the post Grade 1-9 Curriculum from the perspective of cultural history. This study is divided into five parts: 1. Analyzing the significance of curriculum reform from the

Australian Curriculum Implementation in a Remote Aboriginal School: A Curriculum Leader's Search for a Transformational Compromise

Science.gov (United States)

Parkinson, Chloe

2015-01-01

This paper examines the trial implementation of the Australian Curriculum in a remote Aboriginal school. It was a school that at the time was beginning to achieve successes with the development of dual-knowledge, transformational outcomes based curriculum that had its justification in the Northern Territory Curriculum Framework. Drawing on the…

Senior medical students' awareness of radiation risks from common diagnostic imaging examinations.

Science.gov (United States)

Scali, Elena; Mayo, John; Nicolaou, Savvas; Kozoriz, Michael; Chang, Silvia

2017-12-01

Senior medical students represent future physicians who commonly refer patients for diagnostic imaging studies that may involve ionizing radiation. The radiology curriculum at the University of British Columbia provides students with broad-based knowledge about common imaging examinations. The purpose of this study was to investigate students' awareness of radiation exposures and risks. An anonymous multiple-choice cross-sectional questionnaire was distributed to final year medical students to assess knowledge of radiation from common diagnostic examinations and radiation-related risks following completion of the longitudinal radiology curriculum, carried out over the four years of medical training. Sixty-three of 192 eligible students participated (33% response rate). The majority felt that knowledge of radiation doses of common imaging examinations is somewhat or very important; however, only 12% (N = 8) routinely discuss radiation-related risks with patients. While all respondents recognized children as most sensitive to the effects of radiation, only 24% (N = 15) correctly identified gonads as the most radiation-sensitive tissue. Almost all respondents recognized ultrasound and MRI as radiation free modalities. Respondents who correctly identified the relative dose of common imaging examinations in chest x-ray equivalents varied from 3-77% (N = 2 - 49); the remaining responses were largely underestimates. Finally, 44% (N = 28) correctly identified the excess risk of a fatal cancer from an abdominal CT in an adult, while the remainder underestimated this risk. Medical students acknowledge the importance of radiation-related issues to patient care. While almost all students are familiar with radiation-free modalities, many are not familiar with, and commonly underestimate, the relative doses and risks of common imaging studies. This may expose patients to increasing imaging investigations and exposure to radiation hazards.

Barbecue Basics: Tips to Prevent Foodborne Illness

Medline Plus

Full Text Available ... common links HHS U.S. Department of Health and Human Services U.S. Food and Drug Administration A to ... in FDA’s Center for Food Safety and Applied Nutrition. Wash hands. It seems basic, but not everyone ...

Occupational training in the health physics curriculum

International Nuclear Information System (INIS)

Vetter, R.J.; Ziemer, P.L.

1976-01-01

In response to projected demands for health physics personnel with field training at the bachelor's degree level, the Bionucleonics Department has revised its curriculum in Radiological Health to provide applied training in health physics. The basic program provides a strong background in math, physics, chemistry and biology and an in-depth background in the fundamentals of health physics and field training in applied health physics. The field training is also open to graduate students. The field exercises are coordinated with Purdue's Radiological Control Program and include such tasks as contamination and direct radiation surveys; facility and personnel decontamination; reactor, accelerator, and analytical and diagnostic X-ray monitoring; instrument calibration; personnel monitoring; and emergency planning and accident evaluation. In a weekly discussion period associated with the field exercises, the students evaluate their field experience, discuss assigned problems, and receive additional information on regulations, regulatory guides, and management of radiation protection programs

Rethinking the mathematics curriculum

CERN Document Server

Hoyles, Celia; Woodhouse, Geoffrey

1998-01-01

At a time when political interest in mathematics education is at its highest, this book demonstrates that the issues are far from straightforward. A wide range of international contributors address such questions as: What is mathematics, and what is it for? What skills does mathematics education need to provide as technology advances? What are the implications for teacher education? What can we learn from past attempts to change the mathematics curriculum? Rethinking the Mathematics Curriculum offers stimulating discussions, showing much is to be learnt from the differences in culture, national expectations, and political restraints revealed in the book. This accessible book will be of particular interest to policy makers, curriculum developers, educators, researchers and employers as well as the general reader.

Addressing the hidden curriculum in the clinical workplace: A practical tool for trainees and faculty.

Science.gov (United States)

Mulder, Hanneke; Ter Braak, Edith; Chen, H Carrie; Ten Cate, Olle

2018-02-28

The hidden curriculum, commonly described in negative terms, is considered highly influential in medical education, especially in the clinical workplace. Structured approaches to address it are limited in number and scope. This paper presents a practical, value-neutral method called REVIEW (Reflecting & Evaluating Values Implicit in Education in the Workplace), to facilitate reflection and discussion on the hidden curriculum by faculty members and trainees. REVIEW approaches the hidden curriculum as a reflection of the professional microculture of a clinical team. This microculture results from collective problem solving and mutual negotiation when facing different, often conflicting, demands and interests, and their underlying values in daily clinical practice. Using this nonjudgmental conceptual framework, REVIEW employs a series of 50 culture statements that must be prioritized using Q-sort methodology, reflecting how the culture in a particular clinical context (e.g. ward or department) is perceived by faculty members and trainees. This procedure can be done individually or in groups. Most important is the resulting team discussion after the exercise - a discussion about perceptions of actual team culture and the culture desired by the team. Our early experiences suggest that REVIEW can be a useful tool for addressing the hidden curriculum.

The hidden and informal curriculum across the continuum of training: A cross-sectional qualitative study.

Science.gov (United States)

Doja, Asif; Bould, M Dylan; Clarkin, Chantalle; Eady, Kaylee; Sutherland, Stephanie; Writer, Hilary

2016-04-01

The hidden and informal curricula refer to learning in response to unarticulated processes and constraints, falling outside the formal medical curriculum. The hidden curriculum has been identified as requiring attention across all levels of learning. We sought to assess the knowledge and perceptions of the hidden and informal curricula across the continuum of learning at a single institution. Focus groups were held with undergraduate and postgraduate learners and faculty to explore knowledge and perceptions relating to the hidden and informal curricula. Thematic analysis was conducted both inductively by research team members and deductively using questions structured by the existing literature. Participants highlighted several themes related to the presence of the hidden and informal curricula in medical training and practice, including: the privileging of some specialties over others; the reinforcement of hierarchies within medicine; and a culture of tolerance towards unprofessional behaviors. Participants acknowledged the importance of role modeling in the development of professional identities and discussed the deterioration in idealism that occurs. Common issues pertaining to the hidden curriculum exist across all levels of learners, including faculty. Increased awareness of these issues could allow for the further development of methods to address learning within the hidden curriculum.

Curriculum as Colour and Curves: A Synthesis of Black Theory, Design and Creativity Realised as Critical Curriculum Writing

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McKnight, Lucinda

2018-01-01

This article looks to three inspirational Black women, bell hooks, Stacey McBride-Irby and Patricia Williams, in the pursuit of radical curriculum. While today curriculum is critiqued as racialised, gendered, sexualised and classed, the formats of curriculum documents such as text books, units of work and lesson plans have changed little. These…

Impact of a Revised Curriculum Focusing on Clinical Neurology and Musculoskeletal Care on a Required Fourth-Year Medical Student Physical Medicine and Rehabilitation Clerkship

Directory of Open Access Journals (Sweden)

John W. Norbury

2016-01-01

Full Text Available Background. A Required Fourth-Year Medical Student Physical Medicine and Rehabilitation (PM&R Clerkship was found to increase students’ knowledge of PM&R; however the students’ overall rotation evaluations were consistently lower than the other 8 required clerkships at the medical school. Objective. To describe the impact of a revised curriculum based upon Entrustable Professional Activities and focusing on basic pain management, musculoskeletal care, and neurology. Setting. Academic Medical Center. Participants. 73 fourth-year medical students. Methods. The curriculum changes included a shift in the required readings from rehabilitation specific topics toward more general content in the areas of clinical neurology and musculoskeletal care. Hands-on workshops on neurological and musculoskeletal physical examination techniques, small group case-based learning, an anatomy clinical correlation lecture, and a lecture on pain management were integrated into the curriculum. Main Outcome Measurements. Student evaluations of the clerkship. Results. Statistically significant improvements were found in the students’ evaluations of usefulness of lecturers, development of patient interviewing skills, and diagnostic and patient management skills (p≤0.05. Conclusions. This study suggests that students have a greater satisfaction with a required PM&R clerkship when lecturers utilize a variety of pedagogic methods to teach basic pain, neurology and musculoskeletal care skills in the rehabilitation setting rather than rehabilitation specific content.

Theory in Practice instead of Theory versus Practice – Curricular design for Task-based Learning within a competency oriented Curriculum

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Rotthoff, Thomas

2015-02-01

Full Text Available Objective: Already during their studies, medical students should intensively train their clinical thinking and practice skills, enhancing their clinical expertise in theoretical and practical terms.Methods: Based on the findings of educational research, a new curriculum for clinical training was developed at Duesseldorf University, focussing on workplace-based teaching, learning and assessment.Results: For students in their 3, 4 and 5 year of study, our curriculum is based on learning with patient complaint items in regard to multidisciplinary areas of outpatient and inpatient care. For this educational format, 123 complaint items were defined and their compatibility with diseases from various disciplines was tested. Based on the complaint of a specific case, students locate the underlying disease pattern, the differential diagnostic and therapeutical procedures and thereby deepen the required knowledge in the basic subjects. Study books have been created by the clinical departments to support this process. Learning is integrated in competence-oriented and workplace-based learning and assessment, offering a close-knit contact between students and doctors.Conclusion: The concept allows the integration of theory into practice and the integration of knowledge from the basic, clinical-theoretical and clinical subjects into clinical thinking and action.

Primary exploration of the application of case based learning method in clinical probation teaching of the integrated curriculum of hematology

Institute of Scientific and Technical Information of China (English)

Zi-zhen XU; Ye-fei WANG; Yan WANG; Shu CHENG; Yi-qun HU; Lei DING

2015-01-01

Objective To explore the application and the effect of the case based learning(CBL)method in clinical probation teaching of the integrated curriculum of hematology among eight-year-program medical students.Methods The CBL method was applied to the experimental group,and the traditional approach for the control group.After the lecture,a questionnaire survey was conducted to evaluate the teaching effect in the two groups.Results The CBL method efficiently increased the students’interest in learning and autonomous learning ability,enhanced their ability to solve clinical problems with basic theoretic knowledge and cultivated their clinical thinking ability.Conclusion The CBL method can improve the quality of clinical probation teaching of the integrated curriculum of hematology among eight-year-program medical students.

An International Marketing Curriculum - Development and Analysis.

Science.gov (United States)

Abboushi, Suhail; Lackman, Conway; Peace, A. Graham

1999-01-01

Describes the process of market-driven curriculum design in the development of an undergraduate International Marketing (IM) major at Duquesne University (Pennsylvania) School of Business Administration. Reports on a market study revealing profiles and IM curriculum design preferences of exporting companies. Discusses the curriculum development,…

Assessment of a Chief Complaint–Based Curriculum for Resident Education in Geriatric Emergency Medicine

Directory of Open Access Journals (Sweden)

Robert L Muelleman

2011-05-01

Full Text Available Introduction: We hypothesized that a geriatric chief complaint–based didactic curriculum would improve resident documentation of elderly patient care in the emergency department (ED. Methods: A geriatric chief complaint curriculum addressing the 3 most common chief complaints—abdominal pain, weakness, and falls—was developed and presented. A pre- and postcurriculum implementation chart review assessed resident documentation of the 5 components of geriatric ED care: 1 differential diagnosis/patient evaluation considering atypical presentations, 2 determination of baseline function, 3 chronic care facility/caregiver communication, 4 cognitive assessment, and 5 assessment of polypharmacy. A single reviewer assessed 5 pre- and 5 postimplementation charts for each of 18 residents included in the study. We calculated 95% confidence and determined that statistical significance was determined by a 2-tailed z test for 2 proportions, with statistical significance at 0.003 by Bonferroni correction. Results: For falls, resident documentation improved significantly for 1 of 5 measures. For abdominal pain, 2 of 5 components improved. For weakness, 3 of 5 components improved. Conclusion: A geriatric chief complaint–based curriculum improved emergency medicine resident documentation for the care of elderly patients in the ED compared with a non–age-specific chief complaint–based curriculum. [West J Emerg Med. 2011;12(4:484–488.

Business Mathematics Curriculum Guide. Bulletin 1612. Revised.

Science.gov (United States)

Louisiana State Dept. of Education, Baton Rouge. Div. of Academic Programs.

This curriculum guide for business mathematics was developed to establish statewide curriculum standards for the Louisiana Competency-based Education Program. Following an overview of the secondary school mathematics curriculum, eight goals for the business mathematics course are listed. A pacing chart with suggested time periods for each major…

George Herbert Mead, Curriculum Theorist: The Curriculum Field and the Problem of Social Control.

Science.gov (United States)

Franklin, Barry M.

This paper is one of three presented at a symposium intended to suggest how historical studies of the curriculum field can aid in identifying alternative perspectives to the prevailing scientific-technical perspective, an orientation that has dominated the curriculum field since its inception as a formal area of study. This paper contends that…

Curriculum Design for Inquiry: Preservice Elementary Teachers' Mobilization and Adaptation of Science Curriculum Materials

Science.gov (United States)

Forbes, Cory T.; Davis, Elizabeth A.

2010-01-01

Curriculum materials are crucial tools with which teachers engage students in science as inquiry. In order to use curriculum materials effectively, however, teachers must develop a robust capacity for pedagogical design, or the ability to mobilize a variety of personal and curricular resources to promote student learning. The purpose of this study…

Evaluating the philosophical foundation of 2013 Curriculum

Directory of Open Access Journals (Sweden)

M. Mardiana

2017-12-01

Full Text Available The study was to: (1 identify the interpretation toward the philosophical foundation of 2013 Curriculum; and (2 evaluate the philosophical foundation of 2013 Curriculum. In order to achieve these objectives, the researchers implemented the method of philosophy interpretation, namely a method that might discover an individual’s paradigm through the texts or the articles that he or she composed. Furthermore, in order to evaluate the philosophical foundation of 2013 Curriculum the researchers implemented certain criteria and this effort was supported by the expert interview. The data were analyzed by means of hermeneutic method, namely the presence of a relationship among the three elements namely text, interpreter and reader. The conclusions of the study then were as follows: (1 the interpretation toward the philosophical foundation of 2013 Curriculum contained six points namely: (a establishing and developing the nation’s attitude and civilization or the nation’s character, (b developing the curriculum based on the nation’s culture, (c referring to the fact that education had been a process of developing the learning participants’ potentials, (d referring to the fact that education had been based on the nation’s culture and experience in the past, (e referring to the fact that education had been basis of the nation’s life continuity and (f Referring to the fact that education had been adjusted to the life of the learning participants as an individual, a society member and a citizen; (2 the six philosophical reasons namely: (a perennialism, (b essentialism, (c progressivism, (d pragmatism, (e existentialism and (f reconstructionism; (3 the following evaluation results: (a the philosophical foundation of 2013 Curriculum based on the interpretation results had provided clear educational objectives and functions, (b the philosophical foundation of 2013 Curriculum had been in accordance to facts, (c the philosophical foundation of 2013

National Curriculum and Federalism: The Australian Experience

Science.gov (United States)

Harris-Hart, Catherine

2010-01-01

Whilst the past 35 years have seen numerous attempts at national curriculum collaboration in Australia, these have invariably failed largely due to the constitutional reality that the States have responsibility for curriculum. Federal government involvement in curriculum can only be achieved, therefore, with the consent of the States. To achieve…

Curriculum Redesign in Veterinary Medicine: Part I.

Science.gov (United States)

Chaney, Kristin P; Macik, Maria L; Turner, Jacqueline S; Korich, Jodi A; Rogers, Kenita S; Fowler, Debra; Scallan, Elizabeth M; Keefe, Lisa M

Curricular review is considered a necessary component for growth and enhancement of academic programs and requires time, energy, creativity, and persistence from both faculty and administration. At Texas A&M College of Veterinary Medicine & Biomedical Sciences (TAMU), the faculty and administration partnered with the university's Center for Teaching Excellence to create a faculty-driven, data-enhanced curricular redesign process. The 8-step process begins with the formation of a dedicated faculty curriculum design team to drive the redesign process and to support the college curriculum committee. The next steps include defining graduate outcomes and mapping the current curriculum to identify gaps and redundancies across the curriculum. Data are collected from internal and external stakeholders including veterinary students, faculty, alumni, and employers of graduates. Data collected through curriculum mapping and stakeholder engagement substantiate the curriculum redesign. The guidelines, supporting documents, and 8-step process developed at TAMU are provided to assist other veterinary schools in successful curricular redesign. This is the first of a two-part report that provides the background, context, and description of the process for charting the course for curricular change. The process involves defining expected learning outcomes for new graduates, conducting a curriculum mapping exercise, and collecting stakeholder data for curricular evaluation (steps 1-4). The second part of the report describes the development of rubrics that were applied to the graduate learning outcomes (steps 5-8) and engagement of faculty during the implementation phases of data-driven curriculum change.

Dismantling the Curriculum in Higher Education

Directory of Open Access Journals (Sweden)

Richard Hall

2016-04-01

Full Text Available The higher education curriculum in the global North is increasingly co-opted for the production of measurable outcomes, framed by determinist narratives of employability and enterprise. Such co-option is immanent to processes of financialisation and marketisation, which encourage the production of quantifiable curriculum activities and tradable academic services. Yet the university is also affected by global socio-economic and socio-environmental crises, which can be expressed as a function of a broader crisis of social reproduction or sociability. As the labour of academics and students is increasingly driven by a commodity-valuation rooted in the measurement of performance, the ability for academics and students to respond to crises from inside the university is constrained by the market. This article argues that in understanding the relationship between the university and society, and in responding to a crisis of sociability, revealing the bounded nature of the curriculum is central. One possible way to address this crisis is by re-imagining the university through the co-operative practices of groups like the Dismantling the Masters House community and the Social Science Centre. Such an exploration, rooted in the organising principles of the curriculum, asks educators to consider how their curriculum reproduces an on-going colonisation by Capital. It is argued that such work enables a re-imagination of higher education that is rooted in a co-operative curriculum, and which might enable activist-educators to build an engaged curriculum, through which students and academics no longer simply learn to internalise, monitor and manage their own alienation.

Advanced Texas Studies: Curriculum Guide.

Science.gov (United States)

Harlandale Independent School District, San Antonio, TX. Career Education Center.

The guide is arranged in vertical columns relating curriculum concepts in Texas studies to curriculum performance objectives, career concepts and career performance objectives, suggested teaching methods, and audio-visual and resource materials. Career information is included on 24 related occupations. Space is provided for teachers' notes which…

Transportation Consumer Education Curriculum Guide.

Science.gov (United States)

Finn, Peter; And Others

Materials in this curriculum guide represent a selection of the major transportation consumer topics and ideas and are designed to set the stage for more intensive transportation consumer education curriculum development and teacher efforts. (Eleven manuals covering the four transportation topics of public transportation, transportation and the…

Discrete Mathematics and Curriculum Reform.

Science.gov (United States)

Kenney, Margaret J.

1996-01-01

Defines discrete mathematics as the mathematics necessary to effect reasoned decision making in finite situations and explains how its use supports the current view of mathematics education. Discrete mathematics can be used by curriculum developers to improve the curriculum for students of all ages and abilities. (SLD)

Using a Framework of 21st Century Competencies to Examine Changes between China's 2001 and 2011 Mathematics Curriculum Standards for Basic Education

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Stephens, Max; Keqiang, Richard Xu

2014-01-01

In the Western developed world, the language of 21st century competencies, also referred to as 21st century skills or competences, is a powerful means of drawing attention to links between the secondary school curriculum, post-secondary education, and the social and economic imperatives of the developed economies. This paper will analyze different…

When Students Struggle with Gross Anatomy and Histology: A Strategy for Monitoring, Reviewing, and Promoting Student Academic Success in an Integrated Preclinical Medical Curriculum

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Hortsch, Michael; Mangrulkar, Rajesh S.

2015-01-01

Gross anatomy and histology are now often taught as parts of an integrated medical or dental curriculum. Although this puts these foundational basic sciences into a wider educational context, students may not fully appreciate their importance as essential components of their medical education and may not develop a sufficient level of competency,…

CuDAS: An interactive curriculum combining pedagogic composition with interactive software for the teaching of music technology

OpenAIRE

Leaman, Oliver

2010-01-01

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University. Within the framework of education of Music Technology for 16-18 year olds there exists a lack of thorough teaching and learning resources sufficient for a broad understanding of the basics of audio and electronic synthesis. This PhD submission outlines the role of the composer in the classroom in addressing this fundamental issue through the development of a curriculum containing pedago...

Development methodology of the novel Endoscopic stone treatment step 1 (EST s1) training/assessment curriculum.

Science.gov (United States)

Veneziano, Domenico; Ahmed, Kamran; Van Cleynenbreugel, Ben S E P; Gözen, Ali Serdar; Palou, Joan; Sarica, Kemal; Liatsikos, Evangelos N; Sanguedolce, Francesco; Honeck, Patrick; Alvarez-Maestro, Mario; Papatsoris, Athanasios; Kallidonis, Panagiotis; Greco, Francesco; Breda, Alberto; Somani, Bhaskar

2017-07-10

Background Simulation based technical-skill assessment is a core topic of debate, especially in high-risk environments. After the introduction of the E-BLUS exam for basic laparoscopy, no more technical training/assessment urological protocols have been developed in Europe. Objective We describe the methodology used in the development of the novel Endoscopic Stone Treatment step 1 (EST s1) assessment curriculum. Materials and Methods The "full life cycle curriculum development" template was followed for curriculum development. A CTA was run to define the most important steps and details of RIRS, in accordance with EAU Urolithiasis guidelines. Training tasks were created between April 2015 and September 2015. Tasks and metrics were further analyzed by a consensus meeting with the EULIS board in February 2016. A review, aimed to study available simulators and their accordance with task requirements, was subsequently run in London on March 2016. After initial feedback and further tests, content validity of this protocol was achieved during EUREP 2016. Results The EST s1 curriculum development, took 23 months. 72 participants tested the 5 preliminary tasks during EUREP 2015, with sessions of 45 minutes each. Likert-scale questionnaires were filled-out to score the quality of training. The protocol was modified accordingly and 25 participants tested the 4 tasks during the hands-on training sessions of the ESUT 2016 congress. 134 participants finally participated in the validation study in EUREP 2016. During the same event 10 experts confirmed content validity by filling-out a Likert-scale questionnaire. Conclusion We described a reliable and replicable methodology that can be followed to develop training/assessment protocols for surgical procedures. The expert consensus meetings, strict adherence to guidelines and updated literature search towards an Endourology curriculum allowed correct training and assessment protocol development. It is the first step towards

Conservation of basic monopoles in decay processes

International Nuclear Information System (INIS)

Barricelli, N.A.

1983-01-01

The conversation law of basic monpoles and other rules followed by these monopoles in the formation and decay processes of elementary particles are presented and discussed. A new interpretation of the distinction between rapid decay process (commonly ascribed to weak interactions) is proposed. (Auth.)

Practical use of medical terminology in curriculum mapping.

Science.gov (United States)

Komenda, Martin; Schwarz, Daniel; Švancara, Jan; Vaitsis, Christos; Zary, Nabil; Dušek, Ladislav

2015-08-01

Various information systems for medical curriculum mapping and harmonization have been developed and successfully applied to date. However, the methods for exploiting the datasets captured inside the systems are rather lacking. We reviewed the existing medical terminologies, nomenclatures, coding and classification systems in order to select the most suitable one and apply it in delivering visual analytic tools and reports for the benefit of medical curriculum designers and innovators. A formal description of a particular curriculum of general medicine is based on 1347 learning units covering 7075 learning outcomes. Two data-analytical reports have been developed and discussed, showing how the curriculum is consistent with the MeSH thesaurus and how the MeSH thesaurus can be used to demonstrate interconnectivity of the curriculum through association analysis. Although the MeSH thesaurus is designed mainly to index medical literature and support searching through bibliographic databases, we have proved its use in medical curriculum mapping as being beneficial for curriculum designers and innovators. The presented approach can be followed wherever needed to identify all the mandatory components used for transparent and comprehensive overview of medical curriculum data. Copyright © 2015 Elsevier Ltd. All rights reserved.

Basics of Neutrons for First Responders

Energy Technology Data Exchange (ETDEWEB)

Rees, Brian G. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

2018-02-05

These are slides from a presentation on the basics of neutrons. A few topics covered are: common origins of terrestrial neutron radiation, neutron sources, neutron energy, interactions, detecting neutrons, gammas from neutron interactions, neutron signatures in gamma-ray spectra, neutrons and NaI, neutron fluence to dose (msV), instruments' response to neutrons.

The Net Neutrality Debate: The Basics

Science.gov (United States)

Greenfield, Rich

2006-01-01

Rich Greenfield examines the basics of today's net neutrality debate that is likely to be an ongoing issue for society. Greenfield states the problems inherent in the definition of "net neutrality" used by Common Cause: "Network neutrality is the principle that Internet users should be able to access any web content they choose and…

The development and implementation of an online applied biochemistry bridge course for a dental hygiene curriculum.

Science.gov (United States)

Gadbury-Amyot, Cynthia C; Overman, Pamela R; Crain, Geralyn

2009-01-01

This article describes a curricular change project designed to improve instruction in biochemistry. After years of unsatisfactory outcomes from a dental hygiene biochemistry course, a decision was made to change the traditional lecture-based course to an online format. Using online technology and principles of educational pedagogy, a course was developed that fosters application of biomaterials principles to dental hygiene practice and provides a bridge between prerequisite chemistry coursework and biochemistry in a health professions program. Members of the dental hygiene graduating Classes of 2007 and 2008 participated in the revised course. The outcome measures used to assess the effectiveness of the revised course were student end-of-semester course evaluations, graduating senior survey results, student course performance, and National Board examination performance. While the results are based on only two classes, the positive outcomes suggest that the revision was a worthwhile endeavor. The use of technology in teaching holds the potential for solving many of the curriculum and instruction issues currently under discussion: overcrowding of the curriculum, lack of active learning methods, and basic sciences taught in isolation from the rest of the curriculum. It is hoped that the results of this change will be helpful to other faculty members seeking curricular change and innovation.

Tides. Ocean Related Curriculum Activities.

Science.gov (United States)

Marrett, Andrea

The ocean affects all of our lives. Therefore, awareness of and information about the interconnections between humans and oceans are prerequisites to making sound decisions for the future. Project ORCA (Ocean Related Curriculum Activities) has developed interdisciplinary curriculum materials designed to meet the needs of students and teachers…

Meta-Theory and Curriculum Development.

Science.gov (United States)

Hartoonian, H. Michael

Curriculum development in any area should be imbued with a meaning that focuses on the cultural values of motivation, logic, and human relationships. The term "meaning" implies seeing relationships (linguistic, economic, political, moral), understanding logic, and being sensitive to the enduring values of the culture. Curriculum developers and…

Customizing Curriculum with Digital Resources

Science.gov (United States)

Miller, Jeffrey

2011-01-01

To effectively use digital resources in the classroom, teachers must customize the information, merge it with pre-existing curriculum, differentiate it for diverse student populations, and still meet standards-based learning goals. This article describes a solution to these challenges: the Curriculum Customization Service, which provides access to…

Guidelines for Developing Competency-Based Curriculum.

Science.gov (United States)

Goodson, Ludy

1979-01-01

Presents guidelines for the development of competency-based curriculum formulated as a result of an automotive mechanics curriculum workshop. Listed are specific guidelines for content development, writing style, and illustration. (LRA)

Re-sourcing curriculum materials : in search of appropriate frameworks for researching the enacted mathematics curriculum

NARCIS (Netherlands)

Pepin, B.

2014-01-01

This article provides a commentary to the eight papers of this issue of ZDM entitled "Researching the enacted mathematics curriculum." It is structured around three main questions concerning (1) the layers of the curriculum addressed in the eight papers; (2) an identification of the main theoretical

Aligning library instruction with the needs of basic sciences graduate students: a case study.

Science.gov (United States)

O'Malley, Donna; Delwiche, Frances A

2012-10-01

How can an existing library instruction program be reconfigured to reach basic sciences graduate students and other patrons missed by curriculum-based instruction? The setting is an academic health sciences library that serves both the university and its affiliated teaching hospital. The existing program was redesigned to incorporate a series of seven workshops that encompassed the range of information literacy skills that graduate students in the basic sciences need. In developing the new model, the teaching librarians made changes in pedagogy, technology, marketing, and assessment strategies. Total attendance at the sessions increased substantially in the first 2 years of the new model, increasing from an average of 20 per semester to an average of 124. Survey results provided insight about what patrons wanted to learn and how best to teach it. Modifying the program's content and structure resulted in a program that appealed to the target audience.

Evaluation of oral microbiology lab curriculum reform.

Science.gov (United States)

Nie, Min; Gao, Zhen Y; Wu, Xin Y; Jiang, Chen X; Du, Jia H

2015-12-07

According to the updated concept of oral microbiology, the School of Stomatology, Wuhan University, has carried out oral microbiology teaching reforms during the last 5 years. There was no lab curriculum before 2009 except for a theory course of oral microbiology. The school has implemented an innovative curriculum with oral medicine characteristics to strengthen understanding of knowledge, cultivate students' scientific interest and develop their potential, to cultivate the comprehensive ability of students. This study was designed to evaluate the oral microbiology lab curriculum by analyzing student performance and perceptions regarding the curriculum from 2009 to 2013. The lab curriculum adopted modalities for cooperative learning. Students collected dental plaque from each other and isolated the cariogenic bacteria with selective medium plates. Then they purified the enrichment culture medium and identified the cariogenic strains by Gram stain and biochemical tests. Both quantitative and qualitative data for 5 years were analysed in this study. Part One of the current study assessed student performance in the lab from 2009 to 2013. Part Two used qualitative means to assess students' perceptions by an open questionnaire. The 271 study students' grades on oral microbiology improved during the lab curriculum: "A" grades rose from 60.5 to 81.2 %, and "C" grades fell from 28.4 to 6.3 %. All students considered the lab curriculum to be interesting and helpful. Quantitative and qualitative data converge to suggest that the lab curriculum has strengthened students' grasp of important microbiology-related theory, cultivated their scientific interest, and developed their potential and comprehensive abilities. Our student performance and perception data support the continued use of the innovative teaching system. As an extension and complement of the theory course, the oral microbiology lab curriculum appears to improve the quality of oral medicine education and help to

Leading Change in the Primary Science Curriculum

Science.gov (United States)

Waller, Nicky; Baker, Chris

2014-01-01

Nicky Waller and Chris Baker believe that change can be a good thing and explain how their training has helped others to adjust to the new science curriculum. In September 2013, teachers across England received the definitive version of the new primary curriculum "Leading Change in the Primary Science Curriculum." This course aimed to…

'Knowledge,' Curriculum and Social Justice

Science.gov (United States)

Wrigley, Terry

2018-01-01

This article considers the place of knowledge in developing a socially just curriculum. It pursues the unusual route of a critique of Social Realism, a small but influential tendency in curriculum studies which claims that knowledge has been squeezed out by recent curriculum reforms and that there has been a descent into relativism. This paper…

NANOSCIENCES IN LIBERAL ARTS COLLEGES: CURRICULUM EMBEDDING AND PROGRAM’S INTEGRATION

Directory of Open Access Journals (Sweden)

David Quesada

2018-04-01

Full Text Available This communication discusses an approach for teaching about nanosciences from the perspective of the School of Sciences at St. Thomas University with a “Liberal Art” type of education, where also there is not a major in Physics neither room within the curriculum for a course on nanosciences. Besides that, this approach intends motivate students about technological entrepreneurship and discuss how applied sciences might be conducive to mathematical models that might be extended to other basic science fields. In this end, the phenomenon of superconductivity is discussed from different angles, and it is shown how it is linked to technological advances from medicine to computer science, and from them to astrophysics and cosmology.

Borrowing Basics. FDIC Money Smart Financial Education Curriculum = Conceptos Basicos sobre Prestamos. FDIC Money Smart Plan de Educacion para Capacitacion en Finanzas.

Science.gov (United States)

Federal Deposit Insurance Corp., Washington, DC.

This module, an introduction to credit, is one of ten in the Money Smart curriculum, and includes an instructor guide and a take-home guide. It was developed to help adults outside the financial mainstream enhance their money skills and create positive banking relationships. It is designed to enable participants to decide when and how to use…

Pact for secondary education and curriculum: reflections from formation books and final report of PNEM Rondônia

Directory of Open Access Journals (Sweden)

Mirian de Oliveira Bertotti

2016-08-01

Full Text Available The vocation of this article is to discuss the dimensions of the existing secondary school curriculum in the continuing education of the federal government titled "Pacto Nacional pelo Fortalecimento do Ensino Médio- PNEM" for the teachers of the state school system of Rondonia. This training allowed seeing with new eyes the pedagogical practices of teachers with the subject of the last stage of basic education. Therefore, it takes a qualitative approach, and its methodological approach relies on the analysis of the formation of the notebooks used by course participants and the final report prepared by the educational program coordinator in the state of Rondônia. Even though our research still in development, the theoretical basis and data collection phase, we rely on the multiculturalist theory, as in Freire's pedagogy, which raises the critical reading, questioning and intervention in reality. We understand that curriculum policies are hybrid, polyphonic, produced by discourses that circulate in different educational space- time. We understand that the curriculum as a social instrument is built collectively, with the participation of each subject to enforce the quality of education in secondary school territories.

Standardised simulation-based emergency and intensive care nursing curriculum to improve nursing students' performance during simulated resuscitation: A quasi-experimental study.

Science.gov (United States)

Chen, Jie; Yang, Jian; Hu, Fen; Yu, Si-Hong; Yang, Bing-Xiang; Liu, Qian; Zhu, Xiao-Ping

2018-03-14

Simulation-based curriculum has been demonstrated as crucial to nursing education in the development of students' critical thinking and complex clinical skills during a resuscitation simulation. Few studies have comprehensively examined the effectiveness of a standardised simulation-based emergency and intensive care nursing curriculum on the performance of students in a resuscitation simulation. To evaluate the impact of a standardised simulation-based emergency and intensive care nursing curriculum on nursing students' response time in a resuscitation simulation. Two-group, non-randomised quasi-experimental design. A simulation centre in a Chinese University School of Nursing. Third-year nursing students (N = 39) in the Emergency and Intensive Care course were divided into a control group (CG, n = 20) and an experimental group (EG, n = 19). The experimental group participated in a standardised high-technology, simulation-based emergency and intensive care nursing curriculum. The standardised simulation-based curriculum for third-year nursing students consists of three modules: disaster response, emergency care, and intensive care, which include clinical priorities (e.g. triage), basic resuscitation skills, airway/breathing management, circulation management and team work with eighteen lecture hours, six skill-practice hours and twelve simulation hours. The control group took part in the traditional curriculum. This course included the same three modules with thirty-four lecture hours and two skill-practice hours (trauma). Perceived benefits included decreased median (interquartile ranges, IQR) seconds to start compressions [CG 32 (25-75) vs. EG 20 (18-38); p  0.05] and defibrillation [CG 222 (194-254) vs. EG 221 (214-248); p > 0.05] at the beginning of the course. A simulation-based emergency and intensive care nursing curriculum was created and well received by third-year nursing students and associated with decreased response time in a

Models for Instruction and Curriculum.

Science.gov (United States)

Toth, Elizabeth L.

1999-01-01

Proposes three models of course-specific curricula and a content-curriculum model for undergraduate public-relations education, and proposes core and elective areas for a master's of public-relations curriculum. Agrees that public-relations curricula should have a broad liberal arts and science basis, and recommended more attention to ethics,…

The Integrated Early Childhood Curriculum.

Science.gov (United States)

Krogh, Suzanne

This textbook provides an outline of an integrated curriculum for early childhood education. Part 1 discusses the human element in school: the child and the teacher and child development. Part 2 contains the curriculum itself and covers the subjects of language, mathematics, science, social studies, art, music, and movement. Guidelines provide…

A Substantiation of Macdonald's Models in Science Curriculum Development.

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Searles, W. E.

1982-01-01

A history and analysis of science curriculum development is presented. Factors which influence the selection and organization of content in a science curriculum are discussed, including Macdonald's curriculum development models, propositions for curriculum development, and changes made in science curricula during the last century. (CJ)

Learners, teachers and curriculum

DEFF Research Database (Denmark)

Petersen, Karen Bjerg

2008-01-01

of virtual e-learning, interviews with teachers and 10 learner participants in a virtual classroom setting, and discourse analysis of curriculum developed for the particular e-learning course The research has taken place in the context of a study of e-learning and virtual teaching of Danish as a Second...... language for adults. The research results indicate that teachers seem to compensate by trying to create virtual communities of learning. Learners, however, experience disembedded relations. Conversely, curriculum development, on tends to ‘exploit’ the conditions of disembedding social relations in e-learning......, locationally distant”. The aim of the paper is to analyse and discuss how different positions in e-learning settings result in different answers to modernity. These settings can be applied to either teacher, learner or curriculum positions. The research was based on a qualitative longitudinal case study...

The Concept of the Absent Curriculum: The Case of the Muslim Contribution and the English National Curriculum for History

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Wilkinson, Matthew L. N.

2014-01-01

This paper introduces the concept of the "absent curriculum" on the premise that the study of curriculum has been prone to privileging curricular presence to the exclusion of curricular absence. In order to address this imbalance and to articulate a theory of absence in the curriculum, the paper applies ideas derived from the philosophy…

The Execution and Evaluation of an Integrated Business Common Core Curriculum.

Science.gov (United States)

Pharr, Steven W.; Morris, John S.; Stover, Dana; Byers, C. Randall; Reyes, Mario G.

1998-01-01

Describes the rationale, process, and organization of an integrated, cross-disciplinary undergraduate program known as the Integrated Business Common Core (IBC) at the University of Idaho. Indicates that IBC's goal is to provide students with an understanding of key business issues, with emphasis on processes. (2 tables and 11 references) (JDI)

Phenomenon-Based Teaching and Learning through the Pedagogical Lenses of Phenomenology: The Recent Curriculum Reform in Finland

Directory of Open Access Journals (Sweden)

Vasileios Symeonidis

2016-12-01

Full Text Available This paper aims to explore the phenomenon-based approach in teaching and learning, through the pedagogical lenses of phenomenology, the philosophy of phenomena. The phenomenon-based approach has informed the new core curriculum for basic education in Finland, which has officially introduced multidisciplinary learning modules as periods of phenomenon-based project studies. In this paper, we discuss how the specific approach is integrated into the curriculum, its theoretical grounding and its connections to constructivism. We also explore its implications for teaching and learning from a phenomenological perspective. The paper concludes that the responsive relation between teaching and learning is essential when our purpose is educational. Students are part of the learning process, but they do not necessarily initiate it; similarly, teachers cannot fully instruct it. Thus, we need to make meaning of the space between teaching and learning, in an effort to reclaim learning for pedagogy.

On the development of an International Curriculum on Hydrogen Safety Engineering and its Implementation into Educational Programmes

International Nuclear Information System (INIS)

Dahoe, A.E.; Molkov, V.V.

2006-01-01

The present paper provides an overview of the development of an International Curriculum on Hydrogen Safety Engineering and its implementation into new educational programmes. The curriculum has a modular structure, and consists of five basic, six fundamental and four applied modules. The reasons for this particular structure are explained. To accelerate the development of teaching materials and their implementation in training/educational programmes, an annual European Summer School on Hydrogen Safety will be held (the first Summer School is from 15-24 Aug 2006, Belfast, UK), where leading experts deliver keynote lectures to an audience of researchers on topics covering the state-of-the-art in Hydrogen Safety Science and Engineering. The establishment of a Postgraduate Certificate course in Hydrogen Safety Engineering at the University of Ulster (starting in September 2006) as a first step in the development of a worldwide system of Hydrogen Safety education and training is described. (authors)

Materiality and discourse in school curriculum

DEFF Research Database (Denmark)

Valero, Paola

2013-01-01

We bring contemporary theoretical approaches to bear on the question of the relationship between the material and the discursive in curriculum studies when researching the effects of power of the school curriculum in generating the inclusion/exclusion of learners. We argue for the need to bring...... of intellectual, social, and economic poverty are organized in the curriculum. Our focus on school mathematics is essential, since this is a curricular area that is seldom approached as a field of cultural politics....

26 CFR 48.4216(b)-2 - Constructive sale price; basic rules.

Science.gov (United States)

2010-04-01

... there is common control, whether or not such control is actually exercised to influence the sale price... 26 Internal Revenue 16 2010-04-01 2010-04-01 true Constructive sale price; basic rules. 48.4216(b... to Manufacturers Taxes § 48.4216(b)-2 Constructive sale price; basic rules. (a) In general. Section...

Curriculum changes and moral issues in nursing education.

Science.gov (United States)

Karseth, Berit

2004-11-01

Through history nursing education has strongly advocated the importance of educating students towards moral and ethical responsibility. In today's society however, it has become increasingly difficult to honour this concern. One peephole to capture the ongoing struggle is to look into the curriculum where different stakeholders voice different opinions. Following a social constructive perspective the curriculum texts represent specific interest among stakeholders related to nursing education in a certain historical periods. By analysing the two last versions of the curriculum we get an insight into moral and ethical issues at stake and different ways of addressing these questions. While moral and ethical issues in the curriculum of 1987 follow a disciplinary discourse emphasising the importance of learning ethical concepts and modes of arguments, the curriculum of 2000 places ethical and moral issues within an employability discourse. In this curriculum moral issues are seen as an obligation linked to students practical and technical skills. The 2000 curriculum represents a shift from emphasising the independent and reflective professional to underline the skillful and morally obliged practitioner.

Guidelines for Curriculum Development. Revised.

Science.gov (United States)

Kistler, K.; And Others

The curriculum development process explained in this booklet was first implemented at College of the Redwoods in May 1986 and then revised in June 1989. First, information on the college's Curriculum Committee is provided, indicating that the committee was formed to plan credit/non-credit courses; evaluate and approve additions, modifications, or…

Rethinking the Tertiary Mathematics Curriculum

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Petocz, Peter; Reid, Anna

2005-01-01

Mathematics curriculum at the tertiary level is located within a range of social and cultural theories, and is often constructed by academics seeking to promulgate a particular view of mathematics. We argue that such a curriculum should incorporate a real acknowledgement of the different ways in which students understand the nature of mathematics…

Vertical integration of basic science in final year of medical education.

Science.gov (United States)

Rajan, Sudha Jasmine; Jacob, Tripti Meriel; Sathyendra, Sowmya

2016-01-01

Development of health professionals with ability to integrate, synthesize, and apply knowledge gained through medical college is greatly hampered by the system of delivery that is compartmentalized and piecemeal. There is a need to integrate basic sciences with clinical teaching to enable application in clinical care. To study the benefit and acceptance of vertical integration of basic science in final year MBBS undergraduate curriculum. After Institutional Ethics Clearance, neuroanatomy refresher classes with clinical application to neurological diseases were held as part of the final year posting in two medical units. Feedback was collected. Pre- and post-tests which tested application and synthesis were conducted. Summative assessment was compared with the control group of students who had standard teaching in other two medical units. In-depth interview was conducted on 2 willing participants and 2 teachers who did neurology bedside teaching. Majority (>80%) found the classes useful and interesting. There was statistically significant improvement in the post-test scores. There was a statistically significant difference between the intervention and control groups' scores during summative assessment (76.2 vs. 61.8 P Vertical integration of basic science in final year was beneficial and resulted in knowledge gain and improved summative scores. The classes were found to be useful, interesting and thought to help in clinical care and application by majority of students.

Medical Students’ View about the Effects of Practical Courses on Learning the General Theoretical Concepts of Basic Medical Sciences

OpenAIRE

Leila Roshangar; Fariba Salek Ranjbarzadeh; Reza Piri; Mahdi Karimi Shoar; Leila Rasi Marzabadi

2014-01-01

Introduction: The basic medical sciences section requires 2.5 years in the medical education curriculum. Practical courses complement theoretical knowledge in this period to improve their appreciation. Despite spending lots of disbursement and time, this period’s efficacy is not clearly known. Methods: One hundred thirty-three General Practitioner (GP) students have been included in this descriptive cross-sectional study and were asked by questionnaire about the positive impact of practical c...

A Case for Common Core State Standards: Gifted Curriculum 3.0

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VanTassel-Baska, Joyce

2012-01-01

The Common Core State Standards (CCSS) is the most successful attempt to gain consensus across states for 21st century standards in language arts and mathematics. So far, 46 states have accepted these standards, with two consortia organized to translate them into resources and sample activities. A consultant firm has been hired to develop the…

The co-curriculum: Re-defining boundaries of academic spaces

African Journals Online (AJOL)

citizenship and social justice? Are these issues located within the co-curriculum or ought they to be mainstreamed and explored in the curriculum? Another question about the co-curriculum is about its alignment with government policy. We remember too well what happened when the co-curriculum was aligned with public ...

Teachers' sense-making of curriculum structures and its impact on the implementation of an innovative reform-based science curriculum

Science.gov (United States)

Beckford-Smart, Meredith

This study discusses the social interactions involved in teachers' enactment and use of new science curricula. The teachers studied participated in the LiFE program, a university-school partnership, which is an inquiry based science and nutrition education program. In this program fifth and sixth grade students learned science through the study of food. The program used the study of food and food systems to teach life sciences and nutrition through inquiry based studies. Through the partnership teachers received professional development which aimed to deepen their conceptual understandings of life science and develop skills in implementing inquiry-base teaching. Using qualitative research methods of ethnography and narrative inquiry to study teachers' sense-making of messages from curriculum structures, the intention was to explore how teachers' sense-making of these structures guided their classroom practices. Two research questions were addressed: (a) How do teachers make sense of curriculum given their perceptions, their school context and their curricular context; (b) What influence do their identities as science teachers/learners have on their enactment of an innovative science curriculum. I used comparative analysis to examine teacher's beliefs and identities as teachers/learners. In the process of studying these teachers an understanding of how teachers' stories and identities shape their use and enactment of science curriculum came to light. The initial analysis revealed four distinct teacher identities: (a) social responsibility teacher/learner; (b) experiential teacher/learner; (c) supportive institution teacher/learner; and (d) turning point teacher. Besides these distinct teacher identities three cross cutting themes emerged: (a) creating environments conducive to their teaching visions; (b) empowering student through science teaching; and (c) dealing with the uncertainty of teaching. The information gathered from this study will illuminate how these

Implementing Reform: Teachers' Beliefs about Students and the Curriculum

Science.gov (United States)

Bartiromo, Tara; Etkina, Eugenia

2009-11-01

This paper presents findings on how consistent teachers' perceptions of their students, their own role in the classroom, and the reformed curriculum are with the actual implementation of the reformed curriculum in the classroom. This study shows that the five participating teachers were consistent with their perceptions and their actual behavior in the classroom. The teachers who were engaged in designing the curriculum demonstrated consistent reformed teaching views and behaviors. The degree to which the teachers viewed the curriculum as useful to them and their students was an indicator of how reformed their teaching was as measured by the Reformed Teaching Observation Protocol (RTOP) [1][2]. Finally, it was determined that faithful implementation of a curriculum can mean faithfully implementing the theoretical foundation of the curriculum materials during instruction instead of implementing every component or lesson of the reformed curriculum.

Bases para el Curriculum de las Escuelas de Nivel Elemental (Bases for the Elementary School Curriculum).

Science.gov (United States)

Ministerio de Cultura y Educacion, Buenos Aires (Argentina). Centro National de Documentacion e Informacion Educativa.

This document proposes a detailed foundation for curriculum planning in grades 1, 2, and 3 in the Argentine elementary schools. The book covers such topics as curriculum objectives, contents and activities, personalization and individualization, socialization and regionalization, quality, organization, and suggestions for subject matter and…

Development of Curriculum of Learning through Photograph

Science.gov (United States)

Suzuki, Keiko; Aoki, Naokazu; Kobayashi, Hiroyuki

A curriculum of an integrated learning using power of photography in the junior highschool was constructed, and was experimented in the class "Seminar for Photographic Expression" of the integrated learning at a junior high school. The center of the curriculum is viewing photographs and self-expression using photography. By comparing the results of questionnaires investigation between before and after the class it is suggested that the curriculum brings about increase in self-esteem, empathy, and motivation for learning. This educational effect is really to foster ability to live self-sufficient lives. On the basis of these results curriculums which can be conducted by anyone at every junior highschool were proposed.

Curriculum Change Management and Workload

Science.gov (United States)

Alkahtani, Aishah

2017-01-01

This study examines the ways in which Saudi teachers have responded or are responding to the challenges posed by a new curriculum. It also deals with issues relating to workload demands which affect teachers' performance when they apply a new curriculum in a Saudi Arabian secondary school. In addition, problems such as scheduling and sharing space…

f-Element Ion Chelation in Highly Basic Media

International Nuclear Information System (INIS)

Paine, Robert T.

1999-01-01

High-level radioactive waste (HLW) generated in the DOE complex is stored in tanks at several sites, but predominantly it is found at the Hanford reservation. Much of the material has been exposed to high pHs, consequently the waste exists in a complex, poorly understood mixture of solids, gels and solutions. The final waste remediation plan may involve chemical separation of fractions and a suitable, well developed molecular chemistry basis for performing these separations is not available. Indeed, the fundamental chemical behavior of most radioactive nuclides in basic media is not known. The goal of this project is to undertake fundamental studies of the coordination chemistry of f-element species in basic aqueous solutions containing common waste treatment ions (e.g., NO3 -, CO3 2-, organic carboxylates, and EDTA), as well as new waste scrubbing chelators produced in this study. The experimental agenda includes: 1. Studies of the speciation of Sr and Ln ions in basic solutions wit h and without common counterions; 2. Preparations of new multifunctional ligands that may act as strong, ion-specific chelators for Sr and/or Ln ions in basic media; and 3. Studies of the coordination and dissolution behavior of oxide-hydroxide species, as well as in insoluble sols, gels, and precipitates in combination with new chelating ligands. It is anticipated that this coordination chemistry will facilitate the design of advanced separation schemes required for handling the complex waste matrices found at the Hanford HLW facility

The effects of an integrated Algebra 1/physical science curriculum on student achievement in Algebra 1, proportional reasoning and graphing abilities

Science.gov (United States)

Lawrence, Lettie Carol

1997-08-01

The purpose of this investigation was to determine if an integrated curriculum in algebra 1/physical science facilitates acquisition of proportional reasoning and graphing abilities better than a non-integrated, traditional, algebra 1 curriculum. Also, this study was to ascertain if the integrated algebra 1/physical science curriculum resulted in greater student achievement in algebra 1. The curriculum used in the experimental class was SAM 9 (Science and Mathematics 9), an investigation-based curriculum that was written to integrate physical science and basic algebra content. The experiment was conducted over one school year. The subjects in the study were 61 ninth grade students. The experimental group consisted of one class taught concurrently by a mathematics teacher and a physical science teacher. The control group consisted of three classes of algebra 1 students taught by one mathematics teacher and taking physical science with other teachers in the school who were not participating in the SAM 9 program. This study utilized a quasi-experimental non-randomized control group pretest-posttest design. The investigator obtained end-of-algebra 1 scores from student records. The written open-ended graphing instruments and the proportional reasoning instrument were administered to both groups as pretests and posttests. The graphing instruments were also administered as a midtest. A two sample t-test for independent means was used to determine significant differences in achievement on the end-of-course algebra 1 test. Quantitative data from the proportional reasoning and graphing instruments were analyzed using a repeated measures analysis of variance to determine differences in scores over time for the experimental and control groups. The findings indicate no significant difference between the experimental and control groups on the end-of-course algebra 1 test. Results also indicate no significant differences in proportional reasoning and graphing abilities between

Large-Scale Curriculum Reform in Finland--Exploring the Interrelation between Implementation Strategy, the Function of the Reform, and Curriculum Coherence

Science.gov (United States)

Pietarinen, Janne; Pyhältö, Kirsi; Soini, Tiina

2017-01-01

The study aims to gain a better understanding of the national large-scale curriculum process in terms of the used implementation strategies, the function of the reform, and the curriculum coherence perceived by the stakeholders accountable in constructing the national core curriculum in Finland. A large body of school reform literature has shown…

Gastroenterology Curriculum in the Canadian Medical School System.

Science.gov (United States)

Dang, ThucNhi Tran; Wong, Clarence; Bistritz, Lana

2017-01-01

Background and Purpose. Gastroenterology is a diverse subspecialty that covers a wide array of topics. The preclinical gastroenterology curriculum is often the only formal training that medical students receive prior to becoming residents. There is no Canadian consensus on learning objectives or instructional methods and a general lack of awareness of curriculum at other institutions. This results in variable background knowledge for residents and lack of guidance for course development. Objectives. (1) Elucidate gastroenterology topics being taught at the preclinical level. (2) Determine instructional methods employed to teach gastroenterology content. Results . A curriculum map of gastroenterology topics was constructed from 10 of the medical schools that responded. Topics often not taught included pediatric GI diseases, surgery and trauma, food allergies/intolerances, and obesity. Gastroenterology was taught primarily by gastroenterologists and surgeons. Didactic and small group teaching was the most employed teaching method. Conclusion. This study is the first step in examining the Canadian gastroenterology curriculum at a preclinical level. The data can be used to inform curriculum development so that topics generally lacking are better incorporated in the curriculum. The study can also be used as a guide for further curriculum design and alignment across the country.

Automotive Chassis; Automotive Mechanics-Basic: 9043.02.

Science.gov (United States)

Dade County Public Schools, Miami, FL.

This automotive chassis course is designed to familiarize the beginning student of the history and development of the automobile with basic concepts common to the automobile industry, and general information that is required for successful advancement in the automotive mechanics field. It is one quinmester in a series of quinmester outlines…