Pivarnik, Lori F.; Patnoad, Martha S.; Nyachuba, David; McLandsborough, Lynne; Couto, Stephen; Hagan, Elsina E.; Breau, Marti
Food safety training materials, targeted for residential childcare institution (RCCI) staff of facilities of 20 residents or less, were developed, piloted, and evaluated. The goal was to assist in the implementation of a Hazard Analysis Critical Control Points (HACCP)-based food safety plan as required by Food and Nutrition Service/United States…
Maude, Alaric Mervyn
Australia is in the process of implementing a national geography curriculum to replace the separate state and territory curriculums. The paper describes the process of curriculum development, and identifies the different groups that were involved. These included the board and staff of the national curriculum authority, geography teachers across…
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…
Anderson, Mary Alice
Discusses the need for improved teacher training in the use of technology and considers the role of school media specialists. Topics include providing focused workshops on technology integration; promoting peer mentoring; partnerships with universities; using online staff development resources; and promoting technology in curriculum development…
Malik, Alam Sher; Malik, Rukhsana Hussain
Integration of curriculum is meant to make the teaching/learning activities meaningful; however, the interpretation of 'integration' varies in different institutions and among individuals. Many medical schools find it hard to change their existing curriculum or develop a new integrated curriculum mainly because of lack of will, infrastructure and understanding the process of change. Drawn from experience, these 12 tips relating to staff development, establishing working groups, organizing the teaching/learning materials under themes and developing some innovative teaching/learning and assessment strategies, are the techniques that a teaching institution can use to change the existing curriculum to an integrated one or develop a new curriculum. Knowing about the different levels of integration and steps for developing an integrated curriculum can make it easier to integrate an existing curriculum or develop a new one.
Full Text Available Staff development is a crucial element for educational intervention. Recognizing the importance of staff development, this study aims to pin-point suitable methodologies in developing a Problem-Based Learning (PBL academic staff development program for a higher education institute where PBL has become an intervention alternative. The study aims to answer the following research questions 1 how can university academic staff be assisted to acquire pedagogical competences for an initiative of the implementation of PBL curriculum? 2 What kinds of support do university academic staff need in order to maintain PBL implementation? Through a combination of a literature review, interviews with 6 PBL experts which emphasize the importance of PBL facilitators, and document analysis of reflection notes from 18 trainees of a PBL workshop, this study will produce a guideline in developing a PBL Academic Staff Development Program for an institute wishes to implement and retain PBL as the education strategy.
... 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...
Curriculum revision is an important part of academic work. Despite theoretical literature on curriculum development and design, there is a scarcity of literature available for either academic staff or novice educational developers on the initiation of this curriculum revision process. This study, therefore, set out to explore the practices of…
Forman, Susan G.; Forman, Bruce D.
The application of Rational-Emotive Therapy principles and techniques in in-service education for school personnel is discussed. Teacher and counselor participation in a staff development program is described. (Author)
national skills shortage by developing responsive curricula which will ensure that graduating students are well ... innovative pedagogy which integrates recent technologies into curriculum development and classroom practice. .... developing confidence amongst staff and in facilitating creative and innovative thinking.
Reeves, Gary; Jauch, Lawrence R.
The basic Delphi methodology is outlined along with possible goals and objectives in a Delphi study. The results of an actual case study in the use of the Delphi method for higher education curriculum development are reported, and attention is given to the problem of selecting participants for a Delphi exercise. (Author/LBH)
Geyer, K A; Korte, P D
The use of creative teaching techniques in nursing staff development generates enthusiasm for learning in both the learner and the educator. We report the process used to develop alternative teaching approaches and examples of these programs. A cost analysis of a traditional versus an innovative program is provided. Advantages and disadvantages of these approaches are reviewed.
Edelfelt, Roy A., Ed.
This document contains 11 papers on school staff development: (1) "The Staff Development for School Improvement Program" (Winifred I. Warnat); (2) "A Teacher's View of a Staff Development Project" (Lynn Kleiman); (3) "Staff Development from the Principal's Perspective" (Dixie Hibner); (4) "Stepping-Stones to Success" (Barbara A. Skone); (5)…
Schneller, S; Hoeppner, M
Preceptor orientation is a well identified need. Less often identified is the critical role the staff development specialist plays in the ongoing support and development of preceptors. In this article, the authors explain activities of coaching, facilitating, mentoring, and consulting. These role components are essential in the ongoing development of preceptors. This support also may help retain preceptors.
Glatthorn, Allan A.
Practical strategies for administrative education faculty involved in principal preparation programs are compiled in this guidebook. This unit in an instructional leadership series focuses on curriculum development and implementation, with a secondary focus on curriculum evaluation. Stages of the process include evaluation, planning, development,…
Donovan, William Robert, II.
This qualitative study used a historical research method to eliminate the gap in the historical knowledge of Air Command and Staff College (ACSC) curriculum evolution in the post-Cold War era. This study is the only known analysis of the forces that influenced the ACSC curriculum and the rationale behind curricular change at ACSC in the post-Cold…
Nicol, David J.
Describes a study conducted at an annual staff development conference to determine the needs of professional staff developers in British higher education. An overview of the research strategy, which was based on an action research model, is provided; the ranking of needs areas is discussed; and needs statements with justifications are appended.…
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.…
Staff development is a crucial element for educational intervention. Recognizing the importance of staff development, this study aims to pin-point suitable methodologies in developing a Problem-Based Learning (PBL) academic staff development program for a higher education institute where PBL has become an intervention alternative. The study aims…
Hatton, Sue; Tector, Angie
Finding suitable curriculum materials for Sexuality and Relationship Education for young people with autistic spectrum disorder can be a challenge for teaching staff. In this article, Sue Hatton and Angie Tector who both formerly worked at Coddington Court School discuss findings from their research project asking pupils with autistic spectrum…
Presents guidelines for the development of competency-based curriculum formulated as a result of an automotive mechanics curriculum workshop. Listed are specific guidelines for content development, writing style, and illustration. (LRA)
American Association on Intellectual and Developmental Disabilities, 2011
"The Trainee Guide for the Supervisor Training Curriculum" summarizes key points in the Curriculum and is meant as a note taking and reference tool. The Supervisor Training Curriculum instructs supervisors on ways in which they can direct and motivate staff working with people with intellectual disabilities. Based on three decades of applied…
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…
Hsu, Stephen M [GWU
A wind energy curriculum has been developed at the George Washington University, School of Engineering and Applied Science. Surveys of student interest and potential employers expectations were conducted. Wind industry desires a combination of mechanical engineering training with electrical engineering training. The curriculum topics and syllabus were tested in several graduate/undergraduate elective courses. The developed curriculum was then submitted for consideration.
Koen, D; Muller, M; Poggenpoel, M
The nursing service manager is accountable for the quality of nursing care delivered in the nursing service. It is therefore important that the nursing service manager facilitates staff development in the nursing service. It is not only the nursing service manager's responsibility to make provision for staff development--the nurse also has a responsibility in this regard. He/she should purposefully make an effort to keep up to date with the latest developments. This article focuses on the co-responsibility of the psychiatric nurse and nursing service manager regarding staff development. A model for staff development is described, in accordance with the guidelines of Dickoff, James & Wiedenbach for theory development. An inductive approach was primarily followed to describe the provisional model, after which a literature study was employed to refine and purify the model. This model was exposed to expert evaluation, after which the final model for staff development of psychiatric nurses was described. Recommendations include the testing of certain hypotheses and utilisation of this model in psychiatric nursing practice.
Some essential components of "keeping current" with trends and new developments in the school library field for library media specialists includes attending conferences and reading professional literature. Beginning in May 2007, one article on "keeping up" each year has been devoted to summarizing the major themes in conferences and professional…
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.
Bakah, M.A.B.; Voogt, Joke; Pieters, Julius Marie
Polytechnic staff perspectives are sought on the sustainability and large-scale implementation of design teams (DT), as a means for collaborative curriculum design and teacher professional development in Ghana's polytechnics, months after implementation. Data indicates that teachers still
Bennett, Christene K.
Describes the teacher change process in an Oregon staff development program, examining faculty development within the framework of Maslow's theory that says people are motivated to satisfy physiological, safety/security, social, self-esteem, and self-actualization needs. Program evaluation demonstrated the interdependence of the cognitive and…
Smith, Vernon G.
Because the demand for excellence in public education is ever present, this article explores the development of a professional enhancement program designed to select and develop a qualified, competent faculty and staff. The basis for the program is a strong educational philosophy, which leads to a vision of what schools can be. It stresses the…
Norris, Norman D.
One of the most crucial roles of the school leader is to develop and maintain the professional level of the staff which he/she supervises. It is generally agreed upon that the desired school culture is one in which the focus is on the development of a community of learners. Consequently, intellectual growth can never happen for children unless it…
London, Clement B. G.
Focuses specifically on Jean Piaget's theory of development. Examines Piaget's ideas about constructivism and explores the application of this theoretical perspective to the conceptualization of curriculum development. (MG)
The author discusses the use of racial awareness training in staff development programs. He describes the four types of racism: (1) overt institutional, (2) overt personal, (3) covert institutional, and (4) covert personal. He calls for better trainers and training programs. (CH)
Hirsh, Stephanie; Sparks, Dennis
Initiating improved models of teacher practice requires a series of resolutions to guide staff-development efforts. The revamped scenario sets priorities among all the teacher's essential roles and responsibilities: learning, instructing, planning, writing, coaching, tutoring, and studying. Teacher competence and quality are also priorities. (MLH)
Shappell, Eric; Chan, Teresa M; Thoma, Brent; Trueger, N Seth; Stuntz, Bob; Cooney, Robert; Ahn, James
In recent years online educational content, efforts at quality appraisal, and integration of online material into institutional teaching initiatives have increased. However, medical education has yet to develop large-scale online learning centers. Crowd-sourced curriculum development may expedite the realization of this potential while providing opportunities for innovation and scholarship. This article describes the current landscape, best practices, and future directions for crowdsourced curriculum development using Kern's framework for curriculum development and the example topic of core content in emergency medicine. A scoping review of online educational content was performed by a panel of subject area experts for each step in Kern's framework. Best practices and recommendations for future development for each step were established by the same panel using a modified nominal group consensus process. The most prevalent curriculum design steps were (1) educational content and (2) needs assessments. Identified areas of potential innovation within these steps included targeting gaps in specific content areas and developing underrepresented instructional methods. Steps in curriculum development without significant representation included (1) articulation of goals and objectives and (2) tools for curricular evaluation. By leveraging the power of the community, crowd-sourced curriculum development offers a mechanism to diffuse the burden associated with creating comprehensive online learning centers. There is fertile ground for innovation and scholarship in each step along the continuum of curriculum development. Realization of this paradigm's full potential will require individual developers to strongly consider how their contributions will align with the work of others.
Eberhart, Catherine A; Martel, Stacie S
The purpose of this study is to determine attitudes of doctors of chiropractic regarding the importance of staff training in specific skill areas to inform the curriculum management process of a chiropractic technology program. A survey was distributed to registrants of a chiropractic homecoming event. On a 5-point Likert scale, respondents were asked to rate the degree of importance that staff members be trained in specific skills. Descriptive statistics were derived, and a 1-way analysis of variance (ANOVA) was used to test differences between groups based on years in practice and level of staff training. Doctors place a high level of importance on oral communication skills and low importance on nutrition and physical examinations. Comparing groups based on years in practice revealed differences in the areas of passive physiotherapies (F = 3.61, p = .015), legal issues/regulations (F = 3.01, p = .032), occupational safety and health regulation (F = 4.27, p = .006), and marketing (F = 2.67, p = .049). Comparing groups based on level of staff training revealed differences in the areas of occupational safety and health regulations (F = 4.56, p = .005) and cardiopulmonary resuscitation (F = 4.91, p = .003). With regard to their assistants, doctors of chiropractic tend to place high importance on office skills requiring effective communication and place less importance on clinical skills such as physical examinations and physiotherapy.
Markwick, Andy; Nandhra, Satvinder
This article describes how science can lead whole-school curriculum change at key stage 3 (ages 11-14). Two thematic curriculum models are described. Model 1 shows how science specialists can develop student understanding of how science interrelates to a variety of other subject areas, while Model 2 shows how science might help to create a…
Department of Education alluded to greater teacher involvement in curriculum development. The Gauteng Department of Education in- volved teachers in the curriculum development process with the introduction of the new curriculum namely Curriculum 2005. The extent to which teachers impacted on the curriculum ...
Williams, C. A.
Staff development, one of the nine main functions in personnel management, is not an isolated function. Administrators with whom the ultimate responsibility for personnel management rests, determine the extent to which the personnel and staff development specialists can be utilized. The staff development specialist has three major roles, as…
Putnam and Northern Westchester Counties Board of Cooperative Educational Services, Yorktown Heights, NY.
This booklet details a methodology for infusing almost any subject into a school district's ongoing curriculum. The process involved three interrelated parts: infusion, community, and stewardship. The infusion component makes it possible to upgrade teacher's skills, improve classroom management, strengthen community-school cooperation, and diffuse…
De Rijdt, Catherine; Dochy, Filip; Bamelis, Sofie; van der Vleuten, Cees
Educational institutions offer diverse staff development programmes to allow staff members to keep up with educational innovations and to guarantee educational quality. The current study investigates by means of a survey and semi-structured interviews whether the teacher perceives staff development as a management model, a shop-floor model or a…
The findings were that significant relationship exists between staff development and the productivity of academic staff in terms of research, teaching and community service. Therefore, the study concluded that in-service training and attendance of conferences and workshops influence the output of academic staff.
Every organization primarily needs committed and dedicated staff that will help the organization to meet its tactical and strategic objectives. The study examines whether staff development policies exist in three special libraries in Ghana, and whether training programmes are being offered to increase staff competence, ...
.... As a follow-on effort to the previous SGT project, the goal was to refine a brigade-level staff training program to more effectively and efficiently coordinate the activities within and between the...
S K PULIST
Full Text Available Staff and educational development is relatively a new field in higher education. It has recently been emerging as a systematic activity in higher education. The staff and educational development as a professional function includes teaching and training, human resource development and management, organizational development, management and implementation of policy and strategy on teachingand learning. Though earlier, it had been limited to a few common activities like workshop, training programme for new teaching staff and the provision of written and multimedia material. Different authors have tried to provide a direction to the activity of staff and educational development.
McKenney, Susan; Nieveen, N.M.; Strijker, A.; Voogt, Joke; Knezek, Gerald
The widespread introduction and use of computers in the workplace began in the early 1990s. Since then, computer-based tools have been developed to support a myriad of task types, including the complex process of curriculum development. This chapter begins by briefly introducing two concepts that
McLendon, Johathan C., Ed.
This guide is written for the social studies curriculum developer interested in developing a structured multidisciplinary program based on the concepts, methodology, and structure of social science disciplines and history. Seven 15-29 page chapters are included on each discipline: Anthropology and Psychology, by Charles R. Berryman; Economics, by…
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…
... and development of simulation-based training for the conventional mounted brigade staff. The work was performed under a project called Combined Arms Operations at Brigade Level, Realistically Achieved Through Simulation (COBRAS).
Festus, Azuka Benard; Kurumeh, Mary Seraphina
Curriculum of a school consists of all the experiences that a learner encounters under the direction of the school. The curriculum of any educational system is planned and developed according to the needs of the society. Just as the society is dynamic, the curriculum is also dynamic. Hence, curriculum is usually changed from time to time. This…
models are minimal. Papagiannis et al. (1982) suggest that the policies and actions of curriculum development projects should be seen as political economies of change. .... and evaluation enterprise may be at the root of these problems. He concluded .... various conceptual, procedural and design factors had to be resolved ...
Johnston, Joseph, Jr.; Hurst, G. Cameron, III; Coble, Parks; Ruder, Philip J.; Knippling, Alpana Sharma
Describes the Association of American Colleges and Universities' Faculty and Curriculum Development Seminar, held in Japan and designed to open faculty minds to global issues. The year-long seminar involves three-person teams from eight institutions, competitively selected through proposals. Its three phases include preparatory reading and…
Corn, Alan M.
A guide for teachers developing a high school Latin curriculum provides a rationale, structure, and method for course planning at four difficulty levels. The approach is based on seven subject matter goals and specific instructional objectives for each, which are appended. The goals are: to help students (1) understand simple Latin syntax; (2)…
Garson, Kyra; Bourassa, Emma; Odgers, Todd
This paper describes faculty perceptions of the impacts of a professional development (PD) programme for faculty called Interculturalising the curriculum. Over 70 faculty members have participated since 2008. Participants in the study represented four cohorts from 2008, 2011, 2012, 2013, from a broad range of academic disciplines. We begin with a…
San Mateo City Elementary School District, CA.
This inservice training guide on nutrition activities for preschool and elementary school teachers consists of 14 lesson plans for two workshops and more than 20 related instructional handouts that can be copied for teachers. The first workshop for teachers provides a rationale for nutrition education ine elementary curriculum as well as…
Library staff training and development is a crucial element in ensuring positive user experiences within libraries. A staff component consistently exposed to relevant training and development interventions should not be underestimated. This paper will explore the processes and methods used at the Cape Peninsula ...
Staff Development is a sine-qua non to the provision of efficient library services at any level. The study sets to investigate staff development strategies in school libraries and Information centres in Owerri, Imo State Nigeria. Selfdesigned questionnaires were used in eliciting data for the study. Ten schools were used with 10 ...
Staff development is a sine-qua non to the provision of efficient library services at any level. The study sets to investigate staff development strategies in school libraries and Information centres in Owerri, Imo State Nigeria. Self-designed questionnaires were used in eliciting data for the study. Ten schools were used with 10 ...
2005. ... The objective of this article is to overview the practices of elementary and secondary schools curriculum development in the different periods. ... Public and professional engagement in curriculum development is little or non-existent.
Seema A. Tarnekar
In this paper, a framework to facilitate development of knowledge management (KM) system for curriculum development process is suggested. It was validated through experts' opinions with thirty two experts. The components of the framework were supported by the experts by emphasizing their necessity and importance in the curriculum development process. Some model curricula and related guidelines were studied to identify components of good curriculum. The curriculum development process was studi...
Menton, Linda K.
The Curriculum Research & Development Group (CRDG) is a research unit of the College of Education at the University of Hawai'i. Part of its mission is to develop curriculum materials for students in grades K-12. The social studies section of CRDG has been developing curriculum materials on Asia since the early 1990s. As part of a project…
ABSTRACT. The study utilized the questionnaire instrument to collect and analyze data to determine the state of staff development of Library Assistants in the Kwame Nkrumah University of Science and. Technology. All Library Assistants were taken through staff orientation and on the job training. They also received ...
Yassin, Sulaiman Md.
Without any doubt happiness among staff in any organization is pertinent to ensure continued growth and development. However, not many studies were carried out to determine the domains that will be able to measure the level of happiness among staff in universities. Thus, the aim of this study is to elicit the domains that explain the overall…
de Vries, Linda; Naidu, Som; Jegede, Olugbemiro; Collis, Betty
This paper reports the design, implementation, and evaluation of a teleseminar on instructional design (ID) and computer-mediated communication (CMC) for the purposes of staff development at The University of Southern Queensland, Toowoomba, Australia. Participation was open to any staff with an
Liem Yenny Bendatu
Full Text Available Many organizations apply information technologies to support their business processes. Using the information technologies, the actual events are recorded and utilized to conform with predefined model. Conformance checking is an approach to measure the fitness and appropriateness between process model and actual events. However, when there are multiple events with the same timestamp, the traditional approach unfit to result such measures. This study attempts to develop a sequence matching analysis. Considering conformance checking as the basis of this approach, this proposed approach utilizes the current control flow technique in process mining domain. A case study in the field of educational process has been conducted. This study also proposes a curriculum analysis framework to test the proposed approach. By considering the learning sequence of students, it results some measurements for curriculum development. Finally, the result of the proposed approach has been verified by relevant instructors for further development.
Cavanaugh, Rebecca; Strickland, C June
The numbers of school-aged children with life-threatening allergies that cause anaphylaxis continues to increase. Many states, including Washington, have responded to this by developing specific guidelines for school districts to follow in order to provide a safe learning environment for children with medical conditions that put them at risk for anaphylaxis. School nurses require resources to assist them in providing health training for school staff on how to manage potentially life-threatening health conditions for children in their school, however, resources to address this training are limited. A search for and content analysis of currently available literature and resources about anaphylaxis and anaphylaxis training curricula revealed a lack of an integrated curriculum to train school staff. This article presents a discussion of the development of a train-the-trainer anaphylaxis education program providing school nurses with curriculum, lesson plans, teaching-learning activities, and resources for anaphylaxis education of all school staff.
Barr, Ronald E.; Juricic, Davor
A course curriculum model that shows how modern engineering design graphics can be used to conceptualize, develop, analyze, and communicate engineering designs is presented. Background studies, early investigations, and a weekly curriculum outline of the course are provided. (KR)
Abstract This paper addresses mathematics curriculum development for Medialogy education. Medialogy as a study line was established in 2002 at Faculty for Engineering and Natural Sciences at Aalborg University, and mathematics curriculum has already been revised tree times. Some of the reasoning...... behind curriculum development, lessons learned and remaining issues are presented and discussed....
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.
curriculum? 7. What would you eliminate from the preparatory curriculum? Instruments and Forms Requirements The researcher used Inquisite to build...collected through the Inquisite surveys could be captured through the Allegiance web-based software. This software provided functionality to analyze
Whitsed, Craig; Green, Wendy
One consequence of globalisation is the demand on academics to better prepare students for work and life in an interconnected world through curriculum internationalisation. Many academics are hesitant, resistant, or ill-prepared to engage with curriculum internationalisation. This paper explores how this can be addressed by reconfiguring the way…
Gibbs, Vanita; Mullican, James
This monograph describes a curriculum first published 14 years ago that is based on students' human development. The described curriculum utilizes a framework of the language arts of listening, speaking, reading, writing, and literature understanding and leaves to the imagination and skill of the individual teacher how the curriculum is…
Full Text Available Higher education in most developing countries, particularly on the African continent, suffers a major contradiction, where even though the populations in nearly all African countries are of mixed cultural backgrounds, the university curriculum content encompasses, predominantly, the modern western view. Accordingly efforts and experiences for staff, student and curriculum development incorporating research, teaching and learning capacities focus, primarily, on modern concepts, approaches and methodologies. Thus most development initiatives are consequently looking to modern western view to motivate individuals who have come to associate modern western schooling and school-type programmes with success and the non-modern western world views with failure (Rustemeyer 2011:15. Arguably, modern western view pervades nearly every aspect of daily lives of traditional societies dwelling in rural communities whilst being increasingly influenced by inevitable factors of universal marketplace economically. This article challenges the University of Technology to become more passionately initiative in supporting the essence of ‘endogenous development (ED meaning development originating from within through encouraging and promoting networking with rural Community-based Traditional Institutions. The international Comparing and Supporting Endogenous Development (COMPAS Network describes endogenous development as an empowering process of the community, in which cultural awakening, creation of unity and participatory action are essential elements (COMPAS 2006:9. The significant aspect of the endogenous development approach is the willingness of development experts to implant their work and effort in the worldviews of the Traditional Institutions even though the professionals may not fully understand or agree with the worldviews of the respective Traditional Institutions.
Galambos, Colleen; Curl, Angela
This study describes a competency-based educational approach to course development, implementation, and evaluation. The course model is presented, including its philosophical base. The authors hypothesized that student participation in a competency-based graduate gerontology course would increase their perceived competency level. Results indicate that students (N = 74 students; 2008-2011) rated their competency skill level as higher at posttest than at the pretest (paired t-tests, p curriculum so that students are better prepared to work with older adults when they graduate.
Gundem, Bjorg B.
This paper relates to a research project on the history and current practice of curriculum administration in Norway. An elaboration is provided on the changing high school system and the growing impact of curriculum scholarship on curriculum development. The discussion revolves around three objectives: (1) to determine if the newly formulated set…
To date, there has been no development of a complete, applicable inventory of clinical staff nurse (CSN) leadership role competencies through a valid and reliable methodology. Further, the CSN has not been invited to engage in the identification, definition, or development of their own leadership competencies. Compare existing leadership competencies to identify and highlight gaps in clinical staff nurse leadership role competency development and validation. Literature review. The CSN has not participated in the development of CSN leadership role competencies, nor have the currently identified CSN leadership role competencies been scientifically validated through research. Finally, CSN leadership role competencies are incomplete and do not reflect the CSN perspective. © 2017 Wiley Periodicals, Inc.
Huang, Denise; Cho, Jamie
The data and research findings for this paper were derived from two studies. The first was commissioned to the National Afterschool Partnership (NAP) by the U.S. Department of Education to evaluate effective practices at the 21st Century Community Learning Centers (21st CCLCs). The purpose of this study was to develop resources and professional…
Full Text Available Objective: This paper sets out to highlight the ongoing need for integrated teaching of business skills in the veterinary curriculum.Background: In response to the changing environment of the veterinary profession, it is important to understand the future needs of veterinary practitioners. While changes to the veterinary curriculum have been made in recent years, they have been highly varied across schools and little evidence is available on how these have improved students’ non-technical skills, knowledge, aptitudes, and attitudes. Evidentiary value: This literature review of 23 papers provides a solid basis for the further development of knowledge on business management issues in veterinary curricula. The impact on practice from our findings is substantial. The role of clinicians in academia is recognised as a primary source of engaging students with business management through their day-to-day teaching. Furthermore, the role of first-opinion vets who take on placement students (known as extra mural studies or ‘EMS’ in the UK cannot be underestimated as they play an essential role in ensuring that students perceive business skills with the same importance as clinical skills.Methods: This research draws on the findings of 23 papers that emerged as relevant from the structured literature search. The search yielded 124 papers but many were excluded because they focused on issues beyond the search strategy, did not report empirical findings so were based largely on discussion and conjecture, were not about the undergraduate veterinary curriculum, were not written in English or were not related to business teaching.Results: Employers of recent graduates highly value business skills, and often base their hiring decision on non-technical skills, rather than clinical skills. While changes to the veterinary curriculum have been made to include more non-technical training by individual veterinary schools, it is unclear how effective these
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
Mitchell, Christine M.; Epstein-Peterson, Zachary D.; Bandini, Julia; Amobi, Ada; Cahill, Jonathan; Enzinger, Andrea; Noveroske, Sarah; Peteet, John; Balboni, Tracy; Balboni, Michael J.
Context Although many studies have addressed the integration of a religion and/or spirituality curriculum into medical school training, few describe the process of curriculum development based on qualitative data from students and faculty. Objectives The aim of this study is to explore the perspectives of medical students and chaplaincy trainees regarding the development of a curriculum to facilitate reflection on moral and spiritual dimensions of caring for the critically ill and to train students in self-care practices that promote professionalism. Methods Research staff conducted semiscripted and one-on-one interviews and focus groups. Respondents also completed a short and self-reported demographic questionnaire. Participants included 44 students and faculty members from Harvard Medical School and Harvard Divinity School, specifically senior medical students and divinity school students who have undergone chaplaincy training. Results Two major qualitative themes emerged: curriculum format and curriculum content. Inter-rater reliability was high (kappa = 0.75). With regard to curriculum format, most participants supported the curriculum being longitudinal, elective, and experiential. With regard to curriculum content, five subthemes emerged: personal religious and/or spiritual (R/S) growth, professional integration of R/S values, addressing patient needs, structural and/or institutional dynamics within the health care system, and controversial social issues. Conclusion Qualitative findings of this study suggest that development of a future medical school curriculum on R/S and wellness should be elective, longitudinal, and experiential and should focus on the impact and integration of R/S values and self-care practices within self, care for patients, and the medical team. Future research is necessary to study the efficacy of these curricula once implemented. PMID:27693904
Mitchell, Christine M; Epstein-Peterson, Zachary D; Bandini, Julia; Amobi, Ada; Cahill, Jonathan; Enzinger, Andrea; Noveroske, Sarah; Peteet, John; Balboni, Tracy; Balboni, Michael J
Although many studies have addressed the integration of a religion and/or spirituality curriculum into medical school training, few describe the process of curriculum development based on qualitative data from students and faculty. The aim of this study is to explore the perspectives of medical students and chaplaincy trainees regarding the development of a curriculum to facilitate reflection on moral and spiritual dimensions of caring for the critically ill and to train students in self-care practices that promote professionalism. Research staff conducted semiscripted and one-on-one interviews and focus groups. Respondents also completed a short and self-reported demographic questionnaire. Participants included 44 students and faculty members from Harvard Medical School and Harvard Divinity School, specifically senior medical students and divinity school students who have undergone chaplaincy training. Two major qualitative themes emerged: curriculum format and curriculum content. Inter-rater reliability was high (kappa = 0.75). With regard to curriculum format, most participants supported the curriculum being longitudinal, elective, and experiential. With regard to curriculum content, five subthemes emerged: personal religious and/or spiritual (R/S) growth, professional integration of R/S values, addressing patient needs, structural and/or institutional dynamics within the health care system, and controversial social issues. Qualitative findings of this study suggest that development of a future medical school curriculum on R/S and wellness should be elective, longitudinal, and experiential and should focus on the impact and integration of R/S values and self-care practices within self, care for patients, and the medical team. Future research is necessary to study the efficacy of these curricula once implemented. Copyright © 2016 American Academy of Hospice and Palliative Medicine. Published by Elsevier Inc. All rights reserved.
Taylor, Joseph A.; Getty, Stephen R.; Kowalski, Susan M.; Wilson, Christopher D.; Carlson, Janet; Van Scotter, Pamela
This study examined the efficacy of a curriculum-based intervention for high school science students. Specifically, the intervention was two years of research-based, multidisciplinary curriculum materials for science supported by comprehensive professional development for teachers that focused on those materials. A modest positive effect was…
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.
This study investigated school library development and use by staff and students of secondary schools in the Federal capital territory, Abuja. The overall objective of the study is to examine the state of secondary school library development and its usage, find out if these libraries have achieved the expected level of ...
Hwang, Jinyoung; Shin, Jwa-Seop; Yoon, Hyun-Bae; Kim, Do-Hwan; Yoo, Dong-Mi; Kim, Eun Jeong; Lee, Seung-Hee
The purpose of this study was to develop criteria to evaluate a premedical curriculum to ultimately improve the quality of premedical education. The first draft of the evaluation criteria was developed through a literature review and expert consultation. The Delphi survey was conducted to ensure the validity of the draft. The final premedical curriculum criteria consisted of three evaluation areas (curriculum development, curriculum implementation, and curriculum outcome), five evaluation items (educational objective, organization of curriculum, instructional method, class management,and educational outcome), and 18 evaluation indicators. There should be further discussion on the evaluation questionnaire and the content for each evaluation indicator with regard to its practical application. Also, a concrete evaluation system, including evaluation standards and rating scales, should be developed.
Wang, Victor C. X.
Developing curriculum(s) requires instructors to take into several factors. These factors can be viewed as critical components of curriculum development for career and technical education (CTE) instructors. Without adequately addressing critical components such as curriculum history, curriculum theory, curriculum philosophies, curriculum…
...) command and control (C2). These challenges and changes to how CSS management will occur in an increasingly information-rich and distributed environment provide the opportunity to reexamine training for support staffs...
Suzuki, Keiko; Aoki, Naokazu; Kobayashi, Hiroyuki
A curriculum of an integrated learning using power of photography in the junior highschool was constructed, and was experimented in the class "Seminar for Photographic Expression" of the integrated learning at a junior high school. The center of the curriculum is viewing photographs and self-expression using photography. By comparing the results of questionnaires investigation between before and after the class it is suggested that the curriculum brings about increase in self-esteem, empathy, and motivation for learning. This educational effect is really to foster ability to live self-sufficient lives. On the basis of these results curriculums which can be conducted by anyone at every junior highschool were proposed.
Applewhite, Ann Simpson
When Thornton (Colorado) High School organized for site-based management, the structuring committee understood the importance of providing a professional-development fund for staff members. The school decided to restructure with one central umbrella committee for site-based governance and several subcommittees reporting to the main committee. (MLH)
This paper, identified the areas where staff of the Agricultural Development. Programme (ADP) that carry out grassroots extension service delivery need to be trained and the field problems requiring research intervention. Secondary data from Annual Performance Survey (APS) report of NAERLS and NPAFS between.
The success of any organization/institution lies on the ability of its workforce to deliver. This ability/skill is acquired through training, which enhances job performance. In essence, the research examined the training and development programmes enjoyed by all senior staff of FUTO library with the aim of finding out its effects ...
Johnston, William F.
Isolation, limited access to colleges and universities, and financial constraints restrict staff development opportunities for rural school systems. Recognizing these problems, the Virginia Middle School Association has adopted a regional conference structure that shifts meeting locations throughout seven major areas. The "hot topics"…
The study examined staff development and library services in academic libraries in Bayelsa and Delta States. Descriptive survey research design was used for this study, data was collected by means of a questionnaire form one hundred and seventy-one (171) librarians of fifteen (15) academic libraries in Bayelsa and Delta ...
Kubitskey, Mary Elizabeth
Education standards call for adopting inquiry science instruction. Successful adoption requires professional development (PD) to support teachers, increasing the need for research on PD. This dissertation examines the question: What is the influence of high quality, curriculum aligned, long-term group workshops and related practice on teacher learning? I focus on the following subquestions: (1) What is the influence of high quality, curriculum aligned, long-term, group workshops on teacher knowledge and beliefs? (2) What is the impact of the workshops on teacher practice? (3) What is the influence of practice on student response? (4) What is the impact of practice and student response on teacher knowledge and beliefs? I focus on an instance of PD nested within a long-term systemic change initiative, tracing eleven science teachers' learning from workshops and associated enactments. The data included pre and post-unit interviews (n=22), two post-workshop interviews (n=17), workshop observations (n=2), classroom observations (n=24) and student work (n=351). I used mixed-methods analysis. Quantitative analysis measured teacher learning by comparing pre and post-unit interview ratings. Qualitative components included two case study approaches: logic model technique and cross-case synthesis, examining teacher learning within and across teachers. The findings suggested a teacher-learning model incorporating PD, teacher knowledge, beliefs, practice and student response. PD impacts teachers' knowledge by providing teachers with new knowledge, adapting previous knowledge, or convincing them to value existing knowledge they chose not to use. The workshops can influence beliefs, providing teachers with confidence and motivation to adopt the practice. Beliefs can mediate how knowledge manifested itself in practice that, in turn, impacts students' response. Student response influences the teachers' beliefs, either reinforcing or motivating change. This teacher-learning model
Introduction: The faculty of Medicine, (FOM) Makerere University Kampala was started in 1924 and has been running a traditional curriculum for 79 years. A few years back it embarked on changing its curriculum from traditional to Problem Based Learning (PBL) and Community Based Education and Service (COBES) as ...
This article explores the initial steps in developing and presenting Sport Psychology in a leadership and sport curriculum at Stellenbosch University's (SU) Centre for Human Performance Sciences' (CHPS) Academy for Girls' Leadership and Sport Development. Sport Psychology does not feature within the South African school curriculum specifically,…
Hence this study focuses on an effective strategy for teacher involvement in curriculum development. The strength of the strategy is that it involves formal teacher training with semesterised courses. There is phased- in implementation of the different phases of the curriculum development process. This formal training course ...
Nieveen, N.M.; Gustafson, Kent
Since the start of the early 90’s, an increasing number of people are interested in supporting the complex tasks of the curriculum development process with computer-based tools. ‘Curriculum development’ refers to an intentional process or activity directed at (re) designing, developing and
Johannesson, Ingolfur Asgeir; Norodahl, Kristin; Oskarsdottir, Gunnhildur; Palsdottir, Auour; Petursdottir, Bjorg
The article explores how the Icelandic public school curriculum for early childhood, compulsory and upper secondary school deals with education for sustainable development. As the curriculum does not often mention the term sustainability, a key with which to investigate signs of education for sustainable development in the three curricula was…
.... The project produced two training support packages (TSP)--battalion and brigade--designed to train these staffs to more effectively and efficiently communicate within and between staff sections, command post, and the unit commander...
Full Text Available Integrating computer games development into computer science curriculum is gaining acceptance. However, the question is how this should be done. In our course on computer game development we present all necessary steps that a game project has to address, from design to publication and marketing, from the theoretical to the practical point of view. The goal is that each student makes a casual game for Apple iOS platform and possibly publishes it. The games are built on our xni framework for iOS, which is a subset of Microsoft’s xna. We take an iterative incremental approach to teaching game development, where we discuss a number of selected topics from various categories, such as gameplay design, graphics and artificial intelligence, each week. Thereafter the students receive mandatory and non-mandatory assignments that force them to add functionality to their game and, thus, steadily progress towards their goal. At the end of the course more than 20 % of all projects were ready for the Apple App Store, which, together with student pools saying that the course was one of the best executed courses they attended, confirms the viability of the suggested scheme.
Hall, Allison Cohen; Timmons, Jaimie Ciulla; Boeltzig, Heike; Hamner, Doris; Fesko, Sheila
The Workforce Investment Act of 1998 (USA) mandates that partners in the One-Stop Career Center system be prepared to serve a diverse customer base. Effective service delivery depends in part on a focus on human resources and professional development. This article presents innovative strategies for One-Stop Career Center staff training related to serving customers with disabilities. Findings from case study research conducted in several One-Stops across the country revealed that staff struggled with both knowledge and attitudes around disability issues. To address these concerns, local leaders developed practices that provided opportunities to gain practical skills and put acquired knowledge to use. These included a formalized curriculum focused on disability issues; informal support and consultation from a disability specialist; and exposure and learning through internships for students with disabilities. Implications are offered to stimulate thinking and creativity in local One-Stops regarding the most effective ways to facilitate staff learning and, in turn, improve services for customers with disabilities.
Berns, Ryan M; Tomayko, Emily J; Cronin, Kate A; Prince, Ronald J; Parker, Tassy; Adams, Alexandra K
American Indian (AI) children are disproportionately affected by unintentional injuries, with injury mortality rates approximately 2.3 times higher than the combined rates for all children in the United States. Although multiple risk factors are known to contribute to these increased rates, a comprehensive, culturally informed curriculum that emphasizes child safety is lacking for this population. In response to this need, academic and tribal researchers, tribal community members, tribal wellness staff, and national child safety experts collaborated to develop a novel child safety curriculum. This paper describes its development and community delivery. We developed the safety curriculum as part of a larger randomized controlled trial known as Healthy Children, Strong Families 2 (HCSF2), a family-based intervention targeting obesity prevention in early childhood (2-5 years). During the development of the HCSF2 intervention, participating tribal communities expressed concern about randomizing enrolled families to a control group who would not receive an intervention. To address this concern and the significant disparities in injuries and unintentional death rates among AI children, we added an active control group (Safety Journey) that would utilize our safety curriculum. Satisfaction surveys administered at the 12-month time point of the intervention indicate 94% of participants (N = 196) were either satisfied or very satisfied with the child safety curriculum. The majority of participants (69%) reported spending more than 15 min with the curriculum materials each month, and 83% thought the child safety newsletters were either helpful or very helpful in making changes to improve their family's safety. These findings indicate these child safety materials have been well received by HCSF2 participants. The use of community-engaged approaches to develop this curriculum represents a model that could be adapted for other at-risk populations and serves as an initial
Galea, Sandro; Fried, Linda P.; Walker, Julia R.; Rudenstine, Sasha; Glover, Jim W.
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. PMID:25706010
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.
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.…
The tutor's role in these involves different aspects of teaching and learning. In this article I explore the value of tutoring as a means of supporting the holistic curriculum development process. I reflect on the reason for introducing a system of tutoring for students in curriculum studies and the results of its implementation on ...
report for the management team to aid in strengthening the system, never to cause any real damages. This paper introduces the development of a penetration testing curriculum as a core class in an undergraduate cybersecurity track in Information Technology. The teaching modules are developed based on the professional penetration testing life cycle. The concepts taught in the class are enforced by hands-on lab exercises. This paper also shares the resources that are available to institutions looking for teaching materials and grant opportunities to support efforts when creating a similar curriculum in cybersecurity.
Vinci, Debra M; Whitt-Glover, Melicia C; Wirth, Christopher K; Kraus, Caroline; Venezia, Alexandra P
Overweight and obesity are increasing in preschool children in the US. Policy, systems, and environmental change interventions in childcare settings can improve obesity-related behaviors. The aim of this study was to develop and pilot an intervention to train childcare providers to promote physical activity (PA) in childcare classrooms. An evidence scan, key informant (n = 34) and focus group (n = 20) interviews with childcare directors and staff, and environmental self-assessment of childcare facilities (n = 22) informed the design of the training curriculum. Feedback from the interviews indicated that childcare providers believed in the importance of teaching children about PA and were supportive of training teachers to incorporate PA into classroom settings. The Promoting Physical Activity in Childcare Setting Curriculum was developed and training was implemented with 16 teachers. Participants reported a positive experience with the hands-on training and reported acquiring new knowledge that they intended to implement in their childcare settings. Our findings highlight the feasibility of working with childcare staff to develop PA training and curriculum. Next steps include evaluating the curriculum in additional childcare settings and childcare staff implementation of the curriculum to understand the effectiveness of the training on PA levels of children.
Full Text Available This paper reports on the use of action research in a case study involving two iterations of an online workshop implemented at two universities in late 2007 and early 2009 to prepare teaching staff for using wikis for student group work and assessment. Workshop participants were immersed in the experience of collaborating in a wiki as learners and then reflected on this experience as teachers. Experience of the pilot workshop suggested a need for more orientation, potentially by introducing a blended learning design. The second iteration highlighted a need to develop the orientation session further and increase support strategies throughout the workshop, suggesting the value of offering it at faculty or department level if no “reward” is available for participation. Outcomes from the two cycles illustrate the value of action research for iterative improvement of this staff development model and for implementing the scholarship of teaching and learning to develop and share professional knowledge in this emerging area. This paper outlines a staff development approach involving Web 2.0 applications on which others can build.
Maaike Hajer; Eva Norén
Explicit language objectives are included in the Swedish national curriculum for mathematics. The curriculum states that students should be given opportunities to develop the ability to formulate problems, use and analyse mathematical concepts and relationships between concepts, show and follow
Lucas, Raymond; Choudhri, Tina; Roche, Colleen; Ranniger, Claudia; Greenberg, Larrie
New residents enter emergency medicine (EM) residency programs with varying EM experiences, which makes residency orientation programs challenging to design. There is a paucity of literature to support best practices. We report on a curriculum development project for EM residency orientation using the Kern Model. Components of the revised curriculum include administrative inculcation into the program; delivering skills and knowledge training to ensure an entering level of competence; setting expectations for learning in the overall residency curriculum; performing an introductory performance evaluation; and socialization into the program. Post-implementation resident surveys found the new curriculum to be helpful in preparing them for the first year of training. The Kern Model was a relevant and useful method for redesigning a new-resident orientation curriculum. Copyright © 2014 Elsevier Inc. All rights reserved.
Susilana, Rudi; Asra; Herlina
The aim of this study is to describe how the self-efficacy of curriculum development team (CDT) and curriculum document quality contributed to the implementation of diversified curriculum in elementary schools. This research is a survey study using descriptive method. Schools were the unit of analysis while respondents selected from the schools…
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.
Hines, Ayelet; Jernigan, David H
There is a substantial gap in public health school curricula regarding advocacy. Development of such a curriculum faces three challenges: faculty lack advocacy skills and experience; the public health literature on effective advocacy is limited; and yet a successful curriculum must be scalable to meet the needs of approximately 9,000 public health students graduating each year. To meet these challenges, we propose a 100-hour interactive online curriculum in five sections: campaigning and organizing, policy making and lobbying, campaign communications, new media, and fund-raising. We outline the content for individual modules in each of these sections, describe how the curriculum would build on existing interactive learning and social media technologies, and provide readers the opportunity to "test-drive" excerpts of a module on "grasstops" organizing. Developing advocacy skills and expertise is critical to meeting the challenges of public health today, and we provide a blueprint for how such training might be brought to scale in the field.
Mohammad Umar, FAROOQ
The article is an attempt to (i) develop an ESP curriculum specifically related to medical secretary English, (ii) implement in a classroom, and (iii) examine whether it would be helpful for learners. In this regard, employing a theoretical model of ESP materials' design, first a need analysis is conducted to decide the contents of a syllabus. In view of the syllabus, materials are designed following the instructions given in the model. Lastly, the effectiveness of the curriculum is argued ba...
Yu, Daniel Ta Yo; Gillon, Jason T; Dickson, Raymond; Schneider, Karen A; Stevens, Martha W
The Johns Hopkins Hospital Pediatric Emergency Department (PED) was invited to collaborate with the National Referral Hospital (NRH), Solomon Islands, to establish an acute care pediatric education program for the country's inaugural class of national medical graduate trainees. To develop and evaluate a sustainable, need-based post-graduate training curriculum in pediatric acute care, resuscitation, and point-of-care ultrasound. A need-based training curriculum was developed utilizing the ADDIE model and was implemented and revised over the course of 2 years and two site visits. Implementation followed a train-the-trainer model. The curriculum consisted of high-yield didactics including workshops, simulations, hands-on ultrasound sessions, and lectures at the NRH. A mixed-methods design was used to evaluate the curriculum, including pre/posttesting, qualitative group discussions, and individual surveys. The curriculum was revised in response to ongoing learner evaluations and needs assessments. Continuing educational sessions after the site visit demonstrated sustainability. The curriculum included 19 core topics with 42 teaching sessions during the two site visits. A total of 135 pre/posttests and 366 individual surveys were collected from 46 trainees. Completion rates were 78.2% for surveys and 71.3% for pre/posttests. Pre/posttest scores increased from 44 to 63% during the first site visit and 69.6 to 77.6% during the second. Learners reported a mean 4.81/5 on a standard Likert scale for curriculum satisfaction. Group discussions and surveys highlighted key areas of knowledge growth, important clinical care advances, and identified further needs. Initial sustainability was demonstrated by continued ultrasound sessions led by local graduate trainees. A collaborative team including Johns Hopkins PED staff, Solomon Islands' graduate trainees, and NRH administration initiated a professional education curriculum for the first class of Solomon Islands' medical
Martin, Anne L.
Two Australian language curriculum development projects are discussed: the Australian Language Levels (ALL) Project and the National Assessment Framework for Languages at Senior Secondary Level (NAFLSSL). While distinct, both projects are closely linked. Each project was launched in 1985 in a favorable climate and in response to cost, enrollment,…
University of Southwestern Louisiana, Lafayette.
This curriculum guide was developed to aid vocational agriculture/agribusiness teachers in Louisiana in improving their instruction and to provide students with the opportunity to obtain skills and knowledge in the production of nontraditional specialty animals. The guide covers the techniques of production, management, care, and marketing of…
Coats, Heather; Paganelli, Tia; Starks, Helene; Lindhorst, Taryn; Starks Acosta, Anne; Mauksch, Larry; Doorenbos, Ardith
There is a known shortage of trained palliative care professionals, and an even greater shortage of professionals who have been trained through interprofessional curricula. As part of an institutional Palliative Care Training Center grant, a core team of interprofessional palliative care academic faculty and staff completed a state-wide palliative care educational assessment to determine the needs for an interprofessional palliative care training program. The purpose of this article is to describe the process and results of our community needs assessment of interprofessional palliative care educational needs in Washington state. We approached the needs assessment through a cross-sectional descriptive design by using mixed-method inquiry. Each phase incorporated a variety of settings and subjects. The assessment incorporated multiple phases with diverse methodological approaches: a preparatory phase-identifying key informants; Phase I-key informant interviews; Phase II-survey; and Phase III-steering committee endorsement. The multiple phases of the needs assessment helped create a conceptual framework for the Palliative Care Training Center and developed an interprofessional palliative care curriculum. The input from key informants at multiple phases also allowed us to define priority needs and to refine an interprofessional palliative care curriculum. This curriculum will provide an interprofessional palliative care educational program that crosses disciplinary boundaries to integrate knowledge that is beneficial for all palliative care clinicians. The input from a range of palliative care clinicians and professionals at every phase of the needs assessment was critical for creating an interprofessional palliative care curriculum.
Weissman, David E; Ambuel, Bruce; von Gunten, Charles F; Block, Susan; Warm, Eric; Hallenbeck, James; Milch, Robert; Brasel, Karen; Mullan, Patricia B
In 1998 we completed a successful regional pilot project in palliative care curriculum development among 32 internal medicine residency programs recruited from the mid-western United States. Between 1999 and 2004 this project was expanded to include 358 U.S. programs, from four specialties, based on new training requirements in internal medicine, family medicine, neurology, and general surgery. To assess the 1-year outcomes from residency programs participating in a national multispecialty palliative care curriculum development project. Outcome data obtained from residency programs' responses to a structured progress report 12 months after enrolling in the project and from published residency project reports. Three hundred fifty-eight residency programs, representing 27% of all eligible training programs in the four specialties, participated in the project. Outcome data was available from 224 residencies (63%). Most programs started new teaching in pain, non-pain symptom management, and communication skills. More than 50% of programs integrated palliative care topics within established institutional grand rounds, morbidity/mortality conferences or morning report. More than 70% of internal medicine and family practice programs began new direct patient care training opportunities utilizing hospital-based palliative care or hospice programs. New faculty development initiatives and use of quality improvement projects to drive curriculum change were reported in less than 50% of programs. Focused short-term instruction in palliative care curriculum development, in a diverse group of residency programs, is feasible and associated with significant curriculum change.
This paper represents the findings of participatory curriculum development process that was followed which included the assessment of training needs of irrigation extensionists and the identification of shortcomings in the occupational profile of irrigation extensionists. These results will be used to develop a conceptual ...
The Individually Prescribed Instruction (IPI) Model developed by Bolvin and Glaser (1968) is applied to a perceptual development curriculum for children manifesting learning disabilities. The Model utilizes criterion referenced tests for behavioral objectives in four areas: general motor, visual motor, auditory motor, and integrative. Eight units…
Ozcan, Deniz; Uzunboylu, Huseyin
The aim of this study is to determine the needs of special education teachers about curriculum development, and to implement the constructivist approach to in-service training programme for special education teachers. Furthermore, this study seeks to evaluate the developed in-service training programme. The descriptive and experimental methods…
Hamot, Gregory E.
The fall of communism in eastern and central Europe inspired the call for curriculum development in citizenship education throughout the growing democratic world. Many programs between U.S. institutions and newly developing democracies continue to produce curricula for democratic citizenship suited to local needs. This digest discusses: (1)…
West Virginia State Coll., Institute.
West Virginia State College's course development for a new general education core curriculum is described in this report. The process of curricular change that led to the development of new courses entitled "Origins" (investigating the origins of the universe, earth, human life, the mind, and society) and "Race, Gender, and Human…
The decision by the Australian Curriculum, Assessment and Reporting Authority (ACARA) to develop language-specific curricula marks an important shift for the teaching and learning of languages in Australia. This decision brings with it a number of important considerations in developing language-specific curricula. It is necessary, for example, to…
Committed to developing an institution-wide intercultural competence curriculum for master's-level students preparing for international careers, a team of nine professors from across disciplines deliberated for a year on their fundamental understandings of intercultural competence and what it would mean to facilitate the development of that…
Recruitment of staff into teaching hospitals in Nigeria, acts as the first step towards creating competitive strength and strategic advantage for such institutions. However, one of the major problems associated with these institutions in the South Western part of Nigeria is their mode of staff recruitment. In this research paper, we ...
V. N. Volkova
Full Text Available The aim of the research was to determine the sequence of the curriculum development stages on the basis of the system analysis, as well as to create models and information technologies for the implementation of thesestages.The methods and the models of the systems’ theory and the system analysis, including methods and automated procedures for structuring organizational aims, models and automated procedures for organizing complex expertise.On the basis of the analysis of existing studies in the field of curriculum modeling, using formal mathematical language, including optimization models, that help to make distribution of disciplines by years and semesters in accordance with the relevant restrictions, it is shown, that the complexity and dimension of these tasks require the development of special software; the problem of defining the input data and restrictions requires a large time investment, that seems to be difficult to provide in real conditions of plans’ developing, thus it is almost impossible to verify the objectivity of the input data and the restrictions in such models. For a complete analysis of the process of curriculum development it is proposed to use the system definition, based on the system-targeted approach. On the basis of this definition the reasonable sequence of the integrated stages for the development of the curriculum was justified: 1 definition (specification of the requirements for the educational content; 2 determining the number of subjects, included in the curriculum; 3 definition of the sequence of the subjects; 4 distribution of subjects by semesters. The models and technologies for the implementation of these stages of curriculum development were given in the article: 1 models, based on the information approach of A.Denisov and the modified degree of compliance with objectives based on Denisov’s evaluation index (in the article the idea of evaluating the degree of the impact of disciplines for realization
Pilcher, Elizabeth S; Charles, Laurine T; Lancaster, Carol J
The recent intense attention given to the existence of racial and ethnic health care disparities in the United States has resulted in an enhanced focus on the problem and a call to integrate cultural competence training into health professions curricula. While most dental schools have formally integrated cultural competence into their curricula, the professional literature contains little information regarding the specific types of curriculum modifications necessary to prepare culturally competent dentists. The purpose of this article is to communicate the process and materials used to develop and present didactic curriculum content incorporating cultural competence and to report early data regarding its effectiveness in improving students' knowledge and self-awareness regarding cultural competence. The preliminary observation of differences between pre-test and post-test scores suggests that the curriculum content may have contributed to developing students' cultural knowledge and self-awareness. Students' reflection papers also provided qualitative evidence that experience with the curriculum modules was transformational for some. Recommendations for future curriculum modifications and follow-up research studies to validate the instrument are discussed.
Tobin, Joshua M
The board certification process for qualification by the American Board of Anesthesiology is undergoing significant review. A basic sciences examination has been added to the process and the traditional oral examination is evolving into a combined oral interview and practical skills assessment. These recent developments, as well as the growing body of evidence regarding the resuscitation of trauma patients, call for a revision in the curriculum beyond the documentation of participation in the anesthetics of 20 trauma patients. The implications of the 80-h work week are beginning to be appreciated. The development of a new trauma curriculum must take this significant change in residency training into account while incorporating modern educational theory (e.g. simulation) and new data on the resuscitation of trauma patients. Currently, the curriculum for trauma anesthesia requires only that residents participate in the anesthetics of 20 trauma patients. There is no plan for, and little literature regarding, a more extensive educational program. This offers a unique opportunity to innovate a novel curriculum in the anesthesiology residency. The American Society of Anesthesiologists Committee on Trauma and Emergency Preparedness has designed a curriculum that can serve as a template for this important step forward in anesthesiology education.
Price, David W; Raebel, Marsha A; Conner, Douglas A; Wright, Leslie A; Carroll, Nikki M
To report outcomes of a pilot online curriculum educating clinicians about off-label prescribing, finding unbiased sources of pharmaceutical information, and responding to patient inquiries about direct-to-consumer advertised medications. Case study. We developed 3 case-oriented Internet modules to educate healthcare professionals about off-label prescribing, accessing and appraising unbiased drug information, and talking with patients about direct-to-consumer advertising. Modules included reflective questions and opportunities to asynchronously ask questions of faculty. Pilot testing occurred among 52 Kaiser Permanente Colorado prescribing clinicians from May 2007 through September 2007. We assessed self-reported changes in knowledge, intent-to-change practice, and barriers to practice change. We also examined curriculum participant pre-post changes in prescribing of selected highly advertised medications. Most participants reported changes in knowledge after curriculum completion, many made intent-to-change practice statements at curriculum completion, and several reported changes in practice 3 to 6 months after curriculum completion. Six categories of barriers to practice change were noted. Prescribing of targeted medications rose by 0.8 prescription per month in the intervention group and by 6.3 prescriptions per month in the control group, but this difference was not significant (P = .17). Targeted curricula on aspects of the pharmaceutical development, approval, and marketing process can lead to subjective changes in clinician knowledge and can facilitate intent-to-change practice. Larger studies are needed to assess the effect of such interventions on prescribing patterns.
Full Text Available Institutional engagement with digital literacies at the University of Brighton has been promoted through the creation of a Digital Literacies Framework (DLF aimed at academic staff. The DLF consists of 38 literacies divided into four categories that align to the following key areas of academic work:• Learning and teaching• Research• Communication and collaboration• AdministrationFor each literacy, there is an explanation of what the literacy is, why it is important and how to gain it, with links to resources and training opportunities. After an initial pilot, the DLF website was launched in the summer of 2014. This paper discusses the strategic context and policy development of the DLF, its initial conception and subsequent development based on a pilot phase, feedback and evaluation. It critically analyses two of the ways that engagement with the DLF have been promoted: (1 formal professional development schemes and (2 the use of a ‘School-based’ approach. It examines the successes and challenges of the University of Brighton's scheme and makes some suggestions for subsequent steps including taking a course-level approach.
Systematic Management of Change Is the Key to Successful Staff Development. An Initial Study of the Bloomfield Public Schools Staff Development Project. Teacher Essentials, Styles & Strategies (TESS).
Celso, Nicholas; Morris, Harold
Confronted by a maturing staff, lower teacher turnover rates, declining enrollments, and more sophisticated instructional methods, the Bloomfield (New Jersey) Public School District adopted an ambitious staff development initiative in 1983. This paper describes the planning and implementation strategies used to launch Bloomfield's Teaching…
Mandin, H; Harasym, P; Eagle, C; Watanabe, M
Currently, medical curricula are structured according to disciplines, body systems, or clinical problems. Beginning in 1988, the faculty of the University of Calgary Faculty of Medicine (U of C) carefully evaluated the advantages and disadvantages of each of these models in seeking to revise their school's curriculum. However, all three models fell short of a curricular structure based on current knowledge and principles of adult learning, clinical problem solving, community demands, and curriculum management. By 1991, the U of C had formulated a strategic plan for a revised curriculum structure based on the way patients present to physicians, and implementation of this plan has begun. In creating the new curriculum, 120 clinical presentations (e.g., "loss of consciousness/syncope") were defined and each was assigned to an individual or small group of faculty for development based on faculty expertise and interest. Terminal objectives (i.e., "what to do") were defined for each presentation to describe the appropriate clinical behaviors of a graduating physician. Experts developed schemes that outlined how they differentiated one cause (i.e., disease category) from another. The underlying enabling objectives (i.e., knowledge, skills, and attitudes) for reaching the terminal objectives for each clinical presentation were assigned as departmental responsibilities. A new administrative structure evolved in which there is a partnership between a centralized multidisciplinary curriculum committee and the departments. This new competency-based, clinical presentation curriculum is expected to significantly enhance students' development of clinical problem-solving skills and affirms the premise that prudent, continuous updating is essential for improving the quality of medical education.
Saint Martin Parish School Board, St. Martinville, LA.
This environmental education curriculum guide is designed for teacher use in the sixth grade. It contains seven units that aim to help the students acquire basic understanding of environmental relationships, environmental problems, environmental quality and to help the students develop skills to solve current environmental problems. Each unit,…
Nov 17, 2014 ... that teachers' social capital is critical in the implementation of curriculum development processes for an intervention to be effective. ... that when teachers provide social capital in teaching and learning environments, this results in the cascading of ..... the service provider for a considerable time. Thirdly, the ...
This paper reports on lessons learnt in the use of teachers' social capital as a resource for curriculum development, in the implementation of the Child-Friendly Schools (CFS) programme in South Africa. The researchers in this study were amongst the trainers. The study followed a qualitative research approach, where a ...
Nov 17, 2014 ... firstname.lastname@example.org. This paper reports on lessons learnt in the use of teachers' social capital as a resource for curriculum development, in the .... The Child-Friendly School Conceptual Framework. The CFS conceptual ..... Acknowledgements. The authors gratefully acknowledge the financial.
McBride, Jennifer M.; Prayson, Richard A.
This paper discusses the development of an interactive approach to teaching and assessing a micro anatomy curriculum in an innovative medical school program. As an alternative to lectures and labs, students are engaged in interactive seminars focused on discussion of clinical and research-based cases matched with normal histology and pathology…
Wang, Victor C. X., Ed.; Bryan, Valerie C., Ed.
Today's ever-changing learning environment is characterized by the fast pace of technology that drives our society to move forward, and causes our knowledge to increase at an exponential rate. The need for in-depth research that is bound to generate new knowledge about curriculum and program development is becoming ever more relevant.…
Short, Deborah J.; Cloud, Nancy; Morris, Patricia; Motta, Julie
Secondary English as a second language (ESL) curricula that address four levels of ESL proficiency and prepare students for the English language arts (ELA) curricula and state-mandated ELA tests are not common. A curriculum jointly developed by two districts is even rarer. Yet two urban districts in Rhode Island undertook such a curriculum…
This paper describes the recent changes in chemistry education in secondary school in the Netherlands. The way these changes came about is described as well as the development of the current curriculum. An example of a module, demonstrating the current features of chemistry teaching in the upper level of secondary ...
In Taiwan, the moral curriculum has been part of the elementary school curriculum for decades. The 1993 edition of the Taiwan curriculum standard has a new subject titled "Morality and Health" that integrates previous "Life and Ethics" and "Healthy Education" subjects. This study explored the curriculum-development…
Albashiry, N.M.; Voogt, J.M.; Pieters, J.M.
College Heads of Department (HoDs) are increasingly expected to perform more curriculum-leadership tasks, maintaining and advancing the department curriculum, especially in developing countries. However, in practice, HoDs are reported to pay little attention to this aspect of their job due to
Albashiry, Nabeel M.; Voogt, Joke M.; Pieters, Jules M.
College Heads of Department (HoDs) are increasingly expected to perform more curriculum-leadership tasks, maintaining and advancing the department curriculum, especially in developing countries. However, in practice, HoDs are reported to pay little attention to this aspect of their job due to several factors--one of which is a lack of professional…
Khuntalee Boriraksontikul; Sitthikorn Sumalee; Wiparat Sangchan
The purpose of this research were to develop and evaluate science web-based curriculum for elementary school: Pratchatorn School, Bangkok. Research for Development method was applied in this study which consisted of 4 stages: preparation of science web-based curriculum development ; science web-based curriculum development ; science web-based curriculum evaluation and teachers development for science web-based unit plans design. The population was science teachers who have taug...
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 The article deals with theoretical analysis of the higher school teaching staff professional development system creation on the adaptive management principles. It is determined the background and components of the higher school teaching staff professional development adaptive management system. It is specified the mechanisms for higher school teaching staff professional development adaptive management: monitoring and coaching. It is shown their place in the higher school teaching staff professional development system on the adaptive management principles. The results of the system efficiency are singled out.
Debra M. Vinci
Full Text Available Overweight and obesity are increasing in preschool children in the US. Policy, systems, and environmental change interventions in childcare settings can improve obesity-related behaviors. The aim of this study was to develop and pilot an intervention to train childcare providers to promote physical activity (PA in childcare classrooms. An evidence scan, key informant (n=34 and focus group (n=20 interviews with childcare directors and staff, and environmental self-assessment of childcare facilities (n=22 informed the design of the training curriculum. Feedback from the interviews indicated that childcare providers believed in the importance of teaching children about PA and were supportive of training teachers to incorporate PA into classroom settings. The Promoting Physical Activity in Childcare Setting Curriculum was developed and training was implemented with 16 teachers. Participants reported a positive experience with the hands-on training and reported acquiring new knowledge that they intended to implement in their childcare settings. Our findings highlight the feasibility of working with childcare staff to develop PA training and curriculum. Next steps include evaluating the curriculum in additional childcare settings and childcare staff implementation of the curriculum to understand the effectiveness of the training on PA levels of children.
Peterson, Eleanor B; Boland, Kimberly A; Bryant, Kristina A; McKinley, Tara F; Porter, Melissa B; Potter, Katherine E; Calhoun, Aaron W
Effective communication is an essential element of medical care and a priority of medical education. Specific interventions to teach communication skills are at the discretion of individual residency programs. We developed the Resident Communication Skills Curriculum (RCSC), a formal curriculum designed to teach trainees the communication skills essential for high-quality practice. A multidisciplinary working group contributed to the development of the RCSC, guided by an institutional needs assessment, literature review, and the Accreditation Council for Graduate Medical Education core competencies. The result was a cohesive curriculum that incorporates didactic, role play, and real-life experiences over the course of the entire training period. Methods to assess curricular outcomes included self-reporting, surveys, and periodic faculty evaluations of the residents. Curricular components have been highly rated by residents (3.95-3.97 based on a 4-point Likert scale), and residents' self-reported communication skills demonstrated an improvement over the course of residency in the domains of requesting a consultation, providing effective handoffs, handling conflict, and having difficult conversations (intern median 3.0, graduate median 4.0 based on a 5-point Likert scale, P ≤ .002). Faculty evaluations of residents have also demonstrated improvement over time (intern median 3.0, graduate median 4.5 based on a 5-point Likert scale, P communication skills curriculum for pediatrics residents was implemented, with a multistep evaluative process showing improvement in skills over the course of the residency program. Positive resident evaluations and informal comments from faculty support its general acceptance. The use of existing resources makes this curriculum feasible.
Hidayat, Muhammad; Musa, Chalid Imran; Haerani, Siti; Sudirman, Indrianti
This research is intended to develop curriculum based on entrepreneurship through balanced scorecard approach at the School of Business or "Sekolah Tinggi Ilmu Ekonomi" (STIE) Nobel Indonesia. In order to develop the curriculum, a need analysis in terms of curriculum development that involves all stakeholders at STIE Nobel in Indonesia…
Srijumnong, Sirithorn; Sri-ampai, Pissamai; Chano, Jiraporn
The purposes of this study were to develop a public mind curriculum with Contemplative Education and to study the effect of using the curriculum to enhance public minds. The study was carried out using the research and development process, consisting of three phases: investigating fundamental data, developing a curriculum, and evaluating the…
Els van der Werf
This article argues that the role of the lecturer in an internationalised higher education institution is not limited to teaching internationally or interculturally diverse groups of students. Teaching staff members will normally be required to undertake a variety of tasks, which require different
However, despite commonplace understanding that quality in university education depends on the quality of the academic staff, universities are paying little attention to the professional competence of the latter. This paper discusses this anomaly with the conclusion that it threatens quality, especially in today's digital era.
The current academic staff profile in South African Higher Education reflects much of the skewdness of the past. The central dilemma faced by these institutions is how to achieve an equitable ratio in the short and medium terms. In response to government concerns expressed through the National Plan on Higher Education, ...
Šefer Jasmina P.
Full Text Available The paper outlines theoretical foundations for investigations to be conducted in our education, based on USA (DISCOVERY and Yugoslav (CREATIVITY previous projects that dealt with developing, investigating and evaluating (a abilities of creative problem solving within seven types of intelligence after the Gardner model and (b curriculum that provides and encourages the development of those abilities. Divergent thinking and creativity in all spheres of intellectual behavior in teaching are encouraged by introducing open-type questions, play, exploring activities and multimedia integrative-interdisciplinary thematic approach to problem solving. Multiple intelligence and a dimensional model of problem solving present theoretical foundations for curriculum development and a new qualitative approach to process evaluation of student's various abilities. Investigations should make provisions for comparing the results obtained in various cultures and for integrating best solutions into a common whole. Comparing the results of cultures and testing theoretical models and instruments for the evaluation of students are the outcomes essential to the science of pedagogy. Curriculum development oriented to problem and divergent thinking in different areas, intellectual functioning, and enrichment of the choice of instruments for multiple process evaluation of students can also significantly contribute to the current reform of Yugoslav school, development of student abilities and teacher education and in-service training.
Every educational theory has behind it a particular image of human beings and their development that supports a particular view of the learning process. This paper examines the image of children underlying Waldorf education. The paper identifies the individual and unique Self as the "third factor," that together with heredity and…
Wessels, Susan B.; Sumner, Dana F.
This paper describes a series of integrated career development activities offered in several required courses which are designed to help accounting majors gain a competitive edge in the job market. Supported by a partnership between the School of Business and the Academic and Career Planning Office, the Career Tool Kit program consists of…
Interdisciplinarity requires the collaboration of two or more disciplines to combine their expertise to jointly develop and deliver learning and teaching outcomes appropriate for a subject area. Curricula and assessment mapping are critical components to foster and enhance interdisciplinary learning environments. Emerging careers in data science…
McGowan, Jon G. [Univ. of Massachusetts, Amherst, MA (United States); Manwell, James F. [Univ. of Massachusetts, Amherst, MA (United States); Lackner, Matthew A. [Univ. of Massachusetts, Amherst, MA (United States)
Utility-scale electricity produced from offshore wind farms has the potential to contribute significantly to the energy production of the United States. In order for the U.S. to rapidly develop these abundant resources, knowledgeable scientists and engineers with sound understanding of offshore wind energy systems are critical. This report summarizes the development of an upper-level engineering course in "Offshore Wind Energy Systems Engineering." This course is designed to provide students with a comprehensive knowledge of both the technical challenges of offshore wind energy and the practical regulatory, permitting, and planning aspects of developing offshore wind farms in the U.S. This course was offered on a pilot basis in 2011 at the University of Massachusetts and the National Renewable Energy Laboratory (NREL), TU Delft, and GL Garrad Hassan have reviewed its content. As summarized in this report, the course consists of 17 separate topic areas emphasizing appropriate engineering fundamentals as well as development, planning, and regulatory issues. In addition to the course summary, the report gives the details of a public Internet site where references and related course material can be obtained. This course will fill a pressing need for the education and training of the U.S. workforce in this critically important area. Fundamentally, this course will be unique due to two attributes: an emphasis on the engineering and technical aspects of offshore wind energy systems, and a focus on offshore wind energy issues specific to the United States.
three 00 languages and how they incorporate the essential definitions. Chapter IV looks at the Developmental Psychology work authored by Jean Piaget ...of C++. 33 34 IV. PIAGET’S DEVELOPMENTAL PSYCHOLOGY One of the dominant figures in contemporary development psychology is Jean Piaget . This work...to the writings of Jean Piaget . (Hilgard and Bower, 1975) 44 V. APPROACHES TO TEACHING OOP The OOP technique helps programmers master the problems of
Hendricks, Susan M; Taylor, Carol; Walker, Mila; Welch, Joyce A
Curricular reform, as reported in the literature, has been described as a tortuous change process. This article demonstrates how a series of retreats using consensus building methodologies facilitated efficient change among a large faculty body. Nimble work groups completed discrete aspects of the project and promoted engagement. The curriculum is described, including assimilation of concepts, competencies, and professional development. Lessons learned for creating a positive and timely curricular change are presented.
Massachusetts Residential Programs, Inc., Cambridge.
This report on the pilot training phase of the Community-Based Criminal Justice Staff Development Project represents an attempt to describe and document project efforts during the months between October, 1975 and June, 1976 with a view toward providing a detailed guide for future implementation of staff development activities for community-based…
Rose, Eric; Zeiger, Roni; Corley, Sarah; Gorman, Paul; Yackel, Thomas; Hersh, William
We describe a new methodology for development of a medical informatics curriculum for practicing clinicians. The curriculum is based on a biaxial framework in which information is categorized by type of application and role of the learner in relation to the application. The curriculum development process incorporates feedback from practicing clinicians on an ongoing basis.
Buyurgan, Nebil; Kiassat, Corey
This paper reports on the development of an engineering curriculum for a new industrial engineering programme at a medium-sized private university in the northeast United States. A systems engineering process has been followed to design and develop the new curriculum. Considering the programme curriculum as a system, first the stakeholders have…
Barzilov, Alexander P.; Novikov, Ivan S.; Womble, Phil C.
We present the latest developments for the radiation laboratory curriculum at the Department of Physics and Astronomy of Western Kentucky University. During the last decade, the Applied Physics Institute (API) at WKU accumulated various equipment for radiation experimentation. This includes various neutron sources (computer controlled d-t and d-d neutron generators, and isotopic 252 Cf and PuBe sources), the set of gamma sources with various intensities, gamma detectors with various energy resolutions (NaI, BGO, GSO, LaBr and HPGe) and the 2.5-MeV Van de Graaff particle accelerator. XRF and XRD apparatuses are also available for students and members at the API. This equipment is currently used in numerous scientific and teaching activities. Members of the API also developed a set of laboratory activities for undergraduate students taking classes from the physics curriculum (Nuclear Physics, Atomic Physics, and Radiation Biophysics). Our goal is to develop a set of radiation laboratories, which will strengthen the curriculum of physics, chemistry, geology, biology, and environmental science at WKU. The teaching and research activities are integrated into real-world projects and hands-on activities to engage students. The proposed experiments and their relevance to the modern status of physical science are discussed.
Barzilov, Alexander P.; Novikov, Ivan S.; Womble, Phil C.
We present the latest developments for the radiation laboratory curriculum at the Department of Physics and Astronomy of Western Kentucky University. During the last decade, the Applied Physics Institute (API) at WKU accumulated various equipment for radiation experimentation. This includes various neutron sources (computer controlled d-t and d-d neutron generators, and isotopic 252 Cf and PuBe sources), the set of gamma sources with various intensities, gamma detectors with various energy resolutions (NaI, BGO, GSO, LaBr and HPGe) and the 2.5-MeV Van de Graaff particle accelerator. XRF and XRD apparatuses are also available for students and members at the API. This equipment is currently used in numerous scientific and teaching activities. Members of the API also developed a set of laboratory activities for undergraduate students taking classes from the physics curriculum (Nuclear Physics, Atomic Physics, and Radiation Biophysics). Our goal is to develop a set of radiation laboratories, which will strengthen the curriculum of physics, chemistry, geology, biology, and environmental science at WKU. The teaching and research activities are integrated into real-world projects and hands-on activities to engage students. The proposed experiments and their relevance to the modern status of physical science are discussed.
Pruskil, Susanne; Deis, Nicole; Druener, Susanne; Kiessling, Claudia; Philipp, Swetlana; Rockenbauch, Katrin
With this article we want to support teachers and curriculum planners to be aware of and apply knowledge and recommendations of organisational (OD), curriculums (CD) and human resource development (HRD) ideas already in the planning phase of a project. Taking these into account can influence the process of change successfully and controlled during the introduction and establishment of curricula in the field of communication and social skills in medical education. In the context of a multi-stage developmental process, a recommendation on CD for "Communicative and social competencies" was developed. The basis for it was made during two workshops of the GMA-committee "Communicative and social competencies" and supplemented by the available literature and the experience of communication experts. The "Undeloher Recommendation" (see attachment ) includes a compilation of recommendations and guiding questions, which is geared to the various phases of CD. Additionally, general approaches and recommendations of organisational and human resource development were integrated, which turned out to be particularly relevant in the process of CD. Thus, the "Undeloher recommendation" includes an orientation for each phase of the curriculum development process, the organisation and the staff in order to successfully implement a longitudinal curriculum. In addition to theoretical models the long-term discussion process and the personal experiences of a variety of curriculum planners and teachers have been integrated. The "Undeloher recommendation" can support the implementation processes of curricula in communication and social skills during development and realisation. Its application was reviewed in the context of workshops based on concrete examples. The participating teachers and curriculum planners assessed it to be very helpful. The recommendation goes beyond of what has been described in terms of content models in the CD so fare. In particular, the organisational and human
Full Text Available Objective: With this article we want to support teachers and curriculum planners to be aware of and apply knowledge and recommendations of organisational (OD, curriculums (CD and human resource development (HRD ideas already in the planning phase of a project. Taking these into account can influence the process of change successfully and controlled during the introduction and establishment of curricula in the field of communication and social skills in medical education.Approach and Results: In the context of a multi-stage developmental process, a recommendation on CD for "Communicative and social competencies" was developed. The basis for it was made during two workshops of the GMA-committee "Communicative and social competencies" and supplemented by the available literature and the experience of communication experts. The "Undeloher Recommendation" (see attachment includes a compilation of recommendations and guiding questions, which is geared to the various phases of CD. Additionally, general approaches and recommendations of organisational and human resource development were integrated, which turned out to be particularly relevant in the process of CD. Thus, the "Undeloher recommendation" includes an orientation for each phase of the curriculum development process, the organisation and the staff in order to successfully implement a longitudinal curriculum. In addition to theoretical models the long-term discussion process and the personal experiences of a variety of curriculum planners and teachers have been integrated.Conclusion: The "Undeloher recommendation" can support the implementation processes of curricula in communication and social skills during development and realisation. Its application was reviewed in the context of workshops based on concrete examples. The participating teachers and curriculum planners assessed it to be very helpful. The recommendation goes beyond of what has been described in terms of content models in the CD
Richard M. Satava
Conclusion: The FRS use a new process (full life-cycle curriculum development with proficiency-based progression which can be used in order to develop any quantitative procedural curriculum, through generic templates that have been developed. Such an approach will dramatically decrease the cost, time and effort to develop a new specific curriculum, while producing uniformity in approach, inter-operability among different curricula and consistency in objective assessment. This process is currently online, open source and freely available, to encourage the adoption of a scholarly and rigorous approach to curriculum development which is flexible enough to be adopted and adapted to most technical skills curriculum needs.
Parks, Rachel B; Helwig, Dennis; Dettmann, John; Taggart, Tim; Woodruff, Bridget; Horsfall, Karla; Brooks, M Alison
The purpose of this article is to provide a framework for developing a sports nutrition education program in a collegiate athletic department. A review of literature on student-athlete nutrition behaviors is combined with practical suggestions from personnel who wrote a sports nutrition curriculum at a large Midwestern university. There are 2 primary implications for practice. First, maintaining a written curriculum and conducting periodic evaluation are fundamental aspects of sports nutrition education programs. Second, better documentation of program outcomes is needed to establish best practices in collegiate sports nutrition education and demonstrate the value of full-time sports registered dietitians. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.
Mullins, Michael; Zupancic, Tadeja; Juvancic, Matevz
initiates a discussion-forum to raise and discuss open questions of joint curriculum development in the field of virtual space design, especially where CVE-s take the key role within the educational process. The starting points of the discussion can be found in the ongoing endeavours of the e......-Learning project entitled VIPA and the current curricular changes in the ‘new’ EU countries following relevant directives and declarations. The main goal of this forum is the development of the specific criteria for quality assurance, to enhance the motivation of joint curricular developments in the field...
Du, Xiangyun; Kolmos, Anette; Qvist, Palle
and practices in the process of organizational transformation, staff development remains one of key elements in the transformation process in order to teach staff new PBL practice.. A growing body of literature discussing the role of facilitation in PBL, implementation of PBL at different levels in educational...... practice, PBL online; however, little has been documented on the practice of staff development in PBL, especially through online education in the form of PBL. This paper presents the experiences and reflections of using PBL online as a strategy for staff development based on the practice...... of an international e-learning program for staff development on PBL, the Master program in Problem Based Learning in Engineering and Science (MPBL) at Aalborg University, Denmark....
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
Harrop, James; Lobel, Darlene A; Bendok, Bernard; Sharan, Ashwini; Rezai, Ali R
The science of medicine has undergone rapid advancement and expansion as a result of significant technological innovations, and this has affected the training of neurosurgical residents. To develop a simulation-based neurosurgical educational curriculum to improve resident education. The Congress of Neurological Surgeons established a Simulation Committee to explore the use of this technology in maximizing neurosurgical education. Simulators were incorporated into an educational curriculum with both a didactic and a technical component. The simulators and didactic portions were validated with objective pretests and posttests. The Simulator Committee has continued to expand the use of simulators in neurosurgical education and has organized several practical courses. The simulator use continues to expand into vasculature, spinal, and cranial modules. Each module has independently shown improved training scores in both didactic and technical skills. The Congress of Neurological Surgeons has successfully incorporated simulation into an educational curriculum with both didactic and technical components. This appears to be a powerful educational tool, and its uses are being further expanded.
S. L. Fomenko
Full Text Available The paper reveals the research findings concerning a complicated process of academic staff formation in the secondary school. The main determinants of the process include the discrepancy between the actual development level of academic staff and the existing requirements of pedagogic society. The author denotes the main motives for academic staff development: moral and financial incentives for professional growth, new educational tasks, unsatisfactory social status of educational institution, etc; and identifies the complex of objective and subjective conditions positively affecting the given process. According to the author, the main priority should be given to the methodological provision of academic staff, integration of their activity, and stimulation of informational, methodical, and organizational channels of school activity. In conclusion, the paper considers the principles of life-long teacher training, corporate cooperation, partnership and solidarity, and discusses the technological structure of academic staff development, based on the competence model of education.
This paper reports on a qualitative study regarding the phenomenon of student leadership development as reported by staff members in girls' schools located in Australia and New Zealand. Electronic survey was used as the method of data collection, facilitating both closed and open-ended responses. Using staff responses, the understanding and type…
Professional Development on Innovation Competence of Teaching Staff in Ugandan Universities
George Wilson Kasule
Sufficient university teaching staff with innovation competence is key if universities want to play a significant role
Correa Ruiz, Carmen
In this commentary, Correa Ruiz notes that from his analysis, Owen (2013) identified the essential elements to be included in a modern professional accounting curriculum, described how Association of Chartered Certified Accountants (ACCA) has embedded "Integrated Reporting" in its curriculum, and discussed future curriculum development,…
Castañeda, Linda; Prendes, Paz
In this paper we are trying to present a model of analysis that includes a comprehensive perspective of the state of the art in the specialized literature about curriculum development. From this theoretical approach, we get a complete curriculum overview. Including insights into: what are the curriculum principal elements, what we already know…
Das, S.; Yost, S. A.; Krishnan, M.
This paper describes the first phase of a Mechatronics Curriculum Development effort--the design of an "Introduction to Mechatronics" course, the infusion of mechatronics activities throughout the curriculum and in outreach activities, and assessment results. In addition, the relevance and impact of such a curriculum on the education of engineers…
Robinson, Ann; Adelson, Jill L.; Kidd, Kristy A.; Cunningham, Christine M.
Guided by the theoretical framework of curriculum as a platform for talent development, this quasi-experimental field study investigated an intervention focused on engineering curriculum and curriculum based on a biography of a scientist through a comparative design implemented in low-income schools. Student outcome measures included science…
Scrimgeour, Andrew; Foster, Marnie; Mao, Weifeng
This article explores some of the distinctive challenges in Chinese language education in schools and discusses how the development of the "Australian Curriculum: Chinese" has responded to these challenges. It details how the curriculum framework outlined in the "Shape of the Australian Curriculum: Languages" (ACARA, 2011)…
Khayotha, Jesda; Sitti, Somsong; Sonsupap, Kanyarat
The objectives of this research were to develop innovation curriculum and study the effect of curriculum usage in science teachers' training in establishing the supplementary subject curriculum for action lesson. It focuses on science process skills with 10 teachers for 4 days, and 236 Grade 9 students from 10 schools during the first semester of…
This paper examined the nature of curriculum leadership based on Fenwick W. English's treatises on curriculum management. English studies educational administration as an interpretive human science and not as a positive science. Interpretation and understanding of human affair is important in human science. And criticism is made much of, too. From this standpoint, he approaches to curriculum management emphasizing the importance of quality management and deep alignment. We need understanding ...
Full Text Available This paper considers the importance of the Treaty of Waitangi (1840 to Higher Education in New Zealand and how this influences the educational experience of hospitality, tourism and event management students. The paper reviews the literature on cultural diversity, internationalization and curriculum development, the role of culture in educating domestic and international students, and how the acculturation Higher Education students experience as part of their studies might lead to a deeper understanding of culture and identity in the hospitality workplace. The gap in the literature concerns how a higher education curriculum can assist in the development of cultural awareness and an understanding of historical commitments. The paper therefore identifies a number of key principles which are regarded as essential to the identity of those living in New Zealand/Aotearoa. The paper then goes on to illustrate how these principles could be applied to Higher Education. It suggests that these principles enshrined in the Treaty of Waitangi are also worth considering when creating an inclusive curriculum which supports all hospitality, tourism and events management students, irrespective of ethnic background, culture or upbringing. Finally, this paper proposes a matrix of ‘hooks’ - tools which academics can use to ensure their lectures address the needs of all learners. This matrix is developed from a study of the educational goals of the Principles of the Treaty of Waitangi (ToW, the founding document of this country. This research adds value by creating an awareness of the diverse environment in which academics and students operate, thereby enabling students to develop a cultural sensitivity to the international hospitality industry they will be employed in on graduation.
Full Text Available Motivating staff so that they perform at their best is an integral part of running a project. People usually need to work in order to make money. But, although this may be the strongest incentive, it is not the only one.People will enjoy their job and gain satisfaction from doing it well if they know that they are achieving results. If you are running a project you should be making sure that this is happening. The first step is to recruit the right people for the right job, the next step is to clearly define their roles and responsibilities and the third step is to enable them to do the job well. This article focuses on the third step.
Bond, Trevor G; Parkinson, Kellie
As one part of a series of studies undertaken to investigate the contribution of developmental attributes of learners to school learning, a representative sample of forty-two students (age from 5 years and 3 months to 13 years and 1 month) was randomly selected from a total student population of 142 students at a small private primary school in northern Australia. Those children's understandings of area concepts taught during the primary school years were assessed by their performance in two testing situations. The first consisted of a written classroom test of ability to solve area problems with items drawn directly from school texts, school examinations and other relevant curriculum documents. The second, which focused more directly on each child's cognitive development, was an individual interview for each child in which four "area" tasks such as the Meadows and Farmhouse Experiment taken from Chapter 11 of The Child's Conception of Geometry (Piaget, Inhelder and Szeminska, 1960, pp. 261-301) were administered. Analysis using the Rasch Partial Credit Model provided a finely detailed quantitative description of the developmental and learning progressions revealed in the data. It is evident that the school mathematics curriculum does not satisfactorily match the learner's developmental sequence at some key points. Moreover, the children's ability to conserve area on the Piagetian tasks, rather than other learner characteristics, such as age and school grade seems to be a precursor for complete success on the mathematical test of area. The discussion focuses on the assessment of developmental (and other) characteristics of school-aged learners and suggests how curriculum and school organization might better capitalize on such information in the design and sequencing of learning experiences for school children. Some features unique to the Rasch family of measurement models are held to have special significance in elucidating the development/attainment nexus.
Murray, Jeffrey W.
This essay seeks to contribute to growing discussion concerning the need for more intentional inclusion of habits of mind in curriculum development, particularly in undergraduate general education, and to fuel an examination of the "dialectical" relationship between skills development and the development of habits of mind. The essay…
Seibert, Susan A; Bonham, Elizabeth
Dedicated Education Units optimize the expertise of staff nurses to provide clinical instruction to nursing students, thereby creating a need to prepare staff nurses for the teaching role and educate them about clinical teaching strategies. A curriculum to educate Dedicated Education Unit staff nurses in the art of clinical instruction was created to fill this gap in staff development. This article describes the development of an innovative, interactive, evidence-based curriculum to prepare Dedication Education Unit staff nurses and strengthen an academic-practice partnership.
Matser, Vera; Battaglia, Serena; Amaral, Ana Margarida
The main target audience of the CORBEL training programme is technical operators of Research Infrastructures (RIs) in biological and medical RI hubs and nodes. The CORBEL course syllabi for a modular curriculum for piloting in RIs involves the following types of training activities: webinar programme, training courses and workshops, a knowledge/staff exchange programme and a fellowship scheme. The content of the curriculum has been based on the development of the CORBEL competency profile (D9...
Sovie, Margaret D.
Building on the model of professional nursing careers presented in Part 1, the author discusses the aspects of professional maturation and professional mastery, focusing on the vital role of staff development for career advancement. (SK)
Syomwene, Anne; Kindiki, Jonah Nyaga
This paper is a discussion of the relationship between women education and sustainable economic development in Kenya and its implications for curriculum development and implementation processes. The argument advanced in this paper is that the solution to the development problems in Kenya and other developing nations lies on women education.…
Kuo, Chien-Lin; Lee-Hsieh, Jane; Wang, Pi-Ling
Caring is the essence of nursing and the core of nursing education. This paper describes the experience of developing a caring curriculum in a five-year junior college nursing program which included three core courses in caring, in the hope of stimulating further dialogue with fellow educators and cultivating students' caring competencies. The first course was Introduction to Caring, which gave students an understanding of basic concepts of caring, along with the opportunity to practice and experience caring by caring for oneself, one's family and one's peers. The second course was Application of Caring Concepts, which enabled students to learn about caring models, especially the dynamic caring model, and expanded their knowledge of caring behaviors from interpersonal caring to caring for society. The third course was Professional Caring, which explained professional caring and related caring theories, and introduced the caring model used in nursing in Taiwan, showing students how to practice caring in clinical situations. The participating teachers used the action research method to plan, design, implement, and evaluate the caring curriculum. These teachers set the teaching objectives and developed course materials by working together in workshops and participating in teachers' caring groups. They adopted various teaching strategies, such as role modeling, dialogue, caring groups, confirmation, literature, film, caring action projects, reflection, and journaling, which have been proven to be effective at raising students' learning motivation and caring performance.
Parcells, Christine; Baernholdt, Marianne
Nurses care for an increasingly diverse ethnic population, but nursing education may not always include the necessary global learning components necessary for students to provide the most culturally appropriate and patient-centered care. Although much of the literature already attends to the importance of international experiences, this article focuses on an initiative to develop an on-campus global curriculum in a school of nursing. Through a global framework informed by a literature review and surveys of faculty and courses, a task force delivered two faculty workshops. The first focused on cultural self-awareness and cultural competence development in both faculty and students. The second workshop focused on how to incorporate a global learning objective into course syllabi. This article discusses the goals, format, and outcomes of each workshop, highlighting the importance of faculty development and the implications for other institutions to pursue this type of initiative. Copyright 2014, SLACK Incorporated.
Twohig, Aoife; Reulbach, Udo; Figuerdo, Ricardo; McCarthy, Anthony; McNicholas, Fiona; Molloy, Eleanor Joan
The infant-parent relationship has been shown to be of particular significance to preterm infant socioemotional development. Supporting parents and infants in this process of developing their relationships is an integral part of neonatal intensive care; however, there is limited knowledge of NICU staff perceptions about this aspect of care. To explore NICU staff perceptions about attachment and socioemotional development of preterm infants, experience of training in this area and the emotional impact of their work. A cross-sectional questionnaire survey of staff perceptions of the emotional experiences of parents and the developing parent-infant relationship in an NICU was conducted in a Level III NICU, after pilot testing, revision, and ethical approval. Fifty-seven (68%) of NICU staff responded to the survey. Respondents identified parents' emotional experiences such as "anxiety," "shock," "loss of control," and "lack of feelings of competence as parents" as highly prevalent. Infant cues of "responding to parent's voice" and "quieting-alerting" were ranked most highly; "crying" and "physiological changes" were ranked lowest. Preterm infant medical risk, maternal emotional state, and mental health are perceived to impact most highly on the developing relationship, as compared with infant state or behavior and socioeconomic factors. Fifty-three (93%) respondents felt confident, and 50 (87.8%) felt competent discussing their emotional experiences with parents. Fifty-four (95%) responded that attending to these areas was an integral part of their role; however, staff had seldom received education in this area. Respondents also perceived that specific psychological support for parents was lacking both during and after the infant's discharge. While all staff surveyed perceived the nature of their work to be emotionally stressful, there were differences among NICU staff disciplines and with years of experience in the NICU in terms of their perceptions about education in
Roberts, Tonya; Bowers, Barbara
Social support and social relationships have been repeatedly identified as essential to nursing home resident quality of life. However, little is known about ways residents develop relationships with peers or staff. This study was conducted to explore the ways resident develop relationships with peers and staff in nursing homes. Fifteen cognitively intact nursing home residents from two facilities were interviewed for this grounded theory study. Sampling, interviewing, and analysis occurred in a cyclical process with results at each stage of the study informing decisions about data collection and analysis in the next. Unstructured interviews and field observations were conducted. Data were analyzed with open, axial, and selective coding. Residents developed relationships with peers and staff largely as an unintended consequence of trying to have a life in the nursing home. Having a life was a two-step process. First, life motivations (Being Self and Creating a Positive Atmosphere) influenced resident preferences for daily activities and interaction goals and subsequently their strategies for achieving and establishing both. Second, the strategies residents used for achieving their required daily activities (Passing Time and Getting Needs Met) and interaction goals then influenced the nature of interaction and the subsequent peer or staff response to these interactions. Residents defined relationships as friendly or unfriendly depending on whether peers or staff responded positively or negatively. There was considerable overlap in the ways peer and staff relationships developed and the results highlight the role of peer and staff responsiveness in relationship development. The results provide possible explanations for the success of interventions in the literature designed to improve staff responsiveness to residents. The results suggest that adapting these kinds of interventions for use with peers may also be successful. The conceptual model also presents a number
Brooks, Adam C; Diguiseppi, Graham; Laudet, Alexandre; Rosenwasser, Beth; Knoblach, Dan; Carpenedo, Carolyn M; Carise, Deni; Kirby, Kimberly C
Training community-based addiction counselors in empirically supported treatments (ESTs) far exceeds the ever-decreasing resources of publicly funded treatment agencies. This feasibility study describes the development and pilot testing of a group counseling toolkit (an approach adapted from the education field) focused on relapse prevention (RP). When counselors (N = 17) used the RP toolkit after 3 hours of training, their content adherence scores on "coping with craving" and "drug refusal skills" showed significant improvement, as indicated by very large effect sizes (Cohen's d = 1.49 and 1.34, respectively). Counselor skillfulness, in the "adequate-to-average" range at baseline, did not change. Although this feasibility study indicates some benefit to counselor EST acquisition, it is important to note that the impact of the curriculum on client outcomes is unknown. Because a majority of addiction treatment is delivered in group format, a multimedia curriculum approach may assist counselors in applying ESTs in the context of actual service delivery. Copyright © 2012 Elsevier Inc. All rights reserved.
Gibbins, Jane; McCoubrie, Rachel; Maher, Jane; Forbes, Karen
It is well recognised that teaching about palliative care, death and dying should begin at undergraduate level. The General Medical Council in the UK has issued clear recommendations for core teaching on the relieving of pain and distress, and care for the terminally ill. However, whereas some medical schools have incorporated comprehensive teaching programmes, others provide very little. The reasons underpinning such variability are unknown. The aim of this study was to explore the factors that help or hinder the incorporation of palliative care teaching at undergraduate level in the UK. Semi-structured interviews were carried out with a purposive sample of coordinators of palliative care teaching in 14 medical schools in the UK. Transcribed interviews were analysed using principles of grounded theory and respondent validation. There are several factors promoting or inhibiting palliative care teaching at undergraduate level that are common to the development of teaching about any specialty. However, this study also revealed several factors that are distinctive to palliative care. Emergent themes were 'need for an individual lead or champion', 'the curriculum', 'patient characteristics and exposure', 'local colleagues and set-up of service', 'university support' and 'the influence of students'. The incorporation of palliative care into the medical undergraduate curriculum involves a complex process of individual, institutional, clinical, patient and curricular factors. These new findings could help medical schools to incorporate or improve such teaching.
Smith, Linda B; Jayaraman, Swapnaa; Clerkin, Elizabeth; Yu, Chen
New efforts are using head cameras and eye-trackers worn by infants to capture everyday visual environments from the point of view of the infant learner. From this vantage point, the training sets for statistical learning develop as the sensorimotor abilities of the infant develop, yielding a series of ordered datasets for visual learning that differ in content and structure between timepoints but are highly selective at each timepoint. These changing environments may constitute a developmentally ordered curriculum that optimizes learning across many domains. Future advances in computational models will be necessary to connect the developmentally changing content and statistics of infant experience to the internal machinery that does the learning. Copyright © 2018 Elsevier Ltd. All rights reserved.
Bell, Sue Anne; Oteng, Rockefeller; Redman, Richard; Lapham, Jeremy; Bam, Victoria; Dzomecku, Veronica; Yakubu, Jamila; Tagoe, Nadia; Donkor, Peter
The formal provision of emergency health care is a developing specialty in many sub-Saharan African countries, including Ghana. While emergency medicine training programs for physicians are on the rise, there are few established training programs for emergency nurses. The results of a unique collaboration are described between a university in the United States, a Ghanaian university and a Ghanaian teaching hospital that has developed an emergency nursing diploma program. The expected outcomes of this training program include: (a) an innovative, interdisciplinary, team-based clinical training model, (b) a unique and low-resource emergency nursing curriculum and (c) a comprehensive and sustainable training program to increase in-country retention of nurses. Copyright © 2014 Elsevier Ltd. All rights reserved.
Álvaro Rodríguez Akle
Full Text Available This article describes the reality of the colombian Caribbean from the perspective of human development integral to start to understand that problematic situations are opportunities to enhance the transformations that allow to retrieve the subject social and collective. So the reconstruction of regional identity from the contributions of educational communities that build-oriented curriculum to become full, proactive, people with leadership and management capacity for sustainable development in a changing world. The article proposes some strategies to address alternatives to a society in which the quality of life and human dignity are the sense of the daily work in the context of the caribbean colombianidad and globalism in practice.
Full Text Available This paper explores how a cross-cultural project responded to the need for new Holocaust educational materials for the Republic of Latvia through the method of curriculum deliberation. Analysis of interview, observational, and document data drawn from seven curriculum writers and numerous project members suggest that curriculum deliberation helped awaken a controversial and silenced history while attending to a wide range of needs and concerns for a variety of stakeholders. The findings highlight structural features that empowered the curriculum writers as they engaged in protracted rumination, reflected upon competing norms, and considered the nuances of the curriculum problem in relation to implementation. Understanding the process, challenges, and promises of cross-cultural curriculum deliberation holds significance for educators, curricularists, and educational researchers wishing to advance teaching and learning within silenced histories and controversial issues.
Schleigh, Sharon Price; Bosse, Michael; Lee, Tammy
Calls for curriculum integration in K-12 mathematics and science have seen nominal results. Numerous factors including cycles of practice in teacher development and professional development practices have inhibited the development, dissemination, and implementation of integrated curriculum. This paper examines the characteristics of the…
Dambudzo, Ignatius Isaac
The study sought to investigate curriculum issues, teaching and learning for sustainable development in secondary schools in Zimbabwe. Education for sustainable development (ESD) aims at changing the approach to education by integrating principles, values, practices and needs in all forms of learning. Literature has documented the importance of…
Coates, Dominiek D; Howe, Deborah
Mental health work presents problems for staff over and above those encountered in other organisations, including other areas of healthcare. Healthcare workers, in particular mental health workers, have poorer job satisfaction and higher job burnout and turnover compared with established norms for other occupational groups. To make sense of why healthcare workers experience high levels of burnout, a strong body of literature points to the emotionally demanding nature of people-work. The negative effects of mental health work on employee health can be mitigated by the provision of appropriate job resources and wellbeing initiatives. As to develop initiatives that appropriately target staff sources of stress and needs, it is important to engage staff in this process. As such, Children and Young People's Mental Health (CYPMH) and headspace Gosford, in Australia, New South Wales (NSW), developed a survey to identify how staff experience and manage the emotional demands of mental health work, what they identify as key stressors and which initiatives they would like to see implemented. Fifty-five staff (response rate of 73 %) completed the survey, and the results suggest that while staff find the work emotionally demanding, they do not appear to be emotionally exhausted and report administrative rather than client issues as their primary concerns. While a strong body of literature identifies the management of emotions in the workplace as a significant cause of stress, organisational stressors such as working in a bureaucratic environment are also important to understanding staff wellbeing.
Rees, Gwyneth; Holloway, Edith E; Craig, Graeme; Hepi, Niky; Coad, Samantha; Keeffe, Jill E; Lamoureux, Ecosse L
To describe the integration of depression screening training into the professional development programme for low vision rehabilitation staff and report on staff evaluation of this training. Pre-post intervention study, in a single population of low vision rehabilitation staff. Three hundred and thirty-six staff from Australia's largest low vision rehabilitation organization, Vision Australia. Staff completed the depression screening and referral training as part of a wider professional development programme. A pre-post-training questionnaire was administered to all staff. Descriptive and non-parametric statistics were used to determine differences in self-reported knowledge, confidence, barriers to recognition and management of depression between baseline and post training. One hundred and seventy-two participants completed both questionnaires. Following training, participants reported an increased knowledge of depression, were more likely to respond to depression in their clients and reported to be more confident in managing depression (P training incorporating more active and 'hands-on' sessions are likely to be required. This training is a promising first step in integrating a depression screening tool into low vision rehabilitation practice. Further work is needed to determine the barriers and facilitators to implementation in practice and to assess clients' acceptability and outcomes. © 2012 The Authors. Clinical and Experimental Ophthalmology © 2012 Royal Australian and New Zealand College of Ophthalmologists.
Assessment is not something that stands alone and teachers need support to develop their understanding of both assessment practices and the subject being assessed. Teachers at Shaw Primary School were fortunate to take part in the Teacher Assessment in Primary Science (TAPS) project and, in this article, the outlines how science and assessment can…
... Attendance at FERC Leadership Development Program Induction Ceremony January 26, 2011. The Federal Energy... Commission staff may attend the following event: FERC Leadership Development Program Induction Ceremony: 888... welcome 16 employees selected for the 2011 Leadership Development Program. Kimberly D. Bose, Secretary...
Bruun, Erik; Kjærgaard, Claus
at the Technical University of Denmark and this gives a strong direct impact of the university environment on the resulting curriculum in electrical engineering. The resulting Bachelor of Engineering curriculum is presented and it is discussed how it complies with the model for curriculum development. The main......This paper deals with a model providing a structured method for engineering curriculum design. The model is developed to show the major influencers on the curriculum design and the relations between the influencers. These influencers are identified as the engineering science, the business...... environment, the university environment, and the teachers and students. Each of them and their influence on the curriculum is described and the sources of information about the influencers are discussed. The CDIO syllabus has been defined as part of the basis for the Bachelor of Engineering programs...
Hardacker, Cecilia T; Rubinstein, Betsy; Hotton, Anna; Houlberg, Magda
In 2009, the Howard Brown Health Center received funding from the US Department of Health and Human Services, and Health Resources and Services Administration to develop and disseminate a peer-reviewed, six-module curriculum entitled, Health Education about LGBT (lesbian, gay, bisexual and transgender) Elders (HEALE). The HEALE curriculum targets nurses and health-care staff and is focused on the treatment of LGBT elders, a population that is largely misunderstood and discriminated against in health-care settings. The HEALE curriculum was presented in hospital academic centres, community-based clinics and nursing homes over a three-year period, and training staff provided education to over 500 nurses and health-care providers. A pre-test and post-test was administered to participants, and all data were collected and archived to measure knowledge gained. Participants also completed an evaluation at the conclusion of the training to report change in personal attitude and individual response to the curriculum. From March 2011 to June 2012, 848 individuals attended HEALE curriculum sessions at 23 locations in Chicago and surrounding areas. Participants were 40% white, 25% black, 9% Hispanic/Latino and 25% Asian race/ethnicity. The majority of participants were female and approximately 25% were under the age of 30 years. There were statistically significant gains in knowledge in each of the six modules both in nursing home/home health-care settings and in hospital/educational settings, although participants in nursing home/home health care settings had lower pre-test scores and smaller knowledge gains in each of the six modules than those in hospital/educational settings. Mean increases ranged from 6.4 points (an 8.7% increase) in module 1-14.6 points (a 26.2% increase) in Module 6 (P curriculum sets a standard for best practices in nursing management and for LGBT cultural competency in geriatric education. As such, implementation of this cultural competency training
Hatem, David; Mazor, Kathy; Fischer, Melissa; Philbin, Mary; Quirk, Mark
To report how patient viewpoints on caring inform curriculum development for teaching sessions on delivering bad news, making the transition to palliative care, and communicating about a medical error. We conducted focus groups that used patients recruited from the surrounding community to view videotapes of physicians delivering bad news, talking with a patient about palliative care, and communicating about a medical error. We used focus group results, combined with evidence from the medical literature to inform curriculum content for workshops conducted with Internal Medicine and Family Medicine residents at the University of Massachusetts Medical School. Patient perspectives on caring gathered through focus groups differed in significant ways from the existing medical literature on caring when providers are communicating in the challenging situations that were depicted. Our data pointed out that individual reactions were unique and sometimes contradictory in that one person saw behavior as caring that others thought was uncaring. Participants often used qualifiers in their comments like "appropriate" amounts of information, "measured" empathy, chooses words carefully to reflect the relative nature of caring. "Arranges to meet healthcare needs," an issue that extends beyond the encounter, was seen as a new component of caring not previously described. Applying these concepts to curriculum required that we not only focus on the behavioral skills involved in these tasks, but also the processes of assessing patient's informational and emotional needs, and then taking steps to meet them, while adjusting behavior in real time to meet patients needs for caring. Workshops delivered were highly evaluated by residents. Patient perspectives on caring when providers deliver bad news, discuss transitions to palliative care, and communicate about a medical error reinforce that patient expectations for caring are highly contextualized and physician behavior needs to be
Roza, Yenita; Satria, Gita; Nur Siregar, Syarifah
Curriculum 2013 is the new national Curriculum in Indonesia that is targeted to be used in all Indonesian schools in 2019. At this time the teacher training continues but the number and locations of teachers very diffuse and time constraints to be an obstacle for the government to be able to conduct training for teachers. This research resulted in the e-tutorial which is designed for mathematics teachers in studying the process of Curriculum implementation. This product will assist the government in accelerating the preparation of teachers in implementation of Curriculum 2013. This e-tutorial contains the dynamics of Curriculum development, learning model, learning assessment, lesson plan, curriculum stages of implementation and government regulation that is relevant to the implementation of Curriculum 2013. The product development started with a needs analysis through discussions with mathematics teachers about their difficulties in the implementation of the Curriculum 2013. This e-tutorial was developed using Application of Adobe Director 11. This paper discusses the results of need analysis, process development and results of product revisions made based on input from teachers during the FGD. From the discussion, it can be concluded that this e-tutorial easily understood by teachers and help them to understand the implementation of Curriculum 2013
Stone-McLean, Jordan; Metcalfe, Brian; Sheppard, Gillian; Murphy, Justin; Black, Holly; McCarthy, Heather; Dubrowski, Adam
Background The introduction of ultrasound into the undergraduate medical school curriculum is gaining momentum in North America. At present, many institutions are teaching ultrasound to undergraduate medical students using a traditional framework designed to instruct practicing clinicians, or have modeled the curriculum on other universities. This approach is not based on educational needs or supported by evidence. Methods Using a descriptive, cross-sectional survey of stakeholder groups, we assessed the perceived relevance of various ultrasound skills and the attitude towards implementing an undergraduate ultrasound curriculum at our university. Results One hundred and fifty survey respondents representing all major stakeholder groups participated. All medical students, 97% of residents and 82% of educators agreed that the introduction of an ultrasound curriculum would enhance medical students' understanding of anatomy and physiology. All clinical medical students and residents, 92% of preclinical medical students, and 82% of educators agreed that the curriculum should also include clinical applications of ultrasound. Participants also indicated their preferences for specific curriculum content based on their perceived needs. Conclusion An integrated undergraduate ultrasound curriculum composed of specific preclinical and clinical applications was deemed appropriate for our university following a comprehensive needs assessment. Other universities planning such curricula should consider employing a needs assessment to provide direction for curriculum need and content.
To foster the design and especially the implementation of curriculum reform, teacher involvement from the early stages of curriculum reform processes is advocated. By fulfilling the role of designer, it is expected that teachers’ understanding of the reform and their ownership concerning the reform
... could serve as a core framework for all Kids in Parks programmes and be adapted for each park context. 'Curriculum' in this viewpoint paper does not mean 'school curriculum', but rather those guiding principles, concepts and approaches that guide teaching and learning with regard to the Kids in Parks Programme.
Because of this time limit a number of subjects were deleted from the curriculum. Examples of scratched subjects are reaction mechanisms in organic chemistry, but also the concept of free Energy was no longer part of the curriculum. The change led to major problems for teachers . Teachers had difficulty adapting to.
Glatthorn, Allan A.
Intended for use by those who have direct responsibility for providing leadership in the area of English, this monograph provides a process for improving the English curriculum in a way that is true to the intellectual and emotional needs of students while meeting society's expectations for a practical curriculum. The monograph begins with a…
Han, P.K.; Joekes, K.; Elwyn, G.; Mazor, K.M.; Thomson, R.; Sedgwick, P.; Ibison, J.; Wong, J.B.
OBJECTIVE: To develop, pilot, and evaluate a curriculum for teaching clinical risk communication skills to medical students. METHODS: A new experience-based curriculum, "Risk Talk," was developed and piloted over a 1-year period among students at Tufts University School of Medicine. An experimental
Smith, Bruce; Hill, Everett W.
Describes the development of the motor section of Peabody College's preschool orientation and mobility (O&M) project curriculum for children with visual impairments. Theoretical foundations and curriculum design, as well as specific applications of motor skills to the development of formal O&M skills are presented. (SM)
Milazzo, M. P.; Anderson, R. B.; Edgar, L. A.; Gaither, T. A.; Vaughan, R. G.
In 2015, NASA selected for funding the PLANETS project: Planetary Learning that Advances the Nexus of Engineering, Technology, and Science. The PLANETS partnership develops planetary science and engineering curricula for out of classroom time (OST) education settings. This partnership is between planetary science Subject Matter Experts (SMEs) at the US Geological Survey (USGS), curriculum developers at the Boston Museum of Science (MOS) Engineering is Everywhere (EiE), science and engineering teacher professional development experts at Northern Arizona University (NAU) Center for Science Teaching and Learning (CSTL), and OST teacher networks across the world. For the 2016 and 2017 Fiscal Years, our focus was on creating science material for two OST modules designed for middle school students. We have begun development of a third module for elementary school students. The first model teaches about the science and engineering of the availability of water in the Solar System, finding accessible water, evaluating it for quality, treating it for impurities, initial use, a cycle of greywater treatment and re-use, and final treatment of blackwater. This module is described in more detail in the abstract by L. Edgar et al., Water in the Solar System: The Development of Science Education Curriculum Focused on Planetary Exploration (233008) The second module involves the science and engineering of remote sensing in planetary exploration. This includes discussion and activities related to the electromagnetic spectrum, spectroscopy and various remote sensing systems and techniques. In these activities and discussions, we include observation and measurement techniques and tools as well as collection and use of specific data of interest to scientists. This module is described in more detail in the abstract by R. Anderson et al., Remote Sensing Mars Landing Sites: An Out-of-School Time Planetary Science Education Activity for Middle School Students (232683) The third module
Tuffrey-Wijne, Irene; Rose, Tracey; Grant, Robert; Wijne, Astrid
Background: Many people with intellectual disabilities are affected by death, yet conversations about death are often avoided by staff working with them. This study aimed to assess staff training needs and to develop, trial and evaluate a training course on communicating about death and dying. Method:(i) Semi-structured interviews with 20 staff in…
Gervedink Nijhuis, C.J.; Voogt, Joke; Pieters, Julius Marie
International cooperation initiatives often focus on the development of curricula to increase the quality of education in developing countries. Through the adoption of a culturally sensitive approach, effective conditions for curriculum development can be created. Nevertheless, aid organizations and
Full Text Available Partners with Clinical Practice: Evaluating the Student and Staff Experiences of On-line Continuing Professional Development for Qualified Nephrology Practitioners Judith HURST Susannah QUINSEE City University London, THE UNITED KINGDOM ABSTRACT The inclusion of online learning technologies into the higher education (HE curriculum is frequently associated with the design and development of new models of learning. One could argue that e-learning even demands a reconfiguration of traditional methods of learning and teaching. However, this transformation in pedagogic methodology does not just impact on lecturers and teachers alone. Online learning has pervasive impacts and changes in other HE functions (HEFCE, p.2. Thus, e-learning is a transformational process that posits new challenges for staff and students, both in educational methods and support. Many political, clinical, financial and social influences impact on registered health professionals ability to continue their professional development. This is particularly pertinent in the delivery of nephrology care. In order to evaluate the programme that has now run for 2 years in the context of this institution, evaluative research methodology sought to explore the experiences of the staff and students involved. Qualitative data was collected from the students and a reflective framework was used to form the basis of a focus group for the staff. This paper will present how a virtual learning environment (VLE was developed utilising the pedagogic framework of solution-focused learning. It will demonstrate evaluation of the students experiences compared to their traditional classroom-learning counterparts, and highlight the reflections of staff developers as they moved into new roles and developed different aspects of their present roles within a traditional HE context.
Hege, Inga; Nowak, Dennis; Kolb, Stefanie; Fischer, Martin R; Radon, Katja
During the last 5 years a fundamental curriculum reform was realized at the medical school of the Ludwig-Maximilians-University. In contrast to those efforts, the learning objectives were not defined consistently for the curriculum and important questions concerning the curriculum could not be answered. This also applied to Occupational and Environmental Medicine where teachers of both courses were faced with additional problems such as the low number of students attending the lectures.The aims of the study were to develop and analyse a curriculum map for Occupational and Environmental Medicine based on learning objectives using a web-based database.Furthermore we aimed to evaluate student perception about the curricular structure. Using a web-based learning objectives database, a curriculum map for Occupational and Environmental Medicine was developed and analysed. Additionally online evaluations of students for each course were conducted. The results show a discrepancy between the taught and the assessed curriculum. For both curricula, we identified that several learning objectives were not covered in the curriculum. There were overlaps with other content domains and redundancies within both curricula. 53% of the students in Occupational Medicine and 43% in Environmental Medicine stated that there is a lack of information regarding the learning objectives of the curriculum. The results of the curriculum mapping and the poor evaluation results for the courses suggest a need for re-structuring both curricula.
Full Text Available Abstract Background During the last 5 years a fundamental curriculum reform was realized at the medical school of the Ludwig-Maximilians-University. In contrast to those efforts, the learning objectives were not defined consistently for the curriculum and important questions concerning the curriculum could not be answered. This also applied to Occupational and Environmental Medicine where teachers of both courses were faced with additional problems such as the low number of students attending the lectures. The aims of the study were to develop and analyse a curriculum map for Occupational and Environmental Medicine based on learning objectives using a web-based database. Furthermore we aimed to evaluate student perception about the curricular structure. Methods Using a web-based learning objectives database, a curriculum map for Occupational and Environmental Medicine was developed and analysed. Additionally online evaluations of students for each course were conducted. Results The results show a discrepancy between the taught and the assessed curriculum. For both curricula, we identified that several learning objectives were not covered in the curriculum. There were overlaps with other content domains and redundancies within both curricula. 53% of the students in Occupational Medicine and 43% in Environmental Medicine stated that there is a lack of information regarding the learning objectives of the curriculum. Conclusions The results of the curriculum mapping and the poor evaluation results for the courses suggest a need for re-structuring both curricula.
Full Text Available Within the framework of bureaucratic and human capital theories, an eclectic approach, the study examines the nexus between academic staff recruitment in Nigerian tertiary institutions and human capital development as well as service delivery with specific reference to universities. It is generally agreed that higher education is a sine-qua-non for human capital development and efficient service delivery. Higher education is a prerequisite for the production of highly competent experts, which in turn, contributes to the development of organizations and the economy at large. For these to be achieved, the right content and academic staff must be in place to perform this varied function. However, over the years the quality of human capital coming out of Nigerian universities and its impact on service delivery has become a source of concern to employers of labour and all stakeholders. Inferential opinions have traced the problem to the recruitment of incompetent academic staff. To investigate the issues raised, the study relied heavily on primary and secondary data and multi stage sampling was used to select the sample population. The data collected was presented in pie chart and simple percentage. Similarly, in order to test the hypotheses and establish the degree of dependence or independence of the variables under investigation, the chi-square statistical technique was used. The findings of the study revealed among others, that Nigerian universities do not employ merit, qualification and competency in the academic staff recruitment. It also established that there is a significant relationship between merit, qualification and competency based academic staff recruitment and human capital development and service delivery. To enhance human capital development and service delivery in Nigerian universities, the study recommends among others, that an independent body like the National University Commission (NUC should be given the responsibility of
Turton, Benjamin Mark; Williams, Sion; Burton, Christopher R; Williams, Lynne
The experience of art offers an emerging field in healthcare staff development, much of which is appropriate to the practice of palliative care. The workings of aesthetic learning interventions such as interactive theatre in relation to palliative and end-of-life care staff development programmes are widely uncharted. To investigate the use of aesthetic learning interventions used in palliative and end-of-life care staff development programmes. Scoping review. Published literature from 1997 to 2015, MEDLINE, CINAHL and Applied Social Sciences Index and Abstracts, key journals and citation tracking. The review included 138 studies containing 60 types of art. Studies explored palliative care scenarios from a safe distance. Learning from art as experience involved the amalgamation of action, emotion and meaning. Art forms were used to transport healthcare professionals into an aesthetic learning experience that could be reflected in the lived experience of healthcare practice. The proposed learning included the development of practical and technical skills; empathy and compassion; awareness of self; awareness of others and the wider narrative of illness; and personal development. Aesthetic learning interventions might be helpful in the delivery of palliative care staff development programmes by offering another dimension to the learning experience. As researchers continue to find solutions to understanding the efficacy of such interventions, we argue that evaluating the contextual factors, including the interplay between the experience of the programme and its impact on the healthcare professional, will help identify how the programmes work and thus how they can contribute to improvements in palliative care.
Neubeck, Lis; Lin, Stella Hsi-Man; Ferry, Cate; Gallagher, Robyn
A core curriculum for the continuing professional development of nurses has recently been published by the Council on Cardiovascular Nursing and Allied Professions of the European Society of Cardiology. This core curriculum was envisaged to bridge the educational gap between qualification as a nurse and an advance practice role. In addition, the shared elements and international consensus on core themes creates a strong pathway for nursing career development that is directly relevant to Australia. Education programs for nurses in Australia must meet the mandatory standards of the Australian Nursing and Midwifery Accreditation Council (ANMAC), but without a national core curriculum, there can be considerable variation in the content of such courses. The core curriculum is developed to be adapted locally, allowing the addition of nationally relevant competencies, for example, culturally appropriate care of Aboriginal and Torres Strait Islander individuals. Two existing specialist resources could be utilised to deliver a tailored cardiovascular core curriculum; the Heart Education Assessment and Rehabilitation Toolkit (HEART) online (www.heartonline.org.au) and HeartOne (www.heartone.com.au). Both resources could be further enhanced by incorporating the core curriculum. The release of the European core curriculum should be viewed as a call to action for Australia to develop a core curriculum for cardiovascular nurses. Copyright © 2015 Australian and New Zealand Society of Cardiac and Thoracic Surgeons (ANZSCTS) and the Cardiac Society of Australia and New Zealand (CSANZ). Published by Elsevier B.V. All rights reserved.
Swanson, Zane; Hepner, Michelle
This study proposes a knowledge management framework for developing and managing enterprise resource planning (ERP) curriculum within business schools. Both theory and a practical implementation are addressed. The knowledge management (KM) framework has two components which utilize ERP from a big picture curriculum overview and a ground level…
Brocato, E. Deanne; White, Nathan James; Bartkus, Kenneth; Brocato, Ashley Ann
Given the presumed importance of social media to marketing, along with the apparent lack of research concerning social media curriculum development, the purpose of this study is to conduct a systematic analysis of social media curriculum through the evaluation of undergraduate course syllabi in the United States. This research is intended to…
Banegas, Dario Luis
In this article I investigate the process of an in-service programme for English-as-a-foreign-language (EFL) teachers in Argentina started in 2007. Teachers began to feel uneasy about the EFL curriculum for secondary education at the time, feeling that something should be done to develop a participatory curriculum to be implemented in the future.…
Zimbroff, Andrew; Schlake, Marilyn R.; Anderson-Knott, Mindy; Eberle, Nancy; Vigna, Diane
Entrepreneurship is widely recognized as a driver of rural economic growth and community vitality. Nebraska Extension personnel developed a youth entrepreneurship curriculum--EntrepreneurShip Investigation (ESI)--for middle and high school students. This curriculum has been used at 4-H summer camps, for formal classroom and out-of-school…
Currey, Judy; White, Kevin; Rolley, John; Oldland, Elizabeth; Driscoll, Andrea
Interventional cardiology practices have advanced immensely in the last two decades, but the educational preparation of the workforce in cardiac catheter laboratories has not seen commensurate changes. Although on-the-job training has sufficed in the past, recognition of this workforce as a specialty practice domain now demands specialist educational preparation. The aim of this paper is to present the development of an interventional cardiac nursing curriculum nested within a Master of Nursing Practice in Australia. International and national health educational principles, teaching and learning theories and professional frameworks and philosophies are foundational to the program designed for interventional cardiac specialist nurses. These broader health, educational and professional underpinnings will be described to illustrate their application to the program's theoretical and clinical components. Situating interventional cardiac nursing within a Master's degree program at University provides nurses with the opportunities to develop high level critical thinking and problem solving knowledge and skills. Copyright © 2015 Australian College of Critical Care Nurses Ltd. Published by Elsevier Ltd. All rights reserved.
Sergieva, K.; Gagova, P.; Bonninska, N.
Full text: The purpose is to present the activities of Department of Radiation technologists at Medical College Sofia in knowledge management (KM) in human health applications and namely: continuous development of academic curriculum (AC) for medical radiation technologists (MRT) in sense of the conference motto “Nuclear Knowledge Management: Challenges and Approaches”. Our challenge is to realize, in practice, the important role of MRT professionals in healthcare. They are the front line in the patient safety and the last person with the patient before exposure. The existing AC has been periodically peer-reviewed: in 2011, 2014, and ongoing reviews, with the aim to guarantee that we are providing knowledge, skills and competencies that meet modern requirements for the training of radiation technologists. The AC compromises both academic and clinical education. The clinical component occurs throughout the academic course, accenting the role of MRT in radiology, radiotherapy and nuclear medicine. The approach of continuously developing the AC will meet the stringent requirements recently published by IAEA, with the goal that radiological medical practitioners, medical physicists, medical radiation technologists and other health professionals with specific duties in relation to protection and safety for patients in a given radiological procedure are specialized in the appropriate area. (author
Christensen, Warren; Johnson, James K.; Van Ness, Grace R.; Mylott, Elliot; Dunlap, Justin C.; Anderson, Elizabeth A.; Widenhorn, Ralf
Undergraduate educational settings often struggle to provide students with authentic biologically or medically relevant situations and problems that simultaneously improve their understanding of physics. Through exercises and laboratory activities developed in an elective Physics in Biomedicine course for upper-level biology or pre–health majors at Portland State University, we aim to teach fundamental physical concepts, such as light absorption and emission and atomic energy levels, through analysis of biological systems and medical devices. The activities address the properties of electromagnetic waves as they relate to the interaction with biological tissue and make links between physics and biomedical applications such as microscopy or laser eye surgery. We report on the effect that engaging students in tasks with actual medical equipment has had on their conceptual understanding of light and spectroscopy. These initial assessments indicate that students’ understanding improves in some areas as a result of taking the course, but gains are not uniform and are relatively low for other topics. We also find a promising “nonshift” in student attitudes toward learning science as a result of taking the course. A long-term goal of this work is to develop these materials to the extent that they can eventually be imported into an introductory curriculum for life sciences majors. PMID:23737632
Christensen, Warren; Johnson, James K; Van Ness, Grace R; Mylott, Elliot; Dunlap, Justin C; Anderson, Elizabeth A; Widenhorn, Ralf
Undergraduate educational settings often struggle to provide students with authentic biologically or medically relevant situations and problems that simultaneously improve their understanding of physics. Through exercises and laboratory activities developed in an elective Physics in Biomedicine course for upper-level biology or pre-health majors at Portland State University, we aim to teach fundamental physical concepts, such as light absorption and emission and atomic energy levels, through analysis of biological systems and medical devices. The activities address the properties of electromagnetic waves as they relate to the interaction with biological tissue and make links between physics and biomedical applications such as microscopy or laser eye surgery. We report on the effect that engaging students in tasks with actual medical equipment has had on their conceptual understanding of light and spectroscopy. These initial assessments indicate that students' understanding improves in some areas as a result of taking the course, but gains are not uniform and are relatively low for other topics. We also find a promising "nonshift" in student attitudes toward learning science as a result of taking the course. A long-term goal of this work is to develop these materials to the extent that they can eventually be imported into an introductory curriculum for life sciences majors.
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)
Miller, G.; Schoof, J. T.; Therrell, M. D.
groups, a content test, an epistemology survey (with think-aloud interviews that also served for cognitive testing purposes), classroom observations, student work, and tracking of student navigation through the digital reader. Overall, the impact this curriculum had on students' affective and academic learning varied; however, the instructional supports we developed to temper challenge with instructional support appear to have had a positive impact on student learning. Analysis of data illustrates how these supports improved their comprehension of multiple, and sometimes conflicting sources. Student feedback from focus groups and interviews also indicate that using a social science lens to learn about concepts such as urban heat island was engaging. In terms of students' understanding of the nature of knowledge in the sciences, the epistemology survey and interview seem to indicate that students lack a complex understanding of continuity and change in scientific knowledge. Further, participants appeared to have many misconceptions about scientific inquiry. As a result, we are currently developing a similar curriculum for a lab-based geography course, GEOG104: Weather, Climate, and Society.
Han, Paul K J; Joekes, Katherine; Elwyn, Glyn; Mazor, Kathleen M; Thomson, Richard; Sedgwick, Philip; Ibison, Judith; Wong, John B
To develop, pilot, and evaluate a curriculum for teaching clinical risk communication skills to medical students. A new experience-based curriculum, "Risk Talk," was developed and piloted over a 1-year period among students at Tufts University School of Medicine. An experimental study of 2nd-year students exposed vs. unexposed to the curriculum was conducted to evaluate the curriculum's efficacy. Primary outcome measures were students' objective (observed) and subjective (self-reported) risk communication competence; the latter was assessed using an Observed Structured Clinical Examination (OSCE) employing new measures. Twenty-eight 2nd-year students completed the curriculum, and exhibited significantly greater (pcurriculum was resource-intensive. The new experience-based clinical risk communication curriculum was efficacious, although resource-intensive. More work is needed to develop the feasibility of curriculum delivery, and to improve the measurement of competence in clinical risk communication. Risk communication is an important advanced communication skill, and the Risk Talk curriculum provides a model educational intervention and new assessment tools to guide future efforts to teach and evaluate this skill. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.
Ryerson, Ellen; Sundem, Jennifer McGilvray
To assist handicapped persons in preventing sexual exploitation, the Curriculum for Developing an Awareness of Sexual Exploitation and Teaching Self Protection Techniques was developed and pilot tested with 13 special education teachers in Seattle, Washington. (SB)
Lansu, Angelique; Boon, Jo; Sloep, Peter; van Dam-Mieras, Rietje
Lansu, A., Boon, J., Sloep, P. B., & Van Dam-Mieras, R. (Accepted). Changing Professional Demands in Sustainable Regional Development: A Curriculum Design Process to meet Transboundary Competence. Journal of Cleaner Production. [Special Issue: Learning for Sustainable Development in Regional
Bakah, M.A.B.; Bakah, Marie Afua Baah
This dissertation entitled Teacher professional development through collaborative curriculum design in Ghana‟s polytechnics is a research conducted among polytechnic teachers in Ghana. Polytechnic development, curricular reform, improving the quality of teaching and teachers‟ knowledge needs
journals: Final Report: Improving STEM Education and Workforce Development by the Inclusion of Research Experiences in the Curriculum at SWC Report... developing course modules to integrate ‘research’ experiences into the curriculum . This will require a fairly significant database at SWC, in... Curriculum at SWC The Department of Defense has played a crucial role in developing the instructional and technological infrastructure at the
Doabler, Christian T.; Clarke, Ben; Fien, Hank; Baker, Scott K.; Kosty, Derek B.; Cary, Mari Strand
The production of an effective mathematics curriculum begins with a scientific development, evaluation, and revision framework. The purpose of this study was to conduct an initial investigation of a recently developed Tier 2 mathematics curriculum designed to improve the outcomes of first grade students at risk for mathematics difficulties (MD).…
Lavin, Richard J.; Schuttenberg, Ernest M.
This paper describes the planning and implementation of a Staff Development Program for teachers and administrators in the 22 school systems served by MEC (Merrimack Education Center). This program, which provided in-service learning experiences for educational practitioners, is discussed following an introductory statement. Information concerning…
REPORTS AND RECOMMENDATIONS FROM A STAFF DEVELOPMENT CONFERENCE ON ADULT TRAINING PROGRAMS HELD IN OTTAWA, CANADA, 1966 ARE REPORTED. PARTICIPANTS INCLUDED TRADE AND OCCUPATIONAL INSTRUCTORS, BASIC EDUCATION INSTRUCTORS, AND TRAINERS IN INDUSTRY AND TECHNOLOGY INSTITUTES. THE FOLLOWING TOPICS WERE DISCUSSED--THE ROLE OF GOVERNMENT, INDUSTRY,…
Using Kurt Lewin's concept of "a dynamic balance of forces", the direction and strength of change tendencies related to staff development in California community colleges were identified through force-analysis. The forces of heritage/tradition, awareness, money, organizational climate, time, reward system, and formal system were examined for their…
Krol, K.; Sleegers, P.J.C.; Veenman, S.A.M.; Voeten, M.J.M.
In this study, the implementation effects of a staff development program on cooperative learning (CL) for Dutch elementary school teachers were studied. A pre‐test–post‐test non‐equivalent control group design was used to investigate program effects on the instructional behaviours of teachers. Based
Krol, K.; Sleegers, P.; Veenman, S.; Voeten, M.
In this study, the implementation effects of a staff development program on cooperative learning (CL) for Dutch elementary school teachers were studied. A pre-test-post-test non-equivalent control group design was used to investigate program effects on the instructional behaviours of teachers. Based
Dickson, Kerry; Hughes, Kate; Stephens, Bruce
Increasingly, higher education support services are being outsourced. Our case study was of a program from a global, USA-based, non-profit organisation. From in-depth interviews, we investigated staff perceptions of academic development workshops and the efficacy of outsourcing to a transnational tertiary-support program. We found that…
Burke, Monica Galloway; Sauerheber, Jill Duba; Dye, Lacretia; Hughey, Aaron W.
Incorporating an understanding of religiosity and spirituality into the professional development of residence life staff can give them the knowledge and insights needed to successfully utilize students' already heightened awareness of their own religiosity, spirituality, and mindfulness, creating an environment that meets their emotional and…
Ashmeade, Lisa Ann
This record of study examines the relationship between certified staff personnel perception of digital citizenship and the impact upon professional development. Quantitative and qualitative data was used to examine responses to teacher familiarity with the concept of digital citizenship and status of teaching digital citizenship culminating with…
Public Impact, 2012
This toolkit is a companion to the school models provided on OpportunityCulture.org. The school models use job redesign and technology to extend the reach of excellent teachers to more students, for more pay, within budget. Most of these school models create new roles and collaborative teams, enabling all teachers and staff to develop and…
Hitch, Danielle; Mahoney, Paige; Macfarlane, Susie
The aim of this study was to provide an integrated review of evidence published in the past decade around professional development for sessional staff in higher education. Using the Integrating Theory, Evidence and Action method, the review analysed recent evidence using the three principles of the Benchmarking Leadership and Advancement of…
Epstein, Richard H; Ekbatani, Ali; Kaplan, Javier; Shechter, Ronen; Grunwald, Zvi
After a mass casualty incident (MCI), rapid mobilization of hospital personnel is required because of an expected surge of victims. Risk assessment of our department's manual phone tree recall system revealed multiple weaknesses that would limit an effective response. Because cell phone use is widespread within the department, we developed and tested a staff recall system, based in our anesthesia information management system (AIMS), using Short Message Service (SMS) text messaging. We sent test text messages to anesthesia staff members' cell phone numbers, determined the distance from their home to the hospital, and stored this information in our AIMS. Latency testing for the time from transmission of SMS test messages from the server to return of an e-mail reply was determined at 2 different times on 2 different dates, 1 of which was a busy holiday weekend, using volunteers within the department. Two unannounced simulated disaster recall drills were conducted, with text messages sent asking for the anticipated time to return to the hospital. A timeline of available staff on site was determined. Reasons for failure to respond to the disaster notification message were tabulated. Latency data were fit by a log-normal distribution with an average of 82 seconds from message transmission to e-mail reply. Replies to the simulated disaster alert were received from approximately 50% of staff, with 16 projecting that they would have been able to be back at the hospital within 30 minutes on both dates. There would have been 21 and 23 staff in-house at 30 minutes, and 32 and 37 staff in-house at 60 minutes on the first and second test date, respectively, including in-house staff. Of the nonresponders to the alert, 48% indicated that their cell phone was not with them or was turned off, whereas 22% missed the message. Our SMS staff recall system is likely to be able to rapidly mobilize sufficient numbers of anesthesia personnel in response to an MCI, but actual performance
Hodges, Jeanelle Bland
The purpose of the study was to determine factors associated with staff development processes and the creation of innovative science courses by higher education faculty who have participated in a model staff development project. The staff development program was designed for college faculty interested in creating interdisciplinary, constructivist-based science, mathematics, or engineering courses designed for non-majors. The program includes workshops on incorporating constructivist pedagogy, alternative assessment, and technology into interdisciplinary courses. Staff development interventions used in the program include grant opportunities, distribution of resource materials, and peer mentoring. University teams attending the workshops are comprised of faculty from the sciences, mathematics, or engineering, as well as education, and administration. A purposeful and convenient sample of three university teams were subjects for this qualitative study. Each team had attended a NASA Opportunities for Visionary Academics (NOVA) workshop, received funding for course development, and offered innovative courses. Five questions were addressed in this study: (a) What methods were used by faculty teams in planning the courses? (b) What changes occurred in existing science courses? (c) What factors affected the team collaboration process? (d) What personal characteristics of faculty members were important in successful course development? and (e) What barriers existed for faculty in the course development process? Data was collected at each site through individual faculty interviews (N = 11), student focus group interviews (N = 15), and classroom observations. Secondary data included original funding proposals. The NOVA staff development model incorporated effective K--12 interventions with higher education interventions. Analysis of data revealed that there were four factors of staff development processes that were most beneficial. First, the team collaborative processes
Yamini, T R; Nichter, Mark; Nichter, Mimi; Sairu, P; Aswathy, S; Leelamoni, K; Unnikrishnan, B; P, Prasanna Mithra; Thapar, Rekha; Basha, S R; Jayasree, A K; Mayamol, T R; Muramoto, Myra; Mini, G K; Thankappan, K R
This paper describes a pioneering effort to introduce tobacco cessation into India's undergraduate medical college curriculum. This is the first ever attempt to fully integrate tobacco control across all years of medical college in any low and middle income country. The development, pretesting, and piloting of an innovative modular tobacco curriculum are discussed as well as challenges that face implementation and steps taken to address them and to advocate for adoption by the Medical Council of India. In-depth interviews were conducted with administrators and faculty in five medical colleges to determine interest in and willingness to fully integrate smoking cessation into the college curriculum. Current curriculum was reviewed for present exposure to information about tobacco and cessation skill training. A modular tobacco curriculum was developed, pretested, modified, piloted, and evaluated by faculty and students. Qualitative research was conducted to identify challenges to future curriculum implementation. Fifteen modules were successfully developed focusing on the public health importance of tobacco control, the relationship between tobacco and specific organ systems, diseases related to smoking and chewing tobacco, and the impact of tobacco on medication effectiveness. Culturally sensitive illness specific cessation training videos were developed. Faculty and students positively evaluated the curriculum as increasing their competency to support cessation during illness as a teachable moment. Students conducted illness centered cessation interviews with patients as a mandated part of their coursework. Systemic challenges to implementing the curriculum were identified and addressed. A fully integrated tobacco curriculum for medical colleges was piloted in 5 colleges and is now freely available online. The curriculum has been adopted by the state of Kerala as a first step to gaining Medical Council of India review and possible recognition.
development and application of 11 creative thinking in otherwise non- creative individuals and organizations . Educational interventions that foster... organization to develop new solutions to problems. In Lateral Thinking: Unlocking the Creativity and Innovation in Yourself and Your Team, Paul Sloane... Creativity in Education ................................................................................................. 22 Creativity in U.S. Army
Charmaraman, Linda; Jones, Ashleigh E; Stein, Nan; Espelage, Dorothy L
This study fills a gap in the literature by examining how school staff members view bullying and sexual harassment and their role in preventing both. Given recent legislation, increasingly more attention is paid to bully prevention; however, student-on-student sexual harassment is less addressed. Four focus groups were conducted with 32 staff members from 4 midwestern public middle schools. Questions assessed professional development opportunities on bullying and sexual harassment prevention/intervention, personal definitions of these behaviors, and their perceptions of school norms regarding such behavior. Staff members recalled receiving more professional development on bullying than sexual harassment. They tended to define sexual harassment as something that occurs between adults and/or adults and students and did perceive their role in enforcing a "sexual harassment-free" peer-to-peer school zone. When school administrators fail to provide professional development on both bullying and sexual harassment, staff members do not understand that sexual harassment occurs between students. Thus, they are unaware of policies to protect students from harmful experiences in educational settings and are not likely to understand their own role in preventing them. © 2013, American School Health Association.
Wilson, Christine Brown
Relationships between staff, residents and their families have emerged within the literature as fundamental to the experiences of life within the community of a care home. While there is consensus in the literature that such relationships are central to caring processes, there is a dearth of studies that have explained how different factors contribute to the formation of relationships. The research reported here aims to describe the nature of relationships and develop an interpretive framework to understand how relationships influence the experience of residents, families and staff in care homes. This paper is based on the findings from a constructivist inquiry. Data were collected in three care homes using participant observation, interviews and focus groups with older people, families and staff. Constructivist methodology seeks to share multiple perceptions between participants with the aim of creating a joint construction. This process, known as the hermeneutic dialectic supported the development of shared meanings as views and ideas were shared between participants. The findings suggested that three types of relationships are developed within care homes: pragmatic; personal and responsive and reciprocal. These relationships are influenced by a range of factors that include leadership, team working and the contributions made by residents, families and staff. © 2008 The Author. Journal compilation © 2008 Blackwell Publishing Ltd.
Y. S. Kalabina
Full Text Available In the course of the Russian economy modernization, developing the effec- tive system of vocational training and further professional training appears to be the main condition for the dynamic competitive advantage of industrial enterprises. The paper inves- tigates the urgent issue of developing the system of additional vocational training and staff development with the reference to the ever-changing institutional logic controlling the em- ployee – employer relations. The paper presents the review of theoretic approaches to the system of additional vocational training, as well as the economic analysis and estimates of return on investment in different forms of vocational training. The methodological approach to the system efficiency estimation is given along with the factors determining the forma- tion and development of vocational training system. Based on the research findings, the recommendations integrating the staff development policy are given aimed at promoting the effectiveness of the employee – employer relations.
Full Text Available Background: Emergency medicine (EM is a young specialty and only recently has a recommended medical student curriculum been developed. Currently, many schools do not require students to complete a mandatory clerkship in EM, and if one is required, it is typically an overview of the specialty. Objectives: We developed a 10-month longitudinal elective to teach subject matter and skills in EM to fourth-year medical students interested in the specialty. Our goal was producing EM residents with the knowledge and skills to excel at the onset of their residency. We hoped to prove that students participating in this rigorous 10-month longitudinal EM elective would feel well prepared for residency. Methods: We studied the program with an end-of-the-year, Internet-based, comprehensive course evaluation completed by each participant of the first 2 years of the course. Graduates rated each of the course components by using a 5-point Likert format from ‘‘strongly disagree’’ to ‘‘strongly agree,’’ either in terms of whether the component was beneficial to them or whether the course expectations were appropriate, or their perceptions related to the course. Results: Graduates of this elective have reported feeling well prepared to start residency. The resident-led teaching shifts, Advanced Pediatric Life Support certification, Grand Rounds presentations, Advanced Cardiovascular Life Support proficiency testing, and ultrasound component, were found to be beneficial by all students. Conclusions: Our faculty believes that participating students will be better prepared for an EM residency than those students just completing a 1-month clerkship. Our data, although limited, lead us to believe that a longitudinal, immersion-type experience assists fourth-year medical students in preparation for residency. [West J Emerg Med. 2011;12(4:543–550.
Castrucci, Brian C; Leider, Jonathon P; Sellers, Katie
Policy development is recognized as a core function of public health and a core competency in formal public health education. However, relatively little is known nationally about worker perceptions and competencies related to policy development in the governmental public health workforce. To characterize perceived importance and presence or absence of competency gaps related to policy development. As part of the Public Health Workforce Interests and Needs Survey (PH WINS), a nationally representative stratified sample of permanently employed state health agency (SHA) central office staff was created. Descriptive and inferential analyses examined correlates of perceived importance and competency gaps related to policy development. Permanently employed central office employees of SHAs. Analyses focus on 2 self-reported measures of perceived importance and ability related to policy development skills, as well as awareness and perceptions regarding Health in All Policies (HiAP). Seventy-two percent of SHA central office staff (95% confidence interval, 71-73) indicated "influencing policy development" was somewhat or very important to their day-to-day work. Among that group, 35% (95% confidence interval, 34-36) reported that they were unable to perform this or they considered themselves to be a beginner at this skill. Approximately three-fourths of staff indicated "understanding the relationship between a new policy and many types of public health problems" was somewhat or very important, and 30% of those who did said they were unable to perform this skill or were a beginner at it. Nationally, one-half of staff have not heard of HiAP. Among those who have, 86% indicated it was somewhat or very important to public health, and 41% reported they would like to see more emphasis on HiAP. Workforce development, both formal education and on-the-job training, may benefit from placing a greater emphasis on the development of policy skills. HiAP is an important approach to policy
Murray, David J
Simulation's role in anesthesia education is expanding to include more advanced skills and training for subspecialty practice. This review will provide an overview of many recent studies that expand the simulation curriculum for anesthesia education. Recent studies describe a curriculum that uses a range of simulation modalities, including part-task trainers, mannequin-based simulation, virtual reality, in-situ techniques, screen-based simulations as well as encounters with 'standardized' patients, nurses or physician colleagues. A variety of studies describe the use of task-training devises to more effectively acquire skills, such as fibre-optic intubation, ultrasound-guided regional anesthesia and transthoracic echocardiography as well as expand on a variety of teamwork skills particularly in subspecialty anesthesia practice. A curriculum is emerging that utilizes a variety of simulation modalities as part of a more comprehensive educational strategy for anesthesia specialty training.
Eid, Ahmed; Hughes, Caren; Karuturi, Meghan; Reyes, Connie; Yorio, Jeffrey; Holmes, Holly
Objective Because the cancer population is aging, interprofessional education incorporating geriatric principles is essential to providing adequate training for oncology fellows. We report the targeted needs assessment, content, and evaluation tools for our geriatric oncology curriculum at MD Anderson Cancer Center. Methods A team comprising a geriatrician, a medical oncologist, an oncology PharmD, an oncology advanced nurse practitioner, and two oncology chief fellows developed the geriatric oncology curriculum. First, a general needs assessment was conducted by reviewing the literature and medical societies’ publications and by consulting experts. A targeted needs assessment was then conducted by reviewing the fellows’ evaluations of the geriatric oncology rotation and by interviewing fellows and recently graduated oncology faculty. Results Geriatric assessment, pharmacology, and psychosocial knowledge skills were the three identified areas of educational need. Curriculum objectives and an evaluation checklist were developed to evaluate learners in the three identified areas. The checklist content was validated by consulting experts in the field. Online materials, including a curriculum, a geriatric pharmacology job aid, and pharmacology cases, were also developed and delivered as part of the curriculum. Conclusion An interprofessional team approach was a successful method for identifying areas of learners’ educational needs, which in turn helped us develop an integrated geriatric oncology curriculum. The curriculum is currently being piloted and evaluated. PMID:25487037
Turner, S.; Scott, K.
The Training Department at the Point Lepreau GS has been developing and improving its training for technical support staff. A generic set of objectives are being used as the basis for a systematic approach to training. The program covers general and job specific knowledge and skills using a mix of classroom instruction, mentoring and continuing training seminars. This paper describes experience, success and the challenges in the development, delivery and evaluation of the training program. (author)
St John, Julie A; Shubert, Tiffany E; Smith, Matthew Lee; Rosemond, Cherie A; Howell, Doris A; Beaudoin, Christopher E; Ory, Marcia G
This perspective paper describes processes in the development of an evidence-based fall prevention curriculum for community health workers/promotores (CHW/P) that highlights the development of the curriculum and addresses: (1) the need and rationale for involving CHW/P in fall prevention; (2) involvement of CHW/P and content experts in the curriculum development; (3) best practices utilized in the curriculum development and training implementation; and (4) next steps for dissemination and utilization of the CHW/P fall prevention curriculum. The project team of CHW/P and content experts developed, pilot tested, and revised bilingual in-person training modules about fall prevention among older adults. The curriculum incorporated the following major themes: (1) fall risk factors and strategies to reduce/prevent falls; (2) communication strategies to reduce risk of falling and strategies for developing fall prevention plans; and (3) health behavior change theories utilized to prevent and reduce falls. Three separate fall prevention modules were developed for CHW/P and CHW/P Instructors to be used during in-person trainings. Module development incorporated a five-step process: (1) conduct informal focus groups with CHW/P to inform content development; (2) develop three in-person modules in English and Spanish with input from content experts; (3) pilot-test the modules with CHW/P; (4) refine and finalize modules based on pilot-test feedback; and (5) submit modules for approval of continuing education units. This project contributes to the existing evidence-based literature by examining the role of CHW/P in fall prevention among older adults. By including evidence-based communication strategies such as message tailoring, the curriculum design allows CHW/P to personalize the information for individuals, which can result in an effective dissemination of a curriculum that is evidence-based and culturally appropriate.
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.
Chitrangsan, Nadrudee; Sawekngam, Wichai; Thongthew, Sumlee
This research aims to study and develop a curriculum management process by applying Lean concept for waste elimination to enhance curriculum implementation of primary school teacher. This study was conducted with a focus on qualitative data collection by dividing into 2 phases, including (1) analyze and synthesize relevant notions, theories,…
MacDonald, Colla J; McKeen, Martha; Wooltorton, Eric; Boucher, Francois; Lemelin, Jacques; Leith-Gudbranson, Donna; Viner, Gary; Pullen, Judi
Postgraduate medical education programs will need to be restructured in order to respond to curriculum initiatives promoted by the College of Family Physicians of Canada. To develop a framework for the Triple C Competency-based Curriculum that will help provide residents with quality family medicine (FM) education programs. The Family Medicine Curriculum Framework (FMCF) incorporates the 4 principles of FM, the CanMEDs-FM roles, the Triple C curriculum principles, the curriculum content domains, and the pedagogic strategies, all of which support the development of attitudes, knowledge, and skills in postgraduate FM training programs. The FMCF was an effective approach to the development of an FM curriculum because it incorporated not only core competencies of FM health education but also contextual educational values, principles, and dynamic learning approaches. In addition, the FMCF provided a foundation and quality standard to designing, delivering, and evaluating the FM curriculum to ensure it met the needs of FM education stakeholders, including preceptors, residents, and patients and their families.
Full Text Available The initiative of the Department of Higher Education and Training (DHET in South Africa to strengthen foundation phase teaching has resulted in the development of new foundation phase (Grades R–3 programmes at institutions that did not previously offer them. In this article we reflect on the conceptualisation and development of a pre-service language curriculum for one such programme. We base our discussion on principles that underpin teacher education programme development for early childhood education and on issues and insights about appropriate language curriculum content for a foundation phase teacher. Whilst awaiting the outcome of our accreditation, the authors, as two of the persons who assisted in the design of the language curriculum, thought it appropriate to subject the curriculum to an internal scrutiny whilst we prepare to offer the programme. This internal dialogue is informed by the literature on early language development, particularly in multilingual contexts such as in South Africa.
Fedorowicz, Jane; Gogan, Janis L.
Presents two types of fast-cycle curriculum development processes: research driven and stakeholder driven. Illustrates their application in the Bentley College business school's new course modules, elective courses, and graduate program on electronic commerce. (Contains 19 references.) (SK)
Visser, Talitha Christine
Schoolteachers must deal with curriculum innovations during their teaching careers. In 2005, the Dutch Ministry of Education, Culture and Science introduced committees to develop and redesign the curricula for chemistry, biology, physics, and mathematics in secondary education. The purpose of
Noonan, Christine F.; Stratton, Kelly G.
Communication plays a fundamental role in science and engineering disciplines. However, many higher education programs provide little, if any, technical communication coursework. Without strong communication skills scientists and engineers have less opportunity to publish, obtain competitive research funds, or grow their careers. This article describes the role of scientific communication training as an innovative staff development program in a learning-intensive workplace – a national scientific research and development laboratory. The findings show that involvement in the workshop has increased overall participating staff annual publications by an average of 61 percent compared to their pre-workshop publishing performance as well as confidence level in their ability to write and publish peer-reviewed literature. Secondary benefits include improved information literacy skills and the development of informal communities of practice. This work provides insight into adult education in the workplace.
Full Text Available Objective – Gothenburg University Library has implemented a process with the goal to combine quality assurance and strategic planning activities. The process has bottom-up and top-down features designed to generate strong staff-involvement and long-term strategic stability. Methods – In 2008 the library started implementing a system in which each library team should state a number of improvement activities for the upcoming year. In order to focus the efforts, the system has gradually been improved by closely coupling a number of assessment activities, such as surveys and statistics, and connecting the activities to the long-term strategic plan of the library. Results – The activities of the library are now more systematically guided by both library staff and users. The system has resulted in increased understanding within different staff groups of changing external and internal demands, as well as the need for continuous change to library activities. Conclusion – Library assessment and external intelligence are important for tracking and improving library activities. Quality assurance and strategic planning are intricate parts in sustainable development of better and more effective services. The process becomes more effective when staff-driven and built upon systematic knowledge of present activities and users.
Bowman, Deborah; Hughes, Patricia
Problem-based learning (PBL) is a method of teaching and learning that is used increasingly in medical and health care curricula worldwide. The literature on PBL is considerable and continues to develop. One important aspect of PBL is that students and tutors spend a lot of time together and this fosters an informal atmosphere that may encourage intimacy. The existing literature on PBL has not considered the emotional and psychological aspects of PBL nor the concomitant need for staff support and development. We present a discussion paper considering the ways in which educationalists using or considering using PBL could be informed by the psychological and psychotherapeutic literature on groups and group dynamics, in particular the work of Wilfred Bion. We discuss how PBL tutorials may arouse emotional responses that could result in unconsidered behaviours that impede student learning. We argue that faculty and PBL tutors need to agree and remain alert to the primary task of the group. Faculty should develop professional standards for tutors to use as reference points to ensure the group stays on course and achieves its intended outcomes. We conclude that greater attention should be paid by educationalists and faculty to identifying possible tutor emotional responses as part of initial PBL tutor training and ongoing staff development. We offer vignettes that have been successfully used in training and staff development at a UK medical school to demonstrate the practical application of our theoretical discussion.
similar Sport Psychology curricula. Keywords: adolescent girls; curriculum; Life Orientation; life skills; sport; sport academy; sport psychology. Introduction. The Academy for Girls' Leadership and ..... context by means of age-appropriate stories and metaphors according to the Sport. Psychology principle of visualisation (cf.
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…
Motivations to reform curriculum in post-conflict, or post-colonial states are often driven by the need to (re) construct a cohesive and publicly legitimated national identity that is starkly different to that which existed prior. This paper explores the context behind such action in the Timor-Leste (East Timor) and some challenges which policy…
Wessels, Quenton; Vorster, Willie; Jacobson, Christian
The anatomy curriculum at Namibia's first, and currently only, medical school is clinically oriented, outcome-based, and includes all of the components of modern anatomical sciences i.e., histology, embryology, neuroanatomy, gross, and clinical anatomy. The design of the facilities and the equipment incorporated into these facilities were directed…
Ciecierski, Lisa M.; Bintz, William P.
Dr. William Alexander, a noted curriculum authority and a central founder of the middle school movement, shared in a presentation in 1963 that teachers must have a goal of stimulating a "love for learning, an attitude of inquiry, a passion for truth and beauty, a questioning of mind." He asserted, "Learning the right answers is not…
Feb 2, 2011 ... CurriculumNet is using information and communication technologies (ICTs) to provide instructors with multi-media materials they can use to teach their ... With Internet skills, teachers can improve their instruction abilities, gain access to a vast array of reference materials, and collaborate with colleagues ...
Larkin, Patrick D.; Hartberg, Yasha
A laboratory curriculum has been designed for an undergraduate biochemistry course that focuses on the investigation of the green fluorescent protein (GFP). The sequence of procedures extends from analysis of the DNA sequence through PCR amplification, recombinant plasmid DNA synthesis, bacterial transformation, expression, isolation, and…
What was gained during this process, as well as the associated challenges encountered, suggest possible areas for research as well as changes and adjustments which could be made in similar Sport Psychology curricula. Keywords: adolescent girls; curriculum; Life Orientation; life skills; sport; sport academy; sport ...
Krehbiel, Michelle; Fenton, Melissa S.; Fairchild, Patricia J.
Curricula designed for youth are often lacking a young person's influence and perspective. In order to provide engaging, "fresh" materials for youth, 4-H professionals can recruit youth as curriculum writers. Youth are given an opportunity to form positive partnerships with adults, produce engaging and creative materials for their peers,…
Bourque, Janet; And Others
This curriculum is designed to serve as a guide for use by teachers conducting a course in crafts sewing as a business. Covered in the individual units of the course are the following topics: business skills (law, finance, insurance, and computer use); psychology and ethics (the effect of business on home and family, and ethical and effective…
Li, Fei; Du, Jing; Li, Bin
The paper selects over 20 online courses and analyses the subjects, organization, the way to show the content of the courses, the use of media, and design of the teaching in the case study of Chinese popular MOOC platform. On this basis, the paper summarizes the principles of curriculum design and design models in MOOC environment, such as…
This paper stresses that adopting a particular value position influences one's approach to value education. It argues against the major traditional models of curriculum research, and makes suggestions with respect to value education in the schools. Paper presented at American Psychological Association, Chicago, 1975. (Author/BP)
16 3.5 Curriculum Construction by non-Expert Humans . . . . . . . . . . . . . . . . . . 16 3.5.1 Language Learning with...Figures 1 Different subgames in Quick Chess . . . . . . . . . . . . . . . . . . . . . . . . . . 2 2 An example five-room layout with one virtual dog, one...APPROVED FOR PUBLIC RELEASE; DISTRIBUTION UNLIMITED 1 Figure 1: Different subgames in Quick Chess explore how non-expert humans go about assembling
Sirimanna, Pramudith; Gladman, Marc A
Proficiency-based virtual reality (VR) training curricula improve intraoperative performance, but have not been developed for laparoscopic appendicectomy (LA). This study aimed to develop an evidence-based training curriculum for LA. A total of 10 experienced (>50 LAs), eight intermediate (10-30 LAs) and 20 inexperienced (training and assessment tool. Consequently, the first evidence-based internationally applicable training curriculum for LA was constructed, which facilitates skill acquisition to proficiency. © 2017 Royal Australasian College of Surgeons.
An online information literacy curriculum was developed as an intervention to engage students in independent study and self-assessment of their learning needs and learning outcomes, develop proficiency in information skills, and foster lifelong learning. This column demonstrates how instructional design principles were applied to create the learning experiences integrated into various courses of the medical curriculum to promote active learning of information skills and maximize self-directed learning outcomes for lifelong learning.
Weaver, Robert Glenn; Beets, Michael W; Saunders, Ruth P; Beighle, Aaron; Webster, Collin
Evaluate a comprehensive intervention designed to support staff and program leaders in the implementation of the YMCA of USA healthy eating and physical activity (HEPA) standards for their afterschool programs (3-6 pm). Pre- (fall 2011) and postassessment (spring 2012) no-control group. Four large-scale YMCA afterschool programs serving approximately 500 children. Professional development training founded on the 5Ms (ie, Mission, Model, Manage, Monitor, and Maximize) and LET US Play principles (ie, Lines, Elimination, Team size, Uninvolved staff/kids, and Space, equipment, and rules), on-site booster training sessions, workshops, and ongoing technical support for staff and program leaders from January to May 2012. System for Observing Staff Promotion of Activity and Nutrition. Multilevel mixed-effects linear (ie, staff behaviors expressed as a percentage of the number of scans observed) and logistic regression. A total of 5328 System for Observing Staff Promotion of Activity and Nutrition scans were completed over the 2 measurement periods. Of the 20 staff behaviors identified in HEPA standards and measured in this study, 17 increased or decreased in the appropriate direction. For example, the proportion staff engaged in physical activity with children increased from 26.6% to 37% and the proportion of staff eating unhealthy foods decreased from 42.1% to 4.5%. Comprehensive professional development training, founded on the 5Ms and LET US Play principles, and ongoing technical assistance can have a sizable impact on key staff behaviors identified by HEPA standards for afterschool programs.
Atchison, Kathryn; Mascarenhas, Ana Karina; Bhoopathi, Vinodh
The curriculum for graduating dental and dental hygiene students must prepare them to contribute to the improvement or maintenance of health for individual patient's and the public's health. The objective is to describe the background for and the process used to develop a core Dental Public Health Curriculum for such students. The process used was to solicit and review existing dental public health curriculum in dental and dental hygiene schools; review curriculum for other health professionals; identify the themes needed to frame the curriculum; select usable materials and identify gaps in existing curricular materials; and develop appropriate curriculum materials that would embody the competencies developed for undergraduate dental and dental hygiene education. Twenty-three topics were identified as embodying the eight competencies. Based on these topics, six courses, Principles of Dental Public Health, Evidence-Based Dentistry, Ethics and Dental Public Health, Dental Public Health Policy and Advocacy, Oral Health Promotion and Disease Prevention, and Oral Health Literacy and Dental Public Health, were prepared. Each course includes syllabus, PowerPoint presentations, student assignments and activities, instructor guide, and classroom discussion points. Depending on the hours available in the existing curriculum at the dental or hygiene school, lecture presentations and take home assignments/discussions may be used independently or in combination with presentations from other courses. In addition, individual discussions and activities may be used to integrate dental public health materials into other courses. A flexible curriculum is available at the AAPHD website to enable the incorporation of DPH topics into the curriculum. © 2015 American Association of Public Health Dentistry.
This article develops a critical analysis of the international transfer of strategies for curriculum change with reference to an historical review of the Papua New Guinean experience. The research documents how international trends have — for better or worse —played a part in shaping the school curriculum and its organisational and administrative structures in this developing country. While much of lasting benefit has been achieved, it is argued that differing contextual factors are often given insufficient attention when educational ideas cross national boundaries. Relationships between the nature and control of the school curriculum and the nature and distribution of power and influence within, and across, societies are also identified as central to an understanding of the debate. In the light of this analysis, the implications of the economic pre-occupations of the 1990s and renewed international interest in modes of centralized curriculum control, are examined for Papua New Guinea and for developing countries in general.
Miller, Ruth A.; Luse, Donna W.
Although research indicates communication is important among information systems (IS) staff, users, and managers to ensure successful development projects, the ineffective communication skills of IS staff are often cited as a possible cause of failed IS projects. To develop effective systems, communication between IS users and systems developers…
Full Text Available Abstract:. This study is based on various issues of Curriculum 2013, both in terms of teacher readiness to accept the Curriculum 2013, an understanding of the idea of Curriculum 2013, as well as in the implementation of teaching and learning. In the curriculum development theory, curriculum ideas are an important component that the curriculum development team needs to understand, so that the development of curriculum documents composed reflects continuity with curriculum ideas. The purpose of this study is to describe and explore the understanding of principals and teachers about the idea of Curriculum 2013 and its consistency on developing Education Unit Level Curriculum (KTSP at elementary school in Sukalarang sub-district, Sukabumi regency. The research method applied is qualitative research with descriptive exploratory approach. The conclusions of the study are: (1 the understanding of principals and teachers about the idea of the Curriculum 2013 at the know stage, the understanding that curriculum ideas have consistency in the development of the Education Unit Level Curriculum (KTSP document is not yet owned; (2 the development of KTSP document shows no consistency between the idea of Curriculum 2013 with the documents of Book I KTSP, Book II KTSP, and Book III KTSP; (3 the problems faced by school principals and teachers in relation to the Curriculum 2013 is assessment of learning, both with regard to the techniques and types of assessment and techniques of administering the results of the assessment.Recommendations are proposed to policy makers that training strategies need to be changed from "theory oriented" to "practice oriented" and need to be varied in implementation at the Kecamatan or Cluster levels and enhanced effectiveness of curriculum counseling 2013. For principals and teachers expected to disseminate the 2013 Curriculum should be supported by presenting expert resources during the workshop, Principal Working Group (K3S and
Martino Maze, Claire D
This article discusses how staff development educators can conduct an innovative class for nurses caring for patients with gastrointestinal cancer. The nurse's role in caring for these patients includes knowledge of the pathophysiology, risk factors, detection methods, signs and symptoms, treatments, conventional and integrative holistic nursing interventions, and community resources. However, consideration should be given to the total learning experience rather than technical skills alone.
Morténius, Helena; Marklund, Bertil; Palm, Lars; Fridlund, Bengt; Baigi, Amir
The obvious gap between evidence and practice in health care is unfavourable for patient care and requires the promotion of a scientific attitude among health care professionals. The aim of the present study was to determine the utilization of knowledge of and interest in research and development among primary care staff by means of a strategic communication process. A cohort consisting of primary care staff (n = 1276) was designed and strategic communication was utilized as a platform over a 7-year period. Quantitative and qualitative methods were taken in account. We found that 97% of the staff had gained knowledge of research and development, 60% of whom remained interested in the subject. The oral communication channel was the most powerful for creating research interest. Organizational culture was a barrier to interest in science. The study demonstrates a significant increase in knowledge and interest among primary care staff as a result of a strategic communication process. Strategic communication should lead to a more evenly distributed research commitment among all health care professionals, thus facilitating communication between them and patients in order to clarify, for example, the causes of disease. © 2011 Blackwell Publishing Ltd.
Ramia, Elsy; Salameh, Pascale; Btaiche, Imad F; Saad, Aline Hanna
Health sciences programs are increasingly expanding their curricula to bridge foundational scientific knowledge with needed skills to practice and patient care. The primary objectives of this study are to 1) assess whether the personal and professional development (PPD) subdomains (self-assessment, leadership, innovation and entrepreneurship, and professionalism) are integrated in a pharmacy curriculum; and 2) identify any gaps related to the subdomains' learning objectives. Four different mapping activities were completed to create a comprehensive mapping plan regarding the integration of the PPD subdomains in the curriculum. The first mapping activity entailed matching the school's program educational outcomes (PEOs) to these subdomains (Step 1). Mapping of the enacted curriculum by faculty (Step 2) and learned curriculum by students (Step 3) were also completed in order to evaluate the integration of these subdomains in the curriculum. Finally, Step 4 involved mapping of the assessed curriculum by analyzing the progress of students on PPD-related competencies using standardized scoring rubrics and the correlation between students' and facultys' assessments with regard to matching competencies. The Cochrane's Q test and the Cohen's kappa coefficient were used in the statistical analysis of parametric data. The subdomains were found to be woven across curricular, co-curricular, and extra-curricular activities based on the four different mapping activities. Faculty and students agreed that the PPD competencies are integrated in the curriculum; provided example courses, experiences and activities; and identified areas of further improvements. The completed mapping activities drove the development of action plans for remediation of identified gaps in the curriculum. Mapping activities showed the sequential integration of the PPD skills at different depths and breadths in the curriculum. This study provides an example to health sciences schools on the incorporation of
Amidon, Jeanette; And Others
The purpose of the Central Atlantic Regional Educational Laboratory (CAREL) literature program was to encourage pupils' imaginative and expressive power and to improve their ability to use language effectively. The curriculum was designed for 3- to 8-year-olds who represented a wide socioeconomic background. Specialists trained teachers to relate…
Olson, A L; Woodhead, J; Berkow, R; Kaufman, N M; Marshall, S G
To describe a new national general pediatrics clerkship curriculum, the development process that built national support for its use, and current progress in implementing the curriculum in pediatric clerkships at US allopathic medical schools. CURRICULUM DEVELOPMENT: A curriculum project team of pediatric clerkship directors and an advisory committee representing professional organizations invested in pediatric student education developed the format and content in collaboration with pediatric educators from the Council on Medical Student Education in Pediatrics (COMSEP) and the Ambulatory Pediatric Association (APA). An iterative process or review by clerkship directors, pediatric departmental chairs, and students finalized the content and built support for the final product. The national dissemination process resulted in consensus among pediatric educators that this curriculum should be used as the national curricular guideline for clerkships. MONITORING IMPLEMENTATION: Surveys were mailed to all pediatric clerkship directors before dissemination (November 1994), and in the first and third academic years after national dissemination (March 1996 and September 1997). The 3 surveys assessed schools' implementation of specific components of the curriculum. The final survey also assessed ways the curriculum was used and barriers to implementation. The final curriculum provided objectives and competencies for attitudes, skills, and 18 knowledge areas of general pediatrics. A total of 216 short clinical cases were also provided as an alternative learning method. An accompanying resource manual provided suggested strategies for implementation, teaching, and evaluation. A total of 103 schools responded to survey 1; 84 schools to survey 2; and 85 schools responded to survey 3 from the 125 medical schools surveyed. Before dissemination, 16% of schools were already using the clinical cases. In the 1995-1996 academic year, 70% of schools were using some or all of the curricular
Kaltenbrunner, Monica; Bengtsson, Lars; Mathiassen, Svend Erik; Engström, Maria
During the past decade, the concept of Lean has spread rapidly within the healthcare sector, but there is a lack of instruments that can measure staff's perceptions of Lean adoption. Thus, the aim of the present study was to develop a questionnaire measuring Lean in healthcare, based on Liker's description of Lean, by adapting an existing instrument developed for the service sector. A mixed-method design was used. Initially, items from the service sector instrument were categorized according to Liker's 14 principles describing Lean within four domains: philosophy, processes, people and partners and problem-solving. Items were lacking for three of Liker's principles and were therefore developed de novo. Think-aloud interviews were conducted with 12 healthcare staff from different professions to contextualize and examine the face validity of the questionnaire prototype. Thereafter, the adjusted questionnaire's psychometric properties were assessed on the basis of a cross-sectional survey among 386 staff working in primary care. The think-aloud interviews led to adjustments in the questionnaire to better suit a healthcare context, and the number of items was reduced. Confirmatory factor analysis of the adjusted questionnaire showed a generally acceptable correspondence with Liker's description of Lean. Internal consistency, measured using Cronbach's alpha, for the factors in Liker's description of Lean was 0.60 for the factor people and partners, and over 0.70 for the three other factors. Test-retest reliability measured by the intra-class correlation coefficient ranged from 0.77 to 0.88 for the four factors. We designed a questionnaire capturing staff's perceptions of Lean adoption in healthcare on the basis of Liker's description. This Lean in Healthcare Questionnaire (LiHcQ) showed generally acceptable psychometric properties, which supports its usability for measuring Lean adoption in healthcare. We suggest that further research focus on verifying the usability of
Full Text Available The purpose of this study was to provide training curriculum model in improving community-based geological hazard mitigation competency. The goal was achieved through research and development method, is divided into three main stages. First, applied need analysis as the introduction. Second, developed the curriculum model. Third, tested the curriculum model in order to explore the curriculum effectiveness in improving the competency for mitigation measurement related to geological hazard. This study showed that the training curriculum model, which is developed based on the result of need analysis, is effective to improve the participant’s competency. The result of pre-post test shows that the improvement of the participant’s cognitive aspect. The significant improvement is identified in the training competency showing the effectiveness of Test II in improving the participant’s practical competency to carry out the training. Some factors that support the training curriculum model development related to community-based Landslides management are: (a the public servant’s competency for geological hazard mitigation; (b the motivation of the community who becomes the volunteer; and (c support from the decision maker. On the other hand, the inhibitors are the lack of competency for training related to geological field, the lack of educational background and knowledge of geology and landslides, and the lack of time.
Zink, Therese; Solberg, Erik
With the popularity of global health among medical students and residents, family medicine (FM) residencies are developing pathways in global health. Curriculum based on Accreditation Council for Graduate Medical Education (ACGME) competencies adds rigor to the efforts. We describe the adaptation of a comprehensive pediatric global health curriculum based on ACGME competencies for family medicine. The curriculum maps out goals, objectives, curricular elements, and evaluation modalities for each of the six competencies (medical knowledge, patient care, practice-based learning, professionalism, communication, and systems-based practice). A literature review, followed by an iterative process, guided the expansion of the pediatric curriculum and the prioritization of domains for FM. Input was sought from FM global health faculty at our 8 residencies, affiliated community faculty, and international health experts from across the United States who attended our workshop at a national FM global health meeting. The final product includes comprehensive competency-based curriculum, open-source resources, and evaluation modalities. The goals and objectives pertinent to all FM residents, and those specific to global health pathway residents and fellows, are outlined. The limiting and enabling factors of the curriculum implementation are presented. This global family medicine curriculum has added structure and rigor to our international electives in the department at the University of Minnesota. The competency-based curriculum is in the early stages of implementation and evaluation. It has already strengthened components of the residency learning experience for all residents. A robust evaluation is needed and requires monitoring pathway graduates and their career choices into the future. The curriculum is available for adoption by other FM residencies.
Walsh, Elizabeth; Freshwater, Dawn
In 2010, the prison population in England and Wales could reach a high of 91,500, according to a recent population projection. HM Prison Service (U.K.) reports that in 2004 to 2005, there were 33,144 prison officers employed to care for the prisoners in the prison system. This article focuses on the mental health of this prisoner population and the training needs of staff caring for them. It reports the experience of a national project, funded by the Department of Health, in which the project team developed and piloted mental health awareness training for prison officers on the residential units and for staff who work with prisoners and lack a mental health background. Key findings from the posttraining evaluation are highlighted. Participant feedback demonstrates the value placed on this type of training by those working in the prison setting.
Willis, Diane S; Thurston, Mhairi
Increased longevity will mean an increase in people presenting with cognitive and physical disabilities, such as sight loss or dementia. The Patient Rights (Scotland) Act 2011 states that health care should be patient-focussed, taking into account patient needs. This will necessitate nursing curricula to reflect the needs of people who have disabilities and equip the future workforce with knowledge and skills to provide appropriate care. This study explores student nurses' strengths and weakness when working with people with disabilities and identifies opportunities and threats to developing their knowledge and skills to meet the needs of this population. As part of a study day, students from the year one Nursing programme were asked to take part in a SWOT analysis and post comments under the categories: strengths, weakness, opportunity and threats on a central wall about working with people with disabilities. Students acknowledged some of the challenges of being disabled especially in a health setting but also believed they were developing their skills to provide holistic care that ensured autonomy. Communication was viewed as both a strength and weakness and was identified as an essential skill to working effectively with people who had a disability. Students acknowledged that clinical staff were not always experts in working with people who were disabled and welcomed the opportunity to work with experts and clients as well as being directed to resources to increase their knowledge. Integration of disability into the nursing curriculum is needed to ensure students have awareness of and the confidence to work effectively with people who have a range of cognitive and physical disabilities alongside other medical problems. Copyright © 2014 Elsevier Ltd. All rights reserved.
This paper describes a career development program for staff involved in providing training for small- and medium-sized enterprises (SMEs) in Thailand. Most of these staff were professional vocational teachers in schools. The program uses information communication technology (ICT), and its main objective is to teach Moodle software as a tool for…
Kassim, Abd. Latif; Raman, Arumugam; Don, Yahya; Daud, Yaakob; Omar, Mohd Sofian
This study was aimed to identify the association of teachers' attitude towards the implementation of Staff Development Training with Knowledge Sharing Practices among the lecturers of the Teacher Training Institution (TTI). In addition, this study was also to examine the differences in attitudes towards the implementation of Staff Development…
The roles of distance education teaching staff are changing, necessitating role clarity and the development of appropriate competency frameworks. This article investigates the perceptions of the teaching and research staff at the University of South Africa, regarding the current and future roles of distance educators, their own competencies in…
Wynn, Greg; Lykoudis, Panagis; Berlingieri, Pasquale
Contemporary surgical training can be compromised by fewer practical opportunities. Simulation can fill this gap to optimize skills' development and progress monitoring. A structured virtual reality (VR) laparoscopic sigmoid colectomy curriculum is constructed and its validity and outcomes assessed. Parameters and thresholds were defined by analysing the performance of six expert surgeons completing the relevant module on the LAP Mentor simulator. Fourteen surgical trainees followed the curriculum, performance being recorded and analysed. Evidence of validity was assessed. Time to complete procedure, number of movements of right and left instrument, and total path length of right and left instrument movements demonstrated evidence of validity and clear learning curves, with a median of 14 attempts needed to complete the curriculum. A structured curriculum is proposed for training in laparoscopic sigmoid colectomy in a VR environment based on objective metrics in addition to expert consensus. Validity has been demonstrated for some key metrics. Copyright © 2017 Elsevier Inc. All rights reserved.
Kim, Hesook Suzie
A curriculum development model is presented to examine the processes necessary to develop new programs or evaluate existing programs within the philosophy of outcomes-based education in nursing, especially in the context of accreditation. The philosophy of outcomes-based education is to produce individuals who can demonstrate the evidence of competencies in designated areas of education. For nursing education, this means competencies in performing the role of professional nursing as defined by the profession and social needs at the beginning level upon completing a nursing program. A curriculum development model has been developed analytically based on the literature and experiences. A 10-step process framework incorporating the tenets of outcomes-based nursing education is illustrated. This curriculum development framework can be applied in developing new educational programs in nursing or to evaluate and revise existing programs in anticipation of the accreditation process that is moving with a full force in such countries as Korea.
Armstrong, M L; Clark, D W; Stuppy, D J
Part of professional development is influencing RNs to return for an undergraduate degree, a challenge for the staff development educator. Expanding on earlier research using Boshier's Educational Participation Scale to reveal motivational orientations, the authors queried 5 groups of RNs who were enrolled in BSN education between 1990 and 1992 (N = 235) and living in rural and urban areas of Texas. There were no significant differences of overall motivational orientations, yet RN students living in rural areas scored higher in professional knowledge (P = 0.03) whereas urban-based RN students scored higher in compliance with authority (P = 0.02). Specific marketing and educational strategies are discussed.
Lee, Y.S.; Yoon, S.K.; Lee, C.Y.
In this paper, the development of curriculum was studied for Department of Nuclear Technology. In order to make the students suitable for the job as engineering technicians with both theory and practical technique, the basic education in the field related to nuclear energy was emphasized in designing the curriculum. In addition taking the special situation of our department into consideration, we made it a principle to provide them with practical experiences with on-the-job training for 16 weeks. A model curriculum with syllabuses for major subjects, contents of experiments with lists of equipments, and program of on-the-job-training were suggested. (author)
Olopade, Funmilayo Eniola; Adaramoye, Oluwatosin Adekunle; Raji, Yinusa; Fasola, Abiodun Olubayo; Olapade-Olaopa, Emiola Oluwabunmi
The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the “old” curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula successfully. The modifications to the teaching and assessment of the core basic medical science subjects have resulted in improved learning and performance at the final examinations. PMID:27486351
Olopade, Funmilayo Eniola; Adaramoye, Oluwatosin Adekunle; Raji, Yinusa; Fasola, Abiodun Olubayo; Olapade-Olaopa, Emiola Oluwabunmi
The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the "old" curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula successfully. The modifications to the teaching and assessment of the core basic medical science subjects have resulted in improved learning and performance at the final examinations.
Evans, Nicholas R; Warne, Ben; Wood, Diana F
Medical education within a hospital setting presents both opportunities and challenges. The range of educational experiences on offer is often vast, though may be lost in the overworked and convoluted environment of a tertiary centre. As our learners are increasingly consumed by the literal and figurative labyrinths of hospitals and electronic learning logs, are we failing to train them in the skills they need to deliver 21st century health care? In response to this problem we propose a FARCICAL approach: Fostering A Relevant Curriculum that Is Closer to Actual Life. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.
Broadbridge, Christine C. [Southern Connecticut State University
DOE grant used for partial fulfillment of necessary laboratory equipment for course enrichment and new graduate programs in nanotechnology at the four institutions of the Connecticut State University System (CSUS). Equipment in this initial phase included variable pressure scanning electron microscope with energy dispersive x-ray spectroscopy elemental analysis capability [at Southern Connecticut State University]; power x-ray diffractometer [at Central Connecticut State University]; a spectrophotometer and spectrofluorimeter [at Eastern Connecticut State University; and a Raman Spectrometer [at Western Connecticut State University]. DOE's funding was allocated for purchase and installation of this scientific equipment and instrumentation. Subsequently, DOE funding was allocated to fund the curriculum, faculty development and travel necessary to continue development and implementation of the System's Graduate Certificate in Nanotechnology (GCNT) program and the ConnSCU Nanotechnology Center (ConnSCU-NC) at Southern Connecticut State University. All of the established outcomes have been successfully achieved. The courses and structure of the GCNT program have been determined and the program will be completely implemented in the fall of 2013. The instrumentation has been purchased, installed and has been utilized at each campus for the implementation of the nanotechnology courses, CSUS GCNT and the ConnSCU-NC. Additional outcomes for this grant include curriculum development for non-majors as well as faculty and student research.
McKee, Rohini; Sussman, Andrew L; Nelson, M Timothy; Russell, John C
The objective is to use qualitative and quantitative analysis to develop a patient safety curriculum for surgical residents. A prospective study of surgical residents using both quantitative and qualitative methods to craft a patient safety curriculum. Both a survey and focus groups were held before and 4 months after delivery of the patient safety curriculum. The University of New Mexico Hospital, a tertiary academic medical center. General surgery residents, postgraduate years 1 to 5 RESULTS: Qualitative and quantitative analysis revealed areas that required attention and thus helped to mold the curriculum. Qualitative analysis after delivery of the curriculum showed positive changes in attitudes and normative beliefs toward patient safety. Specifically, attitudes and approach to quality improvement and teamwork showed improvement. Survey analysis did not show any significant change in resident perception of the environment during the time frame of this study. Using qualitative analysis to uncover attitudinal barriers to a safe patient environment can help to enhance the relevance and content of a patient safety curriculum for general surgery residents. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.
The formative evaluation study describes the parallel development and implementation of two learning formats for a professional development curriculum focused on supporting partnerships with families. Face-to-face and e-learning delivery formats were developed based upon a theoretically informed framework and used state professional development…
Bodzin, Alec; Anastasio, David; Sahagian, Dork; Henry, Jill Burrows
A curriculum-linked professional development approach designed to support middle level science teachers' understandings about tectonics and geospatial pedagogical content knowledge was developed. This approach takes into account limited face-to-face professional development time and instead provides pedagogical support within the design of a…
Lorna M. Campbell
Full Text Available The Scottish electronic Staff Development Library (http://www.sesdl.scotcit.acuk is an ongoing collaborative project involving the Universities of Edinburgh, Paisley and Strathclyde which has been funded by SHEFC as part of their current ScotCIT Programme (http:llwww.scotcit.ac.uk. This project is being developed in response to the increasing demand for flexible, high-quality staff development materials.
Ellis A. Adams
Full Text Available Almost a billion people globally lack access to potable water. In the early 1990’s, attempts to improve potable water access in the global south included a massive push for water services privatization, often involving the transfer of public water services to private companies. Critics of water privatization claim it rarely improves access to water, and in most cases, unfairly affect poor people. Proponents on the other hand argue that it is necessary for efficient management and capital investment in the water sector. Although development NGOs play an important role in developing country water provision, hardly any studies have sought to understand their perceptions about the potential role of water privatization towards improving access to potable water in developing countries. We interviewed the key staff among 28 international and national NGO staff about water privatization, its opportunities and constraints. Their perceptions were mixed. While most criticized water privatization as increasing water costs to the poor, some noted that privatization is necessary for improving water access through increased capital investment. We present the findings and discuss larger implications for water policies and reforms in developing countries.
Ludwig, Sabine; Oertelt-Prigione, Sabine; Kurmeyer, Christine; Gross, Manfred; Grüters-Kieslich, Annette; Regitz-Zagrosek, Vera; Peters, Harm
A new modular, outcome-based, interdisciplinary curriculum was introduced for undergraduate medical education at one of the largest European medical faculties. A key stated institutional goal was to systematically integrate sex and gender medicine and gender perspectives into the curriculum in order to foster adequate gender-related knowledge and skills for future doctors concerning the etiology, pathogenesis, clinical presentation, diagnosis, treatment, and research of diseases. A change agent was integrated directly into the curriculum development team to facilitate interactions with all key players of the curricular development process. The gender change agent established a supporting organizational framework of all stakeholders, and developed a 10-step approach including identification, selection, placing relevant sex and gender medicine-related issues in the curricular planning sessions, counseling of faculty members, and monitoring of the integration achieved. With this approach, quantitatively sex and gender medicine-related content was widely integrated throughout all teaching and learning formats and from early basic science to later clinical modules (94 lectures, 33 seminars, and 16 practical courses). Gender perspectives involve 5% of the learning objectives and represent an integral part of the assessment program. Qualitatively, the relevance of gender (sociocultural) differences was combined with sex (biological) differences in disease manifestation throughout the curriculum. The appointment of a change agent facilitates the development of systematic approaches that can be a key and serve as practice models to successfully integrate new overarching curricular perspectives and dimensions--in this case sex and gender medicine--into a new medical curriculum.
Buus, N.; Lynch, L.; Gonge, H.
This paper reports from a study of an intervention aimed at strengthening mental health nursing staff supervision. We developed and tested a short-term group-based meta-supervision intervention as a supplement to usual supervision. The intervention drew on action learning principles to activate...... at creating structural change, whereas barriers inside' the supervision setting inspired projects aimed at creating individual change. The meta-supervision intervention was effective in increasing participation in supervision, but it shared the same problems of resistance and reluctance as often observed...
Cleary, Michelle; Horsfall, Jan
In clinical settings, nursing staff often find themselves responsible for students who have varying time management skills. Nurses need to respond sensitively and appropriately, and to teach nursing students how to prioritize and better allocate time. This is important not only for developing students' clinical skills but also for shaping their perceptions about the quality of the placement and their willingness to consider it as a potential work specialty. In this column, some simple, practical strategies that nurses can use to assist students with improving their time management skills are identified. Copyright 2011, SLACK Incorporated.
Full Text Available Abstract Aims: Work proper lighting means a safe, healthy and comfort conditions for work under a lighting system that includes qualitative and quantitative features. This study aimed to evaluate the surface local lighting of works and eye fatigue among research and development staffs of an automotive industry. Instrument & Methods: In this descriptive study in Research and Development Department of an automotive industry in 2015, 126 official staffs were selected randomly. A demographic questionnaire and the Visual Fatigue Questionnaire (Persian Version were used for data gathering. Hagner EC1 Luxmeter was used to measure the local lighting. Data were analyzed by SPSS 20 software, through descriptive statistics. Findings: The lighting in 382 stations (75.8% was improper and less than standard. The minimum and maximum intensity of light was between 22.4lux in station 2 (inventory department and 581lux in station 4 (systems and methods department. The overall intensity in more than 50% units, except the Systems and Methods Department, were less than the standard (300lux. 40.4% of the participants had severe eye fatigue, 28.6% had moderate visual fatigue, 28.6% had low visual fatigue and only 2.4% had no visual fatigue. The average of visual fatigue was 3.50±1.97. Conclusion: The workplace lighting and the eye fatigue of computer users in the Research and Development Department of the studied automotive industry are not in an acceptable condition.
Full Text Available The article highlights the evolutionary trends of citizenship education in Nigeria. The 1914 British amalgamation of erstwhile Northern and Southern Protectorates gave birth to Nigeria as a state. The disparage ethnic composition of the new state, especially after independence, necessitated finding a common ground to promote committed citizens, against primordial ethnic cleavages and indigenization. It is not therefore surprising that the role of education in fostering national citizenship and consciousness was emphasized. Initially, social studies was used as a curriculum framework, until lately when a new subject, civics, was created in primary and junior secondary schools. The author considers the historical, cultural and political context underlining these curricular changes and identifies the current and future challenges face by the implementation of Civics curricular in Nigerian schools.
Murphy, Michael J; Shahriari, Neda; Payette, Michael; Mnayer, Laila; Elaba, Zendee
Results of molecular studies are redefining the diagnosis and management of a wide range of skin disorders. Dermatology training programs maintain a relative gap in relevant teaching. To develop a curriculum in molecular diagnostics, genomics and personalized medicine for dermatology trainees at our institution. The aim is to provide trainees with a specialty-appropriate, working knowledge in clinical molecular dermatology. The Departments of Dermatology and Pathology and Laboratory Medicine collaborated on the design and implementation of educational objectives and teaching modalities for the new curriculum. A multidisciplinary curriculum was developed. It comprises: (i) assigned reading from the medical literature and reference textbook; (ii) review of teaching sets; (iii) two 1 hour lectures; (iv) trainee presentations; (v) 1-week rotation in a clinical molecular pathology and cytogenetics laboratory; and (vi) assessments and feedback. Residents who participated in the curriculum to date have found the experience to be of value. Our curriculum provides a framework for other dermatology residency programs to develop their own specific approach to molecular diagnostics education. Such training will provide a foundation for lifelong learning as molecular testing evolves and becomes integral to the practice of dermatology. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
It has been reported that healthcare providers often lack the skills set to provide care for people with disabilities, leading to inequalities in health and reduced access to health care. Newly graduating dentists are likely to see a significant number of patients with special healthcare needs in the course of their practicing lives. However, there is evidence of national and international variation in the availability of education and training at the undergraduate level in this important, emerging area. The quality and content of undergraduate education in Special Care Dentistry has been shown to correlate with students\\' confidence and their expressed willingness, towards providing care for patients with special healthcare needs in their future practice. The aim of this study was to use information from a three-round Delphi process, continued into a face-to-face meeting, to establish consensus on what constitutes the essential core knowledge, skills and attitudes required by a newly qualified dentist so that they are able to deliver patient care to diverse populations following graduation. A high level of agreement was established amongst an international panel of experts from 30 countries. The final core items identified by the panel showed a paradigm shift away from the traditional emphasis on medical diagnosis within a curriculum towards an approach based on the International Classification of Functioning (ICF) with patient-centred treatment planning for people with disabilities and special healthcare needs according to function or environment. Many of the core skills identified by the panel are transferable across a curriculum and should encourage a person-centred approach to treatment planning based on the function, needs and wishes of the patient rather than their specific diagnosis.
Dotters-Katz, Sarah K; Chuang, Alice; Weil, Amy; Howell, Jennifer O
Humanism is a central tenant of professionalism, a required competency for all residency programs. Yet, few residencies have formal curriculum for teaching this critical aspect of medicine. Instead, professionalism and humanism are often taught informally through role-modeling. With increased burnout, faculty professionalism may suffer and may compromise resident role-modeling. The objective of this study was to design a pilot curriculum to foster humanism in among residents and assess its ability to do so. Two-phase exploratory sequential mixed methods study. Phase 1: a qualitative analysis of residents' narratives regarding challenges to humanistic behavior, and identified themes of compassion, fatigue, communication challenges, and work-life balance. Themes used as needs assessment to build curriculum. Phase 2: three sessions with themes taken from faculty development course. Participants and controls completed baseline and 60-day follow-up questionnaires assessing burnout, compassion, satisfaction, and ability to practice psychological medicine. Phase one included Obstetrics/Gynecology and internal medicine residents. Phase two included residents from the above programs, who attended at least 2/3 interactive sessions designed to address the themes identified above. Twelve participants began and ten completed curriculum (83%). The curriculum met course objectives and was well-received (4.8/5). Burnout decreased (-3.1 vs. 2.5, P = 0.048). A trend toward improved compassion (4.4 vs.-0.6, P = 0.096) for participants compared to controls was noted. A pilot humanism curriculum for residents was well-received. Participants showed decreased burnout and trended to improved compassion scores. Development and evaluation of an expanded curriculum would further explore feasibility and effectiveness of the intervention.
Damle, Lauren F; Tefera, Eshetu; McAfee, Julie; Loyd, Mary K; Jackson, Allison M; Auguste, Tamika C; Gomez-Lobo, Veronica
Develop a Pediatric and Adolescent Gynecology (PAG) curriculum, appropriate pelvic model for teaching examination skills, and an objective structured clinical examination (OSCE) for evaluation. Compare OSCE performance between residents with clinical training in PAG vs those that completed the curriculum vs those without either experience. Prospective cohort study. Obstetrics and Gynecology (Ob/Gyn) residency program in an urban academic center. Senior Ob/Gyn residents. A simulation-based teaching curriculum was created to teach PAG skills. A pediatric mannequin with anatomic pre-pubertal genitalia was developed for teaching and assessment of skills. Performance on a PAG-based OSCE as assessed by 2 observers using a 40 point checklist. 17 residents participated in the OSCE; 5 completed the curriculum, 6 completed a clinical rotation, and 6 were controls. The teaching curriculum group had the highest median composite OSCE score (75.0%) compared to the clinical group (73.1%) and control group (55.3%). There was no statistical difference between the scores of the teaching and clinical groups, but the teaching group scored statistically higher than controls (P = .0331). Scores for each OSCE component were compared. The teaching and clinical groups outperformed controls on assessment and procedures. There was no difference in scores on history taking or physical examination. An interactive teaching curriculum incorporating simulation and a realistic pediatric pelvic model can be used to teach PAG clinical skills. Using an OSCE to evaluate skills shows that residents completing the curriculum perform as well as those with clinical experience and better than controls. Copyright © 2015 North American Society for Pediatric and Adolescent Gynecology. Published by Elsevier Inc. All rights reserved.
Full Text Available Abstract Background Delivering palliative care to elderly, dying patients is a present and future challenge. In Germany, this has been underlined by a 2009 legislation implementing palliative care as compulsory in the medical curriculum. While the number of elderly patients is increasing in many western countries multimorbidity, dementia and frailty complicate care. Teaching palliative care of the elderly to an interprofessional group of medical and nursing students can help to provide better care as acknowledged by the ministry of health and its expert panels. In this study we researched and created an interdisciplinary curriculum focussing on the palliative care needs of the elderly which will be presented in this paper. Methods In order to identify relevant learning goals and objectives for the curriculum, we proceeded in four subsequent stages. We searched international literature for existing undergraduate palliative care curricula focussing on the palliative care situation of elderly patients; we searched international literature for palliative care needs of the elderly. The searches were sensitive and limited in nature. Mesh terms were used where applicable. We then presented the results to a group of geriatrics and palliative care experts for critical appraisal. Finally, the findings were transformed into a curriculum, focussing on learning goals, using the literature found. Results The literature searches and expert feedback produced a primary body of results. The following deduction domains emerged: Geriatrics, Palliative Care, Communication & Patient Autonomy and Organisation & Social Networks. Based on these domains we developed our curriculum. Conclusions The curriculum was successfully implemented following the Kern approach for medical curricula. The process is documented in this paper. The information given may support curriculum developers in their search for learning goals and objectives.
Just, Johannes M; Schulz, Christian; Bongartz, Maren; Schnell, Martin W
Delivering palliative care to elderly, dying patients is a present and future challenge. In Germany, this has been underlined by a 2009 legislation implementing palliative care as compulsory in the medical curriculum. While the number of elderly patients is increasing in many western countries multimorbidity, dementia and frailty complicate care. Teaching palliative care of the elderly to an interprofessional group of medical and nursing students can help to provide better care as acknowledged by the ministry of health and its expert panels. In this study we researched and created an interdisciplinary curriculum focussing on the palliative care needs of the elderly which will be presented in this paper. In order to identify relevant learning goals and objectives for the curriculum, we proceeded in four subsequent stages. We searched international literature for existing undergraduate palliative care curricula focussing on the palliative care situation of elderly patients; we searched international literature for palliative care needs of the elderly. The searches were sensitive and limited in nature. Mesh terms were used where applicable. We then presented the results to a group of geriatrics and palliative care experts for critical appraisal. Finally, the findings were transformed into a curriculum, focussing on learning goals, using the literature found. The literature searches and expert feedback produced a primary body of results. The following deduction domains emerged: Geriatrics, Palliative Care, Communication & Patient Autonomy and Organisation & Social Networks. Based on these domains we developed our curriculum. The curriculum was successfully implemented following the Kern approach for medical curricula. The process is documented in this paper. The information given may support curriculum developers in their search for learning goals and objectives.
Background Delivering palliative care to elderly, dying patients is a present and future challenge. In Germany, this has been underlined by a 2009 legislation implementing palliative care as compulsory in the medical curriculum. While the number of elderly patients is increasing in many western countries multimorbidity, dementia and frailty complicate care. Teaching palliative care of the elderly to an interprofessional group of medical and nursing students can help to provide better care as acknowledged by the ministry of health and its expert panels. In this study we researched and created an interdisciplinary curriculum focussing on the palliative care needs of the elderly which will be presented in this paper. Methods In order to identify relevant learning goals and objectives for the curriculum, we proceeded in four subsequent stages. We searched international literature for existing undergraduate palliative care curricula focussing on the palliative care situation of elderly patients; we searched international literature for palliative care needs of the elderly. The searches were sensitive and limited in nature. Mesh terms were used where applicable. We then presented the results to a group of geriatrics and palliative care experts for critical appraisal. Finally, the findings were transformed into a curriculum, focussing on learning goals, using the literature found. Results The literature searches and expert feedback produced a primary body of results. The following deduction domains emerged: Geriatrics, Palliative Care, Communication & Patient Autonomy and Organisation & Social Networks. Based on these domains we developed our curriculum. Conclusions The curriculum was successfully implemented following the Kern approach for medical curricula. The process is documented in this paper. The information given may support curriculum developers in their search for learning goals and objectives. PMID:20854665
US Agency for International Development — E3 Staff database is maintained by E3 PDMS (Professional Development & Management Services) office. The database is Mysql. It is manually updated by E3 staff as...
Sharma, Shobha; Escalona, Margaret Boyter
This curriculum guide was developed as part of the Worker Education Program for workers in the garment industry. The program was jointly developed by the workers, their employer, their union, and Northeastern Illinois University. It contains the materials required to teach a course to help Spanish-speaking individuals pass the General Educational…
In 2008-2009, a team of educators from George Fox University, in collaboration with a committee of teachers and administrators from selected Quaker secondary schools in western Kenya, developed the first draft of a peace and conflict resolution curriculum for Kenyan form one (ninth grade) students. This case study offers a model for developing a…
Krishnan, M.; Das, S.; Yost, S. A.
This paper describes the second and third phases of a comprehensive mechatronics curriculum development effort. They encompass the development of two advanced mechatronics courses ("Simulation and Modeling of Mechatronic Systems" and "Sensors and Actuators for Mechatronic Systems"), the formulation of a Mechatronics concentration, and offshoot…
Lim, Cheolil; Lee, Jihyun; Lee, Sunhee
Existing approaches to developing creativity rely on the sporadic teaching of creative thinking techniques or the engagement of learners in a creativity-promoting environment. Such methods cannot develop students' creativity as fully as a multilateral approach that integrates creativity throughout a curriculum. The purpose of this study was to…
This paper argues that the implications of the concept of situated learning are important when developing a curriculum for initial teacher education (ITE). It describes and analyses the use of a model of ITE designed to stimulate discussions promoting the development of professional craft knowledge situated mainly in schools and to connect these…
This study developed an integrated-STEM CO[subscript 2] dragster design course using 3D printing technology. After developing a pre-engineering curriculum, we conducted a teaching experiment to assess students' differences in creativity, race forecast accuracy, and learning performance. We compared student performance in both 3D printing and…
Martz, Ben; Hughes, Jim; Braun, Frank
This paper looks at and assesses the development and implementation of a problem solving and creativity class for the purpose of providing a basis for a Business Informatics curriculum. The development was fueled by the desire to create a broad based class that 1. Familiarized students to the underlying concepts of problem solving; 2. Introduced…
Purpose: This paper aims to examine the variety of approaches to curriculum development for enterprise education developed for schools, further, and higher education under an Entrepreneurship Action Plan in Wales and to consider the sustainability issues for delivery in these sectors. Design/methodology/approach: This investigation adopted a case…
Kukkurainen, Marja Leena; Suominen, Tarja; Härkönen, Eeva; Kuokkanen, Liisa
This study describes the "Professional Career in Arthritis Care (PCA) 2003-2005" training and development project conducted at one hospital in Finland. The project consisted of 5,194 training days for 93 participants and 13 practical development tasks. The research task is to describe (1) the level of need for additional training once the project had ended, (2) the significance of the development task from the perspective of professional development, and (3) how the development task has been introduced into the work community. The material was gathered by questionnaire. The training needs remained quite stable in spite of lengthy training when measured by the themes of the curriculum covered during the PCA. When asked about their need for further training in general in order to manage their current job, a total of 66% of participants still expressed a need for training at the end of the PCA. The development task was viewed mostly positively. The PCA project has given some support to professional development and organizational change, general empowerment, motivation, and satisfaction.
Ike Nesdia Rahmawati
Full Text Available Introduction: Intention to stay of nurses is important to reduce turnover rate and to improve the stability of hospital. Quality of nursing work life (QNWL has been found to influence intention to stay. However, reliable information of this effect is limited. The purpose of this study was to develop the model of intention to stay for temporary nursing staff in RS UNAIR. Method: Anexplanative cross-sectional survey design was used in this study. Data were collected by using questionnaire among 32 nurses working at different units in this hospital through simple random sampling and analyzed by partial least square (PLS. Result: QNWL affected job satisfaction but did not affect commitment. Commitment was significantly affected by job satisfaction. There was effect of job satisfaction on intention to stay. Commitment also significantly affected intention to stay Discussion: QNWL is a predictor of intention to stay trough job satisfaction and commitment. It is recommended that more focused interventions on QNWL, job satisfaction, and commitment developments may improve intention to stay. Recruitment of non-nursing staff to carry out billing and administrative tasks is urgently needed. Suggestions for further research is to analyze the effect of empowerment, remuneration, and career ladder on nurses’ intention to stay. Keywords: intention to stay, quality of nursing work life, job satisfaction, commitment.
Oehler, Stefan; Banzer, Raphaela; Gruenerbl, Agnes; Malischnig, Doris; Griffiths, Mark D; Haring, Christian
One approach to minimizing the negative consequences of excessive gambling is staff training to reduce the rate of the development of new cases of harm or disorder within their customers. The primary goal of the present study was to assess suitable benchmark criteria for the training of gambling employees at casinos and lottery retailers. The study utilised the Delphi Method, a survey with one qualitative and two quantitative phases. A total of 21 invited international experts in the responsible gambling field participated in all three phases. A total of 75 performance indicators were outlined and assigned to six categories: (1) criteria of content, (2) modelling, (3) qualification of trainer, (4) framework conditions, (5) sustainability and (6) statistical indicators. Nine of the 75 indicators were rated as very important by 90 % or more of the experts. Unanimous support for importance was given to indicators such as (1) comprehensibility and (2) concrete action-guidance for handling with problem gamblers, Additionally, the study examined the implementation of benchmarking, when it should be conducted, and who should be responsible. Results indicated that benchmarking should be conducted every 1-2 years regularly and that one institution should be clearly defined and primarily responsible for benchmarking. The results of the present study provide the basis for developing a benchmarking for staff training in responsible gambling.
Zajtzeva Lyudmila O.
Full Text Available The article is aimed at substantiating the importance of continuous development of staff as a means of enhancing the competitiveness of enterprise. A study on the current experience and issues of dissemination of the standard for HR management at the enterprises in Ukraine and abroad has been provided. The role of HR management in the system of competitive factors has been defined. The staff development strategies that are dependent on analysis of the internal environment and the personnel forecast of enterprise have been outlined. The need to apply both material and moral motivation to employees has been determined. The necessity to match the external conditions and the objectives of enterprise with the methods of labor incentives has been substantiated. Features of employee incentive on the basis of wage have been disclosed. There is a need to assess the quantitative and qualitative results of each employee’s individual work through the additional salaries, including in the form of various fringes, increments, lump sum remunerations, which are of a compensatory nature and allow for a significant individualization.
Full Text Available Introduction: In Dokuz Eylül School of Medicine (DESM a faculty development program is being carried out by the "Trainers' Training Committee". DESM made a fundamental change in its curriculum from traditional to Problem-based Learning (PBL in 1997. This was the first implementation of a PBL curriculum in Turkey. Faculty development activities were initiated in the same year. This paper describes the faculty development activities with a special emphasis on PBL courses. Program description: Between 1997-2000 27 four-day long PBL courses were held for 343 participants. The curriculum consisted of PBL philosophy, PBL steps, role of the tutor and students in PBL process, effective case design, assessment principles and group dynamics. PBL simulations enabled the participants to play the roles of both tutors and students. Process evaluation: At the end of the program most of the participants stated that length of the program, content, training methods and the course organization was appropriate. The majority of the participants (89.5% found the program very useful. PBL steps, PBL practices and PBL philosophy were found as the most useful sessions. Discussion: These courses gave medical staff the opportunity to develop their understanding of PBL methodology and theory. PBL courses and continuous educational activities such as weekly tutor meetings are being held and new courses on advanced tutoring skills are being planned for the near future in DESM.
Full Text Available This paper reports on the development of a website tool aimed at helping Spanish small and medium enterprises (SMEs staff to write their commercial correspondence in English. It describes the steps involved in the tool system design process, making an emphasis on the methodological criteria and rational that guided us to develop the site. In order to obtain the material, a corpus of commercial correspondence written in English was collected and later analysed, applying a genre-based approach as established by Bhatia (1993 and Swales (1990. The findings provided the move structure and strategies of each type of letter as well as the lexico-grammatical realizations of each move which later would be standardised and presented to be used systematically in the composition of letters with the same communicative purpose. This work illustrates how a genre-based approach can successfully be applied to ESP materials development.
Yip, H K; Smales, R J
Action research has long been used in educational research and increasingly features in the professional development of university staff. A brief review of the historical development of action research is presented together with the range of approaches covered and their common characteristics. To illustrate the elements of action research, an example is drawn from operative dentistry. The steps taken by a lecturer to improve a pre-clinical course in operative dentistry are described in some detail and the outcomes of the action are reported and evaluated. The findings support the suitability of action research for professional development in dental education. The kinds of problems likely to be encountered by teachers using this methodology are reported. The ability of the participant investigators to reflect critically on the action taken was found to be a key component of action research.
Basuni, Enas M; Bayoumi, Magda M
Intensive care units (ICUs) provide lifesaving care for the critically ill patients and are associated with significant risks. Moreover complexity of care within ICUs requires that the health care professionals exhibit a trans-disciplinary level of competency to improve patient safety. This study aimed at using staff development strategies through implementing patient safety educational program that may minimize the medical errors and improve patient outcome in hospital. The study was carried out using a quasi experimental design. The settings included the intensive care units at General Mohail Hospital and National Mohail Hospital, King Khalid University, Saudi Arabia. The study was conducted from March to June 2012. A convenience sample of all prevalent nurses at three shifts in the aforementioned settings during the study period was recruited. The program was implemented on 50 staff nurses in different ICUs. Their age ranged between 25-40 years. Statistically significant relation was revealed between safety climate and job satisfaction among nurses in the study sample (p=0.001). The years of experiences in ICU ranged between one year 11 (16.4) to 10 years 20 (29.8), most of them (68%) were working in variable shift, while 32% were day shift only. Improvements were observed in safety climate, teamwork climate, and nurse turnover rates on ICUs after implementing a safety program. On the heels of this improvement; nurses' total knowledge, skills and attitude were enhanced regarding patient safety dimensions. Continuous educational program for ICUs nursing staff through organized in-service training is needed to increase their knowledge and skills about the importance of improving patient safety measure. Emphasizing on effective collaborative system also will improve patient safety measures in ICUS.
GREENE, KATHRYN; CATONA, DANIELLE; ELEK, ELVIRA; MAGSAMEN-CONRAD, KATE; BANERJEE, SMITA C.; HECHT, MICHAEL L.
This article describes formative research (a pilot study, interviews, and focus groups) conducted as part of a feasibility test of 2 versions (Analysis vs. Planning) of a brief media literacy intervention titled Youth Message Development (YMD). The intervention targets high school student alcohol use with activities to understand persuasion strategies, increase counter-arguing, and then apply these new skills to ad analysis or a more engaging ad poster planning activity. Based on the theory of active involvement (Greene, 2013), the Planning curriculum is proposed to be more effective than the Analysis curriculum. Overall, results of the formative research indicated that students (N = 182) and mentors/teachers (N = 53) perceived the YMD Planning curriculum as more interesting, involving, and novel, and these ratings were associated with increased critical thinking about the impact of advertising, lower alcohol use intentions, and fewer positive expectations about the effects of alcohol use. Qualitative feedback indicated a need to supplement alcohol-focused ad stimuli with ads targeting other advertising images, use incentives and competition-based activities to further enhance student motivation, and provide flexibility to enhance the appropriateness of the curriculum to various settings. These concerns led to the development of a revised curriculum and plans for further study. PMID:27684111
Ton, Thanh G. N.; Gladding, Sophia P.; Zunt, Joseph R.; John, Chandy; Nerurkar, Vivek R.; Moyer, Cheryl A.; Hobbs, Nicole; McCoy, Molly; Kolars, Joseph C.
The Fogarty International Center (FIC) Global Health Fellows Program provides trainees with the opportunity to develop research skills through a mentored research experience, increase their content expertise, and better understand trends in global health research, funding organizations, and pathways to generate support. The Northern Pacific Global Health Fellows Research and Training Consortium, which hosts one of the FIC Global Health Programs, sought to enhance research training by developing, implementing, and evaluating a competency-based curriculum that uses a modular, asynchronous, web-based format. The curriculum has 8 core competencies, 36 learning objectives, and 58 assignments. Nineteen trainees completed their 11-month fellowship, engaged in the curriculum, and provided pre- and post-fellowship self-assessments. Self-assessed scores significantly improved for all competencies. Trainees identified the curriculum as one of the strengths of the program. This competency-based curriculum represents a first step toward creating a framework of global health research competencies on which further efforts could be based. PMID:25371189
Raslau, David; Kasten, Mary Jo; Kebede, Esayas; Mohabbat, Arya; Ratrout, Basem; Mikhail, Michael
Patients undergoing surgery are becoming increasingly complex and internists are becoming more involved in their perioperative care. Therefore, new requirements from the ACGME/ABIM necessitate education in this area. We aim to discuss how our institution adapted a perioperative curriculum to fill this need. Perioperative education is primarily given to the residents during their one month rotation through the General Internal Medicine Consult Service rotation. This is an inpatient rotation that provides perioperative expertise to surgical teams, medicine consultation to medical subspecialty teams, and outpatient preoperative evaluations. Our implementation complies with ACGME/ABIM requirements and ensures that the educational and clinical needs of our institution are met. Developing a new curriculum can be daunting. We hope that this explanation of our approach will aid others who are working to develop an effective perioperative curriculum at their institutions.
Carolyn M. Tucker
Full Text Available Background: Patient-centered culturally sensitive health care (PC-CSHC is a best practice approach for improving health-care delivery to culturally diverse populations and reducing health disparities. Despite patients’ report that cultural sensitivity by health-care office staff is an important aspect of PC-CSHC, the majority of available research on PC-CSHC focuses exclusively on health-care providers. This may be due in part to the paucity of instruments available to assess the cultural sensitivity of health-care office staff. The objective of the present study is to determine the psychometric properties of the Tucker-Culturally Sensitive Health Care Office Staff Inventory-Self-Assessment Form (T-CSHCOSI-SAF. This instrument is designed to enable health-care office staff to self-assess their level of agreement that they display behaviors and attitudes that culturally diverse patients have identified as office staff cultural sensitivity indicators. Methods: A sample of 510 health-care office staff were recruited at 67 health-care sites across the United States. These health-care office staff anonymously completed the T-CSHCOSI-SAF and a demographic data questionnaire. Results and Level of Evidence: Confirmatory factor analyses of the T-CSHCOSI-SAF revealed that this inventory has 2 factors with high internal consistency reliability (Cronbach’s αs= .916 and .912. Conclusion and Implications: The T-CSHCOSI-SAF is a useful inventory for health-care office staff to assess their own level of patient-centered cultural sensitivity. Such self-assessment data can be used in the development and implementation of trainings to promote patient-centered cultural sensitivity of health-care office staff and to help draw the attention of these staff to displaying patient-centered cultural sensitivity.
Weaver, R Glenn; Beets, Michael W; Saunders, Ruth P; Beighle, Aaron
The YMCA of USA recently adopted Healthy Eating and Physical Activity (HEPA) Standards for their summer-day- camps (SDCs). Standards call for staff to exhibit HEPA promoting behaviors while eliminating HEPA discouraging behaviors. No studies have evaluated training programs to influence policy specified staff behaviors and related changes in child activity in SDCs. Four YMCA SDCs serving approximately 800 children/week participated in this no control group pre/post pilot study. Professional development training founded in the 5 Ms (Mission, Model, Manage, Monitor, Maximize) and LET US Play principles (lines; elimination; team size; uninvolved staff/kids; and space, equipment, and rules) was delivered to staff. Outcomes were staff promotion behaviors and child activity assessed via systematic observation instruments. Twelve of 17 HEPA staff behaviors changed in the appropriate direction from baseline to postassessment with 5 behaviors reaching statistically significant changes. The percentage of girls and boys observed in moderate-to-vigorous physical activity increased from 15.3% to 18.3% (P > .05) and 17.9% to 21.2%, whereas sedentary behavior decreased from 66.8% to 59.8% and 62.3% to 53.6%, respectively. Evidence suggests that the professional development training designed to assist SDCs to meet the HEPA Standards can lead to important changes in staff behaviors and children's physical activity.
Weaver, R Glenn; Beets, Michael W; Saunders, Ruth P; Beighle, Aaron
The YMCA of USA recently adopted Healthy Eating and Physical Activity (HEPA) Standards for their summer-day-camps (SDCs). Standards call for staff to exhibit HEPA promoting behaviors while eliminating HEPA discouraging behaviors. No studies have evaluated training programs to influence policy specified staff behaviors and related changes in child activity in SDCs. Four YMCA SDCs serving approximately 800 children/week participated in this no control group pre/post pilot study. Professional development training founded in the 5 Ms (Mission, Model, Manage, Monitor, Maximize) and LET US Play principles (lines; elimination; team size; uninvolved staff/kids; and space, equipment, and rules) was delivered to staff. Outcomes were staff promotion behaviors and child activity assessed via systematic observation instruments. Twelve of 17 HEPA staff behaviors changed in the appropriate direction from baseline to postassessment with 5 behaviors reaching statistically significant changes. The percentage of girls and boys observed in moderate-to-vigorous physical activity increased from 15.3% to 18.3% (P > .05) and 17.9% to 21.2%, whereas sedentary behavior decreased from 66.8% to 59.8% and 62.3% to 53.6%, respectively. Evidence suggests that the professional development training designed to assist SDCs to meet the HEPA Standards can lead to important changes in staff behaviors and children's physical activity.
Full Text Available Funmilayo Eniola Olopade,1 Oluwatosin Adekunle Adaramoye,2 Yinusa Raji,3 Abiodun Olubayo Fasola,4 Emiola Oluwabunmi Olapade-Olaopa5 1Department of Anatomy, 2Department of Biochemistry, 3Department of Physiology, 4Department of Oral Pathology, 5Department of Surgery, College of Medicine, University of Ibadan, Ibadan, Nigeria Abstract: The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the “old” curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula
Full Text Available The aim of the science work is to develop methods to assess the innovative activity of the personnel that will provide motivation for employees to be active in the direction of research and introduction of internal reserves for its improvement. Methods. In the study were used: system method and methods of logical analysis – to justify theoretical and practical recommendations on the development of conceptual bases of the formation of the motivational mechanism of personnel management, economic-mathematical modelling and forecasting methods – to assess the influence of motivation factors on the level of labour activity of the personnel. Results. In the work the notion “motivation”, considering the innovative changes of the modern economy, is clarified. In order to foster innovative activity in the enterprise it is proposed to improve organizational structure by controlling the center of innovation activity management, which includes economic, technical and social division. Proposed an establishment of the project teams under the terms of accounting costs, which contributes to more active workers’ involvement in the formation of innovative development plans. The main points that determine their effectiveness are: growth of volumes of output, diminution of expenses of materials and energy resources, timeliness and relevance to the product market, improvement of the quality of work performed. A profit, derived by project teams, is recommended to distribute on: increment of the payroll, innovative development, stimulation and motivation fund. The research of the activity of the enterprises showed that one of the effective methods to stimulate staff is a motivational system based on the use of KPI. Bonuses for the implemented project, which are adjusted to the output of the basic stage, or KPI project as a whole, fixed bonuses as a percentage of the profits, and bonuses in stages of the project are the forms of motivation of project teams
Brooman, S.; Darwent, S.; Pimor, A.
This article presents a case study illustrating the potential value of enhanced student participation in higher education (HE) curriculum development, in response to an absence of research in this area. Lecturers and students had divergent views of the effectiveness of a staff-led redesign of a module curriculum. Focus groups were used to…
Kenning, Cassandra; Cooper, Jayne; Short, Vicky; Shaw, Jenny; Abel, Kathryn; Chew-Graham, Carolyn
Rates of self-harm are high among women in prison in the UK. This is the first study to compare the views and attitudes of prison staff and women prisoners and to look at the effects of these attitudes on prisoner/staff relationships. To explore understanding of self-harm among women prisoners, prison officers and health-care staff and how their perceptions might influence service provision and development. Semi-structured interviews were conducted with women prisoners who self-harm and with staff at a women's prison. Data were analysed thematically. Prison officers often attributed motives to self-harm such as 'manipulation' and 'attention-seeking', whereas descriptions by women prisoners, prison governors and health-care staff suggested explanations in affect regulation or self-punishment. Differences between prison officers and other staff working in the prison in their understanding of self-harm by women prisoners may lie in training differences, but there may be other explanations such as self-protection/coping strategies. More training and support for officers may result in improved staff-prisoner relationships and thus, safer service provision. © 2010 John Wiley & Sons, Ltd.
Ní Shúilleabháin, Aoibhinn
Since 2010 there has been a phased introduction of a new post-primary mathematics curriculum in Ireland entitled 'Project Maths'. This new curriculum places a greater emphasis on problem solving and on an investigative approach for students. This implies not only changes in the curriculum content, but also changes to teaching and learning approaches within the classroom. This research aims to provide teachers with a school-based professional development structure through which they can engage...
McNeal, Karen S.; Libarkin, Julie C.; Ledley, Tamara Shapiro; Bardar, Erin; Haddad, Nick; Elins, Kathy; Dutta, Saranee
This study reports on an effort to illustrate the coupling of educational research with ongoing curriculum development to promote effective and evidence-based online learning. The research findings have been used to inform the "EarthLabs" curriculum development team as they revise existing modules and create new modules, in order to…
Hinojosa, Oscar V.; Guillen, Alfonso
A project assessed the need and developed a curriculum for environmental technology (laboratory analysis and environmental sampling) in the emerging high technology centered around environmental safety and health in Texas. Initial data were collected through interviews by telephone and in person and through onsite visits. Additional data was…
Monroe, Donald S.
Being more than managers, school leaders can advance the profession by initiating a comprehensive curriculum development process that examines the future to determine needed skills and knowledge, redefines what constitutes an educated person and good teaching, creates a mission statement, and considers the need for structural or organizational…
Examines the recent influences on and development of upper-secondary Australian education. These influences include youth unemployment, rapid technological and social change, immigration, increasing federal role, and limited entry to tertiary education. Changes include broader curriculum planning to include all students, and improvement of the…
Crawford, Elizabeth O.; Montague, Laura
How can teachers integrate the UN Sustainable Development Goals into their classrooms? A teacher and teacher educator duo provide a wonderfully detailed account of how they designed and implemented a curriculum focused on SDG Goal 12, Responsible Consumption and Production. Through their journey to empower children to be critical and compassionate…
A tongue-in-cheek look at methods used for curriculum development by many colleges and universities compares the process to two others: destruction of trees and trial by ordeal. Forests are destroyed to produce large quantities of paper for printing of curricula in many versions, followed by Kafkaesque committee scrutiny. (MSE)
Full Text Available Education Development (ICT4RED) TPD Curriculum was designed and validated as a standalone intervention in a single district, for rural teachers, but did it carry Higher Education Institution accreditation. This implementation gap is addressed in its adaption...
Developed as part of a competency-based curriculum in automotive mechanics which is usable by students at both the secondary and postsecondary levels, this learning package focuses on automotive electrical systems. It is the first unit to be published in a series of eight which will cover the eight subject areas on the national certification…
Pokharel, Siroj; Marcy, Joseph E.; Neilan, Angela M.; Cutter, Catherine N.
This study addresses the development, dissemination, and assessment of a Food Safety System Management (FSSM) curriculum offered to college-aged, agribusiness students in Yerevan, Armenia. Prior to beginning the program, demographic data were collected and a paper-based pretest was administered to access the food safety knowledge, behavior, and…
Goldberg, Joel O.; Wheeler, Heather; Lubinsky, Tobi; Van Exan, Jessica
This article outlines an 8-week curriculum that was created to help outpatients develop cognitive and behavioral skills for coping with delusions and hallucinations as well as to reduce patients' comorbid subjective levels of distress (e.g., depression, anxiety). The manualized protocol consisted of psychoeducation and training in a variety of CBT…
Gürleyik, Sinan; Akdemir, Elif
Developing curriculum to enhance student learning is the primer purpose of all curricular activities. Availability of recent tools supporting to teach various skills including reading, listening, speaking and writing has opened a new avenue for curricular activities in technology-enhanced learning environments. Understanding the perceptions of…
Klein-Gardner, Stacy S.; Johnston, Megan E.; Benson, Lisa
This phenomenological study examined the impact of Research Experiences for Teachers (RET) teacher-developed curriculum on teaching styles and strategies at two RET sites with common Legacy Cycle training. The study was conducted to assess and document program-specific and National Science Foundation (NSF) goals related to classroom practices and…
Stubbs, Wendy; Schapper, Jan
Purpose: The purpose of this paper is to report on efforts to develop two stand-alone subjects on sustainability and corporate social responsibility (CSR) in a mainstream business curriculum at Monash University, Australia. Design/methodology/approach: This paper presents details on the educational rationale and design of the two subjects in…
Kortsarts, Yana; Fischbach, Adam; Rufinus, Jeff; Utell, Janine M.; Yoon, Suk-Chung
Developing and applying oral and written communication skills in the undergraduate computer science and computer information systems curriculum--one of the ABET accreditation requirements - is a very challenging and, at the same time, a rewarding task that provides various opportunities to enrich the undergraduate computer science and computer…
Ivinson, Gabrielle; Duveen, Gerard
The study drew on Bernstein's theory and Moscovici's theory of Social Representations to investigate how children in classrooms with different types of structuration developed social representation of the curriculum. Comparable case studies were carried out in schools chosen to reflect three types of pedagogy according to Bernstein's typology.…
Manitoba Dept. of Education and Training, Winnipeg. School Programs Div.
This document, on social, environmental, and economic sustainability, is a resource for teachers, administrators, and curriculum developers. The increasing human population on the earth directs attention to sustainability, which was not a problem until the industrial revolution. This book uses an interdisciplinary approach and provides assistance…
The policy and philosophy of school curriculum formation in this article is interpreted from phenomenological and critical pedagogy perspectives. The main features of the phenomenology, set against the instructional method for an individual's development, and his/her relationship with the surroundings, are herein explicated. The distinction…
The \\"voice of the teacher\\' in curriculum development: a voice crying in the wildernes. Arend Carl. Abstract. No Abstract. South African journal of Education Vol. 25(4) 2005: 223-228. Full Text: EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT · DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT · AJOL African Journals ...
Henning, Klaus; Bornefeld, Gero; Brall, Stefan
This paper offers a multi-perspective view on engineering education at RWTH Aachen University: curriculum design, examples of newly developed teaching methods for engineering curricula, and teaching competencies and teacher qualification. It is based on the theories of student-centred learning, project learning, social skills, etc., but the paper…
The purpose of this article was to explore on how course evaluation, decision making process, the methodology of evaluation and various roles of evaluation interact in the process of curriculum development. In the process of this exploration, the characteristics the types of evaluation, purposes of course evaluation, methodology of evaluation,…
Polly, Drew; Wang, Chuang; Lambert, Richard; Martin, Christie; McGee, Jennifer Richardson; Pugalee, David; Lehew, Amy
This study investigates the impacts of a year-long professional development program on Kindergarten teachers' beliefs and practices and the association of these changes with student achievement in mathematics measured by curriculum-based instruments. Although teacher content knowledge was not statistically significantly different before and after…
The purpose of this research was to identify a well-defined, comprehensive portrait of knowledge, skills, and abilities (KSAs) expected of students graduating from baccalaureate institutions conferring four-year degrees in hospitality management and further, to utilize those KSAs as foundations for curriculum development. This study provided a…
Niehaus, Elizabeth; Williams, Letitia
Curriculum transformation is often cited as one of the key strategies for internationalizing higher education in the United States, and faculty members play a central role in this process. The purpose of the study we report here was to explore the potential for professional development initiatives to foster the transformation in perspectives…
Albashiry, Nabeel M.; Voogt, Joke M.; Pieters, Jules M.
Aligning vocational curricula with the labor market needs is a common reported challenge in developing countries. Little is known, however, about how vocational community colleges in such contexts regularly review and redesign their curricula to ensure the quality and relevance of their programs. From a curriculum design (CD) perspective, this…
This paper explores the integration of Education for Sustainable Development (ESD) in technology education and the extent to which it is currently addressed in curriculum documents and state examinations in technology education at post-primary level in Ireland. This analysis is conducted amidst the backdrop of considerable change in technology…
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…
Klein, Stacy S.; Sherwood, Robert D.
This study reports on a multi-year effort to create and evaluate cognitive-based curricular materials for secondary school science classrooms. A team of secondary teachers, educational researchers, and academic biomedical engineers developed a series of curriculum units that are based in biomedical engineering for secondary level students in…
Hoydalsvik, Torhild Erika Lillemark
The purpose of this exploratory two site case study is to examine how teacher educators, student teachers and programme leaders experience their 'curriculum developer role' in times of change, against the background of a new national guideline for preschool teacher education being implemented in Norway. The multidisciplinary team approach…
Hu, Meng-Lei I-Chen Monica; Horng, Jeou-Shyan; Teng, Chih-Ching
The present study designs and develops an innovative culinary competency curriculum (ICCC) model comprising seven sections: innovative culture, aesthetics, techniques, service, product, management, and creativity. The model is formulated based on culinary concept, creativity, innovation, and competency theory. The four elements of curriculum…
Desha, Cheryl J.; Hargroves, Karlson; Smith, Michael H.
Purpose: The purpose of this paper is to present the case for engineering departments to undertake rapid curriculum renewal (RCR) towards engineering education for sustainable development (EESD), to minimise the department's risk exposure to rapidly shifting industry requirements, government regulations and program accreditation. This paper then…
Education in South Africa is facing great challenges, especially with regard to curriculum development. Teachers are principal role-players in the process of addressing these challenges. The question is: Are they allowed to participate in the process, and if they do participate, what is the nature of their involvement?
The pressing need to bridge the gap between workplace communicative needs and curriculum development of business English courses has been documented in the literature. Through a questionnaire survey of 215 working adults, this study examines (a) the spoken and written needs of professionals in the local Hong Kong workplace, (b) the challenges they…
This qualitative study examined the impact of classroom-level teacher professional development (CTPD) and curriculum transmission on teacher professional development and satisfaction. Based on work with English-as-a-foreign-language college teachers and students, data analysis showed that CTPD significantly improved student-teacher subject,…
The English National Programme, part of the Lycée International de Ferney-Voltaire (France) needs the following staff for September 2001: A part-time teacher of primary English The post involves teaching the English curriculum to pupils who are within the French educational system: Classes take place on Tuesday afternoons at the Lycée, Team spirit necessary as teachers work as a team, Induction & training are offered. A part time teacher of senior secondary history-geography in English A part time teacher of secondary mathematics in English Teachers must be mother-tongue English speakers and have a relevant degree and/or teaching qualification. For the history-geography post, either history or geography degrees are acceptable. Please send your c.v. and a letter of application to Peter Woodburn, Head, English National Programme, Lycée International, 01216 Ferney-Voltaire, France. (Email: email@example.com) Telephone 04 50 40 82 66 for further details of posts. Ple...
Wheeler, Amanda; Fowler, Jane; Hattingh, Laetitia
Current mental health policy in Australia recognizes that ongoing mental health workforce development is crucial to mental health care reform. Community pharmacy staff are well placed to assist people with mental illness living in the community; however, staff require the knowledge and skills to do this competently and effectively. This article presents the systematic planning and development process and content of an education and training program for community pharmacy staff, using a program planning approach called intervention mapping. The intervention mapping framework was used to guide development of an online continuing education program. Interviews with mental health consumers and carers (n = 285) and key stakeholders (n = 15), and a survey of pharmacy staff (n = 504) informed the needs assessment. Program objectives were identified specifying required attitudes, knowledge, skills, and confidence. These objectives were aligned with an education technique and delivery strategy. This was followed by development of an education program and comprehensive evaluation plan. The program was piloted face to face with 24 participants and then translated into an online program comprising eight 30-minute modules for pharmacists, 4 of which were also used for support staff. The evaluation plan provided for online participants (n ≅ 500) to be randomized into intervention (immediate access) or control groups (delayed training access). It included pre- and posttraining questionnaires and a reflective learning questionnaire for pharmacy staff and telephone interviews post pharmacy visit for consumers and carers. An online education program was developed to address mental health knowledge, attitudes, confidence, and skills required by pharmacy staff to work effectively with mental health consumers and carers. Intervention mapping provides a systematic and rigorous approach that can be used to develop a quality continuing education program for the health workforce
O'Brien, Kelly; Bone, Gillian; Zack, Elisse; Solomon, Patty
The overall purpose of this paper is to present the development of a conceptual framework of existing HIV curricula and educational resources on to inform future curriculum planning for the education of rehabilitation professionals on rehabilitation in the context of HIV/AIDS. We conducted a scoping review of the literature from 1980 onwards to identify existing HIV curricula and resources used with current or future health professionals. Preliminary findings were reviewed with a national Advisory Committee and a framework was developed to inform future curriculum planning. The Conceptual Framework of Existing HIV Curricula for Health Professionals classified curricula based on whether it was interprofessional or uniprofessional, and targeted to rehabilitation professionals or more broadly included other health professionals. This framework consisted of four intersecting components that represented different types of curricula: (a) interprofessional HIV curricula specific to rehabilitation professionals, (b) uniprofessional HIV curricula specific to rehabilitation professionals, (c) interprofessional HIV curricula for health professionals, and (d) uniprofessional HIV curricula for health professionals. Evidence from the framework suggested that an interprofessional HIV curriculum designed for rehabilitation professionals may be an ideal model from which to build future HIV rehabilitation curricula. In summary, a range of HIV curricula exist that vary in the type of educational approach and the range of health professionals targeted. Future development, implementation, and evaluation of an interprofessional education curriculum will help to increase knowledge and capacity among current and future rehabilitation professionals so that they may better meet the needs of people living with HIV/AIDS in Canada.
Recent state and regional energy crises demonstrate the delicate balance between energy systems, the environment, and the economy. Indeed, the interaction between these three elements of society is very complex. This project develops curriculum materials that would better provide students with an understanding and awareness of fundamental principles of energy supply, conversion processes, and utilization now and in the future. The project had two specific objectives: to transfer knowledge of energy systems, analysis techniques, and advanced technologies from the energy analyst community to the teacher participants; and to involve teachers in the preparation of modular case studies on energy issues for use within the classroom. These curriculum modules are intended to enhance the teacher's ability to provide energy-related education to students within his or her own academic setting. The project is organized as a three-week summer program, as noted in the flyer (Appendix A). Mornings are spent in seminars with energy and environmental specialists (their handout lecture notes are included as Appendix B); afternoons are devoted to high school curriculum development based on the seminar discussions. The curriculum development is limited to five areas: conservation, electricity demand scheduling, energy in the food system, new technologies (solar, wind, biomass), and environment. Appendix C consists of one-day lession plans in these areas.
Ditmyer, Marcia M; Mobley, Connie C; Davenport, William D
The purpose of this project was to evaluate a Research, Professional Development, and Critical Thinking Integrative Model developed for use in a dental curriculum. This article outlines strategies used in developing a competency-based pedagogical model designed to provide a tailored student learning environment with objective, measurable, and calibrated assessment outcomes. The theoretical model integrated elements of critical thinking, professionalism, and evidence-based dentistry across dental school disciplines; implementation was based on consensus of dental faculty and student representatives about course content, faculty allocation, and curriculum alignment. Changes introduced included the following: 1) conversion and integration of previously siloed course content taught in Years 1 and 2 to sequential two-year combined courses; 2) reduction of course and content redundancies; 3) delivery of courses by teams of faculty members in biomedical, behavioral, and clinical sciences; and 4) reduction of total curriculum credit/contact hours from 13.5 (201 contact hours) to 5.0 (60 contact hours), allowing the Curriculum Committee to accommodate additional courses. These changes resulted in improvement in student satisfaction.
Redwood-Campbell, Lynda; Pakes, Barry; Rouleau, Katherine; MacDonald, Colla J; Arya, Neil; Purkey, Eva; Schultz, Karen; Dhatt, Reena; Wilson, Briana; Hadi, Abdullahel; Pottie, Kevin
Recognizing the growing demand from medical students and residents for more comprehensive global health training, and the paucity of explicit curricula on such issues, global health and curriculum experts from the six Ontario Family Medicine Residency Programs worked together to design a framework for global health curricula in family medicine training programs. A working group comprised of global health educators from Ontario's six medical schools conducted a scoping review of global health curricula, competencies, and pedagogical approaches. The working group then hosted a full day meeting, inviting experts in education, clinical care, family medicine and public health, and developed a consensus process and draft framework to design global health curricula. Through a series of weekly teleconferences over the next six months, the framework was revised and used to guide the identification of enabling global health competencies (behaviours, skills and attitudes) for Canadian Family Medicine training. The main outcome was an evidence-informed interactive framework http://globalhealth.ennovativesolution.com/ to provide a shared foundation to guide the design, delivery and evaluation of global health education programs for Ontario's family medicine residency programs. The curriculum framework blended a definition and mission for global health training, core values and principles, global health competencies aligning with the Canadian Medical Education Directives for Specialists (CanMEDS) competencies, and key learning approaches. The framework guided the development of subsequent enabling competencies. The shared curriculum framework can support the design, delivery and evaluation of global health curriculum in Canada and around the world, lay the foundation for research and development, provide consistency across programmes, and support the creation of learning and evaluation tools to align with the framework. The process used to develop this framework can be applied
During early accreditation visits by the Australian Medical Council (AMC), staff in the School of Medicine (SoM) were asked to demonstrate how and when AMC student outcome statements were being integrated into the MBBS course. As a result, the School Executive committed to developing a curriculum mapping system (CMS) that could systematically…
Kim, Ji Soo
The purpose of the study is to develop a web-based program on child health care, and to identify the effect of the program on knowledge of, attitudes towards child health care, and health care practice in staff of daycare centers. The program was developed through the processes of needs analysis, contents construction, design, development, and evaluation. After the program was developed, it was revised through feedback from 30 experts. To identify the effect of developed program, onegroup pretest-posttest design study was conducted with 64 staff members from 12 daycare centers in Korea. The program was developed based on users' needs and consisted of five parts: health promotion, disease and symptoms management, oral health, injury and safety, sheets and forms. This study showed that the total score of staff who used the program was significantly higher in terms of knowledge, attitudes, and their health care practice compared with pretest score (pchild health promotion as well as can provide the staff with the insightful child health information. Therefore, it is expected that this program will be applied to staff of other child care settings for children's health.
Chang, Mary P; Lyon, Camila B; Janiszewski, David; Aksamit, Deborah; Kateh, Francis; Sampson, John
To evaluate whether a 2-day International Liaison Committee on Resuscitation (ILCOR) Universal Algorithm-based curriculum taught in a tertiary care hospital in Liberia increases local health care provider knowledge and skill comfort level. A combined basic and advanced cardiopulmonary resuscitation (CPR) curriculum was developed for low-resource settings that included lectures and low-fidelity manikin-based simulations. In March 2014, the curriculum was taught to healthcare providers in a tertiary care hospital in Liberia. In a quality assurance review, participants were evaluated for knowledge and comfort levels with resuscitation before and after the workshop. They were also videotaped during simulation sessions and evaluated on standardized performance metrics. Fifty-two hospital staff completed both pre-and post-curriculum surveys. The median score was 45% pre-curriculum and 82% post-curriculum (pprovider comfort level score was 4 of 5 pre-curriculum and 5 of 5 post-curriculum (presource setting.
Depelteau, Audrey M; Joplin, Karl H; Govett, Aimee; Miller, Hugh A; Seier, Edith
"It takes a lot of courage to release the familiar and seemingly secure, to embrace the new. But there is no real security in what is no longer meaningful. There is more security in the adventurous and exciting, for in movement there is life, and in change there is power." Alan Cohen (Used by permission. All rights reserved. For more information on Alan Cohen's books and programs, see (www.alancohen.com.) With the support of the East Tennessee State University (ETSU) administration and a grant from Howard Hughes Medical Institute, the departments of Biological Sciences, Mathematics and Statistics, and Curriculum and Instruction have developed a biology-math integrated curriculum. An interdisciplinary faculty team, charged with teaching the 18 curriculum modules, designed this three-semester curriculum, known as SYMBIOSIS. This curriculum was piloted to two student cohorts during the developmental stage. The positive feedback and assessment results of this project have given us the foundation to implement the SYMBIOSIS curriculum as a replacement for the standard biology majors curriculum at the introductory level. This article addresses the history and development of the curriculum, previous assessment results and current assessment protocol, and the future of ETSU's approach to implementing the SYMBIOSIS curriculum.
Joplin, Karl H.; Govett, Aimee; Miller, Hugh A.; Seier, Edith
“It takes a lot of courage to release the familiar and seemingly secure, to embrace the new. But there is no real security in what is no longer meaningful. There is more security in the adventurous and exciting, for in movement there is life, and in change there is power.”Alan Cohen (Used by permission. All rights reserved. For more information on Alan Cohen's books and programs, see (www.alancohen.com.) With the support of the East Tennessee State University (ETSU) administration and a grant from Howard Hughes Medical Institute, the departments of Biological Sciences, Mathematics and Statistics, and Curriculum and Instruction have developed a biology–math integrated curriculum. An interdisciplinary faculty team, charged with teaching the 18 curriculum modules, designed this three-semester curriculum, known as SYMBIOSIS. This curriculum was piloted to two student cohorts during the developmental stage. The positive feedback and assessment results of this project have given us the foundation to implement the SYMBIOSIS curriculum as a replacement for the standard biology majors curriculum at the introductory level. This article addresses the history and development of the curriculum, previous assessment results and current assessment protocol, and the future of ETSU's approach to implementing the SYMBIOSIS curriculum. PMID:20810967
Brata, Cecilia; Gudka, Sajni; Schneider, Carl R; Clifford, Rhonda M
Patients in developing countries often prefer to self-medicate via community pharmacies. Pharmacy staff are therefore in a strategic position to optimize the health of the public by providing appropriate advice to patients who self-medicate. To determine the proportion of pharmacy staff who provide appropriate advice when handling self-medication requests in developing countries. A literature search was undertaken via MEDLINE, EMBASE, CINAHL Plus, Web of Science and International Pharmaceutical Abstracts. Studies that reported on the proportion of pharmacy staff providing appropriate advice when handling self-medication requests in developing countries were included. The appropriateness of advice was determined by each author's definition in the original studies. Twenty-eight studies met the inclusion criteria. There were variations in methods, scenarios, how the authors reported and defined appropriate advice, and study populations. The proportion of pharmacy staff providing appropriate advice varied widely from 0% to 96%, with a minority providing appropriate advice in 83% of the scenarios performed. There was considerable variation in results, with the majority of studies reporting that inappropriate advice was provided by pharmacy staff when handling self-medication requests in developing countries. Consistent and robust methods are required to provide comparisons across practice settings. There is also a need to identify contributing factors to poor provision of advice for developing intervention strategies for practice improvement. Copyright © 2015 Elsevier Inc. All rights reserved.
Full Text Available Abstract Background Standardizing the experiences of medical students in a community preceptorship where clinical sites vary by geography and discipline can be challenging. Computer-assisted learning is prevalent in medical education and can help standardize experiences, but often is not used to its fullest advantage. A blended learning curriculum combining web-based modules with face-to-face learning can ensure students obtain core curricular principles. Methods This course was developed and used at The Case Western Reserve University School of Medicine and its associated preceptorship sites in the greater Cleveland area. Leaders of a two-year elective continuity experience at the Case Western Reserve School of Medicine used adult learning principles to develop four interactive online modules presenting basics of office practice, difficult patient interviews, common primary care diagnoses, and disease prevention. They can be viewed at http://casemed.case.edu/cpcp/curriculum. Students completed surveys rating the content and technical performance of each module and completed a Generalist OSCE exam at the end of the course. Results Participating students rated all aspects of the course highly; particularly those related to charting and direct patient care. Additionally, they scored very well on the Generalist OSCE exam. Conclusion Students found the web-based modules to be valuable and to enhance their clinical learning. The blended learning model is a useful tool in designing web-based curriculum for enhancing the clinical curriculum of medical students.
Smock, W S
To address the forensic needs of living patients, the Department of Emergency Medicine at the University of Louisville School of Medicine in Louisville, Kentucky, USA initiated the first clinical forensic medicine training programme in the USA. In July 1991, formal training in clinical forensic medicine was incorporated into the core curriculum of the USA's second oldest academic emergency medicine training programme. The University of Louisville, in cooperation with the Kentucky Medical Examiner's Office, developed the curriculum to provide the emergency physician with the knowledge base and technical skills to perform forensic evaluations of living patients. Forensic lectures are given monthly by local and regional forensic experts including: forensic pathologists, prosecuting attorneys, firearm and ballistics examiners, law enforcement officers, forensic chemists and forensic odontologists. Topics which are presented include: forensic pathology, forensic photography, ballistics and firearms analysis, paediatric physical and sexual assault, crime scene investigation, forensic odontology, courtroom and expert testimony and the forensic evaluation of penetrating trauma. As a result of the introduction of clinical forensic medicine into the core curriculum of an emergency medicine training programme the residents are now actively addressing the forensic issues encountered in the Emergency department. Key, often short-lived forensic evidence, which was frequently overlooked or discarded while delivering patient care is now recognized, documented and preserved. The development and introduction of a clinical forensic medicine curriculum into emergency medicine training has greatly enhanced the emergency physician's ability to recognize, document and address the forensic needs of their patients who are victims of violent and non-fatal trauma.
Horton-Deutsch, Sara; McNelis, Angela M; Day, Pamela O'Haver
This article discusses theoretical underpinnings, teaching strategies, and preliminary evaluation relative to the development of a reflective curriculum used in our distance-accessible graduate psychiatric nursing program. Influenced by the collective ideas of J. Dewey (1993), J. Reed and S. Proctor (1993), D. A. Kolbe (1984), J. Mezirow (1981), C. Johns (2006), D. Schön (1983), D. Freshwater (2008), and others who have promoted reflection as a transformative teaching and learning process, we sought to develop a curriculum that balanced knowledge and skill acquisition with critical reflective practices that would instill habits of lifelong learning. We began with traditional approaches to psychiatric nursing education, including case study analysis and modified lectures that we call mini lectures. We then added principles and practices of reflection to allow for merging these traditional approaches with contemporary reflection-focused approaches. Specific ways to use reflection in a graduate psychiatric nursing curriculum are described to demonstrate how we have taken our curriculum beyond traditional ways of teaching and learning toward one that emphasizes building knowledge and skill through reflective practice. Copyright © 2012 Elsevier Inc. All rights reserved.
Lewin, Linda Orkin; Singh, Mamta; Bateman, Betzi L; Glover, Pamela Bligh
Standardizing the experiences of medical students in a community preceptorship where clinical sites vary by geography and discipline can be challenging. Computer-assisted learning is prevalent in medical education and can help standardize experiences, but often is not used to its fullest advantage. A blended learning curriculum combining web-based modules with face-to-face learning can ensure students obtain core curricular principles. This course was developed and used at The Case Western Reserve University School of Medicine and its associated preceptorship sites in the greater Cleveland area. Leaders of a two-year elective continuity experience at the Case Western Reserve School of Medicine used adult learning principles to develop four interactive online modules presenting basics of office practice, difficult patient interviews, common primary care diagnoses, and disease prevention. They can be viewed at (http://casemed.case.edu/cpcp/curriculum). Students completed surveys rating the content and technical performance of each module and completed a Generalist OSCE exam at the end of the course. Participating students rated all aspects of the course highly; particularly those related to charting and direct patient care. Additionally, they scored very well on the Generalist OSCE exam. Students found the web-based modules to be valuable and to enhance their clinical learning. The blended learning model is a useful tool in designing web-based curriculum for enhancing the clinical curriculum of medical students.
Craig, Catherine; Posner, Glenn D
As obstetrics and gynaecology (Ob/Gyn) residency training programs move towards a competence-based approach to training and assessment, the development of a national standardized simulation curriculum is essential. The primary goal of this study was to define the fundamental content for the Canadian Obstetrics and Gynecology Simulation curriculum. A modified Delphi technique was used to achieve consensus in three rounds by surveying residency program directors or their local simulation educator delegates in 16 accredited Canadian Ob/Gyn residency programs. A consensus rate of 80% was agreed upon. Survey results were collected over 11 months in 2016. Response rates for the Delphi were 50% for the first round, 81% for the second round, and 94% for the third round. The first survey resulted in 84 suggested topics. These were organized into four categories: obstetrics high acuity low frequency events, obstetrics common events, gynaecology high acuity low frequency events, and gynaecology common events. Using the modified Delphi method, consensus was reached on 6 scenarios. This study identified the content for a national simulation-based curriculum for Ob/Gyn residency training programs and is the first step in the development of this curriculum. Copyright © 2017 The Society of Obstetricians and Gynaecologists of Canada/La Société des obstétriciens et gynécologues du Canada. Published by Elsevier Inc. All rights reserved.
Fahey-McCarthy, Elizabeth; McCarron, Mary; Connaire, Kevin; McCallion, Philip
Generally, staff working in settings that provide care for adults with intellectual disabilities (ID) have not received specific education with respect to extended care for terminal illnesses or late-stage dementia. Equally, staff working in specialist palliative care often are not familiar with the unique issues of supporting persons with…
Polly, Drew; Martin, Christie S.; McGee, Jennifer R.; Wang, Chuang; Lambert, Richard G.; Pugalee, David K.
This study examines the influence of a year-long mathematics professional development program on Kindergarten teachers' beliefs, content knowledge, instructional practices, and their students' achievement. The professional development program is grounded in the theoretical construct of learner-centered professional development and focuses on…
Shield, Renée; Rosenthal, Marsha; Wetle, Terrie; Tyler, Denise; Clark, Melissa; Intrator, Orna
Medical staff (physicians, nurse practitioners, physicians' assistants) involvement in nursing homes (NH) is limited by professional guidelines, government policies, regulations, and reimbursements, creating bureaucratic burden. The conceptual NH Medical Staff Involvement Model, based on our mixed-methods research, applies the Donabedian "structure-process-outcomes" framework to the NH, identifying measures for a coordinated research agenda. Quantitative surveys and qualitative interviews conducted with medical directors, administrators and directors of nursing, other experts, residents and family members and Minimum Data Set, the Online Certification and Reporting System and Medicare Part B claims data related to NH structure, process, and outcomes were analyzed. NH control of medical staff, or structure, affects medical staff involvement in care processes and is associated with better outcomes (e.g., symptom management, appropriate transitions, satisfaction). The model identifies measures clarifying the impact of NH medical staff involvement on care processes and resident outcomes and has strong potential to inform regulatory policies.
Zaman Iffat F
Full Text Available Abstract Background High infant and maternal mortality rates are one of the biggest health issues in Pakistan. Although these rates are given high priority at the national level (Millennium Development Goals 4 and 5, respectively, there has been no significant decrease in them so far. We hypothesize that this lack of success is because the undergraduate curriculum in Pakistan does not match local needs. Currently, the Pakistani medical curriculum deals with issues in maternal and child morbidity and mortality according to Western textbooks. Moreover, these are taught disjointedly through various departments. We undertook curriculum revision to sensitize medical students to maternal and infant mortality issues important in the Pakistani context and educate them about ways to reduce the same through an integrated teaching approach. Methods The major determinants of infant mortality in underdeveloped countries were identified through a literature review covering international research produced over the last 10 years and the Pakistan Demographic Health Survey 2006-07. An interdisciplinary maternal and child health module team was created by the Medical Education Department at Shifa College of Medicine. The curriculum was developed based on the role of identified determinants in infant and maternal mortality. It was delivered by an integrated team without any subject boundaries. Students' knowledge, skills, and attitudes were assessed by multiple modalities and the module itself by student feedback using questionnaires and focus group discussions. Results Assessment and feedback demonstrated that the students had developed a thorough understanding of the complexity of factors that contribute to infant mortality. Students also demonstrated knowledge and skill in counseling, antenatal care, and care of newborns and infants. Conclusions A carefully designed integrated curriculum can help sensitize undergraduate medical students and equip them to
Medina, Melissa S; Britton, Mark L; Letassy, Nancy A; Dennis, Vince; Draugalis, JoLaine R
To incrementally create and embed biannual integrated knowledge and skills examinations into final examinations of the pharmacy practice courses offered in the first 3 years of the pharmacy curriculum that would account for 10% of each course's final course grade. An ad hoc integrated examination committee was formed and tasked with addressing 4 key questions. Integrated examination committees for the first, second, and third years of the curriculum were established and tasked with identifying the most pertinent skills and knowledge-based content from each required course in the curriculum, developing measurable objectives addressing the pertinent content, and creating or revising multiple-choice and performance-based questions derived from integrated examination objectives. An Integrated Examination Review Committee evaluated all test questions, objectives, and student performance on each question, and revised the objectives and questions as needed for the following year's iteration. Eight performance objectives for the examinations were measured. All 8 performance objectives were achieved. Sixty-four percent of the college's faculty members participated in the integrated examination process, improving the quality of the examination. The incremental development and implementation of the examinations over a 3-year period minimized the burden on faculty time while engaging them in the process. Student understanding of expectations for knowledge and skill retention in the curriculum also improved. Development of biannual integrated examinations in the first 3 years of the classroom curriculum enhanced the college's culture of assessment and addressed accreditation guidelines for formative and summative assessment of students' knowledge and skills. The course will continue to be refined each year.
Munyanyiwa, Takaruza; Svotwa, Douglas; Rudhumbu, Norman; Mutsau, Morgen
The purpose of this research was to make comparative study of the development and review process of the entrepreneurship curriculum at the University of Zimbabwe (UZ) Faculty of Commerce and Botho University, (BU) Faculty of Business and Accounting in Gaborone, Botswana. The study focused on the processes and influences of curriculum development…
Cheng, Qiang; Wang, Jian
As a key concept in early mathematics curriculum, number sense is crucial for children's learning of other mathematics concepts. An earlier curriculum with a strong focus on number sense development presumably helps children perform better in mathematics later on. Chinese students outperformed their United States (U.S.) peers on number sense at…
Regional colleges in Tanzania, Cameroon and, recently, South Africa have trained some 4000 wildlife managers. Training need assessments called for major curriculum reforms, which were developed and implemented in the late 1990s. This is an analysis of the factors that influenced this curriculum
Full Text Available This research aimed to develop an interactive e-book based representations of chemistry; describes the characteristics of the interactive e-book developed; the teachers responses in content suitability with curriculum and graphics aspects; and student responses in readibility aspects. The method used was research and development. The characteristics of interactive e-book: it was developed referring to the core competencies (KI and basic competence (KD in the curriculum 2013, allowed active interaction between students and e-book, completed with pictures, animations or videos in three levels of the chemical representation. Teachers’ responses to the content suitability and graphic aspects were very good with the percentage of each 98.46% and 97.5%. The students’ responses in readibility aspects was very good with percentage of 88.5%.
Douglas R. Wholey
Full Text Available We describe a master’s level public health informatics (PHI curriculum to support workforce development. Public health decision-making requires intensive information management to organize responses to health threats and develop effective health education and promotion. PHI competencies prepare the public health workforce to design and implement these information systems. The objective for a Master’s and Certificate in PHI is to prepare public health informaticians with the competencies to work collaboratively with colleagues in public health and other health professions to design and develop information systems that support population health improvement. The PHI competencies are drawn from computer, information, and organizational sciences. A curriculum is proposed to deliver the competencies and result of a pilot PHI program is presented. Since the public health workforce needs to use information technology effectively to improve population health, it is essential for public health academic institutions to develop and implement PHI workforce training programs.
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.
Yang, S.-C.; Jin, R.; Lai, S.-P.; Kong, A.; Chang, H.-K.; Wu, P.-H.
With the advent of satellite-based telescopes and abundant data open to the public, senior high school students can now be allowed access to the latest observational data collected by those cutting-edge telescopes. Following the official guidelines for high school curricula in Taiwan, we designed a 24-hour, four-module curriculum, the themes of which are: properties of light and spectra, multi-wavelength observations, evolution of stars, and introduction to cosmology. The curriculum makes use of free online astronomical databases, software for data analysis, and teaching platforms. Many of the courses are inquiry-oriented, focusing on hands-on experiments and discussions. They can be taught separately in their own fields or combined to form research project courses as well. The curriculum development was funded by the National Science Council of Taiwan (High Scope Project) and supported by three institutes in universities. More than 700 students are participating in the pilot program. We are now promoting the curriculum to other schools, with a hope to encourage students to carry out projects on topics in astronomy.
Full Text Available Rural agricultural demographics and farming structure has shown fierce changes in the modernizing society over the past years. The young generation in rural areas has distanced from the land and their families’ farmer identity. Countries worldwide has revamped their “food & farming curriculum” to include cooking lessons and school gardens at the elementary school stage to strengthen children’s connection with food, environment and the community. This study developed a framework of “food & farming curriculum” through action research to establish farm-to-table experience for elementary students. The framework includes “farming experience activities”, “cooking lessons” and “knowledge of food and farming lessons.” The curriculum was carried out for fifth and sixth grade students for three semesters in a rural elementary school in Miaoli County, from 2011 to 2012. The study found that this curriculum brings positive changes to pupils and helps in regaining their passion to learning. The curriculum is suitable to be applied especially in rural schools because of the accessibility of land, agricultural knowledges and community support. The study proposed five suggestions to teachers who are interested in food and farming education, including hands-on and flexibility teaching; using the local human resources; applications of unused space in the school; looking for like-minded teachers to form a teaching team; and combining environmental education with school-based curriculum.
Mark B. Ulla
Full Text Available Learners’ success in language learning always has implications for curriculum and instruction. Thus, it is important to take into account the kinds of learning experiences that these learners will find helpful in learning English as a foreign language; and, highlight them when planning a curriculum and adapting classroom activities. This study, with 72 first year engineering students, 3 English for Specific Purposes (ESP teachers of King Mongkut’s University of Technology Thonburi (KMUTT Ratchaburi, and 3 other stakeholders as respondents, aimed to identify the Thai engineering students’ linguistic needs and the language skills needed for them to get a job in the future. It also assessed whether the linguistic needs and the language skills required for the students were addressed in the curriculum. Methods used in this study were modified questionnaire, focus groups and semistructured individual interviews. Findings revealed that students wanted to go abroad and to be successful in their future careers; thus, considered speaking as the most important skill to be developed and should be emphasized in their English classes. Students preferred to learn through engaging classroom activities and strategies, exposure to the language, and use of technology in the classroom. However, the ESP curriculum did not provide these linguistic needs and language skills.
Govindarajan, Raghav; Anderson, Eric R; Hesselbrock, Roger R; Madhavan, Ramesh; Moo, Lauren R; Mowzoon, Nima; Otis, James; Rubin, Mark N; Soni, Madhu; Tsao, Jack W; Vota, Scott; Planalp, Hannah
The emerging field of teleneurology is delivering quality care to neurologic patients in increasingly numerous technologies and configurations. Teleneurology is well-positioned to address many of the logistical issues neurologists and their patients encounter today. However, formalized medical training has not caught up with this developing field, and there is a lack of formal education concentrating on the specific opportunities and challenges of teleneurology. Considering this, the American Academy of Neurology Telemedicine Work Group identified equivalencies with which any practitioner of teleneurology should be familiar. The purpose of this curriculum is not to define teleneurology or mandate where its use is appropriate, but rather to provide guidance on basic equivalencies that students, residents, and practitioners should know while practicing teleneurology. Comprehensive training in clinical bedside neurology is necessary to safely practice teleneurology and the components of this curriculum are an extension of that training. In this article, we offer a detailed discussion on the rationale for the contents of this curriculum and conclude by providing a model curriculum and an outline for evaluating residents in teleneurology. © 2017 American Academy of Neurology.
Bodde, Amy E; Seo, Dong-Chul; Frey, Georgia C; Lohrmann, David K; Van Puymbroeck, Marieke
Adults with intellectual disabilities have high rates of physical inactivity and related chronic diseases. Researchers have called for an increase in the development and evaluation of health education programs adapted to the unique needs of this population. Formative and process evaluation strategies were applied to develop a physical activity education program. The first phase of formative evaluation included a comprehensive literature review to select educational strategies and curriculum content. The theory of planned behavior was selected as a guiding framework, and meetings with stakeholders were held to assess feasibility. The second phase of formative evaluation included an assessment of materials by an expert panel and the priority population, and pilot testing. Next, field testing was implemented, followed by process evaluation and an assessment of implementation fidelity. The final curriculum was developed as a result of the completion of the aforementioned steps and led to a successful physical activity intervention.
Roh, HyeRin; Lee, Jong-Tae; Yoon, Yoo Sang; Rhee, Byoung Doo
The purpose of this report was to describe our experience in planning and developing a portfolio for a clinical clerkship curriculum. We have developed a portfolio for assessing student competency since 2007. During an annual workshop on clinical clerkship curricula, clerkship directors from five Paik hospitals of Inje University met to improve the assessment of the portfolio. We generated templates for students to record their activities and reflection and receive feedback. We uploaded these templates to our school's website for students to download freely. Annually, we have held a faculty development seminar and a workshop for portfolio assessment and feedback. Also, we established an orientation program on how to construct a learning portfolio for students. Future actions include creating a ubiquitous portfolio system, extending the portfolio to the entire curriculum, setting up an advisor system, and managing the quality of the portfolio. This study could be helpful for medical schools that plan to improve their portfolio assessment with an outcome-based approach.
Sneddon, Jacqueline; Gilchrist, Mark; Wickens, Hayley
The role of antimicrobial pharmacists has changed considerably over the past 15 years. We describe here the development and ratification of a new expert professional curriculum to guide the training and development of antimicrobial specialist pharmacists. The curriculum has been developed by the UK Clinical Pharmacy Association Pharmacy Infection Network and endorsed by the Royal Pharmaceutical Society as a tool to support pharmacists in meeting the requirements for joining the Royal Pharmaceutical Society Faculty. This new resource has also been endorsed by PHE, the Scottish Antimicrobial Prescribing Group and the BSAC, and will support antimicrobial pharmacists in delivery of antimicrobial stewardship, which will in turn help the fight against antimicrobial resistance. © The Author 2015. Published by Oxford University Press on behalf of the British Society for Antimicrobial Chemotherapy. All rights reserved. For Permissions, please e-mail: firstname.lastname@example.org.
Dobber, M.; Vandyck, I.J.J.; Akkerman, S.F.; de Graaff, R.; Beishuizen, J.J.; Pilot, A.; Verloop, N.; Vermunt, J.D.
Teachers are expected to frequently collaborate within teacher communities in schools. This requires teacher education to prepare student teachers by developing the necessary community competence. The present study empirically investigates the extent to which teacher education programmes pay
Administrative Circular No. 2 (Rev. 5) entitled "Recruitment, appointment and possible developments regarding the contractual position of staff members", approved by the Director-General following discussion in the Standing Concertation Committee meeting on 1 September 2011, is available on the intranet site of the Human Resources Department: https://cern.ch/hr-docs/admincirc/admincirc.asp It cancels and replaces Administrative Circular No. 2 (Rev. 4) entitled "Recruitment, appointment and possible developments regarding the contractual position of staff members" of September 2009. Department Head Office
Powers, J. [Toshiba America Nuclear Energy, Charlotte, North Carolina (United States); Yonezawa, H.; Aoyagi, Y.; Kataoka, K., E-mail: email@example.com [Toshiba Corporation, Kawasaki, Kanagawa (Japan)
The US-Advanced Boiling Water Reactor (A BWR), certified by the US NRC, is a third generation, evolutionary boiling water reactor design which is the reference for the South Texas Project Units 3 and 4 (STP3-4) Combined License Application (Cola). Nuclear Innovation North America (Nina) is the License Applicant for this new build project, and Toshiba is the selected primary technology contractor. Toshiba has developed a Demonstration Simulator of the A BWR control room that provides a realistic experience for training and education on BWR principles and operations fundamentals. The Demonstration Simulator is located in the Toshiba America Nuclear Energy (Tane) office in Charlotte, North Carolina and is composed of standard office computer equipment set up in a specific arrangement that is representative of the layout of an A BWR control room. The Demonstration Simulator is not intended for licensed operator training, but can provide a framework for encouraging entry level technically oriented nuclear workers to enter the operations field; strengthening the linkage between university energy field curricula and real-life application of theory; and, improving understanding of integrated plant operations for developing station technical staff. This paper describes the A BWR Demonstration Simulator and its applications for training and educating future nuclear workers. (Author)
Powers, J.; Yonezawa, H.; Aoyagi, Y.; Kataoka, K.
The US-Advanced Boiling Water Reactor (A BWR), certified by the US NRC, is a third generation, evolutionary boiling water reactor design which is the reference for the South Texas Project Units 3 and 4 (STP3-4) Combined License Application (Cola). Nuclear Innovation North America (Nina) is the License Applicant for this new build project, and Toshiba is the selected primary technology contractor. Toshiba has developed a Demonstration Simulator of the A BWR control room that provides a realistic experience for training and education on BWR principles and operations fundamentals. The Demonstration Simulator is located in the Toshiba America Nuclear Energy (Tane) office in Charlotte, North Carolina and is composed of standard office computer equipment set up in a specific arrangement that is representative of the layout of an A BWR control room. The Demonstration Simulator is not intended for licensed operator training, but can provide a framework for encouraging entry level technically oriented nuclear workers to enter the operations field; strengthening the linkage between university energy field curricula and real-life application of theory; and, improving understanding of integrated plant operations for developing station technical staff. This paper describes the A BWR Demonstration Simulator and its applications for training and educating future nuclear workers. (Author)
Developed for use by parent educators and others working with high risk, abusive, or neglectful families, this curriculum guide is intended to enable and facilitate the growth of this target population in key parenting learning and skill areas. Section 1 provides an overview of the manual, offers suggestions for home visits following each class…
Kruse, Rebecca; Howes, Elaine V.; Carlson, Janet; Roth, Kathleen; Bourdelat-Parks, Brooke; Roseman, Jo Ellen; Herrmann-Abell, Cari F.; Flanagan, Jean C.
Much of modern biology has become increasingly chemical in character. Not surprisingly, students often have trouble understanding key ideas in biology because they lack foundational chemistry ideas. AAAS and BSCS are collaborating to develop and study a curriculum unit that supports students' ability to explain a variety of biological processes…
Administrative Circular No. 2 (Rev. 7), entitled "Recruitment, appointment and possible developments regarding the contractual position of staff members", approved by the Director-General following discussion at the Standing Concertation Committee meeting held on 17 February 2015 is available via the following link: AC No. 2 (Rev.7). This revised circular cancels and replaces Administrative Circular No. 2 (Rev. 6), entitled "Recruitment, appointment and possible developments regarding the contractual position of staff members" and dated January 2015. The circular was revised in order to implement the amendment to Article R II 1.17 of the Staff Regulations, which introduces the possibility of extending limited-duration (LD) contracts up to a maximum total duration of eight years from the previous duration of five years. The award of indefinite contracts will continue to be subject to the outcome of a competitive process. Department Head Of...
Chunta, Kristy S; Katrancha, Elizabeth D
Problem-based learning, described as an active teaching strategy, provides a framework for the development of self-directed learning, self-evaluation, interpersonal communication, critical thinking, and access and retrieval of information. This teaching method can be modified to fit almost any situation. Problem-based learning provides an opportunity to actively engage staff members in learning situations, making it a great asset for teaching in staff development. This article describes the use of problem-based learning for teaching registered nurses and new graduate nurses. It provides a scenario and facilitator guide pertaining to a real patient situation on an inpatient telemetry unit and offers general tips for implementing problem-based learning in staff education.
Miller, M; Hamilton, J; Scupham, R; Matwiejczyk, L; Prichard, I; Farrer, O; Yaxley, A
Food service staff are integral to delivery of quality food in aged care homes yet measurement of their satisfaction is unable to be performed due to an absence of a valid and reliable questionnaire. The aim of this study was to develop and perform psychometric testing for a new Food Service Satisfaction Questionnaire developed in Australia specifically for use by food service staff working in residential aged care homes (Flinders FSSQFSAC). A mixed methods design utilizing both a qualitative (in-depth interviews, focus groups) and a quantitative approach (cross sectional survey) was used. Content validity was determined from focus groups and interviews with food service staff currently working in aged care homes, related questionnaires from the literature and consultation with an expert panel. The questionnaire was tested for construct validity and internal consistency using data from food service staff currently working in aged care homes that responded to an electronic invitation circulated to Australian aged care homes using a national database of email addresses. Construct validity was tested via principle components analysis and internal consistency through Cronbach's alpha. Temporal stability of the questionnaire was determined from food service staff undertaking the Flinders FSSQFSAC on two occasions, two weeks apart, and analysed using Pearson's correlations. Content validity for the Flinders FSSQFSAC was established from a panel of experts and stakeholders. Principle components analysis revealed food service staff satisfaction was represented by 61-items divided into eight domains: job satisfaction (α=0.832), food quality (α=0.871), staff training (α=0.922), consultation (α=0.840), eating environment (α=0.777), reliability (α=0.695), family expectations (α=0.781) and resident relationships (α=0.429), establishing construct validity in all domains, and internal consistency in all (α>0.5) except for "resident relationships" (α=0.429). Test
Keywords: Irrigation management, development, training extensionists. ABSTRACT. The irrigation extension worker has a leading supportive role to play to ensure sustainable agricultural production. However, to be able to fulfil the various expectations of small-scale irrigation farmers with regard to technical and extension.
Christensen, Warren; Johnson, James K.; Van Ness, Grace R.; Mylott, Elliot; Dunlap, Justin C.; Anderson, Elizabeth A.; Widenhorn, Ralf
Undergraduate educational settings often struggle to provide students with authentic biologically or medically relevant situations and problems that simultaneously improve their understanding of physics. Through exercises and laboratory activities developed in an elective Physics in Biomedicine course for upper-level biology or pre-health majors…
A central theme of this article is that economics instructors should spend more time teaching about economic growth and development at the undergraduate level because the topic is of interest to students, is less abstract than other macroeconomic topics, and is the focus of exciting research in economics. Facts and data can be presented to…
Kuster, Deborah; O'Neal, Kathryn; Gooch, Amber
Research shows that generally novice teachers, including art educators, plan simplistic instructional experiences that lack interconnectedness and rely on published curricular materials. Very often novice teachers include only the lowest cognitive skills in their lessons, with only a small percent of lesson objectives designed to develop higher…
EnviroAtlas is a web-based tool developed by the EPA and its partners, which provides interactive tools and resources for users to explore the benefits that people receive from nature, often referred to as ecosystem goods and services.Ecosystem goods and services are important to...
Education for Sustainable Development and Multidimensional Implementation. A Study of Implementations of Sustainable Development in Education with the Curriculum of Upper Secondary School in Sweden as an Example
This article discusses different interpretations of sustainable development in education and if different interpretations of the concept are implemented in Curriculum, with the Swedish Curriculum of Upper Secondary School as an example. According to Agenda 21 sustainable development should be implemented in a multidimensional way. In 2011, a new…
Beck, Barbra; Wolff, Marie; Bates, Tovah; Beverdorf, Sarah; Young, Staci; Ahmed, Syed
This paper describes the development, implementation and evaluation of an M3 community health curriculum that responds to recent changes within the health care finance and delivery system. The new curriculum was developed based on AAMC recommendations, LCME requirements, a national review of undergraduate community health curricula, and an internal review of the integration of community health concepts in M3 clerkships. The M3 curriculum teaches: 1) the importance of being a community responsive physician; 2) SES factors that influence health; 3) cultural competency; and 4) the role of physicians as health educators. Student evaluations for the first twelve months of implementation indicate that students are most satisfied with presentations and less satisfied with required readings and a patient interview project. Most students agree that at the completion of the course they understand what it means to be a community-responsive physician, and they have developed skills to help them become more community responsive. Evaluation tools need to be developed to assess if students' behavior has changed due to course participation.
Staci Young, MS
Full Text Available Objectives: This paper describes the development, implementation and evaluation of an M3 community health curriculum that responds to recent changes within the health care finance and delivery system. Methods: The new curriculum was developed based on AAMC recommendations, LCME requirements, a national review of undergraduate community health curricula, and an internal review of the integration of community health concepts in M3 clerkships. Results: The M3 curriculum teaches: 1 the importance of being a community responsive physician; 2 SES factors that influence health; 3 cultural competency; and 4 the role of physicians as health educators. Student evaluations for the first twelve months of implementation indicate that students are most satisfied with presentations and less satisfied with required readings and a patient interview project. Discussion: Most students agree that at the completion of the course they understand what it means to be a community-responsive physician, and they have developed skills to help them become more community responsive. Evaluation tools need to be developed to assess if students behavior has changed due to course participation.
Carmona-Reyes, Jorge; Wang, Li; York, Judy; Matthews, Lorin; Laufer, Rene; Cook, Mike; Schmoke, Jimmy; Hyde, Truell
As CASPER's new drop tower comes on line, plans for correlated educational research curricula are underway. CASPER's educational research team is working on developing curricula specific to the CASPER drop tower, modeled on a contest currently in use by (BEST) Robotics Inc. within central Texas independent school districts. The curricula integrates age specific use of computer programming software packages such as ``Scratch'' with industry standard communication protocols and augmented reality applications. Content is constructed around an earth and space science framework, covering subjects such as stars and galaxies, matter and energy, fusion and fission at a middle school level. CASPER faculty are partnering with the Region 12 Service Center; this combination provides a wide range of expertise that includes professional development, pedagogical methods, computational thinking in addition to microgravity and space science research expertise. The details of this work will be presented and samples of the manner in which it is impacting the CASPER research and educational outreach partnership will be discussed.
Jean M. Bailey
Full Text Available Introduction This article discussed curriculum development and implementation using a unique collaboration of basic scientists and clinicians functioning as course co-directors. It explores the pros, cons, and unintended consequences of this integrated approach through reflections of the faculty involved. Methods Ten faculty participated in semi-structured phone interviews to reflect on their experiences. Results Analysis of interview transcripts revealed four key themes: (1 the value of the basic scientist and clinician partnership, (2 strategies for coordination, (3 balancing responsibilities, and (4 hierarchy and power. Discussion This study identified that both basic scientists and clinicians experienced benefits from using a course co-director collaborative approach to curriculum development and implementation. While challenges are also noted, the benefits of the collaboration were evident in course organization, course evaluation reports, student feedback, and USMLE Step I pass rate.
Leffers, Jeanne M; Smith, Claudia M; McDermott-Levy, Ruth; Resick, Lenore K; Hanson, Monica J; Jordan, Lisa C; Jackman-Murphy, Kathryn P; Sattler, Barbara; Huffling, Katie
In 2010, the American Nurses Association (ANA) added an environmental health standard to the ANA Scope and Standards of Practice requiring that nurses implement environmental health strategies in nursing practice. To prepare nurse educators to integrate environmental health at all educational levels, nursing faculty members from the Alliance of Nurses for Healthy Environments developed environmental health competencies and curricular recommendations that address this need. Internet URLs are included for environmental health curricula for each level of nursing education.
The purpose of the programme was defined as to train a core group of staff members to become competent curriculum developers according to SAQA requirements and to enable them to play a leading role in the development of learner centered and open learning approaches. In addition to a skills audit different workshops ...
Full Text Available Introduction: Curriculum Development (CD is an on-going process and not just a product. It must be responsive to changing values and expectations in education if it has to remain useful. Aim: To investigate the perspectives of educators on challenges and factors affecting the curriculum development/revision in health profession education courses. Materials and Methods: Mixed method approach was used for data collection. The faculties involved in curriculum development/revision were administered structured validated questionnaire (n=8, in depth interviews (n=3 and focus group discussion (n=3. Rigor was ensured through triangulation of data. The questionnaire data was analysed using descriptive statistics. Results: Faculties opined that 87.5% of courses are running successfully, 75% developed curriculum as team, 50% expressed that all stake holders were involved and 75% CD process did not turn out to be an organised approach. Needs assessment was not done in every course and some faculties did not have prior experience in CD. Time allotted was just sufficient and planning was fair. The allocation of finance and resources were just adequate. Team work and cooperation followed by qualified expert panel were the leading facilitating factors whereas lack of awareness on steps involved in CD and infrastructure were the significant hindering contributors. About 87.5% expressed their concern that addition of new courses affected their basic course they had to teach. Global requirements were not taken into account in several courses but reasonable number of courses was adequately monitored. Conclusion: Formal training of faculty in CD must be made mandatory in any health profession education. Understanding the facilitating and hindering factors with systematic monitoring of each step would impact the outcome of a program.
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
Murphy, Greer Alison
This study examined how English as a Second Language (ESL) and Writing program faculty at a professional liberal arts college partnered with faculty across the curriculum to help international students learn to write from sources and avoid unintentional plagiarism. Eight participants joined a series of action research professional development workshops. In these workshops, faculty focused on defining plagiarism in both academic and professional settings, designing culturally inclusive assignm...
the rise in the number of older, frail adults necessitates that future doctors are adequately trained in the skills of geriatric medicine. Few countries have dedicated curricula in geriatric medicine at the undergraduate level. The aim of this project was to develop a consensus among geriatricians on a curriculum with the minimal requirements that a medical student should achieve by the end of medical school.
Full Text Available The common purposes of the studies conducted in language program evaluations are to examine the match between what is desired for the programme versus the actual state of the programme, to make judgments about learners’ level of skills and knowledge, and to make suggestions for improvement. However, it is not currently common practice in Turkey either to develop language teaching programmes based on the Common European Framework as a reference, or to introduce improvements in these programmes based on an evaluation of their effectiveness. This study aims to describe the process of developing a new teaching programme, taking CEF into consideration, at the Preparatory Programme at the School of Foreign Languages, Izmir University of Economics, and also to evaluate the effectiveness of the programme. 236 Freshman students and 48 faculty members from 5 different faculties participated in the study. The results indicated a significant relationship between students’ proficiency scores and perception of their own competencies and a significant difference in perception of their own competence in terms of levels at the preparatory program. Although faculty members stated that Preparatory Program, in general, meets the needs of the students, students still have difficulty in practising some tasks requiring higher order thinking skills. The study suggests a series of learner training sessions to raise the awareness of the students, extending duration of the modules, reviewing the order of objectives in Intermediate and Upper-Intermediate, and working in cooperation with Faculties in order to increase awareness of mutual expectations.
Kraipeerapun, Kittima; Thongthew, Sumlee
In this paper, an ethnobotany curriculum is used as a case example of one approach to incorporating the insights and needs of the local community into the curriculum development process. This curriculum development was carried out in the "Kiriwong Community" in Nakornsrithammarat Province, Southern Thailand. The ethnobotany curriculum…
Hark, L A; Morrison, G
The Nutrition Education and Prevention Program at the University of Pennsylvania School of Medicine is a successful program that can be used as a model for the development and implementation of a case-based nutrition curriculum across the 4-y medical school experience. This article gives a broad overview of the development, implementation, evaluation, and dissemination processes used by the Nutrition Education and Prevention Program administration and core faculty group at the University of Pennsylvania School of Medicine. Beginning in 1990, the nutrition curriculum was initiated with the assistance of several funding sources. The program was structured using a multidisciplinary faculty group of physicians and registered dietitians from multiple departments, centers, and institutes. The outcome of this process is a textbook, Medical Nutrition and Disease, currently required by numerous medical schools, residency programs, and other health professional programs across the nation. With the use of data from the Association of American Medical Colleges All Schools Survey of Graduating Medical Students, perceptions of the adequacy of nutrition education were tracked over time. In 1991, 80% of University of Pennsylvania medical students felt that nutrition coverage was inadequate compared with 10% of medical students in 1998, a significant change resulting from the nutrition program's effect. The University of Pennsylvania School of Medicine has developed and implemented a successful nutrition curriculum, despite national trends. The case-based integrated curricular model presented in Medical Nutrition and Disease and on our Web site, www.med.upenn.edu/nutrimed, can be used by medical institutions and other health professionals.
Foley, Kimberly P; Haggerty, Treah S; Harrison, Natasha
Family physicians provide care for about one-third of the children and adolescents in the United States, many of whom present with psychological concerns. Family physicians often do not recognize these psychological disorders and therefore do not diagnose or treat them. This report describes the implementation of a curriculum designed to increase family medicine trainees' level of awareness that children/adolescents experience psychiatric conditions. This goal is achieved through the addition of a clinical child/adolescent psychologist faculty member, resident self-assessment of training needs and subsequent development of didactic presentations to address these needs. The curriculum relies on the acquisition of child/adolescent psychiatric screeners, development of child/adolescent-focused bibliotherapy materials, and the development of a longitudinal behavioral sciences curriculum. To facilitate the screening of child/adolescent psychiatric disorders, a comprehensive collection of age-appropriate psychiatric screeners were compiled and made readily available in all precepting areas. To assist with the identification of specific child/adolescent psychiatric deficit areas, family medicine resident physicians were presented with an inventory of child/adolescent psychiatric, psychosocial, and behavioral topics, based upon American Academy of Family Practice guidelines and Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition psychiatric disorders, and self-selected training deficiencies. © The Author(s) 2015.
Morgan, Simon; Ingham, Gerard; Wearne, Susan; Saltis, Tony; Canalese, Rosa; McArthur, Lawrie
Within the apprenticeship model of general practice training, the majority of teaching and learning occurs in the practice under the guidance of the general practice supervisor. One of the foundations of a high-quality general practice training program is the delivery of relevant, evidence-based educational continuing professional development (EdCPD) for general practice supervisors. Despite The Royal Australian College of General Practitioners (RACGP) and the Australian College of Rural and Remote Medicine (ACRRM) standards requiring EdCPD, there is currently no standardised educational curriculum for Australian general practice supervisors. There are a number of emerging themes with significant implications for future general practice supervisor EdCPD. These include clinical supervision and structural issues, capacity constraints, and emerging educational issues. We propose the development of a core curriculum for general practice supervisors that is competency-based and evidence-based, and reflects the changing landscape of Australian general practice training. A national general practice supervisor core curriculum would provide standardisation, encourage collaboration, allow for regional adaptation, focus on developing competencies and require rigorous evaluation.
Taylor, Victoria M; Cripe, Swee May; Acorda, Elizabeth; Teh, Chong; Coronado, Gloria; Do, Hoai; Woodall, Erica; Hislop, T Gregory
Regular physical activity reduces the risk of many chronic conditions. Multiple studies have shown that Asians in North America engage in less physical activity than the general population. One area for strategic development in the area of health education is the design and evaluation of English as a second language (ESL) curricula. The PRECEDE model and findings from focus groups were used to develop a physical activity ESL curriculum for Chinese immigrants. In general, focus group participants recognized that physical activity contributes to physical and mental wellbeing. However, the benefits of physical activity were most commonly described in terms of improved blood circulation, immune responses, digestion, and reflexes. The importance of peer pressure and the encouragement of friends in adhering to regular physical activity regimens were mentioned frequently. Reported barriers to regular physical activity included lack of time, weather conditions, and financial costs. The ESL curriculum aims to both promote physical activity and improve knowledge, and includes seven different ESL exercises. Our curriculum development methods could be replicated for other health education topics and in other limited English-speaking populations.
Kuntz, Gretchen M; Schaefer, Nancy; Norton, Hannah F; Tennant, Michele R
With funding from the National Library of Medicine HIV/AIDS Community Information Outreach Program (ACIOP), librarians at the University of Florida Health Sciences Libraries partnered with university and community groups to facilitate collaboration, develop new information resources, develop information-seeking skills, and raise general awareness surrounding HIV/AIDS risks, prevention, and treatment. This article describes the skills development elements of the project, including development and implementation of an HIV/AIDS information resource curriculum for health care providers, social services professionals, and public librarians within the project's partner organizations.
In Turkey, Educational Philosophy is a compulsory course for the students of education faculties, which serve the purpose of training the teachers of future generations. Furthermore, in some other programs, students are able to take the course as an elective course. The continuous changes in culture, science, and technology force the curriculum of…
Brouns, Francis; Berlanga, Adriana; Fetter, Sibren; Bitter-Rijpkema, Marlies; Van Bruggen, Jan; Sloep, Peter
Brouns, F., Berlanga, A. J., Fetter, S., Bitter-Rijpkema, M. E., Van Bruggen, J. M., & Sloep, P. B. (2011). A survey on social networks to determine requirements for Learning Networks for professional development of university staff. International Journal of Web Based Communities, 7(3), 298-311.
Loegstrup, Louise; Edwards, Adrian; Waldorff, Frans Boch
PURPOSE: This paper aims to evaluate the maturity matrix (MM) a facilitated formative self-assessment tool for organisational development in primary care) on satisfaction, differences between GP and staff, the extent to which practice teams worked on goals set, and to identify suggestions...
Norling, Martina; Lillvist, Anne
This study investigates language-promoting strategies and support of concept development displayed by preschool staffs' when interacting with preschool children in literacy-related play activities. The data analysed consisted of 39 minutes of video, selected systematically from a total of 11 hours of video material from six Swedish preschool…
Teodorescu, Raluca Elena
This project describes the research on a classification of physics problems in the context of introductory physics courses. This classification, called the Taxonomy of Introductory Physics Problems (TIPP), relates physics problems to the cognitive processes required to solve them. TIPP was created for designing and clarifying educational objectives, for developing assessments that can evaluate individual component processes of the problem-solving process, and for guiding curriculum design in introductory physics courses, specifically within the context of a "thinking-skills" curriculum. TIPP relies on the following resources: (1) cognitive research findings adopted by physics education research, (2) expert-novice research discoveries acknowledged by physics education research, (3) an educational psychology taxonomy for educational objectives, and (4) various collections of physics problems created by physics education researchers or developed by textbook authors. TIPP was used in the years 2006--2008 to reform the first semester of the introductory algebra-based physics course (called Phys 11) at The George Washington University. The reform sought to transform our curriculum into a "thinking-skills" curriculum that trades "breadth for depth" by focusing on fewer topics while targeting the students' cognitive development. We employed existing research on the physics problem-solving expert-novice behavior, cognitive science and behavioral science findings, and educational psychology recommendations. Our pedagogy relies on didactic constructs such as the GW-ACCESS problem-solving protocol, learning progressions and concept maps that we have developed and implemented in our introductory physics course. These tools were designed based on TIPP. Their purpose is: (1) to help students build local and global coherent knowledge structures, (2) to develop more context-independent problem-solving abilities, (3) to gain confidence in problem solving, and (4) to establish
Wurzbach, Richard N.
On-line equipment condition monitoring is a critical component of the world-class production and safety histories of many successful nuclear plant operators. From addressing availability and operability concerns of nuclear safety-related equipment to increasing profitability through support system reliability and reduced maintenance costs, Predictive Maintenance programs have increasingly become a vital contribution to the maintenance and operation decisions of nuclear facilities. In recent years, significant advancements have been made in the quality and portability of many of the instruments being used, and software improvements have been made as well. However, the single most influential component of the success of these programs is the impact of a trained and experienced team of personnel putting this technology to work. Changes in the nature of the power generation industry brought on by competition, mergers, and acquisitions, has taken the historically stable personnel environment of power generation and created a very dynamic situation. As a result, many facilities have seen a significant turnover in personnel in key positions, including predictive maintenance personnel. It has become the challenge for many nuclear operators to maintain the consistent contribution of quality data and information from predictive maintenance that has become important in the overall equipment decision process. These challenges can be met through the implementation of quality training to predictive maintenance personnel and regular updating and re-certification of key technology holders. The use of data management tools and services aid in the sharing of information across sites within an operating company, and with experts who can contribute value-added data management and analysis. The overall effectiveness of predictive maintenance programs can be improved through the incorporation of newly developed comprehensive technology training courses. These courses address the use of
Fritz, Cassandra; Naylor, Keith; Watkins, Yashika; Britt, Thomas; Hinton, Lisa; Curry, Gina; Randal, Fornessa; Lam, Helen; Kim, Karen
The Chicago south side, even more so than national populations, continues to be burdened with widening gaps of disparities in cancer outcomes. Therefore, Chicago community members were engaged in addressing the following content areas for a cancer disparities curriculum: (1) the south side Chicago community interest in participating in curriculum design, (2) how community members should be involved in designing cancer disparities curriculum, and (3) what community members believe the curriculum should address to positively impact their community. Eighty-six community members from 19 different zip code areas of Chicago attended the deliberative session. A survey composed of three quantitative and three short-answer content questions was analyzed. The majority of participants were from the south side of Chicago (62 %) and females (86 %). Most, 94 %, believed community members should be involved in cancer disparities curriculum development. Moreover, 56 % wanted to be involved in designing the curriculum, and 61 % reported an interest in taking a course in cancer disparities. Three categorical themes were derived from the qualitative questions: (1) community empowerment through disparities education-"a prescription for change," (2) student skill development in community engagement and advocacy training, and (3) community expression of shared experiences in cancer health disparities. The community provided valuable input for curricular content and has an interest in collaborating on cancer disparities curriculum design. Community participation must be galvanized to improve disparities curricular development and delivery to successfully address the challenges of eliminating disparities in health.
Barsuk, Jeffrey H; Cohen, Elaine R; Wayne, Diane B; Siddall, Viva J; McGaghie, William C
Curriculum development in medical education should follow a planned, systematic approach fitted to the needs and conditions of a local institutional environment and its learners. This article describes the development and maintenance of a simulation-based medical education curriculum on advanced cardiac life support skills and its transformation to a mastery learning program. Curriculum development used the Kern 6-step model involving problem identification and general needs assessment, targeted needs assessment, goals and objectives, educational strategies, implementation, and evaluation and feedback. Curriculum maintenance and enhancement and dissemination are also addressed. Transformation of the simulation-based medical education curriculum to a mastery learning program was accomplished after a 2-year phase-in trial. A series of studies spanning 11 years was performed to adjust the curriculum, improve checklist outcome measures, and evaluate curriculum effects as learning outcomes among internal medicine residents and improved patient care practices. We anticipate wide adoption of the mastery learning model for skill and knowledge acquisition and maintenance in medical education settings.
Ahmed, Rashida; Naqvi, Zoon; Wolfhagen, Ineke
To identify essential psychomotor skills for all the medical graduates of an undergraduate programme in Pakistan. Twenty-five physicians practising in a tertiary care centre and ninety primary care physicians used a Likert's scale, ranging from "very essential" to"not required at all", to mark 99 psychomotor skills in the undergraduate medical curriculum in Pakistan. Overall the opinions of both the groups about the essential skills matched except for a few areas. This study provides baseline data about psychomotor skills that a medical graduate in developing countries should be able to perform. Further studies will be undertaken by involving other stakeholders to identify and incorporate these skills in the undergraduate medical curriculum, thereby enabling graduates to practice in all the settings in Pakistan.
The training of nuclear power plant personnel to a level that meets the needs of public safety and plant efficiency has become an important issue. Following an evaluation of its training program, Westinghouse have, after considerable research and development, upgraded their program. This process is described. The steps covered include conducting the task analysis, identifying the appropriate educational domains and taxonomies, writing behavioural objectives, sequencing the objectives, selecting the proper mode of instructional delivery the unit of instruction and evaluating the actual effectiveness of the curriculum product. As these tasks are conducted on a microscopic scale for discrete units of information, a macroscopic analysis is also being conducted to organize and sequence global topic areas, thus producing a comprehensive and articulated curriculum model. (U.K.)
Masud, T.; Blundell, A.; Gordon, A. L.
Introduction: the rise in the number of older, frail adults necessitates that future doctors are adequately trained in the skills of geriatric medicine. Few countries have dedicated curricula in geriatric medicine at the undergraduate level. The aim of this project was to develop a consensus among...... was reached following the third round. The final curriculum consisted of detailed objectives grouped under 10 overarching learning outcomes. Discussion: a consensus on the minimum requirements of geriatric learning objectives for medical students has been agreed by European geriatricians. Major efforts...... will be needed to implement these requirements, given the large variation in the quality of geriatric teaching in medical schools. This curriculum is a first step to help improve teaching of geriatrics in medical schools, and will also serve as a basis for advancing postgraduate training in geriatrics across...
Ferrell, Noor Jarun; Melton, Bengi; Banu, Sophia; Coverdale, John; Valdez, M Renee
This study aims to briefly describe a curriculum on trauma in order to help other educators in their own planning and development of teaching on trauma. The 12-week course was offered to third-year psychiatry residents as part of their didactics scheduling. The classes included information on a wide variety of types of trauma including natural disasters, childhood trauma, refugee trauma, survivors of torture, intimate partner violence, and military sexual trauma. The course also offered techniques in therapy informed by transference and countertransference along with role-playing activities with the resident participants. Residents completed a pre- and postcourse survey in order to assess the attitudes, comfort, and knowledge in screening for trauma exposure. The proportion of residents who reported that it was very important to screen for trauma increased. Similarly, the proportion of residents who indicated they now screen for trauma increased as well. However, these were nonsignificant changes. There was no change in the proportion of residents who felt comfortable assessing for trauma before and after the curriculum. Even after the course, almost half of the respondents reported that they were still not comfortable in asking about refugee's experience of trauma or torture More residents reported that they screen for trauma after the curriculum. An ongoing development and evaluation of model curricula including possible expansion across specialties and health-care disciplines is warranted for this critically important topic area.
Full Text Available This paper presents findings of four Grade 6 teachers' involvement as facilitators of a participatory action research (PAR project conducted in three South African primary schools. Based on the results of Phase One research which indicated that Grade 6s learn about sexuality, Human Immunodeficiency Virus (HIV and Acquired Immunodeficiency Syndrome (AIDS from multiple sources, the Phase Two project designers developed a toolkit to help Life Orientation (LO teachers consult learners on what they know and how they want to be taught. In each school, a curriculum development group comprising the participating teacher, learners, parents and an HIV and Aids specialist worked to enhance the official HIV and Aids curriculum using the information gathered each week by the teacher. This dialogue between the study participants represents the culmination of what we describe as the project's 'cascading participation' research model, a term denoting the multiple levels of participant involvement in the study. Although theories of participation often depict a binary relationship between those with power and those without it, the implementation of this project shows how the official curriculum, cultural norms and low parent involvement can exert pressure at different levels to diminish teachers' ability to facilitate social and educational change.
MSc. Aleksandar Todorovski
Full Text Available Each institution of higher education in order to achieve their goals and to address problems that arise as obstacles to its development has a regular need for trained, an accurate and educated administrative staff. On the other hand, an individual through their knowledge, skills and experience running a particular job, faced with new requirements and new things felt need for new expertise and new knowledge and skills. Rational behavior of a particular higher education institution means the alignment of these two types of needs, mutual benefit. Systematically develop staff in the institution is essentially a long-term strategy that maximizes the institution's human capital through investment of time, money and ideas to enrich the knowledge and skills of the employees. When the very institutions of higher education (University units will create conditions for all or at least most of the administrative staff to be involved in all administrative and technical processes, when you enable permanent education administrative staff, then they feel that that work is part of them, then creates a sense of commitment to the work and responsibility of the same sense of pride and only then success will be guaranteed. Permanent education and lifelong learning in the area of capacity development (personal skills and professional competencies is a key factor for increasing level knowledge and skills, but also to improve the quality of life of the individual.
Bank, Lindsay; Jippes, Mariëlle; van Luijk, Scheltus; den Rooyen, Corry; Scherpbier, Albert; Scheele, Fedde
In postgraduate medical education (PGME), programs have been restructured according to competency-based frameworks. The scale and implications of these adjustments justify a comprehensive implementation plan. Organizational Readiness for Change (ORC) is seen as a critical precursor for a successful implementation of change initiatives. Though, ORC in health care settings is mostly assessed in small scale settings and in relation to new policies and practices rather than educational change. Therefore our aim with this work was to develop an instrument to asses Specialty Training's Organizational Readiness for curriculum Change (STORC). A Delphi procedure was conducted to examine the applicability of a preliminary questionnaire in PGME, which was based on existing instruments designed for business and health care organizations. The 41 panellists (19 trainees and 22 supervisors from 6 specialties) from four different countries who were confronted with an apparent curriculum change, or would be in the near future, were asked to rate the relevance of a 89-item web-based questionnaire with regard to changes in specialty training on a 5-point Likert scale. Furthermore, they were invited to make qualitative comments on the items. In two rounds the 89-item preliminary questionnaire was reduced to 44 items. Items were either removed, kept, adapted or added based on individual item scores and qualitative comments. In the absence of a gold standard, this Delphi procedure was considered complete when the overall questionnaire rating exceeded 4.0 (scale 0-5). The overall item score reached 4.1 in the second round, meeting our criteria for completion of this Delphi procedure. This Delphi study describes the initial validating step in the development of an instrument to asses Specialty Training's Organisational Readiness for curriculum Change (STORC). Since ORC is measured on various subscales and presented as such, its strength lies in analysing these subscales. The latter makes
Chuenjitwongsa, S; Oliver, R G; Bullock, A D
Recent developments in European dental education are student-focused, concerned with competency-based and problem-based learning. The development of dental educators has so far received little consideration. This study aimed to agree curriculum content for developing dental educators so that they are better able to support changing undergraduate dental education. Adopting consensus methodology, a 2-round Delphi was conducted in 2012. Fifty-three dental educators and 39 dental students across Europe volunteered to take part. The Delphi questionnaire was developed based on literature, piloted and sent to participants to gather opinions and seek consensus on educational content using rating scales and open-ended questions. Numeric data were analysed using descriptive statistics, and qualitative data were analysed thematically. This study revealed 7 domains of curriculum content for dental educators. Four of these domains were considered essential: educational principles; educational practice in dentistry; curriculum, quality and improvement; and educational professionalism. Three domains were viewed as optional and could be tailored to local needs: educational principles in relation to specific contexts, educational research, and educational and healthcare management. When developing training for dental educators, factors which need consideration were identified as the academic position and teaching experience of educators, and the nature of clinical dental education. The results are beneficial for individual educators to inform professional development plans; institutions to devise faculty developments; ADEE to inform policies on developing European dental educators; and other disciplines to inform training for their educators. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
O' Leary, Phillip R. [Univ. of Wisconsin, Madison, WI (United States)
The University of Wisconsin Department of Engineering Professional Development (EPD) has completed the sponsored project entitled, Development of a Total Energy, Environment and Asset Management (TE2AM) Curriculum. The project involved the development of a structured professional development program to improve the knowledge, skills, capabilities, and competencies of engineers and operators of commercial buildings. TE2AM advances a radically different approach to commercial building design, operation, maintenance, and end of life disposition. By employing asset management principles to the lifecycle of a commercial building, owners and occupants will realize improved building performance, reduced energy consumption and positive environmental impacts. Through our commercialization plan, we intend to offer TE2AM courses and certificates to the professional community and continuously improve TE2AM course materials. The TE2AM project supports the DOE Strategic Theme 1 Energy Security; and will further advance the DOE Strategic Goal 1.4 Energy Productivity. Through participation in the TE2AM curriculum, engineers and operators of commercial buildings will be eligible for a professional certificate; denoting the completion of a prescribed series of learning activities. The project involved a comprehensive, rigorous approach to curriculum development, and accomplished the following goals: 1. Identify, analyze and prioritize key learning needs of engineers, architects and technical professionals as operators of commercial buildings. 2. Design and develop TE2AM curricula and instructional strategies to meet learning needs of the target learning community. 3. Establish partnerships with the sponsor and key stakeholders to enhance the development and delivery of learning programs. 4. Successfully commercialize and sustain the training and certificate programs for a substantial time following the term of the award. The project team was successful in achieving the goals and
Full Text Available This study reports on the findings from Part 2 of a small-scale analysis of requirements for real-world data science positions and examines three further data science roles: data analyst, data engineer and data journalist. The study examines recent job descriptions and maps their requirements to the current curriculum within the graduate MLIS and Information Science and Technology Masters Programs in the School of Information Sciences (iSchool at the University of Pittsburgh. From this mapping exercise, model â€˜course pathwaysâ€™ and module â€˜stepping stonesâ€™ have been identified, as well as course topic gaps and opportunities for collaboration with other Schools. Competency in four specific tools or technologies was required by all three roles (Microsoft Excel, R, Python and SQL, as well as collaborative skills (with both teams of colleagues and with clients. The ability to connect the educational curriculum with real-world positions is viewed as further validation of the translational approach being developed as a foundational principle of the current MLIS curriculum review process Â
Jippes, Mariëlle; Driessen, Erik W; Broers, Nick J; Majoor, Gerard D; Gijselaers, Wim H; van der Vleuten, Cees P M
Because successful change implementation depends on organizational readiness for change, the authors developed and assessed the validity of a questionnaire, based on a theoretical model of organizational readiness for change, designed to measure, specifically, a medical school's organizational readiness for curriculum change (MORC). In 2012, a panel of medical education experts judged and adapted a preliminary MORC questionnaire through a modified Delphi procedure. The authors administered the resulting questionnaire to medical school faculty involved in curriculum change and tested the psychometric properties using exploratory and confirmatory factor analysis, and generalizability analysis. The mean relevance score of the Delphi panel (n = 19) reached 4.2 on a five-point Likert-type scale (1 = not relevant and 5 = highly relevant) in the second round, meeting predefined criteria for completing the Delphi procedure. Faculty (n = 991) from 131 medical schools in 56 countries completed MORC. Exploratory factor analysis yielded three underlying factors-motivation, capability, and external pressure-in 12 subscales with 53 items. The scale structure suggested by exploratory factor analysis was confirmed by confirmatory factor analysis. Cronbach alpha ranged from 0.67 to 0.92 for the subscales. Generalizability analysis showed that the MORC results of 5 to 16 faculty members can reliably evaluate a school's organizational readiness for change. MORC is a valid, reliable questionnaire for measuring organizational readiness for curriculum change in medical schools. It can identify which elements in a change process require special attention so as to increase the chance of successful implementation.
Full Text Available The study aimed at evaluating the personal and professional development (PPD module in the undergraduate medical curriculum in Melaka Manipal Medical College, India. PPD hours were incorporated in the curriculum. A team of faculty members and a faculty coordinator identified relevant topics and students were introduced to topics such as medical humanities, leadership skills, communication skills, ethics, professional behavior, and patient narratives. The module was evaluated using a prevalidated course feedback questionnaire which was administered to three consecutive batches of students from March 2011 to March 2013. To analyze faculty perspectives, one to one in-depth interviews and focus group discussions were conducted by the coordinators with faculty members who conducted the PPD classes. Analysis of the course feedback form revealed that majority (80% of students agreed that the module was well prepared and was "highly relevant" to the profession. Faculty found the topics new and interdisciplinary and there was a sense of sharing responsibility and workload by the faculty. PPD modules are necessary components of the curriculum and help to mould students while they are still acquiescent as they assume their roles as doctors of the future.
Komattil, Ramnarayan; Hande, Shyamala Handattu; Mohammed, Ciraj Ali; Subramaniam, Barathi
The study aimed at evaluating the personal and professional development (PPD) module in the undergraduate medical curriculum in Melaka Manipal Medical College, India. PPD hours were incorporated in the curriculum. A team of faculty members and a faculty coordinator identified relevant topics and students were introduced to topics such as medical humanities, leadership skills, communication skills, ethics, professional behavior, and patient narratives. The module was evaluated using a prevalidated course feedback questionnaire which was administered to three consecutive batches of students from March 2011 to March 2013. To analyze faculty perspectives, one to one in-depth interviews and focus group discussions were conducted by the coordinators with faculty members who conducted the PPD classes. Analysis of the course feedback form revealed that majority (80%) of students agreed that the module was well prepared and was "highly relevant" to the profession. Faculty found the topics new and interdisciplinary and there was a sense of sharing responsibility and workload by the faculty. PPD modules are necessary components of the curriculum and help to mould students while they are still acquiescent as they assume their roles as doctors of the future.
Aziz, Fazilah Abdul; Razali, Noraini; Najmiyah Jaafar, Nur
Currently there are many automotive companies still unable to effectively prevent consequences of poor ergonomics in their manufacturing processes. This study purpose is to determine the surrounding factors that influence low ergonomics risk awareness among staffs at early product development phase in Malaysia automotive industry. In this study there are four variables, low ergonomic risk awareness, inappropriate method and tools, tight development schedule and lack of management support. The survey data were gathered from 245 respondents of local automotive companies in Malaysia. The data was analysed through multiple regression and moderated regression using the IBM SPSS software. Study results revealed that low ergonomic risk awareness has influenced by inappropriate method and tool, and tight development schedule. There were positive linear relationships between low ergonomic risk awareness and inappropriate method and tools, and tight development schedule. The more inappropriate method and tools applied; the lower their ergonomic risk awareness. The more tight development schedule is the lower ergonomic risk awareness. The relationship between low ergonomic risk awareness and inappropriate method and tools depends on staff's age, and education level. Furthermore the relationship between low ergonomic risk awareness and tight development schedule depends on staff's working experience and number of project involvement. The main contribution of this paper was identified the number of factors of low ergonomics risk awareness and offers better understanding on ergonomics among researchers and automotive manufacturer's employees during product development process.
Lebensohn, Patricia; Kligler, Benjamin; Dodds, Sally; Schneider, Craig; Sroka, Selma; Benn, Rita; Cook, Paula; Guerrera, Mary; Low Dog, Tieraona; Sierpina, Victor; Teets, Raymond; Waxman, Dael; Woytowicz, John; Weil, Andrew; Maizes, Victoria
The Integrative Medicine in Residency (IMR) program, a 200-hour Internet-based, collaborative educational initiative was implemented in 8 family medicine residency programs and has shown a potential to serve as a national model for incorporating training in integrative/complementary/alternative medicine in graduate medical education. The curriculum content was designed based on a needs assessment and a set of competencies for graduate medical education developed following the Accreditation Council for Graduate Medical Education outcome project guidelines. The content was delivered through distributed online learning and included onsite activities. A modular format allowed for a flexible implementation in different residency settings. TO ASSESS THE FEASIBILITY OF IMPLEMENTING THE CURRICULUM, A MULTIMODAL EVALUATION WAS UTILIZED, INCLUDING: (1) residents' evaluation of the curriculum; (2) residents' competencies evaluation through medical knowledge testing, self-assessment, direct observations, and reflections; and (3) residents' wellness and well-being through behavioral assessments. The class of 2011 (n = 61) had a high rate of curriculum completion in the first and second year (98.7% and 84.2%) and course evaluations on meeting objectives, clinical utility, and functioning of the technology were highly rated. There was a statistically significant improvement in medical knowledge test scores for questions aligned with content for both the PGY-1 and PGY-2 courses. The IMR program is an advance in the national effort to make training in integrative medicine available to physicians on a broad scale and is a success in terms of online education. Evaluation suggests that this program is feasible for implementation and acceptable to residents despite the many pressures of residency.
Edgar, L. A.; Anderson, R. B.; Gaither, T. A.; Milazzo, M. P.; Vaughan, R. G.; Rubino-Hare, L.; Clark, J.; Ryan, S.
"Water in the Solar System" is an out-of-school time (OST) science education activity for middle school students that was developed as part of the Planetary Learning that Advances the Nexus of Engineering, Technology, and Science (PLANETS) project. The PLANETS project was selected in support of the NASA Science Mission Directorate's Science Education Cooperative Agreement Notice, with the goal of developing and disseminating OST curriculum and related professional development modules that integrate planetary science, technology, and engineering. "Water in the Solar System" is a science activity that addresses the abundance and availability of water in the solar system. The activity consists of three exercises based on the following guiding questions: 1) How much water is there on the Earth? 2) Where can you find water in the solar system? and 3) What properties affect whether or not water can be used by astronauts? The three exercises involve a scaling relationship demonstration about the abundance of useable water on Earth, a card game to explore where water is found in the solar system, and a hands-on exercise to investigate pH and salinity. Through these activities students learn that although there is a lot of water on Earth, most of it is not in a form that is accessible for humans to use. They also learn that most water in the solar system is actually farther from the sun, and that properties such as salinity and pH affect whether water can be used by humans. In addition to content for students, the activity includes background information for educators, and links to in-depth descriptions of the science content. "Water in the Solar System" was developed through collaboration between subject matter experts at the USGS Astrogeology Science Center, and curriculum and professional development experts in the Center for Science Teaching and Learning at Northern Arizona University. Here we describe our process of curriculum development, education objectives of
Charmaraman, Linda; Jones, Ashleigh E.; Stein, Nan; Espelage, Dorothy L.
Background: This study fills a gap in the literature by examining how school staff members view bullying and sexual harassment and their role in preventing both. Given recent legislation, increasingly more attention is paid to bully prevention; however, student-on-student sexual harassment is less addressed. Methods: Four focus groups were…
In this study, we build on two recent works (Gaston-Gayles, Wolf-Wendel; Tuttle, Twombley, and Ward, 2004; Slocum & Rhoads, 2008) that examine faculty and staff work with student activists, but expand the scope to include new questions such as why and how they partner with students, the impact of institutional context, and what role it might play…
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.
Full Text Available Context: The Food Safety and Standards Act have redefined the roles and responsibilities of food regulatory workforce and calls for highly skilled human resources as it involves complex management procedures. Aims: 1 Identify the competencies needed among the food regulatory workforce in India. 2 Develop a competency-based training curriculum for food safety regulators in the country. 3 Develop training materials for use to train the food regulatory workforce. Settings and Design: The Indian Institute of Public Health, Hyderabad, led the development of training curriculum on food safety with technical assistance from the Royal Society for Public Health, UK and the National Institute of Nutrition, India. The exercise was to facilitate the implementation of new Act by undertaking capacity building through a comprehensive training program. Materials and Methods: A competency-based training needs assessment was conducted before undertaking the development of the training materials. Results: The training program for Food Safety Officers was designed to comprise of five modules to include: Food science and technology, Food safety management systems, Food safety legislation, Enforcement of food safety regulations, and Administrative functions. Each module has a facilitator guide for the tutor and a handbook for the participant. Essentials of Food Hygiene-I (Basic level, II and III (Retail/ Catering/ Manufacturing were primarily designed for training of food handlers and are part of essential reading for food safety regulators. Conclusion: The Food Safety and Standards Act calls for highly skilled human resources as it involves complex management procedures. Despite having developed a comprehensive competency-based training curriculum by joint efforts by the local, national, and international agencies, implementation remains a challenge in resource-limited setting.
Thippaiah, Anitha; Allagh, Komal Preet; Murthy, G. V.
Context: The Food Safety and Standards Act have redefined the roles and responsibilities of food regulatory workforce and calls for highly skilled human resources as it involves complex management procedures. Aims: 1) Identify the competencies needed among the food regulatory workforce in India. 2) Develop a competency-based training curriculum for food safety regulators in the country. 3) Develop training materials for use to train the food regulatory workforce. Settings and Design: The Indian Institute of Public Health, Hyderabad, led the development of training curriculum on food safety with technical assistance from the Royal Society for Public Health, UK and the National Institute of Nutrition, India. The exercise was to facilitate the implementation of new Act by undertaking capacity building through a comprehensive training program. Materials and Methods: A competency-based training needs assessment was conducted before undertaking the development of the training materials. Results: The training program for Food Safety Officers was designed to comprise of five modules to include: Food science and technology, Food safety management systems, Food safety legislation, Enforcement of food safety regulations, and Administrative functions. Each module has a facilitator guide for the tutor and a handbook for the participant. Essentials of Food Hygiene-I (Basic level), II and III (Retail/ Catering/ Manufacturing) were primarily designed for training of food handlers and are part of essential reading for food safety regulators. Conclusion: The Food Safety and Standards Act calls for highly skilled human resources as it involves complex management procedures. Despite having developed a comprehensive competency-based training curriculum by joint efforts by the local, national, and international agencies, implementation remains a challenge in resource-limited setting. PMID:25136155
Siritarungsri, Boontip; Francis, Karen; Jeeawody, Ahmud Basseer; Grootjans, John; Boontong, Tassana; Srisuphan, Wichit
The changing health system in Thailand has provided Thai people with more equitable opportunities in accessing health care services. As a result of medical practitioner shortages and a strong desire for nurses to expand their scope of practice, the Thailand Nursing and Midwifery Council (TNC) plans to increase the number of nurse practitioners at master degree level to staff primary care units (PCUs) and Health Centres around the country. Nursing master degree curricula in Thailand are currently offered using the traditional on-campus face-to-face mode of delivery and have low numbers of student enrolments. Furthermore, research indicates that many graduate nurses in Thailand are seeking entry to master degree curricula, but accessibility, convenience and availability of curricula locally are limiting enrolments. Nursing education globally is a dynamic and iterative process. Educational curricula are based on the principles of adult learning, continuing professional education and life-long learning, which advocate flexible and learner-oriented education. Flexible learning, which has the ability to closely match the professional and academic needs of the learner, has the potential to lead nursing education toward meeting the TNC policy and health system reform in Thailand. It is essential that nursing education in Thailand be revolutionised, embracing flexible delivery modes by traditional higher education providers. This paper presents a new model of health care service delivery and the mechanism used to integrate the principles of flexible learning into a new master degree curriculum for nurse practitioners (NPs) in Thailand.
Full Text Available This study was a research and development (R&D which is basically aimed at developing English instructional materials based on School-based Curriculum for the first-year students of MAN Model Palangka Raya. This study involved: need analysis, reference study, material development, expert validation, try out (empirical validation, and revision. The data were gathered through observation, questionnaires, interview, and validation technique. The result of the need analysis shows that the students are in need of English instructional materials relevant to their major content needs and school characteristics. However, the existing English instructional materials used by the teachers and the first-grade students of MAN Model Palangka Raya as a senior high school with Islamic feature still served from available published course books which are too general and still do not reflect the need of the students and particular characteristics of the school. English instructional materials developed in this study is intended to develop English instructional materials which could provide a set of instructional materials to accomodate the Islamic characteristics and the needs of the first-year students of MAN Model Palangka Raya. For the purpose, the materials were adopted and adapted from some Islamic textbooks and Islamic reading websites. Keywords: research and development, Islamic English instructional material, school-based curriculum
Baral, K P; Upadhyay, S K; Bhandary, S; Gongal, R N; Karki, A
In response to continuing health disparities between rural and urban population, Patan Academy of Health Sciences (PAHS) was established in 2008. It aimed to produce physicians who would be able and willing to serve in the rural areas. In order to empower them with understanding and tools to address health issues of rural population, an innovative curriculum was developed. This paper aims to describe the community based learning and education (CBLE) system within the overall framework of PAHS undergraduate medical curriculum. A Medical School Steering Committee (MSSC) comprising of a group of committed medical educators led the curriculum development process. The committee reviewed different medical curricula, relevant literatures, and held a series of consultative meetings with the stakeholders and experts within and outside Nepal. This process resulted in defining the desirable attributes, terminal competencies of the graduates, and then the actual development of the entire curriculum including CBLE. Given the critical importance of population health, 25% of the curricular weightage was allocated to the Community Health Sciences (CHS). CBLE system was developed as the primary means of delivering CHS curriculum. The details of CBLE system was finalized for implementation with the first cohort of medical students commencing their studies from June 2010. The CBLE, a key educational strategy of PAHS curriculum, is envisaged to improve retention and performance of PAHS graduates and, thereby, health status of rural population. However, whether or not that goal will be achieved needs to be verified after the graduates join the health system.
Pruskil, Susanne; Deis, Nicole; Druener, Susanne; Kiessling, Claudia; Philipp, Swetlana; Rockenbauch, Katrin
Objective: With this article we want to support teachers and curriculum planners to be aware of and apply knowledge and recommendations of organisational (OD), curriculums (CD) and human resource development (HRD) ideas already in the planning phase of a project. Taking these into account can influence the process of change successfully and controlled during the introduction and establishment of curricula in the field of communication and social skills in medical education.Approach and Resul...
Alkaher, Iris; Avissar, Ilana
This study focuses on the impact of a sustainability leadership development program (SLDP) designed to develop staff members as leaders who encourage sustainability practices within institutions of higher education (IHE). Using the framework of community of practice (CoP), we explored the program's contribution by interviewing 16 staff members who…
De Rijdt, Catherine; Stes, Ann; van der Vleuten, Cees; Dochy, Filip
The goal of staff development in higher education is a change in teacher practices to positively influence student learning. In other words, the goal of staff development is the transfer of learning to the workplace. Research illuminates that this transfer of learning to the workplace is a complex issue. To make an accurate assessment of staff…