Journal articles on the topic 'Curriculum outcomes'
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Nawali, Ainna Khoiron. "Dampak Penerapan Kurikulum Kementerian Agama dan Kurikulum Pesantren terhadap Peningkatan Hasil Belajar Pendidikan Agama Islam di Madrasah Aliyah Negeri Yogyakarta I." At-Tarbawi: Jurnal Kajian Kependidikan Islam 3, no. 1 (June 30, 2018): 13. http://dx.doi.org/10.22515/attarbawi.v3i1.1145.
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Abstract: This research background is originated from increasing number of madrasah and general school curriculum as a curriculum support, especially on the subject of islamic religious education (PAI). It makes some institutions maintain either lodge, hostel, or boarding school, in order to encourage school programs. For instance, MAN Yogyakarta 1 established boarding school ‘Al Hakim’ to increase horizon of students towards scientific references to Islam. The question is, how do implementation of Kemenag curriculum and boarding school curriculm impact to elevate learning outcomes of PAI. This study attempts to determine for applicating two curriculum derived from kemenag and boarding school. This study utilizes qualitative research. The results show that in practice, kemenag curriculum remains a priority rather than boarding school curriculum; impact and achievement in the implementation of two curriculum have positive impact on learning outcomes such as to have better values on cognitive, affective, and psychomotor; excess two curricula are applied properly will create more students mastering the subject matter of religion. However, drawbacks occur discrepancy between the curriculum from kemenag and boarding school because the materials are not delivered properly and allocated short time. Keywords: Curriculum, Learning Outcomes, Islamic Religious Education
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Fujioka, Nobukatsu, and Bunpot Suwannaprasert. "Japanese Mathematics Curriculum Outcomes." Journal of Educational Research 88, no. 6 (July 1995): 372–77. http://dx.doi.org/10.1080/00220671.1995.9941183.
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Saloojee, Shamima, and Jacqueline Van Wyk. "A problem-based learning curriculum and undergraduate performance in the final psychiatry examination at the Nelson R Mandela School of Medicine." South African Journal of Psychiatry 19, no. 4 (November 30, 2013): 4. http://dx.doi.org/10.4102/sajpsychiatry.v19i4.437.
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<p><strong>Background.</strong> Medical education reformers must consider disease patterns, health system expectations and clearly specified outcomes to ensure that revised curricula are relevant. South Africa needs clinically competent doctors in adequate numbers to address the burden of psychiatric illnesses.</p><p><strong>Objective.</strong> To evaluate the impact of a curricular reform, this study compared undergraduate students’ clinical competence in psychiatry following a change from a six-year traditional lecture-based (LB) curriculum to a five-year problem-based learning (PBL) curriculum. </p><p><span><strong>Method.</strong> The psychiatry examination records of 936 students enrolled in a PBL curriculum were compared with those of 771 students enrolled in a LB curriculum, covering a nine-year period from 2001 to 2009. Records covered the long case, case vignette and oral examinations. </span></p><p><strong>Results.</strong> Students in the PBL group performed significantly better in the problem-solving case vignette examination (<em>p</em><0.02). There were no statistically significant differences in the mean marks for the long case and the oral examination. Because the revised curriculum is shorter, one additional class of 200 students graduated during the duration of the study than would have been possible under the previous curriculum. </p><p><strong>Conclusion. </strong>The new PBL curriculum produced more doctors, but there was no change in their psychiatric knowledge and skills compared with graduates from the old LB curriculum. Clinical teachers need to define outcomes prior to curriculum revision, because these are essential for evaluating the curriculum’s success.</p>
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Kraft-Terry, Stephanie, and Cheri Kau. "Direct Measure Assessment of Learning Outcome–Driven Proactive Advising for Academically At-Risk Students." NACADA Journal 39, no. 1 (July 1, 2019): 60–76. http://dx.doi.org/10.12930/nacada-18-005.
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Creating advising curricula through backward design ensures that learning objectives remain central to the process and enables those in advising units to design comprehensive assessment plans for continued curricular improvement. By incorporating measures to observe student learning directly, advisors can evaluate their curriculum objectively to ensure students achieve desired learning outcomes. An advising unit created a proactive advising curriculum for academically at-risk students through backward design that includes multiple assessment measures. Students in four categories of academic risk were targeted for intervention. Through the evaluation of direct-learning evidence gathered through assessment, the advising unit improved the advising curriculum, showing the process for intentional curriculum design and assessment to improve student learning.
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Holden, Kenton R., S. Lewis Cooper, and Jeffrey G. Wong. "Neuroscience Curriculum Changes and Outcomes." Neurologist 18, no. 4 (July 2012): 190–95. http://dx.doi.org/10.1097/nrl.0b013e3182613e1b.
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Sharma, Maulina, Ruth Murphy, and Gillian A. Doody. "Do we need a core curriculum for medical students? A scoping review." BMJ Open 9, no. 8 (August 2019): e027369. http://dx.doi.org/10.1136/bmjopen-2018-027369.
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ObjectiveThe General Medical Council (GMC) recommends medical schools to develop and implement curricula enabling students to achieve the required learning outcomes. UK medical schools follow the GMC’s Outcomes for graduates, which are generic. GMC plans to introduce a national Medical Licensing Assessment (MLA) for the medical graduates wanting to practise medicine in the UK in 2022. With no standardised or unified undergraduate (UG) curriculum in UK, various specialties have expressed concerns about not being represented in medical schools and developed specialty-specific core curricula. The aim of this review was to identify learned bodies who have developed a core curriculum for UK medical schools and highlight the drivers, gaps and future approaches to curricular development and implementation.MethodsA literature search was conducted using online databases (EMBASE, MEDLINE, ERIC, HMIC, PubMed and CDSR), search engines and related websites (Google and Google Scholar, Department of Health, GMC and BMA) for relevant articles from 1996 to 5 March 2019 (~20 years). A methodological framework to map the key concepts of UG medical curriculum was followed. Any relevant body with a core curriculum for UK medical UGs was included.ResultsA total of 1283 articles were analysed with 31 articles included in the qualitative synthesis, comprising 26 specialties (clinical n=18, foundation subjects n=4 and professionalism related n=4). WHO, European and national (eg, Royal Colleges of UK) specialty bodies provided specific core learning outcomes for the medical graduates. Patient safety, disease burden, needs of society and inadequate preparedness of medical graduates were drivers for the development of these curricula.ConclusionsThis is the first comprehensive review of literature on UG core curricula recommending minimum standards on knowledge and skills, in alignment with GMC’s Outcomes for graduates for all the UK medical students. Adopting and assessing unified standards would help reduce variability across UK medical schools for both generic and specialty-specific competencies.
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Abdul-Ghaffar, T. A., K. Lukowiak, and U. Nayar. "Challenges of teaching physiology in a PBL school." Advances in Physiology Education 277, no. 6 (December 1999): S140. http://dx.doi.org/10.1152/advances.1999.277.6.s140.
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A problem-based learning (PBL) curriculum was introduced at McMaster University more than three decades ago. Not many schools have adopted the system despite its distinct advantages. The present paper examines the challenges of teaching physiology in a PBL curriculum and gleans through the literature supporting PBL. It appears that one of the reasons why PBL is not becoming readily acceptable is the lack of concrete reports evaluating the curricular outcomes. The suggestion (R.E. Thomas. Med Educ. 31:320-329, 1997) to standardize and internationalize all components of validated PBL curricula is quite valid. A database needs to be generated that can be easily accessed by traditional institutions to see the rationality and easy implementation of the PBL curriculum.
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Acuna, Tina, Jo-Anne Kelder, Glenn McDonald, and Amanda Able. "Implementing the Threshold Learning Outcomes for Agriculture at university." Journal of Teaching and Learning for Graduate Employability 7, no. 1 (May 23, 2016): 2–21. http://dx.doi.org/10.21153/jtlge2016vol7no1art585.
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The national Learning and Teaching Academics Standards statement for agriculture (AgLTAS) defines the nature and extent of the discipline; and provides threshold learning outcomes (TLOs) that define what a graduate should know, understand and do at graduation. The AgLTAS standards are endorsed by the Australian Council of Deans of Agriculture and can be used to communicate to potential and current students the minimum standards of their degree, but can also be used to inform curriculum design. While the AgLTAS document provides explanatory notes to assist educators to further understand the intent of the TLOs there are no exemplars on how the AgLTAS standards can be implemented. This paper presents two case studies of how academics at the University of Tasmania and the University of Adelaide used the AgLTAS to map their respective agriculture curricula. Curriculum mapping was used to evaluate the links between the curriculum and the target learning outcomes, and to identify gaps and areas for improvement. Results include the curriculum maps but also a survey of academic staff and their reactions to the TLOs, plus a reflective commentary on what we believe are the next steps and implications of the AgLTAS for curriculum development, industry engagement and graduate employability in the agriculture discipline.
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Dennis-Escoffier, Shirley, Beth B. Kern, and Shelley C. Rhoades-Catanach. "The Revised Model Tax Curriculum." Issues in Accounting Education 24, no. 2 (May 1, 2009): 141–56. http://dx.doi.org/10.2308/iace.2009.24.2.141.
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ABSTRACT: The American Institute of Certified Public Accountants (AICPA) first developed the Model Tax Curriculum (MTC) in 1996 and modified it in 1999. Subsequent changes in the accounting profession and education caused a reexamination of the MTC resulting in a complete revision in 2007. The revised MTC is learning outcome-based and views the accounting curriculum in its entirety. The revised MTC includes a detailed matrix relating its proposed learning outcomes to the AICPA core competencies and tax technical topics commonly included in tax curricula. The matrix offers accounting faculty one example of an approach to be used in achieving the MTC learning outcomes. This approach can serve as a useful starting point to faculty in formulating and documenting their own approaches to developing student competencies that achieve the revised MTC learning objectives. This paper details the development of the MTC and provides an overview of the revised MTC. It also offers pedagogical suggestions helpful for implementing the MTC.
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Ringwalt, Christopher, Melinda Pankratz, Nisha Gottfredson, Julia Jackson-Newsom, Linda Dusenbury, Steve Giles, David Currey, and Bill Hansen. "The Effects of Students' Curriculum Engagement, Attitudes toward Their Teachers, and Perception of Their Teachers' Skills on School-Based Prevention Curriculum Outcomes." Journal of Drug Education 39, no. 3 (September 2009): 223–37. http://dx.doi.org/10.2190/de.39.3.a.
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We examined the association between changes in the substances and mediating variables targeted by the All Stars drug prevention curriculum, and students' engagement in and enjoyment of the curriculum, their attitudes toward their teachers, and their perceptions of their teachers' skills. Forty-eight school staff administered at least one All Stars class, for up to three consecutive years, to their seventh grade students in 107 classes in a large Midwestern school district. A sample of 2428 students completed a linked pretest and post-test, for a response rate of 91%. We found that students' engagement in and enjoyment of the curriculum, their attitudes toward their teachers, and their perceptions of their teachers' skill were all associated with positive changes in the curriculum's five mediators, but not with changes in students' substance use per se. Study findings suggest the importance of these three attributes to the achievement of the objectives of prevention curricula.
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Čuřín, Michal, and Michala Mikolášíková. "Teacher Preferences of Literature Curricula at Higher Secondary Schools in the Czech Republic." European Journal of Social & Behavioural Sciences 30, no. 3 (August 31, 2021): 306–16. http://dx.doi.org/10.15405/ejsbs.306.
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The current revision of national curricula documents in the Czech Republic is motivated by the increasing digitalization of society as well as the need to prepare students for future challenges linked with economic restructuring. The revision includes the reduction of teaching content as well as the establishment of a new range of student learning outcomes. This paper focuses on identifying teacher preferences with regard to the literature curriculum in terms of the curricular content and scope at higher secondary schools. Based on a thorough content analysis of current school curricula documents and textbooks, a so-called model maximum curriculum of literature was established as a basis for the construction of a questionnaire for teachers to express their preferred content. 20 secondary school teachers were selected according to their gender, type of school and duration of working experience as the sample for this study. The analysis found that teachers are satisfied with the current curriculum in terms of content and scope. However, two common tendencies were observed. Firstly, the majority of respondents agreed on the reduction of the curricular content devoted to older literature. Secondly, the reduction of curricular content was consistent in rejecting foreign thematic blocks and minor national literatures. The analysis also confirmed the teachers' lack of interest in including Asian, African, and Central and South American literature in the curriculum.
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Tomasevic, Biljana, and Dragica Trivic. "Chemistry curricular knowledge of secondary school teachers." Journal of the Serbian Chemical Society 80, no. 3 (2015): 435–52. http://dx.doi.org/10.2298/jsc141002121t.
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the course of this research, we explored the extent of chemistry teachers? professional knowledge related to the structure, contents and application of chemistry curricula and their components. The research comprised 119 teachers from 69 secondary schools (25 grammar schools and 44 vocational secondary schools). The questions in the questionnaire referred to general curriculum knowledge, knowledge of chemistry curriculum and the views/assessments of teachers concerning the necessary changes in the curricula currently in effect. The teachers? answers show that the most important components of the curriculum for their work are the goals and operative tasks/outcomes. The results indicate that there exists information in the curriculum components that remains unused although it is relevant for a certain level of planning. Among the teachers in the sample, higher percentages of those with appropriate teachers training programme were applying information from the curriculum within teaching process through demonstration method and problem solving. The research that was conducted provides a basis for defining the indicators for monitoring the level of teachers? capability to apply curricular knowledge in their practice. Such indicators are important for creating teaching situations and teachers? activities within the framework of initial teacher education and continuing professional development.
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L Anderson, Derrick. "Improving Information Technology Curriculum Learning Outcomes." Informing Science: The International Journal of an Emerging Transdiscipline 20 (2017): 119–31. http://dx.doi.org/10.28945/3746.
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Aim/Purpose Information Technology students’ learning outcomes improve when teaching methodology moves away from didactic behaviorist-based pedagogy toward a more heuristic constructivist-based version of andragogy. Background There is a distinctive difference, a notable gap, between the academic community and the business community in their views of the level of preparedness of recent information technology program graduates. Understanding how Information Technology curriculum is developed and taught along with the underpinning learning theory is needed to address the deficient attainment of learning outcomes at the heart of this matter. Methodology The case study research methodology has been selected to conduct the inquiry into this phenomenon. This empirical inquiry facilitates exploration of a contemporary phenomenon in depth within its real-life context using a variety of data sources. The subject of analysis will be two Information Technology classes composed of a combination of second year and third year students; both classes have six students, the same six students. Contribution It is the purpose of this research to show that the use of improved approaches to learning will produce more desirable learning outcomes. Findings The results of this inquiry clearly show that the use of the traditional behaviorist based pedagogic model to achieve college and university IT program learning outcomes is not as effective as a more constructivist based andragogic model. Recommendations Instruction based purely on either of these does a disservice to the typical college and university level learner. The correct approach lies somewhere in between them; the most successful outcome attainment would be the product of incorporating the best of both. Impact on Society Instructional strategies produce learning outcomes; learning outcomes demonstrate what knowledge has been acquired. Acquired knowledge is used by students as they pursue professional careers and other ventures in life. Future Research Learning and teaching approaches are not “one-size-fits-all” propositions; different strategies are appropriate for different circumstances and situations. Additional research should seek to introduce vehicles that will move learners away from one the traditional methodology that has been used throughout much of their educational careers to an approach that is better suited to equip them with the skills necessary to meet the challenges awaiting them in the professional world.
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Scott, Day M., Lunawati L. Bennett, Mary J. Ferrill, and Daniel L. Brown. "Pharmacy Curriculum Outcomes Assessment for Individual Student Assessment and Curricular Evaluation." American Journal of Pharmaceutical Education 74, no. 10 (September 2010): 183. http://dx.doi.org/10.5688/aj7410183.
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Solikhah, Imroatus. "KKNI DALAM KURIKULUM BERBASIS LEARNING OUTCOMES." LINGUA: Journal of Language, Literature and Teaching 12, no. 1 (March 1, 2015): 1–22. http://dx.doi.org/10.30957/lingua.v12i1.68.
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This article, for all intents and purposes, is to describe the Competency-Based Curriculum in respons to the advent of National Qualification Framework (KKNI) that sets Outcomes-Based Curriculum in a wide range of education practices. The objectives of the article are to persuit the nature of competency and the learning outcomes delineated in the KKNI clarifying some terms that are still confius. Concepts of curriculum design pertaining to development of needs analyis are briefly discussed. In addition, a substantial discussion on the learning outcomes, core competency, competency, and objectices from where curriculum development is based upon is outlined. In the perspective of Indonesian policy, Competency-Based Curriculum will be no longer implemented as the advent of KKNI would give great impact on the Outcomes-Based Curriculum.
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Ibrahimoglu, Ozlem, Sevinc Mersin, and Hulya Saray Kilic. "Nursing education curriculum and learning outcomes." Journal of Higher Education and Science 9, no. 1 (2019): 12. http://dx.doi.org/10.5961/jhes.2019.305.
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Brady, Laurie. "Implementing Curriculum Outcomes: A Case Study." Educational Practice and Theory 18, no. 2 (January 1, 1996): 3–16. http://dx.doi.org/10.7459/ept/18.2.02.
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Lewis, Lisa S. "Outcomes of a concept-based curriculum." Teaching and Learning in Nursing 9, no. 2 (April 2014): 75–79. http://dx.doi.org/10.1016/j.teln.2013.12.002.
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Brady, Laurie. "Assessing Curriculum Outcomes in Australian Schools." Educational Review 49, no. 1 (February 1997): 57–65. http://dx.doi.org/10.1080/0013191970490106.
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Bird, Darlene L. "Theology and the Outcomes-Based Curriculum." Discourse: Learning and Teaching in Philosophical and Religious Studies 5, no. 2 (2006): 49–56. http://dx.doi.org/10.5840/discourse20065226.
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DeMarco, Lisa, Karen Panzarella, Heather Ferro, Lynn Pownall, Andrew Case, Patricia Nowakowski, Maxine Stewart, et al. "Outcomes of an interprofessional simulation curriculum." Journal of Applied Research in Higher Education 7, no. 2 (September 14, 2015): 453–68. http://dx.doi.org/10.1108/jarhe-10-2014-0086.
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Purpose – Interprofessional education (IPE) is a method to create an environment that fosters interprofessional communication, understanding the roles and responsibilities of each profession, learning the skills to organize and communicate information for patients, families and members of the health care team. Providing IPE to health professional students can prepare them in the workforce to have the necessary skills to function in a collaborative practice ready environment. The purpose of this paper is to demonstrate the methods used in developing IPE curriculum, faculty training as debriefers/facilitators, identify learning objectives and outcomes. Design/methodology/approach – The faculty and student surveys utilized a Likert scale. Learning objectives for the student survey assessed learning objective including communication of roles and responsibilities, communication and organization of information, engagement of other health professions (HP) in shared patient-centered problem solving, interprofessional assessment of patient status, and preparation of patients from transition of care to home. The faculty survey assessed faculty experience levels in IPE, role as facilitator/debriefer, and future needs for sustainability of the program. Findings – Student evaluation of IPE simulation experience revealed students believed they improved their interprofessional communication skills and had a better understanding of health professional roles and responsibilities. Faculty feedback indicated that HP students achieved learning objectives and their continued commitment to IPE however additional training and development were identified as areas of need. Practical implications – This paper can assist other educational institutions in developing IPE and structuring IPE assessment particularly in the HPs. Social implications – The public health care will be impacted positively by having health care providers specifically trained to work in teams and understand collaborative care. Student graduates in the HPs will be better prepared to function as a team in real clinical care following their participation in interprofessional simulation. Originality/value – This interprofessional simulation curriculum involves student learners from eight different HPs and participation of over 30 faculty from differing professions. This curriculum is unique in its bread and depth of collaboration and true teamwork across disciplines.
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Kelly, Aine, and Mahesh M. Thapa. "Educational Curriculum, Assessment, Research and Outcomes." Academic Radiology 20, no. 3 (March 2013): 261–62. http://dx.doi.org/10.1016/j.acra.2012.12.005.
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Halagao, Patricia, Allyson Tintiangco-Cubales, and Joan Cordova. "Critical Review of K-12 Filipina/o American Curriculum." AAPI Nexus Journal: Policy, Practice, and Community 7, no. 1 (2009): 1–24. http://dx.doi.org/10.36650/nexus7.1_1-24_halagaoetal.
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This research study provides the first comprehensive and critical literature review of K–12 Filipina/o American curricula found in formal and informal educational settings. Thirty-three Filipina/o American curricula representing a diverse array of authors, audiences, content, and pedagogical approaches were reviewed. The authors of this study developed a “Critical Framework of Review” rooted in critical pedagogy in order to analyze the historical development of Filipina/o American curricula along with an analysis of major topics, concepts, guiding theoretical frameworks, pedagogical approaches, and outcomes. The review concludes with a discussion and summary of the overarching themes of Filipina/o curricular content, instruction, and impact gained from this study and recommendations for the application, development, distribution, and research of more Filipina/o American K–12 curriculum resources.
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Rawle, Fiona, Tracey Bowen, Barb Murck, and Rosa Hong. "Curriculum Mapping Across the Disciplines: Differences, Approaches, and Strategies." Collected Essays on Learning and Teaching 10 (June 12, 2017): 75–88. http://dx.doi.org/10.22329/celt.v10i0.4765.
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Curriculum mapping can be used to document, align, visualize, and assess curricular data, such as learning outcomes, assessment materials, instructional techniques, and student pre- and post-testing scores. A cross-disciplinary Curriculum Mapping Initiative currently underway at the University of Toronto Mississauga aims to: (1) develop guidelines for the curriculum mapping process; (2) develop cross-disciplinary curriculum mapping templates and samples to guide departments through the curriculum mapping process; (3) communicate narratives for how to use curriculum mapping to inform curricular change; (4) develop visualization strategies for curricular data; (5) initiate a plan for dissemination and sustainability; and (6) initiate a plan for informing students about how to use curricular maps in their academic experiences. Through this curriculum mapping initiative, we have discovered that discipline-specific differences exist in approaches to curriculum mapping. The purpose of this paper is to communicate these cross-disciplinary similarities and differences in purpose, process, and utilization of curriculum mapping strategies. We found that different departments had some common ground in the curriculum mapping process, but also key differences. The differences could be categorized according to: purpose for initiating the curriculum mapping process; approach to curriculum mapping; dissemination of completed maps; dealing with pedagogical jargon; and faculty buy-in.
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Ağçam, Reyhan, and Pınar Babanoğlu. "Solo Analysis of Efl Curricula in Turkey." European Journal of Language and Literature 8, no. 1 (May 19, 2017): 140. http://dx.doi.org/10.26417/ejls.v8i1.p140-140.
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Curriculum simply refers to the means and materials with which students will interact for the purpose of achieving identified educational outcomes (Ebert et al., 2013). In Turkey, the curricula for a variety of courses to be taught in primary and secondary state schools are designed by the Ministry of National Education (MoNE), and they are subject to change at uncertain periods. The current research aims to investigate curricula for English as a foreign language course for 5th, 6th and 7th grades that have been recently introduced by MoNE (2017). It exclusively compares them through an analysis of learning outcomes identified in each based on the Structure of the Observed Learning Outcome (SOLO) taxonomy developed by John Biggs and Kevin Collis (1982). Accordingly, document analysis method was used to analyze learning outcomes identified in the above-mentioned curricula into four levels of the SOLO taxonomy: (i) uni-structural, (ii) multi-structural, (iii) relational, and (iv) extended abstract. The study will report findings obtained from the analysis and practical implications on the curriculum design of EFL courses taught in various grades, and conclude with a few suggestions for further directions.
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Mayer, A. W., K. A. Smith, and S. Carrie. "A survey of ENT undergraduate teaching in the UK." Journal of Laryngology & Otology 134, no. 6 (June 2020): 553–57. http://dx.doi.org/10.1017/s0022215120000936.
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AbstractBackgroundENT presentations are prevalent in clinical practice but feature little in undergraduate curricula. Consequently, most medical graduates are not confident managing common ENT conditions. In 2014, the first evidence-based ENT undergraduate curriculum was published to guide medical schools.ObjectiveTo assess the extent that current UK medical school learning outcomes correlate with the syllabus of the ENT undergraduate curriculum.MethodTwo students from each participating medical school independently reviewed all ENT-related curriculum documents to determine whether learning outcomes from the suggested curriculum were met.ResultsSixteen of 34 curricula were reviewed. Only a minority of medical schools delivered teaching on laryngectomy or tracheostomy, nasal packing or cautery, and ENT medications or surgical procedures.ConclusionThere is wide variability in ENT undergraduate education in UK medical schools. Careful consideration of which topics are prioritised, and the teaching modalities utilised, is essential. In addition, ENT learning opportunities for undergraduates outside of the medical school curriculum should be augmented.
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Wong, Brian M., Jeannette Goguen, and Kaveh G. Shojania. "Building Capacity for Quality: A Pilot Co-Learning Curriculum in Quality Improvement for Faculty and Resident Learners." Journal of Graduate Medical Education 5, no. 4 (December 1, 2013): 689–93. http://dx.doi.org/10.4300/jgme-d-13-00051.1.
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Abstract Background Despite a mandate to teach quality improvement (QI) to residents, many training programs lack faculty capacity to deliver a QI curriculum. Objective We piloted a co-learning curriculum in QI to train residents while simultaneously developing QI teachers. We evaluated the curriculum's acceptability and feasibility and its effect on faculty engagement in doing and teaching QI. Methods The curriculum involved 2 half-day, interactive sessions, a team-based QI project, and end-of-year project presentations. Key curriculum design principles included (1) residents and faculty co-attend all interactive sessions, (2) residents and faculty work together on team-based QI projects, and (3) QI projects align with divisional QI priorities. Using the Kirkpatrick framework for learner outcomes, we focused our program evaluation on Level 1 (satisfaction) and Level 2 (knowledge and skills acquisition) outcomes using year-end curriculum evaluations. Results Our study included 14 residents (70%) and 6 faculty members (30%). With respect to satisfaction (Kirkpatrick Level 1 outcome), 93% (13 of 14) of residents and 100% (6 of 6) of faculty participants rated the overall curriculum as “above average” or “outstanding.” Regarding faculty knowledge and skills acquisition (Kirkpatrick Level 2 outcomes), faculty self-rated their QI knowledge and interest in QI higher than their intent to incorporate QI into future practice and their comfort in teaching or supervising QI projects. All 5 faculty respondents (100%) rated the co-learning model for faculty development in QI as “above average” or “outstanding.” Conclusions Teaching QI to residents and faculty as co-learners is feasible and acceptable and offers a promising model for programs to teach QI to residents while concurrently building faculty capacity.
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Remillard, Janine T., Michael Manganello, and Amber Daniel. "A Guide to Analyzing Mathematics Tasks and Their Implementation in Curriculum Resources." Journal for Research in Mathematics Education 49, no. 2 (March 2018): 228–31. http://dx.doi.org/10.5951/jresematheduc.49.2.0228.
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Since the publication of the NCTM Standards in 1989, which was followed by a new generation of curriculum development projects, the field has seen increasing interest in research on curriculum resources, how they are used by teachers and experienced by students, and the outcomes that they produce. Although some studies seek to draw direct lines between particular curriculum materials used and student outcomes, a majority of researchers argue that understanding whether and how teachers are implementing a given written curriculum resource1 with some measure of fidelity is necessary to determining its effects on learning (Stein, Remillard, & Smith, 2007). Over the last 2 decades, research has expanded to consider how teachers interpret, learn from, interact with, and generate curriculum resources. Over a similar timespan, the number and types of curriculum resources available to teachers have also expanded to include print, digital, and blended comprehensive curricula along with a slew of supplemental resources and tools available through the Internet.
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Blake Hylton, J., David Mikesell, John-David Yoder, and Heath LeBlanc. "Working to Instill the Entrepreneurial Mindset Across the Curriculum." Entrepreneurship Education and Pedagogy 3, no. 1 (September 15, 2019): 86–106. http://dx.doi.org/10.1177/2515127419870266.
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Over the past two decades, significant work has been done to increase the opportunities for engineering students to develop an entrepreneurial mindset (EM). These have included curricular, cocurricular, and extracurricular activities on many campuses. This article describes efforts to build the EM comprehensively into the mechanical engineering curriculum at Ohio Northern University. While several frameworks have been proposed related to the EM, the work here is motivated by the Kern Entrepreneurial Engineering Network framework (KEEN). A core group of college faculty identified the institutional definitions of the KEEN student outcomes and identified courses for deployment of these outcomes to provide comprehensive, curriculum-wide exposure to the EM. This article discusses how the work was completed, incentive and reporting structures for onboarding faculty, the adopted strategies for program assessment of the EM outcomes, and efforts to ensure long-term sustainability of the curricular modifications. Observations, challenges, and unexpected benefits are discussed, as well as anticipated next steps for college-wide implementation.
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Elvén, Maria, Jacek Hochwälder, Elizabeth Dean, and Anne Söderlund. "Predictors of Clinical Reasoning Using the Reasoning 4 Change Instrument With Physical Therapist Students." Physical Therapy 99, no. 8 (March 14, 2019): 964–76. http://dx.doi.org/10.1093/ptj/pzz044.
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AbstractBackgroundAlthough physical therapist students must be well prepared to integrate biopsychosocial and behavioral perspectives into their clinical reasoning, there is a lack of knowledge regarding factors that influence such competence.ObjectiveThis study explored the associations among the independent variables—knowledge, cognition, metacognition, psychological factors, contextual factors, and curriculum orientation vis-à-vis behavioral medicine competencies—and the dependent variables—outcomes of input from client (IC), functional behavioral analysis (FBA), and strategies for behavior change (SBC) as levels in physical therapist students’ clinical reasoning processes.DesignThis study used an exploratory cross-sectional design.MethodsThe Reasoning 4 Change instrument was completed by 151 final-semester physical therapist students. Hierarchical multiple regression analyses for IC, FBA, and SBC were conducted. In the first step, curriculum orientation was inserted into the model; in the second step, self-rated knowledge, cognition, and metacognition; and in the third step, psychological factors.ResultsAll independent variables except contextual factors explained 37% of the variance in the outcome of IC. Curriculum orientation explained 3%, cognitive and metacognitive factors an additional 22%, and attitudes another 15%. Variance in the outcomes of FBA and SBC were explained by curriculum orientation only (FBA change in R2 = 0.04; SBC change in R2 = 0.05). Higher scores of the dependent variables were associated with a curriculum having behavioral medicine competencies.LimitationsThe limitations of this study are that it was cross-sectional.ConclusionsCognitive and metacognitive capabilities and skills and positive attitudes are important predictors of physical therapist students’ clinical reasoning focused on behavior change at the IC level. Curricula with behavioral medicine competencies are associated with positive outcomes at all clinical reasoning levels.
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P, Youhasan, Sivanjali M, and Sathaananthan T. "Outcome Based Medical Curriculum: Features, Standards and Challenges." Bangladesh Journal of Medical Education 10, no. 1 (December 23, 2019): 34–38. http://dx.doi.org/10.3329/bjme.v10i1.44593.
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Outcome based education has become vital in Medical curriculum worldwide. It's practiced successfully in many countries. After evidencing the practice worldwide, Eastern University, Sri Lanka (EUSL) developed its curriculum to outcome based. Identifying educational programme outcome is crucial process in outcome based educational practice. The educational outcomes of MBBS programme of EUSL have been matched with international standards. The graduate profile reflects the attributes of graduates, which is physician's potentials at the end of the course. Constructive alignment of curriculum is exhibited in accordance with the Sri Lanka Medical Council (SLMC) guidelines, MBBS programme outcome, the organization of learning contents, teaching learning experiences to achieve the intended learning outcomes and assessments for learning. Assessments for learning (formative assessments) are conducted at the end of the modules and feedbacks are expected to be given to drive the learning. Educational outcomes involve several competencies such as Knowledge, Skills and Attitude. There are several assessment methods have been followed to assess various attributes in EUSL. Teacher takes part in facilitating learning or mentoring students. Assessing the team work skills, critical thinking, problem solving are also the salient features as this outcome based medical curriculum has been implemented to foresee the graduates treating patients in a holistic manner.
Bangladesh Journal of Medical Education Vol.10(1) 2019: 34-38
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Woods, Charles R., and Kathi J. Kemper. "Curriculum Resource Use and Relationships With Educational Outcomes in an Online Curriculum." Academic Medicine 84, no. 9 (September 2009): 1250–58. http://dx.doi.org/10.1097/acm.0b013e3181b188ae.
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Ritchie, Stephen M., and Jim Butler. "Aboriginal studies and the science curriculum: Affective outcomes from a curriculum intervention." Research in Science Education 20, no. 1 (January 1990): 249–54. http://dx.doi.org/10.1007/bf02620500.
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Elliston, Edgar J. "Designing Leadership Education." Missiology: An International Review 16, no. 2 (April 1988): 203–15. http://dx.doi.org/10.1177/009182968801600207.
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Many leadership crises troubling both established and younger churches arise from inappropriate educational programs. Several basic curricular questions focus our attention on both leadership development needs and the design of leadership development curricula. Leadership theory, theology, anthropology, communication theory, curriculum theory, and development theory combine to help build perspectives for cross-cultural leadership development. Both the educational structures and processes as well as the content combine to shape the outcomes of educational programs. Curricula, then, which contextually balance the advantages of formal, nonformal, and informal education promise to be significantly more effective in terms of the purpose for theological education than traditional approaches.
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Dorfman, Lorraine T., Susan A. Murty, Jerry G. Ingram, and Han Li. "Evaluating the Outcomes of Gerontological Curriculum Enrichment." Gerontology & Geriatrics Education 27, no. 4 (April 23, 2007): 1–21. http://dx.doi.org/10.1300/j021v27n04_01.
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Mersin, Sevinç, Hülya Saray Kılıç, and Özlem İbrahimoğlu. "Learning outcomes of nursing curriculum in Turkey: a cross-sectional study." Frontiers of Nursing 7, no. 2 (July 14, 2020): 129–34. http://dx.doi.org/10.2478/fon-2020-0011.
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AbstractObjectiveTo assess the nursing curriculum and point out learning outcomes in Turkey.MethodsA cross-sectional design was used in this study. This study was conducted between May and June 2017 from 23 undergraduate nursing schools’ education programs for one education and academic year's curriculum. The public information of the universities collected from their web sites and learning outcomes of the schools were classified as cognitive, psychomotor, and affective domains.ResultsIt appears that half of the basic nursing courses are in the psychomotor domain, and the majority of basic medical sciences courses are in the cognitive domain. Learning outcomes about the affective domain mostly take place in basic nursing courses.ConclusionsThe findings of the results of this study can provide insight into current nursing education and guide new curricula to be developed.
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Steketee, Carole. "Prudentia: A medical school’s solution to curriculum mapping and curriculum management." Journal of University Teaching and Learning Practice 12, no. 4 (October 1, 2015): 115–25. http://dx.doi.org/10.53761/1.12.4.9.
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The School of Medicine (SoM) at the University of Notre Dame Australia has developed a curriculum mapping system called Prudentia. This web-based application allows users to explore curriculum across all four years of the MBBS to determine what and when students are expected to learn, and if there are any anomalies evident within this data. A five-level hierarchical, outcomes-based curriculum framework underpins Prudentia, ranging from the macro Australian Medical Council's Student Outcomes Statements to the micro daily learning objectives. Data in all five levels of the framework can be mapped and constructive alignment between the outcomes, instructional and assessment methods can also be investigated. While Prudentia is a user-friendly application, it is only as good as the curriculum framework which underpins it. This paper discusses the critical questions that were pivotal in developing the SoM’s curriculum framework, upon which a robust curriculum mapping system was eventually built.
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Dr. Preeti Oza, Dr Gurudutta P. Japee,. "Curriculum and Evaluation in Outcome-Based Education." Psychology and Education Journal 58, no. 2 (February 10, 2021): 5620–25. http://dx.doi.org/10.17762/pae.v58i2.2982.
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The “Outcome-Based Education” (OBE) model is being adopted at a fast pace in education institutions. it's considered an enormous breakthrough to enhance education across the world . Outcome-based education (OBE) may be a student-centered instruction model that focuses on measuring student performance through outcomes. Outcomes include knowledge, skills, and attitudes. there's a hidden contradiction within the projection and implementation of the OBE. One results in Multidisiciplinarity and therefore the other results in OBE. At first, we expect freedom and in other structured progress is predicted . One results in democratic knowledge and therefore the other results in capitalist knowledge management. Our education is sort of a lady with over ornaments who is unable to steer simply because of the load she carries of the ornaments. Technology silences the mind and not questioning a mind and thus this information society or knowledge society is ignorant and this may come whenever and wherever we mention mass education and not class education. This paper discusses the necessity and importance of curriculum formation and enhancing evaluation within the Outcome Bases education –OBE
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Standish, Katherine R., Sam C. Gonzalez, Victor Roy, Chelsea M. McGuire, Katherine Gergen Barnett, and Robert B. Saper. "Resident Outcomes and Perspectives Over 2 Years of a New Scholarship Curriculum." Family Medicine 53, no. 6 (June 2, 2021): 461–66. http://dx.doi.org/10.22454/fammed.2021.267781.
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Background and Objectives: Scholarship is recognized as a challenge in many family medicine residency programs. Among evaluations of scholarship curricula, few describe resident experiences of such interventions. To bridge this gap in knowledge, we measured resident confidence, satisfaction, and participation before and after implementing a new scholarship curriculum. Methods: The redesigned curriculum included a structured project timeline, resident research in progress meetings, faculty mentorship, scholarly skills workshops, and mentored journal clubs. We conducted a curriculum evaluation via surveys of residents prior to implementation and after years 1 and 2, measuring satisfaction with the scholarly environment and opportunities, and confidence and participation in specific scholarly activities using Likert scales from 1 (least confidence) to 5. Results: Compared to baseline (n=28), after 2 years (n=27) of the curriculum, residents reported increased mean confidence in critical appraisal of scientific articles (2.6±1.1 to 3.3±0.7, P=.007), carrying out a scholarly project (2.5±0.8 to 3.4±1.0, P=.005), and writing an abstract (3.0±0.8 to 3.8±0.7, P=.002). As compared to the first year, more residents in the second year participated in quality improvement projects (7.1% vs 29.6%, P=.031) and wrote conference abstracts (10.7% vs 37.0%, P=.022). Over the same period, those very satisfied with the scholarly environment increased from 0 (0%) to 8 (29.6%, P=.017). The June 2020 survey identified increased interest in scholarship because of the antiracism movement (51.9%) and COVID-19 pandemic (40.7%). Conclusions: Implementation of a redesigned scholarship curriculum was associated with increases in family medicine resident scholarship confidence and satisfaction.
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Raycroft, Mark A. R., and Alison B. Flynn. "What works? What's missing? An evaluation model for science curricula that analyses learning outcomes through five lenses." Chemistry Education Research and Practice 21, no. 4 (2020): 1110–31. http://dx.doi.org/10.1039/c9rp00157c.
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Science is rapidly changing with vast amounts of new information and technologies available. However, traditional instructional formats do not adequately prepare a diverse population of learners who need to evaluate and use knowledge, not simply memorize facts. Moreover, curricular change has been glacially slow. One starting goal for curricular change can be identifying the features of a current curriculum, including potential areas for improvement, but a model is needed to accomplish that goal. The vast majority of studies related to curricular change have been conducted in K-12 environments, with an increasing number in post-secondary environments. Herein, we describe a model for science curriculum evaluation that we designed by integrating a number of different approaches. That model evaluates the intended, enacted, and achieved components of the curriculum, anchored by analyzing learning outcomes through five lenses: (i) a scientific Framework reported by the US National Research Council, (ii) systems thinking, (iii) equity, diversity, and inclusion, (iv) professional skills, and (v) learning skills. No curriculum evaluation models to date have used the five learning outcomes lenses that we describe herein. As a proof of principle, we applied the evaluation model to one organic chemistry course, which revealed areas of strength and possible deficiencies. This model could be used to evaluate other science courses or programs. Possible deficiencies may be addressed in other courses, in the course at hand, or may not be deemed necessary or important to address, demonstrating the potential for this evaluation to generate areas for discussion and ultimately, improvements to post-secondary science education.
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Bromley, Matt. "Ofsted: Curriculum impact." SecEd 2021, no. 2 (May 2, 2021): 36–37. http://dx.doi.org/10.12968/sece.2021.2.36.
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As part of Ofsted's focus on curriculum impact, evaluating the pace of pupil progress, pupil outcomes, and their preparedness for their next steps are vital considerations – as is the ‘performance development’ of teachers. Matt Bromley advises
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Hansen, Klaus-Henning. "The Curriculum Workshop: A Place for Deliberative Inquiry and Teacher Professional Learning." European Educational Research Journal 7, no. 4 (January 1, 2008): 487–500. http://dx.doi.org/10.2304/eerj.2008.7.4.487.
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In this article, the curriculum workshop (CW) is elaborated as an approach to professional learning, deliberation and inquiry. It offers a comprehensive framework for school-based deliberation and inquiry, is rooted in curriculum theory, promises a broad range of applications in teacher education and provides tools to assess the trustworthiness of processes and outcomes. The first section of the article discusses the theoretical background of the CW by going back to Joseph Schwab's idea of ‘the practical’, of deliberative inquiry in curricular groups. Building on these ideas, Karl Frey's model of a ‘curriculum conference’ is presented. Elements of Schwab's and Frey's approaches are then modified and adapted to the CW. The second section asks how the CW was enacted in the framework of a European project on good practice in school-based teacher education, presents exemplary outcomes and critically discusses the trustworthiness of the approach. The final section provides a summary of the outcomes and indicates directions for further research.
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Medina, Melissa S., Stephen Neely, and JoLaine R. Draugalis. "Predicting Pharmacy Curriculum Outcomes Assessment Performance Using Admissions, Curricular, Demographics, and Preparation Data." American Journal of Pharmaceutical Education 83, no. 10 (December 2019): 7526. http://dx.doi.org/10.5688/ajpe7526.
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Hunter, Kimberly Anne, and Ben Thomson. "A scoping review of social determinants of health curricula in post-graduate medical education." Canadian Medical Education Journal 10, no. 3 (July 21, 2019): e61-71. http://dx.doi.org/10.36834/cmej.61709.
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Social determinants of health are responsible for 50% of ill health. The Royal College of Physicians and Surgeons of Canada CanMEDS role of “physician advocate” requires physicians to attain competency in this particular domain, but physician trainees feel this is not well covered in their training programs. This study performed a scoping review of social determinants of health curricula that had been described, implemented and evaluated in post-graduate medical education. A search using MEDLINE(OvidSP) database, with search terms “residency,” ”curriculum,” and “social determinants” with no age, language, and publication date restrictions was done.Researchers identified a total of 12 studies, all from the United States, in internal medicine (n=4), pediatrics (n=4), family medicine (n=2), or multiple (n=2) residency programs. Most curricula (n=8, 67%), were longitudinal, and most contained both patient or community exposure (n=11, 92%) and/or classroom-based components (n=10, 83%). Most (78%) curricula improved participant related outcomes, including exam performance, awareness regarding personal practice, confidence, improved screening for social determinants of health and referral to support services. Program specific outcomes were frequently positive (50%) and included resident satisfaction and high course evaluation scores, high representation of resident and faculty from minority groups, applicability of training to underserviced populations, and improved engagement of marginalized community members. When evaluated, academic outcomes were always positive, and included acceptance of scholarly projects to national conferences, publication of research work, grants earned to support health projects, local or national awards for leadership and community engagement, and curriculum graduates later pursuing related Masters degrees and/or establishing medical practices in underserved areas. Only one study reported a patient-related outcome, with advice provided by health care providers considered by patients to be helpful. Researchers used these results to design recommendations for creation of a post-graduate curriculum to address social determinants of health were provided.
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Farah, Yara N., and Lauren M. Jimenez. "Voices From the Desk: The Big Ideas of Gifted Students About Collaborative Partnership." Gifted Child Today 42, no. 2 (April 2019): 100–106. http://dx.doi.org/10.1177/1076217518825337.
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Students are active in shaping the implementation of any curricular intervention. At Paradise Valley Unified School District (PVUSD), more than 1,500 students in Grades 1 to 6 were recipients of the William & Mary English Language Arts (ELA) curriculum units. In this article, we share students’ perceptions related to the following three themes: (a) perception of researchers in the classroom, (b) perceptions of new curriculum, and (c) receptivity to the teaching models. Students’ responses revealed that they had much to say about the work being conducted at PVUSD. Gaining an understanding of students’ perception of curriculum could lead to stronger curricular reform in the future, especially when outcomes of school reform are measured by the success of students.
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Pechak, Celia, Deborah Diaz, and Loretta Dillon. "Integrating Spanish Language Training Across a Doctor of Physical Therapy Curriculum: A Case Report of One Program’s Evolving Model." Physical Therapy 94, no. 12 (December 1, 2014): 1807–15. http://dx.doi.org/10.2522/ptj.20130365.
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Background and Purpose As the Hispanic population continues to expand in the United States, health professionals increasingly may encounter people who speak Spanish and have limited English proficiency. Responding to these changes, various health profession educators have incorporated Spanish language training into their curricula. Of 12 doctor of physical therapy (DPT) programs identified as including elective or required Spanish courses, the program at The University of Texas at El Paso is the only one integrating required Spanish language training across the curriculum. The purpose of this case report is to describe the development, implementation, and preliminary outcomes of the evolving educational model at The University of Texas at El Paso. Case Description The University of Texas at El Paso is situated immediately across the border from Mexico. Responding to the large population with limited English proficiency in the community, faculty began to integrate required Spanish language training during a transition from a master-level to a DPT curriculum. The Spanish language curriculum pillar includes a Spanish medical terminology course, language learning opportunities threaded throughout the clinical courses, clinical education courses, and service-learning. Forty-five DPT students have completed the curriculum. Outcomes Assessment methods were limited for early cohorts. Clinically relevant Spanish verbal proficiency was assessed with a practical examination in the Spanish course, a clinical instructor–rated instrument, and student feedback. Preliminary data suggested that the model is improving Spanish language proficiency. Discussion The model still is evolving. Spanish language learning opportunities in the curriculum are being expanded. Also, problems with the clinical outcome measure have been recognized. Better definition of intended outcomes and validation of a revised tool are needed. This report should promote opportunities for collaboration with others who are interested in linguistic competence.
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Glaser, Kelli. "A Process for Assessment and Quality Improvement of the Clerkship Curriculum." Journal of Medical Education and Curricular Development 6 (January 2019): 238212051982587. http://dx.doi.org/10.1177/2382120519825873.
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Reliance on the apprenticeship model of education in the clerkship years of medical education persists despite concerns with variability in educational delivery and outcomes. Although many institutions are addressing this variability, there needs to be a clear and objective method to assess what is working. Evaluating these educational experiences is an essential component to ensure that students graduate prepared to enter residency. In 2014, A.T. Still University’s School of Osteopathic Medicine in Arizona (ATSU-SOMA) introduced a curricular change to address clerkship variability by implementing an online curricular component for the core clerkship courses in the third and fourth years of medical student education. Subsequently, a new structured and objective process to evaluate these courses was designed to improve student learning outcomes in the clerkship years. A Curriculum Year Three and Four Work Group was created to develop the new process for curricular evaluation of the clerkship courses. In the pilot phase of its implementation, described herein, the process fostered stakeholder participation and buy-in, enhanced communication of expectations, increased accountability in clerkship course design, and effectively employed objective evaluation tools in determining what curricular changes were needed. The Curriculum Year Three and Four Work Group continues to revise the tools and methods to enhance the efficiency of the evaluation process and to analyze whether recommended course revisions have improved student outcomes.
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AKHAN, Osman. "EXAMINING THE LEARNING OUTCOMES IN THE 12TH-GRADE REPUBLIC OF TURKEY REVOLUTION HISTORY AND KEMALISM CURRICULUM BASED ON THE REVISED BLOOM’S TAXONOMY." Zeitschrift für die Welt der Türken / Journal of World of Turks 13, no. 2 (August 15, 2021): 109–24. http://dx.doi.org/10.46291/zfwt/130206.
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This research aimed to determine the level of the learning outcomes in the 12th-grade Republic of Turkey Revolution History and Kemalism Curriculum according to the Revised Bloom’s Taxonomy. The research used a qualitative research design and the document analysis method. The source of data of the research was the Secondary Education Republic of Turkey Revolution History and Kemalism Curriculum published by the Ministry of National Education in 2018. Existing research on Bloom’s Taxonomy and Revised Bloom’s Taxonomy was used to determine the taxonomic levels and sub-levels of the learning outcomes. A coding rubric was prepared by the researcher to determine the noun and verb forms of the learning outcomes in order to evaluate and classify 33 learning outcomes in the 2018 Secondary Education Republic of Turkey Revolution History and Kemalism Curriculum. The data were analysed using descriptive statistics. The findings were presented in tables with frequency and percentage values. According to the research results, among 33 learning outcomes, 29 fell into the conceptual knowledge category of the knowledge dimension and four fell into the factual knowledge category of the knowledge dimension. Looking at the distribution of 33 learning outcomes across the levels of the cognitive process dimension, 19 fell into the understanding level, 11 fell into the analysing level, and 3 fell into the evaluating level. No learning outcome fell into the procedural and metacognitive knowledge categories of the knowledge dimension and into the remembering, applying, and creating levels of the cognitive process dimension. Keywords: Curriculum, learning outcome, Bloom’s taxonomy
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Bree, Kelly K., Shari A. Whicker, H. Barrett Fromme, Steve Paik, and Larrie Greenberg. "Residents-as-Teachers Publications: What Can Programs Learn From the Literature When Starting a New or Refining an Established Curriculum?" Journal of Graduate Medical Education 6, no. 2 (June 1, 2014): 237–48. http://dx.doi.org/10.4300/jgme-d-13-00308.1.
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Abstract Background Teaching residents how to teach is a critical part of resident education because residents are often the major teachers of medical students. The importance of formal residents-as-teachers (RAT) curricula has been emphasized throughout the literature, yet not all residency programs have such a curriculum in place. Objective The purpose of our study was to (1) review the medical education literature for established RAT curricula, (2) assess published curricula's reproducibility, (3) evaluate the type of outcomes achieved using the Kirkpatrick model of evaluation, and (4) identify curricula that training programs could feasibly adopt. Methods We performed a literature review using PubMed, Medline, Scopus, PsycINFO, ERIC, and Embase. Key search words included residents, residents as teachers, teaching, internship and residency, and curriculum. In addition, a search of MedEdPORTAL was performed using the same key terms. Articles were evaluated based on the reproducibility of curricula and the assessment tools. Evaluation of educational outcomes was performed using the Kirkpatrick model. Results Thirty-nine articles were deemed appropriate for review. Interventions and evaluation techniques varied greatly. Only 1 article from the literature was deemed to have both curricula and assessments that would be fully reproducible by other programs. Conclusions A literature review on RAT curricula found few articles that would be easily reproduced for residency programs that want to start or improve their own RAT curricula. It also demonstrated the difficulty and lack of rigorous outcome measurements for most curricula.
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Norman, Heidi. "Mapping More Than Aboriginal Studies: Pedagogy, Professional Practice and Knowledge." Australian Journal of Indigenous Education 43, no. 1 (August 2014): 42–51. http://dx.doi.org/10.1017/jie.2014.6.
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As undergraduate curriculum is increasingly required to meet a range of intellectual, professional practice and personal learning outcomes, what purpose does Australian Aboriginal Studies have in curriculum? Most Australian universities are currently in the process of developing institution-wide approaches to Indigenous Australian content in undergraduate curricula. One Australian university began this task by mapping how, where and why Indigenous perspectives, issues and content are included in undergraduate curriculum. This article reports on the findings of the mapping of Indigenous content and approaches to teaching at the University of Technology, Sydney (UTS) and thereby contributes to a strengths-based approach to understanding the purpose of Indigenous perspectives and issues in undergraduate curricula.