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Journal articles on the topic 'Core curriculum'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 March 2023

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1

Alghazo, Ali M. "CORE Curriculum and Students Perceptions: Approach to Curriculum Review." International Journal of Information and Education Technology 5, no. 8 (2015): 620–24. http://dx.doi.org/10.7763/ijiet.2015.v5.579.

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2

Katt, Jeffrey A. "Core Curriculum." Annals of Internal Medicine 117, no. 7 (October 1, 1992): 607. http://dx.doi.org/10.7326/0003-4819-117-7-607.

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3

Batcheller, Lori J. "Core Curriculum." Neurology Now 13, no. 2 (2017): 10–11. http://dx.doi.org/10.1097/01.nnn.0000515869.93567.9e.

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4

Brown, Jeannette. "Core Curriculum." Plastic Surgical Nursing 29, no. 2 (April 2009): 96–112. http://dx.doi.org/10.1097/01.psn.0000356869.25844.e8.

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&NA;. "Core Curriculum." Plastic Surgical Nursing 29, no. 2 (April 2009): 113–14. http://dx.doi.org/10.1097/01.psn.0000356870.02973.34.

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6

Chertoff, Jocelyn, Etta Pisano, and Bernard Gert. "Core Curriculum." Academic Radiology 16, no. 1 (January 2009): 108–16. http://dx.doi.org/10.1016/j.acra.2008.06.011.

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7

Loima, Jyrki. "Innovation, Recreation, Interpretation? A Case Study on the Origins and Implementation of Transversal Core Competencies in Finnish Basic Education Core Curriculum Reform 2016." International Journal of Education and Literacy Studies 8, no. 1 (January 31, 2020): 180. http://dx.doi.org/10.7575/aiac.ijels.v.8n.1p.180.

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This qualitative study on the Finnish basic education curriculum (2016) had two goals. First, to survey the origins of first two new curriculum competences: 1) thinking and learning to learn, and, 2) cultural competences. Second, to analyse the local curricular implementation and comprehension in a rapid socio-cultural change. To reveal the possible data trends, two research questions were addressed: 1. What was the background of first two 2016 transversal core competencies? 2. How were those competencies implemented into a local curriculum 2016-19? The Data included basic education curricula (1985-2016), and a local curriculum. Relevant legislation, official information (e.g. PISA), parental feedback, and a questionnaire to an anonymous implementing principal comprised the curricular data. The Data triangulation was completed with a wide range of educational, cultural and ideological research. Regarding ethics, the individual sources and educational provider remained anonymous. Findings were surprising. “Modern” thinking and learning skills were created in early 20th century American society by Deweyan comprehension. However, an immigration had changed the long-lasting interpretation on the origins of Finnish culture. Moreover, local curriculum implementation was more successfully comprehended and supported. Conclusions were obvious: more identifiable research and teachers’ training were needed for curricular reforms and competences. The socio-cultural comprehension in the era of AI asked for sound arguments.

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Luther, Vera, Rachel A. Shnekendorf, Spicer O. Jennifer, Ashleigh Logan, Alice Barsoumian, Brian Schwartz, Chloe Bryson-Cahn, et al. "1111. #BeASteward: Transforming Infectious Diseases Fellows Into Antimicrobial Stewards Using the IDSA Antimicrobial Stewardship Curriculum." Open Forum Infectious Diseases 7, Supplement_1 (October 1, 2020): S585—S586. http://dx.doi.org/10.1093/ofid/ofaa439.1297.

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Abstract Background The Infectious Diseases Society of America (IDSA) has supported the development of the Core and Advanced Antimicrobial Stewardship (AS) Curricula for fellows to ensure the future ID workforce is effectively prepared to practice, participate in and lead AS efforts in health care institutions. The Core AS Curriculum is currently available; the Advanced AS Curriculum pilot will begin July, 2020. Methods IDSA formed the AS Curriculum Workgroup, comprised of leaders in AS and medical education from institutions across the country, to lead the AS Curricula development process. The workgroup conducted two surveys of ID Fellowship Program Directors, one in 2016 for the core curriculum and a second in 2018 for the advanced curriculum, to assess existing AS educational resources and determine needs for additional AS educational and evaluation resources. The workgroup used the evaluation data to inform the content, delivery methods, and assessment tools for the curricula. The Core AS Curriculum is designed to provide fellows foundational knowledge and skills in AS. The Advanced AS Curriculum is designed to provide fellows the knowledge and skills to become leaders in AS. The Core AS Curriculum was piloted by 56 ID Fellowship Programs in 2018 and then made broadly available via IDSA Academy in 2019. Pilot data will be used to improve future iterations of the curriculum. The Advanced AS Curriculum pilot will begin in 2020 and will be broadly available in 2021. Results The curricular packages contain a variety of training resources including eLearning modules, lectures slides, case-based questions, videos, reading materials, pocket cards, group-based learning, role play exercises and simulations. The modules can be taught by faculty to fellows or conducted as a self-directed learning experience. Program directors and fellows who participated in the Core AS Curriculum pilot reported that their fellowship program was significantly more effective in teaching multiple key stewardship content areas (Table). Table. Conclusion Evaluation data from programs who piloted the Core AS Curriculum indicate that this blended learning experience is an effective method for teaching AS and in providing educational and assessment tools for ID fellowship programs. The Advanced AS Curriculum will be similarly evaluated. Disclosures Julie Ann Justo, PharmD, MS, BCPS-AQ ID, bioMerieux (Speaker’s Bureau)TRC Healthcare (Speaker’s Bureau)

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9

Safdieh, Joseph E., Raghav Govindarajan, Douglas J. Gelb, Yazmin Odia, and Madhu Soni. "Core curriculum guidelines for a required clinical neurology experience." Neurology 92, no. 13 (February 22, 2019): 619–26. http://dx.doi.org/10.1212/wnl.0000000000007187.

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Physicians in most specialties frequently encounter patients with neurologic conditions. For most non-neurologists, postgraduate neurologic education is variable and often limited, so every medical school's curriculum must include clinical learning experiences to ensure that all graduating medical students have the basic knowledge and skills required to care for patients with common neurologic symptoms and neurologic emergencies. In the nearly 20 years that have elapsed since the development of the initial American Academy of Neurology (AAN)–endorsed core curriculum for neurology clerkships, many medical school curricula have evolved to include self-directed learning, shortened foundational coursework, earlier clinical experiences, and increased utilization of longitudinal clerkships. A workgroup of both the Undergraduate Education Subcommittee and Consortium of Neurology Clerkship Directors of the AAN was formed to update the prior curriculum to ensure that the content is current and the format is consistent with evolving medical school curricula. The updated curriculum document replaces the term clerkship with experience, to allow for its use in nontraditional curricular structures. Other changes include a more streamlined list of symptom complexes, provision of a list of recommended clinical encounters, and incorporation of midrotation feedback. The hope is that these additions will provide a helpful resource to curriculum leaders in meeting national accreditation standards. The curriculum also includes new learning objectives related to cognitive bias, diagnostic errors, implicit bias, care for a diverse patient population, public health impact of neurologic disorders, and the impact of socioeconomic and regulatory factors on access to diagnostic and therapeutic resources.

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10

Astin, Alexander W. "The Core Curriculum." Science 237, no. 4814 (July 31, 1987): 474. http://dx.doi.org/10.1126/science.237.4814.474.a.

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Burt, C. Tyler. "The Core Curriculum." Science 237, no. 4814 (July 31, 1987): 474. http://dx.doi.org/10.1126/science.237.4814.474.c.

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Mallow, Jeffry V. "The Core Curriculum." Science 237, no. 4814 (July 31, 1987): 474. http://dx.doi.org/10.1126/science.237.4814.474.d.

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Brown, Marshall. "The Core Curriculum." Science 237, no. 4814 (July 31, 1987): 474. http://dx.doi.org/10.1126/science.237.4814.474.b.

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14

Surridge, Christopher. "The core curriculum." Nature 380, no. 6572 (March 1996): 287–88. http://dx.doi.org/10.1038/380287a0.

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15

Redmond, K. "EONS core curriculum." European Journal of Cancer 35 (September 1999): S24. http://dx.doi.org/10.1016/s0959-8049(99)80514-0.

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16

COLLINS, JANNETTE, PHILIP O. ALDERSON, and SALLY AMSEL. "GME Core Curriculum." Academic Medicine 75, no. 5 (May 2000): 547–48. http://dx.doi.org/10.1097/00001888-200005000-00077.

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17

Kwon, Richard S., Raquel E. Davila, Daniel K. Mullady, Mohammad A. Al-Haddad, Ji Young Bang, Juliane Bingener-Casey, Brian P. Bosworth, et al. "EGD core curriculum." VideoGIE 2, no. 7 (July 2017): 162–68. http://dx.doi.org/10.1016/j.vgie.2017.03.009.

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18

Chutkan, Robynne K., Asyia S. Ahmad, Jonathan Cohen, Marcia R. Cruz-Correa, David J. Desilets, Jason A. Dominitz, Brian J. Dunkin, et al. "ERCP core curriculum." Gastrointestinal Endoscopy 63, no. 3 (March 2006): 361–76. http://dx.doi.org/10.1016/j.gie.2006.01.010.

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19

Pannala, Rahul, Reem Z. Sharaiha, Shelby A. Sullivan, Mihir S. Wagh, Jonathan Cohen, and Christopher C. Thompson. "Obesity core curriculum." Gastrointestinal Endoscopy 91, no. 6 (June 2020): 1221–29. http://dx.doi.org/10.1016/j.gie.2019.07.007.

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20

Jones, Roger, W. F. Hendry, and William Odling-Smee. "The core curriculum." Lancet 338, no. 8777 (November 1991): 1274. http://dx.doi.org/10.1016/0140-6736(91)92141-n.

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21

Seddon, T. D. S., A. E. Dugdale, and A. M. W. Porter. "The core curriculum." Lancet 338, no. 8779 (November 1991): 1398. http://dx.doi.org/10.1016/0140-6736(91)92275-7.

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22

SATO, Tatsuo. "Model Core Curriculum." Igaku Toshokan 51, no. 3 (2004): 200–202. http://dx.doi.org/10.7142/igakutoshokan.51.200.

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23

ASTIN, A. W. "The Core Curriculum." Science 237, no. 4814 (July 31, 1987): 474. http://dx.doi.org/10.1126/science.237.4814.474.

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24

BROWN, M. "The Core Curriculum." Science 237, no. 4814 (July 31, 1987): 474. http://dx.doi.org/10.1126/science.237.4814.474-a.

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25

BURT, C. T. "The Core Curriculum." Science 237, no. 4814 (July 31, 1987): 474. http://dx.doi.org/10.1126/science.237.4814.474-b.

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26

MALLOW, J. V. "The Core Curriculum." Science 237, no. 4814 (July 31, 1987): 474. http://dx.doi.org/10.1126/science.237.4814.474-c.

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27

Ferrer, Jaume, and Júlia Sampol. "The Core Curriculum." Archivos de Bronconeumología (English Edition) 53, no. 12 (December 2017): 663–64. http://dx.doi.org/10.1016/j.arbr.2017.10.003.

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28

DiMaio, Christopher J., Girish Mishra, Lee McHenry, Douglas G. Adler, Walter J. Coyle, Kulwinder Dua, Barry DeGregorio, et al. "EUS core curriculum." Gastrointestinal Endoscopy 76, no. 3 (September 2012): 476–81. http://dx.doi.org/10.1016/j.gie.2012.04.437.

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29

Sedlack, Robert E., Vanessa M. Shami, Douglas G. Adler, Walter J. Coyle, Barry DeGregorio, Kulwinder S. Dua, Christopher J. DiMaio, et al. "Colonoscopy core curriculum." Gastrointestinal Endoscopy 76, no. 3 (September 2012): 482–90. http://dx.doi.org/10.1016/j.gie.2012.04.438.

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30

Lee, Kyungwon, Hangyun Cho, and Oh Nam Kwon. "An Analysis for the Characteristics of Mathematics Subject in IB DP Theory of Knowledge and Extended Essay Curriculum." SNU Journal of Education Research 31, no. 3 (September 30, 2022): 33–58. http://dx.doi.org/10.54346/sjer.2022.31.3.33.

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This study analyzes the theory of knowledge and the extended essay curriculum of the IB DP curriculum in order to derive implications for the reflection of characteristics of subjects in the cross-curricular curricula. In the IB DP curriculum, the theory of knowledge and the extended essay curriculum are core areas with academic characteristics that can be connected to multiple subjects. The theory of knowledge curriculum was analyzed from the perspective of the nature and ethics of mathematics. The extended essay curriculum was analyzed from the perspective of mathematical inquiry. The theory of knowledge curriculum provides knowledge questions related to mathematics so that students can experience various perspectives on the nature and ethics of mathematics. The extended essay curriculum provides procedures, methods, and cases for students to experience mathematical inquiry. This analysis can be used as basic data for developing curriculum documents and textbooks that can reflect the characteristics of individual subjects in the cross-curricular curricula.

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31

Dunn, Dana S. "Integrating Psychology into the Interdisciplinary Core Curriculum." Teaching of Psychology 20, no. 4 (December 1993): 213–18. http://dx.doi.org/10.1207/s15328023top2004_3.

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I argue that the discipline of psychology can be effectively presented to undergraduates in an interdisciplinary core curriculum. I briefly review ways to place psychology in core curricula and present an illustrative curriculum introduced at Moravian College in 1990. I discuss how psychology is covered in three of seven courses from this curriculum and conclude by discussing benefits of interdisciplinary core programs.

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32

Michaud, Gaëtane C., Colleen L. Channick, Anica C. Law, Jessica B. McCannon, MaryEllen Antkowiak, Garth Garrison, David Sayah, et al. "ATS Core Curriculum 2016. Part IV. Adult Pulmonary Medicine Core Curriculum." Annals of the American Thoracic Society 13, no. 7 (July 2016): 1160–69. http://dx.doi.org/10.1513/annalsats.201601-060cme.

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33

Fleischer, Arthur C. "Ultrasound: The Core Curriculum." American Journal of Roentgenology 179, no. 3 (September 2002): 684. http://dx.doi.org/10.2214/ajr.179.3.1790684.

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34

Garden, Anne S., and John A. Smith. "Developing A Core Curriculum." Medical Education 32, no. 2 (April 1998): 215–16. http://dx.doi.org/10.1046/j.1365-2923.1998.0188i.x.

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35

Liddy, Richard M. "A Catholic Core Curriculum." Lonergan Workshop 23 (2009): 227–44. http://dx.doi.org/10.5840/lw2009239.

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36

Dellinger, R. Phillip, and Robert W. Taylor. "CRITICAL CARE CORE CURRICULUM." Critical Care Medicine 18, Supplement (December 1990): S256. http://dx.doi.org/10.1097/00003246-199012001-00155.

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37

Fogazzi, Giovanni B., Simona Verdesca, and Giuseppe Garigali. "Urinalysis: Core Curriculum 2008." American Journal of Kidney Diseases 51, no. 6 (June 2008): 1052–67. http://dx.doi.org/10.1053/j.ajkd.2007.11.039.

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38

NARAYAN, MARY CURRY. "HHNA Develops Core Curriculum." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 17, no. 4 (April 1999): 259. http://dx.doi.org/10.1097/00004045-199904000-00012.

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39

NEAL, LESLIE JEAN. "HHNA???s Core Curriculum." Home Healthcare Nurse 19, no. 1 (January 2001): 8. http://dx.doi.org/10.1097/00004045-200101000-00003.

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NEAL, LESLIE JEAN. "HHNA Core Curriculum Update." Home Healthcare Nurse 19, no. 4 (April 2001): 251–52. http://dx.doi.org/10.1097/00004045-200104000-00018.

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41

Miller, Lisa, and Jennifer MacRae. "Vascular Access Core Curriculum." Canadian Journal of Kidney Health and Disease 3 (September 26, 2016): 205435811667392. http://dx.doi.org/10.1177/2054358116673925.

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42

Lawson, Hal A. "Renewing the Core Curriculum." Quest 59, no. 2 (May 2007): 219–43. http://dx.doi.org/10.1080/00336297.2007.10483550.

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43

McCann, Shaun R. "Haematology: A Core Curriculum." British Journal of Haematology 154, no. 4 (July 28, 2011): 541. http://dx.doi.org/10.1111/j.1365-2141.2011.08814.x.

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44

Benjamin, Ludy T. "Revisiting psychology's core curriculum." American Psychologist 57, no. 6-7 (2002): 454–55. http://dx.doi.org/10.1037/0003-066x.57.6-7.454.

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45

&NA;. "Core Curriculum in Gastrooenterology." Journal of Clinical Gastroenterology 11, no. 4 (August 1989): 488. http://dx.doi.org/10.1097/00004836-198908000-00041.

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46

COOPER, M. "CORE CURRICULUM IN MEDICINE." Lancet 331, no. 8599 (June 1988): 1399. http://dx.doi.org/10.1016/s0140-6736(88)92214-3.

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47

Linas, Stuart L. "Core curriculum in nephrology." American Journal of Kidney Diseases 42, no. 2 (August 2003): 215–16. http://dx.doi.org/10.1016/s0272-6386(03)00803-5.

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48

Lampkins, Gwendolyn T. "Perioperative Nursing Core Curriculum." AORN Journal 63, no. 1 (January 1996): 291. http://dx.doi.org/10.1016/s0001-2092(06)63476-5.

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49

Carmichael, AndrewJ. "CORE CURRICULUM IN MEDICINE." Lancet 331, no. 8594 (May 1988): 1112. http://dx.doi.org/10.1016/s0140-6736(88)91935-6.

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50

Castillo, Mauricio, and Thomas Marino. "The Core Curriculum, Ultrasound." Academic Radiology 9, no. 6 (June 2002): 729–30. http://dx.doi.org/10.1016/s1076-6332(03)80322-7.

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