repeat his social security number. 65. One of the vehicles are broken. 66. The rifle team beat its closest competition in the final. 67. The deuce -and-a...could of, could have) arrived a little earlier. 22. My commander said I (done good, did well) on the task. 23. The deuce -and-a-half failed to see the...this idea of promotions by a leads to. link (a dotted line with an "l" in Figure 2). Another feature of the ID is its many educational programs. The ID
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Deal, D.E.; Abitz, R.J. [I. T. Corp., Carlsbad, NM (United States); Belski, D.S. [USDOE Albuquerque Operations Office, Carlsbad, NM (United States). Waste Isolation Pilot Plant Project Office
This report is the last one that is currently scheduled in the sequence of reports of new data, and therefore, also includes summary comments referencing important data obtained by BSEP since 1983. These BSEP activities document and investigate the origins, hydraulic characteristics, extent, and composition of brine occurrences in the Permian Salado Formation and seepage of that brine into the excavations at the (WIPP) Waste Isolation Pilot Plant. A project concern is that enough brine might be present after sealing and closure to generate large quantities of hydrogen gas by corroding the metal in the waste drums and waste inventory. This report describes progress made during the calendar years 1992 and 1993 and focuses on four major areas: (1) monitoring of brine inflow, e.g., measuring brines recovered from holes drilled downward from the underground drifts (downholes), upward from the underground drifts (upholes), and from subhorizontal holes from the underground drifts; (2) observations of weeps in the Air Intake Shaft (AIS); (3) further characterization of brine geochemistry; and (4) additional characterization of the hydrologic conditions in the fractured zone beneath the excavations.
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Soroka, Carol J; Boyer, James L
The bile salt export pump (BSEP, ABCB11) is the primary transporter of bile acids from the hepatocyte to the biliary system. This rate-limiting step in bile formation is essential to the formation of bile salt dependent bile flow, the enterohepatic circulation of bile acids, and the digestion of dietary fats. Mutations in BSEP are associated with cholestatic diseases such as progressive familial intrahepatic cholestasis type 2 (PFIC2), benign recurrent intrahepatic cholestasis type 2 (BRIC2), drug-induced cholestasis, and intrahepatic cholestasis of pregnancy. Development of clinical therapies for these conditions necessitates a clear understanding of the cell biology of biosynthesis, trafficking, and transcriptional and translational regulation of BSEP. This chapter will focus on the molecular and cell biological aspects of this critical hepatic membrane transporter. Copyright © 2013 Elsevier Ltd. All rights reserved.
Jain, Sankalp; Grandits, Melanie; Richter, Lars; Ecker, Gerhard F.
The bile salt export pump (BSEP) actively transports conjugated monovalent bile acids from the hepatocytes into the bile. This facilitates the formation of micelles and promotes digestion and absorption of dietary fat. Inhibition of BSEP leads to decreased bile flow and accumulation of cytotoxic bile salts in the liver. A number of compounds have been identified to interact with BSEP, which results in drug-induced cholestasis or liver injury. Therefore, in silico approaches for flagging compounds as potential BSEP inhibitors would be of high value in the early stage of the drug discovery pipeline. Up to now, due to the lack of a high-resolution X-ray structure of BSEP, in silico based identification of BSEP inhibitors focused on ligand-based approaches. In this study, we provide a homology model for BSEP, developed using the corrected mouse P-glycoprotein structure (PDB ID: 4M1M). Subsequently, the model was used for docking-based classification of a set of 1212 compounds (405 BSEP inhibitors, 807 non-inhibitors). Using the scoring function ChemScore, a prediction accuracy of 81% on the training set and 73% on two external test sets could be obtained. In addition, the applicability domain of the models was assessed based on Euclidean distance. Further, analysis of the protein-ligand interaction fingerprints revealed certain functional group-amino acid residue interactions that could play a key role for ligand binding. Though ligand-based models, due to their high speed and accuracy, remain the method of choice for classification of BSEP inhibitors, structure-assisted docking models demonstrate reasonably good prediction accuracies while additionally providing information about putative protein-ligand interactions.
Humphrey, Doris D.
A program developed a paralegal studies program for Delaware County Community College in the Philadelphia (Pennsylvania) metropolitan area. Activities included gathering of information on paralegal studies as it related to curriculum content; advisory group establishment; curriculum development; training/educational material development; and…
... 14 Aeronautics and Space 3 2010-01-01 2010-01-01 false Training program curriculum requirements... TRANSPORTATION (CONTINUED) SCHOOLS AND OTHER CERTIFICATED AGENCIES TRAINING CENTERS Aircrew Curriculum and Syllabus Requirements § 142.39 Training program curriculum requirements. Each training program curriculum...
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Yoder, S. Elizabeth; Kurz, M. Elizabeth
Linear programming (LP) is taught in different departments across college campuses with engineering and management curricula. Modeling an LP problem is taught in every linear programming class. As faculty teaching in Engineering and Management departments, the depth to which teachers should expect students to master this particular type of…
Developing a music program based on quality curriculum is the key to success. The purpose of my research was to explore whether teachers used curriculum for quality control in an Elementary music program. Using student questionnaires, teacher interviews, and teacher observations I found that the music curriculum in each school was different. There…
Cheng, Yaofeng; Woolf, Thomas F; Gan, Jinping; He, Kan
The bile salt export pump protein (BSEP), expressed on the canalicular membranes of hepatocytes, is primarily responsible for the biliary excretion of bile salts. The inhibition of BSEP transport activity can lead to an increase in intracellular bile salt levels and liver injury. This review discusses the various in vitro assays currently available for assessing the effect of drugs or other chemical entities to modulate BSEP transport activity. BSEP transporter assays use one of the following platforms: Xenopus laevis oocytes; canalicular membrane vesicles (CMV); BSEP-expressed membrane vesicles; cell lines expressing BSEP; sandwich cultured hepatocytes (SCH); and hepatocytes in suspension. Two of these, BSEP-expressed insect membrane vesicles and sandwich cultured hepatocytes, are the most commonly used assays. BSEP membrane vesicles prepared from transfected insect cells are useful for assessing BSEP inhibition or substrate specificity and exploring mechanisms of BSEP-associated genetic diseases. This model can be applied in a high-throughput format for discovery-drug screening. However, experimental results from use of membrane vesicles may lack physiological relevance and the model does not allow for investigation of in situ metabolism in modulation of BSEP activity. Hepatocyte-based assays that use the SCH format provide results that are generally more physiologically relevant than membrane assays. The SCH model is useful in detailed studies of the biliary excretion of drugs and BSEP inhibition, but due to the complexity of SCH preparation, this model is used primarily for determining biliary clearance and BSEP inhibition in a limited number of compounds. The newly developed hepatocyte in suspension assay avoids many of the complexities of the SCH method. The use of pooled cryopreserved hepatocytes in suspension minimizes genetic variance and individual differences in BSEP activity and also provides the opportunity for higher throughput screening and cross
Hamam, H.; Loucif, S.
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…
Alonso, Juan A.
This article describes a model for curricular adaptations for gifted students. A distinction is made between non-significant curriculum adaptations that can be easily made by the regular teacher and significant curriculum adaptations that involve deep changes in aims, content, and evaluation criteria. (Contains references.) (DB)
China Inst. in America, New York, NY.
This manual was prepared by the staff of the China Institute's Bilingual Vocational Training Program, which has been in operation since 1975. The document includes a description of the training program for Chinese chefs and the curriculum guide used in the program. Following the introductory section, which describes the program objectives,…
Bijker, Monique; Van der Klink, Marcel; Boshuizen, Els
Bijker, M. M., Van der Klink, M. R., & Boshuizen, H. P. A. (2011, 8 September). The curriculum success of business administration education programs. Presentation for the visit of KU Leuven, Open Universiteit, Heerlen, The Netherlands.
Overbaugh, Richard C.
This curriculum is proposed to enhance problem-solving ability through learning to program in BASIC. Current research shows development of problem-solving skills from learning to program in BASIC. Successful treatments have been based on contemporary problem-solving theory, top-down, modular programing, and rigorous length and intensity. The…
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.
Whiteriver Public Schools, AZ.
These curriculum materials from the Whiteriver (Arizona) Elementary School consist of--(1) an English-Apache word list of some of the most commonly used words in Apache, 29p.; (2) a list of enclitics with approximate or suggested meanings and illustrations of usage, 5 p.; (3) an illustrated chart of Apache vowels and consonants, various written…
St. Cyr, David; And Others
This curriculum contains materials for use in duplicating the 11-week course for machine operators that was implemented at New Hampshire Vocational-Technical College in Nashua, New Hampshire. Addressed in the course, which is designed to prepare entry-level employees, are the following topics: basic math, blueprint reading, layout tools and…
Saint Augustine Coll., Chicago, IL.
Instructor materials are provided for an assistant chef program intended for English as a second language (ESL) or bilingual (Spanish speaking) students. A curriculum outline includes a listing of the tasks to be mastered in the program. Other contents include key terms from the production and service area of food service in the areas of…
Bicak, Ali; Liu, Michelle; Murphy, Diane
The cybersecurity curriculum has grown dramatically over the past decade: once it was just a couple of courses in a computer science graduate program. Today cybersecurity is introduced at the high school level, incorporated into undergraduate computer science and information systems programs, and has resulted in a variety of cybersecurity-specific…
Wright, Geoffrey A.; Rich, Peter; Leatham, Keith R.
Programming is a fundamental component of modern society. Programming and its applications influence much of how people work and interact. Because of people's reliance on programming in one or many of its applications, there is a need to teach students to be programming literate. Because the purpose of the International Technology and Engineering…
This curriculum is designed primarily for use in individualized classrooms where the teacher is working with an assistant, but it has also been proven effective in traditional classrooms and in remedial situations. Program II focuses on the basic abilities used in analyzing and organizing acoustical patterns, with special emphasis on verbal…
This curriculum is designed primarily for use in individualized classrooms where the teacher is working with an assistant, but it has also been proven effective in traditional classrooms and in remedial situations. Program 3 focuses on a variety of gross-and fine-motor functions--basic abilities that affect the way the child physically interacts…
This curriculum is designed primarily for use in individualized classrooms where the teacher is working with an assistant, but it has also been proven effective in traditional classrooms and in remedial situations. Program 1 focuses on the basic abilities children use to analyze and organize graphic and other spatial patterns--skills directly…
Harris, Mary B.; And Others
Pilot-testing of a cardiovascular health education curriculum with 218 American Indian and Hispanic fifth graders in rural New Mexico noted significant increases in knowledge about the cardiovascular system, exercise, nutrition, obesity, tobacco use, and habit change, suggesting that the culturally oriented program may help promote a healthy…
Sterrett, James; Croom, Meg; Phillips, Cynthia M.; Shrader, Sarah
Objective. To determine student competency and confidence in the provision of diabetes care and satisfaction with incorporation of the American Pharmacist Association/American Association of Diabetes Educators (APhA/AADE) diabetes certificate program into the required doctor of pharmacy (PharmD) curriculum.
Horton, Akesha; Shack, Kyle; Mehta, Rohit
The MSUrbanSTEM fellowship program provides exemplary urban STEM teachers the opportunity to engage in transformative instructional and leadership experiences that support the advancement of their teaching practice. In this chapter, we provide a foundational examination of the development and implementation of a curriculum for this innovative…
Elam, Helen; And Others
A program of mathematics instruction for grade one is provided in this curriculum guide. The teaching goal of each lesson is stated in the Purpose section. Visual aids and manipulative materials useful in developing each lesson are suggested and additional teaching aids are listed. Suggestions for teaching the lessons are separated into three…
The Plato Program is an innovative and dynamic subject that was introduced to explore "learning how to learn" in Year 7. In response to observations by staff that students lacked critical thinking and research skills, it has metamorphosed into a vehicle for the delivery of information literacy within the curriculum, with a particular…
Full Text Available Dilek Kitapçıoğlu, Mehmet Emin Aksoy Medical Education Department, Faculty of Medicine, Acibadem University, CASE - Center of Advanced Simulation and Education, Istanbul, TurkeyThe letter by Ah-kee and Khan1 arguing that a mandatory year for studying leadership management within an already overcrowded undergraduate curriculum is not realistic and feasible drew our attention. We strongly support this idea because of the difficulties we met during integration of simulation programs into the undergraduate curriculum in Turkey.View the original paper by Ah-kee and Khan.
Grković, Ivica; Marinović Guić, Maja; Kosta, Vana; Poljicanin, Ana; Carić, Ana; Vilović, Katarina
To evaluate the structure of the anatomy program in the first year medical curriculum of University of Split School of Medicine by comparing it with the recommendations by the Educational Affairs Committee of the American Association of Clinical Anatomists (AACA) and the Terminologia Anatomica (TA); we also quantitatively evaluated the organization of teaching material in contemporary topographical anatomy textbooks and matched them with the AACA recommendations, TA, and the curriculum of the anatomy course taught at Medical School in Split, Croatia. TA, official recommendations of the AACA, 6 contemporary anatomy textbooks, and the structure of the anatomy course were analyzed for the proportion of the terms or text devoted to standard topographical regions of the body. The findings were correlated using Spearman rho test. The curriculum outline correlated both with the AACA recommendations (Spearman rho=0.83, P=0.015) and TA (Spearman rho=0.73, P=0.046). Textbooks contained 8 distinct sections, 7 allocated to topographic anatomy regions and 1 to general anatomy concepts and principles. The structure of all textbooks correlated significantly with the course curriculum. However, 4 out of 6 textbooks did not correlate with TA and only a single textbook showed significant correlation with the AACA recommendations. Anatomy textbooks vary in the amount of text dedicated to different parts of topographical anatomy and are not quite concordant with curriculum recommendations and standard anatomical terminology. Planning the structure of an anatomy course should not be based on a single book or recommendation but on evidence.
Moraine Park Technical Coll., Fond du Lac, WI.
This guide provides the instructor with materials for a barber/cosmetologist program. Seventeen study guides are provided: anatomy and physiology; applied chemistry; chemical straightening/relaxing; chemical waving; electricity and light therapy; facial services; hair coloring and lightening (bleach); hair cutting; hair, skin, and nail disorders;…
Priska J.R. Siagian
Full Text Available Indonesia is affected by global crisis. Increasing the number of entrepreneurs is one of many solutions to increase the economic growth in Indonesia. The number of entrepreneurs in Indonesia to leverage the economic growth is still limited. Entrepreneurs can be prepared through an Entrepreneurship Study Program. Entrepreneurship Study Program attempts to create qualified entrepreneurs who have relevant competences. In order to create a qualified entrepreneurs, the Entrepreneurial Studies Program requires a competency-based curriculum that will support the educational process and provide all the necessary to become future entrepreneurs who can survive through a global challenge. This research aims to design a competence-based curriculum for entrepreneurial study and uses Quality Function Deployment (QFD as the major tool to design the competence-based curriculum. From the QFD process, this research finds core and elective courses for the Entrepreneurship Study Program. The result shows the competences covered by the courses and sequence, credits, and teaching methods for each course. The competences prepared the potential entrepreneurs can be achieved through specific courses which can be acquired within 8 semesters.
Joyner-Melito, Helen S.
Over the past several decades, there has been increasing interest in program- and university-level assessment and aligning learning outcomes to program content. Curriculum mapping is a tool that creates a visual map of all courses in the curriculum and how they relate to curriculum learning outcomes. Assessment tools/activities are often included…
Grković, Ivica; Marinović Guić, Maja; Košta, Vana; Poljičanin, Ana; Čarić, Ana; Vilović, Katarina
Aim To evaluate the structure of the anatomy program in the first year medical curriculum of University of Split School of Medicine by comparing it with the recommendations by the Educational Affairs Committee of the American Association of Clinical Anatomists (AACA) and the Terminologia Anatomica (TA); we also quantitatively evaluated the organization of teaching material in contemporary topographical anatomy textbooks and matched them with the AACA recommendations, TA, and the curriculum of the anatomy course taught at Medical School in Split, Croatia. Methods TA, official recommendations of the AACA, 6 contemporary anatomy textbooks, and the structure of the anatomy course were analyzed for the proportion of the terms or text devoted to standard topographical regions of the body. The findings were correlated using Spearman ρ test. Results The curriculum outline correlated both with the AACA recommendations (Spearman ρ = 0.83, P = 0.015) and TA (Spearman ρ = 0.73, P = 0.046). Textbooks contained 8 distinct sections, 7 allocated to topographic anatomy regions and 1 to general anatomy concepts and principles. The structure of all textbooks correlated significantly with the course curriculum. However, 4 out of 6 textbooks did not correlate with TA and only a single textbook showed significant correlation with the AACA recommendations. Conclusion Anatomy textbooks vary in the amount of text dedicated to different parts of topographical anatomy and are not quite concordant with curriculum recommendations and standard anatomical terminology. Planning the structure of an anatomy course should not be based on a single book or recommendation but on evidence. PMID:19260144
Stephens, Elizabeth H; Walters, Dustin M; Eilers, Amanda L; Tchantchaleishvili, Vakhtang; Goldstone, Andrew B; Gillaspie, Erin A; Fiedler, Amy; LaPar, Damien J
Development of curricula that appropriately progress a resident from medical school graduate to fully trained cardiothoracic surgeon is a key challenge for integrated cardiothoracic training programs. This study examined variability and perceived challenges in integrated curricula. Responses to the 2016 TSDA/TSRA survey that accompanies the annual in-training exam taken by current cardiothoracic surgery residents were analyzed. Standard statistical methods were utilized to examine trends in participant responses. General surgery experience decreased with post-graduate year, whereas cardiac operative experience increased. Rotations in a wide variety of adjunct fields were common. The majority (87%) of respondents reported had dedicated cardiothoracic intensive care unit (ICU) rotations, and surgical ICU and cardiac care unit rotations were less common (68% and 42%, respectively). The most common surgical subspecialty rotations were vascular (94%) and acute care surgery (88%), with a wide range of clinical exposure (ie, 3-44 weeks for vascular). Importantly, 52% felt competition with general surgery residents for experience and 22.5% of general surgery rotations were at hospitals without general surgery residents. Perceived challenges included optimization of rotations (78%), faculty allowing residents to perform case components (60%), faculty teaching in the operating room (29%), and improving surgical experience on general surgery rotations (19%). Significant variation exists in integrated cardiothoracic surgery curricula. Optimization of rotations, access to surgical experience, and integration with general surgery appear to be the most significant perceived challenges. These data suggest that optimization of early clinical and surgical experience within institutions could improve trainee preparedness for senior cardiothoracic surgery training. Copyright © 2017 The Society of Thoracic Surgeons. Published by Elsevier Inc. All rights reserved.
... NIH Curriculum Supplements Programs SUMMARY: In compliance with the requirements of section 3506(c)(2... review and approval. Proposed Collection: Title: The Effectiveness of the NIH Curriculum Supplements... will attempt to assess customer demographics and their satisfaction with the NIH curriculum supplements...
Overton, R. Jean; Proffitt, Sally
This manual was developed to provide a comprehensive curriculum guideline for postsecondary marketing and retailing programs. It contains competence-based materials and integrates the Interstate Distributive Education Curriculum Consortium (IDECC) Learning Activity Packages into the curriculum. The first of seven chapters in this manual presents…
Dopheide, Julie A; Bostwick, Jolene R; Goldstone, Lisa W; Thomas, Kelan; Nemire, Ruth; Gable, Kelly N; Cates, Marshall; Caballero, Joshua; Smith, Tawny; Bainbridge, Jacquelyn
Objective. To describe pharmacy curricula in psychiatry and neurology and to report on neuropsychiatric pharmacy specialists' views on optimal curriculum. Methods. Design and administer one electronic survey to accredited pharmacy programs asking them to report information on curricula in psychiatry and neurology for the 2014-2015 academic year. Design and administer a separate electronic survey to board certified pharmacists with an academic affiliation who are members of the College of Psychiatric and Neurologic Pharmacists (CPNP) asking about their teaching activities and their opinion on optimal curricula. Results. Fifty-six percent of pharmacy programs and 65% of CPNP members responded to the surveys. The program survey revealed greater than 80% of topics were taught by full-time faculty. Didactic lecturing, team-based learning, and case studies were the most common teaching methods. Programs dedicated the most didactics (3 to 5+ hours) to epilepsy, depression, schizophrenia, substance use disorders, and pain. Autism, traumatic brain injury, personality, and eating disorders were either not taught or given ≤ 1 hour of didactics in most programs. Inpatient psychiatry had the most APPE placements with a mean of 19.6, range 0-83. APPE electives in psychiatry outnumbered those in neurology 5 to 1. CPNP member survey results showed 2 out of 3 members agreed that curriculum could be improved with additional APPEs in psychiatry and neurology. Conclusion. Didactic hour distribution in psychiatry and neurology could be improved to better align with board certification in psychiatric pharmacy (BCPP) recommendations and disorder prevalence and complexity. Specialists recommend an experiential component in neurology and psychiatry to combat stigma and improve pharmacist knowledge and skills.
Sydney Freeman Jr.
Full Text Available Currently the study of higher education has been referred to as a multidisciplinary field. Consensus is continuing to evolve regarding both what is considered the appropriate coursework and the foundational knowledgebase of this field. The study of higher education is maturing and has the potential to transition from being seen as a field to being respected as an academic discipline. The purpose of the present study is to investigate the status of the core curriculum in higher education doctoral programs from the perspective of program directors with programs that required the completion of standardized coursework prior to beginning a dissertation. We used online survey analytic techniques to query program directors about their EdD and PhD programs in higher education, credit hours, and curricular content. Our study confirms previous work finding that there is common agreement in the subject matter areas of organization, leadership, administration, and history. What our work adds is that there is a growing consensus among higher education doctoral programs about the position of higher education law and finance in the curricular core. In addition, we find there is a growing interest in public policy and community colleges over time, with a majority of EdD programs including instruction in these areas. Nevertheless, majoritarian agreement does not meet at a level wherein consensus can be inferred, especially within PhD programs where requirements are more varied across programs. In addition, while there is an increasing trend in the inclusion of multiculturalism in higher education doctoral programming, multiculturalism is not currently part of higher education’s core. We conclude with research and practice implications for doctoral programs in higher education as a field of study.
Cheng, Yaofeng; Chen, Shenjue; Freeden, Chris; Chen, Weiqi; Zhang, Yueping; Abraham, Pamela; Nelson, David M; Humphreys, W Griffith; Gan, Jinping; Lai, Yurong
The interference of bile acid secretion through bile salt export pump (BSEP) inhibition is one of the mechanisms for troglitazone (TGZ)-induced hepatotoxicity. Here, we investigated the impact of single or repeated oral doses of TGZ (200 mg/kg/day, 7 days) on bile acid homoeostasis in wild-type (WT) and Bsep knockout (KO) rats. Following oral doses, plasma exposures of TGZ were not different between WT and KO rats, and were similar on day 1 and day 7. However, plasma exposures of the major metabolite, troglitazone sulfate (TS), in KO rats were 7.6- and 9.3-fold lower than in WT on day 1 and day 7, respectively, due to increased TS biliary excretion. With Bsep KO, the mRNA levels of multidrug resistance-associated protein 2 (Mrp2), Mrp3, Mrp4, Mdr1, breast cancer resistance protein (Bcrp), sodium taurocholate cotransporting polypeptide, small heterodimer partner, and Sult2A1 were significantly altered in KO rats. Following seven daily TGZ treatments, Cyp7A1 was significantly increased in both WT and KO rats. In the vehicle groups, plasma exposures of individual bile acids demonstrated variable changes in KO rats as compared with WT. WT rats dosed with TGZ showed an increase of many bile acid species in plasma on day 1, suggesting the inhibition of Bsep. Conversely, these changes returned to base levels on day 7. In KO rats, alterations of most bile acids were observed after seven doses of TGZ. Collectively, bile acid homeostasis in rats was regulated through bile acid synthesis and transport in response to Bsep deficiency and TGZ inhibition. Additionally, our study is the first to demonstrate that repeated TGZ doses can upregulate Cyp7A1 in rats. Copyright © 2017 by The American Society for Pharmacology and Experimental Therapeutics.
The National Science Foundation has awarded over 10 million in awards to four coalitions in the first round of full awards in the Systemic Changes in the Undergraduate Chemistry Curriculum program. Overall, more than 50 institutions, ranging from large universities to four-year and community colleges, are formally involved in these projects. Each of the projects will involve five years of curricular development and evaluation and dissemination of the results by the participating institutions, as described in the abstracts below. We encourage faculty who are interested in becoming involved in any of these projects to contact the appropriate coalition. In addition, we expect to begin offering an emphasis in 1997 under the Course and Curriculum Development program in which faculty can request funds to assist them in adapting and adopting at their own institutions curricular innovations that have been developed by these coalitions. Another round of proposals for full awards was accepted in June of 1995, and we expect to make one more award in the program during FY1996. We do not expect to accept proposals for either planning or full grants in this program in June of 1996. However, the regular Course and Curriculum Development program will continue to accept and fund proposals requesting support for smaller-scale changes in the chemistry curriculum. ChemLinks Coalition: Making Chemical Connections Brock Spencer Beloit College, Beloit, WI 53511 DUE 9455918: FY1995, 705,000; FY 1996, 655,000; FY1997, 655,000; FY1998, 350,00; FY1999, 350,000 The ChemLinks Coalition is undertaking a five-year project to change the way students learn chemistry, increase scientific literacy for all students taking chemistry, and promote the process of educational reform. In collaboration with the ModularChem Consortium, faculty are developing, testing, and disseminating modular course materials that use active and collaborative approaches to learning. These materials, focused on the first two
Eight awards in chemistry curriculum development for FY1996 have been announced. One award, to a consortium centered at the University of California-Los Angeles, represents the fifth award in the Systemic Changes in the Undergraduate Chemistry Curriculum program. Although no proposals will be accepted in this program for either planning or full grants for FY1997, it is anticipated that proposals will be accepted in June of 1997 for projects that would adapt and adopt materials developed by the five funded consortia: Molecular Science centered at the University of California-Los Angeles; ChemLinks centered at Beloit College; MolecularChem Consortium centered at the University of California-Berkeley; Workshop Chemistry centered at CUNY City College; and New Traditions centered at the University of Wisconsin-Madison. Seven awards have been made in the Course and Curriculum Development program. This ongoing program continues to accept proposals in chemistry as usual. Systemic Changes in the Undergraduate Chemistry Curriculum Program Award. Molecular Science. Orville L. Chapman University of California-Los Angeles DUE 9555605 FY96 725,000 FY97 575,000, FY98 575,000 FY99 275,000, FY00 275,000 The UCLA-CSUF-Community College Alliance (24 area community colleges that have worked together for more than 15 years) proposes a sweeping restructuring of the lower division chemistry curriculum and the auxiliary learning and assessment processes. In forming our new curriculum, we reject the positivist approach to science education in favor of a constructivist approach that emphasizes problem solving and exploratory learning. We make this change in order to focus on the developing key skills, traits, and abilities of our students. Our new curriculum, the Molecular Science Curriculum, cuts across departments and disciplines to embrace all activities that involve the study of atoms and molecules. In particular, environmental science, materials science, and molecular life science have
Newton, Gail D.; Hagemeier, Nicholas E.
Objective. To implement and evaluate a curriculum development seminar in which graduate students experienced circumstances that occur when faculty members develop and attempt to secure colleague approval for a curriculum.
Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.
This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the welding and cutting programs cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies, and…
Zeblisky, Kathy; Birr, Rebecca A; Sjursen Guerrero, Anne Marie
Librarians for the joint Phoenix Children's Hospital/Maricopa Medical Center Pediatric Residency Program were asked to assist on the Evidence-Based Medicine (EBM) Subcommittee for the program. Faculty was open to recommendations for revising and improving the curriculum and desired librarian assistance in completing the task. The annual program review and conference evaluations revealed a gap between the objectives of the EBM curriculum and the residents' perceived abilities to integrate knowledge into meaningful literature searches. This column demonstrates how librarians can collaborate with their residency programs to revise and improve processes to effect change in their program's EBM curriculum.
Full Text Available The study is intended to develop curriculum of bachelor in ELT Program based on the Indonesian National Qualification Framework (KKNI. The procedure of the curriculum development is adapted from a guidance book of the curriculum development for higher education published by RISTEKDIKTI. The subjects of the study are the lecturers and students of English Department Muhammadiyah University of Metro, English teachers, headmaster, English course owners, heads of private and state institution, and heads of regency and city education office. The result of the study is the curriculum documents such as graduate profiles, learning outcomes, study materials, the structure of curriculum, the semesterly course distribution, course description, syllabus, and lesson plan. The curriculum has been being implemented for two semesters. The students give positive response on the implementation of the curriculum.
Robertson, Cathy Jean
One rural Midwestern high school discovered a discrepancy among school, state, and national science skill attainment, verified by ACT scores. If students do not acquire vital science skills, they may not perform proficiently on science tests, thus impacting future college options. Inquiry based instruction and constructivism provided the basis for the theoretical framework. This study questioned associations between ACT scores, inquiry science technique usage, and ACT standard usage (Phase 1), and teachers' views on science instruction (Phase 2). This sequential explanatory mixed methods program evaluation included 469 ACT scores, surveys sent to 9 science teachers, and 8 interviews. Phase 1 used the inquiry science implementation scale survey and an ACT college readiness standards workbook to determine proportional associations between datasets. Descriptive statistics, one-sample t tests, and binomial tests were used to analyze Phase 1 data. Phase 2 interviews augmented Phase 1 data and were disassembled, reassembled, and interpreted for parallel viewpoints. Phase 1 data indicated that teachers use a slightly above average amount of inquiry and science ACT standards in the classroom; however, most science students did not test above the curriculum and there were inconsistencies in standards covered. Phase 2 data revealed teachers need time to collaborate and become skilled in inquiry methods to rectify the inconsistencies. The project was an evaluation report. This study will foster positive social change by giving the district a plan: adapt the science curriculum by integrating more ACT and inquiry standards and participate in more professional development that applies inquiry as a tool to increase science skill proficiency, thus generating locally competitive students for college and the workforce.
Vercaigne, Lavern; Davies, Neal M.; Davis, Christine; Renaud, Robert; Kristjanson, Cheryl
Objective. To develop a curriculum mapping process that supports continuous analysis and evidence-based decisions in a pharmacy program. Design. A curriculum map based on the national educational outcomes for pharmacy programs was created using conceptual frameworks grounded in cognitive learning and skill acquisition. Assessment. The curriculum map was used to align the intended curriculum with the national educational outcomes and licensing examination blueprint. The leveling and sequencing of content showed longitudinal progression of student learning and performance. There was good concordance between the intended and learned curricula as validated by survey responses from employers and graduating students. Conclusion. The curriculum mapping process was efficient and effective in providing an evidence-based approach to the continuous quality improvement of a pharmacy program. PMID:25258444
Across all certification areas, teacher education is being challenged to better integrate clinical experiences with coursework. This article describes the process of curriculum mapping and its impact on the organization of clinical experiences in a master's TESOL program over a 1-year redesign process. Although curriculum mapping has been employed…
Illinois Univ., Urbana. Office of Agricultural Communications and Education.
This curriculum guide contains four units with relevant problem areas and is intended as a source unit for agricultural education. These problem areas have been selected as suggested areas of study to be included in a core curriculum for secondary students enrolled in an agricultural education program. Each problem area includes some or all of the…
Brody, Harvey A.
A comparison of curricula for the two kinds of postdoctoral dental education programs examines clinical curriculum, program design, hospital-based and non-hospital-based programs, patient population, needs for such specialization, program length, and suggested changes and additions. (MSE)
Javad Sarabadani; Maryam Amirchaghmaghi; Yadolah Zarezadeh; Eshagh Yara; Hosein Souratgar
Introduction: This study was carried out to analyze the viewpoint of the residents of school of dentistry about the curriculum presented in the residency program to students of Mashhad School of Dentistry. Methods: To evaluate the perspectives of residents of dental school about the curriculum and regulations of residency program, a questionnaire was designed whose validity and reliability were confirmed by the authorities of School of Dentistry and test-retest reliability, respectively. ...
Zheng, Jihong; Fuhrmann, Thomas; Xu, Boqing; Schreiner, Rupert; Jia, Hongzhi; Zhang, Wei; Wang, Ning; Seebauer, Gudrun; Zhu, Jiyan
Different higher education backgrounds in China and Germany led to challenges in the curriculum design at the beginning of our cooperative bachelor program in Optoelectronics Engineering. We see challenges in different subject requirements from both sides and in the German language requirements for Chinese students. The curriculum was optimized according to the ASIIN criteria, which makes it acceptable and understandable by both countries. German students are integrated into the Chinese class and get the same lectures like their Chinese colleagues. Intercultural and curriculum challenges are successfully solved. The results are summarized to provide an example for other similar international programs.
Full Text Available Higher education ought to support the identification of training needs for industrial building information modelling (BIM curriculum development and sustainability education in the fields of civil engineering and management (CEM. This paper proposes a framework based on a four-phase step-by-step quality function deployment (QFD application for CEM curriculum planning and quality management. The framework attempts to respond to requests collected from 17 professionals and professors in order to integrate BIM into the higher education curriculum in China with a specific focus on construction management programs accredited by the American Council for Construction Education (ACCE. The entropy method and a K1–K6 scale adapted from Bloom’s revised cognitive process were employed to evaluate the CEM curriculum in QFD. The proposed framework was successfully applied to CEM curriculum planning, which included two curriculums of the four main knowledge areas provided by the Chinese CEM guidelines: construction cost and flow construction. Two curriculum areas showed that content should focus on knowledge such as (a Program evaluation and review technique(PERT planning; (b construction optimization in flow construction; (c principles of bill of quantities and (d construction consumption in construction costs. As for teaching quality management in China, the higher education curriculum should focus on three aspects to promote curriculum integration: (a pedagogical design; (b teaching resource and material and (c curriculum assessment. This research sheds light on the pedagogical shift to a similar context that has established guidelines accredited by the ACCE, with respect to reviewing curriculum planning from a knowledge system perspective in order to meet industrial demands at the operational level.
Applicants are encouraged to use their current curriculum vitae and to add any necessary information. Please include your name and a page number on each page of the curriculum vitae. Some of the information requested below will not be applicable to all individuals. Please do not print or type your information on this page. Personal Information Name (First middle last) Gender (optional) Race (optional) Date of birth Place of birth (city,
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.
ConnectEd: The California Center for College and Career, 2008
Successful Linked Learning pathways depend on curricula and instruction that challenge students to reach high academic standards through relevant and engaging content. These pathways offer an "integrated curriculum" that connects challenging, college-preparatory material to career-based technical concepts and applications. Teachers in…
Leeman, Ruedy W.
This history and state-of-the-art review of computer graphics describes computer graphics programs and proposed programs at Sheridan College (Canada), the Rhode Island School of Design, the University of Oregon, Northern Illinois University, and Ohio State University. These programs are discussed in terms of their philosophy, curriculum, student…
California Childcare Health Program, 2011
This "Integrated Pest Management Toolkit for Early Care and Education Programs" presents practical information about using integrated pest management (IPM) to prevent and manage pest problems in early care and education programs. This curriculum will help people in early care and education programs learn how to keep pests out of early…
British Columbia Dept. of Education, Victoria. Curriculum Development Branch.
This curriculum outline provides secondary and postsecondary instructors with detailed information on student learning outcomes for completion of the food services program requirements in the hospitality/tourism industry. A program overview discusses the aims of education; secondary school philosophy; and career preparation programs and their…
East Los Angeles Coll., CA.
In this curriculum guide, courses in a three-phase community college program for training import automobile technicians are provided. Following an introducation to the guide, the background of the development of the program, the program, the instruction, support for instruction, and the import automobile industry are discussed. Sample options for…
Will, Kelli England; Sabo, Cynthia Shier
The Reinforcing Alcohol Prevention (RAP) Program is an alcohol prevention curriculum developed in partnership with secondary schools to serve their need for a brief, evidence-based, and straightforward program that aligned with state learning objectives. Program components included an educational lesson, video, and interactive activities delivered…
Abuhamad, Alfred; Minton, Katherine K; Benson, Carol B
in Medicine assembled a multisociety task force to develop a consensus-based, standardized curriculum and competency assessment tools for obstetric and gynecologic ultrasound training in residency programs. The curriculum and competency assessment tools were developed based on existing national...... and international guidelines for the performance of obstetric and gynecologic ultrasound examinations and thus are intended to represent the minimum requirement for such training. By expert consensus, the curriculum was developed for each year of training, criteria for each competency assessment image were...... that the criteria set forth in this document will evolve with time. The task force also encourages use of ultrasound simulation in residency training and expects that simulation will play a significant part in the curriculum and the competency assessment process. Incorporating this training curriculum...
Langelier, Margaret H; Glicken, Anita Duhl; Surdu, Simona
The purpose of the study was to describe inclusion of didactic and clinical instruction in oral health in physician assistant (PA) education programs in 2014. A previous study in 2008 found that PA education program directors generally understood the importance of teaching about the linkage of oral health with systemic health; yet, few programs had actually integrated oral health instruction into the PA curriculum. This study was undertaken to ascertain the number of PA programs teaching oral health topics and to evaluate the content of instruction and implementation strategies. The study used a Web-based survey using a skip logic design that branched respondents based on inclusion or the absence of an oral health curriculum in the PA education program. The questions included predefined response options with the opportunity for narrative responses and comments. Analysis of survey data was completed using SPSS (IBM) and SAS (SAS Institute, Inc) and consisted mainly of frequencies and cross tabulations. There was greater inclusion of oral health curriculum in 2014 than in 2008 with most PA programs now providing didactic and clinical training in oral health. Stakeholders' efforts to engage PA program faculty with integration of oral health subject matter into core curriculum have resulted in wider availability of training for PA students in oral health promotion and prevention services. Efforts to equip PA faculty to teach oral health topics and clinical skills should continue as past efforts have resulted in wider integration of oral health subject matter into core PA curriculum.
Winder, Joshua S; Juza, Ryan M; Sasaki, Jennifer; Rogers, Ann M; Pauli, Eric M; Haluck, Randy S; Estes, Stephanie J; Lyn-Sue, Jerome R
The robotic surgical platform is being utilized by a growing number of hospitals across the country, including academic medical centers. Training programs are tasked with teaching their residents how to utilize this technology. To this end, we have developed and implemented a robotic surgical curriculum, and share our initial experience here. Our curriculum was implemented for all General Surgical residents for the academic year 2014-2015. The curriculum consisted of online training, readings, bedside training, console simulation, participating in ten cases as bedside first assistant, and operating at the console. 20 surgical residents were included. Residents were provided the curriculum and notified the department upon completion. Bedside assistance and operative console training were completed in the operating room through a mix of biliary, foregut, and colorectal cases. During the fiscal years of 2014 and 2015, there were 164 and 263 robot-assisted surgeries performed within the General Surgery Department, respectively. All 20 residents completed the online and bedside instruction portions of the curriculum. Of the 20 residents trained, 13/20 (65 %) sat at the Surgeon console during at least one case. Utilizing this curriculum, we have trained and incorporated residents into robot-assisted cases in an efficient manner. A successful curriculum must be based on didactic learning, reading, bedside training, simulation, and training in the operating room. Each program must examine their caseload and resident class to ensure proper exposure to this platform.
Full Text Available The human liver ATP-binding cassette (ABC transporters bile salt export pump (BSEP/ABCB11 and the multidrug resistance protein 3 (MDR3/ABCB4 fulfill the translocation of bile salts and phosphatidylcholine across the apical membrane of hepatocytes. In concert with ABCG5/G8, these two transporters are responsible for the formation of bile and mutations within these transporters can lead to severe hereditary diseases. In this study, we report the heterologous overexpression and purification of human BSEP and MDR3 as well as the expression of the corresponding C-terminal GFP-fusion proteins in the yeast Pichia pastoris. Confocal laser scanning microscopy revealed that BSEP-GFP and MDR3-GFP are localized in the plasma membrane of P. pastoris. Furthermore, we demonstrate the first purification of human BSEP and MDR3 yielding ∼1 mg and ∼6 mg per 100 g of wet cell weight, respectively. By screening over 100 detergents using a dot blot technique, we found that only zwitterionic, lipid-like detergents such as Fos-cholines or Cyclofos were able to extract both transporters in sufficient amounts for subsequent functional analysis. For MDR3, fluorescence-detection size exclusion chromatography (FSEC screens revealed that increasing the acyl chain length of Fos-Cholines improved monodispersity. BSEP purified in n-dodecyl-β-D-maltoside or Cymal-5 after solubilization with Fos-choline 16 from P. pastoris membranes showed binding to ATP-agarose. Furthermore, detergent-solubilized and purified MDR3 showed a substrate-inducible ATPase activity upon addition of phosphatidylcholine lipids. These results form the basis for further biochemical analysis of human BSEP and MDR3 to elucidate the function of these clinically relevant ABC transporters.
Stanek, Agatha; Clarkin, Chantalle; Bould, M Dylan; Writer, Hilary; Doja, Asif
The hidden curriculum represents influences occurring within the culture of medicine that indirectly alter medical professionals' interactions, beliefs and clinical practices throughout their training. One approach to increase medical student awareness of the hidden curriculum is to provide them with readily available examples of how it is enacted in medicine; as such the purpose of this study was to examine depictions of the hidden curriculum in popular medical television programs. One full season of ER, Grey's Anatomy and Scrubs were selected for review. A summative content analysis was performed to ascertain the presence of depictions of the hidden curriculum, as well as to record the type, frequency and quality of examples. A second reviewer also viewed a random selection of episodes from each series to establish coding reliability. The most prevalent themes across all television programs were: the hierarchical nature of medicine; challenges during transitional stages in medicine; the importance of role modeling; patient dehumanization; faking or overstating one's capabilities; unprofessionalism; the loss of idealism; and difficulties with work-life balance. The hidden curriculum is frequently depicted in popular medical television shows. These examples of the hidden curriculum could serve as a valuable teaching resource in undergraduate medical programs.
Carlos, W Graham; Poston, Jason T; Michaud, Gaetane C; Dela Cruz, Charles S; Luks, Andrew M; Boyer, Debra; Moore, Paul E; McSparron, Jakob I; Hayes, Margaret M; Balachandran, Jay S; Wang, Tisha S; Larsson, Eileen; Siegel-Gasiewski, Jennifer; Kantz, Alan; Beck, James M; Thomson, Carey C
Medical professional societies exist to foster collaboration, guide career development, and provide continuing medical education opportunities. Maintenance of certification is a process by which physicians complete formal educational activities approved by certifying organizations. The American Thoracic Society (ATS) established an innovative maintenance of certification program in 2012 as a means to formalize and expand continuing medical education offerings. This program is unique as it includes explicit opportunities for collaboration and career development in addition to providing continuing medical education and maintenance of certification credit to society members. In describing the development of this program referred to as the "Core Curriculum," the authors highlight the ATS process for content design, stages of curriculum development, and outcomes data with an eye toward assisting other societies that seek to program similar content. The curriculum development process described is generalizable and positively influences individual practitioners and professional societies in general, and as a result, provides a useful model for other professional societies to follow.
Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.
This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the physical therapy assistant program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies, and section…
Panichpongsapak, Ratthasart; Tesaputa, Kowat; Sri-ampai, Anan
The aims of this research were: (1) to study the factors and indicators to enhance curriculum and learning management competency of private primary school teachers; (2) to study current situations and desirable situations and techniques; (3) to develop a program; and (4) to study the effects of a program. The study comprised 4 phases: Phase…
This article looks at the curriculum redesign of a master's-level program in international marketing from a UK perspective. In order to ensure that the program would be more fit-for-purpose for future managers working under conditions of complexity, uncertainty, and within regimes often very different from the home market, the team began the…
Ferreira, Marcos Alan S. V.
The aim of this reflection is to study the new international relations (IR) programs introduced by Brazilian federal universities, looking comparatively at their curriculum specificities and current challenges. In recent years, Brazil has seen an increase of IR programs launched in several regions. Since 2003, the Ministry of Education is in the…
Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.
This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the fashion marketing technology programs cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies,…
Watts, Bradley V; Shiner, Brian; Cully, Jeffrey A; Gilman, Stuart C; Benneyan, James C; Eisenhauer, William
Industrial engineering and related disciplines have been used widely in improvement efforts in many industries. These approaches have been less commonly attempted in health care. One factor limiting application is the limited workforce resulting from a lack of specific education and professional development in health systems engineering (HSE). The authors describe the development of an HSE fellowship within the United States Department of Veterans Affairs, Veterans Health Administration (VA). This fellowship includes a novel curriculum based on specifically established competencies for HSE. A 1-year HSE curriculum was developed and delivered to fellows at several VA engineering resource centers over several years. On graduation, a majority of the fellows accepted positions in the health care field. Challenges faced in developing the fellowship are discussed. Advanced educational opportunities in applied HSE have the potential to develop the workforce capacity needed to improve the quality of health care. © 2014 by the American College of Medical Quality.
Full Text Available Introduction: This study was carried out to analyze the viewpoint of the residents of school of dentistry about the curriculum presented in the residency program to students of Mashhad School of Dentistry. Methods: To evaluate the perspectives of residents of dental school about the curriculum and regulations of residency program, a questionnaire was designed whose validity and reliability were confirmed by the authorities of School of Dentistry and test-retest reliability, respectively. The questionnaire was distributed among 100 residents and 80 of them completed the questionnaires. The data were analyzed by SPSS software (version 11.5. Results: A total of 43% of residents were informed of the curriculum (e.g. academic leave, transfer, removal of semester, etc.. As for the ability to write research proposal, 42.7% of residents were reported to have a favorable status, i.e. they were able to write more than 80% of their proposal. From among the residents, 30.4% had specialized English language certificate. Most of them (77% were satisfied with the professional staff, faculty members, of the faculty. Many students liked to participate in the teaching method courses of the residency program. Conclusion: Residents maintained that the curriculum in such domains as educational and research issues and special capabilities had some weak points. Thus, appropriate strategies are recommended to be applied to revise the curriculum using the residents’ views on these programs.
Peirce, Anne Griswold; Smith, Jennifer A
Ethical questions dealt with by nurses who have Doctor of Nursing Practice (DNP) degrees include traditional bioethical questions, but also business and legal ethics. Doctorally prepared nurses are increasingly in positions to make ethical decisions rather than to respond to decisions made by others. The traditional master's-degree advanced practice nursing curriculum does not address the extended expertise and decision-making skills needed by DNP practitioners as they face these new types of ethical dilemmas. We propose that a curricular framework that addresses clinical, research, business, and legal ethics is needed by all DNP students.
Full Text Available In this study, Inonu University Faculty of Educations Psychological Counseling and Guidance Programs Hidden Curriculum, third grade students’ views and conducted observations are intended to be studied. The method of qualitative research ‘Case Study’ is designed. The studies work group consists of 18 third grade Inonu University Psychological Counseling and Guidance Program students. The research data was obtained using observation and half structured interaction technique and the data was analyzed using a descriptive and content method. Due to some findings in the research, in accordance to the physical areas Hidden Curriculum show that leaning towards more interaction is not supported by educational effort; about interaction between the teacher and the student; the teachers implication of class rules, the way of teaching, participation, homework leading to the evaluation method and the Hidden Curriculums expectations to be reached according to the results and from these results a variety changing recommendations were reached.
Morris, N S; Possidente, C J; Muskus, C
Model Pharmacology and Pharmacotherapeutics Curriculum Guidelines were developed by the National Council of State Boards of Nursing and the National Organization of Nurse Practitioner Faculties and published in 1998. To date, no publication of evaluation of adoption or adherence to these guidelines is available. The purpose of this survey was to determine how family nurse practitioner programs incorporate the guidelines into their curriculum. A mailed self-report questionnaire to 193 schools yielded a 41% response rate. Eighty-five percent (n = 68) of the programs have not yet fully integrated the guidelines into their curriculum. Difficulties addressing the extensive content within a 3-credit course and the challenges of teaching students with varied clinical backgrounds and knowledge levels were frequently cited. Although further study of achievement of the guidelines is necessary, an increase in credit allocation, consideration of a conceptual approach to the topic, and use of varied teaching strategies may make achievement of the guidelines more realistic.
Full Text Available As one of the most leading country at the quality education, New Zealand’s students consistently achieve high rank at the Programme for International Students Assessment (PISA for years. The paper will explore what curriculum in education used at primary school level in New Zealand is about. The focus is on the children’s character building program of the curriculum as a fundamental basis in teaching. The discussion will be followed by examples of how those programs are implemented in primary high schools both inside and outside the classrooms. It is hoped that we can learn from this curriculum system for the better quality of Indonesian educational system. Reconstructions in every single part of education will give great contribution to achieve the aims of creating qualified Indonesian people; to able to compete in this global world and have responsibility of their morals and behaviors. Introduction
Mississippi Curriculum Framework for Horticulture Technology Cluster (Program CIP: 01.0601--Horticulture Serv. Op. & Mgmt., Gen.) (Program CIP: 01.0605--Landscaping Op. & Mgmt.). Postsecondary Programs.
Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.
This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the horticulture technology programs cluster. Presented in the introductory section are a framework of programs and courses, description of the programs, and suggested course sequences for…
McGrath, Colman; Comfort, Margaret B; Luo, Yan; Samaranayake, Lakshman P; Clark, Christopher D
Managing the change from traditional to problem-based learning (PBL) curricula is complex because PBL employs problem cases as the vehicle for learning. Each problem case covers a wide range of different learning issues across many disciplines and is coordinated by different facilitators drawn from the school's multidisciplinary pool. The objective of this project was to adapt an interactive computer program to manage a problem-based dental curriculum. Through application of a commercial database software--CATs (Curriculum Analysis Tools)--an electronic database for all modules of a five-year problem-based program was developed. This involved inputting basic information on each problem case relating to competencies covered, key words (learning objectives), participating faculty, independent study, and homework assignments, as well as inputting information on contact hours. General reports were generated to provide an overview of the curriculum. In addition, competency, key word, manpower, and clock-hour reports at three levels (individual PBL course component, yearly, and the entire curriculum) were produced. Implications and uses of such reports are discussed. The adaptation of electronic technology for managing dental curricula for use in a PBL curriculum has implications for all those involved in managing new-style PBL dental curricula and those who have concerns about managing the PBL process.
AZADEH ROOHOLAMINI; MITRA AMINI; LEILA BAZRAFKAN; MOHAMMAD REZA DEHGHANI; ZOHREH ESMAEILZADEH; PARISA NABEIEI; RITA REZAEE; JAVAD KOJURI
...) for undergraduate medical education. The purpose of this study was to provide the required data for the program evaluation of this curriculum for undergraduate medical students, using CIPP program evaluation model. Methods...
Logan, Henrietta; Gardner, Thomas
Record maintenance with periodic record audits, conducted by student peer auditors, became part of the curriculum of the University of Iowa College of Dentistry. A review to determine whether the quality of record keeping in the dental clinics had improved as a result of the audit program is reported. (MLW)
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),…
United Career Center, Clarksburg, WV.
This competency-based education curriculum for teaching the orientation and safety program for the oil and gas industry in West Virginia is organized into seven units. These units cover the following topics: introduction to oil and gas, first aid, site preparation, drilling operations, equipment familiarity, well completion, and preparation for…
Blom, Robin; Davenport, Lucinda D.
To carry out their mission of preparing students to be successful journalism professionals, educators make important decisions on the core curriculum: the common courses that all journalism students must take to graduate, no matter their area of emphasis or academic constraints. This national study of U.S. journalism program directors shows they…
Bentley, Yongmei; Richardson, Diane; Duan, Yanqing; Philpott, Elly; Ong, Vincent; Owen, David
This article reports on the application of Research-Informed Curriculum Design (RICD) for the development and implementation of an MSc Program in Project Management. The research focused on contemporary issues in project management and provided an analysis of project management approaches, tools, and techniques currently used in organizations.…
Peer, Kimberly S.; Schlabach, Gretchen A.
Context: Athletic training education programs (ATEPs) promote the development of foundational behaviors of professional practice. Situated in the context of professional values, ATEPs are challenged to identify outcome measures for these behaviors. These values are tacitly reflected as part of the hidden curriculum. Objective: To ascertain the…
Barrett, Sarah Elizabeth; Solomon, R. Patrick; Singer, Jordan; Portelli, John P.; Mujuwamariya, Donatille
This article investigates the hidden curriculum of Ontario's New Teacher Induction Program (NTIP). The study involved interviews with 47 teacher educators from eight faculties of education. Responses revealed concerns about (a) who chooses the mentors, (b) the probationary status of new teachers, and (c) the evaluation of new teachers' competence.…
variables , and discrete mathematics. The curriculum for programs containing the modifier ―computer‖ in the title must include discrete mathematics...Engineer consultant to Lockheed Martin, IBM, and EDO Ceramics, for ASSETT. Dr. Squires holds INCOSE CSEP, CSEP-Acquisition certifications
Nickerson, Amanda B.; Serwacki, Michelle L.; Brock, Stephen E.; Savage, Todd A.; Woitaszewski, Scott A.; Louvar Reeves, Melissa A.
This study details a program evaluation of the "PREPaRE School Crisis Prevention and Intervention Training Curriculum" ("PREPaRE"), conducted in the United States and Canada between 2009 and 2011. Significant improvements in crisis prevention and intervention attitudes and knowledge were shown among 875 "Crisis Prevention…
Taylor, Mary Ann
This project was conducted to develop a curriculum for dental auxiliary training in the dental specialty field of oral and maxillofacial surgery. Research was conducted to identify the major functions performed by an oral surgery assistant and then to organize these functions into an educational program that would provide adequate didactic and…
This article describes a strategy to integrate information literacy into the curriculum of a nursing program in a community college. The model is articulated in four explained phases: preparatory, planning, implementation, and evaluation. It describes a collaborative process encouraging librarians to work with nursing faculty, driving students to…
Workman, Jamie L.; Redington, Lyn
This is the second of a three-part series which will share information about how a mid-size, comprehensive university developed a learning community program, including a residential curriculum. Through intentional collaboration and partnerships, the team, comprised of faculty and staff throughout the university, developed a "multi-year plan…
Delta Vocational Technical School, Marked Tree, AR.
This solar energy curriculum guide is designed to assist teachers in infusing energy concepts into vocational education programs. It consists of 31 competency-based instructional units organized into 10 sections. Covered in the sections are the following topics: related instructions (history and development; human relations; general safety;…
Motov, Sergey M; Marshall, John P
Pain is the most common reason people visit emergency departments (EDs); this implies that emergency physicians (EPs) should be experts in managing acute painful conditions. The current trend in the literature, however, demonstrates that EPs possess inadequate knowledge and lack formal training in acute pain management. The purpose of this article is to create a formal educational curriculum that would assist emergency medicine (EM) residents in proper assessment and treatment of acute pain, as well as in providing a solid theoretical and practical knowledge base for managing acute pain in the ED. The authors propose a series of lectures, case-oriented study groups, practical small group sessions, and class-specific didactics with the goal of enhancing the theoretical and practical knowledge of acute pain management in the ED. © 2011 by the Society for Academic Emergency Medicine.
There has been a downward trend in both science proficiency and interest in science in the United States, especially among minority students and students of a disadvantaged background. This has led to a downturn in the number of individuals within these groups considering a career in the sciences or a related field. Studies have identified many potential causes for this problem including the current structure of science curriculum, lack of teacher preparedness, and the lack of quality education and support for those students currently underrepresented in the sciences. Among the solutions to this problem include redesigning the science curriculum, offering high-quality professional development opportunities to teachers, and creating programs to give support to individuals currently underrepresented in the sciences, so that they may have a better chance of pursuing and obtaining a science career. The Maps in Medicine program (MiM) has been designed to incorporate all of the aforementioned solutions and apply them to the current science education problem. The Maps in Medicine (MiM) program was established at the University of Missouri -- Columbia, and is funded by the Howard Hughes Medical Institute. Newly developed MiM curricula and student activities are intended to promote positive attitude changes in those students who are currently underrepresented in Science, Technology, Engineering and Mathematics (STEM) fields, with the program also providing professional development to high school science teachers. It was important to determine if the MiM program's solution to the science education problem has been successful, and so the program evaluation piece was integral. A mixed-methods approach was used to evaluate the MiM program. Formative evaluation results indicated a positive response from teachers and students regarding curriculum and professional development, and student activities. These results have also lead to the identification of appropriate improvements
Gupta, Mona; Forlini, Cynthia; Lenton, Keith; Duchen, Raquel; Lohfeld, Lynne
The authors describe the hidden ethics curriculum in two postgraduate psychiatry programs. Researchers investigated the formal, informal, and hidden ethics curricula at two demographically different postgraduate psychiatry programs in Canada. Using a case study design, they compared three sources: individual interviews with residents and with faculty and a semi-structured review of program documents. They identified the formal, informal, and hidden curricula at each program for six ethics topics and grouped the topics under two thematic areas. They tested the applicability of the themes against the specific examples under each topic. Results pertaining to one of the themes and its three topics are reported here. Divergences occurred between the curricula for each topic. The nature of these divergences differed according to local program characteristics. Yet, in both programs, choices for action in ethically challenging situations were mediated by a minimum standard of ethics that led individuals to avoid trouble even if this meant their behavior fell short of the accepted ideal. Effective ethics education in postgraduate psychiatry training will require addressing the hidden curriculum. In addition to profession-wide efforts to articulate high-level values, program-specific action on locally relevant issues constitutes a necessary mechanism for handling the impact of the hidden curriculum.
Oliver, Brant J; Potter, Mertie; Pomerleau, Mimi; Phillips, Andrew; O'Donnell, Mimi; Cowley, Connie; Sipe, Margie
This article describes the systematic efforts undertaken by a school of nursing in the Northeastern United States to foster innovation in health professions education. We present an application of modified team coaching and plan-do-study-act improvement methods in an educational context to rapidly integrate a quality and safety curriculum across programs. We discuss applications in generalist, advanced practice, doctoral, residency, and advanced fellowship programs and provide examples of each.
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…
Thellesen, Line; Hedegaard, Morten; Bergholt, Thomas
OBJECTIVE: To define learning objectives for a national cardiotocography (CTG) education program based on expert consensus. DESIGN: A three-round Delphi survey. POPULATION AND SETTING: One midwife and one obstetrician from each maternity unit in Denmark were appointed based on CTG teaching experi...... on CTG learning objectives was achieved using the Delphi methodology. This was an initial step in developing a valid CTG education program. A prioritized list of objectives will clarify which topics to emphasize in a CTG education program.......OBJECTIVE: To define learning objectives for a national cardiotocography (CTG) education program based on expert consensus. DESIGN: A three-round Delphi survey. POPULATION AND SETTING: One midwife and one obstetrician from each maternity unit in Denmark were appointed based on CTG teaching...
ヒューバート, ラッセル ポール; ゴーベル, ピーター
This article describes a supplemental vocabulary instruction program piloted in the KSU Faculty of Cultural Studies during the 2011 academic year. The program was created to enhance the depth of vocabulary knowledge and active usage of English vocabulary of first-year students (N=230). Initial student vocabulary knowledge levels were evaluated by a Vocabulary Levels Test (VLT) examination at the beginning of the academic year. A vocabulary textbook series was selected for the required reading...
Adiguzel, Oktay C.; Cardak, Cigdem S.
The purpose of this study was to evaluate the "Computer Technology and Programming" curriculum offered at vocational colleges with a focus on the goals of the curriculum and student thoughts. Document analysis and semi-structured interviews were conducted to gather the data. Results revealed that there were mainly four problematic issues…
Foot, Rachel Elizabeth
The purpose of this qualitative, naturalistic study was to explore the ways in which hidden curriculum might influence doctoral student success. Two questions guided the study: (a) How do doctoral students experience the hidden curriculum? (b) What forms of hidden curricula can be identified in a PhD program? Data were collected from twelve…
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…
This publication contains a collection of curriculum projects developed by educators who were participants in the 2001 Fulbright-Hays Summer Seminars Abroad Program in Morocco and Tunisia. The 13 curriculum projects in the publication are entitled: "Women in Morocco, Artists and Artisans" (Virginia da Costa); "Cultures of…
Woodward, Belle; Imboden, Thomas; Martin, Nancy L.
This paper describes the implementation of an information security program at a large Midwestern university. The initial work is briefly summarized and improvements that have occurred over time are described. Current activities and future plans are discussed. This paper offers insight and lessons learned for organizations that have or are…
Rhodes, Joan A., Ed.; Milby, Tammy M., Ed.
The number of English language students in American schools has dramatically increased in recent years, creating a greater awareness of cross-cultural issues and considerations in education. Globalization as well as an increase in international exchange student programs has proven that pre-service teachers can benefit from traveling abroad and…
Domestic Violence (DV) continues to be a worldwide public health problem. Research in the area indicates that domestic violence has damaging, long-term serious mental, emotional, as well as physiological consequences both for the partners of the perpetrators and for their children. Even though various programs focused on treatments of the damaging…
Full Text Available Applying simulation in medical education is becoming more and more popular. The use of simulation in medical training has led to effective learning and safer care for patients. Nowadays educators have confronted with the challenge of respecting patient safety or bedside teaching. There is widespread evidence, supported by robust research, systematic reviews and meta-analysis, on how much effective simulation is. Simulation supports the acquisition of procedural, technical and non-technical skills through repetitive practice with feedbacks. Our plan was to induct simulation in emergency medicine residency program in order to ameliorate our defects in clinical bedside training. Our residents believed that simulation could be effective in their real medical practice. They mentioned that facilitators’ expertise and good medical knowledge, was the strongest point of the program and lack of proper facilities was the weakest.
Abuhamad, Alfred; Minton, Katherine K; Benson, Carol B; Chudleigh, Trish; Crites, Lori; Doubilet, Peter M; Driggers, Rita; Lee, Wesley; Mann, Karen V; Perez, James J; Rose, Nancy C; Simpson, Lynn L; Tabor, Ann; Benacerraf, Beryl R
Ultrasound imaging has become integral to the practice of obstetrics and gynecology. With increasing educational demands and limited hours in residency programs, dedicated time for training and achieving competency in ultrasound has diminished substantially. The American Institute of Ultrasound in Medicine assembled a multisociety task force to develop a consensus-based, standardized curriculum and competency assessment tools for obstetric and gynecologic ultrasound training in residency programs. The curriculum and competency assessment tools were developed based on existing national and international guidelines for the performance of obstetric and gynecologic ultrasound examinations and thus are intended to represent the minimum requirement for such training. By expert consensus, the curriculum was developed for each year of training, criteria for each competency assessment image were generated, the pass score was established at, or close to, 75% for each, and obtaining a set of 5 ultrasound images with pass score in each was deemed necessary for attaining each competency. Given the current lack of substantial data on competency assessment in ultrasound training, the task force expects that the criteria set forth in this document will evolve with time. The task force also encourages use of ultrasound simulation in residency training and expects that simulation will play a significant part in the curriculum and the competency assessment process. Incorporating this training curriculum and the competency assessment tools may promote consistency in training and competency assessment, thus enhancing the performance and diagnostic accuracy of ultrasound examination in obstetrics and gynecology. Copyright © 2017 International Society of Ultrasound in Obstetrics and Gynecology, American Institute of Ultrasound in Medicine, Elsevier Inc. Published by Elsevier Inc. All rights reserved.
Masrur Mustolih; Hermayawati Hermayawati
The study aimed at designing syllabus for English extracurricular in SMAN 1 Seyegan based on the 2013 Curriculum. This was Research and Development (R&D) study using ADDIE model. There were five stages in conducting the research; (1) Analysis; (2) Design; (3) Development; (4) Implementation; (5) Evaluation. This study involved 15 students of ten graders who registered to English extracurricular program. To gain the Needs Analysis (NA), the researcher used observation, questionn...
Full Text Available The purposes of this research were: 1 to evaluate the Educational Technology Program (Continuing Program in Bachelor Degree curriculum which is revised in 2007 by applying CIPP model for evaluation. 2 to study the opinions of the employers about the ideal characteristics and actual characteristics of graduates. 3 to study the opinions for the requirements of the Educational Technology Program in Bachelor Degree (Continuing Program and knowledge implementation in work of graduates. 4 to make the suggestions and guidelines to improve the Educational Technology Program in Bachelor Degree (Continuing Program to achieve potentiality and responsive for the requirements of learners and employers. The sample of this research were 310 persons ; consisted of graduates in the Educational Technology Program in Bachelor Degree (Continuing Program in academic year 2006 - 2010, the committee of the Educational Technology Program in Bachelor Degree (Continuing Program , instructors and employers by using Multi-stage Random Sampling and Simple Random Sampling. The instruments of this research were the 5 levels rating scale questionnaire and the structured interview type. They consisted of 3 sets: 1 for graduates, 2 for the committee of the Educational Technology Program in Bachelor Degree (Continuing Program and 3 for instructors and employers. The research found that: 1. The results of evaluation on the Educational Technology Program in Bachelor Degree (Continuing Program which is revised in 2007 were: 1.1 The opinions of graduates to curriculum in all of aspects were average at the uncertain level which the context aspect was at the high level, input aspect was at the uncertain level, process aspect was at the uncertain level and product aspect was at the high level. 1.2 The opinions of the curriculum committee and instructors to curriculum in all of aspects were average at the high level which the context aspect was at the high level, input aspect was at the
Vargas-López, Guillermo; Guadarrama-Orozco, Jessica Haydee; Rizzoli-Córdoba, Antonio; Narcizo-Cenobio, Francisco Javier; Medrano-Loera, Gerónimo; Villagrán, Daniel Aceves; O'Shea Cuevas, Gabriel; Muñoz Hernández, Onofre
Most of the strategies or programs that support early child development in Mexico are independent efforts that vary in scale, services offered and means of providing them. For the evaluation of the quality of these programs, an important aspect is the curriculum content. The aim of this study was to analyze and compare the curriculum content of the different strategies or programs focused on the promotion and intervention of early child development, which are offered by the Federal Government in Health and Education sectors in Mexico. We conducted a review of the curriculum content of the strategies and programs. The qualitative phase consisted of a comparative analysis where 75 indicators proposed by the Inter-American Development Bank were identified. The quantitative phase consisted of a descriptive analysis of the indicators. Finally, the analyses were compared to establish the performance of each one. Six strategies or programs were identified. In the analysis of the presence of indicators, the Oportunidades de Aprendizaje (Learning Opportunities, LO) strategy showed a larger number of indicators. In the amplitude analysis, both PEI-CONAFE and LO were the best balanced. Finally, in-depth analysis of the indicators LO and Skills for life were the best balanced while PEI-CONAFE was the best balanced in the social-emotional area, CeNSIA program for language and LO for cognitive development area. LO strategy showed the closest level of contents established by the Inter-American Development Bank. Copyright © 2016 Hospital Infantil de México Federico Gómez. Publicado por Masson Doyma México S.A. All rights reserved.
Natow, A B; Heslin, J A; Raven, B C
A clinical and community dietetics program integrates Kashruth, the Jewish Dietary Laws, into its curriculum. Simply defined, kosher means fit for consumption. Emblems used throughout the United States and Canada to indicate a program of rabbinic endoresment and supervision of canned, boxed, and bottled products are included. An existing kosher unit is described, and guidelines for establishing a kosher food science laboratory unit are offered. Suggestions for instituting kosher foodservice in health care facilities are given. Therapeutic applications of Kashruth are suggested, and approved therapeutic food products are listed.
Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.
This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the radiologic technology program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies for the program,…
... see curriculum studies as a dumping ground and others make no theoretical contribution to the discipline. The article concludes by suggesting ways which would encourage the intellectual advancement of curriculum studies through rigorous disciplinarity. Keywords: curriculum; curriculum development; curriculum studies ...
Rebecca A. Clothey
Full Text Available This paper looks at an alternative curriculum model for study abroad designed specifically to address some of the needs of non-traditional students enrolled in an online education program. In order to meet the needs of non-traditional students and provide quality international programming for them, it is necessary first to understand their restraints to studying abroad, and then to design alternative educational models that can address these challenges. The paper describes the challenges of balancing the need to create quality international learning opportunities for education students, with the limitations faced by non-traditional online adult learners who have families and full-time jobs. It is based on an action research case study of two study abroad programs implemented for online students at a northeastern four-year research-one institution of higher education.
Wright, Eric A; Brown, Bonnie; Gettig, Jacob; Martello, Jay L; McClendon, Katie S; Smith, Kelly M; Teeters, Janet; Ulbrich, Timothy R; Wegrzyn, Nicole; Bradley-Baker, Lynette R
Recommendations for the development and support of teaching and learning curriculum (TLC) experiences within postgraduate pharmacy training programs are discussed. Recent attention has turned toward meeting teaching- and learning-related educational outcomes through a programmatic process during the first or second year of postgraduate education. These programs are usually coordinated by schools and colleges of pharmacy and often referred to as "teaching certificate programs," though no national standards or regulation of these programs currently exists. In an effort to describe the landscape of these programs and to develop a framework for their basic design and content, the American Association of Colleges of Pharmacy Pharmacy Practice Section's Task Force on Student Engagement and Involvement, with input from the American Society of Health-System Pharmacists, reviewed evidence from the literature and conference proceedings and considered author experience and expertise over a two-year period. The members of the task force created and reached consensus on a policy statement and 12 recommendations to guide the development of best practices of TLC programs. The recommendations address topics such as the value of TLC programs, program content, teaching and learning experiences, feedback for participants, the development of a teaching portfolio, the provision of adequate resources for TLC programs, programmatic assessment and improvement, program transparency, and accreditation. TLC programs provide postgraduate participants with valuable knowledge and skills in teaching applicable to the practitioner and academician. Postgraduate programs should be transparent to candidates and seek to ensure the best experiences for participants through systematic program implementation and assessments. Copyright © 2014 by the American Society of Health-System Pharmacists, Inc. All rights reserved.
Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.
This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the diesel equipment technology programs cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies,…
Drawing on data collected through 45 interviews with faculty, doctoral students, and administrators affiliated with an interdisciplinary neuroscience program, I examine the structure of the interdisciplinary graduate curriculum. The data presented here highlight the challenge of such programs. I review the purpose, organization, and content of the…
de Oliveira, Camila Aparecida Machado; de França Carvalho, Carolina Prado; Céspedes, Isabel Cristina; de Oliveira, Flávia; Le Sueur-Maluf, Luciana
The Federal University of São Paulo, Baixada Santista Campus was founded in 2006 with five degree-granting programs in physical education, physiotherapy, nutrition, psychology, and occupational therapy. The guiding principle behind the programs' educational mission was centered on the development of health care professionals capable of working in interdisciplinary teams with an emphasis on holistic patient care. This pedagogical structure required peer-mentoring programs in order to integrate different areas of knowledge and to improve learning strategies among new generations of students. The authors' objective in the present report is to discuss the strategies and activities of the peer-mentoring program in histophysiology and gross anatomy in an interdisciplinary and interprofessional curriculum. Evaluations by students, mentors and professors are presented, along with a statistical analysis of variance comparing student performance in the module assessments according to their participation in the peer-mentoring activities. The results demonstrated that students who participated in peer-mentoring activities enjoyed a higher rate of academic success than those who did not participate. In addition, student and mentor evaluations of the peer mentoring program were highly positive. The program enabled mentors to gain a deeper knowledge of the subjects addressed in the learning modules, as well as to develop intrinsic teaching skills during their time as mentors. In short, the authors believe that the peer-mentoring program has been validated for its effectiveness in raising student academic performance. © 2015 American Association of Anatomists.
Moghadam, Marjan; Jahangiri, Leila
An electronic quality assurance (eQA) program was developed to replace a paper-based system and to address standards introduced by the Commission on Dental Accreditation (CODA) and to improve educational outcomes. This eQA program provides feedback to predoctoral dental students on prosthodontic laboratory steps at New York University College of Dentistry. The purpose of this study was to compare the eQA program of performing laboratory quality assurance with the former paper-based format. Fourth-year predoctoral dental students (n=334) who experienced both the paper-based and the electronic version of the quality assurance program were surveyed about their experiences. Additionally, data extracted from the eQA program were analyzed to identify areas of weakness in the curriculum. The study findings revealed that 73.8% of the students preferred the eQA program to the paper-based version. The average number of treatments that did not pass quality assurance standards was 119.5 per month. This indicated a 6.34% laboratory failure rate. Further analysis of these data revealed that 62.1% of the errors were related to fixed prosthodontic treatment, 27.9% to partial removable dental prostheses, and 10% to complete removable dental prostheses in the first 18 months of program implementation. The eQA program was favored by dental students who have experienced both electronic and paper-based versions of the system. Error type analysis can yield the ability to create customized faculty standardization sessions and refine the didactic and clinical teaching of the predoctoral students. This program was also able to link patient care activity with the student's laboratory activities, thus addressing the latest requirements of the CODA regarding the competence of graduates in evaluating laboratory work related to their patient care. Copyright © 2015 Editorial Council for the Journal of Prosthetic Dentistry. Published by Elsevier Inc. All rights reserved.
Tang, Rong; Sae-Lim, Watinee
In this study, an exploratory content analysis of 30 randomly selected Data Science (DS) programs from eight disciplines revealed significant gaps in current DS education in the United States. The analysis centers on linguistic patterns of program descriptions, curriculum requirements, and DS course focus as pertaining to key skills and domain…
Taking the needs of society and progress of medicine into account, The Ministry of Education, Culture, Sports, Science and Technology of Japan, reformed the education program and established a "model core curriculum" on Mar 2001, which is introduced to the medial universities since then. Principles of this curriculum consist of selected categories such as lists mandatory for current medicine, set up of optional courses, and voluntary attitude for lifelong studying. To search for The Education Program of Medical University, the subcommittee of the Japanese Society of Neurology sent a Questionnaire on this curriculum to all the Medical Universities of Japan. Answers were obtained from 56 out of 87 Universities. According to them, some agree to the concept and content of the curriculum, while others insist that it is still insufficient to educate update Neurology. The clinical clerkship is important for the students to experience the basic process of neurology. However, the study disclosed that program of clinical clerkship to neurology is different among the institutes. The list of curriculum needs additional neurological disorders and symptoms commonly seen, and that clinical clerkship to neurology must be taken into account as one of compulsory rather than optional course.
Martinez-Mier, Esperanza A; Soto-Rojas, Armando E; Stelzner, Sarah M; Lorant, Diane E; Riner, Mary E; Yoder, Karen M
Many health professions students who treat Spanish-speaking patients in the United States have little concept of their culture and health related traditions. The lack of understanding of these concepts may constitute major barriers to healthcare for these patients. International service-learning experiences allow students to work directly in communities from which patients immigrate and, as a result, students gain a better understanding of these barriers. This article describes the implementation of an international, multidisciplinary, service-learning program in a dental school in the United States. The Indiana University International Service-Learning program in Hidalgo, Mexico began in 1999 as an alternative spring break travel and clinical experience for medical students, focusing on the treatment of acute health problems. Travel-related preparatory sessions were offered, and no learning or service objectives had been developed. The program has evolved to include a multidisciplinary team of dental, medical, nursing, public health and social work students and faculty. The experience is now integrated into a curriculum based on the service-learning model that allows students to use their clinical skills in real-life situations and provides structured time for reflection. The program aims to enhance teaching and foster civic responsibility in explicit partnership with the community. Preparatory sessions have evolved into a multidisciplinary graduate level course with defined learning and service objectives. PROGRAM EVALUATION METHODS: In order to assess the program's operation as perceived by students and faculty and to evaluate student's perceptions of learning outcomes, evaluation tools were developed. These tools included student and faculty evaluation questionnaires, experiential learning journals, and a strengths, weaknesses, opportunities and threats analysis. Evaluation data show that after program participation, students perceived an increase in their
Education Program, provided for a three-phase BSEP (BSEP I, II, and III) to develop job -related educational competencies and skills and to assist in...is designed to develop educational competencies required for a soldier’s job performance, enhance skill qualifications, and provide for career growth...2.385 2.733 3.370 deposit/withdrawal. " 3.308 4.103 3.889 9. Use good study skills , including 2.385 2.667 2.960 finding a good place to study. 007 1
The American College of Surgeons/Association of Program Directors in Surgery National Skills Curriculum: adoption rate, challenges and strategies for effective implementation into surgical residency programs.
Korndorffer, James R; Arora, Sonal; Sevdalis, Nick; Paige, John; McClusky, David A; Stefanidis, Dimitris
The American College of Surgeons/Association of Program Directors in Surgery (ACS/APDS) National Skills Curriculum is a 3-phase program targeting technical and nontechnical skills development. Few data exist regarding the adoption of this curriculum by surgical residencies. This study attempted to determine the rate of uptake and identify implementation enablers/barriers. A web-based survey was developed by an international expert panel of surgical educators (5 surgeons and 1 psychologist). After piloting, the survey was sent to all general surgery program directors via email link. Descriptive statistics were used to determine the residency program characteristics and perceptions of the curriculum. Implementation rates for each phase and module were calculated. Adoption barriers were identified quantitatively and qualitatively using free text responses. Standardized qualitative methodology of emergent theme analysis was used to identify strategies for success and details of support required for implementation. Of the 238 program directors approached, 117 (49%) responded to the survey. Twenty-one percent (25/117) were unaware of the ACS/APDS curriculum. Implementation rates for were 36% for phase I, 19% for phase II, and 16% for phase III. The most common modules adopted were the suturing, knot-tying, and chest tube modules of phase I. Over 50% of respondents identified lack of faculty protected time, limited personnel, significant costs, and resident work-hour restrictions as major obstacles to implementation. Strategies for effective uptake included faculty incentives, adequate funding, administrative support, and dedicated time and resources. Despite the availability of a comprehensive curriculum, its diffusion into general surgery residency programs remains low. Obstacles related to successful implementation include personnel, learner, and administrative issues. Addressing these issues may improve the adoption rate of the curriculum. Copyright © 2013 Mosby, Inc
Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.
This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for welding I and II. Presented first are a program description and course…
This curriculum is designed primarily for use in individualized classrooms where the teacher is working with an assistant, but it has also been proven effective in traditional classrooms and in remedial situations. Program four focuses on four abilities as they relate to the basic symbol system of the classroom. These are the abilities to:…
Bacon, Elizabeth C; Dufek, Sarah; Schreibman, Laura; Stahmer, Aubyn C; Pierce, Karen; Courchesne, Eric
Measuring progress of children with autism spectrum disorder (ASD) during intervention programs is a challenge faced by researchers and clinicians. Typically, standardized assessments of child development are used within research settings to measure the effects of early intervention programs. However, the use of standardized assessments is not without limitations, including lack of sensitivity of some assessments to measure small or slow progress, testing constraints that may affect the child's performance, and the lack of information provided by the assessments that can be used to guide treatment planning. The utility of a curriculum-based assessment is discussed in comparison to the use of standardized assessments to measure child functioning and progress throughout an early intervention program for toddlers with risk for ASD. Scores derived from the curriculum-based assessment were positively correlated with standardized assessments, captured progress masked by standardized assessments, and early scores were predictive of later outcomes. These results support the use of a curriculum-based assessment as an additional and appropriate method for measuring child progress in an early intervention program. Further benefits of the use of curriculum-based measures for use within community settings are discussed.
Urban, Emily; Navarro, Maria; Borron, Abigail
Faculty development programs for internationalization of the curriculum in higher education are often evaluated for short- and medium-term outcomes, but more long-term assessments are needed to determine impact. This study examined the long-term (6 years) impacts on faculty from colleges of agriculture after participating in a one-year…
This article examines how three urban elementary school teachers adapted pedagogical strategies from a school district--adopted core reading program to increase their students' access to the curriculum. Using teacher interviews and classroom observations to construct a descriptive case study of teacher adaptation, analysis reveals that the…
A needs assessment for a community college curriculum in public and private security was conducted by surveying 50 high schools, four-year colleges, and private security agencies in the Alvin Community College area; 36 institutions responded. Findings revealed: most have a designated director of their security program; most would rather hire the…
Elizabeth C. Bacon
Full Text Available Measuring progress of children with autism spectrum disorder (ASD during intervention programs is a challenge faced by researchers and clinicians. Typically, standardized assessments of child development are used within research settings to measure the effects of early intervention programs. However, the use of standardized assessments is not without limitations, including lack of sensitivity of some assessments to measure small or slow progress, testing constraints that may affect the child’s performance, and the lack of information provided by the assessments that can be used to guide treatment planning. The utility of a curriculum-based assessment is discussed in comparison to the use of standardized assessments to measure child functioning and progress throughout an early intervention program for toddlers with risk for ASD. Scores derived from the curriculum-based assessment were positively correlated with standardized assessments, captured progress masked by standardized assessments, and early scores were predictive of later outcomes. These results support the use of a curriculum-based assessment as an additional and appropriate method for measuring child progress in an early intervention program. Further benefits of the use of curriculum-based measures for use within community settings are discussed.
Egarievwe, Stephen U.; Jow, Julius O.; Edwards, Matthew E.; Montgomery, V. Trent [Nuclear Engineering and Radiological Science Center, Alabama A and M University, Huntsville, AL (United States); James, Ralph B.; Blackburn, Noel D. [Nonproliferation and National Security Department, Brookhaven National Laboratory, Upton, NY (United States); Glenn, Chance M. [College of Engineering, Technology and Physical Sciences, Alabama A and M University, Huntsville, AL (United States)
Using a vertical education enhancement model, a Nuclear Education and Research Vertical Enhancement (NERVE) program was developed. The NERVE program is aimed at developing nuclear engineering education and research to 1) enhance skilled workforce development in disciplines relevant to nuclear power, national security and medical physics, and 2) increase the number of students and faculty from underrepresented groups (women and minorities) in fields related to the nuclear industry. The program uses multi-track training activities that vertically cut across the several education domains: undergraduate degree programs, graduate schools, and post-doctoral training. In this paper, we present the results of an integrative curriculum development in the NERVE program. The curriculum development began with nuclear content infusion into existing science, engineering and technology courses. The second step involved the development of nuclear engineering courses: 1) Introduction to Nuclear Engineering, 2) Nuclear Engineering I, and 2) Nuclear Engineering II. The third step is the establishment of nuclear engineering concentrations in two engineering degree programs: 1) electrical engineering, and 2) mechanical engineering. A major outcome of the NERVE program is a collaborative infrastructure that uses laboratory work, internships at nuclear facilities, on-campus research, and mentoring in collaboration with industry and government partners to provide hands-on training for students. The major activities of the research and education collaborations include: - One-week spring training workshop at Brookhaven National Laboratory: The one-week training and workshop is used to enhance research collaborations and train faculty and students on user facilities/equipment at Brookhaven National Laboratory, and for summer research internships. Participants included students, faculty members at Alabama A and M University and research collaborators at BNL. The activities include 1) tour and
In this study, the author explores the strategy of the philosophy education to develop thinking children by analyzing of structures of the curriculum for early elementally school in the program “Philosophy for Children”. The curriculum consists of a storybook and instructional manual. The curriculum is structured so that children are made aware of problematical concepts in their own life, and then required to practice judge relations of concepts on their own experience. Children discover good...
Full Text Available Background: The vast majority of the healthcare problems burdening our society today are caused by disease-promoting lifestyles (e.g., physical inactivity and unhealthy eating. Physicians report poor training and lack of confidence in counseling patients on lifestyle changes. Objective: To evaluate a new curriculum and rotation in lifestyle medicine for preventive medicine residents. Methods: Training included didactics (six sessions/year, distance learning, educational conferences, and newly developed lifestyle medicine rotations at the Institute of Lifestyle Medicine, the Yale-Griffin Prevention Research Center, and the Integrative Medicine Center. We used a number of tools to assess residents’ progress including Objective Structured Clinical Examinations (OSCEs, self-assessments, and logs of personal health habits. Results: A total of 20 residents participated in the lifestyle medicine training between 2010 and 2013. There was a 15% increase in residents’ discussions of lifestyle issues with their patients based on their baseline and follow-up surveys. The performance of preventive medicine residents on OSCEs increased each year they were in the program (average OSCE score: PGY1 73%, PGY2 83%, PGY3 87%, and PGY4 91%, p=0.01. Our internal medicine and preliminary residents served as a control, since they did participate in didactics but not in lifestyle medicine rotations. Internal medicine and preliminary residents who completed the same OSCEs had a slightly lower average score (76% compared with plural for resident, preventive medicine residents (80%. However, this difference did not reach statistical significance (p=0.11. Conclusion: Incorporating the lifestyle medicine curriculum is feasible for preventive medicine training allowing residents to improve their health behavior change discussions with patients as well as their own personal health habits.
Nawaz, Haq; Petraro, Paul V; Via, Christina; Ullah, Saif; Lim, Lionel; Wild, Dorothea; Kennedy, Mary; Phillips, Edward M
The vast majority of the healthcare problems burdening our society today are caused by disease-promoting lifestyles (e.g., physical inactivity and unhealthy eating). Physicians report poor training and lack of confidence in counseling patients on lifestyle changes. To evaluate a new curriculum and rotation in lifestyle medicine for preventive medicine residents. Training included didactics (six sessions/year), distance learning, educational conferences, and newly developed lifestyle medicine rotations at the Institute of Lifestyle Medicine, the Yale-Griffin Prevention Research Center, and the Integrative Medicine Center. We used a number of tools to assess residents' progress including Objective Structured Clinical Examinations (OSCEs), self-assessments, and logs of personal health habits. A total of 20 residents participated in the lifestyle medicine training between 2010 and 2013. There was a 15% increase in residents' discussions of lifestyle issues with their patients based on their baseline and follow-up surveys. The performance of preventive medicine residents on OSCEs increased each year they were in the program (average OSCE score: PGY1 73%, PGY2 83%, PGY3 87%, and PGY4 91%, p=0.01). Our internal medicine and preliminary residents served as a control, since they did participate in didactics but not in lifestyle medicine rotations. Internal medicine and preliminary residents who completed the same OSCEs had a slightly lower average score (76%) compared with plural for resident, preventive medicine residents (80%). However, this difference did not reach statistical significance (p=0.11). Incorporating the lifestyle medicine curriculum is feasible for preventive medicine training allowing residents to improve their health behavior change discussions with patients as well as their own personal health habits.
The Course, Curriculum, and Laboratory Improvement (CCLI) program recently released the program guidelines (NSF 09-529) for the next round of the program. There are several changes to the CCLI program and a new program opportunity that invites proposals for projects that would provide leadership and contribute to transforming undergraduate STEM…
Alaska State Dept. of Education, Juneau. Div. of Adult and Vocational Education.
This competency-based curriculum guide is a handbook for the development of welding trade programs. Based on a survey of Alaskan welding employers, it includes all competencies a student should acquire in such a welding program. The handbook stresses the importance of understanding the principles associated with the various elements of welding.…
R. Constance Wiener
Full Text Available Purpose. Hyposalivation influences quality of life and medication compliance. However, oral health knowledge (in general and knowledge about hyposalivation (in particular are often lacking in nondental healthcare professional’s curricula. Additionally, hyposalivation has not been adequately studied in young adults. The purpose for this study is twofold: to use an interprofessional educational curriculum to increase nondental healthcare students’ knowledge about oral health and salivary testing and determine whether hyposalivation is different between sexes in young adults. Method. First-year medical and pharmacy students (N=178 learned the process of saliva collection and provided samples in an interprofessional program. Results. There were 14.4% of participants with hyposalivation; 72.0% were female. Males had higher flow rates (P=0.005. There failed to be a significant difference between the sexes with frank hyposalivation. There failed to be a significant difference in hyposalivation and medication use/nonuse. Conclusions. Hyposalivation is a biomedical, public health concern. However, in this young population, there was no significant difference between sexes or in medication use/nonuse. Through participation in the program, the students learned about salivary flow rates and the need for collaboration among professionals to prevent negative impacts of hyposalivation and oral health.
This article introduces the concept of a learning curriculum that places adult English as a second language (ESL) students' needs in the center and encourages the engagement of ESL learners in curriculum design. The study is based on contemporary research in the field of adult ESL program planning. It summarizes key components of a learning…
Nuovo, Jim; Balsbaugh, Thomas; Barton, Sue; Davidson, Ellen; Fox-Garcia, Jane; Gandolfo, Angela; Levich, Bridget; Seibles, Joann
Improving the quality of care for patients with chronic illness has become a high priority. Implementing training programs in disease management (DM) so the next generation of physicians can manage chronic illness more effectively is challenging. Residency training programs have no specific mandate to implement DM training. Additional barriers at the training facility include: 1) lack of a population-based perspective for service delivery; 2) weak support for self-management of illness; 3) incomplete implementation due to physician resistance or inertia; and 4) few incentives to change practices and behaviors. In order to overcome these barriers, training programs must take the initiative to implement DM training that addresses each of these issues. We report the implementation of a chronic illness management curriculum based on the Improving Chronic Illness Care (ICIC) Model. Features of this process included both patient care and learner objectives. These were: development of a multidisciplinary diabetes DM team; development of a patient registry; development of diabetes teaching clinics in the family practice center (nutrition, general management classes, and one-on-one teaching); development of a group visit model; and training the residents in the elements of the ICIC Model, ie, the community, the health system, self-management support, delivery system design, decision support, and clinical information systems. Barriers to implementing these curricular changes were: the development of a patient registry; buy-in from faculty, residents, clinic leadership, staff, and patients for the chronic care model; the ability to bill for services and maintain clinical productivity; and support from the health system key stakeholders for sustainability. Unique features of each training site will dictate differences in emphasis and structure; however, the core principles of the ICIC Model in enhancing self-management may be generalized to all sites.
Fried, Colleen; Madar, Sandra; Donley, Carol
The Biomedical Humanities program at Hiram College, established in 1999, engages premedical and other qualified students in ethical and informed decision making, improves their ability to interact with persons of different backgrounds and cultures, provides them an active introduction to basic medical research and clinical practice, and coaches them in communicating across barriers, appreciating that scientists and humanists typically learn and work differently. The program offers both a major and a minor in biomedical humanities topics. The major requires the core biology and chemistry curriculum necessary for further studies in medicine as well as courses in genetics and statistics. The remainder of the major is devoted to four core areas: Communications, Relationships and Cultural Sensitivity, Ethics and Medical Humanities, and a nonacademic core area, Experiential Learning. Many of the ethics and medical humanities options are team-taught interdisciplinary courses. The Experiential Learning area requires students to take two special topics seminars, two service seminars, and two internships-one shadowing a professional in his or her area of interest and one engaging in basic biomedical research. The shadowing internship and service seminars focus not only on career exploration, but also on human interactions. Students reflect on the personal interactions they observe during their various experiences, and on their own strengths and weaknesses. Essays, designed to help students learn more about their roles in these settings, push them to deal with the sociopolitical issues involved in their service. The major, a robust and vital component of Hiram's undergraduate program, has attracted academically gifted students with a diverse array of career goals.
Sanford DeRousie, Rebecca M.; Bierman, Karen L.
This study examined the extent to which an evidence-based preschool curriculum (Head Start REDI) was sustained by 20 teachers during the year following a randomized controlled efficacy trial, when teachers were no longer required by the research project to implement the curriculum. Two quantitative measures of sustainability (teacher ratings, REDI…
Reynolds, John H.; Adams, D. Robert; Ferguson, Roger C.; Leidig, Paul M.
All curricula for any given academic discipline evolves over time. This is also true for the Information Systems (IS) model curriculum. Curriculum evolution is driven by several factors, such as changes in technologies, industry shifts to meet customer needs, and perceived student deficiencies. One outcome of such factors has been a change in the…
Miller, W. Wade; And Others
This curriculum guide can be used by secondary and postsecondary agriculture instructors for a semester course in marketing agricultural products or individual units can be incorporated in other courses. The curriculum guide consists of six units of study made up of two to eight lessons each. The units cover the following topics: (1) marketing…
Babb, Jeffry; Womble, Lynsee A.; De'Armond, De'Arno
In business education, the impacts of the globalization of markets, financial institutions, and economies exert increasing influence on the curriculum in business schools. Schools of business recognize the need to embed international experiences into their curriculum in order to prepare students for global context of the marketplace. Often,…
Zoller, Uri; Maymon, Tsipora
The effectiveness of a smoking-prevention program - incorporated within a traditional science curriculum - was assessed in terms of attitude modification in such categories as health, peer pressure, and social image as related to smoking. The study indicates that most relevant attitudes, the emotionally intense in particular, are modifiable in the desired direction, although the changes are small. Some gender differences in the recorded changes suggest a difference in the dynamics of the response to smoking intervention between male and female high school students. A desired change of attitude frequency distributions (e.g., from less extreme to more extreme responses) has also been found. In addition, the tendency of the experimental students to actively act against smoking within family circles increased, although not significantly. All the above was accompanied by a decrease in the number of smokers in the experimental group and a significant increase in the number of smokers in the control group. These results suggest that it is educationally possible to modify attitudes in health education in the desired direction by means of a properly designed interdisciplinary science curricular unit implemented within ongoing traditional science teaching.
Pechak, Celia; Diaz, Deborah; Dillon, Loretta
As the Hispanic population continues to expand in the United States, health professionals increasingly may encounter people who speak Spanish and have limited English proficiency. Responding to these changes, various health profession educators have incorporated Spanish language training into their curricula. Of 12 doctor of physical therapy (DPT) programs identified as including elective or required Spanish courses, the program at The University of Texas at El Paso is the only one integrating required Spanish language training across the curriculum. The purpose of this case report is to describe the development, implementation, and preliminary outcomes of the evolving educational model at The University of Texas at El Paso. The University of Texas at El Paso is situated immediately across the border from Mexico. Responding to the large population with limited English proficiency in the community, faculty began to integrate required Spanish language training during a transition from a master-level to a DPT curriculum. The Spanish language curriculum pillar includes a Spanish medical terminology course, language learning opportunities threaded throughout the clinical courses, clinical education courses, and service-learning. Forty-five DPT students have completed the curriculum. Assessment methods were limited for early cohorts. Clinically relevant Spanish verbal proficiency was assessed with a practical examination in the Spanish course, a clinical instructor-rated instrument, and student feedback. Preliminary data suggested that the model is improving Spanish language proficiency. The model still is evolving. Spanish language learning opportunities in the curriculum are being expanded. Also, problems with the clinical outcome measure have been recognized. Better definition of intended outcomes and validation of a revised tool are needed. This report should promote opportunities for collaboration with others who are interested in linguistic competence. © 2014
Scott, Paul; And Others
A project to propose a system for managing curriculum improvement at the state level (1) identified the basic functions necessary for a statewide curriculum management effort, (2) explained the supporting activities required to initiate and maintain its operation, and (3) developed a model system for curriculum management. The five functions…
Full Text Available Introduction: Integrated PBL is now an accepted method of teaching the medical curriculum. The objective of this study was to determine MBChB-III students’ perceptions about some key aspects related to our integrated PBL curriculum. Methods: This was an anonymous, questionnaire based, descriptive study, involving the Walter Sisulu University MBChB year 3 students as participants. The short questionnaire focused on key student perception areas related to integrated PBL curriculum Results: More than half of the students felt that the curriculum enhanced analytical skills, and was reasoning and learning centered. 29.5% of the students felt that the desired goals and objectives were not clear enough. About 90% felt that they felt they could recognize discipline interrelations. While 61.7% of students felt that the curriculum facilitated active learning opportunities, more than 70% felt that it increased the workload and stress levels. About half of the students expressed overall satisfaction with the level of content integration. Conclusion: Students generally presented favorable perceptions of the integrated MBChB-III PBL curriculum. There were concerns about the associated heavy workload and stress. Student counseling with respect to time and stress management coupled with improvements in curriculum design would be helpful in addressing the issue.
Louisiana State Univ., Baton Rouge.
Produced by agriscience and agrimarketing teachers, teacher educators in agriculture, and state supervisory staff in agricultural education in Louisiana, this guide was developed to aid experienced and beginning agriscience and agrimarketing teachers to plan and conduct effective summer programs. The guide is organized in the following seven major…
Vlahovic, G.; Malhotra, R.
This paper reports recent efforts by the Department of Environmental, Earth and Geospatial Sciences faculty at North Carolina Central University (NCCU) to develop a leading geospatial sciences program that will be considered a model for other Historically Black College/University (HBCU) peers nationally. NCCU was established in 1909 and is the nation’s first state supported public liberal arts college funded for African Americans. In the most recent annual ranking of America’s best black colleges by the US News and World Report (Best Colleges 2010), NCCU was ranked 10th in the nation. As one of only two HBCUs in the southeast offering an undergraduate degree in Geography (McKee, J.O. and C. V. Dixon. Geography in Historically Black Colleges/ Universities in the Southeast, in The Role of the South in Making of American Geography: Centennial of the AAG, 2004), NCCU is uniquely positioned to positively affect talent and diversity of the geospatial discipline in the future. Therefore, successful creation of research and internship pathways for NCCU students has national implications because it will increase the number of minority students joining the workforce and applying to PhD programs. Several related efforts will be described, including research and internship projects with Fugro EarthData Inc., Center for Remote Sensing and Mapping Science at the University of Georgia, Center for Earthquake Research and Information at the University of Memphis and the City of Durham. The authors will also outline requirements and recent successes of ASPRS Provisional Certification Program, developed and pioneered as collaborative effort between ASPRS and NCCU. This certificate program allows graduating students majoring in geospatial technologies and allied fields to become provisionally certified by passing peer-review and taking the certification exam. At NCCU, projects and certification are conducted under the aegis of the Geospatial Research, Innovative Teaching and
Sanford DeRousie, Rebecca M.; Bierman, Karen L.
This study examined the extent to which an evidence-based preschool curriculum (Head Start REDI) was sustained by 20 teachers during the year following a randomized controlled efficacy trial, when teachers were no longer required by the research project to implement the curriculum. Two quantitative measures of sustainability (teacher ratings, REDI coach ratings) and a qualitative measure (teacher interview) were collected and compared. Sustainability varied by the specific curriculum component, with higher rates of sustainability for the social-emotional component (Preschool PATHS) than for the language and literacy components. Estimates of sustainability were affected by the method of measurement, with REDI coach ratings and qualitative teacher interviews more closely aligned than teacher ratings. Responses from qualitative interviews identified the main factors that teachers thought affected sustainability. Teacher responses suggest that efforts to promote sustainability are best targeted at reducing barriers, such as competing demands, rather than simply highlighting the benefits of the new curriculum. PMID:22408287
Full Text Available Objectives. This study was designed to assess the clinical applicability of a Point-of-Care (POC ultrasound curriculum into an intensive care unit (ICU fellowship program and its impact on patient care. Methods. A POC ultrasound curriculum for the surgical ICU (SICU fellowship was designed and implemented in an urban, academic tertiary care center. It included 30 hours of didactics and hands-on training on models. Minimum requirement for each ICU fellow was to perform 25–50 exams on respective systems or organs for a total not less than 125 studies on ICU. The ICU fellows implemented the POC ultrasound curriculum into their daily practice in managing ICU patients, under supervision from ICU staff physicians, who were instructors in POC ultrasound. Impact on patient care including finding a new diagnosis or change in patient management was reviewed over a period of one academic year. Results. 873 POC ultrasound studies in 203 patients admitted to the surgical ICU were reviewed for analysis. All studies included were done through the POC ultrasound curriculum training. The most common exams performed were 379 lung/pleural exams, 239 focused echocardiography and hemodynamic exams, and 237 abdominal exams. New diagnosis was found in 65.52% of cases (95% CI 0.590, 0.720. Changes in patient management were found in 36.95% of cases (95% CI 0.303, 0.435. Conclusions. Implementation of POC ultrasound in the ICU with a structured fellowship curriculum was associated with an increase in new diagnosis in about 2/3 and change in management in over 1/3 of ICU patients studied.
Killu, Keith; Coba, Victor; Mendez, Michael; Reddy, Subhash; Adrzejewski, Tanja; Huang, Yung; Ede, Jessica; Horst, Mathilda
Objectives. This study was designed to assess the clinical applicability of a Point-of-Care (POC) ultrasound curriculum into an intensive care unit (ICU) fellowship program and its impact on patient care. Methods. A POC ultrasound curriculum for the surgical ICU (SICU) fellowship was designed and implemented in an urban, academic tertiary care center. It included 30 hours of didactics and hands-on training on models. Minimum requirement for each ICU fellow was to perform 25–50 exams on respective systems or organs for a total not less than 125 studies on ICU. The ICU fellows implemented the POC ultrasound curriculum into their daily practice in managing ICU patients, under supervision from ICU staff physicians, who were instructors in POC ultrasound. Impact on patient care including finding a new diagnosis or change in patient management was reviewed over a period of one academic year. Results. 873 POC ultrasound studies in 203 patients admitted to the surgical ICU were reviewed for analysis. All studies included were done through the POC ultrasound curriculum training. The most common exams performed were 379 lung/pleural exams, 239 focused echocardiography and hemodynamic exams, and 237 abdominal exams. New diagnosis was found in 65.52% of cases (95% CI 0.590, 0.720). Changes in patient management were found in 36.95% of cases (95% CI 0.303, 0.435). Conclusions. Implementation of POC ultrasound in the ICU with a structured fellowship curriculum was associated with an increase in new diagnosis in about 2/3 and change in management in over 1/3 of ICU patients studied. PMID:25478217
Tamayo, Cassandra A.; Rizkalla, Mireille N.; Henderson, Kyle K.
Introduction: Empathy is an essential trait for pharmacists and is recognized as a core competency that can be developed in the classroom. There is a growing body of data regarding levels of empathy in pharmacy students; however, these studies have not measured differences in behavioral, cognitive, and emotional empathy. The goal of this study was to parse the underlying components of empathy and correlate them to psychosocial attributes, with the overall goal of identifying curriculum modifications to enhance levels of empathy in pharmacy students. Methods: IRB approval was obtained to measure empathy levels in pharmacy students attending Midwestern University. An online, anonymous survey administered through a secure website (REDCap) was used. This survey utilized the Jefferson Scale of Empathy (Medical Student version) and included questions regarding demographics and personality traits. Empathy questions were sub-divided into behavioral, cognitive, and emotional categories. Data are presented as mean ± SEM with significance set at P ≤ 0.05. Results: Three hundred and four pharmacy students at Midwestern University participated in a fall survey with an overall response rate of 37%. The average empathy score was 110.4 ± 0.8 on a scale of 20–140; which is comparable to empathy scores found by Fjortoft et al. (2011) and Van Winkle et al. (2012b). Validating prior research, females scored significantly higher than males in empathy as well as behavioral, cognitive, and emotional subcomponents. For the entire population, emotional empathy was significantly higher than cognitive and behavioral empathy (P empathy were observed for self-serving behavior (R D 0.490, P empathy levels in pharmacy students are similar to prior studies with females scoring higher than males. Emotional empathy may play a greater role than cognitive and behavioral empathy in this group of students. Targeted programs that promote volunteerism and activities that foster responsiveness to
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
Cassandra A. Tamayo
Full Text Available Introduction: Empathy is an essential trait for pharmacists and is recognized as a core competency that can be developed in the classroom. There is a growing body of data regarding levels of empathy in pharmacy students; however, these studies have not measured differences in behavioral, cognitive, and emotional empathy. The goal of this study was to parse the underlying components of empathy and correlate them to psychosocial attributes, with the overall goal of identifying curriculum modifications to enhance levels of empathy in pharmacy students.Methods: IRB approval was obtained to measure empathy levels in pharmacy students attending Midwestern University. An online, anonymous survey administered through a secure website (REDCap was used. This survey utilized the Jefferson Scale of Empathy (Medical Student version and included questions regarding demographics and personality traits. Empathy questions were sub-divided into behavioral, cognitive, and emotional categories. Data are presented as mean ± SEM with significance set at P < 0.05.Results: Three hundred and four pharmacy students at Midwestern University participated in a fall survey with an overall response rate of 37%. The average empathy score was 110.4 ± 0.8 on a scale of 20-140; which is comparable to empathy scores found by Fjortoft et al. and Van Winkle et al. Validating prior research, females scored significantly higher than males in empathy as well as behavioral, cognitive, and emotional subcomponents. For the entire population, emotional empathy was significantly higher than cognitive and behavioral empathy (P < 0.05. Furthermore, negative correlations to empathy were observed for self-serving behavior (R = 0.490, P < 0.001, medical authoritarianism (R = 0.428, P < 0.001, and experience of coercion (R = 0.344, P < 0.001. Conclusion: Overall, empathy levels in pharmacy students are similar to prior studies with females scoring higher than males. Emotional empathy may play a
Carrillo Cubides, Raúl; Aldana Alarcón, Luis Gonzalo; Gutiérrez Galvis, Adriana Rocío
During the past five decades there has been an increased in the prevalence of obesity and over weight, also in physical inactivity and /or low cardiorespiratory fitness within the population in school age from diverse regions of the planet, including Bogota-Colombia. The general objective of this study was to compare the physical condition and the levels of physical activity from students who belonged to two curriculum programs of the Public Schools Network from Bogota, one of which includes two sessions per week, each session of 90 minutes of physical activity. We developed a research of unlike cross-sectional groups. There were 178 children evaluated from the regular curriculum and 170 kids belonging to the program 40 x 40. The physical condition was evaluated applying the protocol of high priority from the ALPHA -Fitness test Battery. The weight, height, body mass index, the waist circumference, the standing long jump, the handgrip in both hands and the motor fitness 20 meter shuttle run test were developed under standardized conditions. The Global School Health Survey (GSHS) was used to evaluate the levels of AF. No significant statistical differences were founded between P-40x40 and the regular curriculum regarding: weight, height, the body mass index, the waist circumference, the handgrip in both hands and the explosive strength in lower limbs. Nevertheless the cardiorespiratory fitness was significantly lower within de P-40x40. In conclusion the participation in the curricular program 40 x 40 was not associated with better levels of physical condition. Copyright AULA MEDICA EDICIONES 2014. Published by AULA MEDICA. All rights reserved.
Alsubaie, Merfat Ayesh
In order for curriculum development to be effective and schools to be successful, teachers must be involved in the development process. An effective curriculum should reflect the philosophy, goals, objectives, learning experiences, instructional resources, and assessments that comprise a specific educational program ("Guide to curriculum…
Mazzone, Michael; Krasovich, Susanne; Fay, David; Ginn, Patrick; Lopresti, Leigh; Nelson, Karen; Ambuel, Bruce
There have been dramatic changes in the specialty of family medicine and the American health care system in the more than 40 years since the formation of the specialty. As a result, there is urgent need for experimentation and innovation in residency training to better prepare family physicians. Waukesha Family Medicine Residency used a strategic planning process to identify four guiding concepts for a new model of residency education: intentional diversification; options for advanced training in a fourth year of residency; longitudinal, competency-based training; and strong fundamental background in family medicine skills. These concepts guided radical restructuring of the curriculum. The new Majors and Masteries curriculum begins with 19 months of training in core family medicine skills. Residents then elect to pursue a Major or Mastery in an area of interest. Majors are completed within 3 years, while Masteries are completed in 4 years and include advanced training (MPH, MBA, advanced obstetrics). Since implementation, residents have selected a broad range of Majors, three residents have elected advanced training in three different mastery areas, and resident recruitment has not been disrupted. The Majors and Masteries curriculum and the process used to implement it may benefit other residencies considering radical curriculum change.
Albashiry, Nabeel; Voogt, Joke; Pieters, Julius Marie
Maintaining the quality and relevance of Technical Vocational Education and Training (TVET) curricula is a great challenge for TVET institutions in developing countries. One major challenge lies in the lack of curriculum design expertise of TVET academics. The purpose of this multiplecase study is
Sanderson, Christen Noel
Economically disadvantaged students face an array of adversities during their childhood. With the media having an outstanding influence on the self-esteem of children, it is important that they have the tools necessary to question images they encounter. A Visual Culture curriculum in combination with a ceramics course can provide students with the…
Mumm, Ann Marie; Bye, Lynn
This article examines the status of certification requirements for school social workers across the United States and the policy context in which certification is embedded. The article also details findings of a study on the curriculum available at various schools of social work offering training in school social work. The article makes a case for…
This curriculum unit focuses on the Aztec settlement in Mesoamerica comparing it with present-day Mexico. The unit is oriented to teach basic communicative skills to beginning English language learners in small groups of approximately five students. It helps Mexican Spanish-speaking students embrace their own culture and build on their prior…
Sarkar, Shyamalendu; Reddy, Surender
The article analyzes various present and future aspects of e-business as it is or should be incorporated in the school of business curriculum. The study uses both primary and secondary data. The results indicate that e-business courses are currently taught across the traditional disciplines of business schools. The courses are primarily taught as…
Martin, Sabrina Budasi
The curriculum guide is designed for a basic skills course for machine maintenance workers. The 12-week course is divided into three segments: English as a Second Language and vocabulary development; technical vocabulary and mathematics; and technical symbols, trouble-shooting, and word problems. For each of the three segments, a list of…
This collection of curriculum projects considers the change and modernization of China. The following 15 projects are in the collection: "Globalization in China" (Allan Cooper); "Religion and Identity in Contemporary China" (Wade H. Dazey); "China and the West: A Global Context for Chinese Immigration to the United…
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…
Eckenrod, James S.
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)
Artesia Public Schools, NM.
This volume contains suggested curriculum guidelines for an effective bilingual program, with specific focus on Spanish language skills for the second grade level. The philosophy of the program views bilingual education as a vehicle and pedagogical tool to be used to better prepare all children to function in society. The point of departure for…
Artesia Public Schools, NM.
This volume contains suggested curriculum guidelines for an effective bilingual program, with specific focus on Spanish language skills for the third grade level. The philosophy of the program views bilingual education as a vehicle and pedagogical tool to be used to better prepare all children to function in society. The point of departure for…
Deal, D.E.; Abitz, R.J.; Myers, J.; Case, J.B.; Martin, M.L.; Roggenthen, W.M. [International Technology Corp., Albuquerque, NM (United States); Belski, D.S. [Westinghouse Electric Corp., Carlsbad, NM (United States). Waste Isolation Div.
The data presented in this report are the result of Brine Sampling and Evaluation Program (BSEP) activities at the Waste Isolation Pilot Plant (WIPP) during 1990. When excavations began in 1982, small brine seepages (weeps) were observed on the walls. These brine occurrences were initially described as part of the Site Validation Program. Brine studies were formalized in 1985. The BSEP activities document and investigate the origins, hydraulic characteristics, extent, and composition of brine occurrences in the Permian Salado Formation and seepage of that brine into the excavations at the WIPP. The brine chemistry is important because it assists in understanding the origin of the brine and because it may affect possible chemical reactions in the buried waste after sealing the repository. The volume of brine and the hydrologic system that drives the brine seepage also need to be understood to assess the long-term performance of the repository. After more than eight years of observations (1982--1990), no credible evidence exists to indicate that enough naturally occurring brine will seep into the WIPP excavations to be of practical concern. The detailed observations and analyses summarized herein and in previous BSEP reports confirm the evidence apparent during casual visits to the underground workings -- that the excavations are remarkably dry.
Full Text Available Abdullah Foraih AlanaziCollege of Applied Medical Sciences, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Kingdom of Saudi ArabiaBackground: The emergency medical services program at the College of Applied Medical Sciences, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Kingdom of Saudi Arabia, was adapted from the integrated problem-based learning curriculum of Flinders University, Adelaide, South Australia.Purpose: The purpose of this article is to discuss the major adaptations required for adoption of the full-fledged PBL curriculum, use of sequential blocks, and multilayer alignment of the curriculum.Methods: A logical model and step-by-step approach were used to design the curriculum. Several studies using Delphi methods, focus group interviews, and expert opinions were performed to identify the priority health problems; related competencies, learning objectives, and learning strategies; the web-based curriculum for delivery; student assessment; and program evaluation.Results: Sixty priority health problems were identified for inclusion in different blocks of the curriculum. Identified competencies matched the satisfaction of different stakeholders, and ascertained learning objectives and strategies were aligned with the competencies. A full-fledged web-based curriculum was designed and an assessment was created that aligned with a blueprint of the objectives and the mode of delivery.Conclusion: Step-by-step design ensures the multilayer alignment of the curriculum, including priority health problems, competencies, objectives, student assessment, and program evaluation.Keywords: emergency medical services, problem-based learning, logical model, step-by-step approach, multilayer alignment
Rooholamini, Azadeh; Amini, Mitra; Bazrafkan, Leila; Dehghani, Mohammad Reza; Esmaeilzadeh, Zohreh; Nabeiei, Parisa; Rezaee, Rita; Kojuri, Javad
In recent years curriculum reform and integration was done in many medical schools. The integrated curriculum is a popular concept all over the world. In Shiraz medical school, the reform was initiated by stablishing the horizontal basic science integration model and Early Clinical Exposure (ECE) for undergraduate medical education. The purpose of this study was to provide the required data for the program evaluation of this curriculum for undergraduate medical students, using CIPP program evaluation model. This study is an analytic descriptive and triangulation mixed method study which was carried out in Shiraz Medical School in 2012, based on the views of professors of basic sciences courses and first and second year medical students. The study evaluated the quality of the relationship between basic sciences and clinical courses and the method of presenting such courses based on the Context, Input, Process and Product (CIPP) model. The tools for collecting data, both quantitatively and qualitatively, were some questionnaires, content analysis of portfolios, semi- structured interview and brain storming sessions. For quantitative data analysis, SPSS software, version 14, was used. In the context evaluation by modified DREEM questionnaire, 77.75%of the students believed that this educational system encourages them to actively participate in classes. Course schedule and atmosphere of class were reported suitable by 87.81% and 83.86% of students. In input domain that was measured by a researcher made questionnaire, the facilities for education were acceptable except for shortage of cadavers. In process evaluation, the quality of integrated modules presentation and Early Clinical Exposure (ECE) was good from the students' viewpoint. In product evaluation, students' brain storming, students' portfolio and semi-structured interview with faculties were done, showing some positive aspects of integration and some areas that need improvement. The main advantage of assessing
Full Text Available Introduction: In recent years curriculum reform and integration was done in many medical schools. The integrated curriculum is a popular concept all over the world. In Shiraz medical school, the reform was initiated by stablishing the horizontal basic science integration model and Early Clinical Exposure (ECE for undergraduate medical education. The purpose of this study was to provide the required data for the program evaluation of this curriculum for undergraduate medical students, using CIPP program evaluation model. Methods: This study is an analytic descriptive and triangulation mixed method study which was carried out in Shiraz Medical School in 2012, based on the views of professors of basic sciences courses and first and second year medical students. The study evaluated the quality of the relationship between basic sciences and clinical courses and the method of presenting such courses based on the Context, Input, Process and Product (CIPP model. The tools for collecting data, both quantitatively and qualitatively, were some questionnaires, content analysis of portfolios, semistructured interview and brain storming sessions. For quantitative data analysis, SPSS software, version 14, was used. Results: In the context evaluation by modified DREEM questionnaire, 77.75%of the students believed that this educational system encourages them to actively participate in classes. Course schedule and atmosphere of class were reported suitable by 87.81% and 83.86% of students. In input domain that was measured by a researcher made questionnaire, the facilities for education were acceptable except for shortage of cadavers. In process evaluation, the quality of integrated modules presentation and Early Clinical Exposure (ECE was good from the students’ viewpoint. In product evaluation, students’ brain storming, students’ portfolio and semi-structured interview with faculties were done, showing some positive aspects of integration and some areas
Jani, Asim A; Trask, Jennifer; Ali, Ather
During 2012, the USDHHS's Health Resources and Services Administration funded 12 accredited preventive medicine residencies to incorporate an evidence-based integrative medicine curriculum into their training programs. It also funded a national coordinating center at the American College of Preventive Medicine, known as the Integrative Medicine in Preventive Medicine Education (IMPriME) Center, to provide technical assistance to the 12 grantees. To help with this task, the IMPriME Center established a multidisciplinary steering committee, versed in integrative medicine, whose primary aim was to develop integrative medicine core competencies for incorporation into preventive medicine graduate medical education training. The competency development process was informed by central integrative medicine definitions and principles, preventive medicine's dual role in clinical and population-based prevention, and the burgeoning evidence base of integrative medicine. The steering committee considered an interdisciplinary integrative medicine contextual framework guided by several themes related to workforce development and population health. A list of nine competencies, mapped to the six general domains of competence approved by the Accreditation Council of Graduate Medical Education, was operationalized through an iterative exercise with the 12 grantees in a process that included mapping each site's competency and curriculum products to the core competencies. The competencies, along with central curricular components informed by grantees' work presented elsewhere in this supplement, are outlined as a roadmap for residency programs aiming to incorporate integrative medicine content into their curricula. This set of competencies adds to the larger efforts of the IMPriME initiative to facilitate and enhance further curriculum development and implementation by not only the current grantees but other stakeholders in graduate medical education around integrative medicine training
Bares, Sara; Sandkovsky, Uriel
Abstract Background Most of the care of HIV-infected patients is now provided in the clinic where there is less time for bedside teaching than in the inpatient setting. We sought to augment the clinical experience by developing an HIV-focused e-learning flipped classroom curriculum in our ID fellowship program. Methods Six e-learning modules were developed using Articulate Storyline. Topics included: HIV Diagnosis, Evaluation of the HIV-infected Patient, When to Start Antiretroviral Therapy, What to Start, HIV Resistance, and HIV Drug-Drug Interactions. Modules were made available 1 week in advance, lasted 20 minutes, and included interactive questions. Class time was spent discussing clinical cases related to the module. The IDSA “HIV Medicine in Clinical Practice” exam and pre and post-course surveys were administered to measure changes in both objective and self-perceived knowledge before and after completion of the curriculum. Wilcoxon-signed rank test was used to compare test results between the 2 periods. Results Seven fellows participated in the curriculum and 10 fellows completed the pre and post-tests (3 fellows tested only with pretest as they were finishing fellowship, 4 fellows took both pre and post- test, and 3 fellows only took the post-test). Overall scores between pre-and post-test were not significantly different between pooled pre- and post-test results (7 fellows took each test) (P = 0.8). Among the 4 fellows who completed both tests, there was a trend to improved scores (P = 0.06). 7 of 7 fellows completed the pre- and post-curriculum surveys. All agreed or strongly agreed that the flipped classroom model enhanced their learning of the material and self-perceived knowledge improved in all assessed areas following participation in the curriculum (see Figure). Conclusion The introduction of the e-learning modules in a flipped classroom format was well received by fellows and allowed for better preparation and discussion of HIV-related topics
Full Text Available Abstract Background Today, there is a trend towards establishing the medical humanities as a component of medical education. However, medical humanities programs that exist within the context of a medical school can be problematic. The aim of this study was to explore problems that can arise with the establishment of a medical humanities curriculum in a medical school program. Methods Our theoretical approach in this study is informed by derridean deconstruction and by post-structuralist analysis. We examined the ideology of the Humanities and Medicine program at Lund University, Sweden, the practical implementation of the program, and how ideology and practice corresponded. Examination of the ideology driving the humanities and medicine program was based on a critical reading of all available written material concerning the Humanities and Medicine project. The practice of the program was examined by means of a participatory observation study of one course, and by in-depth interviews with five students who participated in the course. Data was analysed using a hermeneutic editing approach. Results The ideological language used to describe the program calls it an interdisciplinary learning environment but at the same time shows that the conditions of the program are established by the medical faculty's agenda. In practice, the "humanities" are constructed, defined and used within a medical frame of reference. Medical students have interesting discussions, acquire concepts and enjoy the program. But they come away lacking theoretical structure to understand what they have learned. There is no place for humanities students in the program. Conclusion A challenge facing cross-disciplinary programs is creating an environment where the disciplines have equal standing and contribution.
Zha Blong Xiong
Full Text Available This paper describes the process by which the Helping Youth Succeed (HYS curriculum was developed for Cambodian, Hmong, Lao, and Vietnamese immigrants in the United States to help address and minimize conflicts between immigrant parents and their adolescent children. A detailed explanation of this model is provided to encourage the development of additional culturally specific parent education curricula for other immigrant/refugee groups and/or diversepopulations.
Wiener, R. Constance; Morgan, Susan; Swager, Lauren; DeBiase, Christina; Lilly, Christa L.
Purpose. Hyposalivation influences quality of life and medication compliance. However, oral health knowledge (in general) and knowledge about hyposalivation (in particular) are often lacking in nondental healthcare professional’s curricula. Additionally, hyposalivation has not been adequately studied in young adults. The purpose for this study is twofold: to use an interprofessional educational curriculum to increase nondental healthcare students’ knowledge about oral health and salivary test...
Van Deven, T. [Department of Medical Imaging, Schulich School of Medicine and Dentistry (Canada); Hibbert, K., E-mail: firstname.lastname@example.org [Faculty of Education, Schulich School of Medicine and Dentistry (Canada); Faden, L. [Faculty of Education, The University of Western Ontario (Canada); Chhem, R.K. [Institute of History, Philosophy and Ethics of Medicine, Ulm University, Ulm (Germany)
Purpose: In this qualitative case study involving five academic Radiology centres across Canada, the authors seek to identify the hidden curriculum. Methods: A qualitative case study methodology was used for its potential to explore and provide rich descriptions and allow for the in-depth analysis of multiple data sources that include official institutional documents, surveys, observations and interviews (including undergraduate students, postgraduate, radiologists, imaging scientists, residents, faculty and administrators). This study relied on 48 interviews and involved primary data analysis by the core research team, and a secondary analysis by external examiners. Results: The results revealed that in four of the five major centres studied, a hidden curriculum of isolation prevailed, reinforcing an image of the radiologist as an independent operator within an organization dependent upon collaboration for optimal performance. The fifth site exhibited a hidden curriculum of collaboration and support, although the messages received were conflicting when addressing issues around teaching. Conclusions: The authors conclude by noting two possibilities for medical imaging departments to consider that of isolation or that of integration. They examine the implications of each and propose a way forward that situates Radiology as the crossroads of medicine. As such, the need for a new, generative metaphor reasserts the importance of recognizing the role and function of scholarship in teaching and learning contexts across Canada.
Van Deven, T; Hibbert, K; Faden, L; Chhem, R K
In this qualitative case study involving five academic Radiology centres across Canada, the authors seek to identify the hidden curriculum. A qualitative case study methodology was used for its potential to explore and provide rich descriptions and allow for the in-depth analysis of multiple data sources that include official institutional documents, surveys, observations and interviews (including undergraduate students, postgraduate, radiologists, imaging scientists, residents, faculty and administrators). This study relied on 48 interviews and involved primary data analysis by the core research team, and a secondary analysis by external examiners. The results revealed that in four of the five major centres studied, a hidden curriculum of isolation prevailed, reinforcing an image of the radiologist as an independent operator within an organization dependent upon collaboration for optimal performance. The fifth site exhibited a hidden curriculum of collaboration and support, although the messages received were conflicting when addressing issues around teaching. The authors conclude by noting two possibilities for medical imaging departments to consider that of isolation or that of integration. They examine the implications of each and propose a way forward that situates Radiology as the crossroads of medicine. As such, the need for a new, generative metaphor reasserts the importance of recognizing the role and function of scholarship in teaching and learning contexts across Canada. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.
Morin, Aline; Ocanto, Romer; Drukteinis, Lesbia; Hardigan, Patrick C
The purposes of this study were to: (1) describe the sedation protocols of postgraduate pediatric dentistry programs (PPDPs) in the U.S.; (2) evaluate how consistent they were with current American Academy of Pediatric Dentistry sedation guidelines and Commission on Dental Accreditation (CODA) sedation curriculum requirements; (3) identify barriers to and tools for implementing these guidelines; and (4) determine the independent association between PPDPs' adherence to guidelines and the program setting. In February 2015, a 40-item questionnaire was e-mailed to all postgraduate pediatric dentistry program directors (PPDPDs) of CODA-accredited programs in the U.S. (n equals 74). Data were analyzed using descriptive statistics and Kruskal-Wallis and pairwise Nemenyi tests. Fifty-two PPDPDs responded (70 percent). Since the 2013 change in CODA sedation requirements, only a limited number of PPDPs (36 percent) were found to be noncompliant with CODA standards. PPDPDs trained at hospital-based programs were found to direct programs that were more compliant with CODA sedation standards (PPediatric Dentistry and Commission on Dental Accreditation sedation standards.
The aim of this study is to further our understanding of the nexus between individual development and conceptions of science curriculum with particular emphasis upon root metaphors. The initial conceptual springboard is based upon the rather consistent conflation of selectionist (Darwinian) and developmental cosmologies in most scientific thinking about complex systems. A partial goal of this study then being the development of a visual metaphor that offers a more coherent heuristic of what it means to be a knowing individual within a changing ecosocial reality. This is a paradigmatic examination and it is conjectured that the root assumptions underlying the bulk of curriculum theory are unrealistic, that the appearance of stability in curriculum and practice is largely a byproduct of misclassification or even category error, and that reconceptualizing curriculum as a description of an adaptive system rather than a system-by-design will assist in unpacking a number of problems including the so-called theory-practice gap. The basic procedure is a life-history case study of seven participants--three female high school students, three male high school students, and their teacher--tracked between three learning contexts: the classroom, an extracurricular science "institute," and a virtual astronomy class. The biography of the researcher is incorporated both as a matter of methodology and as a matter of interventionist stance. It is concluded that the 'science institute' embodied a number of innovative features, including more equality among all participants, that also allowed masking-off of countervailing forces perceived as antithetical to its own development. Its organization was not stable but constituted a strongly expansive instrument in the individuation of all participants, allowing the students to more clearly visualize the multiple natures of science and themselves as individuals and scientists. It also allowed the teacher involved to leverage change in his
Ceylony, Manju; Porhomayon, Jahan; Pourafkari, Leili; Nader, Nader D
Internal Medicine residents must develop competency as Primary Care Providers, but a gap exists in their curriculum and training with regard to women's reproductive health. With increasing need in VA due to new influx of women veterans it poses problems in recruitment of competent physicians trained in Women's health. An intensive, one-month women's reproductive health curriculum with hands on experience for Internal Medicine residents was provided. Curriculum was taught to the residents who rotated at the Women's Health Clinic for one month. Pre-test and post-test exams were administered. Increase in knowledge of residents in providing gender specific evaluations and management was objectively assessed by changes in post-test scores. Data were analyzed for statistically significant improvement in written tests scores. Total of 47 Internal Medicine residents rotated through Women's Health Center during the evaluation period. All residents completed both pre-test and post-test exams. The average time to complete the pre-test was 20.5 ± 5.4 min and 19.5 ± 4.8 min for post-test. There was no correlation between the time to complete the pre-test exam and the post-test exam. The total score was significantly improved from 8.5 ± 1.6 to 13.2 ± 1.8 (p training with information on women's health that enables them to provide safe and gender appropriate care in primary care settings. This practice will reduce the need for frequent referrals for specialized care and thus provide cost saving for patient and health care on the whole.
Zarrabi, Bahar; Burce, Karen K; Seal, Stella M; Lifchez, Scott D; Redett, Richard J; Frick, Kevin D; Dorafshar, Amir H; Cooney, Carisa M
Rising health care costs, decreasing reimbursement rates, and changes in American health care are forcing physicians to become increasingly business-minded. Both academic and private plastic surgeons can benefit from being educated in business principles. The authors conducted a systematic review to identify existing business curricula and integrated a business principles curriculum into residency training. The authors anonymously surveyed their department regarding perceived importance of business principles and performed a systematic literature review from 1993 to 2013 using PubMed and Embase to identify residency training programs that had designed/implemented business curricula. Subsequently, the authors implemented a formal, quarterly business curriculum. Thirty-two of 36 physicians (88.9 percent; 76.6 percent response rate) stated business principles are either "pretty important" or "very important" to being a doctor. Only 36 percent of faculty and 41 percent of trainees had previous business instruction. The authors identified 434 articles in the systematic review: 29 documented formal business curricula. Twelve topics were addressed, with practice management/administration (n = 22) and systems-based practice (n = 6) being the most common. Four articles were from surgical specialties: otolaryngology (n = 1), general surgery (n = 2), and combined general surgery/plastic surgery (n = 1). Teaching formats included lectures and self-directed learning modules; outcomes and participant satisfaction were reported inconsistently. From August of 2013 to June of 2015, the authors held eight business principles sessions. Postsession surveys demonstrated moderately to extremely satisfied responses in 75 percent or more of resident/fellow respondents (n = 13; response rate, 48.1 percent) and faculty (n = 9; response rate, 45.0 percent). Business principles can be integrated into residency training programs. Having speakers familiar with the physician audience and a
Rice, E. L.
The Comparing Approaches to Hands-On Science workshop was developed by the Institute for Inquiry at the Exploratorium and incorporated as a half-day activity into the Center for Adaptive Optics Professional Development Program (PDP) and other teaching venues supported by PDP participants and staff. The Comparing Approaches activity builds upon the common assumption that "hands-on" learning experiences develop deeper and longer-lasting understanding of material. It challenges teacher-participants to reflect on why that is and to consider how hands-on learning is most effectively incorporated into a science curriculum to meet the defined content, scientific process, and attitudinal objectives. I have participated in the Comparing Approaches workshop at several venues and with a variety of roles, and in this paper I describe how the workshop is effective as preparation for exploring the concept of inquiry and inquiry-based learning and as an introduction to "backward" curriculum design and to the PDP as a whole. I discuss challenges I faced as a participant, as a facilitator (instructor) for the activity, and as a discussion leader and provide advice for future implementations of the workshop.
Daniel T. L. Shek
Full Text Available The design of a new curriculum in a positive youth development program (Project P.A.T.H.S. in Hong Kong is outlined. The Tier 1 Program of the original phase of the Project P.A.T.H.S. is a universal positive youth development program for students in Secondary 1 to Secondary 3 with the curricula developed by a research team comprising scholars in different disciplines (e.g., social work, psychology, and education. The 120 teaching units are designed with reference to 15 positive youth development constructs identified in the successful positive youth development programs. In the extension phase of the project, a new curriculum with 60 teaching units is developed in accordance with these 15 constructs with specific reference to five major adolescent developmental issues. These issues include substance abuse, sexuality issue, Internet addiction, bullying, and money and success issues. The principles underlying the program development and implementation strategies are outlined.
Moye, Michael D.; And Others
This curriculum guide is designed to offer guidelines along with supporting resources and teaching ideas from which the local secondary instructor can extract a cosmetology curriculum that meets local needs. Following an outline of the philosophy and goals underlying state and local vocational education programs in Georgia, the purpose and…
Michigan State Univ., East Lansing. Coll. of Agriculture and Natural Resources Education Inst.
This curriculum guide is intended to provide a common core of competencies from which to design an effective secondary marketing education program. Introductory materials include a definition of marketing education, objectives, outline of instructional content, and questions and answers regarding the curriculum guide. These practical materials are…
Sabri, Mohd Anas Mohd; Khamis, Nor Kamaliana; Tahir, Mohd Faizal Mat; Wahid, Zaliha; Kamal, Ahmad; Ihsan, Ariffin Mohd; Sulong, Abu Bakar; Abdullah, Shahrum
One of the major concerns of the Engineering Accreditation Council (EAC) is the need for an effective monitoring and evaluation of program outcome domains that can be associated with courses taught under the Mechanical Engineering program. However, an effective monitoring method that can determine the results of each program outcome using Bloom's…
Institute of International Education, New York, NY.
These curriculum projects were produced by teachers who traveled to Egypt and Israel as part of the Fulbright-Hays Seminars Abroad Program. The materials developed by the educators were: Activities and Bibliography of Resources to Promote Student Involvement in a Class Study of Egypt and Egyptian Culture (Edith Baxter); Egypt at the Crossroads of…
Yakima School District Number 7, WA.
The document is designed to provide the teacher of the gifted and talented child with an overview and operational procedure to facilitate the use of future-aimed learning activities for developing leadership capabilities in students. Initial sections cover elements of the future-aimed curriculum mode, definitions of terms, and descriptions of…
Ouanes, Jean-Pierre P; Schwengel, Deborah; Mathur, Vineesh; Ahmed, Omar I; Hanna, Marie N
Results of recent attitude survey studies suggest that most practicing physicians are inadequately treating postoperative pain. Residents in anesthesia are confident in performing lumbar epidural and spinal anesthesia, but many are not confident in performing the blocks with which they have the least exposure. Changes need to be made in the training processes to a comprehensive model that prepares residents to perform a wider array of blocks in postgraduate practice. Here, we describe one institution's approach to creating a standardized, advanced regional anesthesia curriculum for residents that follows the six core competencies of the ACGME. Residents received training in anatomy dissection, ultrasound-guided regional anesthesia, traditional nerve stimulation techniques, problem-based learning and simulation sessions, oral board presentation sessions, and journal club sessions. Residents kept a detailed log for their use of peripheral nerve block procedures. We have now redesigned and implemented an advanced regional anesthesia program within our institution to provide residents with experience in regional anesthesia at a competent level. Resident's knowledge in regional anesthesia did improve after the first year of implementation as reflected in improvements between the pre- and post-tests. As the advanced regional anesthesia education program continues to improve, we hope to demonstrate levels of validity, reliability, and usability by other programs.
Green, Emily P; Borkan, Jeffrey M; Pross, Susan H; Adler, Shelley R; Nothnagle, Melissa; Parsonnet, Julie; Gruppuso, Philip A
Many medical curricula now include programs that provide students with opportunities for scholarship beyond that provided by their traditional, core curricula. These scholarly concentration (SC) programs vary greatly in focus and structure, but they share the goal of producing physicians with improved analytic, creative, and critical-thinking skills. In this article, the authors explore models of both required and elective SC programs. They gathered information through a review of medical school Web sites and direct contact with representatives of individual programs. Additionally, they discuss in-depth the SC programs of the Warren Alpert Medical School of Brown University; the University of South Florida College of Medicine; the University of California, San Francisco; and Stanford University School of Medicine. The authors describe each program's focus, participation, duration, centralization, capstone requirement, faculty involvement, and areas of concentration. Established to address a variety of challenges in the U.S. medical education system, these four programs provide an array of possible models for schools that are considering the establishment of an SC program. Although data on the impact of SC programs are lacking, the authors believe that this type of program has the potential to significantly impact the education of medical students through scholarly, in-depth inquiry and longitudinal faculty mentorship.
Alkin-Sahin, Senar; Tunca, Nihal
In the current study, the aim is to investigate the theses addressing the issue of program evaluation in the field of Curriculum and Instruction (C&I) in 1997-2015. The study employed the survey model. The universe of the study consists of totally 87 theses addressing the issue of program evaluation in the field of C&I in 1997-2015. As the…
Daniel T. L. Shek
Full Text Available To understand the implementation quality of the Tier 1 Program (Secondary 1 Curriculum of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes in the full implementation phase, 100 schools were randomly selected to participate in personal and/or telephone interviews regarding the quality of the implementation process of the Tier 1 Program. In the interviews, the participants described the responses of the students to the program, the perceived benefits of the program, the perceived good aspects of the program, and the areas requiring improvement, difficulties encountered in the implementation process, and perceived attributes of the worker-support scheme (“Co-Walker Scheme”. Results showed that most workers perceived that the students had positive responses to the program and the program was beneficial to the students. They also identified several good aspects in the program, although negative comments on the program design and difficulties in the implementation process were also recorded. Roughly half of the respondents had positive comments on the “Co-Walker Scheme”. In sum, the respondents generally regarded the program as beneficial to the students and they were satisfied with the Tier 1 Program (Secondary 1 Curriculum in the full implementation phase, although some implementation difficulties were also expressed.
Mainieri, Tracy L.; Anderson, Denise M.
Camp scholars have designed structured curricula to engender specific outcomes and to break down the "black box" of programming. Implementation evaluation explores how well a program operates when delivered, further breaking down the black box. The purpose of this study was to explore the implementation of a new structured camp…
de Oliveira, Camila Aparecida Machado; de França Carvalho, Carolina Prado; Céspedes, Isabel Cristina; de Oliveira, Flávia; Le Sueur-Maluf, Luciana
The Federal University of São Paulo, Baixada Santista Campus was founded in 2006 with five degree-granting programs in physical education, physiotherapy, nutrition, psychology, and occupational therapy. The guiding principle behind the programs' educational mission was centered on the development of health care professionals capable of working in…
Schwab, Ellianna; Faherty, Jacqueline K.; Barua, Prachurjya; Cooper, Ellie; Das, Debjani; Simone-Gonzalez, Luna; Sowah, Maxine; Valdez, Laura; BridgeUP: STEM
BridgeUP: STEM (BridgeUP) is a program at the American Museum of Natural History (AMNH) that seeks to empower women by providing early-career scientists with research fellowships and high-school aged women with instruction in computer science and algorithmic methods. BridgeUP achieves this goal by employing post-baccalaureate women as Helen Fellows, who, in addition to conducting their own scientific research, mentor and teach high school students from the New York City area. The courses, targeted at early high-school students, are designed to teach algorithmic thinking and scientific methodology through the lens of computational science. In this poster we present the new BridgeUP astronomy curriculum created for 9th and 10th grade girls.The astronomy course we present is designed to introduce basic concepts as well as big data manipulation through a guided exploration of Gaia (DR1). Students learn about measuring astronomical distances through hands-on lab experiments illustrating the brightness/distance relationship, angular size calculations of the height of AMNH buildings, and in-depth Hertzsprung-Russell Diagram activities. Throughout these labs, students increase their proficiency in collecting and analyzing data, while learning to build and share code in teams. The students use their new skills to create color-color diagrams of known co-moving clusters (Oh et al. 2017) in the DR1 dataset using Python, Pandas and Matplotlib. We discuss the successes and lessons learned in the first implementation of this curriculum and show the preliminary work of six of the students, who are continuing with computational astronomy research over the current school year.
Débora Maria Vargas Makuch
Full Text Available Abstract Objective: To evaluate the trends of changes in the Pedagogical Approach axis in the training of nurse practitioners. Methods: Convergent research with a mixed approach, with 63 participants from 9 nursing schools from Curitiba and metropolitan area. Data collection followed the Focus Group technique. Results: In the Pedagogical Approach axis, 66.7% of the schools reached the Advanced typology (A and 33.3% reached the Innovative typology with an Advanced Trend (ItA. From the analysis of the thematic content, seven units of context emerged. Conclusions: The continuous process experience of commitment to human beings and their context gives autonomy to students. The problematization method is an effective teaching-learning strategy for the construction of comprehensiveness. Implications for practice: The knowledge of pedagogical trends favors changes in nurse's education in line with the profile of the graduates, established by the specific Brazilian Curriculum Guidelines for nursing practice, was confirmed as the intention of professors in this study.
Fenster, C. Abraham; And Others
An overview of the objectives and courses of a doctoral program in forensic psychology is provided. Forensic psychology is the application of psychological methods, principles, and skills to the relevant needs of the legal system. (DE)
A Ph.D. degree program in the non-engineering aeronautical/aerospace sciences (aeronology) will likely be required in the near future to meet the increasing demands for qualified faculty, administrators, and industry representatives within the aviati...
Ramaswamy, Ravishankar; Williams, Alicia; Clark, Elizabeth M; Kelley, Amy S
Effective communication is an important aspect of caring for the elderly, who are more likely to have multimorbidity, limited health literacy, and psychosocial barriers to care. About half of Internal Medicine (IM) trainees in the United States are foreign medical graduates, and may not have been exposed to prior communication skills education. This novel communication skills curriculum for IM interns aimed to increase trainees' confidence and use of specific communication tools with older adults, particularly in delivering bad news and conducting family meetings. The workshop consisted of two interactive sessions in a small group with two learners and one or two facilitators, during the 4-week geriatrics block in IM internship training year. Twenty-three IM interns at an urban Veterans Affairs Medical Center were surveyed at the beginning and at the end of the 4-week block and 3 months after completion of the workshop about their knowledge, confidence, and skill in communication and asked about challenges to effective communication with older adults. The primary outcome measure was change in self-reported confidence and behavior in communication at 4 weeks. On a 4-point Likert scale, there was average improvement of 0.70 in self-reported confidence in communication, which was sustained 3 months after completion of the workshop. Participants reported several patient, physician, and system barriers to effective communication. Communication skills education in a small-group setting and the opportunity for repeated practice and self-reflection resulted in a sustained increase in overall confidence in IM interns in communication with older adults and may help overcome certain patient- and physician-specific communication barriers. © 2014, Copyright the Authors Journal compilation © 2014, The American Geriatrics Society.
Ramaswamy, Ravishankar; Williams, Alicia; Clark, Elizabeth M.; Kelley, Amy S.
Background Effective communication is an important aspect of caring for the elderly, who are more likely to have multimorbidity, limited health literacy and psychosocial barriers to care. About half of Internal Medicine (IM) trainees in the United States are foreign medical graduates, and may not have been exposed to prior communication skills education. This novel communication skills curriculum for IM interns aimed to increase trainees' confidence and use of specific communication tools with older adults, particularly in delivering bad news and conducting family meetings. Methods The workshop consisted of 2 interactive sessions, in a small group with 2 learners and 1-2 facilitators, during the Geriatrics block of the internship year. Twenty-three IM interns were surveyed at the beginning and at the end of the 4-week block and at 3 months after completion of the workshop about their knowledge, confidence and skill in communication, and asked about any challenges to effective communication with older patients. The primary outcome measure was change in self-reported confidence and behavior in communication at 4 weeks. Results On a 4-point Likert scale, there was an average improvement of 0.70 in self-reported confidence in communication, which sustained at 3 months after completion of the workshop. Participants reported several patient, physician and system barriers to effective communication. Conclusion Communication skills education in a small-group setting and the opportunity for repeated practice and self-reflection resulted in sustained increase in overall confidence among IM interns in communication with older adults, and may help overcome certain patient and physician-specific communication barriers. PMID:25354834
Peralta, Maria Victoria
Describes the history of early childhood education in Chile and recent educational reforms. Offers an overview of the Chilean Early Childhood Education program and discusses the new national curriculum and issues arising from its implementation. Describes methods taken to help implement the new curriculum nationwide and to assist teachers in…
Densmore, Roxanne T.
This guide is intended to assist vocational English as a second language (VESL) instructors in teaching courses in carpentry and the culinary arts to residents of Navajo reservations. The first section outlines the rationale and content of the two training programs as well as the basic VESL objectives that they seek to address. The next section, a…
Similar to the other developing countries, undergraduate psychology programs in Turkish universities have rapidly grown in the last two decades. Although this sharp increment signifies the need for psychologists, it has also caused a number of challenges for effective teaching of psychology. The department chairs (N = 42) were interviewed with an…
Buchanon, Rouser; Farmer, Helen
Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…
Tuleja, Elizabeth A.; Greenhalgh, Anne M.
Educating undergraduate business students in the 21st century requires more than addressing the quantitative side of business; rather, it calls for including the more qualitative "soft skills," such as speaking and writing. This article examines the design, delivery, and effectiveness of an undergraduate program dedicated to leadership,…
Elser, Monica M.; Pollari, Lynette; Frisk, Erin; Wood, Mark
Arizona State University's "Sustainability Science for Sustainable Schools program" brings together graduate students, sustainability researchers, high school teachers and students, and school or district administrators in a project designed to address the challenge of becoming a "sustainable school." Funded by the National…
Creel, Jo Anne; Denson, Cornelius; New, Ray
Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…
Jastram, Iris; Leebaw, Danya; Tompkins, Heather
Rubrics are a rapidly growing subfield of information literacy assessment, providing a powerful tool for understanding student learning. This paper explores the role that the creation and application of an information literacy rubric can play in program development. Because of the Information Literacy in Student Writing assessment project at…
Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.
This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for diesel engine mechanics I and II. Presented first are a program…
Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.
This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for agriculture production I and II. Presented first are a program…
Yusop, Farrah Dina
This paper presents a curriculum and design analyses of an Emmy-award winning children educational television series, Cyberchase. Using Posner's (2004) four process of curriculum analysis framework, this paper addresses each of the components and relates it to the design principles undertaken by the Cyberchase production team. Media and document…
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…
Lo, Yi-Hsuan Gloria
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.…
The Role of Counseling in an Associate Degree in Labor Studies Program: Counseling in a Work Oriented Setting (The Importance of Including Counseling Courses within the Curriculum of the Associate Degree in Labor Studies Program at the Community College Level).
This research had a two-fold purpose: (1) to assess the need for a labor studies program at the community college level; and (2) to consider the advisability of including within such a curriculum a cross-section of adult/family/worker-oriented counseling and guidance courses. The study employed a questionnaire completed by union delegates, which…
Elder, Craig L; Pujol, Thomas J; Barnes, Jeremy T
Undergraduate exercise science programs develop curricula by referring to standards set by professional organizations. A web-based survey was administered to 235 institutions with exercise science undergraduate programs to evaluate their adherence to stated curricular guidelines. Results indicate that 29% of institutions considered American College of Sports Medicine (ACSM) Knowledge, skills, and abilities (KSAs); 33% both ACSM and National Association for Sport and Physical Education (NASPE) guidelines; 6% ACSM, NASPE, and National Strength and Conditioning Association (NSCA); 8% ACSM, NASPE, NSCA, and American Society of Exercise Physiologists, and 5% NASPE. The two largest subgroups had good compliance with the areas of exercise physiology, biomechanics, and human anatomy and physiology. However, neither subgroup adhered to the areas of exercise prescription, testing, and implementation; exercise and aging; or exercise with special populations. Regardless of the implemented guideline(s), most institutions placed minimal emphasis on areas related to health promotion and many curricula did not require any field experience.
Stowell, Jane M; Pihlak, Mary Rose; Matzke, Amanda; O'Keefe, Mary
The State of Texas has more than 19,000 individuals who lack the physical or mental ability to provide for their need for shelter, financial management, or physical care. These individuals have been designated as wards of the court and placed under guardianship. Texas probate courts appoint individuals known as court visitors to make annual visits to wards of the court to assess their well-being under guardianship. Although the 10 statutory probate courts have court visitor programs, many county courts do not. This article describes the details of a service-learning experience using an online distance educational program to train undergraduate nursing students in a mental health course to become court visitors. This information may be useful to others looking for nontraditional clinical experiences and service-learning opportunities for undergraduate nursing students.
Penniston-Dorland, S.; Stern, R. J.; Edwards, B. R.; Kincaid, C. R.
The NSF-MARGINS Program funded a decade of research on continental margin processes. The NSF-GeoPRISMS Mini-lesson Project, funded by NSF-TUES, is designed to integrate fundamental results from the MARGINS program into open-source college-level curriculum. Three Subduction Factory (SubFac) mini-lessons were developed as part of this project. These include hands-on examinations of data sets representing 3 key components of the subduction zone system: 1) Heat transfer in the subducted slab; 2) Metamorphic processes happening at the plate interface; and 3) Typical magmatic products of arc systems above subduction zones. Module 1: "Slab Temperatures Control Melting in Subduction Zones, What Controls Slab Temperature?" allows students to work in groups using beads rolling down slopes as an analog for the mathematics of heat flow. Using this hands-on, exploration-based approach, students develop an intuition for the mathematics of heatflow and learn about heat conduction and advection in the subduction zone environment. Module 2: "Subduction zone metamorphism" introduces students to the metamorphic rocks that form as the subducted slab descends and the mineral reactions that characterize subduction-related metamorphism. This module includes a suite of metamorphic rocks available for instructors to use in a lab, and exercises in which students compare pressure-temperature estimates obtained from metamorphic rocks to predictions from thermal models. Module 3: "Central American Arc Volcanoes, Petrology and Geochemistry" introduces students to basic concepts in igneous petrology using the Central American volcanic arc, a MARGINS Subduction Factory focus site, as an example. The module relates data from two different volcanoes - basaltic Cerro Negro (Nicaragua) and andesitic Ilopango (El Salvador) including hand sample observations and major element geochemistry - to explore processes of mantle and crustal melting and differentiation in arc volcanism.
Science, technology, engineering, and mathematics (STEM) programs in higher education institutions, particularly engineering programs, face challenges related to recruitment, retention, and graduation rates. The purpose of this study was to determine whether there are significant relationships among students' major preference, academic skills, nonacademic characteristics and perceptions, and retention to year 2 among students in electronic engineering, other STEM, and non STEM majors. The academic skills considered were study habits, intellectual interest, verbal and writing confidence, and academic assistance. The non-academic factors included academic support, family support, financial support, and student social integration into the campus environment. Tinto's theory of retention served as the theoretical framework. The research design was quantitative with a general linear method of analysis using responses to the College Student Inventory (CSI) survey as secondary data to determine the relationships among the independent variables (major and academic and non-academic factors) and dependent variable (retention). Participants were 3,575 first year undergraduate full-time students from three entering classes, 2012 to 2014. Findings suggested that student major and non-academic factors had no effect on student retention, but student study habits and seeking academic assistance were predictors of retention in each of the three groups of majors: engineering, other STEM majors, and nonSTEM majors. Strategies to help increase undergraduate students' study skills and help seeking behaviors may contribute to positive social change at HBCU institutions.
Doorenbos, Ardith Z; Gordon, Deborah B; Tauben, David; Palisoc, Jenny; Drangsholt, Mark; Lindhorst, Taryn; Danielson, Jennifer; Spector, June; Ballweg, Ruth; Vorvick, Linda; Loeser, John D
To improve U.S. pain education and promote interinstitutional and interprofessional collaborations, the National Institutes of Health Pain Consortium has funded 12 sites to develop Centers of Excellence in Pain Education (CoEPEs). Each site was given the tasks of development, evaluation, integration, and promotion of pain management curriculum resources, including case studies that will be shared nationally. Collaborations among schools of medicine, dentistry, nursing, pharmacy, and others were encouraged. The John D. Loeser CoEPE is unique in that it represents extensive regionalization of health science education, in this case in the region covering the states of Washington, Wyoming, Alaska, Montana, and Idaho. This paper describes a blueprint of pain content and teaching methods across the University of Washington's 6 health sciences schools and provides recommendations for improvement in pain education at the prelicensure level. The Schools of Dentistry and Physician Assistant provide the highest percentage of total required curriculum hours devoted to pain compared with the Schools of Medicine, Nursing, Pharmacy, and Social Work. The findings confirm the paucity of pain content in health sciences curricula, missing International Association for the Study of Pain curriculum topics, and limited use of innovative teaching methods such as problem-based and team-based learning. Findings confirm the paucity of pain education across the health sciences curriculum in a CoEPE that serves a large region in the United States. The data provide a pain curriculum blueprint that can be used to recommend added pain content in health sciences programs across the country. Copyright © 2013. Published by Elsevier Inc.
Salib, Sherine; Glowacki, Elizabeth M; Chilek, Lindsay A; Mackert, Michael
Learning effective communication is essential for physicians. Effective communication has been shown to affect healthcare outcomes, including patient safety, adherence rates, patient satisfaction, and enhanced teamwork. The importance of these skills has become even more apparent in recent years, with value-based purchasing programs and federal measures of patient satisfaction in the form of Hospital Consumer Assessment of Healthcare Providers and Systems scores becoming an important part of measuring the performance of a healthcare facility. We conducted a communication workshop for internal medicine residents at the University of Texas. Topics covered included the Acknowledge, Introduce, Duration, Explanation, Thank You framework; managing up; resolving conflicts; error disclosure; new medication and discharge counseling; intercultural communication; understanding Hospital Consumer Assessment of Healthcare Providers and Systems scores; and avoiding burnout. Because it would have been logistically difficult to block whole days for the workshop, the various topics were offered to residents during their regular noon conference hour for several consecutive days. After the workshop, the residents completed an anonymous questionnaire regarding their perception of the importance of various aspects of communication in patient care. The majority of the participating residents perceived the various communication skills explored during the workshop to be highly important in patient care. Concurrently, however, most residents believed that they had initially overestimated their knowledge about these various communication issues. Some demographic differences in the responses also were noted. Our findings demonstrate a needs gap and an area of potential improvement in medical education. We anticipate that with the growing understanding of the importance of communication skills in the healthcare setting, there will be an enhanced role for teaching these skills at all levels of
Mittal, Mayank Kumar; Dumon, Kristoffel R; Edelson, Paula Kaitlyn; Acero, Natalia Martinez; Hashimoto, Daniel; Danzer, Enrico; Selvan, Ben; Resnick, Andrew S; Morris, Jon B; Williams, Noel N
Increased patient awareness, duty hour restrictions, escalating costs, and time constraints in the operating room have revolutionized surgery education. Although simulation and skills laboratories are emerging as promising alternatives for skills training, their integration into graduate surgical education is inconsistent, erratic, and often on a voluntary basis. We hypothesize that, by implementing the American College of Surgeons/Association of Program Directors in Surgery Surgical Skills Curriculum in a structured, inanimate setting, we can address some of these concerns. Sixty junior surgery residents were assigned to the Penn Surgical Simulation and Skills Rotation. The National Surgical Skills Curriculum was implemented using multiple educational tools under faculty supervision. Pretraining and posttraining assessments of technical skills were conducted using validated instruments. Trainee and faculty feedbacks were collected using a structured feedback form. Significant global performance improvement was demonstrated using Objective Structured Assessment of Technical Skills score for basic surgical skills (knot tying, wound closure, enterotomy closure, and vascular anastomosis) and Fundamentals of Laparoscopic Surgery skills, P < 0.001. Six trainees were retested on an average of 13.5 months later (range, 8-16 months) and retained more than 75% of their basic surgical skills. The American College of Surgeons/Association of Program Directors in Surgery National Surgical Skills Curriculum can be implemented in its totality as a 4-week consecutive surgical simulation rotation in an inanimate setting, leading to global enhancement of junior surgical residents' technical skills and contributing to attainment of Accreditation Council for Graduate Medical Education core competency.
Rhinehart, Marilyn; Barlow, Rhonda; Shafer, Stu; Hassur, Debby
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…
Conlon, Beth A; Kahan, Michelle; Martinez, Melissa; Isaac, Kathleen; Rossi, Amerigo; Skyhart, Rebecca; Wylie-Rosett, Judith; Moadel-Robblee, Alyson
Underserved minority communities have few resources for addressing comorbidity risk reduction among long-term cancer survivors. To address this community need, we developed and piloted the Bronx Oncology Living Daily (BOLD) Healthy Living program, the first known diabetes prevention and control program to target cancer survivors and co-survivors in Bronx County, NY. The program aimed to facilitate lifestyle change and improve health-related quality of life (HRQoL) through weekly group nutrition education (60-90 min) and exercise (60 min) classes. We examined baseline characteristics of participants using simple descriptive statistics and evaluated program implementation and impact using the Reach, Efficacy, Adoption, Implementation and Maintenance (RE-AIM) framework. The curriculum, which drew from the social-ecological framework and motivational and cognitive behavioral strategies, consisted of 12 culturally and medically tailored modules with options for implementation as a 12- or 4-week program. Seven programs (four 12 weeks and three 4 weeks in length, respectively) were implemented at five community site locations. Sixty-six cancer survivors and 17 cancer co-survivors (mean age 60.5 ± 10.2 years) enrolled in one of the programs. Most participants were female (95.2 %) minority (55.4 % black, 26.5 % Hispanic/Latino) breast cancer survivors (75.7 %). Median program attendance was 62.5 % and did not significantly differ by program length; however, 67.3 % of participants achieved ≥60 % attendance among the 12-week programs, compared to 41.9 % among the 4-week programs, and this difference was statistically significant (p = 0.02). Overall, participants reported significant pre/post improvements in perceived health as good/excellent (66.0 to 75.5 %; p = 0.001) and borderline significant decreases in perceived pain as moderate/severe (45.5 to 38.2 %; p = 0.05). More than 90 % of participants reported that the program helped them to achieve their
Moye, Michael D.; And Others
This curriculum guide is designed to offer guidelines along with supporting resources and teaching ideas from which the local postsecondary instructor can extract a cosmetology curriculum that meets local needs. Following an outline of the philosophy and goals underlying state and local vocational education programs in Georgia, the purpose and…
Idaho State Dept. of Education, Boise. Div. of Vocational Education.
This curriculum guide was developed from a Technical Committee Report prepared with the assistance of industry personnel and containing a Task List which is the basis of the guide. It presents competency-based program standards for courses in precision machining technology and is part of the Idaho Vocational Curriculum Guide Project, a cooperative…
Sivesind, Kirsten; Afsar, Azita; Bachmann, Kari E.
This article examines how three national curricula for basic education in Finland reflect transnational policy perspectives from 1994 to the present. By developing a conceptual apparatus for curriculum analysis, we examine how national curricula in Finland can be interpreted as modifications of transnational policy transfers shaped by…
Neumann, Yoram; Neumann, Edith; Lewis, Shelia
This study integrated the Spiral Curriculum approach into the Robust Learning Model as part of a continuous improvement process that was designed to improve educational effectiveness and then assessed the differences between the initial and integrated models as well as the predictability of the first course in the integrated learning model on a…
This curriculum project is designed for high school classes in Spanish, social studies, or global studies. The project's lesson plan lists materials needed; poses seven key questions about Mexico and Monterrey; outlines background notes on Mexico; and provides a detailed, step-by-step procedure for classroom implementation during three days. Also…
Domitrovich, Celene E.; Gest, Scott D.; Gill, Sukhdeep; Bierman, Karen L.; Welsh, Janet A.; Jones, Damon
This randomized controlled trial tested whether teaching quality in Head Start classrooms could be improved with the addition of evidence-based curriculum components targeting emergent language or literacy and social-emotional development and the provision of associated professional development support. Participants were lead and assistant…
Bertelsen, Dale A.; Goodboy, Alan K.
Many communication scholars recognize the need to regularly explore current communication curriculum and to evaluate its contribution to meeting the needs of students and the demands of the workplace. However, within the communication discipline, current curricular decisions are based on studies conducted nearly a decade ago. This study (a)…
Murals created by Diego Rivera, Jose Clemente Orozco, and David Alfaro Siqueiros embody a time of change in Mexico. The murals they created were intended to educate an illiterate population. Today these murals embody national pride. The goal of this curriculum project is rooted in learning about the history, culture, and art of Mexico. The project…
College of the Mainland, Texas City, TX.
In 1987, the College of the Mainland undertook a project to update curricula in real estate, business management, and office technology. The project entailed a survey of the labor market to clarify personnel needs in selected fields; the use of the DACUM (Developing a Curriculum) process, which involved expert workers in the creation of task…
This curriculum unit presents an overview of change in Mexico. The unit is not meant to be an in-depth study, but rather a survey of four areas traditionally important in Mexican life: the economy, politics, religion, and literature, with particular emphasis on the first two. The unit is designed as a module on contemporary Mexico in a Latin…
Reviews the author's career as a teacher of composition and literature and as a writing program administrator of writing across the curriculum. Discusses the potential of poetry across the curriculum as an important tool for writing "against" the curriculum of academic discourse. Concludes that when they write poetry, students often express…
Ingrassia, Pier Luigi; Ragazzoni, Luca; Tengattini, Marco; Carenzo, Luca; Della Corte, Francesco
In recent years, effective models of disaster medicine curricula for medical schools have been established. However, only a small percentage of medical schools worldwide have considered at least basic disaster medicine teaching in their study program. In Italy, disaster medicine has not yet been included in the medical school curriculum. Perceiving the lack of a specific course on disaster medicine, the Segretariato Italiano Studenti in Medicina (SISM) contacted the Centro di Ricerca Interdipartimentale in Medicina di Emergenza e dei Disastri ed Informatica applicata alla didattica e alla pratica Medica (CRIMEDIM) with a proposal for a nationwide program in this field. Seven modules (introduction to disaster medicine, prehospital disaster management, definition of triage, characteristics of hospital disaster plans, treatment of the health consequences of different disasters, psychosocial care, and presentation of past disasters) were developed using an e-learning platform and a 12-hour classroom session which involved problem-based learning (PBL) activities, table-top exercises, and a computerized simulation (Table 1). The modules were designed as a framework for a disaster medicine curriculum for undergraduates and covered the three main disciplines (clinical and psychosocial, public health, and emergency and risk management) of the core of "Disaster Health" according to the World Association for Disaster and Emergency Medicine (WADEM) international guidelines for disaster medicine education. From January 2011 through May 2013, 21 editions of the course were delivered to 21 different medical schools, and 524 students attended the course. The blended approach and the use of simulation tools were appreciated by all participants and successfully increased participants' knowledge of disaster medicine and basic competencies in performing mass-casualty triage. This manuscript reports on the designing process and the initial outcomes with respect to learners
Edwards, Allen J.; Roubinek, Darrell L.
The program upon which this paper is based, Developing an Aging Curriculum, was initiated as a pilot project to assess the appropriateness of introducing aging information and concepts to elementary-age students. Seventeen teachers in grades K-6 in one school district have been involved in the project as part of a graduate course. The project was…
Blueford, J. R.; And Others
A unified science approach is incorporated in this K-6 curriculum mode. The program is organized into six major cycles. These include: (1) science, math, and technology cycle; (2) universe cycle; (3) life cycle; (4) water cycle; (5) plate tectonics cycle; and (6) rock cycle. An overview is provided of each cycle's major concepts. The topic…
EASTCONN Regional Educational Services Center, North Windham, CT.
Theory and experience in the following areas are included in this plumbing curriculum: (1) plumbing fixtures and heating; (2) city water service; (3) fixture roughing; (4) venting; and (5) solar heating systems. The plumbing program manual includes the following sections: (1) general objectives for grades 10, 11, and 12; (2) a list of 33 major…
Deal, D.E.; Abitz, R.J.; Myers, J.; Martin, M.L.; Milligan, D.J.; Sobocinski, R.W.; Lipponer, P.P.J. [International Technology Corp., Albuquerque, NM (United States); Belski, D.S. [Westinghouse Electric Corp., Carlsbad, NM (United States). Waste Isolation Div.
The data presented in this report are the result of Brine Sampling and Evaluation Program (BSEP) activities at the Waste Isolation Pilot Plan (WIPP) during 1991. These BSEP activities document and investigate the origins, hydraulic characteristics, extent, and composition of brine occurrences in the Permian Salado Formation and seepage of that brine into the excavations at the WIPP. When excavations began at the WIPP in 1982, small brine seepages (weeps) were observed on the walls. Brine studies began as part of the Site Validation Program and were formalized as a program in its own right in 1985. During nine years of observations (1982--1991), evidence has mounted that the amount of brine seeping into the WIPP excavations is limited, local, and only a small fraction of that required to produce hydrogen gas by corroding the metal in the waste drums and waste inventory. The data through 1990 is discussed in detail and summarized by Deal and others (1991). The data presented in this report describes progress made during the calendar year 1991 and focuses on four major areas: (1) quantification of the amount of brine seeping across vertical surfaces in the WIPP excavations (brine ``weeps); (2) monitoring of brine inflow, e.g., measuring brines recovered from holes drilled downward from the underground drifts (downholes), upward from the underground drifts (upholes), and from subhorizontal holes; (3) further characterization of brine geochemistry; and (4) preliminary quantification of the amount of brine that might be released by squeezing the underconsolidated clays present in the Salado Formation.
Full Text Available Competition in the global environment takes place among multinational corporations, which is directly linked to human resources and the quality of training and education they have. The competitive advantage of the businesses is associated with the excellence of human resources, which is measured by the education quality of the employees. Information systems have become an essential requirement for the businesses of today’s digital age. Therefore, with this study, curricula of 90 universities’ Management Information Systems (MIS Undergraduate Programs, 57 of which are foreign and 33 are Turkish, were compared. The study methods include data mining approaches namely random clustering and making a text mining analysis. As the number and importance of the MIS programs are rapidly increasing, it is aimed with these approaches to contribute developing a world-class curriculum model to improve the quality of education of them. On that ground, the main purpose of this study is creating a framework that defines a world-class MIS curriculum model by presenting the current situation in Turkey.
Mackenzie, Hugh; Cuming, Tamzin; Miskovic, Danilo; Wyles, Susannah M; Langsford, Laura; Anderson, John; Thomas-Gibson, Siwan; Valori, Roland; Hanna, George B; Coleman, Mark G; Francis, Nader
To validate the delivery and efficacy of the national laparoscopic colorectal surgery "training the trainer" (Lapco TT) curriculum. The National Training Programme in Laparoscopic Colorectal Surgery designed the Lapco TT curriculum to improve, standardize, and benchmark the quality of training. Evidence for such courses rarely extends beyond subjective feedback. The Lapco TT curriculum tailors key teaching skills for laparoscopic colorectal surgery: training structure, skills deconstruction, trainer intervention, and performance enhancing feedback. Ten Lapco TT courses were delivered to 65 national Lapco trainers since 2010. The course was validated at Kirkpatrick's 4 levels of evaluation: (i) pre- and post-course interviews reflecting initial reaction; (ii) training quality assessment on simulated scenarios using the Structured Training Trainer Assessment Report (STTAR) tool; (iii) follow-up interviews at 4 to 6 months; and (iv) delegate performance ratings, by their trainees, using the mini-STTAR and the delegates' trainees learning curves before and after the course. There were significant improvements in training in the post-course simulated scenario, especially in the "set" (P situations. Findings mirrored in performance ratings by their trainees: overall (4.37 vs 4.46, P = 0.040), agreed learning points (3.65 vs 4.00, P = 0.042), encouraged self-reflection (3.67 vs 3.94, P = 0.046), and encouraged team awareness (3.53 vs 4.05, P = 0.045). The learning curve of delegates' trainees improved after the course. The Lapco TT curriculum improved training performance in the short- and long-term, provided a structured training framework, and enhanced the learning curve of delegates' trainees.
Wenzel, James G W; Nusbaum, Kenneth E; Wright, James C; Hall, Dugald C A
To meet long-term needs, many veterinary colleges and schools are participating in dual-degree DVM/MPH programs. Auburn University's College of Veterinary Medicine and the School of Public Health at the University of Alabama at Birmingham have developed a coordinated-degree curriculum in which the DVM and the MPH are not necessarily awarded simultaneously. Other opportunities at Auburn include Public Health Careers Day, trips to the Centers for Disease Control and Prevention, several elective courses related to veterinary epidemiology, and online access to the Emerging and Exotic Diseases of Animals course available from the Veterinary Information Network. We have been able to increase our students' exposure to the role of the veterinarian in public health and to develop a program to augment their training in public practice.
Describes the National Curriculum Project, an effort in curriculum renewal set up within the Australian Adult Migrant Education Program. The rationale for and the effectiveness of a collaborative approach between teachers and curriculum specialists in school-based English-as-a-Second-Language curriculum development are discussed. Project…
Kannan, Srimathi; Sparks, Arlene V; Webster, J DeWitt; Krishnakumar, Ambika; Lumeng, Julie
The purpose was to develop, implement and evaluate a peer-led nutrition curriculum Healthy Eating and Harambee that addresses established objectives of maternal and infant health and to shift the stage for African American women of childbearing age in Genesee County toward healthier dietary patterns using a socio-cultural and biomedical orientation. The PEN-3 model, which frames culture in the context of health promotion interventions, was integrated with the Transtheoretical Model to guide this 13-week pre-test/post-test curriculum. Materials developed included soul food plate visuals, a micronutrient availability worksheet, a fruit stand, and gardening kits. Learning activities included affirmations, stories, case-scenarios, point-of-purchase product recognition, church health teams, and community health fairs. We investigated health-promoting dietary behaviors (consumption of more fruits and vegetables (F&V), serving more F&V to their families, and moderating dietary sodium and fat intakes), and biomedical behaviors (self-monitoring blood pressure and exercising) across five stages of change. Session attendance and program satisfaction were assessed. N = 102 women participated (mean age = 27.5 years). A majority (77%) reported adopting at least one healthy eating behavior (moderating sodium, serving more F&V to their families), 23% adopted at least two such behaviors (reading food labels for sodium; using culinary herbs/spices; serving more F&V to their families), and 45% adopted both dietary (moderating sodium; eating more fruits) and biomedical behaviors. Participants and facilitators favorably evaluated the curriculum and suggested improvements. A multi-conceptual approach coupled with cultural and biomedical tailoring has potential to promote young African American women's movement to more advanced stages of change and improve self-efficacy for fruit and vegetable intake, dietary sodium moderation, and self-monitoring blood pressure and physical activity.
Full Text Available ... of Master Surgeon Educators ACS Fundamentals of Surgery Curriculum Transition to Practice Program ACS/APDS Surgery Resident Skills Curriculum ACS/APDS/ASE Resident Prep Curriculum ACS/ASE ...
Gibbons, J. A.
This essay addresses the problem of the nature of curriculum integration, and an attempt is made to lay the basis for a theory of integration. An aspect of the relationship between mathematics and physics is discussed. (Author/MLF)
Gallagher, Erin; Moore, Ainsley; Schabort, Inge
To assess the current status of leadership training as perceived by family medicine residents to inform the development of a formal leadership curriculum. Cross-sectional quantitative survey. Department of Family Medicine at McMaster University in Hamilton, Ont, in December 2013. A total of 152 first- and second-year family medicine residents. Family medicine residents' attitudes toward leadership, perceived level of training in various leadership domains, and identified opportunities for leadership training. Overall, 80% (152 of 190) of residents completed the survey. On a Likert scale (1 = strongly disagree, 4 = neutral, 7 = strongly agree), residents rated the importance of physician leadership in the clinical setting as high (6.23 of 7), whereas agreement with the statement "I am a leader" received the lowest rating (5.28 of 7). At least 50% of residents desired more training in the leadership domains of personal mastery, mentorship and coaching, conflict resolution, teaching, effective teamwork, administration, ideals of a healthy workplace, coalitions, and system transformation. At least 50% of residents identified behavioural sciences seminars, a lecture and workshop series, and a retreat as opportunities to expand leadership training. The concept of family physicians as leaders resonated highly with residents. Residents desired more personal and system-level leadership training. They also identified ways that leadership training could be expanded in the current curriculum and developed in other areas. The information gained from this survey might facilitate leadership development among residents through application of its results in a formal leadership curriculum. Copyright© the College of Family Physicians of Canada.
Schoolcraft Coll., Livonia, MI.
This document is a curriculum guide for a program in computer service technology developed at Schoolcraft College, Livonia, Michigan. The program is designed to give students a strong background in the fundamentals of electricity, electronic devices, and basic circuits (digital and linear). The curriculum includes laboratory demonstrations of the…
Field, Susan C; Aldrich, Suzanne L; Dahlvang, Victoria K; Fenlason, Kristen L; Jennissen, Sarah A; Madigan, Kristin N; Thoma, Dione M
In 2011, national accreditation was mandated for all nursing programs within the state of Minnesota. Only three of the 23 practical nursing (PN) programs were nationally accredited at the time. The majority of the PN programs needed major curricular revisions to meet national accreditation standards. Many of the PN programs were rural, with limited resources, faculty, or expertise. A collaborative process between industry and nursing programs was established to develop a curriculum framework that met national accreditation standards and could be used as a foundation by the PN programs for curriculum development and revision. The results of the collaborative process included a curriculum framework that was guided by eight student learning outcomes and included an online resource of course outlines, assignments, rubrics, and clinical evaluation tools. The process described in this article can be replicated to guide other programs in development of a curriculum framework to ease the burden of individual nursing programs. Copyright 2014, SLACK Incorporated.
Clark, Thomas C.; Watkins, Susan
The manual describes the SKI*HI Model, a comprehensive approach to identification and home intervention treatment of hearing impaired children and their families. The model features home programing in four basic areas: the home hearing aid program (nine lessons which facilitate the proper fit and acceptance of amplification by the child), home…
Yeary, Mark; Yu, Tian-You; Palmer, Robert; Biggerstaff, Michael; Fink, L. Dee; Ahem, Carolyn; Tarp, Keli Pirtle
This paper describes the details of a National Science Foundation multi-year educational project at the University of Oklahoma (OU). The goal of this comprehensive active-learning and hands-on laboratory program is to develop an interdisciplinary program, in which engineering, geoscience, and meteorology students participate, which forms a…
Dobbs, Jennifer Kwon
This article explores the development of the Summer Tools, Information, Motivation, and Education (SummerTIME) Writing Program, the only program of its kind in Los Angeles that conducts self-assessment. The author describes the geographical and political boundaries separating inner-city Los Angeles high school graduates from higher education,…
Schiff, Teresa; Rieth, Katherine
Research has shown that cultural competence training improves the attitudes, knowledge, and skills of clinicians related to caring for diverse populations. Social Justice in medicine is the idea that healthcare workers promote fair treatment in healthcare so that disparities are eliminated. Providing students with the opportunity to explore social issues in health is the first step toward decreasing discrimination. This concept is required for institutional accreditation and widely publicized as improving health care delivery in our society. A literature review was performed searching for social justice training in medical curricula in North America. Twenty-six articles were discovered addressing the topic or related to the concept of social justice or cultural humility. The concepts are in accordance with objectives supported by the Future of Medical Education in Canada Report (2010), the Carnegie Foundation Report (2010), and the LCME guidelines. The authors have introduced into the elective curriculum of the John A. Burns School of Medicine a series of activities within a time span of four years to encourage medical students to further their knowledge and skills in social awareness and cultural competence as it relates to their future practice as physicians. At the completion of this adjunct curriculum, participants will earn the Dean's Certificate of Distinction in Social Justice, a novel program at the medical school. It is the hope of these efforts that medical students go beyond cultural competence and become fluent in the critical consciousness that will enable them to understand different health beliefs and practices, engage in meaningful discourse, perform collaborative problem-solving, conduct continuous self-reflection, and, as a result, deliver socially responsible, compassionate care to all members of society.
Lepage, Mario; Dumas, Louise; Saint-Pierre, Chantal
Basic nursing education has a major impact on the future professional practices of nurses. Nurses must be adequately trained to perform health promotion activities, such as smoking cessation. However, nurses play only a minor role in this field. The objective of this research was to describe the smoking cessation content in basic nursing programmes in Quebec. A simple descriptive mixed design (quantitative and qualitative) study was conducted among nursing programme administrators in Quebec, using a validated online questionnaire. On average, the time devoted to smoking cessation was reported to be less than one hour per year, essentially concerning the physiological and pathophysiological factors of tobacco consumption, while nursing professional assessment and counselling in smoking cessation were almost non-existent. The results confirm the need to increase and improve the time and content devoted to smoking cessation in the basic nursing education curriculum. It is also important to structure basic training courses so to improve knowledge, attitudes, and skills of future nurses in order to influence their role in smoking cessation in their future professional practice.
Kenna, T. C.; Pfirman, S.; Mailloux, B. J.; Martin, S.; Kelsey, R.; Bower, P.
Adapting a successful inquiry-based immersion program to create an Authentic, Hands-on, Field based Curriculum in Environmental Science at Barnard College T. C. Kenna, S. Pfirman, B. J. Mailloux, M. Stute, R. Kelsey, and P. Bower By adapting a successful inquiry-based immersion program (SEA semester) to the typical college format of classes, we are improving the technical and quantitative skills of undergraduate women and minorities in environmental science and improving their critical thinking and problem-solving by exposing our students to open-ended real-world environmental issues. Our approach uses the Hudson River Estuary as a natural laboratory. In a series of hands-on inquiry-based activities, students use advanced equipment to collect data and samples. Each class session introduces new analytical and data analysis techniques. All classes have the connecting theme of the river. Working with real data is open-ended. Our major findings as indicated by surveys as well as journaling throughout the semester are that the field- based experience significantly contributed to student learning and engagement. Journaling responses indicated that nearly all students discussed the importance and excitement of an authentic research experience. Some students were frustrated with data irregularities, uncertainty in methods and data, and the general challenge of a curriculum with inherent ambiguity. The majority were satisfied with the aims of the course to provide an integrative experience. All students demonstrated transfer of learned skills. This project has had a significant impact on our undergraduate female students: several students have pursued senior thesis projects stemming from grant activities, stating that the field activities were the highlight of their semester. Some students love the experience and want more. Others decide that they want to pursue a different career. All learn how science is conducted and have a better foundation to understand concepts such
Arkansas State Dept. of Education, Little Rock.
Six major concepts form the framework for this kindergarten nutrition education curriculum: (1) Food is essential for all living things (learning to identify foods and food sources); (2) Nutrition is the food you eat and how the body uses it (recognizing the relationship between body growth and the ingestion of food); (3) Food is made up of…
Brice, Jane H; Perina, Debra G; Liu, J Marc; Braude, Darren A; Rinnert, Kathy J; MacDonald, Russell D
Emergency medical services (EMS) became an American Board of Medical Specialties (ABMS) approved subspecialty of emergency medicine in September 2010. Achieving specialty or subspecialty recognition in an area of medical practice requires a unique body of knowledge, a scientific basis for the practice, a significant number of physicians who dedicate a portion of their practice to the area, and a sufficient number of fellowship programs. To prepare EMS fellows for successful completion of fellowship training, a lifetime of subspecialty practice, and certification examination, a formalized structured fellowship curriculum is necessary. A functional curriculum is one that takes the entire body of knowledge necessary to appropriately practice in the identified area and codifies it into a training blueprint to ensure that all of the items are covered over the prescribed training period. A curriculum can be as detailed as desired but typically all major headings and subheadings of the core content are identified and addressed. Common curricular components, specific to each area of the core content, include goals and objectives, implementation methods, evaluation, and outcomes assessment methods. Implementation methods can include simulation, observations, didactics, and experiential elements. Evaluation and outcomes assessment methods can include direct observation of patient assessment and treatment skills, structured patient simulations, 360° feedback, written and oral testing, and retrospective chart reviews. This paper describes a curriculum that is congruent with the current EMS core content, as well as providing a 12-month format to deploy the curriculum in an EMS fellowship program. Key words: curriculum; education; emergency medical services; fellowships and scholarships.
Limber Elbio Santos, Uruguay
Full Text Available O artigo se refere ao fenômeno da especificidade curricular que as escolas rurais uruguaias têm tido durante mais de um século e à ruptura histórica registrada em 2009 quando se começou a aplicar uma estrutura curricular comum a escolas urbanas e rurais. Analisam-se as circunstâncias históricas da pedagogia rural e, em particular, uma de suas materialidades simbolicamente mais potentes constituída pelo Programa para Escolas Rurais de 1949. Assim mesmo, refere-se ao peso que essa pedagogia continua tendo atualmente e da maneira como influi na gestão curricular do programa único. As especificidades social e didática da escola rural têm efeitos evidentes sobre o programa curricular no seu sentido mais amplo, com alcances muito mais extensos que os relativos ao currículo prescrito. No entanto, o desafio da escola rural atual de abordar a nova estrutura curricular de caráter único não é tão diferente do que se registrou historicamente: dialogar com o meio de igual para igual e maximizar o potencial de aprendizagem proporcionado pela instituição educacional, pela comunidade e estrutura multidisciplinar do grupo.Palavras-chave: escola rural, currículo, programa, pedagogia rural. COMMON OR DIFFERENTIATED SCHOOL PROGRAMS: URUGUAYAN RURAL SCHOOL CURRICULUM SPECIFICITY AbstractThe paper refers to the phenomenon of the Curriculum specificity to which the Rural Schools had for more than a century inUruguayand to the historic rupture registered in 2009 when a common Curriculum for Rural and Urban schools was introduced. The paper analyses the historic circumstances of the Rural Pedagogy and, in particular, one of its most potent symbolic materiality constituted of the 1949 program for Rural Education. The analysis show that the challenge to current Rural Education is not that different to that registered historically: to dialogue with the environment and take maximum advantage of the potential to learn which is provided by the
... Operations Program Management § 91.1075 Training program: Special rules. Other than the program manager, only... approved curriculums, curriculum segments, and portions of curriculum segments applicable for use in...
Stebnicki, Mark A.; Clemmons-James, Dominiquie; Leierer, Stephen
Purpose: To determine the amount, frequency, and type of course content related to military counseling issues in Council on Rehabilitation Education (CORE)- and Council for Accreditation of Counseling and Related Educational Programs (CACREP)-accredited master's-level counselor education programs. Methods: A questionnaire was sent to all CORE- and…
Wang, Danping; Moloney, Robyn; Li, Zhen
This paper presents a comparative curricular inquiry of teacher education programs of Chinese as a foreign language in China and Australia. While there is an increasing demand for qualified Chinese language teachers both within China and Western countries, pre-service teacher training is regarded as one of the major factors in impeding success in…
Bruce, Lady Anne; Chandler, Mark; Nichols, Raynette; Nevill, Becky
Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…
Martínez, Yolanda García; Velázquez, Claudia Alvarado; Castillo, Rolando Delgado
This paper pursues to define the pillars for designing the specific (SC) and optional curricula (OC) of Unit Operations and Processes (UOP) Discipline in the Chemical Engineering Program. To achieve this objective a methodology was developed, which was characterized by the participation of every member in the educational process: professors,…
Ingram, Carol; Lawrence, Angie; Pou, Margaret
Coalition for Evidence-Based Policy, 2010
U.S. social programs, set up to address important problems, often fall short by funding specific models/strategies ("interventions") that are not effective. When evaluated in scientifically-rigorous studies, social interventions in K-12 education, job training, crime prevention, and other areas are frequently found ineffective or…
Durand, Linda; Early, Lanell; Wood, Becky Jolly
Research and Curriculum Unit, 2005
Cason, Maggie A.; Willems, Arnold L.
Uses a metaphor of an animal school (where teachers, students, administrators, and parents are represented by various species of animals) to address the nature of school curriculum. Synthesizes, from the description of the animal school, fundamental principles of curriculum that should be considered when improving school programs. (PA)
van Amerongen, J.
This paper describes the elements with a mechatronic character in the BSc curriculum of Electrical Engineering in the University of Twente as well as the Mechatronics MSc curriculum of this university. In the BSc program there is a complete semester with mechatronics related content, concluded by a
Quincy, Michael L.
The purpose of this review paper, "Adolescent Sexual Education: Designing Curriculum That Works", is to present some basic curriculum necessities for developing an in-school sexual education program that results in decreasing the number of teenagers initiating sex, thus reducing the number of teen pregnancies and cases of sexually transmitted…
Illinois Univ., Urbana. Computer-Based Education Research Lab.
Designed and programmed by the staff of the Courseware and Curriculum Applications (CCA) Group (a unit of the Computer-Based Education Research Laboratory at the University of Illinois at Urbana-Champaign), this instructor's guide describes a computer-based spelling curriculum designed to help adult and adolescent students learn basic rules of…
Joseph G. Glynn; Richard A. Shick
The world of business operates in an extremely dynamic environment. Domestic issues (competition, cultural diversity, regulation/deregulation) global issues (competition, economic, cultural/social, and political), and rapidly changing technologies all require business school curricula that are designed to be flexible and proactive as well as reactive. An ever increasingly important responsibility of schools of business is the assessment of outcomes of their programs. Outcomes may be measured ...
Doyle, Dennis; Huie Hofstetter, Carolyn; Kendig, Julie; Strick, Betsy
CoTA (Collaborations: Teachers and Artists) is a professional development program that empowers teachers to access the arts in everyday instruction to support student achievement. CoTA schools commit to intense, 3-year collaborations for ten weeks each year where teachers learn to capitalize on arts content and strategies to promote knowledge and skills in other curricular areas, such as language arts and math. Teachers and artists work together to identify the learning needs of students, cus...
Lederman, Regina P; Mian, Tahir S
The Parent-Adolescent Relationship Education (PARE) Program, designed for parents and middle school students, focuses on strengthening family communication about sexual issues and behaviors to help prevent teen pregnancy, human immunodeficiency virus (HIV), and other sexually transmitted diseases (STDs). The program includes content about reproduction, STDs and Acquired Immune Deficiency Syndrome (AIDS), contraception, sex risks, and safe-sex behaviors. The course uses social learning and cognitive behavioral concepts to enhance decision-making, refusal, and resistance skills. A randomized treatment or control group design is used to assign parent-child dyads to an experimental education group (social learning) or an attention-control group (traditional didactic teaching). Three post-program maintenance or booster sessions are held at 6-month intervals and at times prior to peak teen conception periods to reinforce the knowledge and skills learned. Pre- and posttests for parents and students assess group differences in parental involvement and communication, contraception, sex attitudes and intentions, sex behaviors (initiation of sexual intercourse, frequency, number of partners, contraceptive practices, refusal skills), and the incidence of pregnancy.
Thellesen, Line; Hedegaard, Morten; Bergholt, Thomas; Colov, Nina P; Hoegh, Stinne; Sorensen, Jette L
To define learning objectives for a national cardiotocography (CTG) education program based on expert consensus. A three-round Delphi survey. One midwife and one obstetrician from each maternity unit in Denmark were appointed based on CTG teaching experience and clinical obstetric experience. Following national and international guidelines, the research group determined six topics as important when using CTG: fetal physiology, equipment, indication, interpretation, clinical management, and communication/responsibility. In the first Delphi round, participants listed one to five learning objectives within the predefined topics. Responses were analyzed by a directed approach to content analysis. Phrasing was modified in accordance with Bloom's taxonomy. In the second and third Delphi rounds, participants rated each objective on a five-point relevance scale. Consensus was predefined as objectives with a mean rating value of ≥ 3. A prioritized list of CTG learning objectives. A total of 42 midwives and obstetricians from 21 maternity units were invited to participate, of whom 26 completed all three Delphi rounds, representing 18 maternity units. The final prioritized list included 40 objectives. The highest ranked objectives emphasized CTG interpretation and clinical management. The lowest ranked objectives emphasized fetal physiology. Mean ratings of relevance ranged from 3.15 to 5.00. National consensus on CTG learning objectives was achieved using the Delphi methodology. This was an initial step in developing a valid CTG education program. A prioritized list of objectives will clarify which topics to emphasize in a CTG education program. © 2015 Nordic Federation of Societies of Obstetrics and Gynecology.
Miguel A. R. B. Castanho
Full Text Available Teaching in Health Sciences is rapidly evolving. Medical schools, for instance, are increasingly opting for integrated curricula. Biochemistry no longer is considered a discipline by itself; instead, Biochemistry is a part of a wider universe of knowledge integrated in modulus. These modulus often relate to physiological human body systems or the concept of Organic and Functional Systems. In either case, the bridging between Biochemistry, Histology, Anatomy, Physiology, and Pharmacology is largely explored. This bridging is a challenge in Biochemistry teaching. A second challenge adds to this: the way new generations of students perceive communication is much different than the way knowledge is communicated in classrooms. Modern forms of information exchange are multimedia, fast and interactive; lectures are traditionally descriptive, use classical expositive didactics and highlight detailed disciplinary matters. How to cope with the new challenges in the Biochemistry classroom will be addressed. A new biochemistry textbook, totally conceived for a Biochemistry Program in an integrated curriculum in health sciences at present will be taken as example. The choice of core contents, illustrative examples and the approach to teaching were carefully addressed in light of the new challenges identified above.
Hussain, Hanin; Conner, Lindsey; Mayo, Elaine
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…
de la Garza, Bridget M.; And Others
The Future Quest curriculum is a functional curriculum to teach drug abuse prevention skills to youth with mild disabilities. The curriculum is a one-semester instructional program of lesson plans that incorporate research-based effective teaching practices and are specifically designed to meet the needs of students with learning and behavior…
... 25 Indians 1 2010-04-01 2010-04-01 false Standard IV-Curriculum development. 36.13 Section 36.13... § 36.13 Standard IV—Curriculum development. (a) Each school shall implement an organized program of curriculum development involving certified and non-certified staff and shall provide the opportunity for...
Doty, Charles R.; And Others
This paper explains the process by which Middlesex County College (MCC) translated a taxonomy of the functions of dental x-ray technologists into a curriculum guide for its dental radiography program. After noting the limited use of taxonomies, the paper describes MCC's curriculum project during which: (1) the developing a curriculum (DACUM)…
Valerius, J; Mohan, V; Doctor, D; Hersh, W
In 2007, we initiated a health information management (HIM) track of our biomedical informatics graduate program, and subsequent ongoing program assessment revealed a confluence of topics and courses within HIM and clinical informatics (CI) tracks. We completed a thorough comparative analysis of competencies derived from AMIA, AHIMA, and CAHIIM. Coupled with the need to streamline course offerings, the process, described in this paper allowed new opportunities for faculty collaboration, resulted in the creation of a model assessment for best practice in courses, and led to new avenues of growth within the program. The objective of the case study is to provide others in the informatics educational community with a model for analysis of curriculum in order to improve quality of student learning. We describe a case study where an academic informatics program realigned its course offerings to better reflect the HIM of today, and prepare for challenges of the future. Visionary leadership, intra-departmental self-analysis and alignment of the curriculum through defined mapping process reduced overlap within the CI and HIM tracks. Teaching within courses was optimized through the work of core faculty collaboration. The analysis of curriculum resulted in reduction of overlap within course curriculum. This allowed for additional and new course content to be added to existing courses. Leadership fostered an environment where top-down as well as bottom-up collaborative assessment activities resulted in a model to consolidate learning and reduce unnecessary duplication within courses. A focus on curriculum integration, emphasis on course alignment and strategic consolidation of course content raised the quality of informatics education provided to students. Faculty synergy was an essential component of this redesign process. Continuous quality improvement strategy included an ongoing alignment of curriculum and competencies through a comparative analysis approach. Through
Rodriguez, Rechell G; Mai, Derek
The Uniformed Services University of the Health Sciences Internal Medicine Third Year Clerkship Program recently instituted an academic exercise to be completed by medical students during the first 6 weeks of their 12 weeks of Internal Medicine. The academic exercise involves reflecting on professional values through art and being exposed to the hidden curriculum of professionalism. Students are instructed at the beginning of their clerkship to observe the professional activities of their teachers, peers, ancillary staff, and of themselves. Students are provided a selection of art pieces to choose from. They select one which best exemplifies the professional activity they observed and are then to write a structured, reflective article.
Hanley, Una; Torrance, Harry
How do teachers respond to a mathematics curriculum innovation? This paper reports some of the findings from a UK Research Council (ESRC)-funded project investigating how teachers in English secondary schools (students aged 12-16 years) responded to innovation. A Gatsby Foundation funded program implemented new materials; the project investigated…
Carr, David L.
One attempt to integrate the aims of liberal and professional education at a public university, St. Cloud State Univesity (St. Cloud, Minnesota), is described. The question of whether professional education precludes a coherent liberal arts curriculum is raised. At St. Cloud, relationships between the liberal arts and professional programs are…
Lloyd-Kolkin, Donna; And Others
Outlines the development of a secondary school curriculum for teaching the following critical television viewing abilities: to evaluate and manage one's own television viewing behavior, to question the reality of television programing, to recognize the persuasive arguments on television, and to recognize the effects of television on daily life.…
Shapiro, Charles L; Jacobsen, Paul B; Henderson, Tara; Hurria, Arti; Nekhlyudov, Larissa; Ng, Andrea; Surbone, Antonella; Mayer, Deborah K; Rowland, Julia H
..., training programs, and policymaking organizations. Adapted from Institute of Medicine recommendations for survivorship care, the core curriculum and competencies include the following subheadings...
New NASA-funded educational initiatives make for a pipeline of products meeting the needs of today's educators in inner city schools, for NASA Explorer Schools and across the nation. Three projects include training and include: 1) WDLC [Weather Data Learning Center] , a math achievement program with data entry, inquiry-based investigations, and the application of math using weather maps and imagery for Grade 4; 2) Project 3D-VIEW, where students in Grades 5 and 6 become experts in air, life, water, land and Earth systems using 3D technologies requiring 3D glasses. A formal literacy and math piece are included, and 1200 teachers will be provided training and materials free beginning in Fall 2006, and 3) Signals of Spring, where students in Grades 7 to 8, or high school, use NASA data to explain the movement of dozens of birds, land and marine animals that are tracked by satellite. Comprehensive content in life and Earth science is taught with curricular activities, interactive mapping, image interpretation, and online journals and common misconceptions are dispelled. Scientist involvement and support for a project is essential for students who are developing process skills and performing science activities. Current research partners include Columbia University's Teachers College and Stanford University's School of Education.
This paper aims to make clear the existence of an intentional hidden curriculum and define the hidden curriculum. First, this paper criticizes hidden curriculum arguments thatregard hidden curriculum as unintentional learning outcome. Since these arguments can go up Bloom, this paper reviews Bloom and shows that the biggest problem is the difficulty injudging whether there is intention or not. Second, this paper investigates into intentional hidden curriculum. Portelli argues about the hidden...
Caspersen, Michael Edelgaard
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...
This nine-lesson program was designed to excite kids (ages 9-13) about environmental health and empower them to take steps in their everyday lives to improve the environment for their community and reduce their environmental risks.
Full Text Available ... Resources Online Guide to Choosing a Surgical Residency Practice Management Workshops Patients and Family Patient Education Patient ... Educators ACS Fundamentals of Surgery Curriculum Transition to Practice Program ACS/APDS Surgery Resident Skills Curriculum ACS/ ...
Full Text Available ... ASE Medical Student Core Curriculum ACS/ASE Medical Student Simulation-Based Surgical Skills Curriculum Cancer Education Cancer Education Cancer Education Cancer Programs Conference: Creating ...
Ibarra, D. L.
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
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.
Elkins, Kelly M.
The Forensic Science Education Programs Accreditation Commission (FEPAC) requires accredited programs offer a "coherent curriculum" to ensure each student gains a "thorough grounding of the natural…sciences." Part of this curriculum includes completion of a minimum of 15 semester-hours forensic science coursework, nine of which…
The AirWaterGas Teacher Professional Development Program: Lessons Learned by Pairing Scientists and Teachers to Develop Curriculum on Global Climate Change and Regional Unconventional Oil and Gas Development
Gardiner, L. S.; Hatheway, B.; Rogers, J. D.; Casey, J. G.; Lackey, G.; Birdsell, D.; Brown, K.; Polmear, M.; Capps, S.; Rosenblum, J.; Sitterley, K.; Hafich, K. A.; Hannigan, M.; Knight, D.
The AirWaterGas Teacher Professional Development Program, run by the UCAR Center for Science Education, brought together scientists and secondary science teachers in a yearlong program culminating in the development of curriculum related to the impacts of unconventional oil and gas development. Graduate students and research scientists taught about their research area and its relationship to oil and gas throughout three online courses during the 2015-16 school year, during which teachers and scientists engaged in active online discussions. Topics covered included climate change, oil and gas infrastructure, air quality, water quality, public health, and practices and policies relating to oil and gas development. Building upon their initial online interactions and a face-to-face meeting in March, teachers were paired with appropriate AirWaterGas team members as science advisors during a month-long residency in Boulder, Colorado. During the residency, graduate student scientists provided resources and feedback as teachers developed curriculum projects in collaboration with each other and UCAR science educators. Additionally, teachers and AirWaterGas researchers shared experiences on an oil and gas well site tour, and a short course on drilling methods with a drilling rig simulator. Here, we share lessons learned from both sides of the aisle, including initial results from program assessment conducted with the participating teachers.
Adams, Susan Christine
Professional Development for technology integration into the elementary curriculum has been a costly and frequently ineffective endeavor. The idea for the Tech Buddy model came from this frustration. Teaming a teacher who had high comfort and self-efficacy levels with technology, however who still had much to learn, together with a teacher who was…
Rasi, Paivi; Ruokamo, Heli; Maasiita, Mari
Internationalization presents both opportunities and challenges for higher education policies and curricula, as well as for teaching and learning methods. This article describes and discusses ongoing exploration and development of the planned curriculum of the MA in Media Education at the Faculty of Education at the University of Lapland, Finland,…
Piscicultura. Productor Comercial de Peces. Guia Tecnica. Documento de trabajo, Programa de Educacion Agricola (Fish Farming. Commercial Fish Producer. Technical Guide. Curriculum Document, Agriculture Education Program).
Puerto Rico State Dept. of Education, Hato Rey. Area for Vocational and Technical Education.
This curriculum guide begins with an introduction, course description, and description of the occupation of commercial fish farmer. A course outline covers five units: starting a business, establishing the fish farm, managing the enterprise, harvesting the fish, and administering the business. For each unit, the following are provided: terminal…
Rojas, Alberto O
Medical education must ascribe to a curriculum but clinical teaching poses special difficulties that go beyond any programming attempt. Attitudes and skills learned during tutored clinical practice are called the "hidden curriculum". The figure and personal features of the teacher, his environment and the atmosphere that projects every particular medical school, are essential to shape the characteristics of the student. Paradoxically, it is almost impossible to measure the impact of this hidden curriculum. This article is a reflection on an issue that is acquiring special relevance in medical education.
The CHROME Honors Program was designed as a two-week residential program for 9th and 1Oth grade students participating in CHROME clubs. The curriculum focused on the health sciences with instruction from: (1) the science and health curriculum of the Dozoretz National Program for Minorities in Applied Sciences (DNIMAS) Program of Norfolk State University (NSU); (2) the humanities curriculum of the NSU Honors Program; (3) NASA-related curriculum in human physiology. An Advisory Committee was formed to work with the Project Coordinator in the design of the summer program.
Wall, Amanda; Leckie, Alisa
Curriculum integration is a tenet of middle level education. "This We Believe," the position paper of the Association for Middle Level Education, advocates for curriculum that is exploratory, relevant, integrative, and meaningful for young adolescents. Teachers can integrate curriculum across content areas by anchoring units of study in…
Gregory, Kenneth J.
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)
Explains the process for creating a curriculum in music education. Offers a definition of curriculum and address issues to be considered while designing the curriculum. Discusses how to incorporate the National Standards for Music Education, describes important music concepts, and offer guidelines for writing. (CMK)
Alaska State Dept. of Education, Juneau. Div. of Adult and Vocational Education.
This handbook contains a competency-based curriculum for teaching marketing education in Alaska. The handbook is organized in seven sections. Section 1 introduces the competency-based curriculum, while Section 2 provides the scope and sequence and hierarchy of marketing education competencies. Section 3, the core of the curriculum, includes the…
Incorporating Cutting Edge Scientific Results from the Margins-Geoprisms Program into the Undergraduate Curriculum, Rupturing Continental Lithosphere Part II: Introducing Euler Poles Using Baja-North America Relative Plate Motion Across the Gulf of California
Loveless, J. P.; Bennett, S. E. K.; Cashman, S. M.; Dorsey, R. J.; Goodliffe, A. M.; Lamb, M. A.
The NSF-MARGINS Program funded a decade of research on continental margin processes. The NSF-GeoPRISMS Mini-lesson Project, funded by NSF-TUES, is designed to integrate the significant findings from the MARGINS program into open-source college-level curriculum. The Gulf of California (GOC) served as the focus site for the Rupturing Continental Lithosphere (RCL) initiative, which addressed several scientific questions: What forces drive rift initiation, localization, propagation and evolution? How does deformation vary in time and space, and why? How does crust evolve, physically and chemically, as rifting proceeds to sea-floor spreading? What is the role of sedimentation and magmatism in continental extension? We developed two weeks of curriculum, including lectures, labs, and in-class activities that can be used as a whole or individually. This component of the curriculum introduces students to the Euler pole description of relative plate motion (RPM) by examining the tectonic interactions of the Baja California microplate and North American plate. The plate boundary varies in rift obliquity along strike, from highly oblique and strike-slip dominated in the south to slightly less oblique and with a larger extensional component in the north. This Google Earth-based exercise provides students with a visualization of RPM using small circle contours of the local direction and magnitude of Baja-North America movement on a spherical Earth. Students use RPM to calculate the fault slip rates on transform, normal, and oblique-slip faults and examine how the varying faulting styles combine to accommodate RPM. MARGINS results are integrated via comparison of rift obliquity with the structural style of rift-related faults around the GOC. We find this exercise to fit naturally into courses about plate tectonics, geophysics, and especially structural geology, given the similarity between Euler pole rotations and stereonet-based rotations of structural data.
Incorporating Cutting Edge Scientific Results from the Margins-Geoprisms Program into the Undergraduate Curriculum, Rupturing Continental Lithosphere Part I: Introducing Seismic Interpretation and Isostasy Principles Using Gulf of California Examples
Lamb, M. A.; Cashman, S. M.; Dorsey, R. J.; Bennett, S. E. K.; Loveless, J. P.; Goodliffe, A. M.
The NSF-MARGINS Program funded a decade of research on continental margin processes. The NSF-GeoPRISMS Mini-lesson Project, funded by NSF-TUES, is designed to integrate the significant findings from the MARGINS program into open-source college-level curriculum. The Gulf of California (GOC) served as the focus site for the Rupturing Continental Lithosphere initiative, which addressed several scientific questions: What forces drive rift initiation, localization, propagation and evolution? How does deformation vary in time and space, and why? How does crust evolve, physically and chemically, as rifting proceeds to sea-floor spreading? What is the role of sedimentation and magmatism in continental extension? We developed two weeks of curriculum designed for an upper-division structural geology, tectonics or geophysics course. The curriculum includes lectures, labs, and in-class activities that can be used as a whole or individually. The first set of materials introduces the RCL initiative to students and has them analyze the bathymetry and oblique-rifting geometry of the GOC in an exercise using GeoMapApp. The second set of materials has two goals: (1) introduce students to fundamental concepts of interpreting seismic reflection data via lectures and in-class interpretation of strata, basement, and faults from recent GOC seismic data, and (2) encourage students to discover the structural geometry and rift evolution, including the east-to-west progression of faulting and transition from detachment to high-angle faulting in the northern GOC, and changes in deformation style from north to south. In the third set of materials, students investigate isostatic affects of sediment fill in GOC oblique rift basins. This activity consists of a problem set, introduced in a lecture, where students integrate their findings from the previous bathymetry- and seismic-interpretation exercises.
Design, implementation and evaluation of a community health training program in an integrated problem-based medical curriculum: a fifteen-year experience at the University of Geneva Faculty of Medicine
Chastonay, Philippe; Vu, Nu Viet; Humair, Jean-Paul; Mpinga, Emmanuel Kabengele; Bernheim, Laurent
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 offering them a community
Shore, Eliane M; Lefebvre, Guylaine G; Husslein, Heinrich
BACKGROUND: Evidence suggests that simulation leads to improved operative skill, shorter operating room time, and better patient outcomes. Currently, no standardized laparoscopy curriculum exists for gynecology residents. OBJECTIVE: To design a structured laparoscopy curriculum for gynecology res......: This study used Delphi consensus to develop a comprehensive curriculum for teaching gynecologic laparoscopy. The curriculum conforms to current educational standards of proficiency-based training, and is suggested as a standard in residency programs.......BACKGROUND: Evidence suggests that simulation leads to improved operative skill, shorter operating room time, and better patient outcomes. Currently, no standardized laparoscopy curriculum exists for gynecology residents. OBJECTIVE: To design a structured laparoscopy curriculum for gynecology...... residents using Delphi consensus methodology. METHODS: This study began with Delphi methodology to determine expert consensus on the components of a gynecology laparoscopic skills curriculum. We generated a list of cognitive content, technical skills, and nontechnical skills for training in laparoscopic...
Nelson, Robert W.
The Oregon Department of Education has prepared this curriculum guide to assist community college personnel in developing or upgrading real estate programs. This fast-growing field has demanded that community colleges analyze the course content of such programs so that they are relevant to the actual needs of the industry. An Advisory Committee…
Ohio State Board of Education, Columbus.
This curriculum guide was produced to assist instructors of educational programs for novice motorcycle operators, automobile drivers, and all highway users. An introductory section discusses program implementation concerns, such as public relations, legal considerations, scheduling, staff, students, facilities, motorcycles, insurance, financial…
Trust Territory of the Pacific Islands Dept. of Education, Saipan.
This agricultural curriculum guide on horticulture for secondary students is one of six developed for inservice teachers at Marianas High School in Saipan. The guide provides the rationale, description, goals, and objectives of the program; the program of studies and performance objectives by levels; samples of lesson plans for effective delivery…
Marshall, Dwight A.; Hunt, Hiram M.
This report describes all aspects of a radiation health technology program at a lower-division college level. Such a program must include certain basic courses, plus supplementary ones to meet the needs of local employers. To implement and sustain a curriculum, the college must (1) determine the need for it, (2) establish its objectives, (3)…
Mulder, Chris Jacob Johan; Peeters, Marc; Cats, Annemieke; Dahele, Anna; Droste, Jochim Terhaar sive
Until the late 1980s, gastroenterology (GE) was considered a subspecialty of Internal Medicine. Today, GE also incorporates Hepatology. However, Digestive Oncology training is poorly defined in the Hepatogastroenterology (HGE)-curriculum. Therefore, a Digestive Oncology curriculum should be developed and this document might be a starting point for such a curriculum. HGE-specialists are increasingly resisting the paradigm in which they play only a diagnostic and technical role in the management of digestive tumors. We suggest minimum end-points in the standard HGE-curriculum for oncology, and recommend a focus year in the Netherlands for Digestive Oncology in the HGE-curriculum. To produce well-trained digestive oncologists, an advanced Digestive Oncology training program with specific qualifications in Digestive Oncology (2 years) has been developed. The schedule in Belgium includes a period of at least 6 mo to be spent in a medical oncology department. The goal of these programs remains the production of well-trained digestive oncologists. HGE specialists are part of the multidisciplinary oncological teams, and some have been administering chemotherapy in their countries for years. In this article, we provide a road map for the organization of a proper training in Digestive Oncology. We hope that the World Gastroenterology Organisation and other (inter)national societies will support the necessary certifications for this specific training in the HGE-curriculum. PMID:21556128
Sidebotham, Mary; Walters, Caroline; Chipperfield, Janine; Gamble, Jenny
Evolving knowledge and professional practice combined with advances in pedagogy and learning technology create challenges for accredited professional programs. Internationally a sparsity of literature exists around curriculum development for professional programs responsive to regulatory and societal drivers. This paper evaluates a participatory curriculum development framework, adapted from the community development sector, to determine its applicability to promote engagement and ownership during the development of a Bachelor of Midwifery curriculum at an Australian University. The structures, processes and resulting curriculum development framework are described. A representative sample of key curriculum development team members were interviewed in relation to their participation. Qualitative analysis of transcribed interviews occurred through inductive, essentialist thematic analysis. Two main themes emerged: (1) 'it is a transformative journey' and (2) focused 'partnership in action'. Results confirmed the participatory curriculum development process provides symbiotic benefits to participants leading to individual and organisational growth and the perception of a shared curriculum. A final operational model using a participatory curriculum development process to guide the development of accredited health programs emerged. The model provides an appropriate structure to create meaningful collaboration with multiple stakeholders to produce a curriculum that is contemporary, underpinned by evidence and reflective of 'real world' practice. Copyright © 2017 Elsevier Ltd. All rights reserved.
Daytner, Katrina M.; Johanson, Joyce; Clark, Letha; Robinson, Linda
Accessing Curriculum Through Technology Tools (ACTTT), a project funded by the U.S. Office of Special Education Programs (OSEP), developed and tested a model designed to allow children in early elementary school, including those "at risk" and with disabilities, to better access, participate in, and benefit from the general curriculum.…
Day, Barbara; Drake, Kay
Designed to accompany four filmstrips, this manual was developed to help early childhood educators--including curriculum specialists, administrators, teachers, and university faculty--implement a developmental program for young children. Filmstrip 1 introduces six components of curriculum organization and classroom mangement underlying a…
The purpose of this individualized perceptual skills curriculum is to ensure that each child acquires facility in processing concrete information before being exposed to abstraction demands of an academic program. The four major curriculum areas described are general motor, visual motor, auditory motor, and integrative. Unit areas are defined,…
Northern Illinois Univ., DeKalb. Dept. of Business Education and Administration Services.
Designed to be used with the General Marketing Curriculum Guide (ED 156 860), this guide is intended to provide the curriculum coordinator with a basis for planning a comprehensive program in the field of marketing and to allow marketing and distributive education teacher-coordinators maximum flexibility. It contains job competency sheets in ten…
Harrell, Pamela Esprivalo; Walker, Michelle; Hildreth, Bertina; Tyler-Wood, Tandra
The current study describes an authentic learning experience designed to develop technology and science process skills through a carefully scaffolded curriculum using mealworms as a content focus. An individual mentor assigned to each 4th and 5th grade girl participating in the program delivered the curriculum. Results indicate mastery of science…
Lindsey-Taliefero, Debby; Kelly, Lynne; Brent, William; Price, Russell
This article evaluates a financial literacy curriculum at the Howard University (HU) School of Business, by measuring the financial knowledge acquired after participating in a variety of programs. To evaluate the HU curriculum, the National Jump$tart Coalition (NJC) survey was administered to collect data on financial knowledge and demographic…
This curriculum on money management skills for deaf adolescent and young adult students is presented on nine video CD-ROMs as well as in a print version. The curriculum was developed following a survey of the needs of school and rehabilitation programs. It was also piloted and subsequently revised. Each teaching segment is presented in sign…
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…
Harris, E. Edward; And Others
This curriculum guide for marketing and distributive education programs in Illinois consists of two sections. In the first section, the rationale for the curriculum is presented, along with the process used to develop it. This presentation is followed by a discussion on articulation in education, especially between high school and postsecondary…
Illinois Univ., Urbana. Computer-Based Education Research Lab.
Designed and programmed by the staff of the Courseware and Curriculum Applications (CCA) Group (a unit of the Computer-Based Education Research Laboratory at the University of Illinois at Urbana-Champaign), this instructor's guide describes a computer-based language arts curriculum intended to move adult and adolescent students performing at the…
Illinois Univ., Urbana. Computer-Based Education Research Lab.
Designed and programmed by the staff of the Courseware and Curriculum Applications (CCA) Group (a unit of the Computer-Based Education Research Laboratory at the University of Illinois at Urbana-Champaign), this instructor's guide describes a computer-based reading comprehension curriculum designed for adults and adolescents who read at the…
Southern Illinois Univ., Carbondale. Dept. of Vocational Education Studies.
This curriculum guide provides curriculum coordinators with a basis for planning a comprehensive program in the career field of marketing agricultural services and allows marketing and distributive education teachers maximum flexibility. Introductory materials include information on use of the guide, information on careers in agricultural…
Edwards, Mary; Sterbis, Joseph R; Olson, Holly L
Development of professionalism is a critical component of a military transitional year residency. Little published research exists to guide programs in meeting this challenge. After significant concerns regarding resident professionalism were raised by Tripler Army Medical Center faculty, a novel transitional residency professionalism curriculum was conceived and implemented. Universal expectations of physician professionalism, as perceived by various stakeholders (patients, parents, faculty, and nurses), were explored using a small group, discussion-based curriculum. This was combined with a small group, discussion-based, lessons-learned project and a military-unique curriculum. Since implementation, the curriculum has had 100% satisfaction on the part of the faculty and 80% to 100% on the part of the residents, as measured by annual review surveys. Although resident professionalism scores on evaluations did not change significantly, the number of adverse actions because of professionalism lapses has decreased steadily in the 4 years since inception, and the program has been without any such actions for the past 18 months. Our novel transitional residency professionalism curriculum has been successful in a military residency program.
Georgia Univ., Athens. Dept. of Vocational Education.
This surgical technology program guide presents the standard curriculum for technical institutes in Georgia. The curriculum addresses the minimum competencies for a surgical technology program. The program guide is designed to relate primarily to the development of those skills needed by individuals in the field to provide services in the…
Full Text Available ... Surgical Skills Curriculum Cancer Education Cancer Education Cancer Education Cancer Programs Conference: Creating a Culture of Quality CoC Events Quality Education Quality Education ...
Abookire, Susan A; Gandhi, Tejal K; Kachalia, Allen; Sands, Kenneth; Mort, Elizabeth; Bommarito, Grace; Gagne, Jane; Sato, Luke; Weingart, Saul N
The authors sought to create a curriculum suitable for a newly created clinical fellowship curriculum across Harvard Medical School-affiliated teaching hospitals as part of a newly created 2-year quality and safety fellowship program described in the companion article "Design and Implementation of the Harvard Fellowship in Patient Safety and Quality." The aim of the curriculum development process was to define, coordinate, design, and implement a set of essential skills for future physician-scholars of any specialty to lead operational quality and patient safety efforts. The process of curriculum development and the ultimate content are described in this article. © The Author(s) 2014.
Hamed Mubarak Al-Awidi
Findings\tTeachers are moderately ready for implementation of the digital curriculum in both components of readiness (technical and pedagogical. Teachers identified some factors that that hinder their readiness. These factors are related to time constraints, knowledge and skills, infrastructure, and technical support. Recommendations for Practitioners: This paper will guide curriculum decision makers to find the best ways to help and support teachers to effectively implement the digital. Future Research: Follow up studies may examine the effectiveness of teacher education pro-grams in preparing students teachers to implement the digital curriculum, and the role of education decision makers in facilitating the implementation of the digital curriculum.
This interdisciplinary, bilingual curriculum resource, contains a 29-minute videotape program, 20 colorplate posters, and a curriculum guide. The resource presents an examination of the folklife and folklore expressions of the Hispanic people of New Mexico. The focus of the curriculum is the relationship of survival-based folk activities to the…
Molluzzo, John C.; Lawler, James P.
Big Data is becoming a critical component of the Information Systems curriculum. Educators are enhancing gradually the concentration curriculum for Big Data in schools of computer science and information systems. This paper proposes a creative curriculum design for Big Data Analytics for a program at a major metropolitan university. The design…
Langevin, Jean-Philippe; Dang, Thai; Kon, David; Sapo, Monica; Batzdorf, Ulrich; Martin, Neil
Recent work-hour restrictions and the constantly evolving body of knowledge are challenging the current ways of teaching neurosurgery residents. To develop a curriculum-based digital library of multimedia content to face the challenges in neurosurgery education. We used the residency program curriculum developed by the Congress of Neurological Surgeons to structure the library and Microsoft Sharepoint as the user interface. This project led to the creation of a user-friendly and searchable digital library that could be accessed remotely and throughout the hospital, including the operating rooms. The electronic format allows standardization of the content and transformation of the operating room into a classroom. This in turn facilitates the implementation of a curriculum within the training program and improves teaching efficiency. Future work will focus on evaluating the efficacy of the library as a teaching tool for residents.
Katajavuori, Nina; Hakkarainen, Katja; Kuosa, Tiina; Airaksinen, Marja; Hirvonen, Jouni; Holm, Yvonne
To improve pharmacy education through integrating theory and practice, coherent constructively aligned course entities, and enhanced deep-level learning. The reform was conducted collaboratively with faculty and staff members, students, and stakeholders in pharmacy. The curriculum, syllabus, and teaching methods were assessed through evaluations and research, conducting core content analyses, and measuring the workload of pharmacy education courses. The new curriculum, launched in August 2005, consists of 6 strands, comprised of different courses which run through the entire program. Three years after the introduction of the reformed curriculum, the results of the reform are being evaluated. Ongoing assessments of teaching and learning will reveal how the education at the faculty level has developed since the reform. These assessment procedures are an integral part of the faculty's quality assurance program. The integration of practical training and theoretical studies was improved with personal study plans introduced to enhance students' learning.
In this article the author reports on a continued effort to evaluate programs for the gifted that includes examining the curriculum that is used, the ways it is implemented in classrooms, and the outcome data that districts have collected about its effectiveness. The author adds that the heart of program evaluation really lies with how effectively…
Maas-Garcia, L; Ter Maten-Speksnijder, A
The aim of this paper is to discuss the impact on nursing education in the Netherlands since the implementation of the Bologna Agreement. In 1999, the Bologna Agreement was constructed to establish a comparable and transferable degree system in universities within the European Union for nine subject areas (chemistry, physics, mathematics, geology, history, business, education science, nursing and European studies). The target date for implementation of the undergraduate and graduate degrees is 2010. Since 2004, Rotterdam University of Applied Science has offered a Master in Advance Nursing Practice degree. This graduate study offers nursing students the opportunity to continue career and academic mobility within the nursing profession. This paper reports on the need for internationalization within nursing curriculum to meet the demands of the increasingly mobile nursing workforce.
Full Text Available Computer Crime and computer related incidents continue their prevalence and frequency and result in loss of billions of dollars. To fight against those crimes and frauds, it is urgent to develop digital forensics education programs to train a suitable workforce to efficiently and effectively investigate crimes and frauds. However, there is no standard to guide the design of digital forensics curriculum for an academic program. In this research, we investigate the research works on digital forensics curriculum design and existing education programs.Â Both digital forensics educators and practitioners were surveyed and the results are analyzed to determine what industry and law enforcement need. Based on the survey results and what the industry certificate programs cover, we identified topics that are desired to be covered in digital forensics courses. Finally, we propose six digital forensics courses and their topics that can be offered in both undergraduate and graduate digital forensics programs.
School Library Media Activities Monthly, 1994
Provides six fully developed library media activities designed to be used with specific curriculum units in health, physical education, reading/language arts, science, and social studies. Library media skills, objectives, curriculum objectives, grade levels, instructional roles, activity and procedures for completion, evaluation, and follow-up are…
School Library Media Activities Monthly, 1991
Provides fully developed library media activities designed for specific curriculum units. Curriculum areas represented include reading and language arts (proverbs and fables, letters of the alphabet, and biographies); science (the study of Gregor Mendel and genetics, oil resources); and social studies (global awareness). (LRW)
Cliffe, Roger; And Others
This manufacturing technology curriculum involves students in learning problem-solving, communication, team building, quality control, safety, math, science, and technical skills. The document begins with a section on implementation, which gives background information on the purposes and development of the curriculum, explains its rationale,…
Magill, Kevin; Rodriguez, Arturo
This essay is a critical humanist discussion of curriculum; a departure from the technicist view of education [education meant to support a global capitalist economy] and an analysis of curriculum considering critical humanism, political economy and critical race theory among other modes of critical analysis and inquiry. Our discussion supports a…
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…
Seward County Community Coll., Liberal, KS.
This curriculum guide contains lecture outlines and handouts for training solar technicians in the installation, maintenance, and repair of solar energy hot water and space heating systems. The curriculum consists of four modular units developed to provide a model through which community colleges and area vocational/technical schools can respond…
The Foreign Language for International Trade degree program developed by Indiana University of Pennsylvania is described. The curriculum combines elements of a basic business course with elements of a language program. It is a rigorous program with 36 credit hours in both business and language. The program presents problems for language students…
Caballero, Marcos D; Aiken, John M; Douglas, Scott S; Scanlon, Erin M; Thoms, Brian; Schatz, Michael F
We describe a way to introduce physics high school students with no background in programming to computational problem-solving experiences. Our approach builds on the great strides made by the Modeling Instruction reform curriculum. This approach emphasizes the practices of "Developing and using models" and "Computational thinking" highlighted by the NRC K-12 science standards framework. We taught 9th-grade students in a Modeling-Instruction-based physics course to construct computational models using the VPython programming environment. Numerical computation within the Modeling Instruction curriculum provides coherence among the curriculum's different force and motion models, links the various representations which the curriculum employs, and extends the curriculum to include real-world problems that are inaccessible to a purely analytic approach.
Conklin-Ginop, Evelyn L; Junge, Sharon K; Pulley, Karyn
Part 3 of the curriculum: Fundraising for Your Program. With this 11-part curriculum, you can set up an after-school program that teaches teens leadership, fitness, and good nutrition in an exciting music-and-dance environment.
Blueford, J. R.; And Others
Life Cycle is one of the units of a K-6 unified science curriculum program. The unit consists of four organizing sub-themes: (1) past life (focusing on dinosaurs and fossil formation, types, and importance); (2) animal life (examining groups of invertebrates and vertebrates, cells, reproduction, and classification systems); (3) plant life…
Describes an approach to curriculum development that has evolved out of a learner-centered philosophy of second and foreign language teaching. The use of information about and from learners for decision-making at each of these stages is illustrated with data from the Australian Adult Immigrant Education Program. (Author/VWL)
Rallo, Joseph C.
Urges the internationalization of the engineering curriculum to prepare students for the rigors of global competition in the international marketplace. Lists accreditation pressures and market incentives as barriers to needed diversity. Discusses engineering programs at several schools. Concludes that interdisciplinary inquiry is needed to provide…
Blueford, J. R.; And Others
Plate Tectonics Cycle is one of the units of a K-6 unified science curriculum program. The unit consists of four organizing sub-themes: (1) volcanoes (covering formation, distribution, and major volcanic groups); (2) earthquakes (with investigations on wave movements, seismograms and sub-suface earth currents); (3) plate tectonics (providing maps…
New England Aquarium, Boston, MA.
Instructional materials and suggestions for conducting a whale watching field trip are contained in this curriculum packet for secondary science teachers. It is one unit in a series of curricular programs developed by the New England Aquarium Education Department. Activities and information are organized into three sections: (1) pre-trip…
Walker, Gene C.
This second volume of a comprehensive curriculum guide for the heating-ventilation-air conditioning-refrigeration-solar student is designed to assist high school area vocational centers or community college instructors in the implementation and operation of comfort training programs. The guide is comprised of ten units of instruction within three…
Walker, Gene C.
This first volume of a comprehensive curriculum guide for the heating-ventilation-air conditioning-refrigeration-solar student is designed to assist high school area vocational centers or community college instructors in the implementation and operation of comfort training programs. Following an introductory section, the guide provides job…
Stegman, Boniface C.
With an increasingly diverse population, it is important to ensure that graduates of nursing programs are able to deliver culturally competent care (Krainovich-Miller et al., 2008; Allen, 2010). This study was undertaken to address this call to include cultural competence integration into nursing curriculum. The purpose of this study was to…
Background: The establishment of a credible, defensible and acceptable “formal competency based ophthalmology training curriculum for undergraduate medical and dental students” is fundamental to program recognition, monitoring and evaluation. The University of Zimbabwe College of Health Sciences (UZ-CHS) has ...
California Dept. of Health Services, Oakland. Childhood Lead Poisoning Prevention Branch.
In an effort to address young children's substantial risk for exposure to lead in out-of-home child care programs, outreach and training were developed for child care providers. This workshop curriculum consists of training activities and materials appropriate for child care providers in centers or homes for the purpose of educating them about the…
Rouse, Bill, Comp.
This curriculum guide is designed to upgrade the secondary electrical trades program in Mississippi by broadening its scope to incorporate basic electronic principles. Covered in the individual chapters of the guide are the following courses: basic electricity (occupational information, basic physics, circuit fundamentals, resistance and Ohm's…
Blueford, J. R.; And Others
Rock Cycle is one of the units of a K-6 unified science curriculum program. The unit consists of four organizing sub-themes: (1) chemistry (introducing the topics of matter, elements, compounds, and chemical bonding); (2) characteristics (presenting hands-on activities with rocks and minerals); (3) minerals (emphasizing the aesthetic and economic…
Hubbert, William T.
The program aims at training veterinarians, with interdepartmental faculty participation the rule rather than the exception. Included in the curriculum are: avian medicine, herd health management, veterinary public health, veterinary food hygiene, and regulatory veterinary medicine. (LBH)
Then all the school curriculum committee members and the principals of the school are taken by purposive sampling techniques. Moreover, one supervisor from each sample zone was also taken as a sample of the study. Questionnaires and structured interview guides were employed for data collection. The subjects of the ...
Norcross, John C; Hailstorks, Robin; Aiken, Leona S; Pfund, Rory A; Stamm, Karen E; Christidis, Peggy
The undergraduate curriculum in psychology profoundly reflects and shapes the discipline. Yet, reliable information on the undergraduate psychology curriculum has been difficult to acquire due to insufficient research carried out on unrepresentative program samples with disparate methods. In 2014, APA launched the first systematic effort in a decade to gather national data on the psychology major and program outcomes. We surveyed a stratified random sample of department chairs/coordinators of accredited colleges and universities in the United States that offer undergraduate courses and programs in psychology. A total of 439 undergraduate psychology programs (45.2%) completed the survey. This article summarizes, for both associate and baccalaureate programs, the results of the Undergraduate Study in Psychology. Current practices concerning the introductory course, the courses offered, core requirements, the psychology minor, and tracks/concentrations are presented. The frequency of formal program reviews and program-level assessment methods are also addressed. By extending prior research on the undergraduate curriculum, we chronicle longitudinal changes in the psychology major over the past 20 years. (c) 2016 APA, all rights reserved).
language difficulties . In FY 1982 alone, the enrollment in special classes for English as a second language ( ESL ) was estimated to be between 1,500 and 2,000...items and 45 items assessing -i vocabulary, grammar , and reading. In FY 1982, there were six installations in the continental United States offering ESL ... learner -initiated and maintained, soldiers in the BSEP- ESL program should benefit from a curriculum embedded with learning strategies. The
Šefer Jasmina P.
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.
Carolan, Brian V.; Unger, Jennifer B.; Johnson, C. Anderson; Valente, Thomas W.
Peer-led programs that employ classroom-based group exercises have been shown to be the most effective in preventing adolescent tobacco use. In addition, health promotion programs that include cultural referents have also been shown to be advantageous. The purpose of this study was to test the interaction between the method by which leaders and…
Kuhnle, Carl J., Jr.
The program proposal is designed to address the increasing demand for trained personnel to support the installation and maintenance of solar energy systems at residential and commercial sites. The three main objectives of the proposed program are: (1) to develop a flexible curricula to train a solar heating and cooling workforce; (2) to identify…
Alfakih, Ahmed Hassan
The study examined the impact of a training program on enhancing postgraduate students' research skills in preparing a research proposal. The nature of the skills required to prepare a research proposal were first determined using a questionnaire. A training program for improving such skills was then constructed and seven postgraduate students in…
Background Research has shown that cultural competence training improves the attitudes, knowledge, and skills of clinicians related to caring for diverse populations. Social Justice in medicine is the idea that healthcare workers promote fair treatment in healthcare so that disparities are eliminated. Providing students with the opportunity to explore social issues in health is the first step toward decreasing discrimination. This concept is required for institutional accreditation and widely publicized as improving health care delivery in our society. Methods A literature review was performed searching for social justice training in medical curricula in North America. Results Twenty-six articles were discovered addressing the topic or related to the concept of social justice or cultural humility. The concepts are in accordance with objectives supported by the Future of Medical Education in Canada Report (2010), the Carnegie Foundation Report (2010), and the LCME guidelines. Discussion The authors have introduced into the elective curriculum of the John A. Burns School of Medicine a series of activities within a time span of four years to encourage medical students to further their knowledge and skills in social awareness and cultural competence as it relates to their future practice as physicians. At the completion of this adjunct curriculum, participants will earn the Dean's Certificate of Distinction in Social Justice, a novel program at the medical school. It is the hope of these efforts that medical students go beyond cultural competence and become fluent in the critical consciousness that will enable them to understand different health beliefs and practices, engage in meaningful discourse, perform collaborative problem-solving, conduct continuous self-reflection, and, as a result, deliver socially responsible, compassionate care to all members of society. PMID:22737646
Lancy, David F.
The term “curriculum” in chore curriculum conveys the idea that there is a discernible regularity to the process whereby children attempt to learn, then master and finally, carry out their chores. While the academic or “core” curriculum (of Math, English, Science) found in schools is formal and imposed on students in a top–down process, the chore curriculum is informal and emerges in the interaction of children’s need to fit in and emulate those older, their developing cognitive and sensorimo...
Manghui Tu; Dianxiang Xu; Cristian Balan; kyle Cronin
Computer Crime and computer related incidents continue their prevalence and frequency and result in loss of billions of dollars. To fight against those crimes and frauds, it is urgent to develop digital forensics education programs to train a suitable workforce to efficiently and effectively investigate crimes and frauds. However, there is no standard to guide the design of digital forensics curriculum for an academic program. In this research, we investigate the research works on digital for...
Georgia Univ., Athens. Dept. of Vocational Education.
This program guide contains the standard environmental horticulture curriculum for technical institutes in Georgia. The curriculum encompasses the minimum competencies required for entry-level workers in the environmental horticulture field. The general information section contains the following: purpose and objectives; program description,…
Orsini, Muhsin Michael; Wyrick, David L.; Milroy, Jeffrey J.
Blending high-quality and rigorous research with pure evaluation practice can often be best accomplished through thoughtful collaboration. The evaluation of a high school drug prevention program (All Stars Senior) is an example of how perceived competing purposes and methodologies can coexist to investigate formative and summative outcome variables that can be used for program improvement. Throughout this project there were many examples of client learning from evaluator and evaluator learnin...
Ángel Díaz Barriga
Full Text Available The purpose of this essay is to analyze the formation of two currents in the field of curriculum. These currents, over the last century, were visualized in different ways: one which considers the educational project as linked to a system or an educational institution, a perspective expressed in the various proposals to develop study plans and programs; the other, which links it with concepts like everyday life, curriculum as educational practice and curricular reality, which vindicate what is happening in the educational environment, particularly in the classroom. This paper recognizes a meeting of both currents in the origins of the curriculum field in the early twentieth century; at the same time we analyze its evolution marked by mutual discrediting and ignorance that have generated tensions. It reflects on the need to identify the limitations of each current, but also to recognize their successes.
Ozolins, Ieva; Hall, Helen; Peterson, Ray
While there has been broad-based recognition of the concepts of both the informal and the hidden curriculum, these elements have been poorly described in the medical education literature from the student perspective. The Student Voice study used focus groups to explore student views of the informal and hidden curriculum, to establish the importance of this curriculum for the students, and to identify how students perceive the role of this curriculum in aiding their learning in medical school. Students recognised that the informal curriculum existed to a greater degree in Medicine than in other degree programs, and that it revolved around the processes of 'being' a doctor. The students' concepts of the informal curriculum highlighted a tension between the importance of the informal curriculum in focusing their learning on what was important to know for assessment, and the extremely valuable components of the informal curriculum that remained predominantly unassessed.
Wilhjelm, Jens E.; Hanson, Lars G.; Henneberg, Kaj-Åge
This contribution describes and evaluates an experimental combination of a spiral and discipline-oriented curriculum implemented in the bachelor’s and master’s program in Medicine and Technology. The implementation in the master’s program is in the form of a study line in Medical Imaging and Radi......This contribution describes and evaluates an experimental combination of a spiral and discipline-oriented curriculum implemented in the bachelor’s and master’s program in Medicine and Technology. The implementation in the master’s program is in the form of a study line in Medical Imaging...... and Radiation Physics containing three disciplines: Imaging modalities, Radiation therapy and Image processing. The two imaging courses in the bachelor’s program and the first imaging course in the master’s program follow a spiral curriculum in which most disciplines are encountered in all courses...
Vergel, John; Stentoft, Diana; Montoya, Juny
Curriculum integration is widely discussed in medical education but remains ill defined. Although there is plenty of information on logistical aspects of curriculum integration, little attention has been paid to the contextual issues that emerge from its practice and may complicate students' knowledge integration. Therefore, we aimed to uncover how curriculum integration is manifested through context. We collected data from the official curriculum and interviewed ten participants (including curriculum designers, facilitators, and students) in the bachelor's medical program at Aalborg University. We observed various learning activities focused on pre-clinical education. Inspired by grounded theory, we analyzed the information we gathered. The following theoretical constructs emerged after the inductive analysis: 1) curriculum integration complexity is embedded in the institutional learning perspectives; 2) curriculum integration is used to harmonize conflicting learning perspectives in curriculum practice; 3) curriculum integration creates tensions that self-organize its structure; and 4) curriculum integration becomes visible in collaborative learning spaces. These constructs provide a framework for analyzing curriculum integration in the context in which it is meant to appear, which may assist educationalists to gain a more specific understanding of the term. This may enable effective curriculum integration since contextual issues are addressed in addition to the goals specified in the official curriculum.
Lowry, Betsy; Sterling, Deb
An evaluation of an 18-month workplace education program at 2 health care sites in Cambridge, Massachusetts, showed that the curriculum designed could be adapted for other workplace education programs. The workplace education program was designed to help improve the language skills of employees at Neville Manor and at the Cambridge Hospital. Of 35…
Jose Rubens Lima Jardilino
Full Text Available In the framework of government policies designed to teacher training, this article aims to understand the relationship between the curricular training and Institutional program initiation to teaching profession (PIBID both performed at the School. The reflection is the result of observation and ethnography in the field and interviews with education professionals who work at schools where they develop the curricular training and PIBID. The research findings suggest a tenuous relationship, sometimes conflicting between curricular component and government program considering that both have similarities, have differentiated purposes, divided into objectives, legislation and separate funding. We can see a overlap of these activities that take place within the school.
Barnes, Douglas M.; And Others
A description of the University of Maryland at Baltimore's one-year postdoctoral program in advanced general dentistry focuses on its goals and objectives, curriculum design, patient population, faculty and staff, finances, and program evaluation measures. (MSE)
Devi, Vasudha; Bhat, Vishal; Shenoy, Ganesh K
Pharmacology is an important aspect of rational therapeutics. There has been a long-standing need for a change in the undergraduate medical curriculum of pharmacology. A review of literature throws up different approaches to improve the curriculum and to provide more importance to conceptualization and relevance to clinical practice. This article describes the undergraduate pharmacology curriculum which is revised to meet the needs of our unique status as an international medical college in India. We highlight how our curriculum prepares the students for future clinical practice by inculcating higher cognitive skills and soft skills. This article also provides a model for program evaluation and also challenges faced by our department while executing the planned curriculum.
Kindratt, Tiffany B; Orcutt, Venetia L
The purpose of this project was to develop and evaluate a curriculum for physician assistant (PA) students addressing knowledge, skills, and attitudes (KSA) toward quality improvement (QI). Students (N = 77) completed a pretest rating their KSA. A curriculum was developed to improve KSA among didactic and clinical students. Two department-wide QI projects were developed for student participation. Students completed a posttest after completing curriculum components and changes in KSA had been measured. Postcurriculum implementation, QI knowledge, and skills increased significantly in most areas. Large improvements were seen in knowledge of Plan, Do, Study, Act models and life cycles of QI projects (p curriculum model (1) was effective at improving students' QI knowledge and skills; (2) allowed students to participate in community-based QI projects; and (3) can be used by other PA programs looking to enhance their QI curriculum.
Robinson, Isaac A.; Shearon, Ronald W.
In spring 1979, a study was conducted to identify differences in the type of program track enrolled in by students in the North Carolina Community College System according to selected ascriptive variables (i.e., race, sex, occupation of household head, parents' income, and father's occupation); achievement variables (i.e., high school grade point…
This research study explores technology-related course offerings in ALA-accredited library and information science (LIS) graduate programs in North America. These data are juxtaposed against a text analysis of several thousand LIS-specific technology job listings from the Code4lib jobs website. Starting in 2003, as a popular library technology…
Dowds, Eris; Anderson, Daniel; Sizemore, Rick; Johnson, John
Rufino, Vincent J.
The International Baccalaureate Diploma Programme is a rigorous preuniversity course of study leading to examinations for highly motivated secondary school students between the ages of 16 and 19. The International Baccalaureate Organization (IBO) offers the diploma program for students throughout the world. Recognition of the diploma is slowly…
Orsini, Muhsin Michael; Wyrick, David L.; Milroy, Jeffrey J.
Blending high-quality and rigorous research with pure evaluation practice can often be best accomplished through thoughtful collaboration. The evaluation of a high school drug prevention program (All Stars Senior) is an example of how perceived competing purposes and methodologies can coexist to investigate formative and summative outcome…
Komenda, Martin; Víta, Martin; Vaitsis, Christos; Schwarz, Daniel; Pokorná, Andrea; Zary, Nabil; Dušek, Ladislav
No universal solution, based on an approved pedagogical approach, exists to parametrically describe, effectively manage, and clearly visualize a higher education institution's curriculum, including tools for unveiling relationships inside curricular datasets. We aim to solve the issue of medical curriculum mapping to improve understanding of the complex structure and content of medical education programs. Our effort is based on the long-term development and implementation of an original web-based platform, which supports an outcomes-based approach to medical and healthcare education and is suitable for repeated updates and adoption to curriculum innovations. We adopted data exploration and visualization approaches in the context of medical curriculum innovations in higher education institutions domain. We have developed a robust platform, covering detailed formal metadata specifications down to the level of learning units, interconnections, and learning outcomes, in accordance with Bloom's taxonomy and direct links to a particular biomedical nomenclature. Furthermore, we used selected modeling techniques and data mining methods to generate academic analytics reports from medical curriculum mapping datasets. We present a solution that allows users to effectively optimize a curriculum structure that is described with appropriate metadata, such as course attributes, learning units and outcomes, a standardized vocabulary nomenclature, and a tree structure of essential terms. We present a case study implementation that includes effective support for curriculum reengineering efforts of academics through a comprehensive overview of the General Medicine study program. Moreover, we introduce deep content analysis of a dataset that was captured with the use of the curriculum mapping platform; this may assist in detecting any potentially problematic areas, and hence it may help to construct a comprehensive overview for the subsequent global in-depth medical curriculum
McClintock, David S; Levy, Bruce P; Lane, William J; Lee, Roy E; Baron, Jason M; Klepeis, Veronica E; Onozato, Maristela L; Kim, Jiyeon; Dighe, Anand S; Beckwith, Bruce A; Kuo, Frank; Black-Schaffer, Stephen; Gilbertson, John R
In 2007, our healthcare system established a clinical fellowship program in Pathology Informatics. In 2010 a core didactic course was implemented to supplement the fellowship research and operational rotations. In 2011, the course was enhanced by a formal, structured core curriculum and reading list. We present and discuss our rationale and development process for the Core Curriculum and the role it plays in our Pathology Informatics Fellowship Training Program. The Core Curriculum for Pathology Informatics was developed, and is maintained, through the combined efforts of our Pathology Informatics Fellows and Faculty. The curriculum was created with a three-tiered structure, consisting of divisions, topics, and subtopics. Primary (required) and suggested readings were selected for each subtopic in the curriculum and incorporated into a curated reading list, which is reviewed and maintained on a regular basis. Our Core Curriculum is composed of four major divisions, 22 topics, and 92 subtopics that cover the wide breadth of Pathology Informatics. The four major divisions include: (1) Information Fundamentals, (2) Information Systems, (3) Workflow and Process, and (4) Governance and Management. A detailed, comprehensive reading list for the curriculum is presented in the Appendix to the manuscript and contains 570 total readings (current as of March 2012). The adoption of a formal, core curriculum in a Pathology Informatics fellowship has significant impacts on both fellowship training and the general field of Pathology Informatics itself. For a fellowship, a core curriculum defines a basic, common scope of knowledge that the fellowship expects all of its graduates will know, while at the same time enhancing and broadening the traditional fellowship experience of research and operational rotations. For the field of Pathology Informatics itself, a core curriculum defines to the outside world, including departments, companies, and health systems considering hiring a
Nowacek, G; Friedman, C P
Medical schools are increasingly using curriculum information systems to better manage their curricula, to incorporate alternative learning environments, to expand subject-specific instruction, or to adapt the curricula to the changing health care environment. A curriculum information system contains key features, selected by the system's designers, that describe the objectives, the specific content, and/or the educational activities that compose the curriculum. The underlying purpose of such a system is to document and describe the knowledge, behaviors, skills, attitudes, or activities students will be expected to develop or learn. While it might be ideal to have one system that would meet the needs of all possible users, the programming and maintenance requirements of such a single system would exceed most medical schools' resources. Thus, designers of curriculum information systems must first identify the primary intended-user group: students, faculty, or administrators. The system designed for one group will typically differ from the systems for other groups in the emphasis on and level of content detail and curriculum structure information. The general structure and purposes of curriculum information systems are expressed in three distinct system designs: a curriculum database (most helpful for administrators), a curriculum textbase (for faculty), and an electronic syllabus (for students). The authors describe these different designs, and they discuss challenges faced by system designers.
Miller, Kim S; Winskell, Kate; Pruitt, Kaitlyn L; Saul, Janet
Despite widespread recognition of child sexual abuse as a serious problem in sub-Saharan Africa, few far-reaching programmatic interventions addressing child sexual abuse in this setting are currently available, and those interventions that do exist tend to focus on response rather than prevention. The Families Matter! Program is an evidence-based intervention for parents and caregivers of 9- to 12-year-olds in sub-Saharan African countries which promotes positive parenting practices and effective parent-child communication about sex-related issues. This article describes the enhancement of a new Families Matter! Program session on child sexual abuse, drawing on authentic narratives contributed by young people to the Global Dialogues from Africa youth scriptwriting competitions. Experiences are shared with a view to informing the development of interventions addressing child sexual abuse in sub-Saharan Africa.
Mink, Charles W.
This document describes the efforts of program administrators to implement an organic curriculum in the San Mateo, California, Union High School District. The chief program administrator coordinated efforts to develop innovative instructional materials for reading and writing, business education, and social science curricula. Organic curriculum is…
Society of Park and Recreation Educators, Arlington, VA.
This catalog lists general, curriculum, and financial assistance information about park and recreation programs for 119 colleges and universities in the U.S. and Canada. General information includes the location and mailing address of the institution, enrollment data, and tuition and fees. Curriculum information includes the program title,…
MacNeil, Cheryl; Hand, Theresa
This article discusses a 1-yr evaluation study of a master of science in occupational therapy program to examine curriculum content and pedagogical practices as a way to gauge program preparedness to move to a clinical doctorate. Faculty members participated in a multitiered qualitative study that included curriculum mapping, semistructured individual interviewing, and iterative group analysis. Findings indicate that curriculum mapping and authentic dialogue helped the program formulate a more streamlined and integrated curriculum with increased faculty collaboration. Curriculum mapping and collaborative pedagogical reflection are valuable evaluation strategies for examining preparedness to offer a clinical doctorate, enhancing a self-study process, and providing information for ongoing formative curriculum review. Copyright © 2014 by the American Occupational Therapy Association, Inc.
Dixon, Peggy; And Others
This study guide is part of a program of studies entitled Science and Engineering Technician (SET) Curriculum. The SET Curriculum integrates elements from the disciplines of chemistry, physics, mathematics, mechanical technology, and electronic technology. The objective of this curriculum development project is to train technicians in the use of…
Macik, Maria L; Chaney, Kristin P; Turner, Jacqueline S; Rogers, Kenita S; Scallan, Elizabeth M; Korich, Jodi A; Fowler, Debra; 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. On a larger scale, a comprehensive redesign effort involves forming a dedicated faculty redesign team, developing program learning outcomes, mapping the existing curriculum, and reviewing the curriculum in light of collected stakeholder data. The faculty of the Texas A&M University College of Veterinary Medicine & Biomedical Sciences (TAMU) recently embarked on a comprehensive curriculum redesign effort through partnership with the university's Center for Teaching Excellence. Using a previously developed evidence-based model of program redesign, TAMU created a process for use in veterinary medical education, which is described in detail in the first part of this article series. An additional component of the redesign process that is understated, yet vital for success, is faculty buy-in and support. Without faculty engagement, implementation of data-driven curricular changes stemming from program evaluation may be challenging. This second part of the article series describes the methodology for encouraging faculty engagement through the final steps of the redesign initiative and the lessons learned by TAMU through the redesign process.
Alsubaie, Merfat Ayesh
There are several issues in the education system, especially in the curriculum field that affect education. Hidden curriculum is one of current controversial curriculum issues. Many hidden curricular issues are the result of assumptions and expectations that are not formally communicated, established, or conveyed within the learning environment.…
Hoyles, Celia; Woodhouse, Geoffrey
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.
Pearce, Robert W.
Describes a curriculum-based approach to humane education and addresses the role of humane education in the school curriculum as well as the relationship's of education to other facets of animal welfare work. (Author/DS)
Hariharan, Joya Reena
The General Educational Development (GED) tests enable people to earn a high school equivalency diploma and help them to qualify for more jobs and opportunities. Apart from this main goal, GED courses aim at enabling adults to improve the condition of their lives and to cope with a changing society. In today's world, science and technology play an exceedingly important role in helping people better their lives and in promoting the national goals of informed citizenship. Despite the current efforts in the field of secondary science education directed towards scientific literacy and the concept of "Science for all Americans", the literature does not reflect any corresponding efforts in the field of adult education. Science education research appears to have neglected a population that could possibly benefit from it. The purpose of this study is to explore: the science component of GED programs, significant features of the science portion of GED curricula and GED science materials, and adult learners' attitudes toward various aspects of science. Data collection methods included interviews with GED students and instructors, content analysis of relevant materials, and classroom observations. Data indicate that the students in general feel that the science they learn should be relevant to their lives and have direct applications in everyday life. Student understanding of science and interest in it appears to be contingent to their perceiving it as relevant to their lives and to society. Findings indicate that the instructional approaches used in GED programs influence students' perceptions about the relevance of science. Students in sites that use strategies such as group discussions and field trips appear to be more aware of science in the world around them and more enthusiastic about increasing this awareness. However, the dominant strategy in most GED programs is individual reading. The educational strategies used in GED programs generally focus on developing reading
DeCamp, Matthew; Rodriguez, Joce; Hecht, Shelby; Barry, Michele; Sugarman, Jeremy
Background Interest in short-term global health training and service programs continues to grow, yet they can be associated with a variety of ethical issues for which trainees or others with limited global health experience may not be prepared to address. Therefore, there is a clear need for educational interventions concerning these ethical issues. Methods We developed and evaluated an introductory curriculum, ?Ethical Challenges in Short-term Global Health Training.? The curriculum was deve...
Showalter, Victor M.
The two major models of science curriculum change, textbook revision and national curriculum projects, are derived from, and reinforce, the present curriculum structure. This is undesirable in a time of increasing fluidity and change, because adaptation to new situations is difficult. Unified science, based on the premise that science is a unity,…
Eine obligatorische longitudinale Ausbildung von Studierenden in 530 Grundversorgerpraxen [The new undergraduate mentoring program in 530 General Practioner's offices - A Mandatory Longitudinal Curriculum in Primary Care
Full Text Available [english] In autumn of 2007, the Medical Faculty of the University of Berne implemented an undergraduate program in primary care medicine. The clerkships, which are mandatory for all students of human medicine, permit students in the first four years of their studies to maintain contact to a supervising general practitioner. Students in the Bachelor’s degree program complete eight half-day visits in a GP’s office each year, whereas Master’s students complete a three-week block. The program promotes clinical and communicational skills and aims to awaken the interest of medical students in primary care medicine. It also allows students to develop a long-term relationship to a general practitioner as a mentor. Early contact to patients should help to motivate students in their academic studies and future profession, as well as improve their professional demeanor. It was possible to provide the required 645 training places within two years, thanks to the overwhelming commitment of 530 general practitioners. The development, concept, implementation, and assessment of the clerkships are presented in this report. [german] An der Medizinischen Fakultät der Universität Bern wurden im Herbst 2007 neue Ausbildungsmodule in Hausarztmedizin implementiert. Diese obligatorischen Praktika ermöglichen allen Studierenden der Humanmedizin während der ersten vier Studienjahre einen kontinuierlichen Kontakt zu einem Lehrarzt in der Grundversorgung. Die Studierenden absolvieren im Bachelor-Studium acht halbtägige Praktika pro Jahr, im Masterstudium einen dreiwöchigen Praktikumsblock. Die Praktika sollen das Ausbildungsspektrum erweitern, das Interesse der Studierenden an der Grundversorgung wecken und den Aufbau einer Mentorbeziehung zu einem Hausarzt ermöglichen. Mit dem frühen Patientenkontakt soll die Motivation der Studierenden für das Studium und den Beruf gefördert und die professionelle Haltung verbessert werden. Dank dem enormen Engagement der
McBride, Corrigan L; Rosenthal, Raul J; Brethauer, Stacy; DeMaria, Eric; Kelly, John J; Morton, John M; Lo Menzo, Emanuele; Moore, Rachel; Pomp, Alfons; Nguyen, Ninh T
Bariatric fellowship training after general surgery has historically been time based and competence was determined at completion based on a minimum number of cases during the fellowship. Graduate medical education is moving toward competency-based medical education where learners are evaluated during the course of their training and competence assessment occurs throughout. The Executive Council of the American Society of Metabolic and Bariatric Surgery (ASMBS) at the direction of the American Board of Surgery wanted to transition the bariatric surgery fellowship curriculum from its traditional format to a competency-based curriculum using competency-based medical education principles. The ASMBS Education and Training Committee established a task force of 9 members to create a new curriculum and all of the necessary evaluation tools to support the curriculum, and initiate a pilot program. A competency-based curriculum consisting of 6 modules with cognitive and technical milestones, and the innovative evaluation tools needed to evaluate the learners, was created. A pilot program consisting of 10 programs and 19 fellows has been undertaken for the 2016-2017 academic year. The Education Committee of the ASMBS is leading the charge in curriculum development for competency-based medical education for bariatric fellowship. Copyright © 2017 American Society for Bariatric Surgery. Published by Elsevier Inc. All rights reserved.
Powell, Suzanne Z.; Black-Schaffer, W. Stephen
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
Listening as a skills objective must be emphasized throughout the curriculum of school subjects. There are a variety of learning opportunities which stress the art and skills of listening. In conversation, it might be embarrassing if the sender of the message needs to repeat content due to faulty listening habits. Or, the responder in response…
This document defines curriculum reform in Romania as the elaboration and progressive setting up of a new educational paradigm unaltered by the outlooks and consequences of the Communist era. Although the strategic and technical aspects of implementing the new reality are still at the stage of advanced working hypotheses, the essential objective…
Utah State Office of Education, Salt Lake City.
This report calls for a major change in foreign language education in the state of Utah, moving from an instructional emphasis on the study of grammar to performance in speaking skills that can be sustained through instruction in reading, writing, and structural knowledge. This mastery curriculum will enable students to progress in language…
California State Dept. of Education, Sacramento. Bureau of Homemaking Education.
This curriculum guide on the hospitality occupations was developed to help secondary and postsecondary home economics teachers prepare individuals for entry-level jobs in the hospitality industry. The content is in seven sections. The first section presents organizational charts of a medium-size hotel, food and beverage division, housekeeping and…
Connecticut State Dept. of Education, Hartford. Bureau of Vocational Services.
Designed for use in the Connecticut Regional Vocational Agriculture Centers, this curriculum provides exploratory and specialization units for four major areas of agriculture. These are Agriculture Mechanics, Animal Science, Natural Resources, and Plant Science. The exploratory units are required for grades 9 and 10, while the specialization units…
In providing a continued focus on tasks and activities that help to illustrate key ideas embedded in the new Australian Curriculum, this issue will focus on Number in the Number and Algebra strand. In this article Derek Hurrell provides a few tried and proven activities to develop place value understanding. These activities are provided for…
A U.S. Department of Education study concluded that the most significant predictor of college completion is not SAT scores or socioeconomic status, but a school curriculum's academic intensity: advanced math, 4 years of English, 2 years of lab science and foreign language, and advanced-placement courses. (MLH)
Your curriculum vitae (CV) is your gateway to shortlisting. A good CV takes a long time to prepare. It should not only record your training but, more importantly, should reflect your 'physicianly' qualities, management skills and knowledge of health-care systems.
Hurrell, Derek; O'Neil, Jennifer
In providing a continued focus on tasks and activities that help to illustrate key ideas embedded in the new Australian Curriculum, this issue the authors focus, on Geometry in the Measurement and Geometry strand with strong links for an integrated focus on the Statistics and Probability strand. The small unit of work on the sorting and…
This article examines Japanese education system especially relevant to the school curriculum, which might support Japanese high performance in the OECD's Programme for International Student Assessment (PISA), mainly through Japanese policy documents. The Japanese education systems have been constructed by the local context of society and politics,…
School Library Media Activities Monthly, 1991
Provides fully developed library media activities, most of which are designed to be used in connection with specific curriculum units, on the following topics: (1) "Health: Sleep and Sleeping Habits"; (2) "Industrial Arts: E-Z 4 U!"; (3) "Social Studies: Our Town Database"; and (4) "Social Studies: American Inventors and Inventions." (SD)
School Library Media Activities Monthly, 1989
Provides fully developed library media activities which are designed to be used in connection with seven specific curriculum units for grades one through seven. Highlights include vocabulary of sports; Dewey Decimal classification; writing fables; using nonfiction books and encyclopedias for social studies topics; and political maps in atlases.…
Curriculum tracking creates incentives in the years before its start, and we should therefore expect test scores to be higher during those years. I find robust evidence for incentive effects of tracking in the UK based on the UK comprehensive school reform. Results from the Swedish comprehensive school reform are inconclusive. Internationally, I…
Teachers often express to Marulyn Burns their worry about the need to "cover the curriculum." In response, she draws on one of her favorite quotes: "You don't want to cover a subject; you want to uncover it." This quote is from "The Having of Wonderful Ideas and Other Essays on Teaching and Learning" by Eleanor…
the limits to effective learning of biology may have been minimally set. ... was to create and maintain more effective learning environments through the ..... Teachers' attitudinal variables in the implementation of the further-mathematics curriculum as correlates of students' learning outcomes. Zimbabwe Journal of Educational ...
Seward County Community Coll., Liberal, KS.
This document contains an outline for a curriculum to train solar energy technicians in community colleges. The guide contains eight courses, each of which is divided into one to five modules. Modules, in turn, are divided into units, and units contain student handouts appropriate to the material. The following eight courses are included in this…
Ross, John A.
Educational research suggests several ways that principals can affect teachers' curriculum choices. Although some researchers maintain that the use of extrinsic rewards (such as praise or allocation of resources) has some effect on teachers, others have found that teachers are much more apt to be influenced by intrinsic rewards such as student…
Lankford, Dave; Comte, Don
Nineteen lesson plans on selling 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; pre-assessment instrument…
Petro du Preez
Full Text Available 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 as to understand oneself and others. It also raises awareness that equating all forms of research on curriculum with curriculum studies dilutes the scope of the conversation. This exploration asks two key questions: What is the nature of doctoral theses in the field of education's theoretical contributions to nuances of curriculum (curriculum, curriculum development, and curriculum studies? In what ways do these theses perpetuate or even add to current ambiguities in the discipline of curriculum studies? The exploration of these two questions draws on a critical meta-study of 511 theses completed in South African universities (2005-2012 conducted using a three level process. It appears that the main detractions of these theses are that some of them see curriculum studies as a dumping ground and others make no theoretical contribution to the discipline. The article concludes by suggesting ways which would encourage the intellectual advancement of curriculum studies through rigorous disciplinarity.
du Preez, Petro; Simmonds, Shan
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…
Mantha, Aditya; Coggins, Nathaniel L; Mahadevan, Aditya; Strehlow, Rebecca N; Strehlow, Matthew C; Mahadevan, S V
Paramedic trainees in developing countries face complex and chaotic clinical environments that demand effective leadership, communication, and teamwork. Providers must rely on non-technical skills (NTS) to manage bystanders and attendees, collaborate with other emergency professionals, and safely and appropriately treat patients. The authors designed a NTS curriculum for paramedic trainees focused on adaptive leadership, teamwork, and communication skills critical to the Indian prehospital environment. Forty paramedic trainees in the first academic year of the 2-year Advanced Post-Graduate Degree in Emergency Care (EMT-paramedic equivalent) program at the GVK-Emergency Management and Research Institute campus in Hyderabad, India, participated in the 6-day leadership course. Trainees completed self-assessments and delivered two brief video-recorded presentations before and after completion of the curriculum. Independent blinded observers scored the pre- and post-intervention presentations delivered by 10 randomly selected paramedic trainees. The third-party judges reported significant improvement in both confidence (25 %, p leadership (2.6 vs. 4.6, p vs. 4.6, p vs. 4.6, p vs. 4.8, p leadership curriculum for prehospital providers demonstrated significant improvement in self-reported NTS commonly required of paramedics in the field. The authors recommend integrating focused NTS development curriculum into Indian paramedic education and further evaluation of the long term impacts of this adaptive leadership training.
Mulder, Chris J J; Wanten, Geert J A; Semrad, Carol E; Jeppesen, Palle B; Kruizenga, Hinke M; Wierdsma, Nicolette J; Grasman, Matthijs E; van Bodegraven, Adriaan A
Gastroenterology (GE) used to be considered a subspecialty of internal medicine. Today, GE is generally recognized as a wide-ranging specialty incorporating capacities, such as hepatology, oncology and interventional endoscopy, necessitating GE-expert differentiation. Although the European Board of Gastroenterology and Hepatology has defined specific expertise areas in Advanced endoscopy, hepatology, digestive oncology and clinical nutrition, training for the latter topic is lacking in the current hepatogastroenterology (HGE) curriculum. Given its relevance for HGE practice, and being at the core of gastrointestinal functioning, there is an obvious need for training in nutrition and related issues including the treatment of disease-related malnutrition and obesity and its associated metabolic derangements. This document aims to be a starting point for the integration of nutritional expertise in the HGE curriculum, allowing a central role in the management of malnutrition and obesity. We suggest minimum endpoints for nutritional knowledge and expertise in the standard curriculum and recommend a focus period of training in nutrition issues in order to produce well-trained HGE specialists. This article provides a road map for the organization of such a training program. We would highly welcome the World Gastroenterology Organisation, the European Board of Gastroenterology and Hepatology, the American Gastroenterology Association and other (inter)national Gastroenterology societies support the necessary certifications for this item in the HGE-curriculum.
LeCroy, Craig Winston; Ryan, Linda Galdieri
This article describes the content and design of a model program to prepare social work students to work effectively with severely mentally disturbed children and adolescents. Task analysis of skill areas (assessment, intervention, case management, and critical thinking) informed development of the suggested curriculum. The training program design…
Gourley, Frank A., Jr.
This manual was developed to serve as an aid to administrators and instructors involved with postsecondary air conditioning, heating, and refrigeration programs. The first of six chapters contains general information on program implementation, the curriculum design, facilities and equipment requirements, and textbooks and references. Chapter 2…
Parkes, Robert J.
This paper outlines the complex contemporary milieu of Australian teacher education within which curriculum leaders responsible for designing teacher education programs must make their program design decisions. Particular attention is paid to the collision of vertical ("hierarchical" or "academic rationalist") and horizontal…
Wilhjelm, Jens E.; Hanson, Lars G.; Henneberg, Kaj-Åge
and Radiation Physics containing three disciplines: Imaging modalities, Radiation therapy and Image processing. The two imaging courses in the bachelor’s program and the first imaging course in the master’s program follow a spiral curriculum in which most disciplines are encountered in all courses...
Williams, Mia Kim; Foulger, Teresa S.
Filling the Gap with Innovations is a study of a higher education professional development model used to infuse a teacher education program with technology innovations in order to address curriculum gaps. Professional educators at the university level are not traditionally collaborative. Yet, when an assessment of program alignment to state…
Albracht, James, Ed.
This secondary horticulture curriculum guide is one of a set of three designated as the basic core of instruction for horticulture programs in Kansas. Units of instruction are presented in thirteen sections: (1) Orientation and Careers, (2) Leadership and Future Farmers of America, (3) Supervised Occupational Experience Program, (4) Plant…
YENİLMEZ, KÜRŞAT; GİRİT, Dilek
Purpose: There are mathematical behaviors in all levels from the preschool education to higher education programs. These behaviors are in mathematics curriculum as objectives. Elementary Mathematics (6-8th grades) curriculum was developed in 2005 at last and applied gradually from the 6th grade in 2006-2007 academic year. Thematic approach was considered in regulating context in new mathematics curriculum and determined learning domains and sub learning domains. Some subjects were taken o...
Althausen, Peter L; Bray, Timothy J; Hill, Austin D
The Reno Orthopaedic Center (ROC) Trauma Fellowship business curriculum is designed to provide the fellow with a graduate level business practicum and research experience. The time commitments in a typical 12-month trauma fellowship are significant, rendering a traditional didactic master's in business administration difficult to complete during this short time. An organized, structured, practical business education can provide the trauma leaders of tomorrow with the knowledge and experience required to effectively navigate the convoluted and constantly changing healthcare system. The underlying principle throughout the curriculum is to provide the fellow with the practical knowledge to participate in cost-efficient improvements in healthcare delivery. Through the ROC Trauma Fellowship business curriculum, the fellow will learn that delivering healthcare in a manner that provides better outcomes for equal or lower costs is not only possible but a professional and ethical responsibility. However, instilling these values without providing actionable knowledge and programs would be insufficient and ineffective. For this reason, the core of the curriculum is based on individual teaching sessions with a wide array of hospital and private practice administrators. In addition, each section is equipped with a suggested reading list to maximize the learning experience. Upon completion of the curriculum, the fellow should be able to: (1) Participate in strategic planning at both the hospital and practice level based on analysis of financial and clinical data, (2) Understand the function of healthcare systems at both a macro and micro level, (3) Possess the knowledge and skills to be strong leaders and effective communicators in the business lexicon of healthcare, (4) Be a partner and innovator in the improvement of the delivery of orthopaedic services, (5) Combine scientific and strategic viewpoints to provide an evidence-based strategy for improving quality of care in a
Zheng, XiaoDong; Wang, XiaoPing; Liu, Xu; Liu, XiangDong; Lin, YuanFang
The employers in optical engineering fields hope to recruit students who are capable of applying optical principles to solve engineering problems and have strong laboratory skills. In Zhejiang University, a hierarchy curriculum for practical skill training has been constructed to satisfy this demand. This curriculum includes "Introductive practicum" for freshmen, "Opto-mechanical systems design", "Engineering training", "Electronic system design", "Student research training program (SRTP)", "National University Students' Optical-Science-Technology Competition game", and "Offcampus externship". Without cutting optical theory credit hours, this hierarchy curriculum provides a step-by-step solution to enhance students' practical skills. By following such a hierarchy curriculum, students can smoothly advance from a novice to a qualified professional expert in optics. They will be able to utilize optical engineering tools to design, build, analyze, improve, and test systems, and will be able to work effectively in teams to solve problems in engineering and design.
Lee Peng Yee
Full Text Available A decade of PMRI saw the changes in the classroom in some of the primary schools in Indonesia. Based on observation, we can say that though the mathematics syllabus in Indonesia did not change, its curriculum has changed under the movement of PMRI. In this article, we put in writing some of the experience gained through the involvement in designing curricula since 1971. Hopefully, some of the observations made may be of use to the colleagues in Indonesia. The discussion below will cover some deciding factors in designing a curriculum, some practices, and the latest trends. For convenience, we keep the discussion general, and do not refer to a specific syllabus. Also, in many cases, we refer mainly to secondary schools, that is, Grade 7 to Grade 10.
Petersen, Karen Bjerg
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......The outstanding British sociologist Anthony Giddens predicted e-learning environments by describing “modernity”. Giddens emphasised that modernity is inherently globalising, it creates ‘disembedded’ social relations and “tears space away from place by fostering relations between ‘absent’ others......, 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...
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
School Library Media Activities Monthly, 1991
Most of these fully-developed library media activities are to be used in connection with specific curriculum units: art (paper marbling, grades 4-9); reading/language arts (national holiday customs, grades 1-6; Robin Hood, grades 4-5); science (zoo animals, grades K-2; the aurora borealis, grades 7-9; identifying and feeding birds (grades 2-3);…
Marilyn Bischoff: A Step-by-Step Approach to Basic Financial Management. Christine Corl: Website Rearing--It Takes a Whole Village! Phyllis Dennee: Food Safety Protocol for Extension Nutrition Assistants. Laurel L. Kubin: Make Financial Education Fun and Effective through Activities Geared to Multiple Intelligences. Barbara A. Middleton: The Chamber of Secrets--Opened Again! Robbie Ortega: A New Interactive Curriculum Teaching Agricultural Tractor and Machinery Safety. Judith A. Rice: Civil A...
Clearihan, Lyn; McGarry, Heather; Cheng, Melanie; Bratuskins, Peter; Rowe, Mark
Regional training providers face many challenges in delivering vocational training to general practice registrars across Australia. They need to be able to respond to new learning theories and the ever expanding volume of medical knowledge, as well as the changing medical workforce. In 2008, the Victorian Metropolitan Alliance (VMA) embarked on a project to map the new Royal Australian College of General Practitioners curriculum to the VMA program. The aim of this article is to describe the processes through which the VMA created a curriculum guide for peer learning workshops, supervisors and registrars, designed to be adaptable to various Australian curricula and to be flexible and robust, as well as accessible to the intended users.
Fleming, Nathalie; Amies Oelschlager, Anne-Marie; Browner-Elhanan, Karen J; Huguelet, Patricia S; Kaul, Paritosh; Talib, Hina J; Wheeler, Carol; Loveless, Meredith
The degree of exposure to Pediatric and Adolescent Gynecology (PAG) varies across academic programs in Obstetrics and Gynecology, Pediatrics, and Adolescent Medicine. Nevertheless, these programs are responsible to train residents and provide opportunities within their training programs to fulfill PAG learning objectives. To that end, North American Society for Pediatric and Adolescent Gynecology has taken a leadership role in PAG resident education by disseminating the Short Curriculum with specific learning objectives and list of essential resources where key concepts in PAG can be covered. Copyright © 2014 North American Society for Pediatric and Adolescent Gynecology. Published by Elsevier Inc. All rights reserved.
Berggren, Frederick W.
Materials, including curriculum units, are provided for the natural resources and aquaculture components of the vocational agriculture curriculum. Aquaculture is a new component, added because of increased recognition of the opportunities offered by Connecticut's rich shoreline resources. A brochure and flyer on the aquaculture program follow a…
Mosto, Patricia; Savelski, Mariano; Farrell, Stephanie H.; Hecht, Gregory B.
Integrating biology in the chemical engineering curriculum seems to be the future for chemical engineering programs nation and worldwide. Rowan University's efforts to address this need include a unique chemical engineering curriculum with an intensive biology component integrated throughout from freshman to senior years. Freshman and Sophomore…
Miller, Howard J.
Holds that Black Studies programs have had problems surviving because of (1) resistance to curriculum change in colleges and universities, (2) their lack of supporters in positions of administrative power, and (3) lack of an organized, conceptual approach to developing and implementing a Black Studies curriculum. Presents a model designed to…
San Mateo City Elementary School District, CA.
This in-service guide to the San Mateo Nutrition Activity Curriculum (SNAC) was designed to assist the Nutrition Educator and/or the Food Service worker toward a better understanding of the relationship between the "reimbursable" lunch/breakfast program and the dietary needs of elementary school students. The curriculum is based on a series of…
Bohr, Dennis J.; Rhoades, Georgia
The Writing Across the Curriculum Program at Appalachian State University, founded in 2008, supports faculty instruction in a vertical writing curriculum which requires two courses in Composition and two in the disciplines, ensuring that students take a dedicated writing course in each year of undergraduate education. To address the challenges of…
Dohaney, Jacqueline; Brogt, Erik; Kennedy, Ben
Mineralogy is a core topic for tertiary geoscience programs worldwide. We report on the use of laboratory group work as an effective and integral part of a new introductory mineralogy curriculum at the University of British Columbia. The new laboratory curriculum was developed by incorporating student feedback with evidence-based pedagogies. These…
Harthun, Mary L.; Dustman, Patricia A.; Reeves, Leslie J.; Marsiglia, Flavio F.; Hecht, Michael L.
This paper reports on a process in which program designers, classroom teachers, and students worked together to adapt the 7th grade "keepin' it REAL" prevention curriculum to a developmentally, socially, and academically appropriate curriculum for 5th graders. A Community-Based Participatory Research methodology (CBPR), combined with a 9-step…
The National Cancer Institute (NCI) Cancer Prevention Fellowship Program (CPFP) is now accepting applications for the Summer Curriculum in Cancer Prevention until February 26, 2016 for international applicants and March 15, 2016 for domestic applicants. For more information and to apply, please visit: https://cpfp.cancer.gov/summer-curriculum. |
Davis, Elizabeth A.; Palincsar, Annemarie Sullivan; Smith, P. Sean; Arias, Anna Maria; Kademian, Sylvie M.
The authors synthesize the findings of a research project to extend what is known about educative curriculum materials, or curriculum materials designed with the intent of supporting teacher learning as well as student learning. Drawing on a three-year program of research, including several close observational case studies and a large-scale…
Peterson, Eric E.
Critiques the sexism institutionalized in basic speech communication courses and argues a gender balanced approach to curriculum revision. Presents examples drawn from a curriculum project as a case study in program revision to illustrate the application in a particular context and to suggest the impact of such a project for its participants. (KEH)
Chen, Chi-Kuang; Jiang, Bernard C.; Hsu, Kuang-Yiao
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…
Full Text Available ... Surgical Education Academy of Master Surgeon Educators ACS Fundamentals of Surgery Curriculum Transition to Practice Program ACS/ ... Workforce Trauma and EMS Cancer and Research ... Value-Based Payment Modifier Accountable Care Organizations ...
DeCamp, Matthew; Rodriguez, Joce; Hecht, Shelby; Barry, Michele; Sugarman, Jeremy
Interest in short-term global health training and service programs continues to grow, yet they can be associated with a variety of ethical issues for which trainees or others with limited global health experience may not be prepared to address. Therefore, there is a clear need for educational interventions concerning these ethical issues. We developed and evaluated an introductory curriculum, "Ethical Challenges in Short-term Global Health Training." The curriculum was developed through solicitation of actual ethical issues experienced by trainees and program leaders; content drafting; and external content review. It was then evaluated from November 1, 2011, through July 1, 2012, by analyzing web usage data and by conducting user surveys. The survey included basic demographic data; prior experience in global health and global health ethics; and assessment of cases within the curriculum. The ten case curriculum is freely available at http://ethicsandglobalhealth.org. An average of 238 unique visitors accessed the site each month (standard deviation, 19). Of users who had been abroad before for global health training or service, only 31% reported prior ethics training related to short-term work. Most users (62%) reported accessing the site via personal referral or their training program; however, a significant number (28%) reported finding the site via web search, and 8% discovered it via web links. Users represented different fields: medicine (46%), public health (15%), and nursing (11%) were most common. All cases in the curriculum were evaluated favorably. The curriculum is meeting a critical need for an introduction to the ethical issues in short-term global health training. Future work will integrate this curriculum within more comprehensive curricula for global health and evaluate specific knowledge and behavioral effects, including at training sites abroad.
Galea, Sandro; Fried, Linda P; Walker, Julia R; Rudenstine, Sasha; Glover, Jim W; Begg, Melissa D
Curricular change is essential for maintaining vibrant, timely, and relevant educational programming. However, major renewal of a long-standing curriculum at an established university presents many challenges for leaders, faculty, staff, and students. We present a case study of a dramatic curriculum renewal of one of the nation's largest Master of Public Health degree programs: Columbia University's Mailman School of Public Health. We discuss context, motivation for change, the administrative structure established to support the process, data sources to inform our steps, the project timeline, methods for engaging the school community, and the extensive planning that was devoted to evaluation and communication efforts. We highlight key features that we believe are essential for successful curricular change.
Haden, N Karl; Hendricson, William D; Kassebaum, Denise K; Ranney, Richard R; Weinstein, George; Anderson, Eugene L; Valachovic, Richard W
This 2009 study of dental school curricula follows a similar one conducted in 2002-03. Through a web-based survey, the authors gathered information from dental schools about 1) past trends in curricular change over seven years; 2) current changes under way in dental school curricula; 3) significant challenges to curricular innovation; and 4) projected future trends in curricular change and innovation. Fifty-five schools (fifty U.S. and five Canadian) responded to the survey for a response rate of 86 percent. In addition to background information, the survey requested information in four broad areas: curriculum format, curriculum assessment, curriculum innovation, and resources needed for curriculum enhancement. Forty-nine percent of the respondents defined their curriculum format as primarily organized by disciplines. Half of the respondents reported the use of problem-based and case-reinforced learning for a section or specific component of some courses. In a significant change from the 2002-03 study, a high proportion (91 percent) of the responding schools require community-based patient care by all students, with just over half requiring five or more weeks of such experience. Competency-based education to prepare an entry-level general dentist seems well established as the norm in responding dental schools. Forty-three percent or less of the responding schools indicated that their students participate with other health professions education programs for various portions of their educational experience. Since the 2002-03 survey, dental schools have been active in conducting comprehensive curriculum reviews; 65 percent indicated that their most recent comprehensive curriculum review is currently under way or was conducted within the past two years. Respondents indicated that the primary reasons for the configuration of the current curriculum were "perceived success" (it works), "compatibility with faculty preferences," "faculty comfort," and "capacity
Değerleri Kazandırmasındaki Etkililik Açısından Resmi Ve Örtük Program İle Okul Dışı Etmenlerin Öğrenci Görüşleri Doğrultusunda Değerlendirilmesi Evaluation Of Curriculum, Hidden Curriculum And Out-Of-School Sources In Terms Of Their Efficacy For Gaining Values Based On Student Views
Full Text Available The aim of this study is to identify efficacy level and ways ofcurriculum, hidden curriculum and out-of-school sources on children‟svalue gain according 8th grade students‟ views. This research is insurvey model and study population consists of 8th grade students inprimary schools of Konya central provinces during second term of 2011-2012 academic year. Study sample includes 526 students from sixprimary schools and they have been selected by “homogeneoussampling method”. Research data has been obtained via “Way ofGaining Values Included in Primary School Curricula Survey” which isdeveloped by Der and Kuş (2009. In data analysis, frequency,percentage, arithmetic average, and standard deviation have been used.Based on obtained study findings, following conclusions have beenmade. Curriculum, hidden curriculum and out of school sources are allvery effective in making students gain personal, national and universalvalues. Although statistically significant difference has not been foundbetween these three variables in making students gain values, mosteffective factor still seems to be out-of-school sources, then curriculumand the least effective factor is hidden curriculum. Similar result hasbeen obtained when the ways of gaining values are examined. Anotherfinding of this study is that curriculum, hidden curriculum and out ofschool sources are more effective in terms of students‟ gaining ofnational values. In addition to these, based on obtained results, severalrecommendations have been made. Bu araştırmanın genel amacı, ilköğretim 8. sınıfta öğrenim gören öğrencilerin görüşleri doğrultusunda resmi ve örtük program ile okul dışı etmenlerin değerleri kazandırmasındaki etkililik düzeyini ve yollarını belirlemektir. Tarama modelinden yararlanılarak yapılan araştırmanın evrenini 2011-2012 akademik yılı ikinci döneminde, Konya ili merkez ilçelerde yer alan ilköğretim okulları ikinci kademe 8. sınıf d
Access to higher education continues to expand in the United States. And, as opportunity has continued to increase, so too has the amount of diversity present throughout higher education. These trends, combined with the fundamental principles connected to the purpose of higher education, work to create culturally relevant and responsive practice.…
McCarthy, Patti; Bethune, Cheri; Fitzgerald, Shari; Graham, Wendy; Asghari, Shabnam; Heeley, Thomas; Godwin, Marshall
Abstract Problem addressed To address barriers challenging the engagement of rural and remote family physicians (RRFPs) in research, Memorial University of Newfoundland in St John’s has developed a longitudinal faculty development program (FDP) called 6for6. Objective of program To establish and evaluate a longitudinal FDP that promotes a foundation of research activity. Program description Informed by a needs assessment in phase 1, phase 2 saw the 6for6 curriculum designed, developed, and implemented to reflect the unique needs of RRFPs. Preliminary evaluations have been conducted and results will be presented after year 1 of the program. Conclusion The 6for6 FDP has been positively received by participants, and it is evident that they will serve as champions of rural research capacity building. It is anticipated that by April 2017, 18 RRFPs will be equipped with the research and leadership skills required to foster research networks within and outside their communities. PMID:27331222
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…
Reflection, where clinical experiences are analyzed to gain greater understanding and meaning, is an important step in workplace learning. Residency programs must teach their residents the skills needed for deep reflection. Medical educators may find it difficult to construct a curriculum which includes the key elements needed to enable learners to attain these skills. When we first implemented reflection into our residency curriculum, we soon realized that our curriculum only taught residents how to engage in superficial reflection. Our curriculum lacked some key elements. To help guide the transformation of our curriculum, we combed the literature for best practices. The CONTeMPLATE mnemonic was born out of this process. It is a tool to help medical educators consider and implement key elements required to enable deep reflection. The purpose of this article is to show medical educators how they can use the CONTeMPLATE mnemonic to incorporate reflective practice into their own curriculum.
Fazel, A; Jafari, A; Khami, Mr; Seddighpour, L; Kharrazifard, Mj; Nassibi, M; Yazdani, R; Soroush, M
Based on the current emphasis on competency-based education, as a part of need assessment phase of dental curriculum revision in Iran, in the present study the dental graduates' perspective concerning the minimum competency requirements for an Iranian general dentist has been investigated. Based on the three available major competency documents in the literature a questionnaire was developed in which the participants were asked to indicate their opinion about the necessity of each of the 142 stated competencies for an Iranian general dentist (Yes/No), and to state the degree to which they believed the current curriculum covers each competency (Completely, Partially, Not at all). In an annual meeting in June 2008, the provincial chief dental managers were asked to distribute the questionnaires among general dentists in their province (10 questionnaires in each province). The managers posted back the completed questionnaires to the researchers. Of 300 questionnaires distributed in the 30 provinces of the country, 250 questionnaires (83%) were returned. While most of the participants considered the competencies as necessary for an Iranian dentist, less than 40% of the respondents believed that the graduates acquire the most required competencies of the profession during the current educational program. A necessity exists for curriculum revision. In addition to clinical skills, in this revision more emphasis also should be placed on the non-clinical part of the curriculum.
Mundt, Lillian; Vanik, Janet
The Department of Clinical Laboratory Sciences at Rosalind Franklin University of Medicine and Science (RFUMS) experienced a steady decline in the number of applicants for the Clinical Laboratory Sciences (CLS) Program, even though the department regularly received inquiries from qualified students. The faculty recognized the undergraduate-degreed prospects' desires for both an advanced degree and the procurement of entry-level clinical laboratory knowledge and skills. To address this perceived need, the CLS department developed and implemented a new degree option, the entry-level master's. The new curriculum resulted from a transformational process incorporated into the normal developmental process of curriculum change. This article explores various change theories that were manifested during this transformation process, along with barriers to change and how to overcome them. In addition, the authors demonstrate the need for creation of this entry-level program and provide a curriculum outline.
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
Reviews the development of a curriculum studies infrastructure in Africa with particular emphasis on support and encouragement given to curriculum development in developing nations by developed nations. (DB)
Kenney, Margaret J.
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)
This article examines the complex relationship between England's new National Curriculum and the neoliberal reform of education known as GERM. It explores contradictions between economic functionality and Gove's nostalgic traditionalism. It critiques the new curriculum as narrow, age-inappropriate, obsessed with abstract rules, and poorly focused…
Journal of Dental Education, 1990
The American Association of Dental Schools' guidelines for curriculum design explain the scope of forensic dentistry and interrelationships with other fields, give an overview of the curriculum, and outline suggested primary educational goals, prerequisites, core content, specific behavioral objectives, sequencing, faculty and facility…
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…
We imagine that understanding how we understand Others might place us in a better position to provide guidelines to develop curriculum spaces for profound justice; i.e. justice that is based on reasonableness and, more importantly, on care. Keywords: caring curriculum; critical discourse analysis; girls' narratives; justice;.
A rich and stimulating opportunity awaits teachers who plan to connect or bring together an art project with another subject area of the curriculum, thus addressing the sixth listing in the National Visual Arts Standards. While art is important in its own right, the reality is there is often too much content in the curriculum nowadays and not…
Jewett, Ann E.
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.
Zarraga, M. N.; Bates, S.
A Manchester, England, high school designed lower school curriculum structures via computer and investigated their feasibility using the Nor Data School Scheduling System. The positive results suggest that the computer system could provide all schools with an invaluable aid to the planning and implementation of their curriculum. (CT)
Matzen, Shelley; Muhl, V. Jane
This color coded curriculum guide for secondary health occupations in Iowa provides units for the first phase of the curriculum, career exploration of the health occupations. The nine units cover the following topics: (1) introduction to health occupations; (2) health occupations career exploration; (3) communication skills; (4) self-care and…
Kellogg, Nancy Rader
This Acquired Immune Deficiency Syndrome (AIDS) Curriculum was developed for intermediate elementary (5th, 6th, and 7th grade) students. It is an integrated unit that encompasses health, science, social studies, math, and language arts. The curriculum is comprised of nine class activities designed to meet the following objectives: (1) to determine…
In this paper I wish to demonstrate how research can illuminate practice and inform curriculum and teachingdecisions. I shall draw attention to three areas where I believe research contributes to the development of music education. These are: assessment of the musical work of students, the evaluation of curriculum activities, the relationship between music in schools and music beyond the school gate.
When the author started homeschooling, she would listen jealously as other parents discussed curriculum for reading and math, two subjects that her daughter never needed any instruction in as a young child. She was eager to try out curriculum, but her visual spatial daughter was not quite ready for learning on paper. She found out that searching…
Goulart, Maria Inês Mafra; Roth, Wolff-Michael
In this study we investigate how 5-year-old children in Brazil and their teachers collectively design science curriculum. More specifically, we develop an agency|structure dialectic as a framework to describe this collective praxis in which science curriculum may emerge as the result of children-teacher transactions rather than as a result of being predetermined and controlled by the latter. We draw on a cultural-historical approach and on the theory of structure and agency to analyze the events showing the complexity of the activity inside a classroom of very young children by science education standards. Data were collected in the context of a science unit in an early-childhood education program in Belo Horizonte. Our study suggests that (a) throughout the movement of agency|passivity || schema|resources one can observe participative thinking, a form of collective consciousness that arises in and from lived experience; (b) learning is a process in which a group is invested in searching for solutions while they create schemas and rearrange resources to evolve a new structure; and (c) the emergent curriculum is a powerful form of praxis that develops children's participation from early childhood on.
Lee, Damian J; Wiens, Jonathan P; Ference, John; Donatelli, David; Smith, Rick M; Dye, Bryan D; Obrez, Ales; Lang, Lisa A
The purposes of this report were to (1) assess the current occlusion curriculum in the predoctoral prosthodontic education of US dental institutions and (2) to examine the opinions of faculty, course directors, and program directors on the contents of occlusion curriculum. The Task Force on Occlusion Education from the American College of Prosthodontists (ACP) conducted two surveys using a web-based survey engine: one to assess the current status of occlusion education in predoctoral dental education and another to examine the opinions of faculty and course directors on the content of occlusion curriculum. The sections in the surveys included demographic information, general curriculum information, occlusion curriculum for dentate patients, occlusion curriculum for removable prosthodontics, occlusion curriculum for implant prosthodontics, temporomandibular disorder (TMD) curriculum, teaching philosophy, concepts taught, and methods of assessment. The results from the surveys were compiled and analyzed using descriptive statistics. The results from the two surveys on general concepts taught in occlusion curriculum were sorted and compared for discrepancies. According to the predoctoral occlusion curriculum surveys, canine guidance was preferred for dentate patients, fixed prosthodontics, and fixed implant prosthodontics. Bilateral balanced occlusion was preferred for removable prosthodontics and removable implant prosthodontics. There were minor differences between the two surveys regarding the occlusion concepts being taught and the opinions of faculty members teaching occlusion. Two surveys were conducted regarding the current concepts being taught in occlusion curriculum and the opinions of educators on what should be taught in occlusion curriculum. An updated and clearly defined curriculum guideline addressing occlusion in fixed prosthodontics, removable prosthodontics, implant prosthodontics, and TMD is needed. © 2012 by the American College of Prosthodontists.
David S McClintock
Full Text Available Background: In 2007, our healthcare system established a clinical fellowship program in Pathology Informatics. In 2010 a core didactic course was implemented to supplement the fellowship research and operational rotations. In 2011, the course was enhanced by a formal, structured core curriculum and reading list. We present and discuss our rationale and development process for the Core Curriculum and the role it plays in our Pathology Informatics Fellowship Training Program. Materials and Methods: The Core Curriculum for Pathology Informatics was developed, and is maintained, through the combined efforts of our Pathology Informatics Fellows and Faculty. The curriculum was created with a three-tiered structure, consisting of divisions, topics, and subtopics. Primary (required and suggested readings were selected for each subtopic in the curriculum and incorporated into a curated reading list, which is reviewed and maintained on a regular basis. Results: Our Core Curriculum is composed of four major divisions, 22 topics, and 92 subtopics that cover the wide breadth of Pathology Informatics. The four major divisions include: (1 Information Fundamentals, (2 Information Systems, (3 Workflow and Process, and (4 Governance and Management. A detailed, comprehensive reading list for the curriculum is presented in the Appendix to the manuscript and contains 570 total readings (current as of March 2012. Discussion: The adoption of a formal, core curriculum in a Pathology Informatics fellowship has significant impacts on both fellowship training and the general field of Pathology Informatics itself. For a fellowship, a core curriculum defines a basic, common scope of knowledge that the fellowship expects all of its graduates will know, while at the same time enhancing and broadening the traditional fellowship experience of research and operational rotations. For the field of Pathology Informatics itself, a core curriculum defines to the outside world
Marsh, Melvin S.
Astrosociology is a new and emerging field that is a significant departure in the study of human behavior and interaction. The development of this field is important because wherever there are humans in space, their society, culture, and psychology will follow and demand consideration in this new environment. As it currently stands, neither the social sciences nor the hard sciences can provide a suitable curriculum for this new field. This paper will suggest courses of study for both, an undergraduate level and a graduate level astrosociology program as well as possible difficulties and challenges that both professors and students could encounter. These difficulties could include issues with funding a program that could be considered "unusual" or "unnecessary," as well as the lack of support within both the social sciences and the natural sciences. The interdisciplinary nature of the program also receives discussion.