Academic literature on the topic 'Curriculum Consultancy Section'

Background: Underreporting of various adverse drug reactions (ADRs) by consultants is a common incurable problem. National pharmacovigilance program is one of the ongoing programs to monitor the adverse drug reactions & reporting at the earliest to the nearby AMCs. As medical interns are budding doctors, the focus of this study was to evaluate the knowledge, attitude and perception about ADRs and pharmacovigilance in them.Methods: A cross section questionnaire-based study was conducted after approval by our institutional ethics committee pretested and validated questions consisting of 20 questions (knowledge, attitude, perception) were administrated to medical interns. The filled questionnaires were collected and analysed.Results: In our study, medical interns have fair enough idea about ADR and pharmacovigilance. In knowledge domain they were aware of term ADRs (100%), pharmacovigilance (72.6%). In attitude domain majority of interns (80.6%) known availability of ADR forms, compulsory of pharmacovigilance unit (90.3%). In perception domain very poor response from interns, not even a single intern had reported any ADR filled form and they don’t know meaning of re-challenge and de-challenge, very few interns (9.7%) know how to manage the ADRs in emergency conditions.Conclusions: Under reporting problem can be improved by doing more teaching activities at undergraduate level and intern’s level including various workshops, CMEs, problem-based teaching of adverse reactions in their curriculum. These exercises will improve their reporting frequency and sensitize the interns from the undergraduate days itself in their upcoming clinical practice in community.

Aim/Purpose: This study reports the outcome of how a first pilot semester introductory programming course was designed to provide tangible evidence in support of the concept of Student Ownership of Learning (SOL) and how the outcomes of this programming course facilitate effective student learning. Background: Many instructors want to create or redesign their courses to strengthen the relationship between teaching and learning; however, the researchers of this study believe that the concept of Student Ownership of Learning (SOL) connects to student engagement and achievement in the classroom setting. The researchers redesigned the introductory programming course to include valuable teaching methods to increase Student Ownership of Learning and constructive approaches such as making students design an authentic mobile app project as individuals, partners, or within teams. The high quality of students’ projects positioned them as consultants to the university IT department. Methodology: This paper employs a case study design to construct a qualitative research method as it relates to the phenomenon of the study’s goals and lived experiences of students in the redesigned introductory programming course. The redesigned course was marketed to students as a new course with detailed description and elements that were different from the traditional computer science introductory programming course requirement. The redesigned introductory programming course was offered in two sections: one section with 14 registered students and the other section with 15 registered students. One faculty member instructed both sections of the course. A total of 29 students signed up for the newly redesigned introductory programming course, more than in previous semesters, but two students dropped out within the first two weeks of the redesigned course making a total of 27 students. The redesigned coursework was divided into two parts of the semester. The first part of the semester detailed description and elements of the coursework including a redesigned approach with preparation for class, a quiz, and doing homework in class, which gives students control of decisions whenever possible; and working with each other, either with a partner or in a team. The second part of the semester focuses on students designing a non-trivial working mobile app and presenting their developing mobile app at a significant public competition at the end of the semester. Students developed significantly complex mobile apps and incorporated more complex functionality in their apps. Both Management Information System (MIS) major students and Computer Science major students were in the same course despite the fact that MIS students had never taken a programming course before; however, the Computer Science students had taken at least one course of programming. Contribution: This study provides a practical guide for faculty members in Information Technology programs and other faculty members in non-Computer Science programs to create or redesign an introductory course that increases student engagement and achievement in the classroom based on the concept of Student Ownership of Learning (SOL). This study also deepens the discussion in curriculum and instruction on the value to explore issues that departments or programs should consider when establishing coursework or academic programs. Findings: This study found two goals evidently in support to increase Student Ownership of Learning (SOL). The first goal (Increase their ownership of learning SOL) showed that students found value in the course contents and took control of their learning; therefore, the faculty no longer had to point out how important different programming concepts were. The students recognized their own learning gap and were excited when shown a programming concept that addressed the gap. For example, student comments were met with “boy, we can really use this in our app” instead of comments about how complex they were. The coursework produced a desired outcome for students as they would get the knowledge needed to make the best app that they could. The second goal (Develop a positive attitude toward the course) showed positive results as students developed a more positive attitude towards the course. Student actions in the classroom strongly reflected a positive attitude. Attendance was almost 100% during the semester even though no points for attendance were given. Further evidence of Student Ownership of Learning and self-identity was students’ extensive use of the terminology and concept of the course when talking to others, especially during the public competition. Students were also incorporating their learning into their identities. For example, teams became known by their app such as the Game team, the Recipe team, and the Parking team. One team even made team t-shirts. Another exciting reflection of the Student Ownership of Learning which occurred was the learning students did by themselves. Recommendations for Practitioners: Practitioners can share best practices with faculty in different departments, programs, universities, and educational consultants to cultivate the best solution for Student Ownership of Learning based on student engagement and achievement in the classroom setting. Recommendation for Researchers: Researchers can explore different perspectives with scholars and practitioners in various disciplinary fields of study to create or redesign courses and programs to reflect Student Ownership of Learning (SOL). Impact on Society: Student Ownership of Learning is relevant for faculty and universities to incorporate in the creation or redesigning of coursework in academic programs. Readers can gain an understanding that student engagement and achievement are two important drivers of Student Ownership of Learning (SOL) in the classroom setting. Future Research: Practitioners and researchers could follow-up in the future with a study to provide more understanding and updated research information from different research samples and hypotheses on Student Ownership of Learning (SOL).

Authorship, “the state or fact of being the writer of a book, article, or document, or the creator of a work of art,”1 derives from the word author, auctor, autour, autor “father, creator, one who brings about, one who makes or creates,” from Old French auctor, acteor “author, originator, creator, instigator,” directly from the Latin auctor “promoter, doer; responsible person, teacher,” literally “one who causes to grow.”2 It implies a creative privilege and responsibility that cannot be taken lightly. In the biomedical arena, the International Committee of Medical Journal Editors (ICMJE) “recommends that authorship be based on the following four criteria: 1. Substantial contributions to the conception or design of the work; or the acquisition, analysis, or interpretation of data for the work; AND 2. Drafting the work or revising it critically for important intellectual content; AND 3. Final approval of the version to be published; AND 4. Agreement to be accountable for all aspects of the work in ensuring that questions related to the accuracy and integrity of any part of the work are appropriately investigated and resolved.”3 Thus, all persons designated as authors should qualify for authorship, and all those who qualify as authors should be so listed.3 The first of these general principles means that all persons listed as authors should meet the four ICMJE criteria for authorship; the second principle means that all those who meet the four ICMJE criteria for authorship should be listed as authors.3 The first part of the statement disqualifies honorific “gift” authors, complementary “guest” authors, and anonymous “ghost” authors from being listed as authors. The second part ensures the listing of all those who qualify as authors, even if they are no longer part of the institution or group from which the work emanates (such as students who have graduated or residents and fellows who have completed their postgraduate training). Honorific or “gift” authorship takes place when a subordinate (or junior) person lists a superior (or senior) person as an author, even if that person did not meet the four ICMJE authorship criteria.4,5 Bestowing the gift on a Chief, Chair, Department Head, Director, Dean, or such other person is often done in gratitude, but carries an unspoken expectation that the favor will be returned in the future. It can also be bestowed under coercive conditions (that may overlap with those of guest authorship discussed next).4.5 It is unethical because the gifted person does not qualify for authorship when at most only acknowledgement is his or her due. In the extreme, such a person can be put in the uncomfortable and embarrassing situation of being unable to comment on the supposedly co-authored work when asked to do so. Moreover, the unqualified co-author(s) may actually attempt to wash their hands of any allegations of misconduct, claiming for example that the resident first author “plagiarized the material” or “fabricated or manipulated the data” but “I/we certainly had nothing to do with that” - - hence the fourth criterion for authorship came to be.3 Reviewers and Editors may suspect “gift” authorship when for instance, a resident listed as first author writes the paper in the first person, using the pronoun “I” instead of “we” and thanks the consultant co-author under the “acknowledgements” section. The suspicions are further reinforced when the concerned co-author(s) do not participate in, or contribute to revising the manuscript critically for important intellectual content during the review and editing process. Guest authorship takes place when influential or well-known individuals “lend” their name to a manuscript to boost its prestige, even though they had nothing to do with its creation.6,7 They may have been invited to do so by one or more of the actual authors, but they willingly agree, considering the arrangement mutually-beneficial. Thus, a student or resident may knowingly invite an adviser or consultant to be listed as co-author, even if the latter did not meet authorship criteria. The former perceives that having a known co-author increases the chances of a favorable review and publication; the latter effectively adds another publication to his or her curriculum vitae. It is not difficult to see how such symbioses may thrive in the “publish or perish” milieu of academe. Research advising alone, even if editing of the research paper was performed, do not qualify one for authorship (Cf. “gift” authorship). This is not to say that a research, thesis or dissertation adviser may not be listed as co-author – as long as he or she meets the 4 ICMJE criteria for authorship.3 A related misconduct is the practice by certain persons with seniority of insisting their names be listed first, even if more junior scholars did all the innovative thinking and research on a project. Indeed, the order of authorship can be a source of unhappiness and dispute. Authors be listed in the order of their contributions to the work – the one who contributed most is listed first, and the order of listing should be a joint decision of all co-authors at the start of the study (reviewed periodically). Ghost authorship usually pertains to paid professional writers who anonymously produce material that is officially attributed to another author.7,8 They may operate out of establishments that manufacture term papers, theses, and dissertations for the right price (such as the infamous C.M. Recto district in downtown Manila, now replaced by numerous online services). They may also be employed by the pharmaceutical industry to write promotional, favorable studies that will list well-known persons (professors, scientists, senior clinicians) as authors, often with consent and adequate compensation.8 Examples include “a professor at the University of Wisconsin” being paid “$1,500 in return for putting his name” on “an article on the ‘therapeutic effects’ of their diet pill Redux (dexfenfluramine),” that was “pulled from the market” a year later “as doctors began reporting heart-valve injuries in as many as one-third of patients taking the drug” and the drug “later linked to dozens of deaths.”9 Similar cases involved the “deadly drug” rofecoxib (Vioxx) “eventually blamed for some 60,000+ deaths,” that “was also linked to a number of shameful scandals relating to fraudulent studies and the use of ghostwriters to boost sales.”9 The costs involved are not meager; Parke-Davis paid “a medical education communication company (MECC) to write articles in support of the drug” Neurontin (gabapentin) “to the tune of $13,000 to $18,000 per article. In turn, MECC paid $1,000 each to friendly physicians and pharmacists to sign off as authors of the articles.”9 Pfizer (who acquired Neurontin form Parke-Davis) “was found guilty of illegally promoting off-label uses of Neurontin,” and “fined more than $142 million in damages.”9 Whether or not morbidities or mortalities ensue from the practice, both ghosts and beneficiary-authors should be held liable in such situations. Clearly, the practice of “gift,” “guest,” and “ghost” authorship should not be entertained by authors or tolerated by editors and reviewers. Authorship should be based on the ICMJE authorship criteria. Our editors and reviewers vigilantly strive to uphold and protect the rights and welfare of our authors and the integrity and soundness of their research. We call on all fellows, diplomates and residents in training to do the same.

Abstract Background. Fomites are objects that can become colonized and serve as vectors in the transmission of pathogenic microorganisms. Literature examining the knowledge of healthcare personnel about this method of spread of infection is lacking. We conducted a study to assess the knowledge, attitude, and practices of healthcare personnel across different areas of patient care regarding the spread of infections at a tertiary care hospital in Karachi, Pakistan. Methods. A descriptive, cross-sectional study was conducted among healthcare personnel using a self-administered questionnaire. The questionnaire contained sections pertaining to demographic details and knowledge, attitude, and practices regarding fomites and their role in the transmission of pathogens. Results. Three hundred and fifty-three participants completed the questionnaire: 168 were male and 185 were female. Laboratory coats, stethoscopes, and bedside curtains were most frequently identified as fomites by the participants. Medical students had significantly lower mean scores in the knowledge and attitude sections than consultant physicians, resident physicians, and nurses. Nurses scored higher than consultant physicians, resident physicians, and medical students regarding practices that minimize fomite-borne spread of infections. 95% of the participants scored above 50% on the knowledge component of the questionnaire, but only 32.3% scored above 50% in the practices section. Conclusions. Our results show a large gap between the knowledge about fomites acting as vectors in the spread of pathogens and practices done to minimize this spread. Possessing adequate knowledge is ineffectual until and unless it is translated into the proper application of infection control practices. Incorporating awareness sessions and exercises into curricula are a reasonable way to raise awareness regarding this subject.

Objective: To evaluate the level of awareness and attitude among dental practitioners regarding the use of stem cells in dentistry and to determine their knowledge of ethical concerns related to the recent therapy. Material and Methods: A cross-sectional survey-based study was conducted at Taibah University Dental College and Hospital. Medina and at governmental and private dental clinics at the western region of Saudi Arabia. Responses of dental practitioners who completed the survey were recorded between March 2019 and July 2019 without containing any personal identifiers. Level of awareness and attitude and knowledge about ethical issues in relation to stem cell therapy was established. Results: A total of 214 male and female dental practitioners participated in this study and the majority were registered at the Saudi Commission for Health Specialists 128 (59.8%). Dental consultants reported the highest percentage of awareness about dental stem cells (96%, p= 0.005), whereas general dental practitioners (56.2%, p= 0.005) and specialists (52%, p= 0.005), respectively had a lower percentage. When ethical concerns were determined, dental consultants had the highest percentage of knowledge (56%, p= 0.005), whereas dental practitioners (71.2%, p= 0.005) with < 5 years of experience (69.1, p= 0.002) lacked information about related ethical issues. Conclusion: Ways to increase stem cell awareness among dental practitioners in this study recommended including stem cell topics in the dental curriculum and organizing frequent seminars and conferences on this subject. Keywords Stem cell; Awareness; Ethical; Dental practitioner.

Milestones are often seen as opportunities for reflection and reminiscence. As this edition of the journal coincides with the 10th anniversary of my consultant appointment I hope readers will forgive a couple of paragraphs of self-indulgence. The phrase: ‘Where did all that time go?’ will probably be familiar to physicians at a more advanced stage of their career. With medical students now returning as specialist registrars, and former house officers appearing as consultant colleagues, the passage of time is increasingly apparent. I recently realised that our current third year students were born in the year I clerked my first patient: surprisingly I still remember his name, age and diagnosis, unlike many of those (and all of the students!) who I have seen since. On a more positive note, there have clearly been a lot of changes over these ten years: at the time of my appointment in June 1999 there was just a small handful of ‘acute physicians’ in the UK. SAM meetings attracted barely 100 delegates, despite providing free admission, and most of us had planned our escape route in case the acute medicine concept went ‘belly-up’ before our retirement. Now, with several hundred acute medicine consultants, similar numbers of trainees, and ‘full speciality’ status rapidly approaching, job security should no longer be a major concern. Indeed, the last 12 months has seen a further considerable expansion of the speciality; all of the first cohort of acute medicine trainees in Wessex have secured consultant positions, and I am told that SAM now has close to 700 full members. What the next ten years will bring remains to be seen, but with an ageing population and year-round pressures from rising emergency admissions, acute medicine will surely continue to strengthen. As I indicated last time, an increasing number of research-based submissions will be trickling into the journal over the next few editions. The impact of alcohol on the Health Service is a subject which has been at the top of the political agenda in recent months. So it is timely to include an article highlighting its impact on the Acute Medical intake in a busy Teaching hospital in this edition of the journal. The finding that one-in-five patients admitted to the AMU were considered ‘hazardous’ drinkers will probably come as no surprise to acute physicians working elsewhere in the UK. In fact this figure may have been an under-estimate given that the number of units consumer per week was not documented in 30% of clerking records. The demographic shift away from the stereotype ‘middle-aged male’ drinker is also apparent with large numbers of females aged 40-59 falling into this category. Recent editions of this journal would not seem complete without mention of training in practical procedures. In this issue the SAM trainee representatives have summarised the recent trainee survey in this area, providing some recommendations which will hopefully be incorporated into the new curriculum. Readers who are becoming tired of this subject can be reassured that this should be the final article relating to this for the time being! I hope this edition provides interesting reading and please keep the submissions coming – although the review articles are usually solicited by the editorial team, we will continue to consider any submitted article for publication, provided there is a clear teaching message for those working in the field of Acute Medicine. Any feedback on the articles included in this or previous editions would also be welcome, and may be included in a future ‘viewpoint’ or ‘letters to the editor’ section.

Abstract Background Importance of awareness of medical ethics and its integration into medical curriculum has been frequently highlighted. Study 1 aimed to assess the knowledge, attitude, and reported practices of medical ethics among clinicians at Patan Academy of Health Sciences, a tertiary care teaching hospital in Nepal. Study 2 was conducted to assess whether there was a difference in knowledge, attitude, and reported practices of medical ethics among doctors who received formal medical ethics education during undergraduate studies and those who did not. Methods Two cross-sectional surveys using self-administered questionnaires were conducted. Study 1 included 72 participants; interns, medical officers, and consultants working at Patan Academy of Health Sciences. Study 2 was a comparative study conducted among 54 medical officers who had received formal medical ethics education (Group 1) and 60 medical officers who did not (Group 2). Results Participants who had completed post-graduate education had higher knowledge (p = 0.050), practice (p < 0.001), and overall combined scores (p = 0.011). Participants with ethics education had higher knowledge (p < 0.001), attitude (p = 0.001), practice (p < 0.001), and overall score (p < 0.001). Most participants preferred consulting colleagues if an ethical dilemma arose. Fewer participants had heard of the Declaration of Helsinki. Most participants thought doctors to be most capable of judging what is best for the patient (Study 1: 70.42%, Study 2 Group 1: 42.59%, Group 2: 80%). Case scenarios in which participants demonstrated poor practice were ethical issues concerning truth-telling, end-of-life decisions, treating HIV/AIDS patients, treating a minor, and reporting colleague’s errors. Conclusions This study found that participants who have received medical ethics education have higher knowledge, attitude, and practice scores. The results further justify the need for medical ethics education to be a part of the core medical curriculum. A blame-free environment where seniors can be approached for advice should be created. Research ethics should also be given attention. During medical ethics training, ethical issues where doctors perform poorly should be given more priority and should be discussed in a country-specific context.

The study presents a review of the establishment and operation of the Curriculum Consultancy Section of the ACT Schools Authority over the period of the first decade of its existence. It considers the move to establish a new and different education system; the important reports which gave impetus to that move; first the Currie Report (1967.), Report on an Independent Education Authority for the Australian Capital Territory and the three further reports which kept the spirit of the Currie Report alive, i.e. the Neal-Radford Report (1972.), the Campbell Report (1973.), and the Hughes Report (1973.). The study emphasises the haste with which the new system was finally established; that there was not time to develop a 'coherent, imaginative and suitable plan' (Currie, 1967, p.9.) and that staff resources were inadequate. As Beare (1978.) has noted, 'At no time in its first four years was the Schools Office given the manpower needed merely for maintenance functions let alone for development activities ... .' (p.80.) The curriculum issues that arose in planning this new system and the curriculum context within Australia are considered prior to a close examination of the development and operation of the section during the decade; the pressures which affected it and the changes which occurred This examination as the main body of the study falls easily into three periods; The First Years; The Middle Years of the First Decade; and the Final Years of the First Decade; each period coinciding with the period of tenure of one of the three principals the section has had in those ten years. Throughout this main body of the study the major recurring themes affecting the life of the section are closely followed, i.e. the conflict within the system, the diversity of demands and the difficulties of meeting those demands, the difficulty of defining role and function and the problems of leadership. In conclusion the study reflects on these recurring themes and examines the changes which have occurred over the decade, e.g. the changes in role and function, the shift in orientation to consultancy, the changes in selection and professional development of consultants, the concentration of consultants in priority areas and the developing cohesiveness of the consultancy section. Finally the study addresses the future; consideration is given to the stage in the life cycle of an organisation that the ACT Schools Authority is at currently and to the effect that this may possibly have upon the undoubtedly troubled future of the Curriculum Consultancy Section. The study draws on the documents available; on interviews with people who have worked in the area and also on the extensive body of literature which is available.

This book can of interest to undergraduate and graduate engineering students and researchers, academics, plant operators, consultants, professionals and practitioners in the water sector. The book is not necessarily intended to be read from cover to cover, but consulted as the need arises. The content of this book deals with: Membrane-based desalinationBasic principles of reverse osmosisFouling and pre-treatmentParticulate foulingOrganic and biological foulingAlgal bloom eventsInorganic foulingScalingProcess designRecent advances and emerging processes This book forms part of the Master of Science curriculum in Water Supply Engineering and of the Master of Science Programme in Water and Sustainable Development at IHE Delft Institute for Water Education. ISBN: 9781780409856 (Hardback) ISBN: 9781780409863 (eBook)