Curriculum Research Papers - Academia.edu (original) (raw)

In 2003, the John A. Hartford Foundation Institute for Geriatric Nursing (Hartford Institute), in collaboration with the American Association of Colleges of Nursing, conducted a survey of baccalaureate schools of nursing in the United States to compare gerontological content to baseline data collected by the Hartford Institute in 1997. Since last surveyed in 1997, baccalaureate nursing programs have been the recipients of substantial new resources and initiatives focused on gerontological curriculum enhancement. While these initiatives are ongoing, and some are in an early stage of development, resurveying baccalaureate programs was seen as a means of taking a midcourse "pulse" as to the effectiveness of these efforts. Data suggest that there has been a fundamental shift in baccalaureate curriculum toward incorporation of a greater amount of gerontological content, integration of gerontological content in a greater number of nursing courses, and more diversity of clinical ...

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- Program Evaluation, Nursing, Geriatrics, Gerontology
- by Robert Schafermeyer and +1
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- Emergency Medicine, Graduate Education, Curriculum, Medical Students

The article used curricular documents affiliated with 3 different subgenres of Catholic schooling. The author suggests a critical reading of these curricular materials for the purpose of better understanding the kinds of educational messages sent to students through a) the hagiography of saints affiliated with the schools as well as in the b) documents produced by religious orders for lay and avowed teachers meant to propagate a unique schooled experience. In the process, the author draws upon curriculum theory as a way to critique the largely unquestioned kinds of theology-as-pedagogy that become intrinsically influential for teachers and students.

- by Kevin Burke
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- Critical Theory, Cultural Studies, Sociology of Religion, Education

The clinical academic practice partnership (CAPP), a clinical redesign based on the dedicated education unit concept, was developed and implemented by large, private school of nursing in collaboration with 4 clinical partners to provide quality clinical education, to explore new clinical models for the future, and to test an innovative clinical education design. An executive steering committee consisting of nursing leaders and educators from the school of nursing and the clinical institutions was established as the decision-making and planning components, with several collaborative task forces initiated to conduct the work and to accomplish the goals. This article will describe methods to initiate and to organize the key elements of this dedicated education unit-type clinical model, providing examples and an overview of the steps and elements needed as the development proceeded. After 18 months of implementation in 4 different nursing programs in 4 different clinical institutions, the clinical redesign has shown to be a positive initiative, with students actively requesting CAPP units for their clinical experiences. Preliminary findings and outcomes will be discussed, along with nursing education implications for this new clinical redesign. (

- by Pamela Jeffries and +1
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- Program Evaluation, Nursing, Leadership, Evaluation

This article examines internship courses in undergraduate hospitality management programs in the Southern Association of Colleges and School Commissions on Colleges (SACSCOC) region. The purpose of this article is to examine how internship course curriculum compares to the industry employers’ internship expectations. The results show the disconnect between curriculum for internship courses and what industry employers desire for internships. The findings show that undergraduate hospitality management programs in the same region vary in requirements, and these requirements do not meet industry employers’ internship expectations

- by Daniela Ilijic
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- Curriculum, Hospitality Industry, Undergraduate, INTERNSHIPS

The aim of the study is to review basic elements, organizational and theoretical foundations of work-based learning (WBL) in the higher education, based mostly on the experience of higher education institutions in the United Kingdom.
The methods of system and comparative analysis, synthesis and generalization are used.
This review article summarizes briefly: the social attributes of students who prefer to complete WBL programs; relevant requirements of employers to the quality of training; a new university policy on the management of training, and its contribution to the creation of innovative educational environment at workplaces; overcoming challenges when establishing long-term partnerships between universities and enterprises; organizational and theoretical foundations of the WBL study programs. A number of critical remarks on WBL study programs are being analyzed. Authors make a point about the importance of a transdisciplinary shell framework to facilitate learning driven by the interests of the learner(s). When carrying out the review, authors refer also to the experience of other English-speaking countries (Australia and the USA), which also successfully develop the concept under consideration.
For the first time an analytical review of basic elements, organizational and theoretical foundations of work-based learning (WBL) in the higher education, which is widespread in English-speaking countries over the last 25 years, is presented in the Russian scientific literature in education.
The materials provided in the article can be useful to managers and teachers of higher education institutions, methodologists of higher and vocational education providers and departments of professional development of High-Tech enterprises.

- by Vitaly Kopnov and +2
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- Lifelong Learning, Work-Based Learning, Curriculum, TRANSDISCIPLINARY STUDIES

In June 2001, the John A. Hartford Foundation of New York awarded the American Association of Colleges of Nursing (AACN) a 3.99 million dollar grant to enhance gerontology curriculum development and new clinical experiences in 20 baccalaureate and 10 graduate schools of nursing. Over the 4-year grant implementation period, AACN learned a valuable lesson from the grant's site directors: Faculty development is the single most necessary precursor to the successful implementation and maintenance of geriatric curricular enhancements. Unless faculty members foster positive attitudes toward aging, expand their geriatric nursing knowledge base, and are able to integrate geriatric content into the curricula, progress cannot be made. Enhancing Geriatric Nursing Education project directors recommend that the following steps be taken toward the creation of successful faculty development activities: (1) anoint a champion to mentor and persuade faculty members to embrace gerontology; (2) garner faculty buy-in by engaging the faculty early so that they become active participants in the curricular change process; (3) assess faculty knowledge and comfort level by administering tools developed by the John A. Hartford Foundation Institute for Geriatric Nursing and by conducting surveys based on AACN geriatric core competencies; (4) conduct faculty development workshops that include cutting-edge knowledge and research and provide the faculty with opportunities to discuss feelings and stereotypes about aging; (5) elicit the dean's support to encourage and allow time and opportunities for training; and (6) use the many excellent resources that help the faculty integrate geriatric content into their courses. This article will further elucidate such strategies and will highlight the range of faculty development activities in which grant-funded schools engaged. (Index words: Gerontology curriculum; Faculty development) J Prof Nurs 22: [79][80][81][82][83] 2006. A

- by Deirdre Thornlow
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- Nursing, Educational Measurement, Prejudice, Faculty Development

The National Health Service Knowledge and Skills Framework has been introduced as part of the Agenda for Change Reforms in the United Kingdom to link pay and career progression to competency. The purpose of this paper is to consider the implications for nurses, their managers and the impact on university departments delivering continuing professional development for nurses. The new system has the potential to increase the human resources management aspect of the clinical nurse managers' role and could have legal implications, for example if practitioners perceive that their needs for continuing professional development have been overlooked to the detriment of their pay and career aspirations. The new system also has implications for providers of continuing professional development in the universities and is likely to demand closer liaison between education providers and trust staff who commission education and training. The Knowledge and Skills Framework is of interest to nurses and nurse educators internationally because the system, if effective, could be introduced elsewhere.

- by Dinah Gould
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- Program Evaluation, Nursing, Continuing Professional Development, Curriculum
- by Peri Rosenfeld
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- Program Evaluation, Nursing, Data Analysis, Faculty Development
- by John Bligh
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- Education, Medical Education, Problem Based Learning, England

A growing number of publications have been exploring the possible effects of mindfulness-based interventions on teachers' well-being and their professional lives. Notwithstanding promising results in this domain, this paper identifies some difficulties involved in introducing teachers to mindfulness and proposes that there may be a need to develop alternative routes by which to expose more teachers to experiences of mindfulness. We report on a mixed methods study of a 5-week teacher learning program implemented in an Israeli middle school with 30 teachers, 28 of which were females, with an age range of 29-55. The program was designed to invite teachers into initial experiences with mindfulness without formally engaging in mindfulness practice but rather based on studying education-relevant brain theory through a contemplative pedagogical approach. Outcomes were analyzed quantitatively by comparing collaborative concept maps created by the participants before and after undergoing in the program, and qualitatively by analyzing themes extracted from the participants’ discourse. Findings show that the program: (a) mobilized teachers from fixed to growth mindsets in regards to their role as educators as reflected in a significant increase in teachers’ beliefs that basic brain abilities are malleable (as extracted from the concept maps, p=0.004), (b) offered them initial experiences of mindfulness, and (c) possibly opened them to consider more direct approaches to mindfulness practice that are offered in mindfulness-based interventions.

- by Oren Ergas
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- Neuroscience, Psychology, Cognitive Psychology, Social Psychology

There is a growing movement to define competency within the field of marriage and family therapy (MFT), particularly with respect to the training of practitioners and the evaluation of clinical practice. Efforts to define competency, however, transcend the practice of MFT and much can be learned from the experiences of other disciplines. Professions such as education, law, and medicine have made strides toward addressing the complex issue of competency standards in their respective fields. This article describes some ways in which the issue of competency has been approached in other professions, as well as some common dilemmas posed by adopting a competency-based orientation, to shed light on the process of defining competency in MFT. Moreover, this article identifies some of the more useful conceptualizations, modes of pedagogy, and evaluative practices found in other professions.

- by Jeff Todahl
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- Psychology, Family Therapy, Social Work, Curriculum

BACKGROUND AND OBJECTIVES Several factors have been linked to the decline in medical student choice of a career in primary care (eg, gender, race, family income, student debt), yet understanding remains limited regarding the availability of curricular and co-curricular experiences for medical students within family medicine that may play a role, particularly one-on-one opportunities such as faculty mentoring and advising. Our study sought to collect baseline data on family medicine learning experiences during predoctoral training. METHODS An online 21-question survey was sent to family medicine departments at US allopathic medical schools between January and March 2012 (84.6% response rate) to capture institutional representation and experiences within family medicine. RESULTS Most institutions reported offering family medicine interest groups (98.1%), electives (97.1%), and clerkships (90.4%). Career advising as an elective course component was available at 53.8% of schools and as ...

- by Leslie Wimsatt
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- Family Medicine, Family Practice, Curriculum, United States

Addressing the social and emotional needs of students is not only vital, but it should be a priority for all teachers. Teaching social and emotional skills directly influences students' academic ability. Yet, many schools and classrooms do not see the connection between their instruction and curriculum with SEL. Often, schools have set aside a portion of the school day, or a few minutes at the end of the class period, to check in with students or teach specific skills. One way that students can explore their own identities and build a sense of agency is through the use of young adult literature. There are many ways that teachers can incorporate YA in the classroom to build SEL.

- by Rachelle Savitz and +3
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- Curriculum, Young Adult Literature, Social-Emotional Learning, Literacy Education

This study describes knowledge tests in patient education through a systematic review of the Medline, Cinahl, PsycINFO, and ERIC databases with the guidance of the PRISMA Statement. Forty-nine knowledge tests were identified.The contents were health-problem related, focusing on biophysiological and functional knowledge. The mean number of items was 20, with true-false or multiple-choice scales. Most of the tests were purposely designed for the studies included in the review. The most frequently reported quality assessments of knowledge tests were content validity and internal consistency. The outcome measurements for patienteducation needs were comprehensive, validating knowledge tests that cover multidimensional aspects of knowledge. Besides the measurement of the outcomes of patient education, knowledge tests could be used for several purposes in patient education: to guide the content of education as checklists, to monitor the learning process, and as educational tools. There is a need for more efficient content and health problem-specific knowledge-test assessments.

- by Jukka Kesänen
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- Nursing, Educational Measurement, Curriculum, Finland

The need to address culture in the language learning process has been emphasized as a means to promote both intercultural awareness and communicative language curricula. In countries such as Turkey, this has been an ongoing concern in the context of English as a foreign language (EFL) education. Thus, attempts have been made to enhance the cultural aspect of EFL learning in Turkey with the current English language curricula for elementary and high schools. To determine whether these curricula truly address culture in ways that support intercultural awareness, the researcher conducted a content analysis of the learning outcomes and objectives for each grade level, focusing on the curricula developed in 2013 and 2014 respectively for elementary and high school, as well as the program updates introduced in 2017 and 2018. The culture-related objectives and outcomes including products, practices, perspectives and persons relating to native Englishspeaking and international cultures were identified, and the total numbers of culture-oriented outcomes and objectives were recorded and analyzed. The findings indicate that culture-related outcomes and objectives were highly limited in number; and they mainly addressed superficial aspects of culture such as names of countries/languages, foods and traditional costumes. Abstract and complex topics such as pragmatics, beliefs, and worldviews were largely ignored. Moreover, while the updated programs of 2017 and 2018 were intended to improve on the 2013 and 2014 versions, little was accomplished in this regard. As such, the findings suggest that current EFL curricula are unlikely to support the development of intercultural awareness in language learners. Some recommendations for addressing this issue are offered.

- by Servet Celik
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- Intercultural Communication, Teaching English as a Second Language, TESOL, Culture

Our country's rapidly growing older adult population represents the core business of health care; however, few nurses are adequately prepared to care for their unique needs. This is caused, in part, by the limited attention paid by nursing educators to incorporating basic gerontological nursing principles into undergraduate programs. During the last 7 years, the American Association of Colleges of Nursing, through the generous support of the John A. Hartford Foundation, has led several initiatives to improve gerontological nursing education in baccalaureate programs. This article describes innovative educational strategies successfully implemented by three nursing programs-New York University, Tuskegee University, and University of Rhode Island-to increase knowledge and improve attitudes of nursing students in caring for older adults. Successful strategies include a long-term care guide, a senior mentor experience, student assignments addressing diversity issues, student debates, critical reflective journalizing, and an evaluation tool for measuring student attitudes. These strategies are readily reproducible and assist faculty to easily integrate gerontological nursing content into the curriculum while simultaneously enhancing student attitudes and knowledge. (Index words: Student attitudes; Health care; Nursing education; Older adults) J Prof Nurs 22: 91-97, 2006.

- by Elizabeth Capezuti
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- Program Evaluation, Nursing, Health Promotion, Health Care

Since the turn of the millennium there has been a clear rise in the implementation and research of mindfulness across primary, secondary and postsecondary education. These implementations, however, hardly constitute a uniform phenomenon. They reflect a variety of framings, modalities and educational aims, as documented in hundreds of peer-reviewed papers. To date no overarching review has provided an empirically-based mapping of this multifaceted and rapidly developing discourse. This paper offers a first-of-its-kind map of mindfulness in education based on the 447 peer-reviewed papers published between 2002 and 2017 that constitute this academic discourse, applying grounded theory methodology. The research reveals an exponential rise in the amount of publications over years, with a complex discourse that evolves from seven different framings of the practice, applied to nine different educational domains and through various types of implementation. It maps this complexity and outlines two main patterns that reflects this discourse to date: a) Mindfulness in education, which comprises mostly of outsourced, secularized interventions aimed at improved mental-physical health, social-emotional learning and cognitive functions. b) Mindfulness as education, which is a more transformative strand characterized by contemplative pedagogy in higher education and sporadic whole-school implementations. Overall, in the studied period mindfulness has been moving from near-anonymity toward the mainstream; however, this discourse reflects a nascent phase given that it is only beginning to critique itself. Furthermore, its two patterns reflect a split discourse that is challenged by the practice's psychological-secular framing and its Buddhist framing.

- by Oren Ergas
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- Religion, Buddhism, Sociology, Psychology

“Parece darse a entender que la construcción del conocimiento escolar supone siempre la transformación del conocimiento cotidiano en científico. No importa con ello que el hombre de la calle se quede sin teorías implícitas, (…) o que se asuma peligrosamente que el conocimiento escolar es un conocimiento científico sin más”. (Rodrigo, 1994 p.8) Con esta cita de Rodrigo (1994) quiero destacar que una primera noción de transposición didáctica que utilizaré para establecer un puente común con el lector es la que refiere a ella como una “bajada” en la que se “implanta” un conocimiento científico en la escuela. Si bien esta idea peca de errónea, es muy común que pensemos que enseñar implica solamente recortar contenidos producidos en el ámbito científico (e incluso aquellos ya “recortados” y presentes en los distintos materiales curriculares) para presentárselos a los estudiantes a través de alguna actividad o libro de texto. Desde esta postura, transponer consistiría simplemente en poner algo (en este caso, el conocimiento) en un lugar diferente del original, sin que medien adaptaciones, por medio del reemplazo de lo previamente existente. Por ello, Rodrigo (1994) nos alerta que desde la epistemología del conocimiento, esta visión de transposición llevaría a que el hombre de la calle se quede sin teorías implícitas (concepciones alternativas, etc.). A lo largo de este capítulo daremos otros sentidos al proceso de transposición didáctica. El objetivo principal es que el lector (a) comprenda el fenómeno de la transposición didáctica, sus niveles de concreción y alcances educativos, e (b) identifique y analice algunos de los cambios que experimenta un conocimiento biológico particular desde que se produce (en este caso, en la comunidad científica) hasta que llega al aula. La idea fuerza que guía esta presentación es que la transposición didáctica es un fenómeno de adaptación que ocurre cuando un determinado conocimiento (u “objeto de saber”) es seleccionado por un grupo de personas constituyentes de la “noosfera”, para formar parte de los diseños curriculares (“objeto a enseñar”). Luego, el docente transforma este saber en “objeto de enseñanza” en sus planificaciones, el que en la enseñanza e interacción con los alumnos, se transforma finalmente en conocimientos “enseñado” y “aprendido” por los alumnos. En las próximas páginas también estudiaremos de qué forma el proceso de transposición puede avejentar y despersonalizar los saberes. Los apartados de este capítulo se titulan: ¿De qué se trata la transposición? Las características del proceso: una historia de síntesis y recortes Algunos casos de transposiciones avejentadas y despersonalizadas La vigilancia epistemológica y los tipos de transposición didáctica La transposición didáctica y el currículum: una relación intricada La historia se escribe en los libros de texto: la transposición didáctica en sus páginas La transposición didáctica hoy: avances desde la creación de la teoría ¿Qué sucede en Córdoba con la transposición y la Biología?

- by Carmen Peme and +1
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- Science Education, Biodiversity, Nature of Science, Curriculum

The author designed and taught the first course on digital game based learning at the author's institution which was also one of the first of its kind in North America. The course has been taught twice: once in the spring of 2005 and again in the summer of 2006. The design of the course is outlined and participant reaction is profiled. Topics discussed in the class included violence in games, up-to-date research on gaming and gamers, and how games might be used effectively in classroom settings. Also included in the paper are comments on some of the games that were examined, as well as the nature of the projects completed by the participants. Key elements crucial for teacher preparation are discussed.

- by Katrin Becker
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- Literacy, Teacher Education, Serious Games, Game Design
- by Hatice Akkoç and +1
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- Mathematics Education, Curriculum

To provide an overview of changes in nursing education in the European Union (EU) within the framework of the Bologna Declaration, signed in 1999 by the European ministers of education, and to describe specific efforts and changes in Spain. Organizing Constructs: (a) the Bologna Declaration process, its recent reforms in all disciplines including nursing, and perspectives on future developments; (b) the Tuning Project, designed and carried out by a group of European universities to meet the challenges posed by the Bologna Declaration; and (c) efforts in a group of Spanish universities to promote higher education in nursing. Findings and Conclusions: These changes promote enhanced academic recognition, professionalism in nursing education, and graduates' competencies in practice in most European countries by specifying the undergraduate nursing degree as the minimal entrance level for practice and master's and doctoral programs for further career development.

- by Joaquin Vasallo
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- Nursing, Educational Measurement, European Union, International Cooperation

Although many residency programs mandate at least one rotation in emergency medicine (EM), to the best of our knowledge, a standardized curriculum for emergency department (ED) rotations for ''off-service'' residents has not been developed. As a result, the experiences of these residents in the ED tend to vary during their rotations. To design an off-service EM curriculum, we adopted Kern's six-step approach to curriculum development as a conceptual framework. The resulting program encompasses clinical experience and didactic sessions through which residents are trained in core topics and skills. This knowledge will be applicable in the clinical settings in which residents will continue to train and ultimately practice their specialty. It is flexible enough to be applicable and implementable without being limited by resource availability or faculty strengths.

- by Bradley N Younggren
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- Emergency Medicine, Educational Measurement, Medicine, Curriculum

Aim: To explore graduating nursing students' perception of nurse educators' teaching of codes of ethics in polytechnics providing basic nursing education in Finland. Background: Codes of ethics are regarded as an essential content in most nursing ethics curricula. However, little is known about how their teaching is implemented. Methods: Descriptive, cross-sectional design was used in this study. A total of 214 nursing students responded to a structured questionnaire with one open-ended question. The data was analysed statistically by SPSS and content analysis. Findings: Students perceived teaching of the codes as fairly extensive. The emphasis was on the nurse-patient relationship. Less attention was paid to nursing in wider social contexts. Educators' use of teaching and evaluation methods was narrow. Students whose teaching had been integrated into clinical training perceived that teaching had been more extensive. However, students did not perceive integration to clinical training as a much used teaching format. Students assessed their own knowledge and ability to apply the codes as mediocre. Those educators, whose knowledge about the codes students had assessed as adequate, were also perceived to teach the codes more extensively. Conclusions: Regardless of the responding students' positive description of the teaching, the findings should be interpreted with caution, due to the students' limited interest to respond. In teaching ethics, particular attention should be paid to more versatile use of teaching and evaluation methods, organization of integrated teaching, educators' competence in ethics, and student outcomes so that the importance of ethics would come across to all nursing students.

- by H. Leino-kilpi
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- Nursing, Educational Measurement, Teaching, Curriculum

Moral education through the work of literature and story-telling has long been present in our society. With the curriculum this moral education is something that should be present in today's education as well. By studying the fundamental values in the curriculum and how they are expressed in the fantasy novel New Spring, the moral values will be present in education. Using literature in the classroom has many benefits and by specifically using fantasy we might catch the interest from the students. By using New Spring as a case study I will do a lesson plan that incorporates the fundamental values in education.

- by Martina Enghardt
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- Psychology, Ethics, Literature, Virtue Ethics
- by Ivy Oandasan
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- Family Practice, Medicine, Curriculum, Canada
- by C. Evashwick
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- Program Evaluation, Health Professional Education, Long Term Care, Accreditation

This article aimed to determine sexual behaviors among female and male adolescents in northern Italy. An anonymous self-administered questionnaire evaluating sexual attitudes was distributed in middle and high schools in northern Italy. Adolescents between 13 and 19 years of age were asked to participate at the survey. The study group included 664 participants. Overall, 164 (25%) adolescents had had at least one sexual intercourse. Among adolescents who have had sexual intercourse, 90 (55%) use condoms, 25 (15%) use hormonal contraception, and 49 (30%) do not use any contraception method. A total of 559 adolescents (84%) participated in school-based sexual education programs. This group had better knowledge on sexually transmitted diseases and contraception methods in comparison with adolescents who have never participated in such educational programs (p < .05), and no difference in high-risk sexual behaviors was observed (p = 1.0). School-based sexual education programs improve knowledge of sexual transmitted diseases and contraception methods. However, this knowledge does not correlate to high-risk sexual behaviors reduction.

- by Giorgio Bogani
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- Psychology, Adolescent, Curriculum, Italy

Área temática: Investigación de la investigación educativa Línea temática: Formación de la investigación educativa Tipo de ponencia: Reporte final de investigación Resumen: La formación de la Investigación Aplicada en los programas de pregrado y posgrados, se asocia a la toma de decisiones y a la solución de problemas, también está vinculada idealmente con los agentes que toman decisiones (Latapí, 1997). Su conceptualización esta en concordancia con la definición de tales programas; el nivel de alcance de esta investigación se determinado por el grado de estudios, hay una distinción gradual entre la licenciatura, especialidad, maestría y doctorado. Lo cual es compatible con los propósitos delimitados normativamente por parte de la SEP concretados en los acuerdos 279, hoy 18/11/18 para la aprobación de impartición los programas de estudios, así como la reciente política del CONACYT tendiente a incorporar el derecho humano de gozar los beneficios de la ciencia. Una de las preguntas que nos hacemos en las IES es cómo deberá ser la Universidad del siglo XXI para formar tal enfoque de investigación; significa reinventarnos como educadores y concebir un currículo acorde a las demandas de formación; cuyo vínculo entre escuela y realidad esté dado con alto grado de reciprocidad. Para ello, se indagó desde la perspectiva de estudiantes y docentes los conceptos, procesos y condiciones de operación curricular que están implicados para conectar los procesos de formación con la solución de problemas e incidir en las transformaciones sociales. El objetivo fue acercarse desde la mirada por éstos, a las habilidades y capacidades que posibilitan tales vínculos, aparentemente inconexos, entre las diversas ciencias, metodologías y condiciones que conllevan a formar en la investigación aplicada. Palabras clave: formación, investigación aplicada, proyecto integrador, currículo

- by Liliana Lira
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- Curriculum, Investigacion Aplicada
- by Michael Zanovec
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- Health Promotion, Diet, Multidisciplinary, Curriculum

Background: Since the early 1990s former communist countries have been reforming their health care systems, emphasizing the key role of primary care and recognizing family medicine as a specialty and an academic discipline. This study assesses the level of academic development of the discipline characterised by education and research in central and eastern European (CEE) countries.

- by Marek Oleszczyk
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- Eastern Europe, Health Policy, Family Practice, Curriculum

as a special issue and supplement of the Journal of Rehabilitation Medicine. Gutenbrunner, Ward, and Chamberlain's (2007) supplement was written with the intent of stating the position of physical and rehabilitation medicine (PRM) in Europe. It defines the specialty, its work, the competencies of its practitioners and its relationships to other medical disciplines and allied health professionals. It also aims to ensure that PRM is seen as a European specialty, where high quality practitioners working within excellent standards of care can practice in accord with evidence-based medicine, as well as within the context of their different national practices. In doing so, the supplement describes training and skills of PRM specialists. It also provides the underlying principles of specialized rehabilitation, which will allow policymakers, health planners, medical and paramedical colleagues to identify how PRM works and how it can assist the process of allowing people with disabilities to participate fully in society.

- by maria gabriella ceravolo
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- Psychology, Rehabilitation Medicine, Social Work, Publishing

Medical Education 2010: 44: 387–395Context Elective courses are a significant part of undergraduate medical education throughout the world, but the value provided by these courses and the reasons for choosing particular elective courses have not been studied extensively.Objectives The aim of this study was to investigate medical and dental students’ experiences of elective courses in undergraduate medical education in Croatia and to gather students’ recommendations for the improvement of elective courses.Methods Medical and dental students studying under the Bologna curriculum were given a questionnaire in which they were asked for their opinions of elective courses and their suggestions as to how they might be improved. Data on elective courses were obtained from medical schools’ administrative offices.Results The survey response rate was 92% (834/903). Medical students gave elective courses an average grade of 3.44 out of 5, whereas dental students gave a lower average of 3.15. Students’ suggestions for change included introducing more practical work and recognising international student exchanges and attendance at conferences as elective options. A third of students indicated that teachers should be given additional training in leading elective courses. Analysis of the curriculum showed that elective courses in Croatian medical schools are very heterogeneous in terms of their content and the number of credits and assessment methods they involve, and are very conservative in that only structured courses are offered. Students cannot design their own courses or take more elective courses than represent 10% of their total number of credits.Conclusions Student opinion should be consulted when medical schools venture into the elective curriculum so that students can feel that they are really benefiting from these subjects. Students would welcome new and personally designed strands. Elective courses are a significant part of medical education and therefore their quality and purpose need to be assessed regularly in order to ensure that they meet students’ needs.

- by Damir Sapunar
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- Education, Medical Education, Public Health, Teaching

A need exists among medical students to develop a clinically correlated anatomy program that will maximize their learning experience, improve their academic performance, and allow them to make more informed career choices. Therefore, we designed and implemented an elective program for first-year medical students entitled Surgical Clinical Correlates in Anatomy, which allowed surgeons to teach clinical anatomy concurrent to the traditional anatomy course. This program consisted of sessions on general surgical knowledge, Orthopedic Surgery, Plastic Surgery, Urology, Cardiothoracic Surgery, General Surgery, Vascular Surgery, and Otolaryngology. Each session contained interactive cadaveric operations. Survey data, anatomy exam scores, and MCAT scores were collected from the program participants (n=25), as well as from their peers completing the traditional anatomy course only (n=176). Analyses to evaluate the program and investigate whether participation in the program impacted scores on first-year anatomy curricular exams, changed student perceptions of surgeons, and impacted student interest in surgery were conducted. Of the 25 program participants, 24

- by Ken Jones and +1
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- Physiology, Medical Education, Teaching, General Surgery

Tools to evaluate clinical coursework with community groups for basic baccalaureate students are limited and often have not been sufficiently validated. This study developed and tested 2 tools. The initial phase of development involved identifying expected outcomes for clinical course work and specific tool items from 2 sources of information: (a) U.S. and Canadian policy documents on public health and community health nursing and (b) themes and skills identified as important or satisfying by nursing students during their clinical coursework. The tools were then tested for reliability and validity with subsequent classes of students using predefined criteria. The tool ''Confidence in Using Public Health Nursing Skills'' was developed from 2 sources: the themes and skills identified as important by students and beginning practice expectations identified from policy documents. The tool ''Satisfaction With Team Projects'' was developed from student responses to questions on satisfaction and dissatisfaction. Both tools were found to be reliable in terms of internal consistency reliability and valid in terms of content and structure. The tool or the process to develop the tool will be useful for designing and evaluating appropriate clinical education.

- by Alwyn Moyer
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- Nursing, Health Education, Evaluation, Qualitative Research

The term 'Faculty Development' encompasses all those activities which help faculty members enhance their academic competencies. It comprises three domains: personal development, professional development, and instructional and course development. The objectives of this study were to determine the proportion of medical colleges involved in faculty development activities, to assess the types of faculty development activities, and to identify the factors influencing such activities, along with formulating recommendations for faculty development. A cross-sectional study was conducted in the medical colleges (public and private) of Pakistan from September to December 2010. A questionnaire was designed through literature review, was pre-tested and then sent via mail to principals of the institutions outside Lahore. Questionnaires were self-administered to respondents within Lahore. Apart from describing the data, Chi-square and Fisher's exact tests were applied to determine sta...

- by Fatima Mukhtar
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- Communication, Pakistan, Research, Medicine

Background: A World Health Assembly (WHA) resolution adopted in 2014 strongly encourages member states to integrate palliative care (PC) in undergraduate training for health professionals. Objective: The study objective was to describe a consensus-based process workshop to develop PC competences for medical and nursing schools in Colombia and to present a summary of the findings. Methods: The workshop included 36 participants representing 16 medical and 6 nursing schools from 18 universities in Colombia. Participants were distributed in four thematic groups. Using the International Association for Hospice and Palliative Care (IAHPC) List of Essential Practices (LEP) as guidance, they were asked to discuss and define PC competencies at the undergraduate level. Participants provided feedback and approved each recommendation, and then were asked to complete an evaluation. Results: The resulting competences were separated into six categories: (1) Definition and Principles of PC, (2) Identification and Control of Symptoms, (3) End-of-Life Care, (4) Ethical and Legal Issues, (5) Psychosocial and Spiritual Issues, and (6) Teamwork. A comparative analysis revealed that treatment of several symptoms in the IAHPC LEP (pain, dyspnea, constipation, nausea, vomit, diarrhea, delirium, and insomnia) were included in the competencies. All of the IAHPC LEP related to psychological/emotional/spiritual care was included. The evaluation rate of return was 80%. The assessment was very positive: total score of 4.7/5.0; SD = 0.426), with 89% considering the workshop to be helpful. Conclusion: The workshop provided an opportunity for individuals from different disciplines to discuss competencies and achieve consensus. The resulting competencies will be helpful in the development of PC curricula for physicians and nurses throughout schools in Colombia and other countries.

- by Liliana De Lima
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- Nursing, Colombia, Medical Education, Palliative Care

This article investigates the curriculum discourses circulating in a TESOL Masters Program for international students at a Canadian university. It focuses on issues around academic and professional identity constructions and language viewed through dialogical (Bakhtinian) and ecological perspectives. The article examines possibilities for agency for the students who accommodate, negotiate and resist identities, practices and program discourses inflected by broader neo-colonial and global/local tensions. The authors, two teacher educators in the program, interrogate their own practices in an attempt to denaturalize and historicize discourses available in the program and in current conditions of internationalization of higher education. The study illuminates the symbiotic relationship that develops between the discourses circulating in an educational setting and the internally persuasive discourses/identities that are available for uptake in this setting. The authors conclude that cer...

- by Roumiana ilieva
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- Sociology, Pedagogy, Curriculum, Teacher Identity
- by ZONGYI DENG
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- Sociology, Curriculum, Educational Reforms, School based curriculum development

This study assessed the impact of a school-based program aimed at preventing disordered eating. The program was based on the media-literacy approach and has interactive format. The program was assessed under strong methodological conditions. Seven schools with 263 Spanish adolescent girls in the area of Barcelona, were randomly assigned to either the complete prevention program condition, the partial program condition or the non-treatment control condition, and assessed at pre, post and 6-month follow-up. The program was effective in generating positive changes at follow-up. The effects sizes (ES d = 0.29 to ES d = 0.38) were greater, on average, than that obtained up to now in selective-universal programs, and similar or greater than that achieved by targeted prevention programs. The results indicate a greater and relevant effect size of the intervention in those participants who completed the inter-session interactive activities (ES d = 0.29 to ES d = 0.45) although the differences were not significant. These results suggest the importance of monitoring adherence to the activities in all programs defined as "interactive". The implications and limitations of this study are discussed.

- by Mariona Portell
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- Psychology, Eating Disorders, Health Education, Public Health

The present time brings a number of emergency and crisis situations, including floods, fires or Covid-19, the management of which requires the active involvement of citizens. Lower secondary education in the Czech Republic includes the subject of Health Education, in which this topic is addressed. Education of students in the area of lifestyle and health is included in Health Education and Home Economics, the latter being delivered in Slovenia. In terms of content, both courses are similar and can enrich each other by sharing valuable experience both in teaching students and in preparing future elementary school teachers. The objective of this paper is to present the concept of elementary education in human protection in emergency and crisis situations in the Czech Republic and the related concept of undergraduate teacher training. The research methods used were document review (of curricular documents and study plans) and questionnaire survey. The paper presents the results of an analysis of the curricular document governing elementary education in the Czech Republic (Framework Education Programme for Elementary Education), as well as the results of an analysis of a health education textbook focusing on the area of safety issues. The paper also presents the results of an analysis of the study plans of selected faculties of education in terms of human protection in emergency and crisis situations, as well as the results of a questionnaire survey focusing on the awareness of future teachers in the area of human protection in emergency situations. The results and main findings of the analysis of the curricular document suggest that the topics of the human protection in emergency situations should be strengthened in the context of Health Education (and throughout elementary education). The studies on teachers’ and future teachers’ awareness of human protection in emergency situations (including first aid) point to some shortcomings in undergraduate teacher training (for example, the optional course in first aid and human protection in emergency situations at the Faculty of Education, Masaryk University). Conclusions and recommendations for practice: the current revision of the Framework Education Programme for Elementary Education should allow the strengthening of emergency issues in Health Education. Based on the inquiry, the following is recommended: due attention should be paid to all emergency issues in the course of education; further teacher training in all emergency issues should be promoted; emergency issues in undergraduate teacher training should be integrated in the form of compulsory common base courses.

- by CEPS Journal
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- Teacher Education, Crisis Management, Health Education, Curriculum

This article reports the findings of a study exploring the effects of using videoconferencing (VC) to deliver dance instruction to rural communities. The context of the study is a university community partnership run through blended live and VC instruction with elementary and middle school students in Eloy, Arizona. This research is part of a larger, ongoing study of iDance, aimed at defining instructional methods and creating dance curriculum to meet the needs of students in rural communities. VC presents unique opportunities for teaching students in rural settings. Considering the relative accessibility of VC centers makes it possible to educate rural students in a broad spectrum of dance contexts: composition, performance, technique, and analysis. Regardless of geographical limitations, community partnerships can flourish through VC technology. Addressing the literature on the use of VC in other disciplines, methods of data collection include interviews, short answer questionnair...

- by mila parrish
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- Creative Writing, Creativity, Community, Dance Education

Objectives: There is currently no consolidated list of existing simulation fellowship programs in emergency medicine (EM). In addition, there are no universally accepted or expected standards for core curricular content. The objective of this project is to develop consensus-based core content for EM simulation fellowships to help frame the critical components of such training programs. Methods: This paper delineates the process used to develop consensus curriculum content for EM simulation fellowships. EM simulation fellowship curricula were collected. Curricular content was reviewed and compiled by simulation experts and validated utilizing survey methodology, and consensus was obtained using a modified Delphi methodology. Results: Fifteen EM simulation fellowship curricula were obtained and analyzed. Two rounds of a modified Delphi survey were conducted. The final proposed core curriculum content contains 47 elements in nine domains with 14 optional elements. Conclusion: The proposed consensus content will provide current and future fellowships a foundation on which to build their own specific and detailed fellowship curricula. Such standardization will ultimately increase the transparency of training programs for future trainees and potential employers.

- by Suzanne Bentley
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- Emergency Medicine, Curriculum, Program Development, Consensus

performance was evaluated by an examiner who was not connected with the project. Evaluation of results and impact The low performers included 15 men and 6 women aged 19-20 years. All came from high socioeconomic backgrounds and had gained high scores in their entrance examinations. Non-academic causes of low performance were stress resulting from language problems (8 ⁄ 21 students), problems in adjusting to life away from home (6 ⁄ 21), lack of self-confidence (12 ⁄ 21), fear of failure (8 ⁄ 21) and worry about the future (10 ⁄ 21). Academic problems included difficulty in managing study time (17 ⁄ 21), lack of concentration (10 ⁄ 21), inability to retain what was studied (10 ⁄ 21), examination anxiety (8 ⁄ 21), inability to write examinations (5 ⁄ 21), etc. Analysis by paired t-test revealed a statistically significant improvement in the post-programme performance of the 16 students who participated in the sessions (P < 0.001). The pre-and post-programme performances of the 6 low performers who did not participate in the project showed no statistically significant difference (P ¼ 0.518, Wilcoxon signed rank test). A post-programme questionnaire was administered to assess the participants' response to the intervention. The response was positive and majority of them felt that the sessions had helped to improve their performance (average score 3.63 ⁄ 6.00), change their study behaviour (3.69 ⁄ 6.00) and change their attitude (3.50 ⁄ 6.00). They felt that the strong point of this programme was that it gave them more confidence and boosted their self-esteem. It was concluded that poor performers can benefit from individually tailored remedial programmes which include counselling and training in study skills, along with good mentor support.

- by Stefan Stieger
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- Education, Medical Education, Teaching, Curriculum

This paper considers the issues involved in developing a programme for youth justice practitioners. Contemporary youth justice practice occurs in an increasingly managerialist and punitive context raising questions about how best to develop effective practitioners. It is argued that youth justice practice involves a recurring challenge of meeting situations of high complexity that must be dealt with on a caseby-case basis, guided by a clear understanding of how offending behaviour is constituted. The Professional Certificate in Effective Practice is reviewed and it is argued that education must emphasise reflective understanding. A critique of competency based education in relation to the Diploma in Probation Studies is also presented arguing that such an approach renders invisible important aspects of practice. Recommendations are made for a curriculum for a youth justice programme which stresses humanism, reflective understanding of context and history, criminology, sociology and psychology, social exclusion, social control, risk, victimology and comparative youth justice.

- by Chris Kubiak
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- Nursing, Social Work, Pedagogy, Justice

This short Country Report, a result of a larger infoDev-supported Survey of ICT in Education in Africa, provides a general overview of current activities and issues related to ICT use in education in the country. The data presented here should be regarded as illustrative rather than exhaustive. ICT use in education is at a particularly dynamic stage in Africa; new developments and announcements happening on a daily basis somewhere on the continent. Therefore, these reports should be seen as "snapshots" that were current at the time they were taken; it is expected that certain facts and figures presented may become dated very quickly. The findings, interpretations and conclusions expressed herein are entirely those of the author(s) and do not necessarily reflect the view of infoDev, the Donors of infoDev, the World Bank and its affiliated organizations, the Board of Executive Directors of the World Bank or the governments they represent. The World Bank cannot guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply on the part of the World Bank any judgment of the legal status of any territory or the endorsement or acceptance of such boundaries. It is expected that individual Country Reports from the Survey of ICT and Education in Africa will be updated in an iterative process over time based on additional research and feedback received through the infoDev web site. For more information, and to suggest modifications to individual Country Reports, please see www.infodev.org/ict4edu-Africa.

- by Amr Hamdy
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- Languages, Philosophy, Digital Divide, Lifelong Learning

Successful innovation and change in the way medical students are prepared are notoriously difficult. The relationship between the administrative structures of the medical school and its teaching hospitals, other responsibilities ofits teachers and administrators, and the intricacies of the curriculum as a system of interrelated components, mean that any real change has wide repercussions. An opportunity for evaluation of a curriculum undergoing change was presented at the University of New South Wales, when the Faculty of Medicine introduced a new 6-year medical curriculum in 1988. The change was made to address a number of problems experienced with the old 5-year curriculum. The Course Evaluation Committee was in a unique position to conduct an ongoing evaluation of the new curriculum, year by year, as it was being introduced. A method for obtaining feedback from both staff and students on a medical curriculum undergoing change, is described. While some sample results are presented, the paper concentrates on the advantages and disadvantages of, and our experiences with, this method. Advantages include the specificity and timing of the information collected, and the high response rate. One disadvantage was the repeated use of the same cohort of students. Some staff still perceived the evaluation process as a threat, or were sceptical about the value and validity of student feedback. Whether staff acknowledged ownership of the new curriculum also affected the use of feedback.

- by R. Bandaranayake
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- Program Evaluation, Education, Medical Education, Curriculum