Sample records for meets curriculum objectives
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Improving Family Meetings in Intensive Care Units: A Quality Improvement Curriculum.
Gruenewald, David A; Gabriel, Michelle; Rizzo, Dorothy; Luhrs, Carol A
2017-07-01
Family meetings in the intensive care unit are associated with beneficial outcomes for patients, their families, and health care systems, yet these meetings often do not occur in a timely, effective, reliable way. The Department of Veterans Affairs Comprehensive End-of-Life Care Implementation Center sponsored a national initiative to improve family meetings in Veterans Affairs intensive care units across the United States. Process measures of success for the initiative were identified, including development of a curriculum to support facility-based quality improvement projects to implement high-quality family meetings. Identified curriculum requirements included suitability for distance learning and applicability to many clinical intensive care units. Curriculum modules were cross-mapped to the "Plan-Do-Study-Act" model to aid in planning quality improvement projects. A questionnaire was e-mailed to users to evaluate the curriculum's effectiveness. Users rated the curriculum's effectiveness in supporting and achieving aims of the initiative as 3.6 on a scale of 0 (not effective) to 4 (very effective). Users adapted the curriculum to meet local needs. The number of users increased from 6 to 17 quality improvement teams in 2 years. All but 3 teams progressed to implementation of an action plan. Users were satisfied with the effectiveness and adaptability of a family-meeting quality improvement curriculum to support implementation of a quality improvement project in Veterans Affairs intensive care units. This tool may be useful in facilitating projects to improve the quality of family meetings in other intensive care units. ©2017 American Association of Critical-Care Nurses.
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Davis, O. L., Jr.
2002-01-01
Describes principal participants and agenda at informal annual meetings of public-school curriculum works in late 1920s; meetings eventually led to the creation of a professional association for curriculum practitioners and researches: The Society for Curriculum Study, later to become the Association for Supervision and Curriculum Development.…
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When constructions of the future meet curriculum development and teaching practice
DEFF Research Database (Denmark)
Rasmussen, Jens
in direction of still better learning outcomes, personal development and Bildung. On the other hand the educational system’s environment such as for example the economic system, the political system or other parts of the educational system requires outcomes that meet the needs of these systems as well...... and teaching practices that are especially suited to promote such selected constructs. How are these efforts met by curriculum development and how are they met by classroom practitioners? What happens when the constructions of future meets curriculum development and teaching practice?...
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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 ...
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International Nuclear Information System (INIS)
Braams, B.J.; Chung, H.-K.
2011-01-01
This is the 21st meeting of the International Atomic and Molecular Data Centres Network. The traditional DCN meeting objectives are: to exchange information about activities in the Centres and review progress; to coordinate work in the Centres; to assess priorities in data evaluation and data production; to make plans for specific evaluations; and to evaluate and revise procedures for collection and exchange of bibliographical and numerical data. All of these are objectives for the present meeting too. In addition to the presentations from DCN and prospective DCN members we have two participants from outside the field of fusion data: Dr N. Mason will tell us about coordination of the Virtual Atomic and Molecular Data Centre and Dr S. Simakov will describe the manner in which nuclear structure and cross-section database development is coordinated by our colleagues in the Nuclear Data Section. In the discussions on Thursday and Friday there are two topics that need special attention this year: the future of our bibliographical data compilation and ways in which we can strengthen data evaluation activities, all with emphasis on collision processes and plasma-material interaction. The first 3 Data Centre Network meetings were held in 1977, 1980 and 1982 and the reports of those meetings make interesting reading and can still provide inspiration for the present meeting. I show some excerpts in the presentation. In 1977 the emphasis was on the coordination of the bibliographical database, AMBDAS, and a collision data index, CIAMDA, as the initial activities of the Network and of the newly formed IAEA A+M Data Unit. In 1980 the central topic of discussion at the meeting shifted to the numerical database and to data evaluation. The Network recommended that numerical data be reviewed by a selected group of scientists and that no unevaluated numerical A+M collision data should be distributed by the IAEA. The report of the meeting in 1982 shows that the bibliographical
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Effectiveness of alternative management strategies in meeting conservation objectives
Richards S. Holthausen; Carolyn Hull Sieg
2007-01-01
This chapter evaluates how well various management strategies meet a variety of conservation objectives, summarizes their effectiveness in meeting objectives for rare or little-known (RLK) species, and proposes ways to combine strategies to meet overall conservation objectives. We address two broad categories of management strategies. Species approaches result in...
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Crowell, Doris
This report describes a curriculum, based on stated performance objectives, which was developed and implemented by the Kamehameha Early Education Program (KEEP). The structure of the mathematics and reading curriculum is described briefly and the use of performance objectives in evaluating student progress is discussed. Advantages of the…
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Curriculum in radiology for residents: what, why, how, when, and where.
Collins, J
2000-02-01
Developing a curriculum in chest radiology should follow the same general principles that are used when developing a curriculum in any subspecialty area of radiology. A curriculum is more than a "list of topics" with which a resident should be familiar after 4 years of training. It includes objectives and goals, content, faculty, methods, and evaluation. Numerous resources are available for those who are charged with developing a curriculum in chest radiology. In addition to faculty members in the department, whose input during development can ensure successful implementation of the curriculum, organizations (i.e., ACR, APDR, STR) already have begun to develop "model" curricula. Attending the annual meeting of the Association of American Medical Colleges is a way to meet and hear from professionals who develop and oversee curriculum development at their medical schools, and another important resource available at some medical schools is the Office of Medical Education. The faculty within such offices are uniquely qualified to assist with curriculum and faculty development, especially for those areas in which radiology faculty traditionally are less experienced, such as development of valid and reliable assessment forms and construction of behaviorally based objectives.
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Reaching Consensus on Essential Biomedical Science Learning Objectives in a Dental Curriculum.
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.
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Otolaryngology sleep medicine curriculum objectives as determined by sleep experts.
Cass, Nathan; Kominsky, Alan; Cabrera-Muffly, Cristina
(1) Ascertain the most important concepts and topics for otolaryngology resident education in sleep medicine and surgery, as determined by faculty who teach sleep medicine to otolaryngology residents. (2) Create learning objectives within the area of otolaryngologic sleep medicine in order to design a sleep medicine curriculum for otolaryngology residents. Two web-based surveys were sent to 163 academic otolaryngologists who teach sleep medicine. The first survey determined the topics, and their relative importance, considered most vital to learn during otolaryngology training. Using the Delphi method, the second clarified questions regarding topics determined by the first survey. Sleep medicine learning objectives for residents were ascertained from responses. The response rate of first and second surveys were 24.5% and 19%, respectively. Topics ranked most important for resident education included upper airway anatomy, polysomnogram interpretation, and understanding the range of medical and surgical therapies used to treat sleep disorders. Respondents listed surgical therapy as the most critical topic that most residents do not understand well. The second survey clarified the specific anatomic features, surgical techniques, and polysomnography data points deemed most critical for resident learning. Academic otolaryngology sleep experts hold opinions regarding relative value of different topics for teaching sleep medicine, which is useful in creating a curriculum for otolaryngology residents. Otolaryngology learning objectives related to sleep medicine identified during this study are being used to create an online curriculum to supplement resident education. Copyright © 2016 Elsevier Inc. All rights reserved.
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Meeting Objectives and Relevant NDS Databases
International Nuclear Information System (INIS)
Simakov, S.P.
2012-01-01
The purpose of the meeting was to find ways to overcome the drawbacks of the NRT standard and benefit from the recent developments in primary radiation damage simulations, the Technical Meeting had the objectives to discuss: - revisiting the NRT standard with the purpose of improving it by the evaluation of uncertainties connected with recoil spectra and the energy partitioning model; - proposal of a new upgraded standard that will capture the annealing of defects in the recoil cascade on the basis of MD, BCA and other models. As an outcome of discussions, the definition of objectives and participating organisations for a new Coordinated Research Project (CRP) on this topic are expected
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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.
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Lansu, Angelique; Boon, Jo; Sloep, Peter; van Dam-Mieras, Rietje
2012-01-01
Lansu, A., Boon, J., Sloep, P. B., & Van Dam-Mieras, R. (Accepted). Changing Professional Demands in Sustainable Regional Development: A Curriculum Design Process to meet Transboundary Competence. Journal of Cleaner Production. [Special Issue: Learning for Sustainable Development in Regional
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Directory of Open Access Journals (Sweden)
Elham Ghaderi Doust
2016-12-01
Full Text Available This study aims to provide a preliminary of the codification of the objectives and components of teaching reading within the National Language curriculum in upper secondary in correlation with elementary and lower secondary curriculums. The data includes the Persian Language curriculum in Iranian upper secondary schools (version 2007 and American core curriculum for Language Arts (in New Jersey, 2004 collected through library study and note taking from Iran and foreign documents. The data have been analyzed qualitatively (through grounded theory method at the secondary level. In the present research, objectives and components of teaching reading within the curriculums of mentioned countries are analyzed and surveyed based on Autonomous and Ideological approaches to literacy; suggesting that objectives and components of American curriculum for teaching reading are formularized and influenced by Ideological approach, whereas Iranian reading curriculum owns the features of Autonomous Approach (consciously or unconsciously and features related to Ideological approach are negligible in Iran. After discussing characteristics of curriculums in America (New Jersey, influenced by the Ideological approach to literacy, the merits and demerits of objectives and components of Iranian curriculum for teaching reading and some proposals to refine have been cited.
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Engineering the curriculum: Towards an adaptive curriculum
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
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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
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Kassam, Aliya; Sharma, Nishan; Harvie, Margot; O’Beirne, Maeve; Topps, Maureen
2016-01-01
Abstract Objective To conduct a thematic analysis of the College of Family Physicians of Canada’s (CFPC’s) Red Book accreditation standards and the Triple C Competency-based Curriculum objectives with respect to patient safety principles. Design Thematic content analysis of the CFPC’s Red Book accreditation standards and the Triple C curriculum. Setting Canada. Main outcome measures Coding frequency of the patient safety principles (ie, patient engagement; respectful, transparent relationships; complex systems; a just and trusting culture; responsibility and accountability for actions; and continuous learning and improvement) found in the analyzed CFPC documents. Results Within the analyzed CFPC documents, the most commonly found patient safety principle was patient engagement (n = 51 coding references); the least commonly found patient safety principles were a just and trusting culture (n = 5 coding references) and complex systems (n = 5 coding references). Other patient safety principles that were uncommon included responsibility and accountability for actions (n = 7 coding references) and continuous learning and improvement (n = 12 coding references). Conclusion Explicit inclusion of patient safety content such as the use of patient safety principles is needed for residency training programs across Canada to ensure the full spectrum of care is addressed, from community-based care to acute hospital-based care. This will ensure a patient safety culture can be cultivated from residency and sustained into primary care practice. PMID:27965349
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Schoonheim-Klein, M; Ong, T S; Loos, B G
2016-11-01
To report on our implementation process within the existing local curriculum of all periodontal competences and assessments as proposed in the 2010 European consensus meeting. In 2011, a workshop for all teaching staff at the Department of Periodontology, ACTA, an education and assessment blueprint, was developed to test for missing education and assessment of European competences, divided into seven domains. This was repeated in 2013. An oral evaluation of the staff followed both meetings. It appeared that eight of 58 (14%) European competences were not taught, and 21 (35%) competences were not assessed. After evaluation of the results on the actual curriculum and the assessment programme, shared decisions were made about how to teach and assess the missing competences within the local periodontal educational programme. The second workshop in 2013 revealed still 8 (14%) competences were not taught and 8 (14%) competences were not assessed. Staff appreciated the used method of validation; it gave insight and an overview of the curriculum. The existence of the European consensus report for undergraduate periodontal education, based on seven domains, has been instrumental and essential. The development of a blueprint from the education programme and concomitant assessment methods in periodontology by participating teaching staff gives a validation and appreciation of the curriculum and will improve the quality of education and assessment. It is advised that for quality control of the curriculum, dental schools could do this exercise for all their specialties if European consensus reports exist. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
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Directory of Open Access Journals (Sweden)
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
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Tides. Ocean Related Curriculum Activities.
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…
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Customizing Curriculum with Digital Resources
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…
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Developing a comprehensive curriculum for public health advocacy.
Hines, Ayelet; Jernigan, David H
2012-11-01
There is a substantial gap in public health school curricula regarding advocacy. Development of such a curriculum faces three challenges: faculty lack advocacy skills and experience; the public health literature on effective advocacy is limited; and yet a successful curriculum must be scalable to meet the needs of approximately 9,000 public health students graduating each year. To meet these challenges, we propose a 100-hour interactive online curriculum in five sections: campaigning and organizing, policy making and lobbying, campaign communications, new media, and fund-raising. We outline the content for individual modules in each of these sections, describe how the curriculum would build on existing interactive learning and social media technologies, and provide readers the opportunity to "test-drive" excerpts of a module on "grasstops" organizing. Developing advocacy skills and expertise is critical to meeting the challenges of public health today, and we provide a blueprint for how such training might be brought to scale in the field.
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Corvin, Jaime A; DeBate, Rita; Wolfe-Quintero, Kate; Petersen, Donna J
2017-01-01
In the twenty-first century, the dynamics of health and health care are changing, necessitating a commitment to revising traditional public health curricula to better meet present day challenges. This article describes how the College of Public Health at the University of South Florida utilized the Intervention Mapping framework to translate revised core competencies into an integrated, theory-driven core curriculum to meet the training needs of the twenty-first century public health scholar and practitioner. This process resulted in the development of four sequenced courses: History and Systems of Public Health and Population Assessment I delivered in the first semester and Population Assessment II and Translation to Practice delivered in the second semester. While the transformation process, moving from traditional public health core content to an integrated and innovative curriculum, is a challenging and daunting task, Intervention Mapping provides the ideal framework for guiding this process. Intervention mapping walks the curriculum developers from the broad goals and objectives to the finite details of a lesson plan. Throughout this process, critical lessons were learned, including the importance of being open to new ideologies and frameworks and the critical need to involve key-stakeholders in every step of the decision-making process to ensure the sustainability of the resulting integrated and theory-based curriculum. Ultimately, as a stronger curriculum emerged, the developers and instructors themselves were changed, fostering a stronger public health workforce from within.
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Rosenstein, Joseph
1971-01-01
Paper presented at the Summer Meeting of the Alexander Graham Bell Association for the Deaf held in Philadelphia, June 24-27, 1970. Discussed are concepts of curriculum development, cognitive development, and educational methods with implications for the handicapped. (CB)
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International Nuclear Information System (INIS)
Gaunt, C.T.
2005-01-01
Electrification programmes and projects are usually planned and evaluated on the basis of their economic (financial) and socio-economic performance. It is not usually recognised that electrification is often carried out for social objectives of poverty alleviation and political effect. Examination of electrification in South Africa reveals clearly that initial electrification was to meet economic objectives, later socio-economic objectives were adopted, and recently the objectives were social. Social electrification, particularly rural electrification, is not viable according to usual assessment methods, which are frequently distorted to provide the justification for a project to proceed. The technology of network electrification changed to meet the constraints, challenging usual perceptions about the relative costs of urban and rural electrification and the potential for photovoltaic electrification. Adopting a specification for social electrification allows suitable tariffs for electrification to be identified, indicates how capital investment decisions might be modified for social electrification, and identifies implications for electricity industry restructuring. A better understanding of electrification's social objectives has implications for projects and programmes in other developing countries
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Curriculum Change in Nunavut: Towards Inuit Qaujimajatuqangit
McGregor, Heather Elizabeth
2012-01-01
Between 1985 and the present, curriculum developers, educators and Elders in Nunavut have been working towards reconceptualization of curriculum to better meet the strengths and needs of Inuit students and to reflect, preserve, and revitalize Inuit worldview, language, and culture. This article outlines the development of the 1989 curriculum…
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Marine Biology Activities. Ocean Related Curriculum Activities.
Pauls, John
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…
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the impact of digital technology revolution on surveying curriculum ...
African Journals Online (AJOL)
the impact of digital technology revolution on surveying curriculum review in ... Global Journal of Environmental Sciences ... Also, it focuses on the need to review the current surveying curriculum to meet the technological advancement. Finally ...
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Advanced Texas Studies: Curriculum Guide.
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…
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Keegan, David A; Scott, Ian; Sylvester, Michael; Tan, Amy; Horrey, Kathleen; Weston, W Wayne
2017-04-01
In 2006, leaders of undergraduate family medicine education programs faced a series of increasing curriculum mandates in the context of limited time and financial resources. Additionally, it became apparent that a hidden curriculum against family medicine as a career choice was active in medical schools. The Shared Canadian Curriculum in Family Medicine was developed by the Canadian Undergraduate Family Medicine Education Directors and supported by the College of Family Physicians of Canada as a national collaborative project to support medical student training in family medicine clerkship. Its key objective is to enable education leaders to meet their educational mandates, while at the same time countering the hidden curriculum and providing a route to scholarship. The Shared Canadian Curriculum in Family Medicine is an open-access, shared, national curriculum ( www.sharcfm.ca ). It contains 23 core clinical topics (determined through a modified Delphi process) with demonstrable objectives for each. It also includes low- and medium-fidelity virtual patient cases, point-of-care learning resources (clinical cards), and assessment tools, all aligned with the core topics. French translation of the resources is ongoing. The core topics, objectives, and educational resources have been adopted by medical schools across Canada, according to their needs. The lessons learned from mounting this multi-institutional collaborative project will help others develop their own collaborative curricula. Copyright© the College of Family Physicians of Canada.
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Using Risk Assessment Methodologies to Meet Management Objectives
DeMott, D. L.
2015-01-01
Corporate and program objectives focus on desired performance and results. ?Management decisions that affect how to meet these objectives now involve a complex mix of: technology, safety issues, operations, process considerations, employee considerations, regulatory requirements, financial concerns and legal issues. ?Risk Assessments are a tool for decision makers to understand potential consequences and be in a position to reduce, mitigate or eliminate costly mistakes or catastrophic failures. Using a risk assessment methodology is only a starting point. ?A risk assessment program provides management with important input in the decision making process. ?A pro-active organization looks to the future to avoid problems, a reactive organization can be blindsided by risks that could have been avoided. ?You get out what you put in, how useful your program is will be up to the individual organization.
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Web-Based Engine for Program Curriculum Designers
Hamam, H.; Loucif, S.
2009-01-01
Educational institutions pay careful attention to the design of program curricula, which represent a framework to meet institutional goals and missions. Of course, the success of any institution depends highly on the quality of its program curriculum. The development of such a curriculum and, more importantly, the evaluation of its quality are…
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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…
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Higher specialty training in genitourinary medicine: A curriculum competencies-based approach.
Desai, Mitesh; Davies, Olubanke; Menon-Johansson, Anatole; Sethi, Gulshan Cindy
2018-01-01
Specialty trainees in genitourinary medicine (GUM) are required to attain competencies described in the GUM higher specialty training curriculum by the end of their training, but learning opportunities available may conflict with service delivery needs. In response to poor feedback on trainee satisfaction surveys, a four-year modular training programme was developed to achieve a curriculum competencies-based approach to training. We evaluated the clinical opportunities of the new programme to determine: (1) Whether opportunity cost of training to service delivery is justifiable; (2) Which competencies are inadequately addressed by direct clinical opportunities alone and (3) Trainee satisfaction. Local faculty and trainees assessed the 'usefulness' of the new modular programme to meet each curriculum competence. The annual General Medical Council (GMC) national training survey assessed trainee satisfaction. The clinical opportunities provided by the modular training programme were sufficiently useful for attaining many competencies. Trainee satisfaction as captured by the GMC survey improved from two reds pre- to nine greens post-intervention on a background of rising clinical activity in the department. The curriculum competencies-based approach to training offers an objective way to balance training with service provision and led to an improvement in GMC survey satisfaction.
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High Tide, Low Tide. Ocean Related Curriculum Activities.
Snively, Gloria
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…
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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.
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Context, Rational, Scope and Objectives of the Meeting
International Nuclear Information System (INIS)
Monti, S.
2013-01-01
Scope and objectives of the technical meeting: • Presenting and exchanging information about existing and planned experimental facilities in support of the development of innovative fast neutron systems. • Facilitate the creation of a catalogue of existing and planned experimental facilities that are currently being operated or developed within national or international fast reactor programmes. • Identify experimental facilities which could provide experimental data in particular for V&V&Q of simulation tools for the design and the safety analysis of innovative fast neutron systems. • Discuss needs and propose new experimental activities to be carried out at international level
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Resident Education Curriculum in Pediatric and Adolescent Gynecology: The Short Curriculum 2.0.
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.
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Integrating health literacy and ESL: an interdisciplinary curriculum for Hispanic immigrants.
Soto Mas, Francisco; Mein, Erika; Fuentes, Brenda; Thatcher, Barry; Balcázar, Héctor
2013-03-01
Adult Hispanic immigrants are at a greater risk of experiencing the negative outcomes related to low health literacy, as they confront cultural and language barriers to the complex and predominately monolingual English-based U.S. health system. One approach that has the potential for simultaneously addressing the health, literacy, and language needs of Hispanics is the combination of health literacy and English as a second language (ESL) instruction. The purpose of the project was to evaluate the feasibility of using ESL instruction as a medium for improving health literacy among Hispanic immigrants. Objectives included the development, implementation, and evaluation of an interdisciplinary health literacy/ESL curriculum that integrates theories of health literacy and health behavior research and practice, sociocultural theories of literacy and communication, and adult learning principles. This article describes the curriculum development process and provides preliminary qualitative data on learners' experiences with the curriculum. Results indicate that the curriculum was attractive to participants and that they were highly satisfied with both the format and content. The curriculum described here represents one example of an audience-centered approach designed to meet the specific health and literacy needs of the Hispanic population on the U.S.-Mexico border. The combination of ESL and health literacy contributed to a perceived positive learning experience among participants. Interdisciplinary approaches to health literacy are recommended.
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Electromechanical Engineering Technology Curriculum.
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…
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Life Cycle of the Salmon. Ocean Related Curriculum Activities.
Tarabochia, Kathy
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…
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Curriculum Model for Medical Technology: Lessons from International Benchmarking
Pring-Valdez, Anacleta
2012-01-01
Curriculum is a crucial component of any educational process. Curriculum development and instructional management serve as effective tools for meeting the present and future needs of the local and national communities. In trying to strengthen the quality assurance system in Philippine higher education, institutions of higher learning were mandated…
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Communication skills training curriculum for pulmonary and critical care fellows.
McCallister, Jennifer W; Gustin, Jillian L; Wells-Di Gregorio, Sharla; Way, David P; Mastronarde, John G
2015-04-01
The Accreditation Council for Graduate Medical Education requires physicians training in pulmonary and critical care medicine to demonstrate competency in interpersonal communication. Studies have shown that residency training is often insufficient to prepare physicians to provide end-of-life care and facilitate patient and family decision-making. Poor communication in the intensive care unit (ICU) can adversely affect outcomes for critically ill patients and their family members. Despite this, communication training curricula in pulmonary and critical care medicine are largely absent in the published literature. We evaluated the effectiveness of a communication skills curriculum during the first year of a pulmonary and critical care medicine fellowship using a family meeting checklist to provide formative feedback to fellows during ICU rotations. We hypothesized that fellows would demonstrate increased competence and confidence in the behavioral skills necessary for facilitating family meetings. We evaluated a 12-month communication skills curriculum using a pre-post, quasiexperimental design. Subjects for this study included 11 first-year fellows who participated in the new curriculum (intervention group) and a historical control group of five fellows who had completed no formal communication curriculum. Performance of communication skills and self-confidence in family meetings were assessed for the intervention group before and after the curriculum. The control group was assessed once at the beginning of their second year of fellowship. Fellows in the intervention group demonstrated significantly improved communication skills as evaluated by two psychologists using the Family Meeting Behavioral Skills Checklist, with an increase in total observed skills from 51 to 65% (P ≤ 0.01; Cohen's D effect size [es], 1.13). Their performance was also rated significantly higher when compared with the historical control group, who demonstrated only 49% of observed skills
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Chiu, Michelle; Posner, Glenn; Humphrey-Murto, Susan
2017-01-27
Simulation-based education has gained popularity, yet many faculty members feel inadequately prepared to teach using this technique. Fellowship training in medical education exists, but there is little information regarding simulation or formal educational programs therein. In our institution, simulation fellowships were offered by individual clinical departments. We recognized the need for a formal curriculum in educational theory. Kern's approach to curriculum development was used to develop, implement, and evaluate the Foundational Elements of Applied Simulation Theory (FEAST) curriculum. Needs assessments resulted in a 26-topic curriculum; each biweekly session built upon the previous. Components essential to success included setting goals and objectives for each interactive session and having dedicated faculty, collaborative leadership and administrative support for the curriculum. Evaluation data was collated and analyzed annually via anonymous feedback surveys, focus groups, and retrospective pre-post self-assessment questionnaires. Data collected from 32 fellows over five years of implementation showed that the curriculum improved knowledge, challenged thinking, and was excellent preparation for a career in simulation-based medical education. Themes arising from focus groups demonstrated that participants valued faculty expertise and the structure, practicality, and content of the curriculum. We present a longitudinal simulation educator curriculum that adheres to a well-described framework of curriculum development. Program evaluation shows that FEAST has increased participant knowledge in key areas relevant to simulation-based education and that the curriculum has been successful in meeting the needs of novice simulation educators. Insights and practice points are offered for educators wishing to implement a similar curriculum in their institution.
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Critical Language Awareness: Curriculum 2005 meets the TRC ...
African Journals Online (AJOL)
This article discusses the different ways in which the relationship between language and power is conceptualised in recent curriculum documents and in the Truth and Reconciliation Commission Report. It uses the commissioners' insights that language is a form of social action and that discourses constitute our identities to ...
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DEFF Research Database (Denmark)
Hazel, Spencer; Mortensen, Kristian
2014-01-01
on how objects in the material surround are used in conjunction with talk, gaze and postural orientation to construct local social order in study guidance counselling meetings at a university. We explore here how co-participants utilize aggregates of interactional components to construct...
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Mattatuck Community Coll., Waterbury, CT.
This document contains a developmental curriculum plan for an articulated curriculum in hospitality/food service for Connecticut's Mattatuck Community College and area high schools. The curriculum guide includes a course description, criteria for evaluation, attendance policy, objectives, a curriculum area outline, 17 content area objectives, a…
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33 CFR 96.230 - What objectives must a safety management system meet?
2010-07-01
... management system meet? 96.230 Section 96.230 Navigation and Navigable Waters COAST GUARD, DEPARTMENT OF HOMELAND SECURITY VESSEL OPERATING REGULATIONS RULES FOR THE SAFE OPERATION OF VESSELS AND SAFETY MANAGEMENT SYSTEMS Company and Vessel Safety Management Systems § 96.230 What objectives must a safety...
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Aerospace Technology Curriculum Guide. Invest in Success. Vo. Ed. #260.
Idaho State Dept. of Education, Boise. Div. of Vocational Education.
This document contains standards for an articulated secondary and postsecondary curriculum in aerospace technology. The curriculum standards can be used to ensure that vocational programs meet the needs of local business and industry. The first part of the document contains a task list and student performance standards for the aerospace technology…
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Directory of Open Access Journals (Sweden)
Lammerding-Koeppel, Maria
2017-02-01
Full Text Available Objective: After passing of the National Competency-based Learning Objectives Catalogue in Medicine (Nationaler Kompetenzbasierter Lernzielkatalog Medizin, [, retrieved on 22.03.2016], the German medical faculties must take inventory and develop their curricula. NKLM contents are expected to be present, but not linked well or sensibly enough in locally grown curricula. Learning and examination formats must be reviewed for appropriateness and coverage of the competences. The necessary curricular transparency is best achieved by systematic curriculum mapping, combined with effective change management. Mapping a complex existing curriculum and convincing a faculty that this will have benefits is not easy. Headed by Tübingen, the faculties of Freiburg, Heidelberg, Mannheim and Tübingen take inventory by mapping their curricula in comparison to the NKLM, using the dedicated web-based MER-database. This two-part article analyses and summarises how NKLM curriculum mapping could be successful in spite of resistance at the faculties. The target is conveying the widest possible overview of beneficial framework conditions, strategies and results. Part I of the article shows the beneficial resources and structures required for implementation of curriculum mapping at the faculties. Part II describes key factors relevant for motivating faculties and teachers during the mapping process.Method: The network project was systematically planned in advance according to steps of project and change management, regularly reflected on and adjusted together in workshops and semi-annual project meetings. From the beginning of the project, a grounded-theory approach was used to systematically collect detailed information on structures, measures and developments at the faculties using various sources and methods, to continually analyse them and to draw a final conclusion (sources: surveys among the project participants with questionnaires, semi-structured group interviews
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Lammerding-Koeppel, Maria; Giesler, Marianne; Gornostayeva, Maryna; Narciss, Elisabeth; Wosnik, Annette; Zipfel, Stephan; Griewatz, Jan; Fritze, Olaf
2017-01-01
Objective: After passing of the National Competency-based Learning Objectives Catalogue in Medicine (Nationaler Kompetenzbasierter Lernzielkatalog Medizin, [NKLM, retrieved on 22.03.2016]), the German medical faculties must take inventory and develop their curricula. NKLM contents are expected to be present, but not linked well or sensibly enough in locally grown curricula. Learning and examination formats must be reviewed for appropriateness and coverage of the competences. The necessary curricular transparency is best achieved by systematic curriculum mapping, combined with effective change management. Mapping a complex existing curriculum and convincing a faculty that this will have benefits is not easy. Headed by Tübingen, the faculties of Freiburg, Heidelberg, Mannheim and Tübingen take inventory by mapping their curricula in comparison to the NKLM, using the dedicated web-based MER LIN -database. This two-part article analyses and summarises how NKLM curriculum mapping could be successful in spite of resistance at the faculties. The target is conveying the widest possible overview of beneficial framework conditions, strategies and results. Part I of the article shows the beneficial resources and structures required for implementation of curriculum mapping at the faculties. Part II describes key factors relevant for motivating faculties and teachers during the mapping process. Method: The network project was systematically planned in advance according to steps of project and change management, regularly reflected on and adjusted together in workshops and semi-annual project meetings. From the beginning of the project, a grounded-theory approach was used to systematically collect detailed information on structures, measures and developments at the faculties using various sources and methods, to continually analyse them and to draw a final conclusion (sources: surveys among the project participants with questionnaires, semi-structured group interviews and
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Curriculum Guidelines for Periodontics.
Journal of Dental Education, 1985
1985-01-01
Guidelines describe the interrelationships of this and other dental fields, give an overview of the curriculum and its primary educational objectives, and outline the suggested prerequisites, core content, specific behavioral objectives, sequencing, and faculty requirements. (MSE)
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Surviving the Implementation of a New Science Curriculum
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.
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Wofford, James L; Singh, Sonal
2006-01-01
INTRODUCTION Whether the clinical vignettes presented at the Society of General Internal Medicine (SGIM) annual meeting could be of educational value to third year students in the Internal Medicine clerkship has not been studied. OBJECTIVE To explore the relevance and learning value of clinical vignettes from the SGIM national meeting in the Internal Medicine clerkship. SETTING Third year Ambulatory Internal Medicine clerkship at one academic medical center (academic year 2005 to 2006). METHODS Students were introduced to the clinical vignette and oriented to the database of clinical vignettes available through the SGIM annual meeting website. Students then reviewed 5 to 10 clinical vignettes using a worksheet, and rated the learning value of each vignette using a 5-point Likert scale (1 = least, 5 = greatest). A single investigator evaluated congruence of the vignette with the Clerkship Directors of Internal Medicine (CDIM)-SGIM curriculum to assess relevance. MAIN RESULTS A total of 42 students evaluated 371 clinical vignettes from the 2004 and 2005 meetings. The clinical vignettes were curriculum-congruent in 42.6% (n = 175), and clearly incongruent in 40.4% (n = 164). The mean rating for learning value was 3.8 (±1.0) (5 signifying greatest learning value). Curriculum-congruent vignettes had a higher mean learning value compared with curriculum-incongruent vignettes (4.0 vs 3.6, Student's t-test, P =.017). CONCLUSION The clinical vignettes presented at the national SGIM meeting offer clinical content that is relevant and of some educational value for third year clerkship students. Based on this pilot study, the educational value and strategies for their use in the clinical clerkships deserve further study. PMID:17026730
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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…
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Prober, Allen S; Mehan, William A; Bedi, Harprit S
2016-07-01
Since July 2013, the Accreditation Council for Graduate Medical Education (ACGME) has required radiology residency programs to implement a set of educational milestones to track residents' educational advancement in six core competencies, including Systems-based Practice. The healthcare economics subcompetency of Systems-based Practice has traditionally been relatively neglected, and given the new increased ACGME oversight, will specifically require greater focused attention. A multi-institutional health-care economics pilot curriculum combining didactic and practical components was implemented across five residency programs. The didactic portion included a package of online recorded presentations, reading, and testing materials developed by the American College of Radiology (ACR's) Radiology Leadership Institute. The practical component involved a series of local meetings led by program faculty with the production of a deliverable based on research of local reimbursement for a noncontrast head computed tomography. The capstone entailed the presentation of each program's deliverable during a live teleconference webcast with a Radiology Leadership Institute content expert acting as moderator and discussion leader. The pilot curriculum was well received by residents and faculty moderators, with 100% of survey respondents agreeing that the pilot met its objective of introducing how reimbursement works in American radiology in 2015 and how business terminology applies to their particular institutions. A health-care economics curriculum in the style of a Massive Open Online Course has strong potential to serve as many residency programs' method of choice in meeting the health-care economics milestones. Copyright © 2016 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.
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Haji Abdul Mumin, Khadizah
2013-01-01
This study explored curriculum developers’ experiences of developing and internationalising the nursing and midwifery curriculum in Brunei Darussalam (henceforth: ‘Brunei’), and students’ and graduates’ views of learning from the curriculum. The internationalisation of the curriculum, in education generally and health care and nursing in particular, has featured as a phenomenon in much global literature, describing attempts to ensure that curricula are fit for purpose, both to meet globally a...
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Ramasamy, Ramesh; Gopal, Niranjan; Srinivasan, A R; Murugaiyan, Sathish Babu
2013-03-01
The medical education is recently being transformed into several domains in order to adapt to the need and the value based academics which is required for the quality doctors who serve the community. Presently, the biochemistry curricula for the graduate students of medicine have been questioned by as many experts, because of their multiple lacunae. In this review, we would like to highlight the scenario which is related to the existing biochemistry curricula for graduate medical students, which have been followed in several medical schools and universities and we also hope to share our ideas for implementing objective and pragmatic curricula. Evidence based research, wherein the articles which are related to innovative teaching-learning tools are collected and the pros and cons which are related to the different methods analyzed in biochemistry point of view. Rapid changes in the content of the curriculum may not be required, but a gradual introduction of the novel approach and the methods of teaching biochemistry can be adopted into the curriculum.
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Malhi, Saima Mahmood; Ajmal, Kiran; Shamim, Sumbul; Ata, Saniya; Farooq, Salman; Sharib, Syed Muhammad; Muntaha, Sidrat-ul
2017-01-01
Objectives & Background: Good curriculum is reflected as the backbone for standard universities to develop competitive professionals having great potential. Pharmacy education in Pakistan has gone through the same developmental stages as in other countries, but is still striving for improvement. In the present study, we want (i) to know the opinion on whether the current pharmacy curriculum requires any improvement in order to meet the training needs of pharmacy professionals regarding clinical knowledge and pharmacy practice; and (ii) to present some humble suggestions to decision-making authorities in order to improve it with respect to patient-focused programs (PFP). Methods: The study was conducted in two sessions. In first session, a questionnaire was distributed to pharmacy students of eight public/private sector universities of Karachi (N = 354) offering Pharm. D degrees. The second session dealt with the pharmacy teachers, deans, and practicing pharmacists in health care facilities (who are in any ways also related to academia), in order to take their opinions on and suggestions for the development of a better Pharm. D curriculum (N = 135). Results: Our results showed that 75.2% of respondents agree that the Pharm. D curriculum does not meet the international standards of practice, and 88.4% of respondents support the addition of more clinical aspects than industrial ones, as Pharm. D could be both clinically and industrially oriented, according to the needs of the Pakistani people. Furthermore, 80.2% of respondents are of the view that an apprenticeship should be included in last two years, while 88.4% demand a ‘paid residency program’ to facilitate the hospital, clinical and compounding areas of pharmacy. In addition, we also received a number of verbal suggestions for improving the Pharm. D curriculum being followed in Pakistan. Discussion & Conclusions: We conclude that our Pharm. D curriculum needs additions in terms of clinical practice by
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Preparing Future Leaders: An Integrated Quality Improvement Residency Curriculum.
Potts, Stacy; Shields, Sara; Upshur, Carole
2016-06-01
The Accreditation Council for Graduate Medical Education (ACGME) has recognized the importance of quality improvement (QI) training and requires that accredited residencies in all specialties demonstrate that residents are "integrated and actively participate in interdisciplinary clinical quality improvement and patient safety activities." However, competing demands in residency training may make this difficult to accomplish. The study's objective is to develop and evaluate a longitudinal curriculum that meets the ACGME requirement for QI and patient safety training and links to patient-centered medical home (PCMH) practices. Residents in the Worcester Family Medicine Residency (WFMR) participated in a faculty-developed quality improvement curriculum that included web-based tutorials, quality improvement projects, and small-group sessions across all 3 years of residency. They completed self-evaluations of knowledge and use of curricular activities annually and at graduation, and comparisons were made between two graduating classes, as well as comparison of end of PGY2 to end of PGY3 for one class. Graduating residents who completed the full 3 years of the curriculum rated themselves as significantly more skilled in nine of 15 areas assessed at end of residency compared to after PGY2 and reported confidence in providing future leadership in a focus group. Five areas were also rated significantly higher than prior-year residents. Involving family medicine residents in a longitudinal curriculum with hands-on practice in implementing QI, patient safety, and chronic illness management activities that are inclusive of PCMH goals increased their self-perceived skills and leadership ability to implement these new and emerging evidence-based practices in primary care.
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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.
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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
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Planning Curriculum in International Education.
Durtka, Sharon; Dye, Alex; Freund, Judy; Harris, Jay; Kline, Julie; LeBreck, Carol; Reimbold, Rebecca; Tabachnick, Robert; Tantala, Renee; Wagler, Mark
International education begins at home, in the very communities and environments most familiar to students. A student does not need to travel outside U.S. borders to meet the peoples or understand the issues of the global village. This planning guide shows how curriculum in all subject areas encompasses global challenges, global cultures, and…
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Technical Meeting on Developing Deep-Burn Concepts using HTGRs. Objectives and Expectations
International Nuclear Information System (INIS)
Tyobeka, Bismark
2013-01-01
The objectives of the meeting are: • To explore various Deep-Burn options and concepts being developed in Member States; • To appraise the progress made towards the maturity of Deep-Burn concepts based on HTGR designs; • To identify technology development challenges towards the realization of Deep-Burn concepts; • To propose collaborative ways to address technology development challenges
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Maaike Hajer; Eva Norén
2017-01-01
Explicit language objectives are included in the Swedish national curriculum for mathematics. The curriculum states that students should be given opportunities to develop the ability to formulate problems, use and analyse mathematical concepts and relationships between concepts, show and follow
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Curriculum Development for Enhancing Grade Nine Students' Systems Thinking
Hernthaisong, Preeyanan; Sitti, Somsong; Sonsupap, Kanyarat
2015-01-01
The objectives of this research were to study the development of a curriculum for enhancing grade 9 students' cognitive skills using a curriculum based on Systems Thinking Process. There were 3 phases: 1) studying of the problem; 2) development of tentative curriculum; and 3) implementation of the curriculum in a pilot study. The samples were 32…
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Gastroenterology Curriculum in the Canadian Medical School System.
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.
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Abualrob, Marwan M. A.; Daniel, Esther Gnanamalar Sarojini
2013-01-01
This article outlines how learning objectives based upon science, technology and society (STS) elements for Palestinian ninth grade science textbooks were identified, which was part of a bigger study to establish an STS foundation in the ninth grade science curriculum in Palestine. First, an initial list of STS elements was determined. Second,…
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International Nuclear Information System (INIS)
Taylor, G.E.
1992-01-01
A new Low-Level Radioactive Waste (LLW) disposal facility at the Savannah River Site is presently being constructed. The facility was designed to meet specific performance objectives (derived from DOE Order 5820.2A and proposed EPA Regulation 40CFR 193) in the disposal of containerized Class A and B wastes. The disposal units have been designed as below-grade concrete vaults. These vaults will be constructed using uniquely designed blast furnace slag + fly as concrete mix, surrounded by a highly permeable drainage layer, and covered with an engineered clay cap to provide the necessary environmental isolation of the waste form to meet the stated performance objectives. The concrete mix used in this facility, is the first such application in the United States. These vaults become operational in September 1992 and will become the first active facility of its kind, several years ahead of those planned in the commercial theater. This paper will discuss the selection of the performance objectives and conceptual design
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A structured four-step curriculum in basic laparoscopy
DEFF Research Database (Denmark)
Strandbygaard, Jeanett; Bjerrum, Flemming; Maagaard, Mathilde
2014-01-01
The objective of this study was to develop a 4-step curriculum in basic laparoscopy consisting of validated modules integrating a cognitive component, a practical component and a procedural component.......The objective of this study was to develop a 4-step curriculum in basic laparoscopy consisting of validated modules integrating a cognitive component, a practical component and a procedural component....
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Wells, Eden V; Benn, Rita K; Warber, Sara L
2015-11-01
The University of Michigan School of Public Health Preventive Medicine Residency (UMSPH PMR) Integrative Medicine Program (IMP) was developed to incorporate integrative medicine (IM), public health, and preventive medicine principles into a comprehensive curriculum for preventive medicine residents and faculty. The objectives of this project were to (1) increase the preventive medicine workforce skill sets based in complementary and alternative medicine and IM that would address individual and population health issues; (2) address the increasing demand for evidence-based IM by training physicians to implement cost-effective primary and secondary prevention services and programs; and (3) share lessons learned, curriculum evaluations, and best practices with the larger cohort of funded IM PMR programs. The UMSPH PMR collaborated with University of Michigan IM faculty to incorporate existing IM competencies with those already established for preventive medicine and public health residency training as the first critical step for IMP curriculum integration. Essential teaching strategies incorporated didactic and practicum methods, and made use of seasoned IM faculty, along with newly minted preventive medicine integrative teaching faculty, and PMR resident learners as IM teachers. The major components of the IMP curriculum included resident participation in IMP Orientation Sessions, resident leadership in epidemiology graduate IM seminars, resident rotations in IM month-long clinical practicums, resident participation in interprofessional health system-wide IM clinical case conferences, and PMR faculty enrollment in the renowned Faculty Scholars Program in Integrative Healthcare. This paper describes the novel interdisciplinary collaborations and key curriculum components that resulted in the IMP, as well as evaluation of strengths, weaknesses, and lessons learned. Copyright © 2015 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.
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Mattatuck Community Coll., Waterbury, CT.
This document contains a developmental curriculum plan for an articulated curriculum in automotive mechanics for Connecticut's Mattatuck Community College and area high schools. The curriculum guide includes a course description, criteria for evaluation, attendance policy, objectives, a curriculum outline, a three-part automotive technician test,…
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Reported Use of Objectives by Medical Students.
Mast, Terrill A.; And Others
The way that medical students used objectives throughout the curriculum and factors that influenced their level of use was studied at Southern Illinois University School of Medicine, a three-year medical school with an entirely objectives-based curriculum. A questionnaire mailed to 75 students yielded a 75 percent return. The predominant modes for…
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Curriculum Review Process in the Context of ZIMASSET: Possible ...
African Journals Online (AJOL)
... structures in implementing the CIET proposed school curriculum. On two different diagrams, the paper shows how the CIET structure could bring about a relevant and appropriate curriculum for the Zimbabwean school objectives for the 21st Century – the psychomotor skills centred curriculum. The two structures raise vital ...
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Frontiers in Microbiology: Envisioning a Curriculum Unit for High School Biology
Energy Technology Data Exchange (ETDEWEB)
Mark Bloom
2004-06-18
Microbiology is undergoing a quiet revolution. Techniques such as polymerase chain reaction, high throughput DNA sequencing, whole genome shotgun sequencing, DNA microarrays, and bioinformatics analyses are greatly aiding our understanding of the estimated one billion species of microbes that inhabit the Earth. Unfortunately, the rapid pace of research in microbiology stands in contrast to the much slower pace of change in educational reform. Biological Sciences Curriculum Study (BSCS) hosted a two-day planning meeting to discuss whether or not a new curriculum unit on microbiology is desirable for the high school audience. Attending the meeting were microbiologists, high school biology teachers, and science educators. The consensus of the participants was that an inquiry-based unit dealing with advances in microbiology should be developed for a high school biology audience. Participants established content priorities for the unit, discussed the unit's conceptual flow, brainstormed potential student activities, and discussed the role of educational technology for the unit. As a result of the planning meeting discussions, BSCS staff sought additional funding to develop, disseminate, and evaluate the Frontiers in Microbiology curriculum unit. This unit was intended to be developed as a replacement unit suitable for an introductory biology course. The unit would feature inquiry-based student activities and provide approximately four weeks of instruction. As appropriate, activities would make use of multimedia. The development and production processes would require about two years for completion. Unfortunately, BSCS staff was not able to attract sufficient funding to develop the proposed curriculum unit. Since there were some unexpended funds left over from the planning meeting, BSCS requested and received permission from DOE to use the balance of the funds to prepare background materials about advances in microbiology that would be useful to teachers. These
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Curriculum as Environments for Learning: A Practicel Meaning and Model.
Sinclair, Robert L.; Ghory, Ward J.
Effective curriculum development and implementation may be achieved by considering the multidimensional nature of the term "curriculum." A definition of curriculum should be considered in terms of its expressed, implied, and emergent dimensions. The expressed dimension is the written statement of learning objectives, sequence of contents, learning…
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RSA Opening Minds: A Curriculum for the 21st Century
Candy, Sara
2011-01-01
This article discusses the RSA Opening Minds competence framework, an innovative curriculum to meet the needs of young people as future employees, lifelong learners and as citizens of the twenty-first century.
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Texas Real Estate Curriculum Workshop Summary Report.
Lyon, Robert
The Texas Real Estate Research Center-Texas Education Agency (TRERC-TEA) curriculum workshop was attended by over 40 participants representing 26 Texas community colleges. These participants divided into eight small groups by real estate specialty area and developed curriculum outlines and learning objectives for the following real estate courses:…
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Designing for scale: How relationships shape curriculum change
Pareja Roblin, Natalie; Corbalan, Gemma; McKenney, Susan; Nieveen, Nienke; Van den Akker, Jan
2012-01-01
Pareja Roblin, N., Corbalan Perez, G., McKenney, S., Nieveen, N., & Van den Akker, J. (2012, 13-17 April). Designing for scale: How relationships shape curriculum change. Presentation at the AERA annual meeting, Vancouver, Canada. Please see also http://hdl.handle.net/1820/4679
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Designing for scale: How relationships shape curriculum change
Pareja Roblin, Natalie; Corbalan, Gemma; McKenney, Susan; Nieveen, Nienke; Van den Akker, Jan
2012-01-01
Pareja Roblin, N., Corbalan Perez, G., McKenney, S., Nieveen, N., & Van den Akker, J. (2012, 13-17 April). Designing for scale: How relationships shape curriculum change. Paper presentation at the AERA annual meeting, Vancouver, Canada. Please see also: http://hdl.handle.net/1820/4678
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A Proven Method for Meeting Export Control Objectives in Postal and Shipping Sectors
2015-02-01
A Proven Method for Meeting Export Control Objectives in Postal and Shipping Sectors Gregory Crabb, U.S. Postal Inspection Service Julia H...mail fraud, mail theft, identity theft, child exploitation, and prohibited mailings such as bombs and biological and chemical threats...April 2012. http://resources.sei.cmu.edu/library/asset-view.cfm?assetid=10085 [Allen 2014a] Allen, Julia H., Crabb, Gregory; Curtis, Pamela D
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Two-Language, Two-Paradigm Introductory Computing Curriculum Model and its Implementation
Zanev, Vladimir; Radenski, Atanas
2011-01-01
This paper analyzes difficulties with the introduction of object-oriented concepts in introductory computing education and then proposes a two-language, two-paradigm curriculum model that alleviates such difficulties. Our two-language, two-paradigm curriculum model begins with teaching imperative programming using Python programming language, continues with teaching object-oriented computing using Java, and concludes with teaching object-oriented data structures with Java.
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Can social semantic web techniques foster collaborative curriculum mapping in medicine?
Spreckelsen, Cord; Finsterer, Sonja; Cremer, Jan; Schenkat, Hennig
2013-08-15
Curriculum mapping, which is aimed at the systematic realignment of the planned, taught, and learned curriculum, is considered a challenging and ongoing effort in medical education. Second-generation curriculum managing systems foster knowledge management processes including curriculum mapping in order to give comprehensive support to learners, teachers, and administrators. The large quantity of custom-built software in this field indicates a shortcoming of available IT tools and standards. The project reported here aims at the systematic adoption of techniques and standards of the Social Semantic Web to implement collaborative curriculum mapping for a complete medical model curriculum. A semantic MediaWiki (SMW)-based Web application has been introduced as a platform for the elicitation and revision process of the Aachen Catalogue of Learning Objectives (ACLO). The semantic wiki uses a domain model of the curricular context and offers structured (form-based) data entry, multiple views, structured querying, semantic indexing, and commenting for learning objectives ("LOs"). Semantic indexing of learning objectives relies on both a controlled vocabulary of international medical classifications (ICD, MeSH) and a folksonomy maintained by the users. An additional module supporting the global checking of consistency complements the semantic wiki. Statements of the Object Constraint Language define the consistency criteria. We evaluated the application by a scenario-based formative usability study, where the participants solved tasks in the (fictional) context of 7 typical situations and answered a questionnaire containing Likert-scaled items and free-text questions. At present, ACLO contains roughly 5350 operational (ie, specific and measurable) objectives acquired during the last 25 months. The wiki-based user interface uses 13 online forms for data entry and 4 online forms for flexible searches of LOs, and all the forms are accessible by standard Web browsers. The
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Technology Education Curriculum Guide for Connecticut-AIASA/TSA.
Monty, Phil
This curriculum guide is designed to provide advisors with ways to manage technology student activities within their American Industrial Arts Student Association/Technology Student Association (AIASA/TSA) program. Section 1 focuses on how to organize a local AIASA/TSA chapter. It covers organizing procedures organizational meetings, chapter…
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Curriculum Guidelines for Clinical Dental Hygiene.
Journal of Dental Education, 1985
1985-01-01
The American Association of Dental Schools curriculum guidelines for clinical dental hygiene include definitions, notes on the interrelationship of courses, an overview of course objectives, and suggested primary educational goals, prerequisites, core content, specific objectives, sequencing, faculty, and facilities. (MSE)
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Kirby, Sarah D.; Chilcote, Amy G.
2014-01-01
This article describes the Energy Transformation 4-H school enrichment curriculum. The curriculum addresses energy efficiency and conservation while meeting sixth-grade science essential standards requirements. Through experiential learning, including building and testing a model home, youth learn the relationship between various technologies and…
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Ornamental Horticulture Production Occupations. Curriculum Guide.
Reneau, Fred; And Others
This curriculum guide contains guidesheets for the ornamental horticulture production occupations. Each guidesheet provides a job-relevant task; performance objective, with task, performance standard, source of standard, and conditions for performance of task; enabling objectives; a list of resources; teaching activities; a criterion-referenced…
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Results of Third-Grade Students in a Reform Curriculum on the Illinois State Mathematics Test.
Carroll, William M.
1997-01-01
Reports on the results of the reform curriculum of the University of Chicago School Mathematics Project's elementary curriculum, Everyday Mathematics, for third-grade students. Results included the fact that only 2% of UCSMP students failed to meet state goals. UCSMP students also scored well in all mathematical areas including number skills and…
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An overview of curriculum development in the different periods of ...
African Journals Online (AJOL)
2005. ... The objective of this article is to overview the practices of elementary and secondary schools curriculum development in the different periods. ... Public and professional engagement in curriculum development is little or non-existent.
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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
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Training Psychiatry Residents in Quality Improvement: An Integrated, Year-Long Curriculum
Arbuckle, Melissa R.; Weinberg, Michael; Cabaniss, Deborah L.; Kistler; Susan C.; Isaacs, Abby J.; Sederer, Lloyd I.; Essock, Susan M.
2013-01-01
Objective: The authors describe a curriculum for psychiatry residents in Quality Improvement (QI) methodology. Methods: All PGY3 residents (N=12) participated in a QI curriculum that included a year-long group project. Knowledge and attitudes were assessed before and after the curriculum, using a modified Quality Improvement Knowledge Assessment…
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Fermin Mignone, Emilio; And Others
This curriculum guide for intermediate schools in Argentina begins with a discussion of the historical development of such schools and of their place in the overall educational scheme. The section on the curriculum provides detailed information on objectives, content, and activities; philosophical, political, sociological, methodological, and…
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Money matters: a resident curriculum for financial management.
Mizell, Jason S; Berry, Katherine S; Kimbrough, Mary Katherine; Bentley, Frederick R; Clardy, James A; Turnage, Richard H
2014-12-01
A 2005 survey reported 87% of surgery program directors believed practice management training should occur during residency. However, only 8% of program directors believed residents received adequate training in practice management [1]. In addition to the gap in practice financial management knowledge, we recognized the need for training in personal finance among residents. A literature review and needs assessment led to the development of a novel curriculum for surgery residents combining principles of practice management and personal finance. An 18-h curriculum was administered over the 2012 academic year to 28 post graduate year 1-5 surgery residents and faculty. A self-assessment survey was given at the onset and conclusion of the curriculum [2]. Pre-tests and post-tests were given to objectively evaluate each twice monthly session's content. Self-perception of learning, interest, and acquired knowledge were analyzed using the Wilcoxon signed ranks test. Initial self-assessment data revealed high interest in practice management and personal finance principles but a deficiency in knowledge of and exposure to these topics. Throughout the curriculum, interest increased. Residents believed their knowledge of these topics increased after completing the curriculum, and objective data revealed various impacts on knowledge. Although surgery residents receive less exposure to these topics than residents in other specialties, their need to know is no less. We developed, implemented, and evaluated a curriculum that bridged this gap in surgery education. After the curriculum, residents reported an increase in interest, knowledge, and responsible behavior relating to personal and practice financial management. Copyright © 2014 Elsevier Inc. All rights reserved.
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Competency Based Curriculum for Clothing Services and Production Sewing.
Blake, Charlotte
Designed to meet individual needs and learning levels of high school and postsecondary students enrolled in vocational training for occupations in clothing services and production sewing, this competency-based curriculum teaches skills in alterations, dressmaking, and power sewing machine operations. Skills are organized into 13 units: Awareness…
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Exploring challenges of the reproductive health PhD curriculum: A qualitative research
Directory of Open Access Journals (Sweden)
Sh Kohan
2016-07-01
Full Text Available Introduction: Enhancing the quality and dynamicity of higher education programs requires continuous evaluation of curriculums. Reproductive health PhD program was established in 2006 in Iran while recommending that its curriculum be evaluated by assessing graduates’ performance in workplace and surveying students, faculty members and managers. This study aimed to explore challenges of the curriculum of reproductive health PhD program. Methods: Employing a qualitative content analysis approach and using purposive and sometimes opportunistic sampling, experiences and viewpoints of 33 graduates and students of reproductive health PhD program, educational managers and reproductive health board members about the curriculum of reproductive health PhD program were collected through individual interviews and notes in 2014-15. Data were transcribed and important expressions were coded. Classification of similar codes led to preliminary categories. Five main categories were extracted by further classifications. Results: The five main categories included inadequacy of course topics and contents, challenges of student education, failure in realizing curriculum goals, long research period, and ambiguity in graduates’ professional status were appeared; each of these included various subcategories. Conclusion: Results showed that the curriculum of reproductive health PhD program required revisions to meet the program’s mission and designing courses such as sexual health and reinforcing the clinical nature of the program were necessary. Moreover, the results emphasized that the establishment of an independent educational department of reproductive health for managing higher education affairs and greater supervision of the reproductive health board on educational affairs was necessary. Furthermore, reproductive health specialists should be employed in different positions to meet society’s reproductive health needs.
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Ethics curriculum for emergency medicine graduate medical education.
Marco, Catherine A; Lu, Dave W; Stettner, Edward; Sokolove, Peter E; Ufberg, Jacob W; Noeller, Thomas P
2011-05-01
Ethics education is an essential component of graduate medical education in emergency medicine. A sound understanding of principles of bioethics and a rational approach to ethical decision-making are imperative. This article addresses ethics curriculum content, educational approaches, educational resources, and resident feedback and evaluation. Ethics curriculum content should include elements suggested by the Liaison Committee on Medical Education, Accreditation Council for Graduate Medical Education, and the Model of the Clinical Practice of Emergency Medicine. Essential ethics content includes ethical principles, the physician-patient relationship, patient autonomy, clinical issues, end-of-life decisions, justice, education in emergency medicine, research ethics, and professionalism. The appropriate curriculum in ethics education in emergency medicine should include some of the content and educational approaches outlined in this article, although the optimal methods for meeting these educational goals may vary by institution. Copyright © 2011 Elsevier Inc. All rights reserved.
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Description of an ethics curriculum for a medicine residency program.
Silverman, H J
1999-01-01
This paper examines the attempts to develop and implement an ethics curriculum for the Internal Medicine Residency Program at the University of Maryland Medical Center. The objectives of the curriculum were to enhance moral reasoning skills and to promote humanistic attitudes and behavior among the residents. The diverse methodologies used to achieve these objectives included case discussions, literature reading, role playing, writing, and videos. These activities occurred predominantly withi...
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Next generation of procedural skills curriculum development: Proficiency-based progression
Directory of Open Access Journals (Sweden)
Richard M. Satava
2015-01-01
Conclusion: The FRS use a new process (full life-cycle curriculum development with proficiency-based progression which can be used in order to develop any quantitative procedural curriculum, through generic templates that have been developed. Such an approach will dramatically decrease the cost, time and effort to develop a new specific curriculum, while producing uniformity in approach, inter-operability among different curricula and consistency in objective assessment. This process is currently online, open source and freely available, to encourage the adoption of a scholarly and rigorous approach to curriculum development which is flexible enough to be adopted and adapted to most technical skills curriculum needs.
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Writing Useful Instructional Objectives in Physical Education
Young, Shawna
2016-01-01
Within a physical education curriculum, and presented in individual lesson plans, instructional objectives serve several important purposes: they provide a direct link between the curriculum content and procedures for students to master that content; they provide a clear path for assessment--a way to determine whether students have indeed learned…
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On track for success: an innovative behavioral science curriculum model.
Freedy, John R; Carek, Peter J; Dickerson, Lori M; Mallin, Robert M
2013-01-01
This article describes the behavioral science curriculum currently in place at the Trident/MUSC Family Medicine Residency Program. The Trident/MUSC Program is a 10-10-10 community-based, university-affiliated program in Charleston, South Carolina. Over the years, the Trident/MUSC residency program has graduated over 400 Family Medicine physicians. The current behavioral science curriculum consists of both required core elements (didactic lectures, clinical observation, Balint groups, and Resident Grand Rounds) as well as optional elements (longitudinal patient care experiences, elective rotations, behavioral science editorial experience, and scholars project with a behavioral science focus). All Trident/MUSC residents complete core behavioral science curriculum elements and are free to participate in none, some, or all of the optional behavioral science curriculum elements. This flexibility allows resident physicians to tailor the educational program in a manner to meet individual educational needs. The behavioral science curriculum is based upon faculty interpretation of existing "best practice" guidelines (Residency Review Committee-Family Medicine and AAFP). This article provides sufficient curriculum detail to allow the interested reader the opportunity to adapt elements of the behavioral science curriculum to other residency training programs. While this behavioral science track system is currently in an early stage of implementation, the article discusses track advantages as well as future plans to evaluate various aspects of this innovative educational approach.
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Standardized Curriculum for Service Station Retailing.
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.…
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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.
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Designing a Science Curriculum Fit for Purpose
Millar, Robin
2014-01-01
The science curriculum to age 16 should be judged on how well it meets the needs of students who progress to A-level science courses and those (a larger number) who do not. To address the diversity of students' interests and aspirations, we need a clear view of the purposes of science education rooted in a view of the purposes of education itself.…
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Developing a "clinical presentation" curriculum at the University of Calgary.
Mandin, H; Harasym, P; Eagle, C; Watanabe, M
1995-03-01
Currently, medical curricula are structured according to disciplines, body systems, or clinical problems. Beginning in 1988, the faculty of the University of Calgary Faculty of Medicine (U of C) carefully evaluated the advantages and disadvantages of each of these models in seeking to revise their school's curriculum. However, all three models fell short of a curricular structure based on current knowledge and principles of adult learning, clinical problem solving, community demands, and curriculum management. By 1991, the U of C had formulated a strategic plan for a revised curriculum structure based on the way patients present to physicians, and implementation of this plan has begun. In creating the new curriculum, 120 clinical presentations (e.g., "loss of consciousness/syncope") were defined and each was assigned to an individual or small group of faculty for development based on faculty expertise and interest. Terminal objectives (i.e., "what to do") were defined for each presentation to describe the appropriate clinical behaviors of a graduating physician. Experts developed schemes that outlined how they differentiated one cause (i.e., disease category) from another. The underlying enabling objectives (i.e., knowledge, skills, and attitudes) for reaching the terminal objectives for each clinical presentation were assigned as departmental responsibilities. A new administrative structure evolved in which there is a partnership between a centralized multidisciplinary curriculum committee and the departments. This new competency-based, clinical presentation curriculum is expected to significantly enhance students' development of clinical problem-solving skills and affirms the premise that prudent, continuous updating is essential for improving the quality of medical education.
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Murayama, I
1989-01-01
According to the evaluations made by medical Technical Junior Colleges in Japan, general objectives in midwifery education are met, but their curriculum does not cater to each region's health care needs sufficiently. Japanese midwifery students can either attend a 6 month training program offered at 80 different locations, or enroll in a 1 year special-major program at one of the 10 Medical Technical Junior Colleges affiliated with National Universities. According to the curriculum revised in 1971, midwifery students are required to take the following courses and hours in 6 months. Intro. to Maternal and Child Health (15 hours), Maternal and Child Health Medicine (60 hours), Lecture on Midwifery (105 hrs), Practice in Midwifery (135 hrs), Midwifery Business Administration (60 hrs), Maternal and Child Health Administration including internship (225 hrs), Regional Maternal and Child Health including internship (105 hrs) and Family Sociology (15 hours). Regional Maternal and Child Health course (RMCH) is effectively taught only if all the maternal and child health courses and lecture on midwifery are taken beforehand. Objectives for RMCH course are becoming able to assess the state of maternal and child health care in the region and give constructive criticism and suggestions for improvement including legal aspects, acquiring positive attitudes and necessary skills for advancing and having understanding of regional health care and that of midwives' role of it. While the curriculum prepares the students for meeting the patients' physical needs, the students are not ready to cope with their psychological and socio-physiological problems surrounding individuals, families and communities. Changes and diversification of regional communities should be taken into consideration also in the curriculum. Increase in nuclear families, increase in working wives, isolation and/or over-crowding of high rise apartment living are some of the examples. Midwifery activity is also
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Bass de Martinez, Bernice
Bilingual teachers and program directors of northern New Mexico attended a workshop at New Mexico Highlands University to examine the curriculum designed to meet the needs of students within the bilingual bicultural setting. Participants were asked to redefine curriculum within the "workshop" setting. Consultants assisted the group in…
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Asfiyanur, E. P.; Sumardi, K.; Rahayu, Y.; Putra, R. C.
2018-02-01
This study aims to determine the relevance of competencies developed by vocational high schools with the needs of workers in the industrial world. This is to answer the statement from the world of industry that the competencies possessed by vocational secondary education graduates are not in accordance with industry standards. This research is a qualitative research conducted by collecting data, presenting accurate and objective information. Respondents of this research are industrial institutions in the field of heavy equipment, vocational education institutions and government agencies in charge of manpower. Selection of informants / sources of information used is purposive sample technique, which aims to give consideration to select informants who meet the criteria in providing accurate information. The results of this study provide insight and input to vocational secondary education managers about various information in developing vocational secondary education curriculum, major issues include curriculum content relevance, technological advances in the heavy equipment industry, updating of school facilities and collaboration between educational institutions and labor institutions and the industrial world in the development of vocational secondary education.
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Dinc, Erkan
2011-01-01
Discussions on history teaching in Turkey indicate that the previous versions of the history curriculum and the pedagogy of history in the country bear many problems and deficiencies. The problems of Turkish history curriculum mainly arise from the perspectives it takes and the selection of its content. Since 2003, there have been extensive…
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Re-Evaluating the Human Curriculum: The Change from Bureaucratic to Professional.
Karr, P. J.
The relationship between organizational theory and the development of the human curriculum needs further assessment. The author suggests that Management by Objectives (MBO) can further the goals of human curriculum by altering the modes of organizational communication. (Author/DS)
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Directory of Open Access Journals (Sweden)
Elaine K. Fielder
2015-11-01
Full Text Available Objective: To implement a curriculum using simulation and skills training to augment a Pediatric Emergency Medicine (PEM rotation within a pediatric clerkship. Background: PEM faculty are often challenged with a high learner to teacher ratio in a chaotic clinical setting. This challenge was heightened when our pediatric clerkship's traditional 1-week PEM rotation (consisting of 4 students completing four 8-hour ED shifts/week expanded to 8 students every 2 weeks. We sought to meet this challenge by integrating simulation-based education into the rotation. Methods: Clerkship students from March to June 2012 completed our traditional rotation. Students between July and October 2012 completed the new PEM-SIM curriculum with 19 hours ED shifts/week and 16 hours/week of simulation/skills training. Pre/post-tests evaluated 1 medical management/procedural comfort (five-point Likert scale; and 2 PEM knowledge (15 multiple-choice questions. Results: One hundred and nine students completed the study (48 traditional, 61 PEM-SIM. Improvement in comfort was significantly higher for the PEM-SIM group than the traditional group for 6 of 8 (75% medical management items (p<0.05 and 3 of 7 (43% procedures, including fracture splinting, lumbar puncture, and abscess incision/drainage (p<0.05. PEM-SIM students had significantly more improvement in mean knowledge compared to the traditional group (p<0.001. Conclusions: We have successfully integrated 16 hours/week of faculty-facilitated simulation-based education into a PEM rotation within our clerkship. This curriculum is beneficial in clinical settings with high learner to teacher ratios and when patient care experiences alone are insufficient for all students to meet rotation objectives.
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Distributive Education. Economics of Marketing. Instructor's Curriculum.
House, John; Bruns, Joe
Twelve lesson plans on economics of marketing are presented in this performance-based curriculum unit for distributive education. This unit is self-contained and consists of the following components: introduction (provides overview of unit content and describes why mastery of the objectives is important); performance objectives; and unit outline…
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Curriculum Development Through Delphi
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)
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Shea, John E.
The structure of engineering curricula currently in place at most colleges and universities has existed since the early 1950's, and reflects an historical emphasis on a solid foundation in math, science, and engineering science. However, there is often not a close match between elements of the traditional engineering education, and the skill sets that graduates need to possess for success in the industrial environment. Considerable progress has been made to restructure engineering courses and curricula. What is lacking, however, are tools and methodologies that incorporate the many dimensions of college courses, and how they are structured to form a curriculum. If curriculum changes are to be made, the first objective must be to determine what knowledge and skills engineering graduates need to possess. To accomplish this, a set of engineering competencies was developed from existing literature, and used in the development of a comprehensive mail survey of alumni, employers, students and faculty. Respondents proposed some changes to the topics in the curriculum and recommended that work to improve the curriculum be focused on communication, problem solving and people skills. The process of designing a curriculum is similar to engineering design, with requirements that must be met, and objectives that must be optimized. From this similarity came the idea for developing a linear, additive, multi-objective model that identifies the objectives that must be considered when designing a curriculum, and contains the mathematical relationships necessary to quantify the value of a specific alternative. The model incorporates the three primary objectives of engineering topics, skills, and curriculum design principles and uses data from the survey. It was used to design new courses, to evaluate various curricula alternatives, and to conduct sensitivity analysis to better understand their differences. Using the multi-objective model to identify the highest scoring curriculum
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Predoctoral Curriculum Guidelines for Biomaterials.
Journal of Dental Education, 1986
1986-01-01
The American Association of Dental Schools' predoctoral guidelines for biomaterials curricula includes notes on interrelationships between this and other fields, a curriculum overview, primary educational goals, prerequisites, a core content outline, specific behavioral objectives for each content area, and information on sequencing, faculty and…
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Nelson, JoAnne, Ed.; Hartl, David, Ed.
Designed by Washington curriculum specialists and secondary teachers to assist teachers in small schools with the improvement of curriculum and instruction and to aid smaller districts lacking curriculum personnel to comply with Washington's Student Learning Objectives Law, this handbook contains learning objectives in the areas of language arts,…
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Subjective and Objective Evaluation of PBL Outcomes in Preclinical ...
African Journals Online (AJOL)
Subjective and Objective Evaluation of PBL Outcomes in Preclinical Medical Students. ... ABSTRACT: Problem based learning curriculum is widely recognized as a progressive, learner-centered, active learning approach and is currently used in the entire medical curriculum in over 10% of medical schools worldwide.
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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.
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Development and evaluation of a risk communication curriculum for medical students
Han, P.K.; Joekes, K.; Elwyn, G.; Mazor, K.M.; Thomson, R.; Sedgwick, P.; Ibison, J.; Wong, J.B.
2014-01-01
OBJECTIVE: To develop, pilot, and evaluate a curriculum for teaching clinical risk communication skills to medical students. METHODS: A new experience-based curriculum, "Risk Talk," was developed and piloted over a 1-year period among students at Tufts University School of Medicine. An experimental
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Differentiated Instruction in a Calculus Curriculum for College Students in Taiwan
Chen, Jing-Hua; Chen, Yi-Chou
2018-01-01
Objectives: To explore differentiated instruction within a calculus curriculum. For college students to learn concentration, motivation and the impact of academic achievement; explore the attitudes and ideas of students on differentiated instruction within a calculus curriculum; build up the diversity of mathematics education within varied…
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Humanitarian engineering in the engineering curriculum
Vandersteen, Jonathan Daniel James
There are many opportunities to use engineering skills to improve the conditions for marginalized communities, but our current engineering education praxis does not instruct on how engineering can be a force for human development. In a time of great inequality and exploitation, the desire to work with the impoverished is prevalent, and it has been proposed to adjust the engineering curriculum to include a larger focus on human needs. This proposed curriculum philosophy is called humanitarian engineering. Professional engineers have played an important role in the modern history of power, wealth, economic development, war, and industrialization; they have also contributed to infrastructure, sanitation, and energy sources necessary to meet human need. Engineers are currently at an important point in time when they must look back on their history in order to be more clear about how to move forward. The changing role of the engineer in history puts into context the call for a more balanced, community-centred engineering curriculum. Qualitative, phenomenographic research was conducted in order to understand the need, opportunity, benefits, and limitations of a proposed humanitarian engineering curriculum. The potential role of the engineer in marginalized communities and details regarding what a humanitarian engineering program could look like were also investigated. Thirty-two semi-structured research interviews were conducted in Canada and Ghana in order to collect a pool of understanding before a phenomenographic analysis resulted in five distinct outcome spaces. The data suggests that an effective curriculum design will include teaching technical skills in conjunction with instructing about issues of social justice, social location, cultural awareness, root causes of marginalization, a broader understanding of technology, and unlearning many elements about the role of the engineer and the dominant economic/political ideology. Cross-cultural engineering development
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Associate in science degree education programs: organization, structure, and curriculum.
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
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Educator Perspectives on Indigenous Cultural Content in an Occupational Therapy Curriculum
Melchert, Belinda; Gray, Marion; Miller, Adrian
2016-01-01
Health professionals must understand Indigenous perspectives to deliver effective health services. This study set out to determine the amount, type and effectiveness of current Indigenous content in an occupational therapy curriculum at an Australian regional university and the progress in meeting the National Aboriginal Health Strategy (NAHS)…
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Teaching the 3 R's through the 3 C's: Connecting Curriculum & Community.
Karner, Terrence R., Jr.; Knapp, Clifford E.; Simmert, R. Larry; Carlson, Pamela; Criswell, Marquiette R.; Arroz, Marie; Geocaris, Claudia; Roth-Longe, Jennifer
2001-01-01
Presents suggestions for class activities that integrate community resources and local contexts into curriculum and instruction. Activities include field trips to a historic one-room schoolhouse, a local track meet, a beauty salon, and local manufacturing companies; explorations of local water supply systems and community history and sociology;…
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[Creating an integrated nursing curriculum].
Romano, R A; Papa, L M; Lopes, G T
1997-01-01
During the last two decades, Brazilian society has gone through great changes into political, ideological and economical fields. These changes left their strings into society, specially in population health. The nurse formation based on the Law n(o) 5540/68 and on the Statement n(o) 163/72, no more meets population demands. Since 1992, the Nursing Faculty of UERJ-FEUerj intensifies the reflection movement upon teaching-learning process searching for transforming its own reality. The making of this project presents two complementary and important reasons: FEUerj docents and discents' desire in elaborating a curriculum which searches for nurses' formation that articulates teaching-work-community, theory and practice, based on a Critical Theory of Education, on the line of PROBLEMATIZATION, and the accomplishment of Statement n(o) 314/94 from the CFE and from the Letter of Order MEC n(o) 1171/15/dez/94. From debating, the professional profile has been defined from the social environment where the profession is performed and the alumnate's characteristics; area determination or group of attributions, according to professional praxis adequation, concept hierachization, processes, etc., which in the process of 'classification and syntheses' of knowledge results into a netlike chained and related tree. In the first phase of the curriculum study, it has diagnosed as principal condition, the actual curriculum 'DECONTEXTUALIZATION' and the 'US' to be faced to lead it to an end the Curriculum Reformulation Proposal. The Process of Pedagogical Abilitation for professors, workshops, researches on the desirable and present profile, seminars, performance, abilities and principles systematization, identification of areas which compose the integrated curriculum, subjects localization into areas and articulation between professional subjects and other activities, has been implemented. Based on this work on the problematized pedagogy first step, an instrument 'Research on the
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Crowdsourced Curriculum Development for Online Medical Education.
Shappell, Eric; Chan, Teresa M; Thoma, Brent; Trueger, N Seth; Stuntz, Bob; Cooney, Robert; Ahn, James
2017-12-08
In recent years online educational content, efforts at quality appraisal, and integration of online material into institutional teaching initiatives have increased. However, medical education has yet to develop large-scale online learning centers. Crowd-sourced curriculum development may expedite the realization of this potential while providing opportunities for innovation and scholarship. This article describes the current landscape, best practices, and future directions for crowdsourced curriculum development using Kern's framework for curriculum development and the example topic of core content in emergency medicine. A scoping review of online educational content was performed by a panel of subject area experts for each step in Kern's framework. Best practices and recommendations for future development for each step were established by the same panel using a modified nominal group consensus process. The most prevalent curriculum design steps were (1) educational content and (2) needs assessments. Identified areas of potential innovation within these steps included targeting gaps in specific content areas and developing underrepresented instructional methods. Steps in curriculum development without significant representation included (1) articulation of goals and objectives and (2) tools for curricular evaluation. By leveraging the power of the community, crowd-sourced curriculum development offers a mechanism to diffuse the burden associated with creating comprehensive online learning centers. There is fertile ground for innovation and scholarship in each step along the continuum of curriculum development. Realization of this paradigm's full potential will require individual developers to strongly consider how their contributions will align with the work of others.
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Hull, Daniel M.; Lovett, James E.
This volume of the final report for the Robotics/Automated Systems Technician (RAST) curriculum project is a curriculum planning guide intended for school administrators, faculty, and student counselors/advisors. It includes step-by-step procedures to help institutions evaluate their community's needs and their capabilities to meet these needs in…
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Traynor, Andrew P.; Boyle, Cynthia J.
2013-01-01
Objective. To assist curriculum committees and leadership instructors by gathering expert opinion to define student leadership development competencies for pharmacy curricula. Methods. Twenty-six leadership instructors participated in a 3-round, online, modified Delphi process to define competencies for student leadership development in pharmacy curricula. Round 1 asked open-ended questions about leadership knowledge, skills, and attitudes. Round 2 grouped responses for agreement rating and comment. Round 3 allowed rating and comment on competencies not yet meeting consensus, which was prospectively set at 80%. Results. Eleven competencies attained 80% consensus or higher and were grouped into 3 areas: leadership knowledge, personal leadership commitment, and leadership skill development. Connections to contemporary leadership development literature were outlined for each competency as a means of verifying the panel’s work. Conclusions. The leadership competencies will aid students in addressing: What is leadership? Who am I as a leader? What skills and abilities do I need to be effective? The competencies will help curriculum committees and leadership instructors to focus leadership development opportunities, identify learning assessments, and define program evaluation. PMID:24371346
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A Formalized Three-Year Emergency Medicine Residency Ultrasound Education Curriculum
Directory of Open Access Journals (Sweden)
Andrew King
2016-09-01
Full Text Available Audience and type of curriculum: The Ohio State University Wexner Medical Center Emergency Medicine Residency Program Ultrasound Education Curriculum is a three-year curriculum for PGY-1 to PGY-3 learners. Introduction/Background: Each year of the three-year The Ohio State University Wexner Medical Center Emergency Medicine Ultrasound Curriculum focuses on different aspects of emergency ultrasonography, thereby promoting progressive understanding and utilization of point-of-care ultrasound in medical decision-making during residency training. Ultrasound is an invaluable bedside tool for emergency physicians; this skill must be mastered by resident learners during residency training, and ultrasound competency is a required ACGME milestone.1 The American College of Emergency Physicians (ACEP currently recommends that 11 applications of emergency ultrasound be part of the core skills of an emergency physician.2 This curriculum acknowledges the standards developed by ACEP and the ACGME. Objectives: Learners will 1 know the indications for each the 11 ACEP point-of-care ultrasound (POCUS applications; 2 perform each of the 11 ACEP POCUS applications; 3 integrate POCUS into medical decision-making. Methods: The educational strategies used in this curriculum include: independent, self-directed learning (textbook and literature reading, brief didactic sessions describing indications and technique for each examination, hands-on ultrasound scanning under the direct supervision of ultrasound faculty with real-time feedback, and quality assurance review of ultrasound images. Residents are expected to perform a minimum of 150 ultrasound examinations with associated quality assurance during the course of their residency training. The time requirements, reading material, and ultrasound techniques taught vary depending on the year of training. Length of curriculum: The entirety of the curriculum is three years; however, each year of residency training has
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Leadership and management curriculum planning for Iranian general practitioners.
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
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Manab, Abdul
2015-01-01
The objective of this research is to examine: 1) the background in doing the curriculum enrichment; 2) the stages in managing the curriculum enrichment, and 3) the implications and the management of the curriculum enrichment. It is qualitative and naturalistic in nature with a case-study approach and, an interpretative analysis was made on the…
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Industrial Arts Curriculum Guide in Basic Technical Drafting. Bulletin No. 1686.
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…
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Hasselblad, Judith
The format for this curriculum guide, written for nurse practitioner faculty, consists of learning objectives, content outline, teaching methodology suggestions, references and recommended readings. Part 1 of the guide, Recognition of Early and Chronic Alcoholism, deals with features of alcoholism such as epidemiological data and theories,…
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Oyewumi, Modupe; Isaac, Kathryn; Schreiber, Martin; Campisi, Paolo
2012-02-01
The aim of Canadian medical school curricula is to provide educational experiences that satisfy the specific objectives set out by the Medical Council of Canada. However, for specialties such as otolaryngology, there is considerable variability in student exposure to didactic and clinical teaching across Canadian medical schools, making it unclear whether students receive sufficient teaching of core otolaryngology content and clinical skills. The goal of this review was to assess the exposure to otolaryngology instruction in the undergraduate medical curriculum at the University of Toronto. Otolaryngology objectives were derived from objectives created by the Medical Council of Canada and the University of Toronto. The University of Toronto's recently developed Curriculum Mapping System (CMap) was used to perform a keyword search of otolaryngology objectives to establish when and to what extent essential topics were being taught. All (10 of 10) major topics and skills identified were covered in the undergraduate medical curriculum. Although no major gaps were identified, an uneven distribution of teaching time exists. The majority (> 90%) of otolaryngology education occurs during year 1 of clerkship. The amount of preclerkship education was extremely limited. Essential otolaryngology topics and skills are taught within the University of Toronto curriculum. The CMap was an effective tool to assess the otolaryngology curriculum and was able to identify gaps in otolaryngology education during the preclerkship years of medical school. As a result, modifications to the undergraduate curriculum have been implemented to provide additional teaching during the preclerkship years.
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How we developed a bioethics theme in an undergraduate medical curriculum.
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.
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A national general pediatric clerkship curriculum: the process of development and implementation.
Olson, A L; Woodhead, J; Berkow, R; Kaufman, N M; Marshall, S G
2000-07-01
To describe a new national general pediatrics clerkship curriculum, the development process that built national support for its use, and current progress in implementing the curriculum in pediatric clerkships at US allopathic medical schools. CURRICULUM DEVELOPMENT: A curriculum project team of pediatric clerkship directors and an advisory committee representing professional organizations invested in pediatric student education developed the format and content in collaboration with pediatric educators from the Council on Medical Student Education in Pediatrics (COMSEP) and the Ambulatory Pediatric Association (APA). An iterative process or review by clerkship directors, pediatric departmental chairs, and students finalized the content and built support for the final product. The national dissemination process resulted in consensus among pediatric educators that this curriculum should be used as the national curricular guideline for clerkships. MONITORING IMPLEMENTATION: Surveys were mailed to all pediatric clerkship directors before dissemination (November 1994), and in the first and third academic years after national dissemination (March 1996 and September 1997). The 3 surveys assessed schools' implementation of specific components of the curriculum. The final survey also assessed ways the curriculum was used and barriers to implementation. The final curriculum provided objectives and competencies for attitudes, skills, and 18 knowledge areas of general pediatrics. A total of 216 short clinical cases were also provided as an alternative learning method. An accompanying resource manual provided suggested strategies for implementation, teaching, and evaluation. A total of 103 schools responded to survey 1; 84 schools to survey 2; and 85 schools responded to survey 3 from the 125 medical schools surveyed. Before dissemination, 16% of schools were already using the clinical cases. In the 1995-1996 academic year, 70% of schools were using some or all of the curricular
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Curriculum Outline for Tennessee Transition Model.
Esch, B. J.
This curriculum outline for the Sevier County, Tennessee, transition program for special needs students provides goals and objectives for the following domains: domestic, vocational, community functioning, and recreation/leisure. The domestic domain covers personal hygiene/grooming, first aid, home nursing, birth control/pregnancy, parenting, drug…
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Motorcycle Education Curriculum Specifications. Final Report.
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…
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Using Learning Games to Meet Learning Objectives
DEFF Research Database (Denmark)
Henriksen, Thomas Duus
2013-01-01
This paper addresses the question on how learning games can be used to meet with the different levels in Bloom’s and the SOLO taxonomy, which are commonly used for evaluating the learning outcome of educational activities. The paper discusses the quality of game-based learning outcomes based on a...... on a case study of the learning game 6Styles....
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Holiday, Jeremiah
2013-01-01
This study was conducted to understand curriculum development in residential schools for the blind after the enactment of NCLB and was guided by the research question, "How do residential schools for the blind and visually impaired develop their curriculum to meet the unique needs of students who are blind and visually impaired?" In the…
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Creating a National HIV Curriculum.
Spach, David H; Wood, Brian R; Karpenko, Andrew; Unruh, Kenton T; Kinney, Rebecca G; Roscoe, Clay; Nelson, John
2016-01-01
In recent years, the HIV care provider workforce has not kept pace with an expanding HIV epidemic. To effectively address this HIV workforce shortage, a multipronged approach is needed that includes high-quality, easily accessible, up-to-date HIV education for trainees and practicing providers. Toward this objective, the University of Washington, in collaboration with the AIDS Education and Training Center National Coordinating Resource Center, is developing a modular, dynamic curriculum that addresses the entire spectrum of the HIV care continuum. Herein, we outline the general principles, content, organization, and features of this federally funded National HIV Curriculum, which allows for longitudinal, active, self-directed learning, as well as real-time evaluation, tracking, and feedback at the individual and group level. The online curriculum, which is in development, will provide a free, comprehensive, interactive HIV training and resource tool that can support national efforts to expand and strengthen the United States HIV clinical care workforce. Copyright © 2016 Association of Nurses in AIDS Care. Published by Elsevier Inc. All rights reserved.
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Competency-Based Curriculum Guide for Laser Technology. September 1980-June 1981.
Fioroni, John J.
This document contains materials developed by a project to provide a competency-based curriculum guide for laser technology at the community college level. An abstract of the final report is included. Next, the 17 job competencies determined as necessary to meet the job description of laser technician are listed. A career ladder and qualifications…
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Anatomy meets dentistry! Linking anatomy and clinical practice in the preclinical dental curriculum
Directory of Open Access Journals (Sweden)
Nicole Rafai
2016-11-01
Full Text Available Abstract Background Establishing a strong link early on between preclinical coursework and the clinical context is necessary for students to be able to recognize the practical relevance of the curriculum during their preclinical anatomical courses and to transfer knowledge more easily. Our objective was to enhance the clinical relevance of a preclinical anatomy course for second-year medical students of dentistry by implementing an interdisciplinary skills training course on “Palpation of the Head and Neck Muscles” and to measure the learning outcomes. Methods For the curricular development of the expanded course module, Kern’s 6-step approach was applied including subjective evaluation. We used a peer-teaching format supported by an e-learning application. A randomized control study measured effects of the two components (skills training, e-module on learning outcomes. Four learning methods were compared: (1 lecture, (2 lecture + e-module, (3 lecture + skills training, (4 lecture + skills training + e-module. An objective structured clinical examination (OSCE was used to measure and compare learning outcomes. Results The two-way variance analysis demonstrated that participation in the skills training had a statistically significant effect on the OSCE results (p = 0.0007. Students who participated in the skills training did better (φ 107.4 ± 14.4 points than students who only attended the lecture (φ 88.8 ± 26.2 points. Students who used the e-module but did not attend the skills training earned a slightly but not significantly higher average number of points (φ 91.8 ± 31.3 points than those who only attended the lecture. The learning outcomes of the skills training were again significantly increased when the training was combined with the e-module (φ 121.8 ± 21.8 points, thus making it the ideal method for achieving the learning objectives defined in this study. Conclusions The “Palpation of
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Henricks, Walter H; Karcher, Donald S; Harrison, James H; Sinard, John H; Riben, Michael W; Boyer, Philip J; Plath, Sue; Thompson, Arlene; Pantanowitz, Liron
2016-01-01
Context: Recognition of the importance of informatics to the practice of pathology has surged. Training residents in pathology informatics have been a daunting task for most residency programs in the United States because faculty often lacks experience and training resources. Nevertheless, developing resident competence in informatics is essential for the future of pathology as a specialty. Objective: The objective of the study is to develop and deliver a pathology informatics curriculum and instructional framework that guides pathology residency programs in training residents in critical pathology informatics knowledge and skills and meets Accreditation Council for Graduate Medical Education Informatics Milestones. Design: The College of American Pathologists, Association of Pathology Chairs, and Association for Pathology Informatics formed a partnership and expert work group to identify critical pathology informatics training outcomes and to create a highly adaptable curriculum and instructional approach, supported by a multiyear change management strategy. Results: Pathology Informatics Essentials for Residents (PIER) is a rigorous approach for educating all pathology residents in important pathology informatics knowledge and skills. PIER includes an instructional resource guide and toolkit for incorporating informatics training into residency programs that vary in needs, size, settings, and resources. PIER is available at http://www.apcprods.org/PIER (accessed April 6, 2016). Conclusions: PIER is an important contribution to informatics training in pathology residency programs. PIER introduces pathology trainees to broadly useful informatics concepts and tools that are relevant to practice. PIER provides residency program directors with a means to implement a standardized informatics training curriculum, to adapt the approach to local program needs, and to evaluate resident performance and progress over time. PMID:27563486
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Evolution of the Pathology Residency Curriculum
Directory of Open Access Journals (Sweden)
Wesley Y. Naritoku MD, PhD
2016-10-01
Full Text Available The required medical knowledge and skill set for the pathologist of 2020 are different than in 2005. Pathology residency training curriculum must accordingly change to fulfill the needs of these ever-changing requirements. In order to make rational curricular adjustments, it is important for us to know the current trajectory of resident training in pathology—where we have been, what our actual current training curriculum is now—to understand how that might change in anticipation of meeting the needs of a changing patient and provider population and to fit within the evolving future biomedical and socioeconomic health-care setting. In 2013, there were 143 Accreditation Council for Graduate Medical Education-accredited pathology residency training programs in the United States, with approximately 2400 residents. There is diversity among residency training programs not only with respect to the number of residents but also in training venue(s. To characterize this diversity among pathology residency training programs, a curriculum survey was conducted of pathology residency program directors in 2013 and compared with a similar survey taken almost 9 years previously in 2005 to identify trends in pathology residency curriculum. Clinical pathology has not changed significantly in the number of rotations over 9 years; however, anatomic pathology has changed dramatically, with an increase in the number of surgical pathology rotations coupled with a decline in stand-alone autopsy rotations. With ever-expanding medical knowledge that the graduating pathology resident must know, it is necessary to (1 reflect upon what are the critical need subjects, (2 identify areas that have become of lesser importance, and then (3 prioritize training accordingly.
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Evolution of the Pathology Residency Curriculum
Powell, Suzanne Z.; Black-Schaffer, W. Stephen
2016-01-01
The required medical knowledge and skill set for the pathologist of 2020 are different than in 2005. Pathology residency training curriculum must accordingly change to fulfill the needs of these ever-changing requirements. In order to make rational curricular adjustments, it is important for us to know the current trajectory of resident training in pathology—where we have been, what our actual current training curriculum is now—to understand how that might change in anticipation of meeting the needs of a changing patient and provider population and to fit within the evolving future biomedical and socioeconomic health-care setting. In 2013, there were 143 Accreditation Council for Graduate Medical Education-accredited pathology residency training programs in the United States, with approximately 2400 residents. There is diversity among residency training programs not only with respect to the number of residents but also in training venue(s). To characterize this diversity among pathology residency training programs, a curriculum survey was conducted of pathology residency program directors in 2013 and compared with a similar survey taken almost 9 years previously in 2005 to identify trends in pathology residency curriculum. Clinical pathology has not changed significantly in the number of rotations over 9 years; however, anatomic pathology has changed dramatically, with an increase in the number of surgical pathology rotations coupled with a decline in stand-alone autopsy rotations. With ever-expanding medical knowledge that the graduating pathology resident must know, it is necessary to (1) reflect upon what are the critical need subjects, (2) identify areas that have become of lesser importance, and then (3) prioritize training accordingly. PMID:28725779
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Directory of Open Access Journals (Sweden)
Andrew King
2017-01-01
Full Text Available Audience and type of curriculum: This curriculum created and implemented at The Ohio State University Wexner Medical Center was designed to educate our emergency medicine (EM residents, PGY-1 to PGY-3, as well as medical students and attending physicians. Introduction/Background: Gastrointestinal (GI emergencies comprise approximately 12% of emergency department (ED visits.1 Residents must be proficient in the differential diagnosis and management of the wide variety of GI emergencies. The flipped classroom curricular model emphasizes self-directed learning activities completed by learners, followed by small group discussions pertaining to the topic reviewed. The active learning fostered by this curriculum increases faculty and learner engagement and interaction time typically absent in traditional lecture-based formats.2-4 Studies have revealed that the application of knowledge through case studies, personal interaction with content experts, and integrated questions are effective learning strategies for emergency medicine residents.4-6 The Ohio State University EM Residency didactic curriculum recently transitioned to a “flipped classroom” approach.7-10 We created this innovative curriculum aimed to improve our residency education program and to share educational resources with other EM residency programs. This proposed curriculum utilizes an 18-month curricular cycle. The flipped classroom curriculum maximizes didactic time and resident engagement, fosters intellectual curiosity and active learning, and meets the needs of today’s learners. 3,6,11 Objectives: We aim to teach the presentation and management of GI emergencies through the creation of a flipped classroom design. This unique, innovative curriculum utilizes resources chosen by education faculty and resident learners, study questions, real-life experiences, and small group discussions in place of traditional lectures. In doing so, a goal of the curriculum is to encourage self
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Aligning experimental design with bioinformatics analysis to meet discovery research objectives.
Kane, Michael D
2002-01-01
The utility of genomic technology and bioinformatic analytical support to provide new and needed insight into the molecular basis of disease, development, and diversity continues to grow as more research model systems and populations are investigated. Yet deriving results that meet a specific set of research objectives requires aligning or coordinating the design of the experiment, the laboratory techniques, and the data analysis. The following paragraphs describe several important interdependent factors that need to be considered to generate high quality data from the microarray platform. These factors include aligning oligonucleotide probe design with the sample labeling strategy if oligonucleotide probes are employed, recognizing that compromises are inherent in different sample procurement methods, normalizing 2-color microarray raw data, and distinguishing the difference between gene clustering and sample clustering. These factors do not represent an exhaustive list of technical variables in microarray-based research, but this list highlights those variables that span both experimental execution and data analysis. Copyright 2001 Wiley-Liss, Inc.
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Creating a Curriculum for Training Health Profession Faculty Leaders
National Research Council Canada - National Science Library
Mitchell, Pamela H; Robins, Lynne S; Schaad, Dotiglas
2005-01-01
Objectives: An interprofessional, collaborative group of educators, patient safety officers, and Federal program directors teamed up to create an integrated, patient safety-centered curriculum for the education...
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Involving the stakeholders in the curriculum process: a recipe for success?
Keogh, Johannes J; Fourie, Willem J; Watson, Sheona; Gay, H
2010-01-01
The Department of Nursing and Health Studies at the Manukau Institute of Technology (MIT) in Auckland, New Zealand, decided to involve stakeholders from the health care sector in developing a new curriculum. After implementing the new curriculum, the process was evaluated using a content analysis as qualitative research design. Seven individual interviews and one Focus group interview were conducted with the stakeholders to determine their experiences during the process. Ethical permission was sought from the MIT ethical committee. The analyses of the collected data enabled the researchers to identify six main categories. The categories were: "Existing Programme", "The need to change", "The curriculum development process", "The stakeholders", "Personnel", and "Ethnic minorities". From the collected data, it was clear that a new curriculum was necessary to enable the graduates to meet the health care needs of the New Zealand population, especially after the primary health care policy was introduced in New Zealand. It was also clear that the curriculum development process could be a painful process for all concerned, but a strong leadership could cement a feeling of "collegiality" between stakeholders and teaching staff. The importance of considering the rights of ethnic minorities is clearly stated in the Treaty of Waitangi, safeguarding the rights of the Maori People, and therefore applied rigorously in the development process. In this project, the collaborative process was very successful, and the stakeholders actually expressed feelings of "Ownership" of the curriculum.
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The Latent Curriculum: Breaking Conceptual Barriers to Information Architecture
Directory of Open Access Journals (Sweden)
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.
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Developing a pilot curriculum to foster humanism among graduate medical trainees.
Dotters-Katz, Sarah K; Chuang, Alice; Weil, Amy; Howell, Jennifer O
2018-01-01
Humanism is a central tenant of professionalism, a required competency for all residency programs. Yet, few residencies have formal curriculum for teaching this critical aspect of medicine. Instead, professionalism and humanism are often taught informally through role-modeling. With increased burnout, faculty professionalism may suffer and may compromise resident role-modeling. The objective of this study was to design a pilot curriculum to foster humanism in among residents and assess its ability to do so. Two-phase exploratory sequential mixed methods study. Phase 1: a qualitative analysis of residents' narratives regarding challenges to humanistic behavior, and identified themes of compassion, fatigue, communication challenges, and work-life balance. Themes used as needs assessment to build curriculum. Phase 2: three sessions with themes taken from faculty development course. Participants and controls completed baseline and 60-day follow-up questionnaires assessing burnout, compassion, satisfaction, and ability to practice psychological medicine. Phase one included Obstetrics/Gynecology and internal medicine residents. Phase two included residents from the above programs, who attended at least 2/3 interactive sessions designed to address the themes identified above. Twelve participants began and ten completed curriculum (83%). The curriculum met course objectives and was well-received (4.8/5). Burnout decreased (-3.1 vs. 2.5, P = 0.048). A trend toward improved compassion (4.4 vs.-0.6, P = 0.096) for participants compared to controls was noted. A pilot humanism curriculum for residents was well-received. Participants showed decreased burnout and trended to improved compassion scores. Development and evaluation of an expanded curriculum would further explore feasibility and effectiveness of the intervention.
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Teaching Adaptability of Object-Oriented Programming Language Curriculum
Zhu, Xiao-dong
2012-01-01
The evolution of object-oriented programming languages includes update of their own versions, update of development environments, and reform of new languages upon old languages. In this paper, the evolution analysis of object-oriented programming languages is presented in term of the characters and development. The notion of adaptive teaching upon…
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Curriculum reform and evolution: Innovative content and processes at one US medical school.
Fischel, Janet E; Olvet, Doreen M; Iuli, Richard J; Lu, Wei-Hsin; Chandran, Latha
2018-03-11
Curriculum reform in medical schools continues to be an ever-present and challenging activity in medical education. This paper describes one school's experiences with specific curricular innovations that were developed or adapted and targeted to meet a clear set of curricular goals during the curriculum reform process. Those goals included: (a) promoting active learning and learner engagement; (b) establishing early professional identity; and (c) developing physician competencies in an integrated and contextual manner while allowing for individualized learning experiences for the millennial student. Six specific innovations championed by the school are described in detail. These included Themes in Medical Education, Translational Pillars, Stony Brook Teaching Families, Transition Courses, Educational Continuous Quality Improvement Processes, and our Career Advising Program. Development of the ideas and design of the innovations were done by faculty and student teams. We discuss successes and ongoing challenges with these innovations which are currently in the fourth year of implementation. Our curriculum reform has emphasized the iterative process of curriculum building. Based on our experience, we discuss general and practical guidelines for curriculum innovation in its three phases: setting the stage, implementation, and monitoring for the achievement of intended goals.
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Gasoline Engine Mechanics. Performance Objectives. Intermediate Course.
Jones, Marion
Several intermediate performance objectives and corresponding criterion measures are listed for each of six terminal objectives presented in this curriculum guide for an intermediate gasoline engine mechanics course at the secondary level. (For the beginning course guide see CE 010 947.) The materials were developed for a two-semester (2 hour…
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Shields, F. K.; And Others
In order to meet the educational needs for a separate curriculum at the secondary level for technological training related to pollution and corrosion measurement and control, a 3-year, 1080-hour vocational program was developed for use in an area vocational high school. As one of four programs in the technology careers area, this curriculum design…
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Curriculum Guidelines for Pathology and Oral Pathology.
Journal of Dental Education, 1985
1985-01-01
Guidelines for dental school pathology courses describe the interrelationships of general, systemic, and oral pathology; primary educational goals; prerequisites; a core curriculum outline and behavioral objectives for each type of pathology. Notes on sequencing, faculty, facilities, and occupational hazards are included. (MSE)
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Curriculum Guidelines on Predoctoral Oral and Maxillofacial Surgery.
Journal of Dental Education, 1985
1985-01-01
The American Association of Dental Schools' Curriculum Guidelines include an introduction to the discipline and its interrelationships with other disciplines, prerequisites, a core content outline, specific behavioral objectives, and notes on sequencing and faculty. (MSE)
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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…
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Meanings about bioethics that emerged in a medical curriculum
Directory of Open Access Journals (Sweden)
Villegas-Múnera, Elsa María
2016-07-01
Full Text Available This study was carried out in a medical curriculum in Medellín, Colombia. Its goal was to correlate the meanings about bioethics that emerged in the educational guidance with those produced among students and professors. A methodological triangulation was used, namely: analysis of the curriculum foundation documents; a representative survey to students, and interviews and focal groups. Results revealed that the main problem of bioethics in the curriculum is the dissociation between the discursive emphasis ascribed to the training in that field, and its development in the curricular practice. The triad patient –student – professor, projected to the family and the community, emerged as the foundation of the curriculum inasmuch as they are the protagonic agents of their lives. It is then possible to overcome the marginality of patients and the community when they are considered only as objects of study.
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Yoto
2017-09-01
Vocational high school (Sekolah Menengah Kejuruan / SMK) aims to prepare mid-level skilled labors to work in the industry and are able to create self-employment opportunities. For those reasons, the curriculum in SMK should be based on meeting the needs of the industries and is able to prepare learners to master the competence in accordance with the skills program of their choice. Production based curriculum is the curriculum which the learning process is designed together with the production process or using production process as a learning medium. This approach with the primary intention to introduce students with the real working environment and not merely simulations. In the production-based curriculum implementation model, students are directly involved in the industry through the implementation of industrial working practices, do work on production units in school, and do practical work in school by doing the job as done in the industry by using industry standards machines.
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Integrated Curriculum and Subject-based Curriculum: Achievement and Attitudes
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
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A competency-based longitudinal core curriculum in medical neuroscience.
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
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Impact of a competency based curriculum on quality improvement among internal medicine residents.
Fok, Mark C; Wong, Roger Y
2014-11-28
Teaching quality improvement (QI) principles during residency is an important component of promoting patient safety and improving quality of care. The literature on QI curricula for internal medicine residents is limited. We sought to evaluate the impact of a competency based curriculum on QI among internal medicine residents. This was a prospective, cohort study over four years (2007-2011) using pre-post curriculum comparison design in an internal medicine residency program in Canada. Overall 175 post-graduate year one internal medicine residents participated. A two-phase, competency based curriculum on QI was developed with didactic workshops and longitudinal, team-based QI projects. The main outcome measures included self-assessment, objective assessment using the Quality Improvement Knowledge Assessment Tool (QIKAT) scores to assess QI knowledge, and performance-based assessment via presentation of longitudinal QI projects. Overall 175 residents participated, with a response rate of 160/175 (91%) post-curriculum and 114/175 (65%) after conducting their longitudinal QI project. Residents' self-reported confidence in making changes to improve health increased and was sustained at twelve months post-curriculum. Self-assessment scores of QI skills improved significantly from pre-curriculum (53.4 to 69.2 percent post-curriculum [p-value 0.002]) and scores were sustained at twelve months after conducting their longitudinal QI projects (53.4 to 72.2 percent [p-value 0.005]). Objective scores using the QIKAT increased post-curriculum from 8.3 to 10.1 out of 15 (p-value for difference value for difference from pre-curriculum based assessment occurred via presentation of all projects at the annual QI Project Podium Presentation Day. The competency based curriculum on QI improved residents' QI knowledge and skills during residency training. Importantly, residents perceived that their QI knowledge improved after the curriculum and this also correlated to improved QIKAT
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The development of a National set of Physiology learning objectives ...
African Journals Online (AJOL)
International Journal of Medicine and Health Development ... engagement that can be utilized to design a national set of learning objectives towards improving learning ... Key words: Learning objectives, Nigeria, Medical education, curriculum ...
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Kravitz, Ben; MacMartin, Douglas G.; Mills, Michael J.; Richter, Jadwiga H.; Tilmes, Simone; Lamarque, Jean-Francois; Tribbia, Joseph J.; Vitt, Francis
2017-12-01
We describe the first simulations of stratospheric sulfate aerosol geoengineering using multiple injection locations to meet multiple simultaneous surface temperature objectives. Simulations were performed using CESM1(WACCM), a coupled atmosphere-ocean general circulation model with fully interactive stratospheric chemistry, dynamics (including an internally generated quasi-biennial oscillation), and a sophisticated treatment of sulfate aerosol formation, microphysical growth, and deposition. The objectives are defined as maintaining three temperature features at their 2020 levels against a background of the RCP8.5 scenario over the period 2020-2099. These objectives are met using a feedback mechanism in which the rate of sulfur dioxide injection at each of the four locations is adjusted independently every year of simulation. Even in the presence of uncertainties, nonlinearities, and variability, the objectives are met, predominantly by SO2 injection at 30°N and 30°S. By the last year of simulation, the feedback algorithm calls for a total injection rate of 51 Tg SO2 per year. The injections are not in the tropics, which results in a greater degree of linearity of the surface climate response with injection amount than has been found in many previous studies using injection at the equator. Because the objectives are defined in terms of annual mean temperature, the required geongineering results in "overcooling" during summer and "undercooling" during winter. The hydrological cycle is also suppressed as compared to the reference values corresponding to the year 2020. The demonstration we describe in this study is an important step toward understanding what geoengineering can do and what it cannot do.
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A Description and Source Listing of Curriculum Materials in Agricultural Education, 1971-1972.
American Vocational Association, Washington, DC. Agricultural Education Div.
Members of the Curriculum Materials Committee collect materials available to them prior to each American Vocational Association Meeting. The resulting bibliography contains current, non-commercial materials developed by persons in vocational education in agriculture for use in that field, but of interest beyond the state in which it was developed.…
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The Relationship between Curriculum Change and Student Outcomes in a Registered Nursing Program
King, Jim
2013-01-01
Nursing schools face the challenge of improving student academic performance and completion rates. The current supply of newly graduated nurses fails to meet the increasing demands of society. In 2009, Cochise College responded by implementing a major change in their curriculum to improve student retention and academic performance. The problem…
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The politics of accountability for school curriculum: An Australian case study
Smithson, Alan
1987-03-01
This normative-descriptive case study of accountability for state school curriculum in South Australia has the following objectives. First, to seek to draw a distinction between accountability and responsibility: terms which have been confused by two South Australian Directors-General of Education (position akin to C.E.O. in the U.K. and Superintendent in the U.S.A.) with important consequences. Second, to present a model of accountability for state school curriculum, by which accountability for such curriculum may be judged democratic or non-democratic, and against which accountability for curriculum in South Australian state schools will be gauged. Third, to show that whilst the South Australian school system exhibits a large measure of bureaucratic or technocratic accountability for curriculum, there is no effective democratic accountability for curriculum, and to indicate a remedy for this situation. Finally, to point out the wider significance of the South Australian case study, and suggest that democracies currently re-structuring their educational systems would do well to keep the need for democratic accountability foremost in mind.
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A Marketing and Distribution Curriculum Guide.
Freedman, Carol
This curriculum guide in marketing and distribution has been designed for children in grades K-6. It is presented much like a cookbook from which recipes (activities) may be extracted and experimented with depending on the tastes (needs) of the children. It is suggested that objectives be reinforced through teacher-developed activities or through…
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Can curriculum managers' reflections produce new strategies ...
African Journals Online (AJOL)
Simon Bhekimuzi Khoza
2016-11-05
Nov 5, 2016 ... sources are defined as objects and people that communicate learning .... vision, where teachers/managers use reflections to critique their ... Accounting, English, Geography, History,. Afrikaans .... curriculum, which made us to realise [sic] that it is important to ..... and enduring concerns (2nd ed). Thousand ...
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Capacity-oriented curriculum system of optoelectronics in the context of large category cultivation
Luo, Yuan; Hu, Zhangfang; Zhang, Yi
2017-08-01
In order to cultivate the innovative talents with the comprehensive development to meet the talents demand for development of economic society, Chongqing University of Posts and Telecommunications implements cultivation based on broadening basic education and enrolment in large category of general education. Optoelectronic information science and engineering major belongs to the electronic engineering category. The "2 +2" mode is utilized for personnel training, where students are without major in the first and second year and assigned to a major within the major categories in the end of the second year. In the context of the comprehensive cultivation, for the changes in the demand for professionals in the global competitive environment with the currently rapid development, especially the demand for the professional engineering technology personnel suitable to industry and development of local economic society, the concept of CDIO engineering ability cultivation is used for reference. Thus the curriculum system for the three-node structure optoelectronic information science and engineering major is proposed, which attaches great importance to engineering practice and innovation cultivation under the background of the comprehensive cultivation. The conformity between the curriculum system and the personnel training objectives is guaranteed effectively, and the consistency between the teaching philosophy and the teaching behavior is enhanced. Therefore, the idea of major construction is clear with specific characteristics.
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Vries, A.H. de; Schout, B.M.A.; Merriënboer, J.J.G. van; Pelger, R.C.M.; Koldewijn, E.L.; Wagner, C.
2017-01-01
Background: 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
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Envisioning Curriculum as Six Simultaneities
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…
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Sustainability Infused Curriculum
Ibarra, D. L.
2015-12-01
The Independent Schools Foundation Academy (ISF) in Hong Kong established a sustainability policy in 2015, which explicitly states, "an experimentally integrated, environmentally and ethically sustainable system of science education and conservation practices based on the 2012 Jeju Declaration of the World Conservation Congress will be implemented through the school". ISF Academy is a private Chinese bilingual school in Hong Kong serving over 1500 students K-12, following the framework and curriculum of the International Baccalaureate Organization (IBO). The strategy behind the implementation of this policy includes: development of a scientific sustainable curriculum that is age appropriate; establish a culture of sustainability within the ISF community and beyond to the wider HK community; install sustainable infrastructure that allows students to learn; and learn first hand sustainable living practices. It is well understood that solutions to the environmental challenges facing Hong Kong and our planet will require multiple disciplines. The current sustainability programs at ISF include: a) a whole school aerobic food waste composting system and organic farming, b) energy consumption monitoring of existing buildings, c) upcoming installation of an air pollution monitoring equipment that will correlate with the AQHI data collected by the Hong Kong government, d) a Renewable Energy Education Center (REEC) that will teach students about RE and also produce solar energy for classroom consumption, and e) student lead environmental group that manages the paper and used cooking oil recycling on campus. The Shuyuan Science and Sustainability faculty work closely with classroom teachers to ensure that the above mentioned projects are incorporated into the curriculum throughout the school. Interdisciplinary units (IDU) of study are being developed that encourage faculty and students to work across subject areas. Projects include Personal Projects, Extended Essays
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Linnell, Jessica D; Zidenberg-Cherr, Sheri; Briggs, Marilyn; Scherr, Rachel E; Brian, Kelley M; Hillhouse, Carol; Smith, Martin H
2016-01-01
To examine the use of a systematic approach and theoretical framework to develop an inquiry-based, garden-enhanced nutrition curriculum for the Shaping Healthy Choices Program. Curriculum development occurred in 3 steps: identification of learning objectives, determination of evidence of learning, and activity development. Curriculum activities were further refined through pilot-testing, which was conducted in 2 phases. Formative data collected during pilot-testing resulted in improvements to activities. Using a systematic, iterative process resulted in a curriculum called Discovering Healthy Choices, which has a strong foundation in Social Cognitive Theory and constructivist learning theory. Furthermore, the Backward Design method provided the design team with a systematic approach to ensure activities addressed targeted learning objectives and overall Shaping Healthy Choices Program goals. The process by which a nutrition curriculum is developed may have a direct effect on student outcomes. Processes by which nutrition curricula are designed and learning objectives are selected, and how theory and pedagogy are applied should be further investigated so that effective approaches to developing garden-enhanced nutrition interventions can be determined and replicated. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.
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An Inverted Curriculum for CS1
DEFF Research Database (Denmark)
Caspersen, Michael Edelgaard
2003-01-01
present and discuss the inverted curriculum for our introductory object-oriented programming course, and our experiences from teaching this course for four years. We identify four levels for the systematic construction of programs, and the structure of our programming course is based on these four levels......: the modeling level, the design level, the class level, and the algorithmic level....
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Food Processing Curriculum Material and Resource Guide.
Louisiana State Dept. of Education, Baton Rouge.
Intended for secondary vocational agriculture teachers, this curriculum guide contains a course outline and a resource manual for a seven-unit food processing course on meats. Within the course outline, units are divided into separate lessons. Materials provided for each lesson include preparation for instruction (student objectives, review of…
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Models and automation technologies for the curriculum development
Directory of Open Access Journals (Sweden)
V. N. Volkova
2016-01-01
Full Text Available The aim of the research was to determine the sequence of the curriculum development stages on the basis of the system analysis, as well as to create models and information technologies for the implementation of thesestages.The methods and the models of the systems’ theory and the system analysis, including methods and automated procedures for structuring organizational aims, models and automated procedures for organizing complex expertise.On the basis of the analysis of existing studies in the field of curriculum modeling, using formal mathematical language, including optimization models, that help to make distribution of disciplines by years and semesters in accordance with the relevant restrictions, it is shown, that the complexity and dimension of these tasks require the development of special software; the problem of defining the input data and restrictions requires a large time investment, that seems to be difficult to provide in real conditions of plans’ developing, thus it is almost impossible to verify the objectivity of the input data and the restrictions in such models. For a complete analysis of the process of curriculum development it is proposed to use the system definition, based on the system-targeted approach. On the basis of this definition the reasonable sequence of the integrated stages for the development of the curriculum was justified: 1 definition (specification of the requirements for the educational content; 2 determining the number of subjects, included in the curriculum; 3 definition of the sequence of the subjects; 4 distribution of subjects by semesters. The models and technologies for the implementation of these stages of curriculum development were given in the article: 1 models, based on the information approach of A.Denisov and the modified degree of compliance with objectives based on Denisov’s evaluation index (in the article the idea of evaluating the degree of the impact of disciplines for realization
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Neubeck, Lis; Lin, Stella Hsi-Man; Ferry, Cate; Gallagher, Robyn
2016-04-01
A core curriculum for the continuing professional development of nurses has recently been published by the Council on Cardiovascular Nursing and Allied Professions of the European Society of Cardiology. This core curriculum was envisaged to bridge the educational gap between qualification as a nurse and an advance practice role. In addition, the shared elements and international consensus on core themes creates a strong pathway for nursing career development that is directly relevant to Australia. Education programs for nurses in Australia must meet the mandatory standards of the Australian Nursing and Midwifery Accreditation Council (ANMAC), but without a national core curriculum, there can be considerable variation in the content of such courses. The core curriculum is developed to be adapted locally, allowing the addition of nationally relevant competencies, for example, culturally appropriate care of Aboriginal and Torres Strait Islander individuals. Two existing specialist resources could be utilised to deliver a tailored cardiovascular core curriculum; the Heart Education Assessment and Rehabilitation Toolkit (HEART) online (www.heartonline.org.au) and HeartOne (www.heartone.com.au). Both resources could be further enhanced by incorporating the core curriculum. The release of the European core curriculum should be viewed as a call to action for Australia to develop a core curriculum for cardiovascular nurses. Copyright © 2015 Australian and New Zealand Society of Cardiac and Thoracic Surgeons (ANZSCTS) and the Cardiac Society of Australia and New Zealand (CSANZ). Published by Elsevier B.V. All rights reserved.
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Electromagnetic Spectrum. 7th and 8th Grade Agriculture Science Curriculum. Teacher Materials.
Southern Illinois Univ., Carbondale. Dept. of Agricultural Education and Mechanization.
This curriculum guide, the second in a set of six, contains teacher and student materials for a unit on the electromagnetic spectrum prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for…
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Competency Based Curriculum. Revised Delivery Systems for Culinary Arts Program. Project Report.
Spokane Community Coll., WA.
Developed through a grant that enabled faculty members to work together to define goals and set objectives, this curriculum guide contains course objectives for the culinary arts program at Spokane Community College in Washington. Objectives are provided for the following courses: culinary techniques and skill development (two levels),…
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ICT security curriculum or how to respond to current global challenges
Directory of Open Access Journals (Sweden)
Marian Silviu Poboroniuc
2017-01-01
Full Text Available The paper presents some results obtained through the implementation of the Erasmus LLP “SALEIE” (Strategic Alignment of Electrical and Information Engineering in European Higher Education Institutions. The aim of the project was to bring together experts from European universities to enhance the competitiveness of Electrical and Information Engineering (EIE education within Europe, especially in relation to modern global technical challenges and to provide higher education models in a few EIE fields in accordance with these challenges. One of the outcomes of the project was a new ICT (Information and Computer Technology Security curriculum for bachelor and master levels. The research methodology comprised such stages as: identifying the most important current global challenges, conducting a survey related to existing EIE programs in order to establish the top-level criteria for an EIE curriculum, analyzing the results of the survey, obtaining the industry feedback related to technical and non-technical skills required for the specific field, and proposing a new curriculum for ICT Security programmes to respond to the modern technical challenges and to meet the needs of the industry, students, academics and graduates. As future work we will focus on stakeholder assessment in the EIE field and, based on the resulting feedback, on improving the ICT Security curriculum.
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Burns, Mary Dooley; And Others
This curriculum guide was developed to help vocational teachers and family educators to design and deliver employer-sponsored seminars for employees as well as community-based adult education programs. The curriculum is intended to help working parents improve their ability to meet their personal wants and needs as well as the demands of their…
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Sociology of Hidden Curriculum
Directory of Open Access Journals (Sweden)
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.
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Curriculum Guide for Fashion Merchandising (Fashion Salesperson).
Gregory, Margaret R.
This curriculum guide is designed to help teachers teach a course in fashion merchandising to high school students. The guide contains eight performance-based learning modules, each consisting of one to seven units. Each unit teaches a job-relevant task, and includes performance objectives, performance guides, resources, learning activities,…
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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.
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Bachmann, Cadja; Kiessling, Claudia; Härtl, Anja; Haak, Rainer
2016-01-01
Communication is object of increasing attention in the health professions. Teaching communication competencies should already begin in undergraduate education or pre-registration training. The aim of this project was to translate the Health Professions Core Communication Curriculum (HPCCC), an English catalogue of learning objectives, into German to make its content widely accessible in the German-speaking countries. This catalogue lists 61 educational objectives and was agreed on by 121 international communication experts. A European reference framework for inter- and multi-professional curriculum development for communication in the health professions in German-speaking countries should be provided. The German version of the HPCCC was drafted by six academics and went through multiple revisions until consensus was reached. The learning objectives were paired with appropriate teaching and assessment tools drawn from the database of the teaching Committee of the European Association for Communication Health Care (tEACH). The HPCCC learning objectives are now available in German and can be applied for curriculum planning and development in the different German-speaking health professions, the educational objectives can also be used for inter-professional purposes. Examples for teaching methods and assessment tools are given for using and implementing the objectives. The German version of the HPCCC with learning objectives for communication in health professions can contribute significantly to inter- and multi-professional curriculum development in the health care professions in the German-speaking countries. Examples for teaching methods and assessment tools from the materials compiled by tEACH supplement the curricular content and provide suggestions for practical implementation of the learning objectives in teaching and assessment. The relevance of the German HPCCC to the processes of curriculum development for the various health professions and inter
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Generating alternatives in nursing: turning curriculum into a living process.
Perry, J; Moss, C
The transfer of nursing education into higher education institutions is challenging nurses to re-think educational structures and processes. Traditionally, nursing education has used objective curriculum models which tend to reinforce bureaucratic rather than professional values. Critics suggest that these models, by their failure to incorporate social, political and cultural realities, contribute to theory-practice dichotomies. This paper shares the intentions of Deakin University's School of Nursing in developing alternative approaches to curriculum design and to learning and practising nursing.
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SAGES's advanced GI/MIS fellowship curriculum pilot project.
Weis, Joshua J; Goldblatt, Matthew; Pryor, Aurora; Dunkin, Brian J; Brunt, L Michael; Jones, Daniel B; Scott, Daniel J
2018-06-01
The American health care system faces deficits in quality and quantity of surgeons. SAGES is a major stakeholder in surgical fellowship training and is responsible for defining the curriculum for the Advanced GI/MIS fellowship. SAGES leadership is actively adapting this curriculum. The process of reform began in 2014 through a series of iterative meetings and discussions. A working group within the Resident and Fellow Training Committee reviewed case log data from 2012 to 2015. These data were used to propose new criteria designed to provide adequate exposure to core content. The working group also proposed using video assessment of an MIS case to provide objective assessment of competency. Case log data were available for 326 fellows with a total of 85,154 cases logged (median 227 per fellow). The working group proposed new criteria starting with minimum case volumes for five defined categories including foregut (20), bariatrics (25), inguinal hernia (10), ventral hernia (10), and solid organ/colon/thoracic (10). Fellows are expected to perform an additional 75 complex MIS cases of any category for a total of 150 required cases overall. The proposal also included a minimum volume of flexible endoscopy (50) and submission of an MIS foregut case for video assessment. The new criteria more clearly defined which surgeon roles count for major credit within individual categories. Fourteen fellowships volunteered to pilot these new criteria for the 2017-2018 academic year. The new SAGES Advanced GI/MIS fellowship has been crafted to better define the core content that should be contained in these fellowships, while still allowing sufficient heterogeneity so that individual learners can tailor their training to specific areas of interest. The criteria also introduce innovative, evidence-based methods for assessing competency. Pending the results of the pilot program, SAGES will consider broad implementation of the new fellowship criteria.
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Emergency in the clinic: a simulation curriculum to improve outpatient safety.
Espey, Eve; Baty, Gillian; Rask, John; Chungtuyco, Michelle; Pereda, Brenda; Leeman, Lawrence
2017-12-01
Emergency response skills are essential when events such as seizure, anaphylaxis, or hemorrhage occur in the outpatient setting. As services and procedures increasingly move outside the hospital, training to manage complications may improve outcomes. The objective of this study was to evaluate a simulation-based curriculum in outpatient emergency management skills with the outcome measures of graded objective performance and learner self-efficacy. This pre- and postcurriculum study enrolled residents and fellows in Obstetrics and Gynecology and Family Medicine in a simulation-based, outpatient emergency management curriculum. Learners completed self-efficacy questionnaires and were videotaped managing 3 medical emergency scenarios (seizure, over-sedation/cardiopulmonary arrest, and hemorrhage) in the simulation laboratory both before and after completion of the curriculum. Evaluators who were blinded to training level scored the simulation performance videotapes using a graded rubric with critical action checklists. Scenario scores were assigned in 5 domains and globally. Paired t-tests were used to determine differences pre- and postcurriculum. Thirty residents completed the curriculum and pre- and postcurriculum testing. Subjects' objective performance scores improved in all 5 domains (Pimprovement. When scores were stratified by previous outpatient simulation experience, subjects with previous experience improved in all but management of excess sedation. Pre- and postcurriculum self-efficacy evaluations demonstrated improvement in all 7 measured areas: confidence, use of appropriate resources, communication skills, complex airway management, bag mask ventilation, resuscitation, and hemorrhage management. Self-efficacy assessment showed improvement in confidence managing outpatient emergencies (P=.001) and ability to communicate well in emergency situations (Pimproved both self-efficacy and objectively rated performance scores in management of outpatient medical
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Chen, Chi-Kuang; Jiang, Bernard C.; Hsu, Kuang-Yiao
2005-01-01
The objective of this paper is to examine the effectiveness of a creativity-fostering program in industrial engineering and management (IE&M) curriculum reform. Fostering creativity in students has become a crucial issue in industrial engineering education. In a survey of previous studies, we found few on IE&M curriculum reform. In…
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Mathematics Education: Student Terminal Goals, Program Goals, and Behavioral Objectives.
Mesa Public Schools, AZ.
Behavioral objectives are listed for the primary, intermediate and junior high mathematics curriculum in the Mesa Public Schools (Arizona). Lists of specific objectives are given by level for sets, symbol recognition, number operations, mathematical structures, measurement and problem solving skills. (JP)
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Hằng, Ngô Vũ Thu; Meijer, Marijn Roland; Bulte, Astrid M. W.; Pilot, Albert
2017-09-01
The implementation of social constructivist approaches to learning science in primary education in Vietnamese culture as an example of Confucian heritage culture remains challenging and problematic. This theoretical paper focuses on the initial phase of a design-based research approach; that is, the description of the design of a formal, written curriculum for primary science education in which features of social constructivist approaches to learning are synthesized with essential aspects of Vietnamese culture. The written design comprises learning aims, a framework that is the synthesis of learning functions, learning settings and educational expectations for learning phases, and exemplary curriculum units. Learning aims are formulated to comprehensively develop scientific knowledge, skills, and attitudes toward science for primary students. Derived from these learning aims, the designed framework consists of four learning phases respectively labeled as Engagement, Experience, Exchange, and Follow-up. The designed framework refers to knowledge of the "nature of science" education and characteristics of Vietnamese culture as an example of Confucian heritage culture. The curriculum design aims to serve as an educational product that addresses previously analyzed problems of primary science education in the Vietnamese culture in a globalizing world.
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Curriculum Design and Implementation of the Emergency Medicine Chief Resident Incubator.
Gisondi, Michael A; Chou, Adaira; Joshi, Nikita; Sheehy, Margaret K; Zaver, Fareen; Chan, Teresa M; Riddell, Jeffrey; Sifford, Derek P; Lin, Michelle
2018-02-24
Background Chief residents receive minimal formal training in preparation for their administrative responsibilities. There is a lack of professional development programs specifically designed for chief residents. Objective In 2015, Academic Life in Emergency Medicine designed and implemented an annual, year-long, training program and virtual community of practice for chief residents in emergency medicine (EM). This study describes the curriculum design process and reports measures of learner engagement during the first two cycles of the curriculum. Methods Kern's Six-Step Approach for curriculum development informed key decisions in the design and implementation of the Chief Resident Incubator. The resultant curriculum was created using constructivist social learning theory, with specific objectives that emphasized the needs for a virtual community of practice, longitudinal content delivery, mentorship for participants, and the facilitation of multicenter digital scholarship. The 12-month curriculum included 11 key administrative or professional development domains, delivered using a combination of digital communications platforms. Primary outcomes measures included markers of learner engagement with the online curriculum, recognized as modified Kirkpatrick Level One outcomes for digital learning. Results An average of 206 chief residents annually enrolled in the first two years of the curriculum, with an overall participation by 33% (75/227) of the allopathic EM residency programs in the United States (U.S.). There was a high level of learner engagement, with an average 13,414 messages posted per year. There were also 42 small group teaching sessions held online, which included 39 faculty and 149 chief residents. The monthly e-newsletter had a 50.7% open rate. Digital scholarship totaled 23 online publications in two years, with 67 chief resident co-authors and 21 faculty co-authors. Conclusions The Chief Resident Incubator is a virtual community of practice that
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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…
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Curriculum Guidelines for Periodontics for Dental Hygiene Programs.
Journal of Dental Education, 1986
1986-01-01
American Association of Dental Schools guidelines consist of an introduction to the field and its interrelationships with other fields of dental hygiene; an overview of the curriculum; outlines of primary educational goals, prerequisites, and specific content-related and clinical behavioral objectives; and recommendations concerning sequencing,…
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Assessment of Medical Students in a New Curriculum.
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…
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Islamic values in the Kuwaiti curriculum
Alshahen, Ghanim A.
This study investigated the influence of Islamic values on the curriculum, in particular the Islamic studies and science curricula. Three questionnaires were developed, validated, and used to investigate teachers' and pupils' attitudes toward Islamic values in the curriculum. Four main sections deal with Islamic values in the Islamic studies and science curricula, namely: Islamic values in the textbook, teaching Islamic values, the relationship between Islamic values and the science curriculum, and the Islamic values model. Two instruments were used in this study: questionnaires and interviews. Both qualitative and quantitative data were generated from the sample, which consisted of Islamic studies and science teachers and supervisors in intermediate schools, and pupils studying in the eighth grade in intermediate schools. In the last case, the data were gathered by questionnaire only. The interviews and questionnaires provided explanatory data. The research was carried out in three phases, considering respectively 55 Islamic studies teachers, 55 science teachers who teach the eighth grade in intermediate schools, and 786 pupils who study in the eighth grade in 20 schools. In each school, the researcher selected two classes. This thesis consists of eight chapters. Chapter One provides a general introduction and highlights the general framework of this study. Chapter Two is concerned with the development of the education system in Kuwait and the objectives of the Islamic studies and science curricula in the intermediate stage. Chapter Three presents the conceptions of values, the Islamic values model, and Islamic values in the curriculum. Chapter Four describes the objectives of the study, and its research design methods and procedures used to develop the instruments. The sampling procedure, the data collection procedures, and the statistical methods used to analyse the data are also described. Chapter Five presents and interprets the findings of this study. Data
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Directory of Open Access Journals (Sweden)
Andrew King
2017-07-01
Full Text Available Audience: This curriculum, created and implemented at The Ohio State University Wexner Medical Center, was designed to educate our emergency medicine (EM residents, PGY-1 to PGY-3, as well as medical students. Introduction: In 2013, there were over 6 million Emergency Department visits in the United States which resulted in a primary diagnosis of the genitourinary system. This represents 5.2% of all Emergency Department visits.1 Residents must be proficient in the differential diagnosis and management of the wide variety of genitourinary emergencies. This flipped classroom curricular model emphasizes self-directed learning activities completed by learners, followed by small group discussions pertaining to the topic reviewed. The active learning fostered by this curriculum increases faculty and learner engagement and interaction time typically absent in traditional lecture-based formats.2-4 Studies have revealed that the application of knowledge through case studies, personal interaction with content experts, and integrated questions are effective learning strategies for emergency medicine residents.4-6 The Ohio State University Wexner Medical Center EM Residency didactic curriculum recently transitioned to a “flipped classroom” approach.7-10 We created this innovative curriculum aimed to improve our residency education program and to share educational resources with other EM residency programs. Our curriculum utilizes an 18-month curricular cycle to cover the defined emergency medicine content. The flipped classroom curriculum maximizes didactic time and resident engagement, fosters intellectual curiosity and active learning, and meets the needs of today’s learners. 3,6,11 Objectives: We aim to teach the presentation and management of genitourinary emergencies through the creation of a flipped classroom design. This unique, innovative curriculum utilizes resources chosen by education faculty and resident learners, study questions, real
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Directory of Open Access Journals (Sweden)
Andrew King
2017-07-01
Full Text Available Audience: This curriculum created and implemented at The Ohio State University Wexner Medical Center was designed to educate our emergency medicine (EM residents, PGY-1 to PGY-3, as well as medical students and attending physicians. Introduction: In 2007, there were 12 million adult Emergency Department visits for mental health and substance abuse complaints. This represents 12.5% of all adult emergency department visits.1 Residents must be proficient in the differential diagnosis and management of the wide variety of psychiatric emergencies. The flipped classroom curricular model emphasizes self-directed learning activities completed by learners, followed by small group discussions pertaining to the topic reviewed. The active learning fostered by this curriculum increases faculty and learner engagement and interaction time typically absent in traditional lecture-based formats.2-4 Studies have revealed that the application of knowledge through case studies, personal interaction with content experts, and integrated questions are effective learning strategies for emergency medicine residents.4-6 The Ohio State University EM Residency didactic curriculum recently transitioned to a “flipped classroom” approach.7-10 We created this innovative curriculum aimed to improve our residency education program and to share educational resources with other EM residency programs. Our curriculum utilizes an 18-month curricular cycle to cover the defined emergency medicine content. The flipped classroom curriculum maximizes didactic time and resident engagement, fosters intellectual curiosity and active learning, and meets the needs of today’s learners. 3,6,11 Objectives: We aim to teach the presentation and management of psychiatric emergencies through the creation of a flipped classroom design. This unique, innovative curriculum utilizes resources chosen by education faculty and resident learners, study questions, real-life experiences, and small group
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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
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A patient safety objective structured clinical examination.
Singh, Ranjit; Singh, Ashok; Fish, Reva; McLean, Don; Anderson, Diana R; Singh, Gurdev
2009-06-01
There are international calls for improving education for health care workers around certain core competencies, of which patient safety and quality are integral and transcendent parts. Although relevant teaching programs have been developed, little is known about how best to assess their effectiveness. The objective of this work was to develop and implement an objective structured clinical examination (OSCE) to evaluate the impact of a patient safety curriculum. The curriculum was implemented in a family medicine residency program with 47 trainees. Two years after commencing the curriculum, a patient safety OSCE was developed and administered at this program and, for comparison purposes, to incoming residents at the same program and to residents at a neighboring residency program. All 47 residents exposed to the training, all 16 incoming residents, and 10 of 12 residents at the neighboring program participated in the OSCE. In a standardized patient case, error detection and error disclosure skills were better among trained residents. In a chart-based case, trained residents showed better performance in identifying deficiencies in care and described more appropriate means of addressing them. Third year residents exposed to a "Systems Approach" course performed better at system analysis and identifying system-based solutions after the course than before. Results suggest increased systems thinking and inculcation of a culture of safety among residents exposed to a patient safety curriculum. The main weaknesses of the study are its small size and suboptimal design. Much further investigation is needed into the effectiveness of patient safety curricula.
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Computer Processing 10-20-30. Teacher's Manual. Senior High School Teacher Resource Manual.
Fisher, Mel; Lautt, Ray
Designed to help teachers meet the program objectives for the computer processing curriculum for senior high schools in the province of Alberta, Canada, this resource manual includes the following sections: (1) program objectives; (2) a flowchart of curriculum modules; (3) suggestions for short- and long-range planning; (4) sample lesson plans;…
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Kulo, Violet; Bodzin, Alec
2013-02-01
Geospatial technologies are increasingly being integrated in science classrooms to foster learning. This study examined whether a Web-enhanced science inquiry curriculum supported by geospatial technologies promoted urban middle school students' understanding of energy concepts. The participants included one science teacher and 108 eighth-grade students classified in three ability level tracks. Data were gathered through pre/posttest content knowledge assessments, daily classroom observations, and daily reflective meetings with the teacher. Findings indicated a significant increase in the energy content knowledge for all the students. Effect sizes were large for all three ability level tracks, with the middle and low track classes having larger effect sizes than the upper track class. Learners in all three tracks were highly engaged with the curriculum. Curriculum effectiveness and practical issues involved with using geospatial technologies to support science learning are discussed.
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Emergency radiology curriculum at Medical University - Plovdiv
International Nuclear Information System (INIS)
Velkova, K.; Hilendarov, A.; Cvetkova, S.; Stoeva, M.; Petrova, A.; Stefanov, P.; Simova, E.; Georgieva, V.; Sirakov, N.
2012-01-01
Full text: Introduction: Recent advances in contemporary radiology turn it into one of the major sources for patient information with improved emergency techniques. Emergency Radiology (EP) focuses on acute diagnosing conditions in ER patients. Objectives: The main objective of this paper is to present the ER curriculum at Medical Imaging Department, Medical University - Plovdiv, aiming to deliver knowledge about the indications, possibilities and diagnostic value of the contemporary imaging methods in ER cases. Material and methods: The curriculum covers various aspects of ER Radiology - diagnostic imaging methods, contrast enhanced examinations, imaging topography, traumatic and acute conditions, physical and technical aspects. It includes 6 lectures and 12 practical classes. Results and discussion: The educational course in Emergency Radiology is available for medical students in their 8-th and 9-th semester. Therapeutic methods under imaging control are also covered by the course. Conclusion: Being one of the most advanced areas of radiology, ER improves the quality of care and treatment of patients and of the emergency medicine as a whole
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Gillen, Rose; And Others
1995-01-01
Presents six curriculum guides for elementary and secondary education. Subjects include interdisciplinary instruction, music, reading/language arts, science, and social studies. Each guide provides library media skills objectives, curriculum objectives, grade levels, resources, instructional roles, activity and procedures for completion, a…
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[Chicano Counselor Training: Curriculum and Beyond Curriculum].
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…
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McKenney, Susan; Reeves, Thomas
2013-01-01
McKenney, S., & Reeves, T. (2013, 27 April-1 May). The application of design-based research in the context of curriculum materials development in sub-Saharan Africa. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, US.
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Achieving Competency in Electroconvulsive Therapy: A Model Curriculum
Dolenc, Tamara J.; Philbrick, Kemuel L.
2007-01-01
Objective: This article illustrates a model electroconvulsive therapy (ECT) curriculum with specific parameters of both practice-based learning and medical knowledge. Method: The authors review the recommendations of the APA Task Force on ECT as they relate to training in ECT in psychiatry residency programs, and discuss diverse educational…
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Curriculum Differential Enactment: The Interplay of Teacher, Class, and Curriculum Materials
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…
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Ward, Cassandra S; Andrade, Amy; Walker-Winfree, Lena
2018-01-01
In 1901, Abraham Flexner, a research scholar at the Carnegie Foundation for the Advancement of Teaching, visited 155 medical schools in the United States and Canada to assess medical education. Flexner's recommendations became the foundation for the Liaison Committee on Medical Education accreditation, a voluntary, peer-reviewed quality assurance process to determine whether a medical education program meets established standards. The Meharry Medical College School of Medicine, a historically Black college/university (HBCU) established the Office of Curriculum Evaluation and Effectiveness in 2013 to ensure the consistent monitoring of the medical education program's compliance with accreditation standards. The motto and logo, LCME 24/7, highlight the school's emphasis on meeting accreditation standards. The school uses the 1994 Plan-Do-Study-Act Cycle for Learning and Improvement for continuous review of course content, outcomes, and evaluations. This process identifies strengths, challenges, and opportunities for innovative steps for continuous quality improvements to the curriculum.
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Engendering Curriculum History. Studies in Curriculum Theory Series
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…
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Evaluating meeting support tools
Post, W.M.; Huis in't Veld, M.A.A.; Boogaard, S.A.A. van den
2008-01-01
Many attempts are underway for developing meeting support tools, but less attention is paid to the evaluation of meetingware. This article describes the development and testing of an instrument for evaluating meeting tools. First, we specified the object of evaluation - meetings - by means of a set
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Evaluating meeting support tools
Post, W.M.; Huis in 't Veld, M. M.A.; Boogaard, S.A.A. van den
2007-01-01
Many attempts are underway for developing meeting support tools, but less attention is paid to the evaluation of meetingware. This article describes the development and testing of an instrument for evaluating meeting tools. First, we specified the object of evaluation -meetings- by means of a set of
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Food in the School Curriculum in England: Its Development from Cookery to Cookery
Owen-Jackson, Gwyneth; Rutland, Marion
2016-01-01
The view of the authors is that the teaching of food in the school curriculum has varied throughout its history in order to meet political aims rather than educational ones. In this article they highlight the social and political changes that have influenced the teaching of food from its inception in the mid-1840s through to the present day. They…
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New curriculum at Nuclear Science Department, National University of Malaysia
International Nuclear Information System (INIS)
Shahidan bin Radiman; Ismail bin Bahari
1995-01-01
A new undergraduate curriculum at the Department of Nuclear Science, Universiti Kebangsaan Malaysia is discussed. It includes the rational and objective of the new curriculum, course content and expectations due to a rapidly changing job market. The major change was a move to implement only on one Nuclear Science module rather than the present three modules of Radiobiology, Radiochemistry and Nuclear Physics. This will optimise not only laboratory use of facilities but also effectiveness of co-supervision. Other related aspects like industrial training and research exposures for the undergraduates are also discussed
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Designing Competency-Based Materials for the Automotive Mechanics Curriculum
Richardson, Roger L.
1977-01-01
Describes the Career Education Center's (Florida State University) development of the "Automotive Mechanics Catalog" (a job inventory noting performance objectives for specific occupational programs), using the Vocational-Technical Education Consortium of States (V-TECS) model. Also describes the development of curriculum materials using…
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The curriculum ideology of the South African secondary school Biology
African Journals Online (AJOL)
Nelson Mandela stated that education is the tool that can be used to change the world. ... the overarching objective of the South African school's curriculum, with specific reference to ..... International journal of historical learning, teaching and.
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Student profiling on university co-curriculum activities using data visualization tools
Jamil, Jastini Mohd.; Shaharanee, Izwan Nizal Mohd
2017-11-01
Co-curricular activities are playing a vital role in the development of a holistic student. Co-curriculum can be described as an extension of the formal learning experiences in a course or academic program. There are many co-curriculum activities such as students' participation in sports, volunteerism, leadership, entrepreneurship, uniform body, student council, and other social events. The number of student involves in co-curriculum activities are large, thus creating an enormous volume of data including their demographic facts, academic performance and co-curriculum types. The task for discovering and analyzing these information becomes increasingly difficult and hard to comprehend. Data visualization offer a better ways in handling with large volume of information. The need for an understanding of these various co-curriculum activities and their effect towards student performance are essential. Visualizing these information can help related stakeholders to become aware of hidden and interesting information from large amount of data drowning in their student data. The main objective of this study is to provide a clearer understanding of the different trends hidden in the student co-curriculum activities data with related to their activities and academic performances. The data visualization software was used to help visualize the data extracted from the database.
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Making a Literacy Plan: Developing an Integrated Curriculum That Meets Your School's Needs
Schutte, Annie
2016-01-01
Literacy does not happen in a single lesson or course. There are no shortcuts to gaining mastery over a skill set, whether it is reading literacy, information literacy and research skills, online literacy and digital citizenship, or visual literacy. School librarians dream about a perfect integrated curriculum: there is ample time for…
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McGann, Sean T.; Frost, Raymond D.; Matta, Vic; Huang, Wayne
2007-01-01
Information Systems (IS) departments are facing challenging times as enrollments decline and the field evolves, thus necessitating large-scale curriculum changes. Our experience shows that many IS departments are in such a predicament as they have not evolved content quickly enough to keep it relevant, they do a poor job coordinating curriculum…
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Household Arts: A Curriculum Guide. Professional Series 3.
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,…
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Therapy 101: A Psychotherapy Curriculum for Medical Students
Aboul-Fotouh, Frieda; Asghar-Ali, Ali Abbas
2010-01-01
Objective: This pilot project, designed and taught by a resident, created a curriculum to introduce medical students to the practice of psychotherapy. Medical students who are knowledgeable about psychotherapy can become physicians who are able to refer patients to psychotherapeutic treatments. A search of the literature did not identify a…
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Directory of Open Access Journals (Sweden)
Andrew P. Wilper
2013-09-01
Full Text Available Background : The Accreditation Council for Graduate Medical Education (ACGME requires that training programs integrate system-based practice (SBP and practice-based learning and improvement (PBLI into internal medicine residency curricula. Context and setting : We instituted a seminar series and year-long-mentored curriculum designed to engage internal medicine residents in these competencies. Methods : Residents participate in a seminar series that includes assigned reading and structured discussion with faculty who assist in the development of quality improvement or research projects. Residents pursue projects over the remainder of the year. Monthly works in progress meetings, protected time for inquiry, and continued faculty mentorship guide the residents in their project development. Trainees present their work at hospital-wide grand rounds at the end of the academic year. We performed a survey of residents to assess their self-reported knowledge, attitudes and skills in SBP and PBLI. In addition, blinded faculty scored projects for appropriateness, impact, and feasibility. Outcomes : We measured resident self-reported knowledge, attitudes, and skills at the end of the academic year. We found evidence that participants improved their understanding of the context in which they were practicing, and that their ability to engage in quality improvement projects increased. Blinded faculty reviewers favorably ranked the projects’ feasibility, impact, and appropriateness. The ‘Curriculum of Inquiry’ generated 11 quality improvement and research projects during the study period. Barriers to the ongoing work include a limited supply of mentors and delays due to Institutional Review Board approval. Hospital leadership recognizes the importance of the curriculum, and our accreditation manager now cites our ongoing work. Conclusions : A structured residency-based curriculum facilitates resident demonstration of SBP and practice-based learning and
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An overview of curriculum-based course timetabling
DEFF Research Database (Denmark)
Bettinelli, Andrea; Cacchiani, Valentina; Roberti, Roberto
2015-01-01
In 2007, the Second International Timetabling Competition (ITC-2007) has been organized and a formal definition of the Curriculum-Based Course Timetabling (CB-CTT) problem has been given, by taking into account several real-world constraints and objectives while keeping the problem general. CB......-CTT consists of finding the best weekly assignment of university course lectures to rooms and time periods. A feasible schedule must satisfy a set of hard constraints and must also take into account a set of soft constraints, whose violation produces penalty terms to be minimized in the objective function...
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A Curriculum Guide for Power Technology, Grades 9-12.
Callahan, J. Thomas
Designed to help the high school industrial arts instructor in teaching power technology, this curriculum guide concentrates on seven subject areas: exploratory power technology, electricity, electronics, small gas engines, automotive repair, transportation, and alternate energy sources. The general course objectives are identified as enabling the…
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Curriculum Outline for Introduction to Engineering Chemistry. First Edition. Review Cycle-Annual.
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…
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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…
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Curriculum Online Review System: Proposing Curriculum with Collaboration
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…
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Martinez, J L; Duncan, L R; Rivers, S E; Bertoli, M C; Latimer-Cheung, A E; Salovey, P
2017-12-01
Medically underserved US immigrants are at an increased risk for death from preventable or curable cancers due to economic, cultural, and/or linguistic barriers to medical care. The purpose of this study was to describe the evaluation of the pilot study of the Healthy Eating for Life (HE4L) English as a second language curriculum. The Reach, Effectiveness Adoption, Implementation, Maintenance (RE-AIM) model was used to design a mixed-methods approach to the evaluation of the HE4L curriculum. Successful implementation was dependent upon enthusiastic teacher and manager support of the curriculum, teachers' ability to flexibly apply the curriculum to meet student needs, and researcher provision of curriculum workbooks. HE4L can be implemented successfully in various adult education settings to teach healthy eating behaviors and English language principles. Scale-up of HE4L may depend on the development of an online version of the curriculum to avoid the costs associated with printing and distributing curriculum materials.
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Engaging students in community health: a public health advocacy curriculum.
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.
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Barsuk, Jeffrey H; Cohen, Elaine R; Wayne, Diane B; Siddall, Viva J; McGaghie, William C
2016-02-01
Curriculum development in medical education should follow a planned, systematic approach fitted to the needs and conditions of a local institutional environment and its learners. This article describes the development and maintenance of a simulation-based medical education curriculum on advanced cardiac life support skills and its transformation to a mastery learning program. Curriculum development used the Kern 6-step model involving problem identification and general needs assessment, targeted needs assessment, goals and objectives, educational strategies, implementation, and evaluation and feedback. Curriculum maintenance and enhancement and dissemination are also addressed. Transformation of the simulation-based medical education curriculum to a mastery learning program was accomplished after a 2-year phase-in trial. A series of studies spanning 11 years was performed to adjust the curriculum, improve checklist outcome measures, and evaluate curriculum effects as learning outcomes among internal medicine residents and improved patient care practices. We anticipate wide adoption of the mastery learning model for skill and knowledge acquisition and maintenance in medical education settings.
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Why American curriculum research could enrich Swiss curriculum stud-ies
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...
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Irwin, Elise R.
2014-01-01
Hydroelectric dams are a flexible source of power, provide flood control, and contribute to the economic growth of local communities through real-estate and recreation. Yet the impoundment of rivers can alter and fragment miles of critical riverine habitat needed for other competing needs such as downstream consumptive water use, fish and wildlife population viability, or other forms of recreation. Multiple conflicting interests can compromise progressive management especially with recognized uncertainties related to whether management actions will fulfill the objectives of policy makers, resource managers and/or facility owners. Decision analytic tools were used in a stakeholder-driven process to develop and implement a template for evaluation and prediction of the effects of water resource management of multiple-use systems under the context provided by R.L. Harris Dam on the Tallapoosa River, Alabama, USA. The approach provided a transparent and structured framework for decision-making and incorporated both existing and new data to meet multiple management objectives. Success of the template has been evaluated by the stakeholder governing body in an adaptive resource management framework since 2005 and is ongoing. Consequences of management of discharge at the dam were evaluated annually relative to stakeholder satisfaction to allow for adjustment of both management scenarios and objectives. This template can be applied to attempt to resolve conflict inherent in many dam-regulated systems where management decisions impact diverse values of stakeholders.
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Competency-Based Materials for the Florida Automotive Mechanics Curriculum
Goodson, Ludy; And Others
1978-01-01
Describes Florida's new automotive mechanics curriculum, an individualized, self-paced learning sequence that combines text material, review exercises and actual work activities. Development of the materials, including incorporation of Florida's V-TECS catalog of performance objectives in auto mechanics, is described. A field-test experience of a…
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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…
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Effect of Prior Knowledge of Instructional Objectives on Students ...
African Journals Online (AJOL)
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instructional objectives on students' achievement in selected difficult concepts in senior ... nature of science learning in general, and physics learning in particular, as ..... curriculum as perceived by in-service mathematics teachers. Journal of ...
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The implementation of interest-based entrepreneurship curriculum in the Theory of Economics course
Surjanti, J.; Nugrohoseno, D.; Budiono; Musfidah, H.
2018-01-01
College and university are educational institutions and they should be able to design entrepreneurship program in order to strengthen creativity and innovation. Potential grown-up citizens potential is the main problem of national development solved through the role of universities by reconstructing the curriculum based on 2016 Indonesian National Curriculum Framework. The interest of building entrepreneurship becomes the work of all elements which one of them is a university. Reconstructing interest-based entrepreneurship curriculum is the first step to construct characterized economic. Economics lecturers have a responsibility to develop the curriculum. This study aimed to explore the interest in entrepreneurship used to develop the contextual learning using problem-based learning (PBL) method that refers to Universitas Negeri Surabaya’s motto “Growing with character” and integrated into 2016 Indonesian National Curriculum Framework. This study was qualitative explorative. The subjects of the study are 86 students in their first semester. The objective of the study was curriculum development interest-based entrepreneurship in the theory of economics course. The results of the study showed that the interest-based entrepreneurship curriculum was able to reach the targeted learning outcome as well as to create a product in the culinary and services project in Wonorejo mangrove forest according to students’ interests.
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Electro-Optical Laser Technology. Curriculum Utilization. Final Report.
Nawn, John H.
This report describes a program to prepare students for employment as laser technicians and laser operators and to ensure that they have the necessary skills required by the industry. The objectives are to prepare a curriculum and syllabus for an associate degree program in Electro-Optical Laser Technology. The 2-year Electro-Optical Laser program…
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Directory of Open Access Journals (Sweden)
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.
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Diversifying the secondary school curriculum: The African experience
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.
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Dandekar, Sucheta P; Maksane, Shalini N; McKinley, Danette
2012-01-01
In order to review the strengths and weaknesses of medical biochemistry practical curriculum for undergraduates and to generate ideas to improve it, a questionnaire was sent to 50 biochemistry faculty members selected (through simple random sampling method) from 42 medical colleges of Maharashtra, India. 39 responded to the questionnaire, representing a 78% response rate. The internal consistency of the questionnaire sections was found to be satisfactory (>0.7). The respondents did not agree that the ongoing curriculum was in alignment with learning outcomes (8%), that it encouraged active learning (28%), helped to apply knowledge to clinical situations (18%) and promoted critical thinking and problem solving skills (28%). There were a number of qualitative experiments that were rated 'irrelevant'. Qualitative and quantitative experiments related to recent advances were suggested to be introduced by the respondents. Checklists for the practicals and new curriculum objectives provided in the questionnaire were also approved. The results of the curriculum evaluation suggest a need for re-structuring of practical biochemistry curriculum and introduction of a modified curriculum with more clinical relevance.
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Integration of the primary health care approach into a community nursing science curriculum.
Vilakazi, S S; Chabeli, M M; Roos, S D
2000-12-01
The purpose of this article is to explore and describe guidelines for integration of the primary health care approach into a Community Nursing Science Curriculum in a Nursing College in Gauteng. A qualitative, exploratory, descriptive and contextual research design was utilized. The focus group interviews were conducted with community nurses and nurse educators as respondents. Data were analysed by a qualitative descriptive method of analysis as described in Creswell (1994: 155). Respondents in both groups held similar perceptions regarding integration of primary health care approach into a Community Nursing Science Curriculum. Five categories, which are in line with the curriculum cycle, were identified as follows: situation analysis, selection and organisation of objectives/goals, content, teaching methods and evaluation. Guidelines and recommendations for the integration of the primary health care approach into a Community Nursing Science Curriculum were described.
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Integration of the primary health care approach into a community nursing science curriculum
Directory of Open Access Journals (Sweden)
SS Vilakazi
2000-09-01
Full Text Available The purpose of this article is to explore and describe guidelines for integration of the primary health care approach into a Community Nursing Science Curriculum in a Nursing College in Gauteng. A qualitative, exploratory, descriptive and contextual research design was utilized. The focus group interviews were conducted with community nurses and nurse educators as respondents. Data were analysed by a qualitative descriptive method of analysis as described in Creswell (1994:155. Respondents in both groups held similar perceptions regarding integration of primary health care approach into a Community Nursing Science Curriculum. Five categories, which are in line with the curriculum cycle, were identified as follows: situation analysis, selection and organisation of objectives/ goals, content, teaching methods and evaluation. Guidelines and recommendations for the integration of the primary health care approach into a Community Nursing Science Curriculum were described.
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ITER technical advisory committee meeting
International Nuclear Information System (INIS)
Fujiwara, M.
2001-01-01
The 17th Meeting of the ITER Technical Advisory Committee (TAC-17) was held on February 19-22, the ITER Garching Work Site in Germany. The objective of the meeting was to review the Draft Final Design Report of ITER-FEAT and assess the ability of the self-consistent overall design both to satisfy the technical objectives previously defined and to meet the cost limitations. TAC-17 was also organized to confirm that the design and critical elements, with emphasis on the key recommendations made at previous TAC meetings, are such as to extend the confidence in starting ITER construction. It was also intended to provide the ITER Council, scheduled to meet on 27 and 28 February in Toronto, with a technical assessment and key recommendations of the above mentioned report
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CurriM : Curriculum mining (Poster)
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
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[Design and implementation of a competency-based curriculum for medical education].
Risco de Domínguez, Graciela
2014-01-01
Competency-based education is a form of designing, developing, delivering and documenting instruction based on a set of objectives and results that have been recommended for medical education. This article describes the steps in the process of designing and implementing a competency-based curriculum at a new medical school in a Peruvian university. We present the process followed including context analysis, mission design, the professional profile, the content and organization of the curriculum as well as the evaluation and resources for the training. Finally, issues and challenges faced, as well as lessons learned are summarized.
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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…
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Engaging Stakeholders in Curriculum Development
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…
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Khogeer, Ahmed Sirag
2005-11-01
Petroleum refining is a capital-intensive business. With stringent environmental regulations on the processing industry and declining refining margins, political instability, increased risk of war and terrorist attacks in which refineries and fuel transportation grids may be targeted, higher pressures are exerted on refiners to optimize performance and find the best combination of feed and processes to produce salable products that meet stricter product specifications, while at the same time meeting refinery supply commitments and of course making profit. This is done through multi objective optimization. For corporate refining companies and at the national level, Intea-Refinery and Inter-Refinery optimization is the second step in optimizing the operation of the whole refining chain as a single system. Most refinery-wide optimization methods do not cover multiple objectives such as minimizing environmental impact, avoiding catastrophic failures, or enhancing product spec upgrade effects. This work starts by carrying out a refinery-wide, single objective optimization, and then moves to multi objective-single refinery optimization. The last step is multi objective-multi refinery optimization, the objectives of which are analysis of the effects of economic, environmental, product spec, strategic, and catastrophic failure. Simulation runs were carried out using both MATLAB and ASPEN PIMS utilizing nonlinear techniques to solve the optimization problem. The results addressed the need to debottleneck some refineries or transportation media in order to meet the demand for essential products under partial or total failure scenarios. They also addressed how importing some high spec products can help recover some of the losses and what is needed in order to accomplish this. In addition, the results showed nonlinear relations among local and global objectives for some refineries. The results demonstrate that refineries can have a local multi objective optimum that does not
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Directory of Open Access Journals (Sweden)
Rachmi Sari Baso
2014-02-01
Full Text Available The study is about the project to revise and re-evaluate the unit of Cross Cultural Understanding curriculum which is taught in the Akademi Bahasa Asing Ballikpapan. The unit is for fifth semester students. The project aimed to provide students' perspectives of cross cultural differences in the workplace with the materials and knowledge that suitable for workplace demands. The information was gained by distributing questionnaires to 2 teachers and 2 employers of multinational companies in Balikpapan. The investigations for teachers were focused on the content, learning activities and materials of the current curriculum. The investigations for the employers were focused on their perspectives on the cross cultural understanding taught in the higher education. The project used Nicholls' cycle model that will be a useful tool to regularly evaluate curriculum based on the situational analysis. As the result, there were some of materials of American business cultural encounter should be revised to meet the companies demands and additional table manners in cultural perspectives should be included in the curriculum. Therefore, the new curriculum will be applied by these materials as the demands of the workplace.
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Energy Technology Data Exchange (ETDEWEB)
Kourdioukova, Elena V., E-mail: elena.kourdioukova@ugent.be [Department of Radiology, Ghent University Hospital (UZG), MR/-1K12, De Pintelaan 185, B-9000 Ghent (Belgium); Valcke, Martin [Department of Educational Studies, Ghent University, H. Dunantlaan 2, B-9000 Ghent (Belgium); Verstraete, Koenraad L. [Department of Radiology, Ghent University Hospital (UZG), MR/-1K12, De Pintelaan 185, B-9000 Ghent (Belgium)
2011-06-15
Objectives: How do students experience and perceive the innovative undergraduate radiology curriculum at Ghent University, and what explains differences in student perception? Methods: A survey was presented to the 2008 cohort of students enrolled in the undergraduate medical curriculum at Ghent University. The survey focused on their experiences and perceptions in relation to the innovative undergraduate radiology teaching. Results and conclusion: The present research results point at a favorable perception of the innovative radiology curriculum components. The study points - both during pre-clinical and clinical years - at the appreciation for curriculum components that combine traditional curriculum components (ex-cathedra lessons with syllabus) with distance learning components such as E-learning and E-testing. In clinical years - as expected - students switch to the application of knowledge and skills and therefore heavily appreciate practice linked curriculum components.
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International Nuclear Information System (INIS)
Kourdioukova, Elena V.; Valcke, Martin; Verstraete, Koenraad L.
2011-01-01
Objectives: How do students experience and perceive the innovative undergraduate radiology curriculum at Ghent University, and what explains differences in student perception? Methods: A survey was presented to the 2008 cohort of students enrolled in the undergraduate medical curriculum at Ghent University. The survey focused on their experiences and perceptions in relation to the innovative undergraduate radiology teaching. Results and conclusion: The present research results point at a favorable perception of the innovative radiology curriculum components. The study points - both during pre-clinical and clinical years - at the appreciation for curriculum components that combine traditional curriculum components (ex-cathedra lessons with syllabus) with distance learning components such as E-learning and E-testing. In clinical years - as expected - students switch to the application of knowledge and skills and therefore heavily appreciate practice linked curriculum components.
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Georgantaki, Stavroula C.; Retalis, Symeon D.
2007-01-01
"Object-Oriented Programming" subject is included in the ACM Curriculum Guidelines for Undergraduate and Graduate Degree Programs in Computer Science as well as in Curriculum for K-12 Computer Science. In a few research studies learning problems and difficulties have been recorded, and therefore, specific pedagogical guidelines and…
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Curriculum Development in Geomorphology.
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)
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Evaluation of safe performance secondary school driver education curriculum demonstration project
1983-06-01
The primary objective of this Project was to determine the crash reduction potential of a quality, competency-based driver training program known as the Safe Performance Curriculum (SPC). The experimental design called for the random assignment of 18...
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Directory of Open Access Journals (Sweden)
Julia Malanchen
2015-06-01
Full Text Available The article discusses the existing antagonistic understanding among the authors who discuss curriculum from the multiculturalist perspective and the authors of the Historical-Critical Pedagogy. The aim is to explain the postmodern relativists bases and multiculturalism, which opposes the defense of objective knowledge as central to the organization of a curriculum. Finally we point out what content should integrate an academic, with the objective, human development, human emancipation and social transformation, which allow the human being aim to provide social and consciously so increasingly free and universal.
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Flood Rescue: A Gender-Inclusive Integrated STEM Curriculum Unit
Directory of Open Access Journals (Sweden)
Emily A. Dare
2017-04-01
Full Text Available As national reform documents and movements in the United States, such as Next Generation Science Standards (NGSS Lead States, 2013, push K-12 educators to begin to include engineering and integration of the STEM disciplines, there is a need to create curricula that meet a multitude of different standards. Additionally, there is a need to engage a more diverse population of students to pursue STEM careers. The 6th grade curriculum presented here focuses on an example of a teacher-created integrated STEM curriculum that combines girl-friendly instructional strategies (Häussler et al., 1998; Newbill & Cennamo, 2008 with an integrated STEM framework (Moore et al., 2014. An engineering design challenge that asks students to create a prototype of a watercraft used by the National Guard to rescue people during floods engages students in learning various physics concepts (forces, buoyancy, volume, and maximum capacity. In this article, we describe the lessons of the unit with respect to the frameworks, as well as key areas that particularly impacted 6th grade girls and boys.
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Cone, Catherine; Godwin, Donald; Salazar, Krista; Bond, Rucha; Thompson, Megan; Myers, Orrin
2016-01-01
Objective. The Health Sciences Reasoning Test (HSRT) is a validated instrument to assess critical-thinking skills. The objective of this study was to determine if HSRT results improved in second-year student pharmacists after exposure to an explicit curriculum designed to develop critical-thinking skills.
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Designing a tool for curriculum leadership development in postgraduate programs
Directory of Open Access Journals (Sweden)
M Avizhgan
2016-07-01
Full Text Available Introduction: Leadership in the area of curriculum development is increasingly important as we look for ways to improve our programmes and practices. In curriculum studies, leadership has received little attention. Considering the lack of an evaluation tool with objective criteria in postgraduate curriculum leadership process, this study aimed to design a specific tool and determine the validity and reliability of the tool. Method: This study is a methodological research. At first, domains and items of the tool were determined through expert interviews and literature review. Then, using Delphi technique, 54 important criteria were developed. A panel of experts was used to confirm content and face validity. Reliability was determined by a descriptive study in which 30 faculties from two of Isfahan universities and was estimated by internal consistency. The data were analyzed by SPSS software, using Pearson Correlation Coefficient and reliability analysis. Results: At first, considering the definition of curriculum leadership determined the domains and items of the tool and they were developed primary tool. Expert’s faculties’ views were used in deferent stages of development and psychometry. The tool internal consistency with Cronbach's alpha coefficient times was 96.5. This was determined for each domain separately. Conclution: Applying this instrument can improve the effectiveness of curriculum leadership. Identifying the characteristics of successful and effective leaders, and utilizing this knowledge in developing and implementing curriculum might help us to have better respond to the changing needs of our students, teachers and schools of tomorrow.
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Leading change: curriculum reform in graduate education in the biomedical sciences.
Dasgupta, Shoumita; Symes, Karen; Hyman, Linda
2015-01-01
The Division of Graduate Medical Sciences at the Boston University School of Medicine houses numerous dynamic graduate programs. Doctoral students began their studies with laboratory rotations and classroom training in a variety of fundamental disciplines. Importantly, with 15 unique pathways of admission to these doctoral programs, there were also 15 unique curricula. Departments and programs offered courses independently, and students participated in curricula that were overlapping combinations of these courses. This system created curricula that were not coordinated and that had redundant course content as well as content gaps. A partnership of key stakeholders began a curriculum reform process to completely restructure doctoral education at the Boston University School of Medicine. The key pedagogical goals, objectives, and elements designed into the new curriculum through this reform process created a curriculum designed to foster the interdisciplinary thinking that students are ultimately asked to utilize in their research endeavors. We implemented comprehensive student and peer evaluation of the new Foundations in Biomedical Sciences integrated curriculum to assess the new curriculum. Furthermore, we detail how this process served as a gateway toward creating a more fully integrated graduate experience, under the umbrella of the Program in Biomedical Sciences. © 2015 The International Union of Biochemistry and Molecular Biology.
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Mason, Glenn; Wang, Shaoyu
2016-01-01
Objectives This study analyses the ways in which curriculum reform facilitated student learning about professionalism. Methods Design-based research provided the structure for an iterative approach to curriculum change which we undertook over a 3 year period. The learning environment of the Personal and Professional Development Theme (PPD) was analysed through the sociocultural lens of Activity Theory. Lave and Wenger’s and Mezirow’s learning theories informed curriculum reform to support student development of a patient-centred and critically reflective professional identity. The renewed pedagogical outcomes were aligned with curriculum content, learning and teaching processes and assessment, and intense staff education was undertaken. We analysed qualitative data from tutor interviews and free-response student surveys to evaluate the impact of curriculum reform. Results Students’ and tutors’ reflections on learning in PPD converged on two principle themes - ‘Developing a philosophy of medicine’ and ‘Becoming an ethical doctor’- which corresponded to the overarching PPD theme aims of communicative learning. Students and tutors emphasised the importance of the unique learning environment of PPD tutorials for nurturing personal development and the positive impact of the renewed assessment programme on learning. Conclusions A theory-led approach to curriculum reform resulted in student engagement in the PPD curriculum and facilitated a change in student perspective about the epistemological foundation of medicine. PMID:26845777
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Hong, Won-Pyo; Youngs, Peter
2016-01-01
Using interview data from secondary teachers, this study examines conflicting perspectives on the effects of the new national curriculum in South Korea, which was intended to grant more autonomy to individual schools and teachers. Contrary to the general belief that teachers want more autonomy to customize their curricula to meet students' needs,…
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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
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Xiao, Ying; Bernstein, Karen De Amorim; Chetty, Indrin J; Eifel, Patricia; Hughes, Lesley; Klein, Eric E; McDermott, Patrick; Prisciandaro, Joann; Paliwal, Bhudatt; Price, Robert A; Werner-Wasik, Maria; Palta, Jatinder R
2011-11-15
In 2004, the American Society for Radiation Oncology (ASTRO) published its first physics education curriculum for residents, which was updated in 2007. A committee composed of physicists and physicians from various residency program teaching institutions was reconvened again to update the curriculum in 2009. Members of this committee have associations with ASTRO, the American Association of Physicists in Medicine, the Association of Residents in Radiation Oncology, the American Board of Radiology (ABR), and the American College of Radiology. Members reviewed and updated assigned subjects from the last curriculum. The updated curriculum was carefully reviewed by a representative from the ABR and other physics and clinical experts. The new curriculum resulted in a recommended 56-h course, excluding initial orientation. Learning objectives are provided for each subject area, and a detailed outline of material to be covered is given for each lecture hour. Some recent changes in the curriculum include the addition of Radiation Incidents and Bioterrorism Response Training as a subject and updates that reflect new treatment techniques and modalities in a number of core subjects. The new curriculum was approved by the ASTRO board in April 2010. We anticipate that physicists will use this curriculum for structuring their teaching programs, and subsequently the ABR will adopt this educational program for its written examination. Currently, the American College of Radiology uses the ASTRO curriculum for their training examination topics. In addition to the curriculum, the committee updated suggested references and the glossary. The ASTRO physics education curriculum for radiation oncology residents has been updated. To ensure continued commitment to a current and relevant curriculum, the subject matter will be updated again in 2 years. Copyright © 2011 Elsevier Inc. All rights reserved.
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Dahl, Berit Misund; Andrews, Therese; Clancy, Anne
2014-02-01
Health care is under constant change creating new and demanding tasks for public health nurses. The curriculum for public health nursing students is controlled by governmental directives that decide the structure and content of their education. This paper analyses manifest and latent discourses in the curriculum, in order to reveal underlying governmental principles for how public health nurses should promote health and prevent diseases. A critical discourse analysis of the Norwegian public health nursing curriculum was conducted. The study indicates i) 'a competing biomedical and social-scientific knowledge-discourse', with biomedical knowledge dominating the content of the curriculum; ii) 'a paternalistic meta-discourse', referring to an underlying paternalistic ideology despite a clear focus on user participation; and iii) 'a hegemonic individual discourse'. Even though the curriculum stipulates that public health nurses should work at both an individual and a societal level, there is very little population focus in the text. Recent political documents concerning public health nursing focus more on health promotion, however, this is not sufficiently explicit in the curriculum. The lack of emphasis on social scientific knowledge, and the blurred empowerment and population perspective in the curriculum, can lead to less emphasis on health promotion work in public health nursing education and practice. The curriculum should be revised in order to meet the recent governmental expectations.
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Lessons of Researcher-Teacher Co-design of an Environmental Health Afterschool Club Curriculum
Hundal, Savreen; Levin, Daniel M.; Keselman, Alla
2014-06-01
This paper addresses the impact of teachers' beliefs about argumentation and their community of practice framed views of teaching on co-designing an environmental health afterschool club curriculum with researchers. Our team collaborated with a group of four middle school teachers, asking them to co-design a club that would facilitate (1) students' understanding of environmental health, (2) use of electronic resources, and (3) argumentation skills. The process included researcher-led sessions emphasizing the importance of argumentation to science and teacher-led curriculum design sessions. The qualitative analysis of the meetings and teacher interview transcripts suggests that while teachers viewed argumentation as important, its practice was relegated to the background by the focus on student engagement and perceived logistical and systemic constraints. The paper concludes that in addition to stressing relevance of argumentation to science learning, researchers involved in co-design need to emphasize the potential of argumentation to engage students and to fit into science curriculum. The analysis also reveals teacher-participants' views of environmental health as an important area of middle school education, relevant to students' lives, linkable to the existing curriculum, essential for informed citizenship, and capable of inspiring interest in science. These findings underscore the importance of integrating environmental health into science education and advocating for its inclusion in informal and formal educational settings.
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State-Based Curriculum-Making: Approaches to Local Curriculum Work in Norway and Finland
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…
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Directory of Open Access Journals (Sweden)
Jillian McGrath
2017-09-01
Full Text Available Audience: This curriculum, created and implemented at The Ohio State University Wexner Medical Center, was primarily designed to educate our emergency medicine (EM residents (PGY1-3 and emergency medicine/internal medicine (EM/IM residents (PGY1-5 on core obstetrics and gynecology topics in EM. Additional audience members include medical students and faculty physicians. Introduction: In 2013, there were over 1 million emergency department visits in the United States which resulted in primary obstetric or gynecologic diagnoses.1 EM Residents must be proficient in the differential diagnosis and management of the wide variety of obstetric and gynecologic emergencies. To do this, we developed a flipped classroom curricular model, which consists of self-directed learning activities completed by learners, followed by small group discussions pertaining to the topic reviewed. The active learning fostered by this type of curriculum increases faculty and learner engagement and interaction time typically absent in traditional lecture-based formats.2-4 Studies have revealed that the application of knowledge through case studies, personal interaction with content experts, and integrated questions are effective learning strategies for EM residents.4-6 The Ohio State University Wexner Medical Center EM residency didactic curriculum recently transitioned to a “flipped classroom” approach.7-10 Our didactic curriculum is delivered over the course of 18 months; however, it could easily be adapted to other academic calendar cycles. The flipped classroom curriculum maximizes didactic time and resident engagement, fosters intellectual curiosity and active learning, and meets the needs of today’s learners. 3,6,11 Objectives: We aim to teach the presentation and management of obstetric and gynecologic emergencies through the creation of a flipped classroom design. This unique, innovative curriculum utilizes resources chosen by education faculty and resident
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Assessing Program Learning Objectives to Improve Undergraduate Physics Education
Menke, Carrie
2014-03-01
Our physics undergraduate program has five program learning objectives (PLOs) focusing on (1) physical principles, (2) mathematical expertise, (3) experimental technique, (4) communication and teamwork, and (5) research proficiency. One PLO is assessed each year, with the results guiding modifications in our curriculum and future assessment practices; we have just completed our first cycle of assessing all PLOs. Our approach strives to maximize the ease and applicability of our assessment practices while maintaining faculty's flexibility in course design and delivery. Objectives are mapped onto our core curriculum with identified coursework collected as direct evidence. We've utilized mostly descriptive rubrics, applying them at the course and program levels as well as sharing them with the students. This has resulted in more efficient assessment that is also applicable to reaccreditation efforts, higher inter-rater reliability than with other rubric types, and higher quality capstone projects. We've also found that the varied quality of student writing can interfere with our assessment of other objectives. This poster outlines our processes, resources, and how we have used PLO assessment to strengthen our undergraduate program.
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Directory of Open Access Journals (Sweden)
Vogel, B.
2016-02-01
Full Text Available Background: In Germany medical students should gain proficiency and specific skills in the vaccination field. Especially important is the efficient communication of scientific results about vaccinations to the community, in order to give professional counseling with a complete overview about therapeutic options.Aim of the project: The aim of this project is to set up a vaccination-related curriculum in the Medical Faculty at the Ludwig-Maximilians-University in Munich. The structure of the curriculum is based on the National catalogue for competency-based learning objectives in the field of vaccination (Nationaler Kompetenzbasierter Lernzielekatalog Medizin NKLM. Through this curriculum, the students will not only acquire the classical educational skills concerning vaccination in theory and practice, but they will also learn how to become independent in the decision-making process and counseling. Moreover, the students will become aware of consequences of action related to this specific topic.Methods: According to defined guidelines, an analysis was performed on courses, which are currently offered by the university. A separate analysis of the NKLM was carried out. Both analyses identified the active courses related to the topic of vaccination as well as the NKLM learning objectives. The match between the topics taught in current courses and the NKLM learning objectives identified gaps concerning the teaching of specific content. Courses were modified in order to implement the missing NKLM learning objectives.Results: These analyses identified 24 vaccination-related courses, which are currently taught at the University. Meanwhile, 35 learning objectives on vaccination were identified in the NKLM catalogue. Four of which were identified as not yet part of the teaching program. In summary, this interdisciplinary work enabled the development of a new vaccination-related curriculum, including 35 learning objectives, which are now implemented in
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Sun, Daner; Looi, Chee-Kit
2018-01-01
This paper explores the crossover between formal learning and learning in informal spaces supported by mobile technology, and proposes design principles for educators to carry out a science curriculum, namely Boundary Activity-based Science Curriculum (BAbSC). The conceptualization of the boundary object, and the principles of boundary activity as…
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Workman, Lauren M.; Flynn, Shannon; Kenison, Kelli; Prince, Mary
2015-01-01
Continued efforts are needed to reduce teenage pregnancy in the United States. Implementation of evidence-based curricula in schools is one strategy toward meeting this goal. In 2010, the South Carolina Campaign to Prevent Teen Pregnancy (SC Campaign) received funding to implement a teen pregnancy prevention (TPP) curriculum. Congruent with South…
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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.
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Rosbach, Ellen M.
A project was undertaken to develop the curriculum content for a unique career ladder multi-entry/multi-exit nursing program that would provide training for nurse aides, practical nurses, and registered nurses. The major objectives of the project were to conduct a review of the literature on curriculum materials presently in use, to develop 11…
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Lo, Yi-Hsuan Gloria
2017-01-01
A curriculum is a form of politics (Apple, 1993). The politics of a curriculum defines what is legitimate and valued and what is not. In Taiwan, the objectives of vocational high school (VHS) education are to prepare students to acquire relevant professional knowledge and practical skills and to integrate them into their future career development.…
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Grall, Kristi H; Panchal, Ashish R; Chuffe, Eliud; Stoneking, Lisa R
2016-01-01
Language and cultural barriers are detriments to quality health care. In acute medical settings, these barriers are more pronounced, which can lead to poor patient outcomes. We implemented a longitudinal Spanish-language immersion curriculum for emergency medicine (EM) resident physicians. This curriculum includes language and cultural instruction, and is integrated into the weekly EM didactic conference, longitudinal over the entire 3-year residency program. Language proficiency was assessed at baseline and annually on the Interagency Language Roundtable (ILR) scale, via an oral exam conducted by the same trained examiner each time. The objective of the curriculum was improvement of resident language skills to ILR level 1+ by year 3. Significance was evaluated through repeated-measures analysis of variance. The curriculum was launched in July 2010 and followed through June 2012 (n=16). After 1 year, 38% had improved over one ILR level, with 50% achieving ILR 1+ or above. After year 2, 100% had improved over one level, with 90% achieving the objective level of ILR 1+. Mean ILR improved significantly from baseline, year 1, and year 2 (F=55, df =1; Planguage skills in EM residents. The curriculum improved EM-resident language proficiency above the goal in just 2 years. Further studies will focus on the effect of language acquisition on patient care in acute settings.
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Song, Michael M; Jones, Betsy G; Casanova, Robert A
2016-01-01
Sex- and gender-based medicine (SGBM) aims to (1) delineate and investigate sex- and gender-based differences in health, disease, and response to treatment and (2) apply that knowledge to clinical care to improve the health of both women and men. However, the integration of SGBM into medical school curricula is often haphazard and poorly defined; schools often do not know the current status of SGBM content in their curricula, even if they are committed to addressing gaps and improving SGBM delivery. Therefore, complete auditing and accounting of SGBM content in the existing medical school curriculum is necessary to determine the baseline status and prepare for successful integration of SGBM content into that curriculum. A review of course syllabi and lecture objectives as well as a targeted data analysis of the Curriculum Management and Information Tool (CurrMIT) were completed prior to a real-time curriculum audit. Subsequently, six "student scholars," three first-year and three second-year medical students, were recruited and trained to audit the first 2 years of the medical school curriculum for SGBM content, thus completing an audit for both of the pre-clinical years simultaneously. A qualitative analysis and a post-audit comparative analysis were completed to assess the level of SGBM instruction at our institution. The review of syllabi and the CurrMIT data analysis did not generate a meaningful catalogue of SGBM content in the curriculum; most of the content identified specifically targeted women's or men's health topics and not sex- or gender-based differences. The real-time student audit of the existing curriculum at Texas Tech revealed that most of the SGBM material was focused on the physiological/anatomical sex differences or gender differences in disease prevalence, with minimal coverage of sex- or gender-based differences in diagnosis, prognosis, treatment, and outcomes. The real-time student scholar audit was effective in identifying SGBM content in
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Energy Technology Data Exchange (ETDEWEB)
Kravitz, Ben [Atmospheric Sciences and Global Change Division, Pacific Northwest National Laboratory, Richland WA USA; MacMartin, Douglas G. [Mechanical and Aerospace Engineering, Cornell University, Ithaca NY USA; Department of Computing and Mathematical Sciences, California Institute of Technology, Pasadena CA USA; Mills, Michael J. [Atmospheric Chemistry, Observations, and Modeling Laboratory, National Center for Atmospheric Research, Boulder CO USA; Richter, Jadwiga H. [Climate and Global Dynamics Laboratory, National Center for Atmospheric Research, Boulder CO USA; Tilmes, Simone [Atmospheric Chemistry, Observations, and Modeling Laboratory, National Center for Atmospheric Research, Boulder CO USA; Climate and Global Dynamics Laboratory, National Center for Atmospheric Research, Boulder CO USA; Lamarque, Jean-Francois [Atmospheric Chemistry, Observations, and Modeling Laboratory, National Center for Atmospheric Research, Boulder CO USA; Tribbia, Joseph J. [Climate and Global Dynamics Laboratory, National Center for Atmospheric Research, Boulder CO USA; Vitt, Francis [Atmospheric Chemistry, Observations, and Modeling Laboratory, National Center for Atmospheric Research, Boulder CO USA
2017-12-07
We describe the first simulations of stratospheric sulfate aerosol geoengineering using multiple injection locations to meet multiple simultaneous surface temperature objectives. Simulations were performed using CESM1(WACCM), a coupled atmosphere-ocean general circulation model with fully interactive stratospheric chemistry, dynamics (including an internally generated quasi-biennial oscillation), and a sophisticated treatment of sulfate aerosol formation, microphysical growth, and deposition. The objectives are defined as maintaining three temperature features at their 2020 levels against a background of the RCP8.5 scenario over the period 2020-2099. These objectives are met using a feedback mechanism in which the rate of sulfur dioxide injection at each of the four locations is adjusted independently every year of simulation. Even in the presence of uncertainties, nonlinearities, and variability, the objectives are met, predominantly by SO2 injection at 30°N and 30°S. By the last year of simulation, the feedback algorithm calls for a total injection rate of 51 Tg SO2 per year. The injections are not in the tropics, which results in a greater degree of linearity of the surface climate response with injection amount than has been found in many previous studies using injection at the equator. Because the objectives are defined in terms of annual mean temperature, the required geeongineering results in "overcooling" during summer and "undercooling" during winter. The hydrological cycle is also suppressed as compared to the reference values corresponding to the year 2020. The demonstration we describe in this study is an important step toward understanding what geoengineering can do and what it cannot do.
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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.
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Nguyen, Kim A; de Villiers, Anniza; Fourie, Jean M; Bourne, Lesley T; Hendricks, Michael K
2015-01-01
To explore the perceptions of educators from the Western Cape Province about the feasibility of implementing South African food-based dietary guidelines (FBDG) in the national curriculum of primary schools. Combined quantitative and qualitative methods. We report on the quantitative component. Twelve public primary schools of different socio-economic status in three education districts of the Western Cape: Metro Central, Metro East and Cape Winelands. Educators (n 256) participated in the self-completed questionnaire survey. Educators assessed that FBDG were appropriate to South African schoolchildren (94%), could be used as an education tool (97%) and fill gaps in the current curriculum about healthy dietary habits (91%). Besides Life Orientation, FBDG could be taught in other learning areas from grades 3 to 7 (9-13 years old). Important barriers to implementing FBDG in the curriculum were educators' workload (61%), insufficient time (46%), learners' disadvantaged background (43%) and educators' lack of knowledge (33%). Other approaches to teach children about FBDG included linking these to the National School Nutrition Programme (82%), school tuck shops (79%), parent meetings (75%), school nutrition policy (73%) and school assembly (57%). Educators in high-income schools perceived that learners' lifestyle was significantly worse (P school assembly were the best means to teach pupils about FBDG (P school curriculum is seen as important together with optimizing the school physical environment. Key factors required for successful implementation in the curriculum are sufficient educational materials, adequate time allocation and appropriate educator training.
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State-Based Curriculum-Making, Part 2, the Tool-Kit for the State's Curriculum-Making
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…
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Wackett, Andrew; Daroowalla, Feroza; Lu, Wei-Hsin; Chandran, Latha
2016-01-01
Concerns regarding the quality of training in the 4th year of medical school and preparation of graduates to enter residency education persist and are borne out in the literature. We reviewed the published literature regarding Year 4 concerns as well as institutional efforts to improve the 4th-year curriculum from several schools. Based on input from key stakeholders, we established 4 goals for our Year 4 curriculum reform: (a) standardize the curricular structure, (b) allow flexibility and individualization, (c) improve the preparation for residency, and (d) improve student satisfaction. After the reform, we evaluated the outcomes using results from the Association of American Medical Colleges Questionnaire, student focus groups, and program director surveys. This article describes the context, process, and outcomes of the reform of the Year 4 curriculum at Stony Brook University School of Medicine. We were able to achieve all four stated goals for the reform. The significant components of the change included a flexible adaptable curriculum based on individual needs and preferences, standardized learning objectives across the year, standardized competency-based evaluations regardless of discipline, reinforcement of clinical skills, and training for the transition to the workplace as an intern. The reform resulted in increased student satisfaction, increased elective time, and increased preparedness for residency training as perceived by the graduates. The Program Director survey showed significant changes in ability to perform a medical history and exam, management of common medical conditions and emergencies, clinical reasoning and problem-solving skills, working and communication with the healthcare team, and overall professionalism in meeting obligations inherent in the practice of medicine. Lessons learned from our 4th-year reform process are discussed. Listening to the needs of the stakeholders was an important step in ensuring buy-in, having an institutional
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Building Interagency Partnerships Curriculum: Instructor’s Guide
2016-03-01
includes instructor-led components, documentary -style footage of subject matter experts, and true stories from the field to elicit reflection and discussion...context. The documentary -style films included in the curriculum are based on an analysis of interviews with military personnel, U.S. government... management tasks while collaborating with interagency partners. 29 Lesson 1: Boundary-Spanning OBJECTIVES The student will be: • Introduced to the
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Curriculum theory in physical education
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.
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76 FR 37794 - U.S. Air Force Academy Board of Visitors; Notice of Meeting
2011-06-28
..., curriculum, instruction, infrastructure, fiscal affairs, academic methods, and other matters relating to the... plan, the USAFA Prep School mission, the USAFA Sexual Assault and Harassment culture and program, the.... 552b, as amended, and 41 CFR 102-3.155, two portions of this meeting shall be closed to the public...
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Houle, Meredith
2008-10-01
This multiple case study examined how three urban science teachers used curriculum materials designed educatively. Educative curriculum materials have been suggested as one way to support science teacher learning, particularly around new innovations and new pedagogies and to support teachers in evaluating and modifying materials to meet the needs of their students (Davis & Krajcik, 2005). While not a substitute for professional development, educative curriculum materials may provide an opportunity to support teachers' enactment and learning in the classroom context (Davis & Krajcik, 2005; Remillard, 2005; Schneider & Krajcik, 2002). However, little work has examined how science teachers interact with written curriculum materials to design classroom instruction. Grounded in sociocultural analysis, this study takes the theoretical stance that teachers and curriculum materials are engaged in a dynamic and participatory relationship from which the planned and enacted curriculum emerges (Remillard, 2005). Teaching is therefore a design activity where teachers rely on their personal resources and the curricular resources to construct and shape their students' learning experiences (Brown, 2002). Specifically this study examines how teacher beliefs influence their reading and use of curriculum and how educative features in the written curriculum inform teachers' pedagogical decisions. Data sources included classroom observation and video, teacher interviews, and classroom artifacts. To make sense how teachers' make curricular decisions, video were analyzed using Brown's (2002) Pedagogical Design for Enactment Framework. These coded units were examined in light of the teacher interviews, classroom notes and artifacts to examine how teachers' beliefs influenced these decisions. Data sources were then reexamined for evidence of teachers' use of specific educative features. My analyses revealed that teachers' beliefs about curriculum influenced the degree to which teachers
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Microsoft Excel Software Usage for Teaching Science and Engineering Curriculum
Singh, Gurmukh; Siddiqui, Khalid
2009-01-01
In this article, our main objective is to present the use of Microsoft Software Excel 2007/2003 for teaching college and university level curriculum in science and engineering. In particular, we discuss two interesting and fascinating examples of interactive applications of Microsoft Excel targeted for undergraduate students in: 1) computational…
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The "Curriculum for Excellence": A Major Change for Scottish Science Education
Brown, Sally
2014-01-01
The Curriculum for Excellence and new National Qualifications offer innovative reform, based on widely supported ideas and aims, for Scottish preschool, primary and secondary education levels. "Objectives and syllabuses" for science are replaced by "experiences and outcomes". Most strikingly, central prescription makes way for…
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Curriculum Guidelines for Aspects of Oral Pathology for Dental Assisting Education.
Journal of Dental Education, 1987
1987-01-01
Guidelines for structuring an oral pathology curriculum for dental assistants include: a definition of oral pathology; the scope of instruction and relationships with other fields; recommendations for prerequisites; core content in various subfields; specific behavioral objectives; and suggestions for sequencing, faculty, and facilities. (MSE)
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A 4-Year Curriculum on Substance Use Disorders for Psychiatry Residents
Iannucci, Rocco; Sanders, Kathy; Greenfield, Shelly F.
2009-01-01
Objective: The authors describe an addiction psychiatry curriculum integrated in a general psychiatry training program to demonstrate comprehensive and practical approaches to educating general psychiatric residents on the recognition and treatment of substance use disorders. Methods: The Massachusetts General Hospital/McLean Hospital adult…
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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…
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International Nuclear Information System (INIS)
Xiao Ying; De Amorim Bernstein, Karen; Chetty, Indrin J.; Eifel, Patricia; Hughes, Lesley; Klein, Eric E.; McDermott, Patrick; Prisciandaro, Joann; Paliwal, Bhudatt; Price, Robert A.; Werner-Wasik, Maria; Palta, Jatinder R.
2011-01-01
Purpose: In 2004, the American Society for Radiation Oncology (ASTRO) published its first physics education curriculum for residents, which was updated in 2007. A committee composed of physicists and physicians from various residency program teaching institutions was reconvened again to update the curriculum in 2009. Methods and Materials: Members of this committee have associations with ASTRO, the American Association of Physicists in Medicine, the Association of Residents in Radiation Oncology, the American Board of Radiology (ABR), and the American College of Radiology. Members reviewed and updated assigned subjects from the last curriculum. The updated curriculum was carefully reviewed by a representative from the ABR and other physics and clinical experts. Results: The new curriculum resulted in a recommended 56-h course, excluding initial orientation. Learning objectives are provided for each subject area, and a detailed outline of material to be covered is given for each lecture hour. Some recent changes in the curriculum include the addition of Radiation Incidents and Bioterrorism Response Training as a subject and updates that reflect new treatment techniques and modalities in a number of core subjects. The new curriculum was approved by the ASTRO board in April 2010. We anticipate that physicists will use this curriculum for structuring their teaching programs, and subsequently the ABR will adopt this educational program for its written examination. Currently, the American College of Radiology uses the ASTRO curriculum for their training examination topics. In addition to the curriculum, the committee updated suggested references and the glossary. Conclusions: The ASTRO physics education curriculum for radiation oncology residents has been updated. To ensure continued commitment to a current and relevant curriculum, the subject matter will be updated again in 2 years.
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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.
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2010-01-13
... curriculum that will provide Correctional Industries Directors with the knowledge, skills and abilities needed to set organizational priorities, identify strategic objectives, create measurable goals... following: Dynamic Leadership; Financial Self-Sufficiency; Offender Workforce Development; Marketing...
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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…
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Nursing curriculums may hinder a career in gerontological nursing: An integrative review.
Garbrah, William; Välimäki, Tarja; Palovaara, Marjo; Kankkunen, Päivi
2017-09-01
To investigate what prevents undergraduate nursing students from choosing gerontological nursing as a career option. This study utilised an integrative literature review, which allows the inclusion of previous studies with diverse research designs to gain a broader view of the reasons why nursing students do not choose a gerontological nursing career. An electronic database search of CINAHL (Ebsco), Scopus and Eric elicited 251 scientific peer-reviewed empirical studies, published from 2006 to March 2016 in English. After meeting the inclusion criteria, 97 qualified for closer examination. Following exclusion, the final analysis and synthesis included 21 articles. Four main themes described nursing students' contributing reasons for not selecting gerontological nursing as a career option: socio-demographic factors; experiences, perceptions and knowledge about ageing; perceptions concerning the nature or status of gerontological nursing; and theoretical studies and practical education of nursing curriculum. Lack of positive experiences with older people before and during nursing students' studies led to their disinterest in gerontological nursing as a career option. The nursing curriculum also reinforces the perception of modern nursing as technical, with more emphasis on acute and critical care. The findings emphasise the need to implement an age-friendly curriculum and have nurses that specialise in gerontology to serve as mentors and role models. It is important to assist nursing students in identifying the potentials for career advancement in terms of gerontological nursing. There is also a need for nursing faculties to liaise with other stakeholders to develop or improve upon the clinical atmosphere for nursing students during gerontological nursing placement. Nursing faculties must review their curriculum to ensure that there is sufficient focus on the needs of older people within the curriculum for every student. Furthermore, respected role models who are
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Cone, Catherine; Godwin, Donald; Salazar, Krista; Bond, Rucha; Thompson, Megan; Myers, Orrin
2016-04-25
Objective. The Health Sciences Reasoning Test (HSRT) is a validated instrument to assess critical-thinking skills. The objective of this study was to determine if HSRT results improved in second-year student pharmacists after exposure to an explicit curriculum designed to develop critical-thinking skills. Methods. In December 2012, the HSRT was administered to students who were in their first year of pharmacy school. Starting in August 2013, students attended a 16-week laboratory curriculum using simulation, formative feedback, and clinical reasoning to teach critical-thinking skills. Following completion of this course, the HSRT was readministered to the same cohort of students. Results. All students enrolled in the course (83) took the HSRT, and following exclusion criteria, 90% of the scores were included in the statistical analysis. Exclusion criteria included students who did not finish more than 60% of the questions or who took less than 15 minutes to complete the test. Significant changes in the HSRT occurred in overall scores and in the subdomains of deduction, evaluation, and inference after students completed the critical-thinking curriculum. Conclusions. Significant improvement in HSRT scores occurred following student immersion in an explicit critical-thinking curriculum. The HSRT was useful in detecting these changes, showing that critical-thinking skills can be learned and then assessed over a relatively short period using a standardized, validated assessment tool like the HSRT.
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Godwin, Donald; Salazar, Krista; Bond, Rucha; Thompson, Megan; Myers, Orrin
2016-01-01
Objective. The Health Sciences Reasoning Test (HSRT) is a validated instrument to assess critical-thinking skills. The objective of this study was to determine if HSRT results improved in second-year student pharmacists after exposure to an explicit curriculum designed to develop critical-thinking skills. Methods. In December 2012, the HSRT was administered to students who were in their first year of pharmacy school. Starting in August 2013, students attended a 16-week laboratory curriculum using simulation, formative feedback, and clinical reasoning to teach critical-thinking skills. Following completion of this course, the HSRT was readministered to the same cohort of students. Results. All students enrolled in the course (83) took the HSRT, and following exclusion criteria, 90% of the scores were included in the statistical analysis. Exclusion criteria included students who did not finish more than 60% of the questions or who took less than 15 minutes to complete the test. Significant changes in the HSRT occurred in overall scores and in the subdomains of deduction, evaluation, and inference after students completed the critical-thinking curriculum. Conclusions. Significant improvement in HSRT scores occurred following student immersion in an explicit critical-thinking curriculum. The HSRT was useful in detecting these changes, showing that critical-thinking skills can be learned and then assessed over a relatively short period using a standardized, validated assessment tool like the HSRT. PMID:27170812
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Roehl, Edwin A.; Conrads, Paul
2015-01-01
Managers of large river basins face conflicting demands for water resources such as wildlife habitat, water supply, wastewater assimilative capacity, flood control, hydroelectricity, and recreation. The Savannah River Basin, for example, has experienced three major droughts since 2000 that resulted in record low water levels in its reservoirs, impacting dependent economies for years. The Savannah River estuary contains two municipal water intakes and the ecologically sensitive freshwater tidal marshes of the Savannah National Wildlife Refuge. The Port of Savannah is the fourth busiest in the United States, and modifications to the harbor to expand ship traffic since the 1970s have caused saltwater to migrate upstream, reducing the freshwater marsh’s acreage more than 50 percent. A planned deepening of the harbor includes flow-alteration features to minimize further migration of salinity, whose effectiveness will only be known after all construction is completed.One of the challenges of large basin management is the optimization of water use through ongoing regional economic development, droughts, and climate change. This paper describes a model of the Savannah River Basin designed to continuously optimize regulated flow to meet prioritized objectives set by resource managers and stakeholders. The model was developed from historical data using machine learning, making it more accurate and adaptable to changing conditions than traditional models. The model is coupled to an optimization routine that computes the daily flow needed to most efficiently meet the water-resource management objectives. The model and optimization routine are packaged in a decision support system that makes it easy for managers and stakeholders to use. Simulation results show that flow can be regulated to substantially reduce salinity intrusions in the Savannah National Wildlife Refuge, while conserving more water in the reservoirs. A method for using the model to assess the effectiveness of
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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...
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Education by Objectives: Putting Teacher Accountability into Perspective
Valentine, Ivan E.; Larson, Milton E.
1976-01-01
If education by objectives is to be firmly established as an instructional approach, teachers must insist on a validated curriculum that truly prepares students to secure employment and to function effectively in society. This means members of the community responsible for fund allocation and resource selection must also be accountable. (Author/BP)
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Hooper, Barb; Krishnagiri, Sheama; Price, Pollie; Taff, Steven D; Bilics, Andrea
This study's objective was to describe curriculum-level strategies used to convey occupation to occupational therapy students. The study used a descriptive qualitative research design. Fifteen occupational therapy and 10 occupational therapy assistant programs participated in interviews, submitted curriculum artifacts such as syllabi and assignments, and recorded teaching sessions. Data were coded both inductively and deductively and then categorized into themes. Occupational therapy programs designed strategies on two levels of the curriculum, infrastructure and implementation, to convey knowledge of occupation to students. The degree to which strategies explicitly highlighted occupation and steered instruction fluctuated depending on how differentiated occupation was from other concepts and skills. Two arguments are presented about the degree to which occupation needs to be infused in all curricular elements. To guide curriculum design, it is critical for educators to discuss beliefs about how ubiquitous occupation is in a curriculum and whether curricular elements portray occupation to the extent preferred. Copyright © 2018 by the American Occupational Therapy Association, Inc.
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Retailing I: A Foundation for Marketing and Distributive Education Curriculum Development.
Smith, Kathryn Scruggs
Designed to serve as a foundation for competency-based marketing and distributive education curriculum development, this package consists of task lists, performance objectives, and performance guides for use in planning an introductory level retailing course. Job descriptions are given for receiving clerks, stock clerks, and salespersons/sales…
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Whatever Happened to Curriculum Theory? Critical Realism and Curriculum Change
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…
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Curriculum Prototypes and the Seven Dwarfs.
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…
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Aytan, Talat
2016-01-01
The objective of this study is to evaluate the primary school second stage Turkish Education Curriculum effectuated in 2006 and the secondary school Turkish Education Curriculum effectuated in 2015 comparatively in terms of critical thinking. Of qualitative research designs, document analysis approach and content analysis were adopted for the…
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Directory of Open Access Journals (Sweden)
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
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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.
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School Leadership and Curriculum: German Perspectives
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.…
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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...
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Formulating an effective higher education curriculum for the Australian waste management sector
International Nuclear Information System (INIS)
Davis, G.
2008-01-01
This paper reviews and discusses the current literature relating to the drivers and barriers for a successful waste management curriculum at higher education level. The intention is to use this review to advise educational standards within the tertiary education sector so as to meet industry requirements. The paper presents a review of the UK's system for education and training within the waste management sector over the past decade, and discusses in what ways this approach could be successfully applied to the Australian sector. The paper concludes with a rationale for current research being undertaken within Australia, which seeks to identify which curriculum and pedagogic approaches are best suited for developing the skills of effective waste management practitioners both within the industry and for those graduating from higher education. The case made is that there is an absence of clear standards, educational provisions and certification for this growing industry within Australia, which inhibits the development of an effective waste management sector
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A Learner-Created Virtual Patient Curriculum for Surgical Residents: Successes and Failures.
McKendy, Katherine M; Posel, Nancy; Fleiszer, David M; Vassiliou, Melina C
2016-01-01
To determine the feasibility and effectiveness of a learner-created virtual patient (VP) curriculum for postgraduate year 2 surgical residents. Using a social-constructivist model of learning, we designed a learner-created VP curriculum to help postgraduate year 2 residents prepare for their in-training surgical examination. Each resident was assigned to create a VP curriculum based on the learning objectives for this examination, and VP cases were then disseminated to all residents for completion. To measure the learning effects of the curriculum, participants completed 2 simulated in-training examinations, both at the beginning and at the end of the intervention. Study participants also participated in a focus group and completed an online questionnaire about the perceived learning value of the curriculum. The study was conducted at the McGill University Health Centre, a tertiary care hospital in Montreal, Canada. In total, 24 residents from 7 surgical specialties completed both the pretest and posttest, as well as took part in the creation of a VP curriculum. Of those 24 residents, only 19 residents completed the cases created by their peers, with 7 completing greater than 50% of the cases and 12 completing less than 50%. In all 17 residents responded to the online questionnaire and 11 residents participated in the focus group. The VP curriculum failed to improve scores from pretest (59.6%, standard deviation = 8.1) to posttest (55.4%, standard deviation = 6.6; p = 0.01) on the simulated in-training examination. Nonetheless, survey results demonstrated that most residents felt that creating a VP case (89%) and completing cases created by their peers (71%) had educational value. Overall, 71% preferred active participation in a curriculum to traditional didactic teaching. The focus group identified time-related constraints, concern about the quality of the peer-created cases, and questioning of the relationship between the curriculum and the Surgical Foundations
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Design meeting on reduced technical objectives/reduced cost ITER options
International Nuclear Information System (INIS)
Spears, W.
1999-01-01
At this meeting, which took place at Garching, Germany in January 1999, means of reducing the overall cost for ITER to 50% where discussed. It was felt that a smaller plasma of high elongation and high triangularity was a step in the right direction. Further steps would include cheaper magnetic field coils, cheaper in-vessel components and also costly buildings
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The same teacher, the same curriculum materials, different schools: What is the enacted curriculum?
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
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Atchison, Kathryn; Mascarenhas, Ana Karina; Bhoopathi, Vinodh
2015-01-01
The curriculum for graduating dental and dental hygiene students must prepare them to contribute to the improvement or maintenance of health for individual patient's and the public's health. The objective is to describe the background for and the process used to develop a core Dental Public Health Curriculum for such students. The process used was to solicit and review existing dental public health curriculum in dental and dental hygiene schools; review curriculum for other health professionals; identify the themes needed to frame the curriculum; select usable materials and identify gaps in existing curricular materials; and develop appropriate curriculum materials that would embody the competencies developed for undergraduate dental and dental hygiene education. Twenty-three topics were identified as embodying the eight competencies. Based on these topics, six courses, Principles of Dental Public Health, Evidence-Based Dentistry, Ethics and Dental Public Health, Dental Public Health Policy and Advocacy, Oral Health Promotion and Disease Prevention, and Oral Health Literacy and Dental Public Health, were prepared. Each course includes syllabus, PowerPoint presentations, student assignments and activities, instructor guide, and classroom discussion points. Depending on the hours available in the existing curriculum at the dental or hygiene school, lecture presentations and take home assignments/discussions may be used independently or in combination with presentations from other courses. In addition, individual discussions and activities may be used to integrate dental public health materials into other courses. A flexible curriculum is available at the AAPHD website to enable the incorporation of DPH topics into the curriculum. © 2015 American Association of Public Health Dentistry.
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NativeView: A Geospatial Curriculum for Native Nation Building
Rattling Leaf, J.
2007-12-01
In the spirit of collaboration and reciprocity, James Rattling Leaf of Sinte Gleska University on the Rosebud Reservation of South Dakota will present recent developments, experiences, insights and a vision for education in Indian Country. As a thirty-year young institution, Sinte Gleska University is founded by a strong vision of ancestral leadership and the values of the Lakota Way of Life. Sinte Gleska University (SGU) has initiated the development of a Geospatial Education Curriculum project. NativeView: A Geospatial Curriculum for Native Nation Building is a two-year project that entails a disciplined approach towards the development of a relevant Geospatial academic curriculum. This project is designed to meet the educational and land management needs of the Rosebud Lakota Tribe through the utilization of Geographic Information Systems (GIS), Remote Sensing (RS) and Global Positioning Systems (GPS). In conjunction with the strategy and progress of this academic project, a formal presentation and demonstration of the SGU based Geospatial software RezMapper software will exemplify an innovative example of state of the art information technology. RezMapper is an interactive CD software package focused toward the 21 Lakota communities on the Rosebud Reservation that utilizes an ingenious concept of multimedia mapping and state of the art data compression and presentation. This ongoing development utilizes geographic data, imagery from space, historical aerial photography and cultural features such as historic Lakota documents, language, song, video and historical photographs in a multimedia fashion. As a tangible product, RezMapper will be a project deliverable tool for use in the classroom and to a broad range of learners.
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Kukk, Airi; Õun, Tiia
2014-01-01
Year after year, the interest in early learning of the state language by non-Estonian children has increased. In Estonia, the course has been directed that non-Estonian learners have to reach functional bilingualism by the time they leave basic school and thus to become competitive in labour and education markets in Estonia. The objective of the…
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Cell Biology and Cancer. Grades 9-12. NIH Curriculum Supplement Series.
Biological Sciences Curriculum Study, Colorado Springs.
This curriculum supplement guide brings the latest medical discoveries to classrooms. This module focuses on the objectives of introducing students to major concepts related to the development of cancer and its impacts, and developing an understanding of the relationship between biomedical research and personal and public health. This module…
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Directory of Open Access Journals (Sweden)
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.
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Effectiveness of a 2-year menopause medicine curriculum for obstetrics and gynecology residents.
Christianson, Mindy S; Washington, Chantel I; Stewart, Katherine I; Shen, Wen
2016-03-01
Previous work has shown American obstetrics and gynecology (OB/GYN) residents are lacking in menopause training. Our objective was to assess the effectiveness of a 2-year menopause medicine curriculum in improving OB/GYN residents' knowledge and self-assessed competency in menopause topics. We developed a menopause medicine-teaching curriculum for OB/GYN residents at our academic hospital-based residency program. The 2-year curriculum was composed of year 1: four 1-hour lectures and one 2-hour lab with cases presentations, and year 2: three 1-hour lectures and one 2-hour lab. Core topics included menopause physiology, hormone therapy, breast health, bone health, cardiovascular disease, and autoimmune disease. Pre- and posttests assessed resident knowledge and comfort in core topics, and a pre- and postcurriculum survey assessed utility and learning satisfaction. From July 2011 to June 2013, 34 OB/GYN residents completed the menopause curriculum annually with an average attendance at each module of 23 residents. Pre-/posttest scores improved from a mean pretest score of 57.3% to a mean posttest score of 78.7% (P menopause patients with 75.8% reporting feeling "barely comfortable" and 8.4% feeling "not at all comfortable." After the 2-year curriculum, 85.7% reported feeling "comfortable/very comfortable" taking care of menopause patients. The majority of residents (95.2%) reported the menopause curriculum was "extremely useful." A 2-year menopause medicine curriculum for OB/GYN residents utilizing lectures and a lab with case studies is an effective modality to improve resident knowledge required to manage menopause patients.
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Prochaska, Judith J.; Fromont, Sebastien C.; Leek, Desiree; Hudmon, Karen Suchanek; Louie, Alan K.; Jacobs, Marc H.; Hall, Sharon M.
2009-01-01
Objective Smokers with mental illness and addictive disorders account for nearly one in two cigarettes sold in the United States and are at high risk for smoking-related deaths and disability. Psychiatry residency programs provide a unique arena for disseminating tobacco treatment guidelines, influencing professional norms, and increasing access to tobacco cessation services among smokers with mental illness. The current study evaluated the Rx for Change in Psychiatry curriculum, developed for psychiatry residency programs and focused on identifying and treating tobacco dependence among individuals with mental illness. Methods The 4-hour curriculum emphasized evidence-based, patient-oriented cessation treatments relevant for all tobacco users, including those not yet ready to quit. The curriculum was informed by comprehensive literature review, consultation with an expert advisory group, faculty interviews, and a focus group with psychiatry residents. This study reports on evaluation of the curriculum in 2005–2006, using a quasi-experimental design, with 55 residents in three psychiatry residency training programs in Northern California. Results The curriculum was associated with improvements in psychiatry residents’ knowledge, attitudes, confidence, and counseling behaviors for treating tobacco use among their patients, with initial changes from pre- to posttraining sustained at 3-months’ follow-up. Residents’ self-reported changes in treating patients’ tobacco use were substantiated through systematic chart review. Conclusion The evidence-based Rx for Change in Psychiatry curriculum is offered as a model tobacco treatment curriculum that can be implemented in psychiatry residency training programs and disseminated widely, thereby effectively reaching a vulnerable and costly population of smokers. PMID:19190293
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Subspecialisation in Emergency Radiology: Proposal for a harmonised European curriculum
Directory of Open Access Journals (Sweden)
Wagner, M. G.
2017-11-01
Full Text Available Introduction: Radiology plays a crucial role in the emergency care setting by delivering early and precise diagnoses under pressure of time, right at the beginning of patient treatment. Although there is a need for postgraduate education in emergency radiology, most of the national bodies responsible do not offer it in a uniform fashion and a general proof of qualification is missing in Europe. Therefore, the European Society of Radiology (ESR has founded the (Sub-Society of Emergency Radiology (ESER, prompting them to develop a European curriculum. This trend, which is currently also encouraged in many other non-radiological specialties which demand the highest professional qualifications, often lacks expertise in medical education.Goals: The goal of this article is the general description of the curricular planning process for a European postgraduate subspecialisation programme, using the example of Emergency Radiology (European Diploma in Emergency Radiology, EDER, including the utilisation of TOOLS and recommendations derived from comparable projects.Project description: The project was divided into partial steps: the timeline displayed in a GANTT chart, and tasks and responsibilities assigned in a RASCI matrix. The curriculum was iteratively developed using the KERN approach and steps were prioritised using the PARETO principle. Furthermore, the following TOOLS were used: limitations and needs assessment, SWOT analysis, formulating learning objectives and categorising them after MILLER and SCLO, and using BLOOM’s taxonomy for cognitive learning objectives and operationalising them according to MAGER. Psychomotoric and affective learning objectives were assigned to CANMEDS roles, grouped by topic using CLUSTERING, and then mapped by MATRIX analysis to appropriate learning and evaluation methods. Striving for continuous improvement, the curriculum was finally embedded in curricular quality management.Results: The standardisation of the EDER
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Subspecialisation in Emergency Radiology: Proposal for a harmonised European curriculum
Wagner, M. G.; Fischer, M. R.; Scaglione, M.; Linsenmaier, U.; Schueller, G.; Berger, F. H.; Dick, E.; Basilico, R.; Stajgis, M.; Calli, C.; Vaidya, S.; Wirth, Stefan
2017-01-01
Introduction: Radiology plays a crucial role in the emergency care setting by delivering early and precise diagnoses under pressure of time, right at the beginning of patient treatment. Although there is a need for postgraduate education in emergency radiology, most of the national bodies responsible do not offer it in a uniform fashion and a general proof of qualification is missing in Europe. Therefore, the European Society of Radiology (ESR) has founded the (Sub-)Society of Emergency Radiology (ESER), prompting them to develop a European curriculum. This trend, which is currently also encouraged in many other non-radiological specialties which demand the highest professional qualifications, often lacks expertise in medical education. Goals: The goal of this article is the general description of the curricular planning process for a European postgraduate subspecialisation programme, using the example of Emergency Radiology (European Diploma in Emergency Radiology, EDER), including the utilisation of TOOLS and recommendations derived from comparable projects. Project description: The project was divided into partial steps: the timeline displayed in a GANTT chart, and tasks and responsibilities assigned in a RASCI matrix. The curriculum was iteratively developed using the KERN approach and steps were prioritised using the PARETO principle. Furthermore, the following TOOLS were used: limitations and needs assessment, SWOT analysis, formulating learning objectives and categorising them after MILLER and SCLO, and using BLOOM’s taxonomy for cognitive learning objectives and operationalising them according to MAGER. Psychomotoric and affective learning objectives were assigned to CANMEDS roles, grouped by topic using CLUSTERING, and then mapped by MATRIX analysis to appropriate learning and evaluation methods. Striving for continuous improvement, the curriculum was finally embedded in curricular quality management. Results: The standardisation of the EDER access
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Rip, F.I.
2008-01-01
In 2007, a small survey was held among teaching staff of the Master of Geo-information curriculum at Wageningen University. The objective was to find out if an overview of entry and exit mastery levels per teaching subject would provide a basis for judging the quality of the curriculum. Findings
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Cultivating professional responsibility in a dental hygiene curriculum.
Blue, Christine M
2013-08-01
To prepare dental hygienists for future roles in the health care system, dental hygiene education must prepare graduates with skills, ethics, and values that align with professional responsibility. The objective of this study was to determine the effectiveness of curricular changes designed to develop professional identity and responsibility over the entire span of the dental hygiene curriculum. Twenty-four dental hygiene students at the University of Minnesota were surveyed about their attitudes toward access to dental care, society's and health professionals' responsibility to care for the underserved, and their personal efficacy to provide care for the underserved. Surveys were conducted at three time points in the curriculum. The Attitudes Toward Health Care instrument adapted by Holtzman for dental use was used to survey the students. The findings indicate that this institution's curricular changes were effective in cultivating professional responsibility among these students. Their attitude scores increased across the six-semester curriculum, and students in their last semester of the program believed that all individuals have a right to dental care and that society has an obligation to provide dental care. These students' sense of obligation to care for the needy became stronger and their perceptions of their own ability to impact the community and act as an agent of change also increased.
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Energy Technology Data Exchange (ETDEWEB)
Xiao Ying, E-mail: ying.xiao@jefferson.edu [Thomas Jefferson University Hospital, Philadelphia, PA (United States); De Amorim Bernstein, Karen [Montefiore Medical Center, Bronx, NY (United States); Chetty, Indrin J. [Henry Ford Health System, Detroit, MI (United States); Eifel, Patricia [M. D. Anderson Cancer Center, Houston, TX (United States); Hughes, Lesley [Cooper University Hospital, Camden, NJ (United States); Klein, Eric E. [Washington University, Saint Louis, MO (United States); McDermott, Patrick [William Beaumont Hospital, Royal Oak, MI (United States); Prisciandaro, Joann [University of Michigan, Ann Arbor, MI (United States); Paliwal, Bhudatt [University of Wisconsin, Madison, WI (United States); Price, Robert A. [Fox Chase Cancer Center, Philadelphia, PA (United States); Werner-Wasik, Maria [Thomas Jefferson University Hospital, Philadelphia, PA (United States); Palta, Jatinder R. [University of Florida, Gainesville, FL (United States)
2011-11-15
Purpose: In 2004, the American Society for Radiation Oncology (ASTRO) published its first physics education curriculum for residents, which was updated in 2007. A committee composed of physicists and physicians from various residency program teaching institutions was reconvened again to update the curriculum in 2009. Methods and Materials: Members of this committee have associations with ASTRO, the American Association of Physicists in Medicine, the Association of Residents in Radiation Oncology, the American Board of Radiology (ABR), and the American College of Radiology. Members reviewed and updated assigned subjects from the last curriculum. The updated curriculum was carefully reviewed by a representative from the ABR and other physics and clinical experts. Results: The new curriculum resulted in a recommended 56-h course, excluding initial orientation. Learning objectives are provided for each subject area, and a detailed outline of material to be covered is given for each lecture hour. Some recent changes in the curriculum include the addition of Radiation Incidents and Bioterrorism Response Training as a subject and updates that reflect new treatment techniques and modalities in a number of core subjects. The new curriculum was approved by the ASTRO board in April 2010. We anticipate that physicists will use this curriculum for structuring their teaching programs, and subsequently the ABR will adopt this educational program for its written examination. Currently, the American College of Radiology uses the ASTRO curriculum for their training examination topics. In addition to the curriculum, the committee updated suggested references and the glossary. Conclusions: The ASTRO physics education curriculum for radiation oncology residents has been updated. To ensure continued commitment to a current and relevant curriculum, the subject matter will be updated again in 2 years.
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Cultural diversity: blind spot in medical curriculum documents, a document analysis.
Paternotte, Emma; Fokkema, Joanne P I; van Loon, Karsten A; van Dulmen, Sandra; Scheele, Fedde
2014-08-22
Cultural diversity among patients presents specific challenges to physicians. Therefore, cultural diversity training is needed in medical education. In cases where strategic curriculum documents form the basis of medical training it is expected that the topic of cultural diversity is included in these documents, especially if these have been recently updated. The aim of this study was to assess the current formal status of cultural diversity training in the Netherlands, which is a multi-ethnic country with recently updated medical curriculum documents. In February and March 2013, a document analysis was performed of strategic curriculum documents for undergraduate and postgraduate medical education in the Netherlands. All text phrases that referred to cultural diversity were extracted from these documents. Subsequently, these phrases were sorted into objectives, training methods or evaluation tools to assess how they contributed to adequate curriculum design. Of a total of 52 documents, 33 documents contained phrases with information about cultural diversity training. Cultural diversity aspects were more prominently described in the curriculum documents for undergraduate education than in those for postgraduate education. The most specific information about cultural diversity was found in the blueprint for undergraduate medical education. In the postgraduate curriculum documents, attention to cultural diversity differed among specialties and was mainly superficial. Cultural diversity is an underrepresented topic in the Dutch documents that form the basis for actual medical training, although the documents have been updated recently. Attention to the topic is thus unwarranted. This situation does not fit the demand of a multi-ethnic society for doctors with cultural diversity competences. Multi-ethnic countries should be critical on the content of the bases for their medical educational curricula.
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An Interdisciplinary Theory-Based ESL Curriculum to Teach English as a Second Language
Directory of Open Access Journals (Sweden)
Brenda Fuentes
2011-11-01
Full Text Available Among Hispanic immigrants in the United States (US, learning English is considered necessary for economic and social achievement. Asa consequence, there is a high demand for English as a Second Language (ESL classes. Despite the recognized benefits of ESL programs,both at the individual and social levels, more research is needed to identify education strategies that effectively promote all aspects of learningEnglish as a second language. This article describes an ESL curriculum that incorporates a theory-based pedagogical approach specificallydesigned for immigrant Hispanic adults on the US-Mexico border region. The article also describes the implementation of the curriculum aswell as the results of the evaluation, which was conducted using both quantitative and qualitative methods. Quantitative results indicate thatthe participants significantly improved their English proficiency (L2. Qualitative results suggest that participants were positively impactedby both the content and pedagogical approaches used by the curriculum. Their experience with the ESL class was positive in general. It canbe concluded that the curriculum achieved its objective. This approach could serve as a model for second language teaching for adults
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Impact of a family medicine resident wellness curriculum: a feasibility study
Directory of Open Access Journals (Sweden)
Christine Runyan
2016-06-01
Full Text Available Background: Up to 60% of practicing physicians report symptoms of burnout, which often peak during residency. Residency is also a relevant time for habits of self-care and resiliency to be emphasized. A growing literature underscores the importance of this; however, evidence about effective burnout prevention curriculum during residency remains limited. Objectives: The purpose of this project is to evaluate the impact of a new, 1-month wellness curriculum for 12 second-year family medicine residents on burnout, empathy, stress, and self-compassion. Methods: The pilot program, introduced during a new rotation emphasizing competencies around leadership, focused on teaching skills to cultivate mindfulness and self-compassion in order to enhance empathy and reduce stress. Pre-assessments and 3-month follow-up assessments on measures of burnout, empathy, self-compassion, and perceived stress were collected to evaluate the impact of the curriculum. It was hypothesized that this curriculum would enhance empathy and self-compassion as well as reduce stress and burnout among family medicine residents. Results: Descriptive statistics revealed positive trends on the mean scores of all the measures, particularly the Mindfulness Scale of the Self-Compassion Inventory and the Jefferson Empathy Scale. However, the small sample size and lack of sufficient power to detect meaningful differences limited the use of inferential statistics. Conclusions: This feasibility study demonstrates how a residency wellness curriculum can be developed, implemented, and evaluated with promising results, including high participant satisfaction.
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Gavin, K. G.
2010-01-01
This paper describes the design of the curriculum for a Master of Engineering programme in civil engineering at University College Dublin. The revised programme was established to meet the requirements of the Bologna process and this paper specifically considers the design of a new, second-cycle master's component of the programme. In addition to…
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International Nuclear Information System (INIS)
Pascual, T.N.; Santiago, J.F.; Leus, M.
2007-01-01
Full text: There is rapid development in PET Imaging and Molecular Nuclear Medicine. In the context of a residency training program, there is a need to incorporate these technologies in the existing Nuclear Medicine Residency Training Curriculum. This will ensure that trainees are constantly updated with the latest innovations in Nuclear Medicine making them apply this progress in their future practice hence making them achieve the goals and objectives of the curriculum. In residency training programs wherein no PET facilities are existing, these may be remedied by re-engineering the curriculum to include mandatory /electives rotations to other hospitals where the facilities are available. In order to ensure the integrity of the training program in this process of development, a proper sequence of this re-engineering process adhering to educational principles is suggested. These steps reflect the adoption of innovations and developments in the field of Nuclear Medicine essential for nuclear medicine resident learning. Curriculum re-engineering is a scientific and logical method reflecting the processes of addressing changes in the curriculum in order to deliver the desired goals and objectives of the program as dictated by time and innovations. The essential steps in this curriculum re-engineering process, which in this case aim to incorporate and/or update PET Imaging and Molecular Nuclear Imaging education and training, include (1) Curriculum Conceptualization and Legitimatisation, (2) Curriculum Diagnosis, (3) Curriculum Engineering, Designing and Organization, (4) Curriculum Implementation, (5) Curriculum Evaluation, (6) Curriculum Maintenance and (7) Curriculum Re-engineering. All of these sequences consider the participation of the different stakeholders of the training program. They help develop the curriculum, which seeks to promote student learning according to the dictates of the goals and objectives of the program and technology development. Once the
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Adapting to a New Core Curriculum at Hood College: From Computation to Quantitative Literacy
Directory of Open Access Journals (Sweden)
Betty Mayfield
2015-07-01
Full Text Available Our institution, a small, private liberal arts college, recently revised its core curriculum. In the Department of Mathematics, we took this opportunity to formally introduce Quantitative Literacy into the language and the reality of the academic requirements for all students. We developed a list of characteristics that we thought all QL courses should exhibit, no matter in which department they are taught. We agreed on a short list of learning outcomes for students who complete those courses. Then we conducted a preliminary assessment of those two attributes: the fidelity of QL-labeled courses to our list of desired characteristics, and our students’ success in meeting the learning objectives. We also performed an attitudes survey in two courses, measuring students’ attitudes towards mathematics before and after completing a QL course. In the process we have had valuable conversations with full- and part-time faculty, and we have been led to re-examine the role of adjunct faculty in our department. In this paper we list our course characteristics and include one instructor’s description of how she ensured that her QL course exhibited many of those traits. We include examples of student work illustrating how they met the learning objectives, and we report on the results of our attitudes survey. Much remains to be done; we describe our preliminary conclusions and plans for the future.
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Fitzgerald, Les; Wong, Pauline; Hannon, John; Solberg Tokerud, Marte; Lyons, Judith
2013-10-01
Innovative curriculum designs are vital for effective learning in contemporary nursing education where traditional modes of delivery are not adequate to meet the learning needs of postgraduate students. This instance of postgraduate teaching in a distributed learning environment offered the opportunity to design a flexible learning model for teaching advanced clinical skills. To present a sustainable model for flexible learning that enables specialist nurses to gain postgraduate qualifications without on-campus class attendance by teaching and assessing clinical health care skills in an authentic workplace setting. An action research methodology was used to gather evidence and report on the process of curriculum development of a core unit, Comprehensive Health Assessment (CHA), within 13 different postgraduate speciality courses. Qualitative data was collected from 27 teaching academics, 21 clinical specialist staff, and 7 hospital managers via interviews, focus groups and journal reflections. Evaluations from the initial iteration of CHA from 36 students were obtained. Data was analyzed to develop and evaluate the curriculum design of CHA. The key factors indicated by participants in the curriculum design process were coordination and structuring of teaching and assessment; integration of content development; working with technologies, balancing specialities and core knowledge; and managing induction and expectations. A set of recommendations emerged as a result of the action research process. These included: a constructive alignment approach to curriculum design; the production of a facilitator's guide that specifies expectations and unit information for academic and clinical education staff; an agreed template for content authors; and the inclusion of synchronous communication for real-time online tutoring. The highlight of the project was that it built curriculum design capabilities of clinicians and students which can sustain this alternative model of online
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Curriculum Guide for Music Education, K-12. Bulletin 1978, No. 18.
Alabama State Dept. of Education, Montgomery.
This curriculum guide contains objectives, activities, and evaluation procedures for a K-12 music education program. It would be useful to anyone responsible for teaching music. The authors believe that music education has the dual obligation of developing the aesthetic sensitivity of all students regardless of their individual levels of musical…
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Rethinking the Modernist Curriculum with Habermas's Concept of Self-Critical Appropriation
Sarid, Ariel
2017-01-01
The primary objective of this paper is to discuss the implications of applying Habermas's concept of self-critical appropriation for rethinking the structure of the modernist curriculum, specifically the organization of school subjects and instruction time devoted to each of them. To this end, the paper examines Habermas's differentiation between…
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Writing abstracts and developing posters for national meetings.
Wood, Gordon J; Morrison, R Sean
2011-03-01
Presenting posters at national meetings can help fellows and junior faculty members develop a national reputation. They often lead to interesting and fruitful networking and collaboration opportunities. They also help with promotion in academic medicine and can reveal new job opportunities. Practically, presenting posters can help justify funding to attend a meeting. Finally, this process can be invaluable in assisting with manuscript preparation. This article provides suggestions and words of wisdom for palliative care fellows and junior faculty members wanting to present a poster at a national meeting describing a case study or original research. It outlines how to pick a topic, decide on collaborators, and choose a meeting for the submission. It also describes how to write the abstract using examples that present a general format as well as writing tips for each section. It then describes how to prepare the poster and do the presentation. Sample poster formats are provided as are talking points to help the reader productively interact with those that visit the poster. Finally, tips are given regarding what to do after the meeting. The article seeks to not only describe the basic steps of this entire process, but also to highlight the hidden curriculum behind the successful abstracts and posters. These tricks of the trade can help the submission stand out and will make sure the reader gets the most out of the hard work that goes into a poster presentation at a national meeting.
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Adobe Boxes: Locating Object Proposals Using Object Adobes.
Fang, Zhiwen; Cao, Zhiguo; Xiao, Yang; Zhu, Lei; Yuan, Junsong
2016-09-01
Despite the previous efforts of object proposals, the detection rates of the existing approaches are still not satisfactory enough. To address this, we propose Adobe Boxes to efficiently locate the potential objects with fewer proposals, in terms of searching the object adobes that are the salient object parts easy to be perceived. Because of the visual difference between the object and its surroundings, an object adobe obtained from the local region has a high probability to be a part of an object, which is capable of depicting the locative information of the proto-object. Our approach comprises of three main procedures. First, the coarse object proposals are acquired by employing randomly sampled windows. Then, based on local-contrast analysis, the object adobes are identified within the enlarged bounding boxes that correspond to the coarse proposals. The final object proposals are obtained by converging the bounding boxes to tightly surround the object adobes. Meanwhile, our object adobes can also refine the detection rate of most state-of-the-art methods as a refinement approach. The extensive experiments on four challenging datasets (PASCAL VOC2007, VOC2010, VOC2012, and ILSVRC2014) demonstrate that the detection rate of our approach generally outperforms the state-of-the-art methods, especially with relatively small number of proposals. The average time consumed on one image is about 48 ms, which nearly meets the real-time requirement.
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Global curriculum in surgical oncology.
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.
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Shemberger, Melony
2017-01-01
This case study focusing on journalism curriculum in Tennessee sheds light on the obstacles that journalism schools face in efforts to include more instruction of sunshine laws into courses. Journalists use these laws to gather information to write their stories, either by attending public meetings or by filing open records requests. This study…
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TH-E-201-01: Diagnostic Radiology Residents Physics Curriculum and Updates
Energy Technology Data Exchange (ETDEWEB)
Sensakovic, W. [Florida Hospital (United States)
2016-06-15
The ABR Core Examination stresses integrating physics into real-world clinical practice and, accordingly, has shifted its focus from passive recall of facts to active application of physics principles. Physics education of radiology residents poses a challenge. The traditional method of didactic lectures alone is insufficient, yet it is difficult to incorporate physics teaching consistently into clinical rotations due to time constraints. Faced with this challenge, diagnostic medical physicists who teach radiology residents, have been thinking about how to adapt their teaching to the new paradigm, what to teach and meet expectation of the radiology resident and the radiology residency program. The proposed lecture attempts to discuss above questions. Newly developed diagnostic radiology residents physics curriculum by the AAPM Imaging Physics Curricula Subcommittee will be reviewed. Initial experience on hands-on physics teaching will be discussed. Radiology resident who will have taken the BAR Core Examination will share the expectation of physics teaching from a resident perspective. The lecture will help develop robust educational approaches to prepare radiology residents for safer and more effective lifelong practice. Learning Objectives: Learn updated physics requirements for radiology residents Pursue effective approaches to teach physics to radiology residents Learn expectation of physics teaching from resident perspective J. Zhang, This topic is partially supported by RSNA Education Scholar Grant.
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TH-E-201-01: Diagnostic Radiology Residents Physics Curriculum and Updates
International Nuclear Information System (INIS)
Sensakovic, W.
2016-01-01
The ABR Core Examination stresses integrating physics into real-world clinical practice and, accordingly, has shifted its focus from passive recall of facts to active application of physics principles. Physics education of radiology residents poses a challenge. The traditional method of didactic lectures alone is insufficient, yet it is difficult to incorporate physics teaching consistently into clinical rotations due to time constraints. Faced with this challenge, diagnostic medical physicists who teach radiology residents, have been thinking about how to adapt their teaching to the new paradigm, what to teach and meet expectation of the radiology resident and the radiology residency program. The proposed lecture attempts to discuss above questions. Newly developed diagnostic radiology residents physics curriculum by the AAPM Imaging Physics Curricula Subcommittee will be reviewed. Initial experience on hands-on physics teaching will be discussed. Radiology resident who will have taken the BAR Core Examination will share the expectation of physics teaching from a resident perspective. The lecture will help develop robust educational approaches to prepare radiology residents for safer and more effective lifelong practice. Learning Objectives: Learn updated physics requirements for radiology residents Pursue effective approaches to teach physics to radiology residents Learn expectation of physics teaching from resident perspective J. Zhang, This topic is partially supported by RSNA Education Scholar Grant
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International Nuclear Information System (INIS)
Monti, Stefano
2013-01-01
Scope of the Technical Meeting: • Fast reactors deployment scenario are intensely being assessed worldwide, taking into consideration the main technical aspects and requirements, the different marked drivers including resource utilization, fuel cycle options, waste management, economic competitiveness and proliferation issues. • The theme of fast reactor deployment, scenarios and economics has been largely debated during the recent IAEA FR13 conference; Several papers discussed the economics of fast reactors from different national and regional perspectives. • This technical meeting addresses Member States’ expressed need for information exchange in the field, with the aim of identifying the main open issues and launching possible activities under the IAEA’s aegis. Main Objectives of the Meeting: • Identify issues and technical features that affect capital and energy production costs of fast reactors and related fuel cycle facilities. • Present FR concepts with enhanced economic characteristics, as well as innovative technical solutions that have the potential to reduce the capital costs of FR and related fuel cycle facilities. • Present energy models and advanced tools for the cost assessment of innovative fast reactors and associated nuclear fuel cycles. • Discuss the results of studies and on-going R&D activities that address cost reduction and the future economic competitiveness of fast reactors; and • Identify R&DT needs in the field, also in view of new IAEA initiatives to help and support Member States in improving the economic competitiveness of fast reactors and associated nuclear fuel cycles
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Curriculum Implementation and Reform: Teachers' Views about Kuwait's New Science Curriculum
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,…
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Concannon, James; Brown, Patrick L.
2017-01-01
The "Next Generation Science Standards" (NGSS) challenges science teachers to think beyond specific content standards when considering how to design and implement curriculum. This lesson, "Windmills by Design," is an insightful lesson in how science teachers can create and implement a cross-cutting lesson to teach the concepts…
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Hidden Curriculum: An Analytical Definition
Directory of Open Access Journals (Sweden)
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
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ASTRO's core physics curriculum for radiation oncology residents
International Nuclear Information System (INIS)
Klein, Eric E.; Balter, James M.; Chaney, Edward L.; Gerbi, Bruce J.; Hughes, Lesley
2004-01-01
In 2002, the Radiation Physics Committee of the American Society of Therapeutic Radiology and Oncology (ASTRO) appointed an Ad-hoc Committee on Physics Teaching to Medical Residents. The main initiative of the committee was to develop a core curriculum for physics education. Prior publications that have analyzed physics teaching have pointed to wide discrepancies among teaching programs. The committee was composed of physicists or physicians from various residency program based institutions. Simultaneously, members had associations with the American Association of Physicists in Medicine (AAPM), ASTRO, Association of Residents in Radiation Oncology (ARRO), American Board of Radiology (ABR), and the American College of Radiology (ACR). The latter two organizations' representatives were on the physics examination committees, as one of the main agendas was to provide a feedback loop between the examining organizations and ASTRO. The document resulted in a recommended 54-h course. Some of the subjects were based on American College of Graduate Medical Education (ACGME) requirements (particles, hyperthermia), whereas the majority of the subjects along with the appropriated hours per subject were devised and agreed upon by the committee. For each subject there are learning objectives and for each hour there is a detailed outline of material to be covered. Some of the required subjects/h are being taught in most institutions (i.e., Radiation Measurement and Calibration for 4 h), whereas some may be new subjects (4 h of Imaging for Radiation Oncology). The curriculum was completed and approved by the ASTRO Board in late 2003 and is slated for dissemination to the community in 2004. It is our hope that teaching physicists will adopt the recommended curriculum for their classes, and simultaneously that the ABR for its written physics examination and the ACR for its training examination will use the recommended curriculum as the basis for subject matter and depth of
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Many worlds, one ethic: design and development of a global research ethics training curriculum.
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.
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Millennials in action: a student-guided effort in curriculum-integration of library skills.
Brower, Stewart
2004-01-01
By working in tandem with the Coordinator of Information Management Education (IME) at the University at Buffalo Health Sciences Library, students serving on the School of Pharmacy and Pharmaceutical Sciences Curriculum Committee helped map out a three-year plan for training in library and information literacy skills. Through meetings and e-mail exchanges with the student representatives, the IME Coordinator developed a series of specific course-related instruction and assessment opportunities which would cover tertiary resources, bibliographic searching, evidence-based pharmacy, and advanced information skills.
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AN ANALYSIS OF THE 2013 CURRICULUM ENGLISH COURSEBOOK FOR THE 11TH GRADERS
Sri Meiweni Basra
2017-01-01
Problems in using a coursebook (some coursebooks offer the activity which do not suit the learners‘ level and are not flexible to be used due to the presence of too much exposure of the target language culture) arose from the effect of selecting the wrong coursebook. The purpose of the research is to find out how the 2013 curriculum English coursebook for the 11th graders meet criteria of a good coursebook based on a checklist and to find out whether it is categorized into a go...
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Tam, Vincent C; Ingledew, Paris-Ann; Berry, Scott; Verma, Sunil; Giuliani, Meredith E
2016-01-01
Studies have shown that there is a deficiency in focused oncology teaching during medical school in Canada. This study aimed to develop oncology education goals and objectives for medical students through consensus of oncology educators from across Canada. In 2014 we created a comprehensive list of oncology education objectives using existing resources. Experts in oncology education and undergraduate medical education from all 17 Canadian medical schools were invited to participate in a 3-round modified Delphi process. In round 1, the participants scored the objectives on a 9-point Likert scale according to the degree to which they agreed an objective should be taught to medical students. Objectives with a mean score of 7.0 or greater were retained, those with a mean score of 1.0-3.9 were excluded, and those with a mean score of 4.0-6.9 were discussed at a round 2 Web meeting. In round 3, the participants voted on inclusion and exclusion of the round 2 objectives. Thirty-four (92%) of the 37 invited oncology educators, representing 14 medical schools, participated in the study. They included oncologists, family physicians, members of undergraduate medical education curriculum committees and a psychologist. Of the 214 objectives reviewed in round 1, 146 received a mean score of 7.0 or greater, and 68 were scored 4.0-6.9; no objective received a mean score below 4.0. Nine new objectives were suggested. The main themes of participants' comments were to minimize the number of objectives and to aim objectives at the knowledge level required for family physicians. In round 2, the participants were able to combine 28 of the objectives with other existing objectives. In round 3, 7 of the 49 objectives received consensus of at least 75% for inclusion. The final Canadian Oncology Goals and Objectives for Medical Students contained 10 goals and 153 objectives. Through a systematic process, we created a comprehensive, consensus-based set of oncology goals and objectives to
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Heller, Daniel
2012-01-01
Typically, school curriculum has been viewed through the lens of preparation for the workplace or higher education, both worthy objectives. However, this is not the only lens, and perhaps not even the most powerful one to use, if the goal is to optimize the educational system. "Curriculum on the Edge of Survival, 2nd Edition," attempts to define…
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Directory of Open Access Journals (Sweden)
Theodore R. Schatzki
2005-01-01
Full Text Available This essay pursues two goals: (1 to argue that two fundamental types of time—the time of objective reality and “the time of the soul”—meet in human activity and history and (2 to defend the legitimacy of calling a particular version of the second type a kind of time. The essay begins by criticizing Paul Ricoeur’s version of the claim that times of these two sorts meet in history. It then presents an account of human activity based on Heidegger’s Being and Time, according to which certain times of the two types—existential temporality and succession—meet in human activity. The legitimacy of calling existential temporality a kind of time is then defended via an expanded analysis of activity that examines where the two times meet there. The concluding section briefly considers a conception of historical time due to David Carr before showing why history is a broader domain encompassing human activity where the two times meet.
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Directory of Open Access Journals (Sweden)
Philippe Chastonay
2012-06-01
Full Text Available Background: In the literature the need for relevance in medical education and training has been stressed. In the last 40 years medical schools have been challenged to train doctors competent to respond to community health needs. In the mid-90s the University of Geneva Faculty of Medicine introduced an integrated medical curriculum. In this initiative a particular emphasis was put in introducing a 6-year longitudinal and multidisciplinary Community Health Program (CHP. Objectives: The aims of the present article are to describe the conception, elaboration and implementation of the CHP as well as its evolution over 15 years and the evaluation of its outcomes. Methods: The CHP was at its origin elaborated by a small group of highly motivated teachers and later on developed by a multi-disciplinary group of primary care physicians, epidemiologists, public health and bio-ethics specialists, occupational health professionals, lawyers and historians. Evaluation of the program outcomes included educational innovations, new developments of the curriculum and interactions between students and the community. Results: The CHP learning objectives and teaching modalities were defined by the multi-disciplinary group in consensus meetings which triggered a collaborative spirit among teachers and facilitated further developments. The evaluation procedures allowed the monitoring of students’ satisfaction which remained high over the years, students’ active participation which decreased over time and success at certifying exams which was globally as good as in basic life sciences. The evaluation also assessed outcomes such as educational innovations, new developments of the curriculum and interactions between students and the community. Conclusion: As suggested in the literature, our experience shows that the students’ direct exposure and practice in the community health environment is an effective training approach to broaden students’ education by
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To, Matthew J; MacLeod, Anna; Hwang, Stephen W
2016-01-01
PHENOMENON: Homelessness is a major public health concern. Given that homeless individuals have high rates of mortality and morbidity, are more likely to be users of the healthcare system, and often report unmet health needs, it is important to examine how homelessness is addressed in medical education. We wanted to examine content and framing of issues related to homelessness in the case-based learning (CBL) curriculum and provide insights about whether medical students are being adequately trained to meet the health needs of homeless individuals through CBL. CBL content at a Canadian medical school that featured content related to homelessness was analyzed. Data were extracted from cases for the following variables: curriculum unit (e.g., professionalism/ethics curriculum or biomedical/clinical curriculum), patient characteristics (e.g., age, sex), and medical and social conditions. A thematic analysis was performed on cases related to homelessness. Discrepancies in analysis were resolved by consensus. Homelessness was mentioned in five (2.6%) of 191 CBL cases in the medical curriculum. Homelessness was significantly more likely to be featured in professionalism/ethics cases than in biomedical/clinical cases (p = .03). Homeless patients were portrayed as socially disadvantaged individuals, and medical learners were prompted to discuss ethical issues related to homeless patients in cases. However, homeless individuals were largely voiceless in cases. Homelessness was associated with serious physical and mental health concerns, but students were rarely prompted to address these concerns. Insights: The health and social needs of homeless individuals are often overlooked in CBL cases in the medical curriculum. Moreover, stereotypes of homelessness may be reinforced through medical training. There are opportunities for growth in addressing the needs of homeless individuals through medical education.
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Policy and Curriculum Development in Greece. the Case of Secondary School Curriculum
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…
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Ross, David A; Rohrbaugh, Robert
2014-04-01
The authors describe the development and implementation of a new adult psychiatry residency didactic curriculum based on adult learning principles and an integrative, patient-centered approach that includes a progressive 4-year neuroscience curriculum. The authors describe the process of conducting a needs assessment, engaging stakeholders and developing guiding principles for the new curriculum. The curriculum was evaluated using qualitative measures, a resident survey, course evaluations, and a pilot version of a specialized assessment tool. Feedback from the resident survey and from course evaluations was positive, and residents indicated interest in receiving additional training in neuroscience. Residents self-reported not incorporating neuroscience into formulation and treatment planning as often as other perspectives. They also reported that neuroscience was reinforced less by clinical faculty than other perspectives. Performance on the curriculum assessment corroborated that clinical application of neuroscience may benefit from additional reinforcement. Residents responded well to the design and content of the new didactic curriculum. The neuroscience component appears to have achieved its primary objective of enhancing attitudes to the field. Continued work including enhancing the culture of neuroscience at the clinical sites may be required to achieve broader behavioral goals.
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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…
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The balanced academic curriculum problem revisited
DEFF Research Database (Denmark)
Chiarandini, Marco; Di Gaspero, Luca; Gualandi, Stefano
2012-01-01
The Balanced Academic Curriculum Problem (BACP) consists in assigning courses to teaching terms satisfying prerequisites and balancing the credit course load within each term. The BACP is part of the CSPLib with three benchmark instances, but its formulation is simpler than the problem solved...... in practice by universities. In this article, we introduce a generalized version of the problem that takes different curricula and professor preferences into account, and we provide a set of real-life problem instances arisen at University of Udine. Since the existing formulation based on a min-max objective...... function does not balance effectively the credit load for the new instances, we also propose alternative objective functions. Whereas all the CSPLib instances are efficiently solved with Integer Linear Programming (ILP) state-of-the-art solvers, our new set of real-life instances turns out to be much more...
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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…
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Development, Implementation and Evaluation of an M3 Community Health Curriculum
Directory of Open Access Journals (Sweden)
Staci Young, MS
2004-03-01
Full Text Available Objectives: This paper describes the development, implementation and evaluation of an M3 community health curriculum that responds to recent changes within the health care finance and delivery system. Methods: The new curriculum was developed based on AAMC recommendations, LCME requirements, a national review of undergraduate community health curricula, and an internal review of the integration of community health concepts in M3 clerkships. Results: The M3 curriculum teaches: 1 the importance of being a community responsive physician; 2 SES factors that influence health; 3 cultural competency; and 4 the role of physicians as health educators. Student evaluations for the first twelve months of implementation indicate that students are most satisfied with presentations and less satisfied with required readings and a patient interview project. Discussion: Most students agree that at the completion of the course they understand what it means to be a community-responsive physician, and they have developed skills to help them become more community responsive. Evaluation tools need to be developed to assess if students behavior has changed due to course participation.
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A Model Curriculum for an Emergency Medical Services (EMS Rotation for Emergency Medicine Residents
Directory of Open Access Journals (Sweden)
Michael Mancera
2018-01-01
Full Text Available Audience: This EMS curriculum is designed for Emergency Medicine residents at all levels of training. Introduction: Emergency Medicine (EM physicians have routine interaction with Emergency Medical Services (EMS in their clinical practice. Additionally, the American College of Graduate Medical Education (ACGME mandates that all Emergency Medicine resident physicians receive specific training in the area of EMS.1 Historically, EMS training for EM residents has been conducted in the absence of a standardized didactic curriculum. Despite advancements in the area of prehospital training, there remains wide inconsistency in EMS training experiences among EM residency training programs.2 To our knowledge a standardized and reproducible EMS curriculum for EM residents does not exist. Objectives: The aim of this curriculum is to provide a robust learning experience for EM residents around prehospital care and EMS that fulfills the ACGME requirements and which can be easily replicated and implemented in a variety of EM residency training programs. Method: The educational strategies used in this curriculum include didactics, asynchronous learning through online modules and a focused reading list, experiential learning through ride-alongs, structured small group discussion, supervised medical command shifts, and mentored practice in organizing and delivering didactics to EMS providers.
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Murphy, Michael J; Shahriari, Neda; Payette, Michael; Mnayer, Laila; Elaba, Zendee
2016-10-01
Results of molecular studies are redefining the diagnosis and management of a wide range of skin disorders. Dermatology training programs maintain a relative gap in relevant teaching. To develop a curriculum in molecular diagnostics, genomics and personalized medicine for dermatology trainees at our institution. The aim is to provide trainees with a specialty-appropriate, working knowledge in clinical molecular dermatology. The Departments of Dermatology and Pathology and Laboratory Medicine collaborated on the design and implementation of educational objectives and teaching modalities for the new curriculum. A multidisciplinary curriculum was developed. It comprises: (i) assigned reading from the medical literature and reference textbook; (ii) review of teaching sets; (iii) two 1 hour lectures; (iv) trainee presentations; (v) 1-week rotation in a clinical molecular pathology and cytogenetics laboratory; and (vi) assessments and feedback. Residents who participated in the curriculum to date have found the experience to be of value. Our curriculum provides a framework for other dermatology residency programs to develop their own specific approach to molecular diagnostics education. Such training will provide a foundation for lifelong learning as molecular testing evolves and becomes integral to the practice of dermatology. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
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Evaluation of an Eating Disorder Curriculum.
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…
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14 CFR 121.911 - Indoctrination curriculum.
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...
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Equasions for Curriculum Improvement.
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)
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Checklist for Evaluating SREB-SCORE Learning Objects
Southern Regional Education Board (SREB), 2007
2007-01-01
This checklist is based on "Evaluation Criteria for SREB-SCORE Learning Objects" and is designed to help schools and colleges determine the quality and effectiveness of learning objects. It is suggested that each learning object be rated to the extent to which it meets the criteria and the SREB-SCORE definition of a learning object. A learning…
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Davis, Michael
2014-01-01
The purpose of this article is to provide a summary of what is known about teaching ethics in engineering, science, and related disciplines. Such a summary should provide a useful starting point for preparation of a detailed curriculum for teaching the ethics of geo-coded information systems broadly understood ("GIS ethics" for short).…
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ITER technical advisory committee meeting
International Nuclear Information System (INIS)
Fujiwara, M.
1999-01-01
The ITER Technical Advisory Committee (TAC) meeting took place on December 20-22, 1999 at the Naka Joint Work Site. The objective of this meeting was to review the document 'Technical Basis for ITER-FEAT Outline Design (ODR)' issued by the Director on December 10. It was also aimed at providing the ITER Meeting scheduled for January 19-20, 2000 in Tokyo with a technical assessment of ODR and recommendations for the optimization of the anticipated plasma performance and engineering design, based on the guidelines approved by the Council in June 1998 and recommendations of the last TAC meeting
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Water and Wastewater Technology; A Suggested 2-Year Post High School Curriculum.
Department of the Interior, Washington, DC.
This curriculum guide with accompanying course outlines was developed by technical education specialists for teacher use in conducting courses of instruction for the preparation of water and wastewater technicians. The content objectives are to provide students with a background of knowledge in the diverse areas of applied sanitation which relate…
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Visual Arts as a Lever for Social Justice Education: Labor Studies in the High School Art Curriculum
Sosin, Adrienne Andi; Bekkala, Elsa; Pepper-Sanello, Miriam
2010-01-01
This collaborative action research study of pedagogy examines an introductory high school visual arts curriculum that includes artworks pertinent to labor studies, and their impact on students’ understanding of the power of art for social commentary. Urban students with multicultural backgrounds study social realism as an historical artistic movement, consider the value of collective activism for social justice, and learn modes of artistic expression that meet state standards in visual arts....
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Not just another multi-professional course! Part 1. Rationale for a transformative curriculum.
Duncan, Madeleine; Alperstein, Melanie; Mayers, Pat; Olckers, Lorna; Gibbs, Trevor
2006-02-01
Undergraduate inter- and multi-professional education has traditionally aimed to develop health professionals who are able to collaborate effectively in comprehensive healthcare delivery. The respective professions learn from and about each other through comparisons of roles, responsibilities, powers, duties and perspectives in order to promote integrated service. Described here is the educational rationale of a multi-professional course with a difference; one that injects value to undergraduate health professional education through the development of critical cross-field knowledge, skills and attitudes that unite rather than differentiate professions. The aim of this course, offered at the Faculty of Health Sciences, University of Cape Town, is to lay an integrated, pan-professional foundation for the advancement of collective commitment to and understanding of national health and social development objectives such as primary health care, human rights and professionalism. Pan-professional refers to curriculum content that is core and of critical relevance to all participating professions. What is learned, how it is learned, how learning is facilitated and how it is applied, has been co-constructed by a multi-professional design team representing a range of health professions (audiology, medicine, occupational therapy, nursing, physiotherapy and speech therapy) and academic disciplines (anthropology, sociology, psychology, history, African studies and social development, information technology and language literacy). Education specialists facilitate the ongoing design process ensuring that the structure and content of the curriculum complies with contemporary adult learning principles and national higher education imperatives. Designing the original curriculum required the deconstruction of intra-professional and disciplinary canons of knowledge and ways of 'doing things' in order to identify and develop shared interpretations of critical epistemology and axiology
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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…
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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.
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A formal approach to organization of educational objectives
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Segedinac Milan
2011-01-01
Full Text Available The organization of educational objectives plays an important role in curriculum development process, since it enables the sequencing of educational experiences. The main goal of this paper is to propose a framework for the formal representation of educational objectives, which enables the evaluation of organization of educational objectives. The model is based on domain ontology, Bloom’s taxonomy and objectives organization in the competence-based knowledge space. The model is verified on the case study that evaluates the students‘ achievements in Chemistry field Solutions by conducting an informal knowledge test on the group of 199 14-year-old students of primary schools in the Republic of Serbia. The results obtained from the case study clearly indicate the necessity for including assessment of students‘ achievements in the organization of educational objectives. The proposed model enables evaluation of organization of educational objectives which could be further used for an iterative refinement of the organization of educational objectives.
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Solar Technology Curriculum, 1980.
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…
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The Galapagos Jason Curriculum.
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…
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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
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Curriculum Designed for an Equitable Pedagogy
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…
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Meeting renewable energy and land use objectives through public–private biomass supply partnerships
International Nuclear Information System (INIS)
Galik, Christopher S.; Abt, Robert C.; Latta, Gregory; Méley, Andréanne; Henderson, Jesse D.
2016-01-01
partial equilibrium models of varying solution technique, sectoral scope, and resource detail, results suggest that a tailored policy approach may be more effective in meeting local encroachment reduction and renewable energy generation objectives while avoiding negative GHG mitigation consequences.
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THE BLENDED LEARNING OF ELECTRICITY USING LEARNING OBJECTS IN ENGINEERING
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Lilia Maria Siqueira
2010-09-01
Full Text Available This work presents a proposal for the blended learning of Electricity education in Engineering, using resources called learning objects. The experience occurred with students enrolled on the Electrical Engineering and Computer Engineering courses at PUCPR University. It made possible the contact with interdisciplinary themes related to the study of electricity and the professional curriculum contents. The learning objects, offered during the semester, were anchored on PUCPR’s proprietary virtual educational environment, called Eureka. The students’ evaluation results showed that the study through learning objects in a virtual environment is significant for learning.
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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…
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Emerging and Re-Emerging Infectious Diseases. Grades 9-12. NIH Curriculum Supplement Series.
Biological Sciences Curriculum Study, Colorado Springs.
This curriculum supplement guide brings the latest medical discoveries to classrooms. This module focuses on the objectives of introducing students to major concepts related to emerging and re-emerging infectious diseases, and developing an understanding of the relationship between biomedical research and personal and public health. This module…
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Reed-Mundell, Charlie
2001-01-01
Provides five fully developed library media activities that are designed for use with specific curriculum units in art, reading, language arts, science, and social studies. Describes library media skills, curriculum objectives, grade levels, resources, instructional roles, procedures, evaluation, and follow-up for each activity. (LRW)
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Three images of interdisciplinary team meetings.
Crepeau, E B
1994-08-01
Teams are an essential aspect of health care today, especially in rehabilitation or chronic illness where the course of care is frequently long, complex, and unpredictable. The coordinative function of teams and their interdisciplinary aspects are thought to improve patient care because team members bring their unique professional skills together to address patient problems. This coordination is enacted through the team meeting, which typically results in an integrated care plan. This professional image of team meetings is explicit and addresses the description and provision of care as objective and rational activities. In contrast, the constructed and ritualistic images of health care team meetings are implicit and concern the less objective and rational aspects of planning care. The constructed image pertains to the definitional activity of team members as they try to understand patient troubles and achieve consensus. This process involves the individual clinical reasoning of team members and the collective reasoning of the group. The ritualistic image is that aspect of team meetings in which the team affirms and reaffirms its collective identity. Drawing from field research of geropsychiatric team meetings, this article defines and explicates these images, focusing on the constructed and ritualistic aspects of team meetings and the influence of these images on group function.
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Directory of Open Access Journals (Sweden)
Mataroria P Lyndon
2017-07-01
Full Text Available Objective: The purpose of this study was to determine the impact of a revised curriculum on medical student academic motivation, burnout, and quality of life. Methods: This cross-sectional comparative study involved 2 medical school cohorts of second year and fourth year medical students at The University of Auckland: a cohort under a traditional curriculum (n = 437 and a cohort under a revised curriculum (n = 446. Participants completed self-reported questionnaires measuring academic motivation, burnout, and quality of life. Two multivariate analyses of covariance (MANCOVAs were conducted. Results: The response rate was 48%. No statistically significant differences were found between curriculum cohorts for mean scores of academic motivation, personal burnout, and quality of life. However, differences were found when comparing preclinical medical students and students in their clinical years of training. In comparison with Year 2 medical students, the MANCOVA for Year 4 students showed a significant main effect for the revised curriculum with respect to both physical and environmental quality of life. Conclusions: A revised medical curriculum had a differential effect on quality of life for Year 4 students in the latter years of medical school who are based in a clinical learning environment.
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T.L. Adepoju
2017-06-01
Full Text Available Vocational and technology education (VTE is widely recognized as agent of technological development, industrial revolution, economic growth and voca-tional independence all over the world. In Nigeria, attempts have been made by various governments to restructure the system so as to keep pace with what operates in developed countries and to meet global competitions and best prac-tices. However, in this paper, the need for the renewal and paradigm shift in the curriculum contents of vocational and technological education is empha-sized. The paper e-rays the historical development of vocational and technolo-gy education in Nigeria from the colonial era. The paper further examines is-sues associated with implementation of a reviewed curriculum and the partici-pation of VTE in industrial revolution and vocational independence. A curvi-linear model and two equations are developed in the paper to explain the as-sumed linear correlation between curriculum renewal and technological break-through (technological development, industrial revolution, economic growth and vocational independence. The challenges facing VTE in Nigeria and the implications of the proposed curriculum renewal for stakeholders are highlight-ed in the paper.
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Rohwer, Anke; Schoonees, Anel; Young, Taryn
2014-11-02
This paper describes the process, our experience and the lessons learnt in doing document reviews of health science curricula. Since we could not find relevant literature to guide us on how to approach these reviews, we feel that sharing our experience would benefit researchers embarking on similar projects. We followed a rigorous, transparent, pre-specified approach that included the preparation of a protocol, a pre-piloted data extraction form and coding schedule. Data were extracted, analysed and synthesised. Quality checks were included at all stages of the process. The main lessons we learnt related to time and project management, continuous quality assurance, selecting the software that meets the needs of the project, involving experts as needed and disseminating the findings to relevant stakeholders. A complete curriculum evaluation comprises, apart from a document review, interviews with students and lecturers to assess the learnt and taught curricula respectively. Rigorous methods must be used to ensure an objective assessment.
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THE TRAVELLING SALESMAN PROBLEM IN THE ENGINEERING EDUCATION PROGRAMMING CURRICULUM
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...
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PRIMARY SCHOOL TEACHERS’ PERCEPTION ABOUT CURRICULUM 2013 ASSESSMENT SYSTEM
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Ika Maryani
2017-05-01
Full Text Available The research is intended to find out: 1the level of primary school teacher understanding of Curriculum 2013, 2. The level of teacher understanding on the authentic assessment, 3The difficulties faced by the teacher when doing authentic assessment, and 4The effort of the teacher to solve those difficulties. In collecting the data, the researcher used questionnaires and interviews to the primary school teachers in Yogyakarta, then analyzed the data using statistic descriptive analysis technique. The results of this research showed that: a most of the teachers didn’t understand the Curriculum 2013, yet they were not given any training before; b teachers’ understanding in authentic assessment system were low; c the teacher were lack of the ability to define the competence, indicators, learning objectives, and also arranging of assessment instrument and final report, d the teacher effort to solve those difficulties were by joining the training peer discussion, and mentoring by Education Department as well as to the higher education institution.
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Evolution of the New Pathway curriculum at Harvard Medical School: the new integrated curriculum.
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.
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Directory of Open Access Journals (Sweden)
Andrew King
2017-09-01
engagement, fosters intellectual curiosity and active learning, and meets the needs of today’s learners.6,9,14 Objectives: We aim to teach the presentation and management of HEENT emergencies through the creation of a flipped classroom design. This unique, innovative curriculum utilizes resources chosen by education faculty and resident learners, study questions, real-life experiences, and small group discussions in place of traditional lectures. In doing so, a goal of the curriculum is to encourage self-directed learning, improve understanding and knowledge retention, and improve the educational experience of our residents. Methods: The educational strategies used in this curriculum include: small group modules authored by education faculty and content experts based on the core emergency medicine content. This program also includes resident-submitted questions that were developed during review of the content. The Socratic Method, used during small group sessions, encourages active participation; small groups also focus on the synthesis and application of knowledge through the discussion of real life experiences. The use of free open access medical education (FOAM resources allows learners to work at their own pace and maximize autonomy.
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Effect of Curriculum Change on Exam Performance in a 4-Week Psychiatry Clerkship
Niedermier, Julie; Way, David; Kasick, David; Kuperschmidt, Rada
2010-01-01
Objective: The authors investigated whether curriculum change could produce improved performance, despite a reduction in clerkship length from 8 to 4 weeks. Methods: The exam performance of medical students completing a 4-week clerkship in psychiatry was compared to national data from the National Board of Medical Examiners' Psychiatry Subject…
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White Paper: Curriculum in Interventional Radiology.
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.
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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.
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Morris, Mariana; Jones, T David; Rocha, Maria Jose Alves; Fazan, Rubens; Chapleau, Mark W; Salgado, Helio C; Johnson, Alan Kim; Irigoyen, Maria Claudia; Michelini, Lisete C; Goldstein, David L
2006-09-01
The objective of the present study was to conduct a short-term international course on translational physiology for medical students from Wright State University and the University of Iowa. The goals were to 1) provide students with an exposure to the academic, cultural, and medical environments in Brazil; 2) promote awareness of the global medical community; and 3) provide an academic course focused on translational physiology. An evaluation of the students was conducted to determine whether such a short-term course might be useful in the medical curriculum. The 2-wk course was held in the summer of 2005 at the University of São Paulo School of Medicine in Ribeirão Preto, Brazil, for 23 American students. The program included presentations of basic and clinical topics, meetings with medical students, and clinical presentations. The program finished with student attendance at a scientific meeting sponsored by the Brazilian Society of Hypertension. Student surveys evaluated issues related to perceived treatment, Brazilian medical school environment, culture and personal attributes, and career aspirations. The international Medical Sciences Translational Physiology course for medical students provided a brief, but intense, experience. It gave students a picture of the medical environment in Brazil and an appreciation for the differences and similarities in cultures. Most students reported that it was a positive experience that would be beneficial to their careers. In conclusion, a short-term international course provides an efficient means for medical students to experience aspects of global medical science.
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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…
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Rethinking the mathematics curriculum
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.
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Stage, Virginia C; Kolasa, Kathryn M; Díaz, Sebastián R; Duffrin, Melani W
2018-01-01
Explore associations between nutrition, science, and mathematics knowledge to provide evidence that integrating food/nutrition education in the fourth-grade curriculum may support gains in academic knowledge. Secondary analysis of a quasi-experimental study. Sample included 438 students in 34 fourth-grade classrooms across North Carolina and Ohio; mean age 10 years old; gender (I = 53.2% female; C = 51.6% female). Dependent variable = post-test-nutrition knowledge; independent variables = baseline-nutrition knowledge, and post-test science and mathematics knowledge. Analyses included descriptive statistics and multiple linear regression. The hypothesized model predicted post-nutrition knowledge (F(437) = 149.4, p mathematics knowledge were predictive of nutrition knowledge indicating use of an integrative science and mathematics curriculum to improve academic knowledge may also simultaneously improve nutrition knowledge among fourth-grade students. Teachers can benefit from integration by meeting multiple academic standards, efficiently using limited classroom time, and increasing nutrition education provided in the classroom. © 2018, American School Health Association.
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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.
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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…
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Drawing Children into Reading: A Qualitative Case Study of a Preschool Drawing Curriculum
DeFauw, Danielle L.
2016-01-01
This article details a qualitative case study of 24 preschool children engaged with step-by-step drawing instruction provided by five educators as they developed their fine motor skills and drew detailed objects using the Drawing Children Into Reading curriculum (Halperin, W. A. (2011a). "Project 50 preschool manual." South Haven, MI:…
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THE PROJECT-BASED CURRICULUM AND COMPLEXITY IN SCHOOL: POSSIBILITIES FOR AN EDUCATION ON VALUES
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Ricardo Fernandes Pátaro
2013-07-01
Full Text Available This paper is derived from a dissertation and the main goal is to argue how the project-based curriculum, in a perspective of complexity, can offers some possibilities for an education on values introducing studies of nowadays social problems into the school. To achieve the objectives was considered a project developed with a ten years old students. The investigation was based on project activities and daily field. As a result we have demonstrated the project-based curriculum – using the complexity, interdisciplinary and transversality as references – can help school to combine the disciplinary knowledge to the ethical formation. The investigation has show that the project-based curriculum may lead schools to succeed in implementing an education in values, pointing out some directions to develop citizens who can deal with diversity and conflicts as well as capable of get indignant with the injustices and have disposal to individual and collective welfare.
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An International Marketing Curriculum - Development and Analysis.
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,…
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Becoming a pharmacist: the role of curriculum in professional identity formation
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Noble C
2014-03-01
Full Text Available Objective: To understand how the formal curriculum experience of an Australian undergraduate pharmacy program supports students’ professional identity formation. Methods: A qualitative ethnographic study was conducted over four weeks using participant observation and examined the ‘typical’ student experience from the perspective of a pharmacist. A one-week period of observation was undertaken with each of the four year groups (that is, for years one to four comprising the undergraduate curriculum. Data were collected through observation of the formal curriculum experience using field notes, a reflective journal and informal interviews with 38 pharmacy students. Data were analyzed thematically using an a priori analytical framework. Results: Our findings showed that the observed curriculum was a conventional curricular experience which focused on the provision of technical knowledge and provided some opportunities for practical engagement. There were some opportunities for students to imagine themselves as pharmacists, for example, when the lecture content related to practice or teaching staff described their approach to practice problems. However, there were limited opportunities for students to observe pharmacist role models, experiment with being a pharmacist or evaluate their professional identities. While curricular learning activities were available for students to develop as pharmacists e.g. patient counseling, there was no contact with patients and pharmacist academic staff tended to role model as educators with little evidence of their pharmacist selves. Conclusion: These findings suggest that the current conventional approach to the curriculum design may not be fully enabling learning experiences which support students in successfully negotiating their professional identities. Instead it appeared to reinforce their identities as students with a naïve understanding of professional practice, making their future transition to
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Directory of Open Access Journals (Sweden)
Langewitz, Wolf
2013-08-01
Full Text Available [english] Background: Within the Bologna reform, a longitudinal curriculum of “social and communicative competencies” (SOKO was implemented into the new Bachelor-Master structure of undergraduate medical education in Basel (Switzerland. Project description: The aim of the SOKO curriculum is to enable students to use techniques of patient-centred communication to elicit and provide information to patients in order to involve them as informed partners in decision making processes. The SOKO curriculum consists of 57 lessons for the individual student from the first bachelor year to the first master year. Teaching encompasses lectures and small group learning. Didactic methods include role play, video feedback, and consultations with simulated and real patients. Summative assessment takes place in objective structured clinical examinations (OSCE. Conclusion: In Basel, a longitudinal SOKO curriculum based on students’ cumulative learning was successfully implemented. Goals and contents were coordinated with the remaining curriculum and are regularly assessed in OSCEs. At present, most of the workload rests on the shoulders of the department of psychosomatic medicine at the university hospital. For the curriculum to be successful in the long-term, sustainable structures need to be instituted at the medical faculty and the university hospital to guarantee high quality teaching and assessment.[german] Hintergrund: Mit der Umstellung auf die Bachelor-/Masterstruktur wurde in Basel (Schweiz ein longitudinales Curriculum „soziale und Kommunikative Kompetenzen“ (SOKO in das Medizinstudium implementiert. Projektbeschreibung: Ziel ist es, den Studierenden grundlegende Techniken einer patientenzentrierten Kommunikation in dem Sinne zu vermitteln, dass die Studierenden in der Lage sind, Informationen zu erheben und Informationen an Patientinnen und Patienten weiterzugeben, um sie als gut informierte Partner am Entscheidungsprozess zu beteiligen. Das
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International Nuclear Information System (INIS)
Putero, Susetyo Hario; Rosita, Widya; Sihana, Fnu; Ferdiansjah; Santosa, Haryono Budi; Muharini, Anung
2015-01-01
Recently, risk management for nuclear facilities becomes more complex due to security issue addressed by IAEA. The harmonization between safety, safeguards and security is still questionable. It also challenges to nuclear engineering curriculum in the world how to appropriately lecture the new issue. This paper would like to describe how to integrate this issue in developing nuclear engineering curriculum in Indonesia. Indonesia has still no nuclear power plant, but there are 3 research reactors laid in Indonesia. As addition, there are several hospitals and industries utilizing radioisotopes in their activities. The knowledge about nuclear security of their staffs is also not enough for handling radioactive material furthermore the security officers. Universitas Gadjah Mada (UGM) is the only university in Indonesia offering nuclear engineering program, as consequently the university should actively play the role in overcoming this issue not only in Indonesia, but also in Southeast Asia. In the other hand, students has to have proper knowledge in order to complete in the global nuclear industry. After visited several universities in USA and participated in INSEN meeting, we found that most of universities in the world anticipate this issue by giving the student courses related to policy (non-technical) study based on IAEA NSS 12. In the other hand, the rest just make nuclear security as a case study on their class. Furthermore, almost all of programs are graduate level. UGM decided to enhance several present related undergraduate courses with security topics as first step to develop the awareness of student to nuclear security. The next (curriculum 2016) is to integrate security topics into the entire of curriculum including designing a nuclear security elective course for undergraduate level. The first trial has successfully improved the student knowledge and awareness on nuclear security. (author)
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Business Mathematics Curriculum Guide. Bulletin 1612. Revised.
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…
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George Herbert Mead, Curriculum Theorist: The Curriculum Field and the Problem of Social Control.
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…
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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…
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Redwood-Campbell, Lynda; Pakes, Barry; Rouleau, Katherine; MacDonald, Colla J; Arya, Neil; Purkey, Eva; Schultz, Karen; Dhatt, Reena; Wilson, Briana; Hadi, Abdullahel; Pottie, Kevin
2011-07-22
Recognizing the growing demand from medical students and residents for more comprehensive global health training, and the paucity of explicit curricula on such issues, global health and curriculum experts from the six Ontario Family Medicine Residency Programs worked together to design a framework for global health curricula in family medicine training programs. A working group comprised of global health educators from Ontario's six medical schools conducted a scoping review of global health curricula, competencies, and pedagogical approaches. The working group then hosted a full day meeting, inviting experts in education, clinical care, family medicine and public health, and developed a consensus process and draft framework to design global health curricula. Through a series of weekly teleconferences over the next six months, the framework was revised and used to guide the identification of enabling global health competencies (behaviours, skills and attitudes) for Canadian Family Medicine training. The main outcome was an evidence-informed interactive framework http://globalhealth.ennovativesolution.com/ to provide a shared foundation to guide the design, delivery and evaluation of global health education programs for Ontario's family medicine residency programs. The curriculum framework blended a definition and mission for global health training, core values and principles, global health competencies aligning with the Canadian Medical Education Directives for Specialists (CanMEDS) competencies, and key learning approaches. The framework guided the development of subsequent enabling competencies. The shared curriculum framework can support the design, delivery and evaluation of global health curriculum in Canada and around the world, lay the foundation for research and development, provide consistency across programmes, and support the creation of learning and evaluation tools to align with the framework. The process used to develop this framework can be applied
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Directory of Open Access Journals (Sweden)
Wilson Briana
2011-07-01
Full Text Available Abstract Background Recognizing the growing demand from medical students and residents for more comprehensive global health training, and the paucity of explicit curricula on such issues, global health and curriculum experts from the six Ontario Family Medicine Residency Programs worked together to design a framework for global health curricula in family medicine training programs. Methods A working group comprised of global health educators from Ontario's six medical schools conducted a scoping review of global health curricula, competencies, and pedagogical approaches. The working group then hosted a full day meeting, inviting experts in education, clinical care, family medicine and public health, and developed a consensus process and draft framework to design global health curricula. Through a series of weekly teleconferences over the next six months, the framework was revised and used to guide the identification of enabling global health competencies (behaviours, skills and attitudes for Canadian Family Medicine training. Results The main outcome was an evidence-informed interactive framework http://globalhealth.ennovativesolution.com/ to provide a shared foundation to guide the design, delivery and evaluation of global health education programs for Ontario's family medicine residency programs. The curriculum framework blended a definition and mission for global health training, core values and principles, global health competencies aligning with the Canadian Medical Education Directives for Specialists (CanMEDS competencies, and key learning approaches. The framework guided the development of subsequent enabling competencies. Conclusions The shared curriculum framework can support the design, delivery and evaluation of global health curriculum in Canada and around the world, lay the foundation for research and development, provide consistency across programmes, and support the creation of learning and evaluation tools to align with the
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1994-04-29
In April, 1994, at UN headquarters in New York, delegates from almost 200 countries and nongovernmental organizations (NGOs) negotiated a Programme of Action to be ratified following more debate at the International Conference on Population and Development in Cairo in September. A sizable consensus emerged for this Preparatory Committee III (PrepCom) meeting. It has an expanded view of population policy that centers more on meeting individual needs and less on achieving strict demographic goals. Thus, it focuses on the unmet need for reproductive health services (family planning, basic women's health care, and services linked to sexually transmitted diseases). It considers women's status and female education as being important themselves as well as key determinants of fertility rates. Disagreement over access to abortion services and reproductive health services for adolescents remain. Unlike earlier world conferences, most of the world is working towards a consensus, while the Vatican and just a few small countries (Benin, Malta, Honduras, and Nicaragua) object to these services. Some topics that US National Conference of Catholic Bishops did not want in the Programme of Action were references to reducing the incidence of unsafe abortion, promoting condom use to prevent HIV/AIDS, and even safe motherhood. The US and Japan have committed sizable increases in population assistance. Some European countries are concerned about how their contributions would be allocated. US Undersecretary for Global Affairs and a mostly female 23-member US delegation attended PrepCom III. Most of the US delegates were from NGOs. Many country delegates were women. Many countries accepted recommendations of the women's caucus. The US's priorities are promotion of universal access to the full range of high quality family planning and reproductive health services; increasing women's status; child survival promotion; serving adolescent needs; augmenting the role and responsibility of men in
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National Curriculum and Federalism: The Australian Experience
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…
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Curriculum Redesign in Veterinary Medicine: Part I.
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.
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Thissen, W.A.H.; Bots, P.W.G.
2000-01-01
Designing a systems engineering curriculum is a complex process, not in the least because it involves a variety of academic professionals whose perceptions and interests rarely concur from the onset. The variety in stakeholders breeds variety not only in values and objectives, but also in
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Samuolis, Jessica; Lazowski, Andrew; Kessler, Janice
2016-01-01
Objectives: This paper explores the extent to which curriculum infusion (CI) impacted undergraduate students' alcohol use, perceived peer alcohol use, use of protective behavioural strategies, academic performance and course engagement. Design: Two faculty members infused content on norms and protective behavioural strategies into selected…
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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.
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Directory of Open Access Journals (Sweden)
Alceu Júnior Paz da Silva
2015-11-01
Full Text Available The contemporary setting of huge unemployment and precarization of work has brought to Adult and Youth Education courses an imaginary that secondary education is fundamental for professional qualification and achievement of (better jobs. The objective of this work is to problematize the Chemistry curriculum according to young and adults interests in order to qualify them to the world of work. For that purpose, we adopted some contributions of Gramsci’s Marxist social theory as methodological and theoretical tools to investigate hegemonic aspects in which the curriculum is immersed. By analyzing the curriculum as a space of struggle for social hegemony, we conclude that is promising to explore the historical approach of the chemical knowledge as a mediator element of counter-hegemonic educational practices.
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Transportation Consumer Education Curriculum Guide.
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…
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Discrete Mathematics and Curriculum Reform.
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)
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Integrating social class and privilege in the community medicine curriculum.
Haymaker, Christopher; Cadick, Amber; Seavey, Allison
2017-05-01
Social class and privilege are hidden variables that impact the physician-patient relationship and health outcomes. This article presents a sample of activities from three programs utilized in the community health curriculum to teach resident physicians about patients within context, including how social class and privilege impact physician-patient relationships and patient health. These activities address resident physicians' resistance to discussion of privilege, social class, and race by emphasizing direct experience and active learning rather than traditional didactic sessions. The group format of these activities fosters flexible discussion and personal engagement that provide opportunities for reflection. Each activity affords opportunities to develop a vocabulary for discussing social class and privilege with compassion and to adopt therapeutic approaches that are more likely to meet patients where they are.
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Zyluk, Andrzej; Puchalski, Piotr; Szlosser, Zbigniew
2015-01-01
Teaching surgery during university curriculum comprises transferring theoretical knowledge traditionally and simultaneously acquiring manual skills, i.e., suturing, stitch removal, limb immobilization, catheterization, and assisting operations. Observations of doctors several years after graduation led to the reflection that teachers' ideas about surgical knowledge and skills that are useful in daily practice frequently fail to meet the facts of the case. The objective of this study was to determine which part of the surgical knowledge and skills taught via the university surgical curriculum proved to be useful in the daily practice of young doctors. A custom-made questionnaire was designed and mailed to 200 randomly chosen doctors who had graduated from the medical faculty at the authors' university 5 to 6 years previously. The questionnaire comprised 9 items concerning the knowledge and skills that proved to be the most useful in participants' daily practice, regardless of their specialty. A total of 64 completed questionnaires were returned (32% of 200 sent) and were the subject of analysis. The most useful knowledge in daily practice was that acquired from general surgery, followed by oncological and vascular surgery. The most useful was knowledge about the rational interpretation of clinical symptoms and signs acquired from examination of the patient, followed by arriving at an accurate diagnosis through logical analysis, and next developing "oncological sensitivity" to diagnosing neoplasms. The most effective teaching model was specialized outpatient clinic rounds, followed by training manual skills on a model and classical ward-round teaching. The most frequently learned (acquired) manual skills were removal of stitches, rectal examination, and examination of the abdomen. Of these skills, the most useful in daily practice appeared to be removal of stitches, catheterization of the urinary bladder, and wound suturing. Learning and practicing manual skills
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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
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Practical use of medical terminology in curriculum mapping.
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.
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Lin, YuanFang; Zheng, XiaoDong; Huang, YuJia
2017-08-01
Curriculum design and simulation courses are bridges to connect specialty theories, engineering practice and experimental skills. In order to help students to have the computer aided optical system design ability adapting to developments of the times, a professional optical software-Advanced System of Analysis Program (ASAP) was used in the research teaching of curriculum design and simulation courses. The ASAP tutorials conducting, exercises both complementing and supplementing the lectures, hands-on practice in class, autonomous learning and independent design after class were bridged organically, to guide students "learning while doing, learning by doing", paying more attention to the process instead of the results. Several years of teaching practice of curriculum design and simulation courses shows that, project-based learning meets society needs of training personnel with knowledge, ability and quality. Students have obtained not only skills of using professional software, but also skills of finding and proposing questions in engineering practice, the scientific method of analyzing and solving questions with specialty knowledge, in addition, autonomous learning ability, teamwork spirit and innovation consciousness, still scientific attitude of facing failure and scientific spirit of admitting deficiency in the process of independent design and exploration.
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Meta-Theory and Curriculum Development.
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…
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Crane, Jean; Rains, Annette
1996-01-01
Presents six curriculum guides for art, physical education, reading/language arts, science, and social studies. Each guide identifies library media skills objectives; curriculum objectives; grade levels; print and nonprint resources; instructional roles; the activity; and procedures for completion, evaluation, and follow-up activities. (AEF)
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Criteria, objectives and methodology for evaluating marine protected ...
African Journals Online (AJOL)
As a first step, 14 objectives are defined that may be met by MPAs. These fall into three categories: biodiversity protection, fisheries management and human utilization. A series of criteria were then proposed which can be used selectively to quantify the degree to which MPAs meet these objectives. Each of the objectives is ...
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Teaching with Objects and Photographs: A Guide for Teachers. Second Edition
Hatcher, Sarah
2012-01-01
This guide is intended for all teachers who wish to enhance their curriculum by incorporating objects and photographs into their lesson plans. Kindergarten and elementary, middle, and high school classrooms can all benefit from expanded use of these materials. The guide can be used across a range of subject areas including history, community,…
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Guidelines for Developing Competency-Based Curriculum.
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)
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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
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Evaluation of oral microbiology lab curriculum reform.
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
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Leading Change in the Primary Science Curriculum
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…
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'Knowledge,' Curriculum and Social Justice
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…
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International Nuclear Information System (INIS)
Monti, S.
2013-01-01
Scope of this technical meeting: • Within FR development programmes, significant research and development (R&D) efforts are devoted to the design of innovative reactor cores ⇒ intrinsic safety features (enhanced negative reactivity feedbacks, reduced coolant void reactivity effects, etc.), ⇒ high performance (in terms of cycle length, high fuel burnup, breeding gain, etc.), ⇒ Minor Actinide transmutation capability. • The development of high performance in-core structural materials represents one of the most challenging aspects ⇒ high neutron flux, ⇒ liquid metal coolant, ⇒ high temperatures. Objectives and expected outcomes: • Present and discuss results of studies and on-going R&D and design activities in the field of innovative reactor core concepts; • Present and discuss results of studies and on-going R&D activities in the field of advanced reactor core structural materials; • Identification of research and technology gaps to be covered through new R&D initiatives to be carried out under the aegis of the IAEA
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Directory of Open Access Journals (Sweden)
Helen Morgan
2014-11-01
Full Text Available Background: The implementation of the Accreditation Council for Graduate Medical Education (ACGME Milestones in the field of obstetrics and gynecology has arrived with Milestones Level One defined as the level expected of an incoming first-year resident. Purpose: We designed, implemented, and evaluated a 4-week elective for fourth-year medical school students, which utilized a multimodal approach to teaching and assessing the Milestones Level One competencies. Methods: The 78-hour curriculum utilized traditional didactic lectures, flipped classroom active learning sessions, a simulated paging curriculum, simulation training, embalmed cadaver anatomical dissections, and fresh-frozen cadaver operative procedures. We performed an assessment of student knowledge and surgical skills before and after completion of the course. Students also received feedback on their assessment and management of eight simulated paging scenarios. Students completed course content satisfaction surveys at the completion of each of the 4 weeks. Results: Students demonstrated improvement in knowledge and surgical skills at the completion of the course. Paging confidence trended toward improvement at the completion of the course. Student satisfaction was high for all of the course content, and the active learning components of the curriculum (flipped classroom, simulation, and anatomy sessions had higher scores than the traditional didactics in all six categories of our student satisfaction survey. Conclusions: This pilot study demonstrates a practical approach for preparing fourth-year medical students for the expectations of Milestones Level One in obstetrics and gynecology. This curriculum can serve as a framework as medical schools and specific specialties work to meet the first steps of the ACGME's Next Accreditation System.
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Mental Illness among Us: A New Curriculum to Reduce Mental Illness Stigma among Medical Students
Aggarwal, Anuj K.; Thompson, Maxwell; Falik, Rebecca; Shaw, Amy; O'Sullivan, Patricia; Lowenstein, Daniel H.
2013-01-01
Objectives: Medical students have been shown to have high levels of psychological distress, including self-stigmatization and unwillingness to seek care. The authors hypothesized that a student-led curriculum involving personal mental illness experience, given during the first-year neuroscience course, and titled "Mental Illness Among Us…
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Models for Instruction and Curriculum.
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,…
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The Integrated Early Childhood Curriculum.
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…
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A Substantiation of Macdonald's Models in Science Curriculum Development.
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)
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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...
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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…
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Al Dobaikhi, Hend; Woollard, John
2011-01-01
The impacts of emerging ICT into educational curricula Asynchronous discussion forumDiscussion groups via e-learning environmentPosting questions and commentsSelf-efficacy in asynchronous e-learning Web community participationCollaborative learning can be fosteredPositive impacts on objectives of educational curriculum
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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....
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Pilot Point-of-Care Ultrasound Curriculum at Harvard Medical School: Early Experience
Rempell, Joshua S.; Saldana, Fidencio; DiSalvo, Donald; Kumar, Navin; Stone, Michael B.; Chan, Wilma; Luz, Jennifer; Noble, Vicki E.; Liteplo, Andrew; Kimberly, Heidi; Kohler, Minna J.
2016-01-01
Introduction Point-of-care ultrasound (POCUS) is expanding across all medical specialties. As the benefits of US technology are becoming apparent, efforts to integrate US into pre-clinical medical education are growing. Our objective was to describe our process of integrating POCUS as an educational tool into the medical school curriculum and how such efforts are perceived by students. Methods This was a pilot study to introduce ultrasonography into the Harvard Medical School curriculum to first- and second-year medical students. Didactic and hands-on sessions were introduced to first-year students during gross anatomy and to second-year students in the physical exam course. Student-perceived attitudes, understanding, and knowledge of US, and its applications to learning the physical exam, were measured by a post-assessment survey. Results All first-year anatomy students (n=176) participated in small group hands-on US sessions. In the second-year physical diagnosis course, 38 students participated in four sessions. All students (91%) agreed or strongly agreed that additional US teaching should be incorporated throughout the four-year medical school curriculum. Conclusion POCUS can effectively be integrated into the existing medical school curriculum by using didactic and small group hands-on sessions. Medical students perceived US training as valuable in understanding human anatomy and in learning physical exam skills. This innovative program demonstrates US as an additional learning modality. Future goals include expanding on this work to incorporate US education into all four years of medical school. PMID:27833681
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Curriculum changes and moral issues in nursing education.
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.
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Guidelines for Curriculum Development. Revised.
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…
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Rethinking the Tertiary Mathematics Curriculum
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…
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Effects of basic clinical skills training on objective structured clinical examination performance.
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.
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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 ...
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Directory of Open Access Journals (Sweden)
Alejandro Mauricio Dávila Rubio
2017-02-01
Full Text Available Writers and curriculum experts Grant Wiggins and Jay McTighe present in this second edition of their best-seller Understanding by Design not only a framework to work on curriculum design in a more comprehensive, overarching, and thorough way but also a pedagogical as well as educational perspective that encourages teachers, students, administrative staff, and even policy makers, to reconsider the purpose, objectives, and impact that a thoughtful curriculum design can have for the community in which it is implemented. In this book, the authors provide a clear depiction of both the theoretical foundations and the practical elements putting everything together for the construction of the design of learning. The different chapters follow their three-staged backward design idea which I consider useful for a full understanding of this innovative way of planning and designing a curriculum.
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The Academic Curriculum of Medical Radiation Technologists: Continuous Development
International Nuclear Information System (INIS)
Sergieva, K.; Gagova, P.; Bonninska, N.
2016-01-01
Full text: The purpose is to present the activities of Department of Radiation technologists at Medical College Sofia in knowledge management (KM) in human health applications and namely: continuous development of academic curriculum (AC) for medical radiation technologists (MRT) in sense of the conference motto “Nuclear Knowledge Management: Challenges and Approaches”. Our challenge is to realize, in practice, the important role of MRT professionals in healthcare. They are the front line in the patient safety and the last person with the patient before exposure. The existing AC has been periodically peer-reviewed: in 2011, 2014, and ongoing reviews, with the aim to guarantee that we are providing knowledge, skills and competencies that meet modern requirements for the training of radiation technologists. The AC compromises both academic and clinical education. The clinical component occurs throughout the academic course, accenting the role of MRT in radiology, radiotherapy and nuclear medicine. The approach of continuously developing the AC will meet the stringent requirements recently published by IAEA, with the goal that radiological medical practitioners, medical physicists, medical radiation technologists and other health professionals with specific duties in relation to protection and safety for patients in a given radiological procedure are specialized in the appropriate area. (author
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Longenecker, Herbert E., Jr.; Campbell, S. Matt; Landry, Jeffrey P.; Pardue, Harold; Daigle, Roy J.
2012-01-01
In addition to being a relevant program for health information technology workers, a recently proposed Health Informatics program was designed with additional objectives in mind: that the program is compatible with the IS 2010 Model Curriculum and that it satisfies the International Medical Informatics Association recommendation for undergraduate…
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Kadmon, Guni; Schmidt, Jan; De Cono, Nicola; Kadmon, Martina
2011-01-01
Heidelberg Medical School underwent a major curricular change with the implementation of the reform curriculum HeiCuMed (Heidelberg Curriculum Medicinale) in October 2001. It is based on rotational modules with daily cycles of interactive, case-based small-group seminars, PBL tutorials and training of sensomotor and communication skills. For surgical undergraduate training an organisational structure was developed that ensures continuity of medical teachers for student groups and enables their unimpaired engagement for defined periods of time while accounting for the daily clinical routine in a large surgery department of a university hospital. It includes obligatory didactic training, standardising teaching material on the basis of learning objectives and releasing teaching doctors from clinical duties for the duration of a module. To compare the effectiveness of the undergraduate surgical reform curriculum with that of the preceding traditional one as reflected by students' evaluations. The present work analyses student evaluations of the undergraduate surgical training between 1999 and 2008 including three cohorts (~360 students each) in the traditional curriculum and 13 cohorts (~150 students each) in the reform curriculum. The evaluation of the courses, their organisation, the teaching quality, and the subjective learning was significantly better in HeiCuMed than in the preceding traditional curriculum over the whole study period. A medical curriculum based on the implementation of interactive didactical methods is more important to successful teaching and the subjective gain of knowledge than knowledge transfer by traditional classroom teaching. The organisational strategy adopted in the surgical training of HeiCuMed has been successful in enabling the maintenance of a complex modern curriculum on a continuously high level within the framework of a busy surgical environment.
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CFCC working group meeting: Proceedings
Energy Technology Data Exchange (ETDEWEB)
NONE
1995-12-31
The theme of the meeting was ``A Path to Commercialization`` and discussion was devoted to addressing the nearest-term products and the time frame for implementation. The objectives of the meeting were to identify the barriers to commercialization, methods to overcome these barriers, and the actions required to achieve success. The meeting was planned to bring together government agencies and industry customers and, suppliers to discuss and conclude where the CFCC Program is today, where it is going, and how they plan to get there. It was also planned to join component developers with end users who can describe systems needs and projected schedules for introducing CFCC components in industrial applications.
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Training managers to facilitate their meetings: An intervention study
DEFF Research Database (Denmark)
Ravn, Ib
2014-01-01
-based intervention effort to improve organisational meetings. It reconceptualises classical meeting management, offering instead the practice of ‘meeting facilitation’: a more active and supportive approach, in which the manager-as-facilitator guides and directs conversations in meetings towards a positive goal...... showed that in the employees’ judgement, there were significant improvements in their managers’ competencies in both new meeting facilitation and classical meeting management, whereas other meeting outcomes resisted change.......Meetings in organisations are a common object of popular frustration. They are often run by managers who picked up their meeting skills from their superiors a generation previously, thus perpetuating obsolescent practices unsuited to today’s world of work. This paper reports on a research...
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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
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Concepts of art education curriculum, tendencies and challenges
Directory of Open Access Journals (Sweden)
Vojislav L. Ilić
2018-02-01
Full Text Available Discussing the different concepts of teaching Art, one should start from the competences we want to transfer to students. Through different ideas about competences, we can see the wishes of individual countries about what is expected of visual arts education. In this review, we have focused on the thinking of the European countries. All European countries have some variants of learning art in curricula and outcomes that determine what is meant to be achieved by these subjects. Depending on whether these curricula are structured as an integrated whole or as a set of specific subjects, objectives/outcomes are defined more concretely for visual arts, music, theater, dance, media arts or crafts. Learning objectives differ from country to country: in some cases, they are more globally expressed, and in others, it is more specific. The goals to be achieved or the skills to be mastered are defined for each year of learning or schooling periods.There are increasing pressures on the art education to fulfill a number of goals, in addition to learning about art. Educational systems increasingly recognize the importance of developing children’s creativity and contributing to cultural education. Almost all European countries have similar goals for the curriculum of teaching Art, among them: the development of artistic skills, knowledge, and understanding, engagement with various art forms; increasing cultural understanding; exchange of experiences. But in addition to these artistic results, the curriculum includes personal and social/cultural outcomes (such as self-confidence and self-esteem, the individuality of expression, teamwork, intercultural understanding and cultural participation. The focus on creativity (often in relation to its importance in innovation and cultural education (in relation to individual identity and the promotion of intercultural understanding is present in these goals.Various studies have recognized the pressure to include in the
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Hamid, Nasri A.; Mujaini, Madihah; Mohamed, Abdul Aziz
2017-01-01
The Center for Nuclear Energy (CNE), College of Engineering, Universiti Tenaga Nasional (UNITEN) has a great responsibility to undertake educational activities that promote developing human capital in the area of nuclear engineering and technology. Developing human capital in nuclear through education programs is necessary to support the implementation of nuclear power projects in Malaysia in the near future. In addition, the educational program must also meet the nuclear power industry needs and requirements. In developing a certain curriculum, the contents must comply with the university's Outcomes Based Education (OBE) philosophy. One of the important courses in the nuclear curriculum is in the area of nuclear security. Basically the nuclear security course covers the current issues of law, politics, military strategy, and technology with regard to weapons of mass destruction and related topics in international security, and review legal regulations and political relationship that determine the state of nuclear security at the moment. In addition, the course looks into all aspects of the nuclear safeguards, builds basic knowledge and understanding of nuclear non-proliferation, nuclear forensics and nuclear safeguards in general. The course also discusses tools used to combat nuclear proliferation such as treaties, institutions, multilateral arrangements and technology controls. In this paper, we elaborate the development of undergraduate nuclear security course at the College of Engineering, Universiti Tenaga Nasional. Since the course is categorized as mechanical engineering subject, it must be developed in tandem with the program educational objectives (PEO) of the Bachelor of Mechanical Engineering program. The course outcomes (CO) and transferrable skills are also identified. Furthermore, in aligning the CO with program outcomes (PO), the PO elements need to be emphasized through the CO-PO mapping. As such, all assessments and distribution of Bloom Taxonomy
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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.
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Implementing Reform: Teachers' Beliefs about Students and the Curriculum
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.
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Paralikar, Swapnil; Shah, Chinmay
2015-01-01
Over the past several years, an opinion has emerged in India that the current practical curricula in medical schools fail to meet many of the objectives for which they were instituted. Hence, this study has assessed the perception of physiology faculty members regarding the current experimental physiology curriculum in one Indian state, Gujarat. The faculty were of the opinion that many of the topics currently taught in experimental physiology (amphibian nerve-muscle and heart muscle experiments) were outdated and clinically irrelevant: Therefore, the faculty advocated that duration of teaching time devoted to some of these topics should be reduced and topics with clinical relevance should be introduced at the undergraduate level. The faculty also felt that more emphasis should be laid on highlighting the clinical aspect related to each concept taught in experimental physiology . Moreover, a majority of faculty members were in favour of replacing the current practice in Gujarat of teaching experimental physiology only by explanation of graphs obtained from experiments conducted in the previous years, with computer assisted learning in small groups.
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Development of Curriculum of Learning through Photograph
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.
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Curriculum Change Management and Workload
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…
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Directory of Open Access Journals (Sweden)
Jennifer A. Rama
2015-04-01
Full Text Available Background: The experience of transitioning to an academic faculty position can be improved with standardized educational interventions. Although a number of such interventions have been described, few utilize an evaluation framework, describe a robust evaluation process, and address why their interventions were successful. In this article, the authors apply a logic model to describe their efforts to develop, implement, evaluate, and revise a comprehensive academic career development curriculum among pediatric subspecialty fellows. They describe inputs, activities, outputs, and outcomes using quantitative data from fellow evaluations and qualitative data from faculty interviews. Methods: Methods are described under the input and activities sections. The curriculum started with collaboration among educational leadership and conducting a needs assessment. Using the needs assessment results and targeted learning objectives, we piloted the curriculum and then implemented the full curriculum 1 year later. Results: Results are described under the outputs and outcomes sections. We present immediate, short-term, and 6-month evaluation data. Cumulative data over 3 years reveal that fellows consistently acquired knowledge relevant to transitioning and that they applied acquired knowledge to prepare for finding jobs and career advancement. The curriculum also benefits faculty instructors who gain a sense of reward by filling a critical knowledge gap and fostering fellows’ professional growth. Conclusion: The authors relate the success and effectiveness of the curriculum to principles of adult learning, and share lessons learned, including the importance of buy-in from junior and senior fellows and faculty, collaboration, and designating the time to teach and learn.
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The atomic data assessment meeting, Abingdon, March 1992
International Nuclear Information System (INIS)
Lang, J.
1994-01-01
The available theoretical data for the electron excitation of atoms and positive ions were reviewed at an assessment meeting held in Abingdon in March 1992. The need for such a meeting both to follow earlier meetings and in view of the forthcoming ESA/NASA SOHO mission is described. The scope of the meeting, its objectives, and the division of tasks among the participants are detailed. To preclude needless repetition in the individual review articles, terms such as collision strength, effective collision strength, and rate coefficient are defined. Discussion points that arose frequently throughout the meeting are summarized. 15 refs., 2 tabs
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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…
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Marshall, Neil; Buteau, Chantal
2014-01-01
As part of their undergraduate mathematics curriculum, students at Brock University learn to create and use computer-based tools with dynamic, visual interfaces, called Exploratory Objects, developed for the purpose of conducting pure or applied mathematical investigations. A student's Development Process Model of creating and using an Exploratory…
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Świerszcz, Jolanta; Stalmach-Przygoda, Agata; Kuźma, Marcin; Jabłoński, Konrad; Cegielny, Tomasz; Skrzypek, Agnieszka; Wieczorek-Surdacka, Ewa; Kruszelnicka, Olga; Chmura, Kaja; Chyrchel, Bernadeta; Surdacki, Andrzej; Nowakowski, Michał
2017-09-01
As a result of a curriculum reform launched in 2012 at our institution, preclinical training was shortened to 2 years instead of the traditional 3 years, creating additional incentives to optimise teaching methods. In accordance with the new curriculum, a semester-long preclinical module of clinical skills (CS) laboratory training takes place in the second year of study, while an introductory clinical course (ie, brief introductory clerkships) is scheduled for the Fall semester of the third year. Objective structured clinical examinations (OSCEs) are carried out at the conclusion of both the preclinical module and the introductory clinical course. Our aim was to compare the scores at physical examination stations between the first and second matriculating classes of a newly reformed curriculum on preclinical second-year OSCEs and early clinical third-year OSCEs. Analysis of routinely collected data. One Polish medical school. Complete OSCE records for 462 second-year students and 445 third-year students. OSCE scores by matriculation year. In comparison to the first class of the newly reformed curriculum, significantly higher (ie, better) OSCE scores were observed for those students who matriculated in 2013, a year after implementing the reformed curriculum. This finding was consistent for both second-year and third-year cohorts. Additionally, the magnitude of the improvement in median third-year OSCE scores was proportional to the corresponding advancement in preceding second-year preclinical OSCE scores for each of two different sets of physical examination tasks. In contrast, no significant difference was noted between the academic years in the ability to interpret laboratory data or ECG - tasks which had not been included in the second-year preclinical training. Our results suggest the importance of preclinical training in a CS laboratory to improve students' competence in physical examination at the completion of introductory clinical clerkships during
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1996-06-01
to both the content and learning methods of the molecular science curriculum. Course and Curriculum Development Program Awards. Studio General Chemistry with Full Merging of the Laboratory and Classroom Experiences. Thomas M. Apple Rensselaer Polytechnic Institute DUE 9555069 114,000 A workshop general chemistry class is being developed that includes experimental work during every meeting. Lab work is merged with classroom discussion. Students working in groups are challenged to link their macroscopic observations to chemical principles. The merger of thirty-minute, concept-based discovery labs with discussion and lateral development material provides a unique perspective of chemistry. In modernizing the general chemistry curriculum, fewer topics are treated and the more esoteric aspects of physical chemistry that are inappropriate for freshmen are eliminated. More time is allocated to materials chemistry, organic and biological chemistry, and environmental science. The course material is organized into modules or case-studies that contain material that is developed with the specific aim of showing the relevance of the material to problems to which the students already have been exposed. Societal relevance is built into every module of the syllabus by incorporating laboratories, discussion and "lateral development" problems for each topic. Dynamic Visualization in Chemistry. James P. Birk Arizona State University DUE 9555098 175,000 This project will produce real images of chemical and physical changes occurring at the microscopic and atomic levels. These images, from different instruments (optical, electron, and scanning probe microscopes), will be captured electronically (video tapes and CD ROMs) and used in conjunction with molecular modeling as instructional aids in introductory chemistry courses. The objective is to introduce students to the relationships between macroscopic changes in materials and the corresponding changes in the arrangements of their atoms
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Proficiency training on a virtual reality robotic surgical skills curriculum.
Bric, Justin; Connolly, Michael; Kastenmeier, Andrew; Goldblatt, Matthew; Gould, Jon C
2014-12-01
The clinical application of robotic surgery is increasing. The skills necessary to perform robotic surgery are unique from those required in open and laparoscopic surgery. A validated laparoscopic surgical skills curriculum (Fundamentals of Laparoscopic Surgery or FLS™) has transformed the way surgeons acquire laparoscopic skills. There is a need for a similar skills training and assessment tool for robotic surgery. Our research group previously developed and validated a robotic training curriculum in a virtual reality (VR) simulator. We hypothesized that novice robotic surgeons could achieve proficiency levels defined by more experienced robotic surgeons on the VR robotic curriculum, and that this would result in improved performance on the actual daVinci Surgical System™. 25 medical students with no prior robotic surgery experience were recruited. Prior to VR training, subjects performed 2 FLS tasks 3 times each (Peg Transfer, Intracorporeal Knot Tying) using the daVinci Surgical System™ docked to a video trainer box. Task performance for the FLS tasks was scored objectively. Subjects then practiced on the VR simulator (daVinci Skills Simulator) until proficiency levels on all 5 tasks were achieved before completing a post-training assessment of the 2 FLS tasks on the daVinci Surgical System™ in the video trainer box. All subjects to complete the study (1 dropped out) reached proficiency levels on all VR tasks in an average of 71 (± 21.7) attempts, accumulating 164.3 (± 55.7) minutes of console training time. There was a significant improvement in performance on the robotic FLS tasks following completion of the VR training curriculum. Novice robotic surgeons are able to attain proficiency levels on a VR simulator. This leads to improved performance in the daVinci surgical platform on simulated tasks. Training to proficiency on a VR robotic surgery simulator is an efficient and viable method for acquiring robotic surgical skills.
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A two-year experience of an integrated simulation residency curriculum.
Wittels, Kathleen A; Takayesu, James K; Nadel, Eric S
2012-07-01
Human Patient Simulation (HPS) is increasingly used in medical education, but its role in Emergency Medicine (EM) residency education is uncertain. The objective of this study was to evaluate the perceived effectiveness of HPS when fully integrated into an EM residency didactic curriculum. The study design was a cross-sectional survey performed in 2006, 2 years after the implementation of an integrated simulation curriculum. Fifty-four residents (postgraduate year [PGY] 1-4) of a 4-year EM residency were surveyed with demographic and curricular questions on the perceived value of simulation relative to other teaching formats. Survey items were rated on a bipolar linear numeric scale of 1 (strongly disagree) to 9 (strongly agree), with 5 being neutral. Data were analyzed using Student t-tests. Forty residents responded to the survey (74% response rate). The perceived effectiveness of HPS was higher for junior residents than senior residents (8.0 vs. 6.2, respectively, peffectiveness of lectures (7.8 vs. 7.9, respectively, p=0.1), morbidity and mortality conference (8.5 vs. 8.7, respectively, p=0.3), and trauma conference (8.4 vs. 8.8, respectively, p=0.2) between junior and senior residents. Scores for perceptions of improvement in residency training (knowledge acquisition and clinical decision-making) after the integration of HPS into the curriculum were positive for all residents. Residents' perceptions of HPS integration into an EM residency curriculum are positive for both improving knowledge acquisition and learning clinical decision-making. HPS was rated as more effective during junior years than senior years, while the perceived efficacy of more traditional educational modalities remained constant throughout residency training. Copyright © 2012. Published by Elsevier Inc.
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ITER technical advisory committee meeting at Garching
International Nuclear Information System (INIS)
Fujiwara, M.
1999-01-01
The ITER Technical Advisory Committee meeting took place on 24-27 February at the Garching Joint Work Site. According to the discussions at the ITER meeting in Yokohama in October 1998, the Technical Advisory Committee was requested to conduct a thorough review of the document 'Options for the reduced technical objectives / reduced cost ITER'
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Energy Technology Data Exchange (ETDEWEB)
Carroll, T.O.
1978-04-01
Recent state and regional energy crises demonstrate the delicate balance between energy systems, the environment, and the economy. Indeed, the interaction between these three elements of society is very complex. This project develops curriculum materials that would better provide students with an understanding and awareness of fundamental principles of energy supply, conversion processes, and utilization now and in the future. The project had two specific objectives: to transfer knowledge of energy systems, analysis techniques, and advanced technologies from the energy analyst community to the teacher participants; and to involve teachers in the preparation of modular case studies on energy issues for use within the classroom. These curriculum modules are intended to enhance the teacher's ability to provide energy-related education to students within his or her own academic setting. The project is organized as a three-week summer program, as noted in the flyer (Appendix A). Mornings are spent in seminars with energy and environmental specialists (their handout lecture notes are included as Appendix B); afternoons are devoted to high school curriculum development based on the seminar discussions. The curriculum development is limited to five areas: conservation, electricity demand scheduling, energy in the food system, new technologies (solar, wind, biomass), and environment. Appendix C consists of one-day lession plans in these areas.
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Leading curriculum change: Reflections on how Abakhwezeli stoked ...
African Journals Online (AJOL)
Curriculum leadership is a complex and demanding practice, which goes beyond the research and disciplinary expertise of the curriculum leader. Engaging and leading educators in a process of curriculum change is not easy: it can be a difficult, and sometimes chaotic journey which is often characterised by philosophical ...
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Callahan, Kathryn E.; Rogers, Matthew T.; Lovato, James F.; Fernandez, Helen M.
2013-01-01
Quality improvement (QI) initiatives are critical in the care of older adults who are more vulnerable to substandard care. QI education meets aspects of core Accreditation Council of Graduate Medical Education competencies and prepares learners for the rising focus on performance measurement in health care. The authors developed, implemented, and…
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Directory of Open Access Journals (Sweden)
Kenji Matsubara
2016-08-01
Full Text Available Abstract This study statistically investigates the characteristics of the intended curriculum for Japanese primary science, focusing on the learning content. The study used the TIMSS 2011 Grade 4 Curriculum Questionnaire data as a major source for the learning content prescribed at the national level. Confirmatory factor analysis was used to determine the extent to which a topic area was covered, as compared to the average among the 59 TIMSS 2011 participating countries. The study revealed that the topic areas of “Human Health” and “Changes in Environments,” both in the life science domain, showed statistically less coverage in the Japanese primary science curriculum when compared to the international average. Furthermore, in discussion, the study relates the characteristics found in the intended curriculum to those in the attained curriculum, examining the percent correct statistics for relevant items from the science assessment. Based on these findings, the study proposes two recommendations for revision of the Japanese primary science curriculum.
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論地方課程發展機制與課程改革On the Developmental Mechanism of Local Curriculum and Curricula Reform
Directory of Open Access Journals (Sweden)
陸明玉Ming-Yu Lu
2011-09-01
Full Text Available 自1992年地方課程正式提出至今，地方課程經歷了近20年的發展。擁有年輕生命的地方課程難免遭遇荊棘與障礙，本研究立足於課程改革的宏觀背景，在辨析相關概念的基礎上，考察地方課程發展面臨的困境，並力圖從困境中尋找路徑。受國家相關政策、地方教育行政管理，以及學校實施制衡的地方課程，亦受其內源性因素：價值取向的釐定、課程目標的確立、課程內容的選擇、課程的實施及課程的評價等的影響。那麼，合理定位地方課程、統整各內外因素、探索良性的地方課程發展機制，或許是地方課程發展的關鍵路徑。地方課程的發展可說對課程改革具有重要意義。 Since the beginning of it in 1992, local curriculum has developed for almost 20 years. Like every new things, it is unavoidable for local curriculum to meet some difficulties. Based on the macro-background of curricula reform, after defined the conception of related terms, the article tries to find the countermeasures by analyzing the difficulties and problems of the development of local curriculum. Apart from the laws of the nation, regulations of local educational administration and school, the local curriculum will also be affected by its inner factors, such as curriculum value, curriculum aim, curriculum selection, curriculum implementation and curriculum evaluation. So the key approach to explore the developmental mechanism of local curriculum is to establish exact position for the local curriculum by integrating all the factors. In all, development of local curriculum is very important for curriculum reform.
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A Standard-Compliant Virtual Meeting System with Active Video Object Tracking
Directory of Open Access Journals (Sweden)
Chang Yao-Jen
2002-01-01
Full Text Available This paper presents an H.323 standard compliant virtual video conferencing system. The proposed system not only serves as a multipoint control unit (MCU for multipoint connection but also provides a gateway function between the H.323 LAN (local-area network and the H.324 WAN (wide-area network users. The proposed virtual video conferencing system provides user-friendly object compositing and manipulation features including 2D video object scaling, repositioning, rotation, and dynamic bit-allocation in a 3D virtual environment. A reliable, and accurate scheme based on background image mosaics is proposed for real-time extracting and tracking foreground video objects from the video captured with an active camera. Chroma-key insertion is used to facilitate video objects extraction and manipulation. We have implemented a prototype of the virtual conference system with an integrated graphical user interface to demonstrate the feasibility of the proposed methods.
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A Standard-Compliant Virtual Meeting System with Active Video Object Tracking
Lin, Chia-Wen; Chang, Yao-Jen; Wang, Chih-Ming; Chen, Yung-Chang; Sun, Ming-Ting
2002-12-01
This paper presents an H.323 standard compliant virtual video conferencing system. The proposed system not only serves as a multipoint control unit (MCU) for multipoint connection but also provides a gateway function between the H.323 LAN (local-area network) and the H.324 WAN (wide-area network) users. The proposed virtual video conferencing system provides user-friendly object compositing and manipulation features including 2D video object scaling, repositioning, rotation, and dynamic bit-allocation in a 3D virtual environment. A reliable, and accurate scheme based on background image mosaics is proposed for real-time extracting and tracking foreground video objects from the video captured with an active camera. Chroma-key insertion is used to facilitate video objects extraction and manipulation. We have implemented a prototype of the virtual conference system with an integrated graphical user interface to demonstrate the feasibility of the proposed methods.
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GESTIÓN DIRECTIVA DEL CURRÍCULUM (CURRICULUM MANAGEMENT
Directory of Open Access Journals (Sweden)
Arroyo Valenciano Juan Antonio
2009-08-01
Full Text Available Resumen:Determinar la visión de sociedad y ser social a la que aspira cada comunidad política, es un asunto fundamental para la Gestión Directiva del Currículum. A partir de ella, la Gestión Directiva del Currículum asume la tarea de identificar las estrategias, acciones y mecanismos para influir y hacer que el personal se una en lo general y en lo particular, para alcanzar cada uno de los objetivos definidos por la organización y consolidar así la oferta de un servicio educativo de excelencia y calidad. Este artículo tiene por fin sustentar el papel estratégico que t iene la Gestión Directiva del Currículum en la concretización de la imagen de sociedad y ser social a la que aspira como comunidad política, toda sociedad.Abstract:To identify the human beings’ point of view and the social political role in their communities is a fundamental issue from the curriculum management perspective. Once it has been identified, the curriculum management assumes the responsibili ty to determine the strategies, actions and mechanisms to influence teachers and administrative stuff to work together and reach the goals and objectives established by the organization. Joining teachers and administrative staff is a way to offer a high quality and efficient educational system. From this perspective, the article states the relevance of the curriculum management from the society’s point of view, emphasizing not only the person as an individual, but as a member of the society in which he/she is involved.
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Wachtel, Ruth E; Dexter, Franklin
2010-12-01
Residency programs accredited by the ACGME are required to teach core competencies, including systems-based practice (SBP). Projects are important for satisfying this competency, but the level of knowledge and problem-solving skills required presupposes a basic understanding of the field. The responsibilities of anesthesiologists include the coordination of patient flow in the surgical suite. Familiarity with this topic is crucial for many improvement projects. A course in operations research for surgical services was originally developed for hospital administration students. It satisfies 2 of the Institute of Medicine's core competencies for health professionals: evidence-based practice and work in interdisciplinary teams. The course lasts 3.5 days (eg, 2 weekends) and consists of 45 cognitive objectives taught using 7 published articles, 10 lectures, and 156 computer-assisted problem-solving exercises based on 17 case studies. We tested the hypothesis that the cognitive objectives of the curriculum provide the knowledge and problem-solving skills necessary to perform projects that satisfy the SBP competency. Standardized terminology was used to define each component of the SBP competency for the minimum level of knowledge needed. The 8 components of the competency were examined independently. Most cognitive objectives contributed to at least 4 of the 8 core components of the SBP competency. Each component of SBP is addressed at the minimum requirement level of exemplify by at least 6 objectives. There is at least 1 cognitive objective at the level of summarize for each SBP component. A curriculum in operating room management can provide the knowledge and problem-solving skills anesthesiologists need for participation in projects that satisfy the SBP competency.
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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
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Barnard-Ashton, Paula; Rothberg, Alan; McInerney, Patricia
2017-08-17
This paper presents a critical reflection of the integration of Blended Learning (BL) into an undergraduate occupational therapy curriculum which was delivered through Problem Based Learning (PBL). This is a qualitative reflection of a Participatory Action Research (PAR) study using Brookfield's model for critical reflection of an educator's practice. The model uses four 'lenses' through which to focus enquiry: Lens 1) our autobiography as a learner of practice; Lens 2) our learners' eyes; Lens 3) our colleagues' experiences; and Lens 4) the theoretical literature. Grounded theory analysis was applied to the data. The factors that contributed to successful integration of technology and e-Learning into an existing curriculum, the hurdles that were navigated along the way, and how these influenced decisions and innovation are explored. The core categories identified in the data were "drivers of change" and "outcomes of BL integration". Key situations and pivotal events are highlighted for their role in the process that led to the project maturing. Each lens reflects the successes and hurdles experienced during the study. Brookfield's model provides an objective method of reflection which showed that despite the hurdles, e-Learning was successfully integrated into the curriculum.
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Information-Processing Models and Curriculum Design
Calfee, Robert C.
1970-01-01
"This paper consists of three sections--(a) the relation of theoretical analyses of learning to curriculum design, (b) the role of information-processing models in analyses of learning processes, and (c) selected examples of the application of information-processing models to curriculum design problems." (Author)
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The Gas Laws and the Kinetic Theory: Curriculum Guide for the Thirteen-College Curriculum Program.
Daniel, Army; And Others
This booklet is both a teacher's manual and a student's manual in a series of booklets that make up the core of a Physical Science course designed for the freshman year of college and used by teachers in the 27 colleges participating in the Thirteen College Curriculum Program. This program is a curriculum revision project in support of 13…
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Psychological Approaches to Learner Centered Curriculum in Kerala
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…
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Controlling Curriculum Redesign with a Process Improvement Model
Drinka, Dennis; Yen, Minnie Yi-Miin
2008-01-01
A portion of the curriculum for a Management Information Systems degree was redesigned to enhance the experiential learning of students by focusing it on a three-semester community-based system development project. The entire curriculum was then redesigned to have a project-centric focus with each course in the curriculum contributing to the…
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van Beukelen, Peter
2004-01-01
The Faculty of Veterinary Medicine in Utrecht has recently introduced two major curriculum changes in order to keep pace with developments in research (the vast increase in scientific knowledge), in society (the quality awareness of veterinary clients), and in the veterinary profession, where a species and sector differentiation can be observed. After about 15 years during which the curriculum remained more or less unchanged, a radical curriculum revision was introduced in 1995. A further revision, with the introduction of separate study tracks, began in 2001. The 2001 curriculum focuses on academic and scientific training, active learning and problem solving, training in communication and professional behavior, and lifelong learning. It is divided into a four-year core curriculum, in which a broad, cross-species pathobiological insight is central, and a two-year track curriculum, through which students achieve a starting competence in a specific species or sector. The main teaching methods are tutorials and group tasks; practical work is used mainly to achieve specific veterinary skills. Teaching hours represent 30-35% of all study hours. Self-teaching is encouraged by providing study materials, self-teaching questions, teachers assigned to assist with self-teaching, and adequate facilities. The five tracks offered are Companion Animals/Equine; Food Animals; Veterinary Public Health; Veterinary Research; and Veterinary Administration and Management. All students follow a uniform 30-week clinical rotation program, while the track program is 42 weeks. A summary of admission procedures is given, as well as the times and procedures for track selection.
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Assessment of incidental learning of medical terminology in a veterinary curriculum.
Ainsworth, A Jerald; Hardin, Laura; Robertson, Stanley
2007-01-01
The objective of this study was to determine whether students in a veterinary curriculum at Mississippi State University would gain an understanding of medical terminology, as they matriculate through their courses, comparable to that obtained during a focused medical terminology unit of study. Evaluation of students' incidental learning related to medical terminology during the 2004/2005 and 2005/2006 academic years indicated that 88.7% and 81.9% of students, respectively, scored above 70% on a medical terminology exam by the end of the first year of the curriculum. For the 2004/2005 academic, 67.6% increased their percentage of correct answers above 70% from the first medical terminology exam to the third. For the 2005/2006 academic year, 61.1% of students increased their score above 70% from the first to the third exam. Our data indicate that students can achieve comprehension of medical terminology in the absence of a formal terminology course.
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BIBLIOGRAPHY ON CURRICULUM DEVELOPMENT. SUPPLEMENT I.
Harvard Univ., Cambridge, MA. Graduate School of Education.
THIS BIBLIOGRAPHY (SUPPLEMENT I) LISTS MATERIALS ON VARIOUS ASPECTS OF CURRICULUM DEVELOPMENT. EIGHTY-TWO UNANNOTATED REFERENCES ARE PROVIDED FOR DOCUMENTS DATING FROM 1961 TO 1966. BOOKS, JOURNALS, REPORT MATERIALS, AND SOME UNPUBLISHED MANUSCRIPTS ARE LISTED IN SUCH AREAS AS EDUCATIONAL GAMES, CURRICULUM CHANGE, CONCEPT DEVELOPMENT, PROGRAM…
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International Nuclear Information System (INIS)
2008-01-01
The objectives of the meeting were to: - Exchange information on the national programmes on Fast Reactors (FR) and Accelerator Driven Systems (ADS); - Review the progress since the 40th TWG-FR Annual Meeting, including the status of the actions; - Consider meeting arrangements for 2008, 2009, 2010 and beyond; - Review the IAEA’s ongoing information exchange and coordinated research activities in the technical fields relevant to the TWG-FR (FRs and ADS), as well as coordination of the TWG-FR’s activities with other organizations and international initiatives; - Discuss future joint activities in view of IAEA’s Programme and Budget Cycles beyond 2008-2009
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Integrating components of culture in curriculum planning
Directory of Open Access Journals (Sweden)
Grace Chibiko Offorma
2016-05-01
Full Text Available Culture is seen from different perspectives but the focus of this paper is on the totality of people’s way of life; those things that bind the society together. In this paper, the key concepts of curriculum, culture, and curriculum planning are explained. The components of culture, namely, universals of culture, specialties of culture and alternatives of culture are discussed. Integration is briefly presented and how to integrate culture in the curriculum planning is discussed. This can be done through situational analysis to identify the necessary cultural contents to be included or integrated in the curriculum. Different modes of delivery to be used are role play, dramatization, collaboration, field trips, games and simulation, and other interactive modes that make learning meaningful and worthwhile.
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SU-F-E-08: Medical Physics as a Teaching Tool for High School Science Curriculum
Energy Technology Data Exchange (ETDEWEB)
Buckley, L [The Ottawa Hospital Cancer Ctr., Ottawa, ON (Canada)
2016-06-15
Purpose: Delivering high school science curriculum in a timely manner and in way that is accessible to all students is a challenge for teachers. Although many high schools offer career workshops, these are typically directed at senior students and do not relate directly to details of the curriculum. The objective of this initiative was to create a series of lectures that use medical physics to relate many aspects of the high school science curriculum to tangible clinical applications and to introduce students to alternate pathways into a career in health sciences. Methods: A series of lectures has been developed based on the Ontario High School Science Curriculum. Each lecture uses a career in radiotherapy medical physics as the framework for discussion of topics specific to the high school course being addressed. Results: At present, these lectures have been delivered in five area high schools to students ranging from sophomores to seniors. Survey documents are given to the students before and after the lecture to assess their awareness of careers in health care, applications of physics and their general interest in the subject areas. As expected, students have limited up front awareness of the wide variety of health related career paths. The idea of combining a career lecture with topics specific to the classroom curriculum has been well-received by teachers and students alike. Conclusion: Career talks for high school students are useful for students contemplating their post- secondary career path. Relating career discussion with direct course curriculum makes their studies more relevant and engaging. Students aspiring to a career in health sciences often focus their studies on life sciences due to limited knowledge of potential careers. An early introduction to medical physics presents them with an alternate path through the physical sciences into health care.
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SU-F-E-08: Medical Physics as a Teaching Tool for High School Science Curriculum
International Nuclear Information System (INIS)
Buckley, L
2016-01-01
Purpose: Delivering high school science curriculum in a timely manner and in way that is accessible to all students is a challenge for teachers. Although many high schools offer career workshops, these are typically directed at senior students and do not relate directly to details of the curriculum. The objective of this initiative was to create a series of lectures that use medical physics to relate many aspects of the high school science curriculum to tangible clinical applications and to introduce students to alternate pathways into a career in health sciences. Methods: A series of lectures has been developed based on the Ontario High School Science Curriculum. Each lecture uses a career in radiotherapy medical physics as the framework for discussion of topics specific to the high school course being addressed. Results: At present, these lectures have been delivered in five area high schools to students ranging from sophomores to seniors. Survey documents are given to the students before and after the lecture to assess their awareness of careers in health care, applications of physics and their general interest in the subject areas. As expected, students have limited up front awareness of the wide variety of health related career paths. The idea of combining a career lecture with topics specific to the classroom curriculum has been well-received by teachers and students alike. Conclusion: Career talks for high school students are useful for students contemplating their post- secondary career path. Relating career discussion with direct course curriculum makes their studies more relevant and engaging. Students aspiring to a career in health sciences often focus their studies on life sciences due to limited knowledge of potential careers. An early introduction to medical physics presents them with an alternate path through the physical sciences into health care.
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LITERATURE CURRICULUM III--TEST FOR "THE MERCHANT OF VENICE."
KITZHABER, ALBERT R.
THIS TEST--"THE MERCHANT OF VENICE"--WAS DESIGNED BY THE OREGON CURRICULUM STUDY CENTER FOR A NINTH-GRADE LITERATURE CURRICULUM. IT IS INTENDED TO ACCOMPANY CURRICULUM UNITS AVAILABLE AS ED 010 815 AND ED 010 816. (MM)
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DEFF Research Database (Denmark)
This Symposium presents curriculum design and content issues in a Scandinavian business school at its Centenary. The aim is an exploration of an educational institution at the interface of the European Higher Education Area (EHEA) within the historical trends of the European Union. We hope...... of interdisciplinarity, use of text production as a tool in support of project and thesis writing, and the use of plurilingual content based teaching in a cooperative learning model for European studies. The history of one curriculum model initiated to educate better citizens, combining interdisciplinary methods...
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Curriculum and Law: An Elaboration of the Analogy.
Orpwood, Graham W. F.
A new conceptualization of the curriculum field is offered that is based on an analogy with the field of law. The conceptualization is able to account for the existence in curriculum of a variety of differing normative curriculum theories. Two theories of law (natural law and legal positivism) are described and shown to have exact counterparts in…
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Killingsworth, John
Low degree completion in technical and engineering degrees is a growing concern for policymakers and educators in the United States. This study was an examination of the behaviors of adolescents specific to career decisions related to technology and engineering. The central research question for this study was: do rural, Midwestern high school technical and engineering curricula serve to engage students sufficiently to encourage them to persist through high school while sustaining their interests in technology and engineering careers? Engaging students in technology and engineering fields is the challenge for educators throughout the country and the Midwest. Rural schools have the additional challenge of meeting those issues because of resource limitations. Students in three Midwestern schools were surveyed to determine the level of interest in technology and engineering. The generalized likelihood ratio test was used to overcome concerns for small sample sizes. Accounting for dependent variables, multiple independent variables are examined using descriptive statistics to determine which have greater influence on career decisions, specifically those related to technology and engineering. A typical science curriculum is defined for rural Midwestern high schools. This study concludes that such curriculum achieves the goal of maintaining or increasing student interest and engagement in STEM careers. Furthermore, those schools that incorporate contextual and experiential learning activities into the curriculum demonstrate increased results in influencing student career choices toward technology and engineering careers. Implications for parents, educators, and industry professionals are discussed.