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Bahner, D., N. Patel, E. Adkins, C. Donley, R. Nagel, and N. Kman. "75 @EDultrasound: A Social Media Curriculum." Annals of Emergency Medicine 60, no. 5 (November 2012): S188—S189. http://dx.doi.org/10.1016/j.annemergmed.2012.07.099.
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PACEVIČIUS, ARVYDAS. "KRZYSZTOFUI MIGOŃIUI – 75." Knygotyra 65 (January 1, 2015): 358–61. http://dx.doi.org/10.15388/kn.v65i0.8472.
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Vilniaus universiteto Bibliotekininkystės ir informacijos mokslų institutas Universiteto g. 3, LT-01513 Vilnius, Lietuva El. paštas: arvydas.pacevicius@kf.vu.lt2015 m. liepos 20 dieną 75 metų jubiliejų atšventė europinio masto mokslininkas, lenkų bibliologas ir lietuvių knygotyrininkų bičiulis, Vroclavo universiteto profesorius Krzysztofas Migońis. Nors Lietuvos knygotyrininkams profesorius gerai pažįstamas ir specialiai jo pristatyti gal ir nereikėtų, vis dėlto ši graži sukaktis yra gera proga „Knygotyros“ skaitytojams žvilgtelėti į sukaktuvininko curriculum vitae ir įsitikinti, kiek daug jis nuveikęs moksle ir kiek „mokslas teikia džiaugsmo bei paguodos“. [...]
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Fong, Rowena. "The Future of Multicultural Social Work." Advances in Social Work 6, no. 1 (April 30, 2005): 43–50. http://dx.doi.org/10.18060/75.
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Multicultural social work has been evolving over the last forty years despite challenges in limited knowledge, insufficient resources, and inadequate infusion into the curriculum. Discussions continue about appropriate conceptual frameworks, culturally sensitive terms, traditional and indigenous practice approaches and treatments, and relevant outcome measures and evaluation methods. Future directions foster the inclusion of cultural values as strengths. Intersectionality guides practice approaches and systems of care. Service learning requirements, national ethnic resource centers, and ethnic resource centers, and ethnic studies dual degree programs are innovative initiatives yet to be fully integrated into social work curriculum.
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Hafid, Abd, Rosmalah Rosmalah, and Sultan Sultan. "Efektifitas Penerapan Pendidikan Karakter Pada Kurikulum 2013 Pembelajaran Tematik Di Sekolah Dasar Inpres 6/75 Ta' Tanete Riettang Kabupaten Bone." JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan 3, no. 3 (September 18, 2019): 283. http://dx.doi.org/10.26858/jkp.v3i3.10232.
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The effectiveness of the implementation of 2013 curriculum character education still needs to be assessed. The focus of the problem: What is the plan for implementing character education in thematic learning of 2013 curriculum at Primary School Inpres 6/75 Ta 'Tanete Riattang, Bone Regency and how effective is the implementation of character education in 2013 thematic learning curriculum at Primary School Inpres 6/75 Ta' Tanete Riattang, Bone Regency?. The purpose of this study was to describe the implementation plan of character education in thematic learning at Primary School Inpres 6/75 Ta 'Tanete Riattang, Bone Regency and describe the effectiveness of the implementation of character education in 2013 curriculum thematic learning at Primary School Inpres 6/75 Ta' Tanete Riattang District Bone. The research approach was qualitative and the type of research was descriptive research. This research was conducted in Primary School Inpres 6/75 Ta’. Data sources in this study were teachers and students in grades I, II, IV, and V. Data collection techniques in this study were documentation and observation sheets. Data analysis techniques used were data reduction, data presentation, and drawing conclusions. The results showed that the planned implementation of character education in the thematic learning of 2013 curriculum and the implementation of character education in the thematic learning of 2013 curriculum at Primary School Inpres 6/75 Ta'were categorized very good. The study concluded that the planning and implementation of character education in 2013 curriculum thematic learning at Primary School Inpres 6/75 Ta’ were effective.
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Bares, Sara H., Trevor C. Van Schooneveld, Jasmine R. Marcelin, Jasmine R. Marcelin, Fadul Nada, and Andrea Zimmer. "2545. Needs Assessment for a Presentation Skills Curriculum in an Infectious Diseases Fellowship Program." Open Forum Infectious Diseases 6, Supplement_2 (October 2019): S884. http://dx.doi.org/10.1093/ofid/ofz360.2223.
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Abstract Background Presentation skills are critical for infectious diseases fellows regardless of their ultimate career path. Despite this, there is little emphasis on training in presentation skills within the infectious diseases (ID) fellowship curricula. Methods To determine the perceived need for a presentation skills curriculum for ID fellows, faculty and fellows were asked to complete a brief online needs assessment. The survey included questions on demographics, prior presentation experience and skills training, perceived need for and interest in a presentation skills curriculum, and the preferred modality for such a curriculum. Descriptive statistics were calculated for each theme. Results In April 2019, 4/4 fellows and 15/22 faculty members completed the online survey. While all fellows (100%) agreed or strongly agreed their presentation skills could be improved, only 50% wanted more feedback about their presentation skills and only 50% were interested in training to improve their presentation skills (Figure 1). Concerns about time constraints were noted in the optional comments. Most faculty (87%) agreed or strongly agreed that fellow presentation skills could be improved and most felt empowered (73%) and were willing (73%) to provide the fellows with feedback. Only 27% of faculty reported prior training in presentation skills and 60% expressed an interest in receiving training before providing the fellows with feedback. Regarding presentation skills feedback modalities (Figure 2), fellow respondents expressed a preference for written feedback (75%) and in-person, one-on-one feedback (75%); faculty respondents were willing to provide written feedback (93%), in-person, one-on-one feedback (80%) and in-person feedback with a group of other faculty (73%). Conclusion This study provides a framework for ID fellowship programs interested in developing a presentation skills curriculum. The results support the need for a presentation skills curriculum, but interest in such a curriculum is not universal. Our findings will guide the development and structure of a curriculum that will target interested faculty and aim to benefit the fellows without putting an undue onus on their time and other commitments. Disclosures All authors: No reported disclosures.
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Abushakrah, Jan. "At 75: Coming of Aging with GSA." Innovation in Aging 4, Supplement_1 (December 1, 2020): 864. http://dx.doi.org/10.1093/geroni/igaa057.3189.
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Abstract This lecture reflects on the highlights of my journey to become a gerontologist: •Joining AGHE in 1998 as PCC explored the development of the first and only Gerontology associate degree in Oregon •Collaborating with community and academic partners to create an applied and evolving curriculum •Empowering older, encore students to translate their experience and compassion into professional careers that embodied their passion •Mentoring hundreds of students to harness their creativity and engage in bold innovation to transform aging lives •Grappling with how to measure and ensure student learning in a way that would make a difference in aging lives •Participating in the working group that developed the Gerontology Education Competencies and currently serving on the founding Board of Governors of the Accreditation for Gerontology Education Council.
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Mase, William A., Andrew R. Hansen, Stacy W. Smallwood, Gulzar Shah, Angela H. Peden, Ted Mulherin, and Kaye Bender. "Disease Intervention Specialist Education for the Future: An Analysis of Public Health Curricula." Public Health Reports 133, no. 6 (October 10, 2018): 738–48. http://dx.doi.org/10.1177/0033354918792014.
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Objectives: The objectives of this study were to (1) determine the degree of alignment between an existing public health curricula and disease intervention specialist (DIS) workforce training needs, (2) assess the appropriateness of public health education for DISs, and (3) identify existing curriculum gaps to inform future DIS training efforts. Methods: Using the iterative comparison analysis process of crosswalking, we compared DIS job tasks and knowledge competencies across a standard Council on Education for Public Health (CEPH)-accredited bachelor of science in public health (BSPH) and master of public health (MPH) program core curricula offered by the Georgia Southern University Jiann-Ping Hsu College of Public Health. Four researchers independently coded each DIS task and competency as addressed or not in the curriculum and then discussed all matches and non-matches between coders. Researchers consulted course instructors when necessary, and discussion between researchers continued until agreement was reached on coding. Results: The BSPH curriculum aligned with 75% of the DIS job tasks and 42% of the DIS knowledge competencies. The MPH core curriculum aligned with 55% of the job tasks and 40% of the DIS knowledge competencies. Seven job tasks and 9 knowledge competencies were considered unique to a DIS and would require on-the-job training. Conclusions: Findings suggest that an accredited public health academic program, grounded in CEPH competencies, could address multiple components of DIS educational preparation. Similar analyses should be conducted at other CEPH-accredited schools and programs of public health to account for variations in curriculum.
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Sweeney, Alison, Alyssa Stephany, Shari Whicker, Jack Bookman, and David A. Turner. "Senior Pediatric Residents as Teachers for an Innovative Multidisciplinary Mock Code Curriculum." Journal of Graduate Medical Education 3, no. 2 (June 1, 2011): 188–95. http://dx.doi.org/10.4300/jgme-d-10-00212.1.
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Abstract Background Resuscitation education for pediatric residents may be limited due to the low frequency of actual codes in children. Mock codes represent an opportunity to increase trainee education in acute resuscitations, and we designed a unique multidisciplinary mock code curriculum that uses senior pediatric residents as teachers. Methods A novel mock code curriculum was designed and integrated into an existing night-float rotation. Our 2-tiered curriculum not only focuses on improving teaching proficiency for resident educators (REs) but also includes separate goals to augment simulation-based resuscitation education for resident participants (RPs) and the multidisciplinary staff. Results Seventy-six residents (17 REs, 59 RPs) and more than 75 nurses have participated in the curriculum. After participation, 100% of residents felt that this curriculum would improve the quality of actual resuscitations, and 94% of RPs reported receiving valuable feedback. Comfort with teaching and feedback increased for REs (P < .05), and comfort in resuscitation and crisis resource management improved for RPs (P < .05). The nursing staff also felt that communication, teamwork, and collaboration improved due to implementation of this curriculum. Conclusions A unique mock code curriculum can improve resident comfort with teaching, peer facilitation, feedback, and resuscitation. Curricular interventions of this nature may also be able to improve the balance between service and education within a residency training program. As we move toward a competency based training model within graduate medical education, further investigation is needed to link educational modifications of this nature to clinical outcomes and actual resident performance.
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Scanlon, Erin, Tamra Legron-Rodriguez, Jillian Schreffler, Elijah Ibadlit, Eleazar Vasquez, and Jacquelyn J. Chini. "Postsecondary chemistry curricula and universal design for learning: planning for variations in learners’ abilities, needs, and interests." Chemistry Education Research and Practice 19, no. 4 (2018): 1216–39. http://dx.doi.org/10.1039/c8rp00095f.
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Federal legislation requires equitable access to education for all students at all levels, including in the postsecondary setting. While there have been a few studies in the chemistry education research literature base focused on how to support students with specific disabilities, this work seems to exist as a separate stream of research without direct impact on curriculum development and the overall community. This study focused on investigating how well three sets of general chemistry curricular materials support variations in students’ abilities, interests, and needs. To accomplish this, we compared the curricular materials with the Universal Design for Learning (UDL) framework, which describes steps to account for variations in ability among learners during curriculum development. The UDL framework is organized into three guidelines (multiple means of representation, action and expression, and engagement), further delineated by nine principles and thirty-one finer-grained checkpoints for designing courses. We looked for examples of enactment of the UDL checkpoints in a representative sample of activities. Across all three sets of curricular materials, only four of the thirty-one checkpoints were enacted in at least 75% of the activities, indicating high enactment. On the other hand, eleven of the checkpoints were enacted in less than 25% of the activities, indicating low enactment. Overall, there is much room for improvement in consistently providing support for learner variation within these general chemistry curricular materials. We argue that some of the burden of making curricular materials supportive of all students lies with curriculum developers and provide recommendations for improving support and accessibility.
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Sidikou, Djibo Idrissa, Yannick Caron, Catherine Delguste, Abdoulkarim Issa Ibrahim, Maman Laminou Ibrahim, Hassane Adakal, Jean-Luc Hornick, and Nicolas Antoine-Moussiaux. "Teaching One Health: Animal husbandry in a post-graduate interdisciplinary curriculum." January-June 6, no. 1 (2020): 69–75. http://dx.doi.org/10.14202/ijoh.2020.69-75.
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Background and Aim: This work presents the implementation of a course on animal husbandry in an interdisciplinary curriculum based on the One Health concept. The study describes learners' viewpoints about the course and its insertion in the curriculum. The study aimed at identifying avenues for improvement. Materials and Methods: Fourteen learners (health professionals) participated to individual semi-structured interviews lasting for 25-35 min each. Learners' opinions were extracted from the transcribed interviews and analysis themes were identified from recurrent narratives. Results: The learners perceived animal husbandry as relevant for One Health and potentially useful for their future practice. More precisely, learners were considering a future use of the newly acquired knowledge and skills in the advising of communities facing malnutrition and for the strategic planning at wider levels. Teaching methods were appreciated thanks to the active learning style. Unmet expectations concerned the coverage of impacts and relationships to other disciplines, the inclusion of viewpoints from other disciplines into the teaching, and the degree of contextualization of contents, e.g. through case studies. Accordingly, the main avenues for improvement, as identified by learners, were to give a prior focus on impacts (especially on human health) for all contents and to increase the number of case studies, but also to better address the questions of the usefulness of animal products in the management of malnutrition. Conclusion: The analysis of learners' expectations (met and unmet) and their recommendations regarding the future of the course helped identifying both successes and important challenges for teachers. Two main challenges are highlighted. First, increased interdisciplinarity is needed within the course to better cover the notion of impact of animal husbandry on health, society and environment. Second, the complexity of the domain under consideration will call for important efforts of clarification of the course structure and objectives in terms of skills acquisition.
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Loushine, Todd William, and Robert G. Feyen. "Using Professional Certification Criteria to Assess Occupational Safety Curricula in Degree Programs Investigating Accreditation." Higher Learning Research Communications 3, no. 2 (May 13, 2013): 32. http://dx.doi.org/10.18870/hlrc.v3i2.113.
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This paper demonstrates a novel assessment method developed to determine if the curriculum from two separate safety degree programs provided sufficient opportunity for students to obtain the knowledge required for professional practice in occupational safety. The method relies on the Board of Certified Safety Professionals (BCSP) examination blueprints. In the graduate program case study, over 88% of the BCSP criteria were met through an explicit means and up to 64% through assignments or better. Aggregating criteria into respective subject areas showed that the curriculum covered anywhere from 58% to 100% of the items within each BCSP topic. In the undergraduate case study, over 96% of the BCSP criteria through an explicit means, and 82.8% of knowledge items were assessed in assignments, exams or better. Aggregating criteria into respective subject areas showed that the curriculum covered anywhere from 75% to 100% of the items within each BCSP topic.<br /><br />Once briefed on the results, all faculty/instructors agreed that the approach helped identify strengths and weaknesses in their current curriculum. Most importantly, presentation of results acted as a catalyst for curricular discussions amongst the faculty that resulted in improvement priorities and a better understanding of student learning potential in course assignments.<br /><br />
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Guan, Li, Pan Gao, SuYang Liu, YiSi Liu, XiangYu Li, FeiFei Liu, ZongFu Mao, YuanAn Lu, and Hao Xiang. "Development of a global health bachelor curriculum in China: a Delphi study." BMJ Open 9, no. 1 (January 2019): e023893. http://dx.doi.org/10.1136/bmjopen-2018-023893.
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ObjectiveThis study aimed to establish the first global health bachelor curriculum in China.DesignThe Delphi methodology was used to determine expert consensus on which courses should be included in the global health bachelor curriculum. A literature review and a workshop proceeding were performed to generate courses. Then a two-round Delphi process was conducted with 28 invited experts from universities, health administrative departments and non-governmental organisations to rate courses using a 5-point Likert scale. Additionally, the experts could alter, add or delete courses as appropriate. Consensus was predefined as a mean score of 4 or above and the percent agreement (proportion of panel members scoring ‘very important’ or ‘important’) no less than 75%.ResultsThe responses in the two-round Delphi process were 85.7% and 70.8%, respectively. In the first round, 12 courses did not meet the inclusion criteria and were removed. Based on the participants’ comments, 32 courses were included in round 2. In the second round, the consensus was reached on 31 courses which were selected as the final curriculum. These courses were categorised into five modules, including General Knowledge, Methodology, Global Health Issues, Intercultural Communication, and Health Policy and Programme Management.ConclusionThis study established the first global health bachelor curriculum in China. It will provide guidance for other educational institutions to develop similar programmes or curricula in the future.
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Sepulveda, Debra, and Kalli Varaklis. "Implementing a Multifaceted Quality-Improvement Curriculum in an Obstetrics-Gynecology Resident Continuity-Clinic Setting: A 4-Year Experience." Journal of Graduate Medical Education 4, no. 2 (June 1, 2012): 237–41. http://dx.doi.org/10.4300/jgme-d-11-00158.1.
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Abstract Background Although many residency programs are instituting quality improvement (QI) curricula in response to both institutional and external mandates, there are few reports of successful integration of resident initiated projects into these QI curricula with documented impact on health care processes and measures. Intervention We introduced a multifaceted curriculum into an Obstetrics-Gynecology continuity clinic. Following a needs assessment, we developed a didactic session to introduce residents to QI tools and the how to of a mentored resident-initiated project. Resident projects were presented to peers and faculty and were evaluated. A postgraduation survey assessed residents' satisfaction with the curriculum and preparedness for involvement in QI initiatives after residency. We also assessed whether this resulted in sustained improvement in health care measures. Results The curriculum was presented to 7 classes of residents (n = 25) and 17 resident initiated projects have been completed. Twenty-one residents (84%) completed the preintervention survey and 12 of 17 (71%) residents who completed the entire curriculum completed the postintervention survey. Sustained change in surrogate health measures was documented for 4 projects focused on improving clinical measures, and improvement in clinical systems was sustained in 9 of the remaining 13 projects (69%). Most of the respondents (75%, n = 9) agreed or strongly agreed that the projects done in residency provided a helpful foundation to their current QI efforts. Conclusion This project successfully demonstrates that a multifaceted program in QI education can be implemented in a busy Obstetrics-Gynecology residency program, resulting in sustained improvement in surrogate health measures and in clinical systems. A longitudinal model for resident projects results in an opportunity for reflection, project revision, and a maintenance plan for continued clinical impact.
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Mamatova, Aziza. "Speech Development Problems For Students With Disabilities In Mental Development." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 441–46. http://dx.doi.org/10.37547/tajssei/volume03issue04-75.
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This article provides information on the features of the psychological and speech development of mentally retarded students, the importance of the level of speech development in mastering the child's curriculum, as well as the effectiveness of complex interventions in educational and correctional work with such children.
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Bird, Amber-Nicole, Michelle Martinchek, and Amber T. Pincavage. "A Curriculum to Enhance Resilience in Internal Medicine Interns." Journal of Graduate Medical Education 9, no. 5 (October 1, 2017): 600–604. http://dx.doi.org/10.4300/jgme-d-16-00554.1.
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ABSTRACT Background Burnout is a serious concern in graduate medical education. While enhancing resilience in trainees is considered beneficial, there are few studies showing successful interventions. Objective We developed and implemented a curriculum to teach resilience skills to internal medicine (IM) residents. Methods Our resilience curriculum focused on 4 small group skill-building workshops: setting realistic goals, managing expectations, letting go after stressful clinical events, and finding gratitude. All sessions were delivered by a chief resident during dedicated teaching time, and combined lectures, group discussions, reflection, and simulated skill-building exercises. Participants were assessed before and after the curriculum using the Connor-Davidson Resilience Scale. Results Over a period of 2 years, 81 interns participated; 75% (61 of 81) responded prior to participating in the curriculum, and 79% (64 of 81) responded after participation. The majority thought sessions should continue the following year (75%, 48 of 64). Postsession, participants were more comfortable talking about stress and burnout (70%, 44 of 63), were more comfortable talking about medical errors (73%, 46 of 63), and had learned new ways to approach challenges (64%, 41 of 64). Mean resilience scores were lower after the curriculum (72.54 ± 10.18 versus 68.65 ± 10.14, P = .034). Feedback from participants indicated that the sessions fostered a sense of togetherness among peers and provided them with an additional support system. Conclusions Small group resilience workshops were feasible over 2 years and well received by IM interns, who noted gaining new skills to approach challenges. There was no improvement in resilience scores after the sessions.
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Jenkins, S. Rod, James B. Pocock, Patrick D. Zuraski, Ronald B. Meade, Zane W. Mitchell, and Jodi J. Farrington. "Capstone Course in an Integrated Engineering Curriculum." Journal of Professional Issues in Engineering Education and Practice 128, no. 2 (April 2002): 75–82. http://dx.doi.org/10.1061/(asce)1052-3928(2002)128:2(75).
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Younghee Yang. "Establishing the Direction for Creative Thinking Through Grammar Education: Based on 2015 National Curriculum." Urimalgeul: The Korean Language and Literature 75, no. ll (December 2017): 85–107. http://dx.doi.org/10.18628/urimal.75..201712.85.
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Ruedinger, Emily, Maren Olson, Justin Yee, Emily Borman-Shoap, and Andrew P. J. Olson. "Education for the Next Frontier in Patient Safety: A Longitudinal Resident Curriculum on Diagnostic Error." American Journal of Medical Quality 32, no. 6 (November 29, 2016): 625–31. http://dx.doi.org/10.1177/1062860616681626.
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Diagnostic error is a common, serious problem that has received increased attention recently for its impact on both patients and providers. Presently, most graduate medical education programs do not formally address this topic. The authors developed and evaluated a longitudinal, multimodule resident curriculum about diagnostic error and medical decision making. Key components of the curriculum include demystifying the medical decision-making process, building skills in critical thinking, and providing strategies for diagnostic error mitigation. Special attention was paid to avoiding the second victim effect and to fostering a culture that supports constructive, productive feedback when an error does occur. The curriculum was rated by residents as helpful (96%), and residents were more likely to be aware of strategies to reduce cognitive error (27% pre vs 75% post, P < .0001) following its implementation. This article describes the development, implementation, and effectiveness of this curriculum and explores generalizability of the curriculum to other programs.
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Abreh, Might Kojo, Kofi Acheaw Owusu, and Francis Kodzo Amedahe. "Trends in Performance of WASSCE Candidates in the Science and Mathematics in Ghana: Perceived Contributing Factors and the Way Forward." Journal of Education 198, no. 1 (January 2018): 113–23. http://dx.doi.org/10.1177/0022057418800950.
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The trends in students’ performance in science and mathematics at secondary school level were examined within a decade-long interval in Ghana. Using West African Examinations Council (WAEC) data from approximately 20% of schools countrywide, it was observed that the results did not provide a definitive pattern. Factors such as teachers’ inability to complete between 50% and 75% of the curricula, insufficient-time to enact and complete the curriculum, lack of enough qualified teachers, and use of poor teaching approaches accounted for the trends. This study in Ghana has implications in teacher recruitment deployment in general as well as duration of secondary education globally to examine their efficacy.
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Nolan, Riall. "Teaching Anthropology as if it Mattered: A Curriculum for 21st Century Practitioners." Practicing Anthropology 20, no. 4 (September 1, 1998): 39–44. http://dx.doi.org/10.17730/praa.20.4.512371516284w926.
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Since the mid-1970s, practitioners have constituted an increasingly large proportion of the anthropological community. In 1968, about 75% of new anthropology Ph.D.s took academic positions. In 1982, only 28% did. By 1995, over 60% of MA and Ph.D. anthropologists worked outside the academy (see Baba 1994; Bodley 1994; Schensul 1996). In November 1997, the A.A.A. Newsletter reported that 71% of employed new Ph.D.s had non-academic jobs.
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Lieberman, Lisa, and Haiyan Su. "Impact of the Choosing the Best Program in Communities Committed to Abstinence Education." SAGE Open 2, no. 1 (January 1, 2012): 215824401244293. http://dx.doi.org/10.1177/2158244012442938.
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States vary in standards for sex education, some requiring an emphasis on abstinence. Schools seek to identify curricula that reflect local community values and meet state standards. Choosing the Best (CTB), a classroom-based abstinence education curriculum, has been implemented in 75 Georgia school districts since 1995. CTB Inc., sought to determine if this popular program had an impact on abstinence attitudes, intentions, and behavior. Six Georgia public schools (1,143 ninth graders) participated in the study in 2009-2010. Four randomly assigned schools received the CTB curriculum, taught by trained CTB staff. Two control schools received their usual textbook-based abstinence lessons. Surveys were conducted at the beginning and end of 9th grade, and the beginning of 10th grade. Data demonstrated significant impact of CTB at the end of 9th grade on commitment to abstinence, proabstinence beliefs and attitudes, intentions to maintain abstinence, and lower onset of sexual intercourse, and at the beginning of 10th grade on proabstinence attitudes. In two communities that sought an abstinence education approach, CTB had a short-term impact on abstinence attitudes, commitment, and behaviors, and a longer term impact on abstinence attitudes only.
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Rogers, Lindsay S., Melissa Klein, Jeanne James, and Michael FitzGerald. "Assessment of the need for a cardiac morphology curriculum for paediatric cardiology fellows." Cardiology in the Young 27, no. 5 (January 16, 2017): 958–66. http://dx.doi.org/10.1017/s1047951116002481.
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AbstractBackgroundExpert knowledge of cardiac malformations is essential for paediatric cardiologists. Current cardiac morphology fellowship teaching format, content, and nomenclature are left up to the discretion of the individual fellowship programmes. We aimed to assess practices and barriers in morphology education, perceived effectiveness of current curricula, and preferences for a standardised fellow morphology curriculum.MethodsA web-based survey was developed de novo and administered anonymously via e-mail to all paediatric cardiology fellowship programme directors and associate directors in the United States of America; leaders were asked to forward the survey to fellows.ResultsA total of 35 directors from 32 programmes (51%) and 66 fellows responded. Curriculum formats varied: 28 (88%) programmes utilised pathological specimens, 25 (78%) invited outside faculty, and 16 (50%) utilised external conferences. Director nomenclature preferences were split – 6 (19%) Andersonian, 8 (25%) Van Praaghian, and 18 (56%) mixed. Barriers to morphology education included time and inconsistent nomenclature. One-third of directors reported that <90% of recent fellow graduates had adequate abilities to apply segmental anatomy, identify associated cardiac lesions, or communicate complex CHD. More structured teaching, protected time, and specimens were suggestions to improve curricula. Almost 75% would likely adopt/utilise an online morphology curriculum.ConclusionsCardiac morphology training varies in content and format among fellowships. Inconsistent nomenclature exists, and inadequate morphology knowledge is perceived to contribute to communication failures, both have potential patient safety implications. There is an educational need for a common, online cardiac morphology curriculum that could allow for fellow assessment of competency and contribute to more standardised communication in the field of paediatric cardiology.
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Paudel, KR, and M. Sharma. "Pharmacology Curriculum and Career Option in dental and Basic Medical Sciences: Graduating Dental Students’ Perspective under Kathmandu University in Nepal." Asian Journal of Medical Sciences 5, no. 2 (December 11, 2013): 106–12. http://dx.doi.org/10.3126/ajms.v5i2.8645.
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Objective: Present study was aimed to obtain the graduating dental students’ view on current pharmacology curriculum for Bachelor of Dental Surgery (BDS) under Kathmandu University (KU) and their perspective on preclinical and dental sciences as future career opportunity. Materials and Methods: This was questionnaires based observational study among BDS students. Forty eight completed questionnaires were collected and analyzed. Chi square test was used whenever applicable and level of significance was set at 5%. Results: Student views showed that present pharmacology curriculum under KU is enough (62.5%, P<0.001) though the relevance of the course is variable. Significantly higher number of students opined that pharmacology should be taught beyond first and second years (54.2%, P<0.001). More students wanted to pursue post graduation in dental sciences (75%, P<0.001). Subject of choice in preclinical science was forensic medicine (37.5%, P<0.001) followed by pharmacology (25%, P<0.001) whereas it was orthodontics and prosthodontics (20.8%, P<0.05) followed by conservative dentistry and endodontics (16.7%, P<0.05) in dental sciences. Conclusion: On graduating dental students’ view, current pharmacology curriculum is enough and inclusion of pharmacology subject beyond first and second years can be considered. Their career option was 75% in dental sciences and 12.5% in basic medical sciences for post graduation. DOI: http://dx.doi.org/10.3126/ajms.v5i2.8645 Asian Journal of Medical Science, Volume-5(2) 2014: 106-112
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Soeratman, Suharsiwi. "ADAPTASI KURIKULUM PENDIDIKAN INKLUSIF SISWA DENGAN HAMBATAN SOSIAL EMOSIONAL DI SEKOLAH DASAR." Perspektif Ilmu Pendidikan 30, no. 1 (April 16, 2016): 33. http://dx.doi.org/10.21009/pip.301.5.
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ADAPTASI KURIKULUM PENDIDIKAN INKLUSIF SISWA DENGAN HAMBATAN SOSIAL EMOSIONAL DI SEKOLAH DASARSuharsiwie-mail : suharsiwisoeratman@gmail.comUniversitas Muhammadiyah JakartaJalan KH. Ahmad Dahlan, CiputatAbstrak: Tujuan dari penelitian ini adalah untuk mengetahui bagaimana upaya guru sekolah dasar mengadaptasi kurikulum, dengan fokus pada kesulitan yang dihadapi oleh anak-anak, bagaimana membuat adaptasi kurikulum, dan upaya apa yang dilakukan untuk mengatasi permasalahan guru dalam pembelajaran. Hasil penelitian menunjukkan bahwa anak-anak dengan gangguan sosial emosional di SD Semut-semut, Kelapa Dua, Depok memiliki IQ bawah rata-rata, kesulitan berinteraksi, berkomunikasi dan kemandirian. Mereka berada di kelas rata-rata di kelas reguler antara 50% - 75%, sebagian besar waktu lainnya dalam Departemen Bantuan Pembelajaran, belajar secara individual atau sekitar 3-4 anak. Seperti yang terlihat dari adaptasi kurikulum kemampuan yang ada pada anak-anak secara terbatas. Anak-anak yang belum mampu beradaptasi di kelas reguler, program ini dipergunakanuntuk mengembangkan aspek sosial dan pembekalan membaca, menulis, dan menghitung untuk persiapan mereka di kelas reguler.Kata-kata Kunci: adaptasi kurikulum, hambatan sosial emosional, kebutuhan khusus.
THE CURRICULUM ADAPTATION ON INCLUSIVE EDUCATION FOR STUDENTS WITH EMOTIONAL SOCIAL DISORDER IN ELEMENTARY SCHOOLAbstract: The purposes of this study are to discover the efforts of the primary school teachers to adopt the curriculum focusing on the students’ problems, curriculum adaptation, and the teachers’ effprts in solving instructional problems. The research was conducted at Semut-semut Primary School, Kelapa Dua, Depok. The findings are the IQ of the students with social-emotional problems is under the average, they have difficulties in interaction,communication, and independence. The spend between 50 % to 75 % of their time in the classroom and the remaining time they spend in Learning Support Department and 3 – 4 children learn individually. As in the curriculum adaptation, the students’ competence is developed with limitation. The children which have not been able to adopt in the class, this program is used to develop social aspect and reading, writing, and arithmetic skillsas their preparation to join regular class.Keywords: curriculum adaptation, social-emotional disorder, special needs .
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Hu, Angela, and Ron Vender. "Undergraduate Dermatology Education in Canada: A National Survey." Journal of Cutaneous Medicine and Surgery 22, no. 1 (August 9, 2017): 31–37. http://dx.doi.org/10.1177/1203475417725876.
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Background: Canadian dermatology curriculum was reviewed in 1983, 1987, 1996, and 2008. All these surveys highlighted the disproportionately low level of dermatology teaching in relation to the significant amount of skin disease seen by physicians. Since the official adoption and dissemination of the Canadian Professors of Dermatology (CPD) core curriculum and competencies, there has been no assessment of how these changes have influenced dermatology curriculum. Objective: This survey gathered information on the current status of undergraduate dermatology education across Canadian medical schools. Methods: A survey was sent electronically to all undergraduate dermatology directors at each of the 17 Canadian medical schools. Results: Between 2008 and 2017, dermatology teaching has increased 25% to 25.6 ± 17.2 hours of teaching. However, 75% of this teaching is delivered in preclinical years. The number of faculty members, both dermatologists and nondermatologists, has also increased. A growing number of schools are now using electronic formats of teaching. Most schools (59%) are covering all the CPD core curriculum topics. Conclusion: Dermatology education is demonstrating positive trends with regards to teaching hours and faculty members. Nevertheless, a more even distribution of content so that students have increased clinical exposure should be achieved. Furthermore, an online atlas of resources would be helpful in standardising curriculum.
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Cheng, A. H., L. B. Chartier, S. Hawes, S. Vaillancourt, M. McGowan, and K. Dainty. "LO104: A collaborative approach to developing and delivering a multi-modal quality improvement and patient safety curriculum for emergency medicine residents." CJEM 18, S1 (May 2016): S66. http://dx.doi.org/10.1017/cem.2016.141.
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Introduction / Innovation Concept: The 2015 CanMEDS framework requires all Canadian residency programs to increase their focus on Quality Improvement and Patient Safety (QIPS). A survey of the FRCP Emergency Medicine Residency Program Directors in Canada (63% response rate, 8/13) found that 75% (6/8) of programs have QIPS curricula with 84% (5/6) in the form of didactic lectures and 67% (4/6) as resident participation in a local project. Lectures alone do not expose learners to the practicality of conducting a QIPS project, and local resident projects often do not expose learners to the complexities of organization-wide QI initiatives. Furthermore, QI initiatives require working in interdisciplinary teams. We therefore hypothesize that an effective QIPS curriculum will require multiple education methods delivered using a multi-disciplinary lens. Methods: A collaborative longitudinal QIPS curriculum for emergency medicine residents at the University of Toronto (UT) was developed using multiple educational methods by physicians and non-medical QI specialists. The curriculum addresses three levels of QIPS training: Knowledge (lectures in PGY1 and 2), practical skills at the local clinical microsystem level (QI project in PGY3), and practical skills at the organization level (problem solving using the case method in PGY5). Curriculum, Tool, or Material: The lectures are taught by physicians involved in local and organization-wide QI projects and by those in senior management. The PGY3 residents enrol in a co-learning curriculum developed by the Department of Medicine, where residents and faculty conduct a local QI project together. The PGY5 teaching cases were created with management consultants using material from a real hospital QIPS initiative. PGY5s are taught using the case method that places the learner in the role of the organization’s manager who discusses the issues in class and proposes actions. Residents learn about the practicality of their recommendations by discussion with the management consultants, who disclose the case outcomes and review the lessons learned. Conclusion: A longitudinal QIPS curriculum for emergency medicine residents at UT was developed collaboratively. Multiple teaching methods address all three levels of QIPS training. This curriculum represents a novel use of the case method to instruct QIPS project leadership and management outside of the business school setting. Discussions with management consultants provide a different perspective of the real-life challenges of conducting QIPS initiatives.
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Beekman, Michele, Vamsi K. Emani, Robert Wolford, Keith Hanson, Gerald Wickham, and Meenakshy Aiyer. "Patient Safety Morning Report: Innovation in Teaching Core Patient Safety Principles to Third-Year Medical Students." Journal of Medical Education and Curricular Development 6 (January 2019): 238212051984253. http://dx.doi.org/10.1177/2382120519842539.
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Introduction: Patient safety (PS) is one of the most important priorities in modern healthcare systems. Unfortunately, PS education is limited in many medical school curricula. Our objective was to implement an innovative curriculum to introduce third-year medical students on their pediatric clerkship to PS concepts and domains, and to provide a safe environment to discuss lapses in PS that they identified while caring for patients. Methods: At the start of the pediatric clerkship, students were introduced to the curriculum, instructed to identify a lapse of PS, and to submit a description and analysis of the lapse using the SAFE framework (S = Safety concern, A = Action taken, F = Failure, linked to safety domains, E = Effects on patient outcome). Two sessions, 90-mins each, were conducted every clerkship during which there was a brief didactic presentation, each student presented their case, and the case discussed by students and faculty. Results: Over 19 months, 75 students participated. The most common PS themes identified were Communication (57% of cases), Human factors (39%), and System issues (37%). Anonymous written feedback was obtained; learners reported improved knowledge and ability to identify lapses in PS and to propose potential solutions to prevent similar future events. They expressed a desire for additional PS and quality improvement education. Discussion: Our results show that third-year medical students are able to identify lapses in PS and able to propose solutions. This aligns with the Association of American Medical Colleges (AAMC) goals of entrustable professional activities (EPA) 13. We intend to expand the curriculum to other third-year core clerkships.
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Maharjan, R. K. "(P2-75) Emergency Medicine Begins with General Practitioners in Nepal." Prehospital and Disaster Medicine 26, S1 (May 2011): s160. http://dx.doi.org/10.1017/s1049023x1100519x.
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IntroductionEmergency medicine (EM) is a long-awaited specialty to be established in Nepal, although it has been practiced for a long time starting with hospitals in Nepal. Currently, almost all hospital emergency departments in Nepal are run under general practitioners (GPs) as emergency consultants (emergency physicians) and medical officers work as 24-hour duty doctors.MethodsThis was a five-year observational study (2006–2010) after the Department of General Practice joined with MD in Tribhuvan University Teaching Hospital, Institute of Medicine, Kathmandu, Nepal.ResultsThere are no academically trained MD physicians working in Nepal according to the Nepal Medical Council's Registered Doctors, however, there are Nepalese doctors trained and working in EM in foreign countries. There is a demand of training those GPs interested in EM in a Fellowship/MPhil/MD program. There is a need for developing curriculum of EM for the Fellowship/MPhil/MD or for a different level of training collaborating with universities abroad. There is no ideal prehospital EM/emergency medical services capable of ambulance services. There must be a national code for mobilization and it must be under an umbrella of a governmental Department of GP and EM. Development of infrastructure for the EM department in every hospital in different parts of country is also a challenging task. Standards must be developed for EM and the EMS according to the need of the country. All known and unknown challenges can be addressed by coordinating with international support.
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Nieto Campos, Begoña, and Victor Domínguez Rodríguez. "Atención a la diversidad en secundaria: valoración del curriculum desde la orientación." Revista de Estudios e Investigación en Psicología y Educación, no. 11 (December 17, 2017): 225. http://dx.doi.org/10.17979/reipe.2017.0.11.2832.
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El objetivo del estudio fue constatar la incidencia del curriculum en la atención a la diversidad en educación secundaria obligatoria. Participaron 75 profesionales con edades comprendidas entre los 25 y 65 años (M= 44.5; DT= 10.45). Se administró el cuestionario para la evaluación de la atención a la diversidad. Los resultados muestran que debería contemplarse en los proyectos educativos de los centros educativos la atención del alumnado con discapacidades, siendo el mismo currículo para todos incluyendo las adaptaciones necesarias con un núcleo central y común para todos que permitiese la optatividad necesaria en la creación de diferentes itinerarios.
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Sharma, A., K. Machen, B. Clarke, and D. Howard. "Is undergraduate otorhinolaryngology teaching relevant to junior doctors working in accident and emergency departments?" Journal of Laryngology & Otology 120, no. 11 (July 31, 2006): 949–51. http://dx.doi.org/10.1017/s0022215106002246.
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Undergraduate ENT teaching provides junior doctors with skills and knowledge useful for the practice of medicine. However, ENT has been removed from the curriculum of nine of the 29 medical schools in the United Kingdom, as it was not deemed relevant to general medical practice. A telephone survey was performed of 20 senior house officers working in accident and emergency (A&E) departments across the United Kingdom. The results showed that 90 per cent felt their undergraduate ENT teaching was directly beneficial to working in A&E, 75 per cent felt they had not received enough undergraduate ENT teaching and 45 per cent currently received no postgraduate teaching whilst working in A&E.These results illustrate the importance of ENT teaching in the undergraduate curriculum and its value to practising doctors. They highlight the fact that prospective studies are required to examine the effect on junior doctors of changing the curriculum.
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Gómez-Martín, M. Esther, Ester Gimenez-Carbo, Ignacio Andrés-Doménech, and Eugenio Pellicer. "Boosting the sustainable development goals in a civil engineering bachelor degree program." International Journal of Sustainability in Higher Education 22, no. 8 (August 4, 2021): 125–45. http://dx.doi.org/10.1108/ijshe-02-2021-0065.
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Purpose The purpose of this paper is to analyze the potential for implementing Sustainable Development Goals (SDGs) into the civil engineering bachelor degree in the School of Civil Engineering at Universitat Politècnica de València (Spain). Design/methodology/approach All the 2019/2020 course syllabi were analyzed to diagnose at which extent each subject within the program curriculum contributes to achieving the different SDGs. Findings The results show a promising starting point as 75% of the courses address or have potential to address targets covering the 2030 Agenda. This paper also presents actions launched by the School of Civil Engineering to boost the SDGs into the civil engineering curriculum. Originality/value This paper presents a rigorous and systematic method that can be carried out in different bachelor degrees to find the subjects that have the potential to incorporate the SDGs into their program. This paper also presents actions launched by the Civil Engineering School to boost the SDGs into the civil engineering curriculum.
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Salkind, Gishen, Drage, Kavanagh, and Potts. "LGBT+ Health Teaching within the Undergraduate Medical Curriculum." International Journal of Environmental Research and Public Health 16, no. 13 (June 28, 2019): 2305. http://dx.doi.org/10.3390/ijerph16132305.
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: Introduction: The lesbian, gay, bisexual, and transgender (LGBT+) population experience health and social inequalities, including discrimination within healthcare services. There is a growing international awareness of the importance of providing healthcare professionals and students with dedicated training on LGBT+ health. Methods: We introduced a compulsory teaching programme in a large London-based medical school, including a visit from a transgender patient. Feedback was collected across four years, before (n = 433) and after (n = 541) the session. Student confidence in using appropriate terminology and performing a clinical assessment on LGBT+ people was assessed with five-point Likert scales. Fisher exact tests were used to compare the proportion responding “agree” or “strongly agree”. Results: Of the students, 95% (CI 93–97%) found the teaching useful with 97% (96–99%) finding the visitor’s input helpful. Confidence using appropriate terminology to describe sexual orientation increased from 62% (58–67%) to 93% (91–95%) (Fisher p < 0.001) and gender identity from 41% (36–46%) to 91% (88–93%) (p < 0.001). Confidence in the clinical assessment of a lesbian, gay or bisexual patient increased from 75% (71–79%) to 93% (90–95%) (p < 0.001), and of a transgender patient from 35% (31–40%) to 84% (80–87%) (p < 0.001). Discussion: This teaching programme, written and delivered in collaboration with the LGBT+ community, increases students’ confidence in using appropriate language related to sexual orientation and gender identity, and in the clinical assessment of LGBT+ patients.
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Richardson, Daniel R., Xianming Tan, Gary Winzelberg, Donald L. Rosenstein, and Frances A. Collichio. "Development of an Art of Oncology Curriculum to Mitigate Burnout and Foster Solidarity Among Hematology/Oncology Fellows." JCO Oncology Practice 16, no. 4 (April 2020): e384-e394. http://dx.doi.org/10.1200/jop.19.00529.
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PURPOSE: Oncologists and fellows in hematology/oncology (HO) training programs report high levels of burnout. The Accreditation Council for Graduate Medical Education requires accredited programs to have a mechanism to foster well-being among fellows. METHODS: Through an iterative process involving a multidisciplinary committee, we created a 3-year longitudinal Art of Oncology (AOO) curriculum intended to address burnout and foster solidary among HO fellows. Sessions used narratives to promote the formation of a shared mental model through discussion of the mutual experience of caring for patients with cancer. We tested the feasibility, acceptability, and initial effectiveness of implementing the curriculum into traditional didactic lectures as a pilot intervention from 2018 to 2019. Eight sessions were completed. RESULTS: Sixteen fellows participated. Most were married (63%) and planned on pursuing careers in academic medicine (75%). The sample was racially and ethnically diverse (31% minority representation). Thirty-eight percent of fellows reported burnout symptoms. AOO sessions had higher attendance than didactic lectures ( P = .04). Of 14 fellows who completed all follow-up assessments (87.5% response rate), 93% (13 of 14 fellows) felt the sessions were very or somewhat helpful and that sessions improved solidarity. Preparedness in managing work-life balance significantly improved (paired t test, mean difference, 0.53; P = .04). Measured levels of burnout did not significantly improve from baseline (mean difference, −0.133; P = .67). Work-life balance was associated with burnout on multivariable analysis (coefficient, 0.40; P = .03). CONCLUSION: The implementation of a dedicated AOO curriculum is feasible and viewed as helpful by HO fellows. Larger studies are needed to assess the efficacy of this curricular intervention.
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Hope, William W., and Dimitrios Stefanidis. "The Status of Surgical Skills Training in the Carolinas: A Plea for Collaboration." American Surgeon 77, no. 7 (July 2011): 948–50. http://dx.doi.org/10.1177/000313481107700737.
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A paradigm shift is underway in the training of general surgery residents with emphasis placed on learning skills on simulators before patient encounters. To that end, national skills curricula have been proposed, but their adoption by regional programs is unknown. The purpose of this study was to assess the adoption of surgical skills training in residency programs in North and South Carolina. Surveys were sent electronically to faculty members overseeing surgical skills training at the 10 residency programs in North and South Carolina. Surveys included seven questions related to skills training implementation and allocated resources at each training program. Eight programs responded and all reported the existence of a formal skills curriculum with mandatory resident participation policies. Programs allotted from 0 to 8 hours of protected time per month for skills training, but actual resident participation was less (0 to 4 hours). The type of skills curricula used varied among institutions and included time-based, proficiency-based, and the use of the national skills curriculum. Six programs (75%) had dedicated protected time for faculty trainers and had hired personnel sponsored by the hospital/surgical department to assist with running the skills lab. Equipment and resources varied among institutions; all but one program reported receiving funding/resources from industry. Five programs reported they had active simulation research protocols. Variability and lack of standardization exists with regard to surgical skills training in residency training programs in North and South Carolina. Collaborative efforts to promote standardization are needed and are presently underway.
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Seniwegiasari, Femy, Dewi Rochsantiningsih, and Diah Kristina. "An Evaluation of ‘English Skills for the Future’ for Tenth Grade Using the Perspective of Revised 2013 Curriculum." International Journal of Multicultural and Multireligious Understanding 5, no. 4 (May 6, 2018): 64. http://dx.doi.org/10.18415/ijmmu.v5i4.185.
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AbstractThis article reports book evaluation in the textbook entitleds ‘English Skills for the Future’ designed for the tenth grade students of senior high school. The main objective of the research are to: (1) discover whether English Skills for the Future is relevant to the English language and literature syllabus of Curriculum 2013, (2) find out whether English Skills for the Future develops the scientific approach, (3) determine whether English Skills for the Future develops authentic assessment and (4) discover whther English Skills for the Future meets the characteristics of good English textbook. The data of this study is document analysis and observation. The data were collected by using document analysis. The technique analyzing data on the textbook involves data collection, data reduction, data display and drawing conclusion as proposed by Miles and Huberman (1992, p.16). The result confirmed that ES book had met 71% criteria of good book with coverage 63% for relevance of the materials to the curriculum, 75% for material accuracy, 73% for supporting learning materials, 76% for language appropriateness, 81% for presentation technique, 71% for teaching and learning technique, 100% for presentation coverage and 71% evaluation standard of 2013 curriculum. ES book was relevant to the 2013 Curriculum due to the presentational activities and activities for character building.
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Gesat, René Augusto, Caio Corrêa Cortela, Carlos Adelar Abaide Balbinotti, and Guy Ginciene. "Retrato das disciplinas de tênis dos cursos de graduação em Educação Física do estado do Paraná." Caderno de Educação Física e Esporte 18, no. 2 (July 12, 2020): 11–17. http://dx.doi.org/10.36453/2318-5104.2020.v18.n2.p11.
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OBJETIVO: O objetivo desta pesquisa foi analisar a presença da disciplina que aborda conteúdos de tênis nos currículos dos cursos de Educação Física do estado do Paraná, buscando revelar aspectos da formação inicial do treinador esportivo de tênis.MÉTODOS: Trata-se de uma pesquisa documental e, para isso, foram investigados 104 cursos presenciais de Educação Física presentes em 53 Instituições de Ensino Superior do estado do Paraná. Para o desenvolvimento desta pesquisa, foi feita uma análise de documentos presentes nos sites destas instituições, os quais 20 disponibilizaram o Projeto Pedagógico de Curso (PPC) em suas páginas, 72 apresentaram a grade curricular e 29 não explicitaram nenhuma das duas informações.RESULTADOS: Dos 104 cursos de Educação Física presenciais do Paraná, 75 apresentavam informações disponíveis para análise. Deste total, 49 não possuíam o tênis ou os esportes de raquete presentes no currículo, seja como uma disciplina ou como parte dos conteúdos de alguma outra disciplina. Dos restantes, oito possuíam disciplina de tênis, sete tinham o tênis como conteúdo em outra disciplina, e 12 possuíam disciplinas de esportes de raquete que não mencionavam o tênis como um dos conteúdos abordados.CONCLUSÃO: De maneira geral, o estudo mostrou que o conteúdo tênis e/ou esportes de raquete é pouco presente nos currículos de Educação Física, impactando tanto a formação do bacharel em Educação Física quanto o licenciado.ABSTRACT. Overview of tennis in undergraduate Physical Education courses in the state of Paraná.OBJECTIVE: The aim of this research was to analyze the presence of tennis in the curricula of Physical Education courses in the state of Paraná, seeking to reveal aspects of the initial training of the tennis sports trainer.METHODS: This is a documental research and for that, 104 Physical Education courses in 53 Higher Education Institutions in the state of Paraná were investigated. For the development of this research, an analysis was made of documents present on the websites of these institutions, of which 20 made the Pedagogical Course Project available on itswebsites, 72 had the curriculum available and 29 did not provide any of those information.RESULTS: Of the 104 physical education courses in Paraná, 75 had information available for analysis. Of this total, 49 didn’t have tennis and/or racket sports present in the curriculum, either as a discipline or as part of the contents of some other discipline. Of the remainder, eight had tennis course, seven had tennis as the content of another course and 12 had racquet sports courses that do not mention tennis as one of the content covered.CONCLUSION: In general, the study showed that tennis and racket sports content is rarely present in Physical Education curricula, impacting both the formation of the Bachelor of Physical Education and the graduate.
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Collins, Caitlyn, Pamela Mathura, Shannon Ip, Narmin Kassam, and Anca Tapardel. "Applying improvement science to establish a resident sustained quality improvement (QI) educational model." BMJ Open Quality 10, no. 1 (February 2021): e001067. http://dx.doi.org/10.1136/bmjoq-2020-001067.
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BackgroundPrior to 2017, internal medicine (IM) residents at the University of Alberta did not have a standardised quality improvement (QI) educational curriculum. Our goal was to use QI principles to develop a resident sustained curriculum using the Evidence-based Practice for Improving Quality (EPIQ) training course.MethodsThree one-year Plan–Do–Study–Act (PDSA) cycles were conducted. The EPIQ course was delivered to postgraduate year (PGY) 1–3 residents (n=110, PDSA 1) in 2017, PGY-1 residents (n=27, PDSA 2) in 2018 and PGY-1 residents (n=28, PDSA 3) in 2019. Trained residents were recruited as facilitators for PDSA 2 and 3. Residents worked through potential QI projects that were later presented for evaluation. Precourse and postcourse surveys and tests were conducted to assess knowledge acquisition and curriculum satisfaction. Process, outcome and balancing measures were also evaluated.ResultsIn PDSA 1, 98% felt they had acquired understanding of QI principles (56% increase), 94% of PGY-2 and PGY-3 residents preferred this QI curriculum compared with previous training, and 65% of residents expressed interest in pursuing a QI project (15% increase). In PDSA 2, tests scores of QI principles improved from 77.6% to 80%, and 40% of residents expressed interest in becoming a course facilitator. In PDSA 3, self-rated confidence with QI methodology improved from 53% to 75%. A total of 165 residents completed EPIQ training and 11 residents became course facilitators.ConclusionsHaving a structured QI curriculum and working through practical QI projects provided valuable QI training for residents. Feedback was positive, and with each PDSA cycle there was increased resident interest in QI. Developing this curriculum using validated QI tools highlighted areas of change opportunity thereby enhancing acceptance. As more cycles of EPIQ are delivered and more residents become facilitators, it is our aim to have this curriculum sustained by future residents.
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Astria, Widya Juli. "The Implementation Of Curriculum 2013 In Teaching English At Smpn 8 Padang." Jurnal Ilmiah Pendidikan Scholastic 1, no. 1 (April 25, 2017): 33–41. http://dx.doi.org/10.36057/jips.v1i1.283.
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This research was aimed to find out the implementation of Curriculum 2013 in term of preparation, teaching learning process and assessment. The location of the research was at SMPN 8 Padang. The research used descriptive method. The data were taken through documentation, observation and field notes. The documentation of this research was the lesson plans designed by the teachers. Then, the researcher did observation to find out the process and assessment in the classroom. The result of this research showed that there was 88.21% of the lesson plans had been designed by the teachers based on the requirements of Curriculum 2013. But, in the teaching and learning process there were only 65% of aspects in the 2013 Curriculum have been implemented in teaching learning process. From the finding, it showed that 55% of activities in observing, questioning, associating steps had been done by the teachers. Meanwhile, there were 65% of activities in experimenting steps had been done by teachers. Then, there were 75% of activities in communicating step had been done well by the teachers. It indicated that the teachers still got problems in implementing observing questioning, and associating steps. Then, the teachers tended to use observation, project, portfolio, and oral test to assess students’ competences. Based on the findings above, it is shown that the aspects of Curriculum 2013 have not been implemented by all the teachers. Therefore, the English teachers of SMPN 8 Padang should learn more about how to implement Curriculum 2013 in teaching English. It is suggested to the head master to conduct more training for all English teachers on the Curriculum 2013 implementation. For next researcher, it is suggested to research the implementation of Curriculum 2013 with more samples to get further information..
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Nazaruddin, Rezkiawati. "Content Analysis Speaking Materials in English Textbook Based on 2013 Curriculum for the First Grade Student at Vocational High School." EDUVELOP 1, no. 1 (October 3, 2017): 49–56. http://dx.doi.org/10.31605/eduvelop.v1i1.2.
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This research aimed to analyze Speaking material in English textbook based on 2013 Curriculum for The First Grade Student at Vocational High 4 Makassar. The research method of this research was qualitative descriptive. The object of this research consists of English textbook and focus with Speaking material for the first grade based on 2013 Curriculum. The sample of the research was taken by using Checklist. To know how the relevancy the English textbook with 2013 curriculum that have been dealing with government. The researcher using 2 checklist the first was table to know the relation between speaking material in syllabus of 2013 curriculum and the second was table documentary checklist table to know how the relevance of materials to the curriculum criteria, and the result of the research showed by percentages. Having analyzed the data and the rubric scoring tabulation of this research, it was found that the degree of suitability of Buku Bahasa Inggris an English text book used by First grade students of Vocational High School was 75%. The Researcher concluded that the textbook were logic and can be implemented as a learning source in the classroom. Although it still needs some revision to make it better. During the researcher doing this research, actually the researcher does not face a problem, because the researcher just analyzing and collecting the data by checklist so, the researcher could does this research have done.
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Iatridou, Despoina, Laura Pohl, Ivana Tlak Gajger, Nancy De Briyne, Ana Bravo, and Jimmy Saunders. "Mapping the teaching of honeybee veterinary medicine in the European Union and European Free Trade Area." Veterinary Record Open 6, no. 1 (November 2019): e000343. http://dx.doi.org/10.1136/vetreco-2019-000343.
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BackgroundHoney bee (Apis mellifera) is a very important species for human beings, animals, environmental biodiversity, crop production and economic sustainability in Europe and worldwide. This study investigates whether future veterinarians are trained to deal with the particular needs of the only traditional food-producing insect in Europe.MethodsThis study analyses data collected from 77 European veterinary education establishments in EU and the European Free Trade Area.ResultsThe results show that 75 per cent of those establishments (58 out of 77) teach honeybee veterinary medicine. There is a clear geographical differentiation. In north-western countries only about half of the establishments include honeybee health, production and product inspection in their undergraduate curricula, while in eastern, central and southern countries, which are also important beekeeping countries, the great majority of the establishments incorporate honeybee veterinary medicine in their undergraduate curriculum. Eighty-six per cent of all the establishments teaching honeybee veterinary medicine (50 of the 58) incorporate it in their core curriculum either as separate subject or as part of other subjects. Twenty-five per cent of all the establishments (19 out of 77) organise postgraduate training courses in this field.ConclusionsVeterinarians have an important role in ensuring the health, sustainability and productivity of managed honeybee colonies as they do for other animal species. It seems however that teaching of honeybee veterinary medicine receives less attention in undergraduate veterinary curricula in EU compared with other fields of veterinary medicine. Seeing the increasing importance of honey bees for crop protection, environmental protection and economic sustainability, it would be beneficial to further strengthen the education of honeybee veterinary medicine in the future. Establishments should encourage and prepare veterinarians for practising science-based veterinary medicine in honey bees by incorporating such teaching in undergraduate curricula and by providing postgraduate opportunities to qualified veterinarians wishing to enhance their basic skills in this field.
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Pirrocco, Fiona, Ian Goodman, and Michael B. Pitt. "Leveraging Peer Teaching for Global Health Elective Preparation: Implementation of a Resident-Led Global Health Simulation Curriculum." Global Pediatric Health 6 (January 2019): 2333794X1985110. http://dx.doi.org/10.1177/2333794x19851108.
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Introduction. As more trainees engage in global health electives, the call for best practices in predeparture preparation grows. However, many residency programs may not have the infrastructure or staffing in place to consistently meet these expectations. Objective. To assess the feasibility, benefits, and limitations of having residents trained to facilitate and implement a global health preparatory simulation curriculum. Approach. In 2016, we had 5 residents undergo online Simulation Use for Global Away Rotations (SUGAR) facilitator training. Since then, we have conducted 3 simulation sessions from 2016 to 2018. Feedback was obtained from 75% of our participants, which was found to be similar to feedback obtained from attending-led models. Lessons Learned. A resident-led global health preparatory curriculum provides a sustainable model for residency programs without placing additional burden on attending faculty.
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Lam, Elizabeth A., Susan Rose, and Kristen L. McMaster. "Technical Characteristics of Curriculum-Based Measurement With Students Who Are Deaf." Journal of Deaf Studies and Deaf Education 25, no. 3 (May 11, 2020): 318–33. http://dx.doi.org/10.1093/deafed/enaa003.
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Abstract This study compared the reliability and validity of student scores from paper–pencil and e-based assessments using the “maze” and “silent reading fluency” (SRF) tasks. Forty students who were deaf and hard of hearing and reading between the second and fifth grade reading levels and their teachers (n = 21) participated. For maze, alternate form reliability coefficients obtained from correct scores and correct scores adjusted for guessing ranged from r = .61 to .84 (ps < .01); criterion-related validity coefficients ranged from r = .33 to .67 (most ps < .01). For SRF, reliability coefficients obtained from correct scores ranged from r = .50 to .75 (ps < .01); validity ranged from r = .25 to .72. Differences between student performance on paper–pencil and e-based conditions were generally non-significant for maze; significant differences between conditions for SRF favored the paper–pencil condition. Findings suggest that maze holds promise, with inconclusive results for SRF.
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Bolsoni-Silva, Alessandra Turini, Rommel Melgaço Barbosa, Alessandra Salina Brandão, and Sonia Regina Loureiro. "Prediction of course completion by students of a university in Brazil." Psico-USF 23, no. 3 (July 2018): 425–36. http://dx.doi.org/10.1590/1413-82712018230303.
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Abstract The conclusion of the undergraduate course by university students in the time predicted by the curriculum is desirable for young people and for society. The aim was to verify the reliability, sensitivity and specificity of a broad set of predictors for academic performance of university students, who completed the undergraduate course within the time predicted by the curricula, through data mining methodology, provided by the Support Vector Machines algorithm. A simple approach is proposed for the prediction of course completion by students in a university in Brazil. The dataset has 170 students who finished the course and 117 who did not finish. With the proposed methodology, it was possible to predict the course completion by students with an accuracy of 79.5% when using the 19 original variables. An accuracy of 75% was found using only 05 variables: Course, year of the course, gender, initial and final academic performance.
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Junaidi, Nurhikmah Sasna, and Afdhal Ridho. "ANALYSIS OF IMPLEMENTATION THE THEMATIC INTEGRATED LEARNING SCIENCE IN THE JUNIOR HIGH SCHOOL (SMP) NEGERI 1 TAMBUSAI." Jurnal Geliga Sains: Jurnal Pendidikan Fisika 6, no. 2 (February 11, 2019): 85. http://dx.doi.org/10.31258/jgs.6.2.85-91.
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This study aimed to describe the implementation of thematic integrated science learning at SMP N 1Tambusai. The research method was quantitative descriptive research. The data used as a result were in theform of filling questionnaire data by teachers. Based on the results, it was found that the planning aspects ofthe integrated science learning plan with a percentage of 75% was good, the implementation aspect ofintegrated science learning with a percentage of 72.5% was enough, and aspects of assessment learningprocess and results with a percentage of 77.5% was good. Thus, the average of whole aspect was 75%categorized as good. So, the implementation of thematic integrated science learning at SMP N 1 Tambusaihas been carried out sufficiently, both in accordance with the objectives of the 2013 Curriculum.
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Jannah, Mita Hapsari, and Suyoto Suyoto. "TEORI HUMANISTIK DALAM MULTIMEDIA PEMBELAJARAN BILANGAN BULAT." Jurnal Karya Pendidikan Matematika 5, no. 2 (October 26, 2018): 68. http://dx.doi.org/10.26714/jkpm.5.2.2018.68-75.
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This study aims to develop elementary V class multimedia based on humanistic theory on integer competencies that is valid, practical, and effective. The development model is a 4D (define, design, development, disseminate) model. In the define stage there are interviews and observations to study the curriculum and the needs of teachers and students. In the design stage, draft I multimedia was designed using Adobe Flash Player. In the development stage, draft I is valid based on questionnaires from media and material expert validators. Furthermore, the results of field notes and student and teacher response questionnaires indicate that draft II is practical. Then drat III was tested by independent t-test which resulted that draft III is effective. Draft III developed into a final product which was then disseminated at the disseminate stage with the delivery of products to teachers, training of teachers, and publications in national journals.
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Wimontham, Onsiri. "Creating Curriculum of English for Conservative Tourism for Junior Guides to Promote Tourist Attractions in Thailand." English Language Teaching 11, no. 3 (February 14, 2018): 67. http://dx.doi.org/10.5539/elt.v11n3p67.
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This research was supported the research fund of 2017 by Office of the Higher Education Commission of Thailand. The objectives of this research are listed below.1). To form the model of teaching and learning English for local development by English curriculum (B. Ed.) students’ participation in training on out-of-classroom learning management, which focuses on the students’ English skills improvement along with developing the sense of love of their home towns.2). To create curriculum of English training for conservative tourism for junior guides in Sung Noen District, Nakhon Ratchasima Province.3). To promote conservative tourist attractions in Sung Noen District, Nakhon Ratchasima Province among foreign tourists, and to boost the local economy so that young generations can earn income and rely on themselves in the future.An interesting result from the research was more income gained from tourism in Sung Noen District, Nakhon Ratchasima Province between April 2016 and June in the same year. The junior guides’ ability to communicate and provide information about tourism in English was evaluated. This result also accorded with the evaluation done by the youth and stakeholders on the curriculum of English for conservative tourism for junior guides, and 75 percent considered it very good, matching with the synthesis from the interview. The curriculum was created to be applicable to the local tourism context and match the need of users.
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Nguyen, Kim A., Anniza de Villiers, Jean M. Fourie, Lesley T. Bourne, and Michael K. Hendricks. "The feasibility of implementing food-based dietary guidelines in the South African primary-school curriculum." Public Health Nutrition 18, no. 1 (November 27, 2013): 167–75. http://dx.doi.org/10.1017/s1368980013003194.
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AbstractObjectiveTo explore the perceptions of educators from the Western Cape Province about the feasibility of implementing South African food-based dietary guidelines (FBDG) in the national curriculum of primary schools.DesignCombined quantitative and qualitative methods. We report on the quantitative component.SettingTwelve public primary schools of different socio-economic status in three education districts of the Western Cape: Metro Central, Metro East and Cape Winelands.SubjectsEducators (n256) participated in the self-completed questionnaire survey.ResultsEducators assessed that FBDG were appropriate to South African schoolchildren (94%), could be used as an education tool (97%) and fill gaps in the current curriculum about healthy dietary habits (91%). Besides Life Orientation, FBDG could be taught in other learning areas from grades 3 to 7 (9–13 years old). Important barriers to implementing FBDG in the curriculum were educators’ workload (61%), insufficient time (46%), learners’ disadvantaged background (43%) and educators’ lack of knowledge (33%). Other approaches to teach children about FBDG included linking these to the National School Nutrition Programme (82%), school tuck shops (79%), parent meetings (75%), school nutrition policy (73%) and school assembly (57%). Educators in high-income schools perceived that learners’ lifestyle was significantly worse (P< 0·001) and that tuck shops and the school assembly were the best means to teach pupils about FBDG (P< 0·001 andP< 0·05).ConclusionsImplementing FBDG in the national school curriculum is seen as important together with optimizing the school physical environment. Key factors required for successful implementation in the curriculum are sufficient educational materials, adequate time allocation and appropriate educator training.
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Campbell, Patricia F., and Honi J. Bamberger. "Implementing The Standards: The Vision of Problem Solving in the Standards." Arithmetic Teacher 37, no. 9 (May 1990): 14–17. http://dx.doi.org/10.5951/at.37.9.0014.
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Problem solving has been espoused as a goal in mathematics education since the late 1970s, with focused attention ansmg from NCTM's An Agenda for Action (1980). But problem solving should be more than a slogan offered for its appeal and widespread acceptance. It should be a cornerstone of mathematics curriculum and instruction, fostering the development of mathematical knowledge and a chance to apply and connect previously constructed mathematical understandings. This perception of problem solving is presented in the Curriculum and Evaluation Standards for School Mathematics (Standards) (NCTM 1989, 23, 75). See table 1. Indeed, as noted in the Standards, “students need to work on problems that may take hours, days, and even weeks to solve. Although some may be relatively simple exercises to be accompplished independently, others should involve small groups or an entire class working cooperatively” (NCTM 1989, 6).
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Haworth, Claire M. A., Yulia Kovas, Stephen A. Petrill, and Robert Plomin. "Developmental Origins of Low Mathematics Performance and Normal Variation in Twins from 7 to 9 Years." Twin Research and Human Genetics 10, no. 1 (February 1, 2007): 106–17. http://dx.doi.org/10.1375/twin.10.1.106.
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AbstractA previous publication reported the etiology of mathematics performance in 7-year-old twins (Oliver et al., 2004). As part of the same longitudinal study we investigated low mathematics performance and normal variation in a representative United Kingdom sample of 1713 same-sex 9-year-old twins based on teacher-assessed National Curriculum standards. Univariate individual differences and DeFries-Fulker extremes analyses were performed. Similar to our results at 7 years, all mathematics scores at 9 years showed high heritability (.62–.75) and low shared environmental estimates (.00–.11) for both the low performance group and the full sample. Longitudinal analyses were performed from 7 to 9 years. These longitudinal analyses indicated strong genetic continuity from 7 to 9 years for both low performance and mathematics in the normal range. We conclude that, despite the considerable differences in mathematics curricula from 7 to 9 years, the same genetic effects largely operate at the two ages.
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Wehrwein, Erica A., Valerie S. VanRyn, and Kevin Kelly. "Degree requirements of physiology undergraduate programs in the Physiology Majors Interest Group." Advances in Physiology Education 44, no. 4 (December 1, 2020): 613–19. http://dx.doi.org/10.1152/advan.00179.2019.
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Physiology undergraduate degree programs operate in isolation relative to other biological science programs, with little to no understanding of how other institutions structure their course requirements and other degree requirements. The purpose of this report is to preliminarily describe the collective curriculum of physiology programs represented at the Physiology Majors Interest Group (P-MIG) annual meetings from 2018 to 2019. A short preconference survey was sent to attendees that inquired about degree requirements of their respective physiology programs. The requirement for Physiology I (69.2%) with laboratory (66.7%) and Anatomy I (57.1%) with laboratory (42.9%), or combined Anatomy and Physiology I (16.7%) and laboratory (18.2%), were common requirements, but many programs did not require Physiology II (27.3%) or Anatomy II (11.1%). There was nearly consensus on required prerequisites such as Biology (2 semesters with laboratories, 85.7%), Chemistry (2 semesters with laboratory, 88.9%), Physics (2 semesters with laboratory, 75%), Calculus I (61.1%), and Statistics (Biostatistics 42.9%; General Statistics 13.3%). There was less agreement among programs in regards to Calculus II (20.0%), Organic Chemistry (2 semesters, 55.6%), and Biochemistry I (47%), which may be reflective of individual department focus. There was considerable heterogeneity among physiology program course requirements for disciplinary core courses and upper division electives. This report is meant to generate discussion on physiology program curricula in efforts to improve physiology education for majors and assist P-MIG in determining minimal points of consensus as they write the first set of national curricular guidelines for degree programs.