Journal articles: 'National curriculum centre'

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Zhu, Yan, and Dingfang Shu. "The Haitong Project: Exploring a collaborative approach to implement TBLT in primary classrooms in China." Language Teaching 50, no. 4 (September 14, 2017): 579–85. http://dx.doi.org/10.1017/s0261444817000180.

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As one of the two ‘educational special zones’ in China, Shanghai is launching a new round of curriculum reforms centring on lide shuren, viz. ‘fostering integrity and promoting rounded development of people’ (Hu 2012). Apart from piloting a new plan for Gaokao, the national college entrance examination in 2014, a ground-breaking endeavour by the Shanghai Municipal Education Commission was to establish 17 key research centres at higher institutions for 16 basic education subjects in an effort to push forward city-wide curriculum innovations through in-depth university-school collaborations. Founded in 2016, the Shanghai Centre for Research in English Language Education (SCRELE) is one of these key research platforms.

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Kirsch, Otakar, and Lucie Jagošová. "Theory as a Platform for the Education of Museum Staff. Development of the Centre for the Study of Museology in the Years 1967–1982." Muzeum: Muzejní a vlastivedná práce 55, no. 2 (June 1, 2017): 3–15. http://dx.doi.org/10.1515/mmvp-2017-0041.

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AbstractThe aim of the presented study is to bring together almost fifteen years of the Centre for the Study of Museology of the Charles University’s Faculty of the Arts at the National Museum in Prague (herein - after referred to as the Centre), one of the most important contemporary methodological and educational centres in the field of museology. The subject of interest will gradually become an analysis of the factors and phenomena that led to its establishment in 1967, including the theoretical concept of the head of the Centre, Jiří Neustupný, which became the starting point for the final form of its curriculum. In addition to outlining the structure for the curriculum for the students of Charles University’s daily study and for the museum staff and introducing personalities who have participated in educational activities, the text also deals with its non-teaching activities (such as research and methodological activities, cooperation within both the domestic and the international museum organisations, while collecting and publishing museological literature). The work was created to commemorate the 50th anniversary of the museological centre which is recognised by international authorities and, as the first one, this work seeks to map its development.

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Han, Youping, and Anne Davidson Lund. "A research update from CILT, the National Centre for Languages, London." Language Teaching 43, no. 1 (December 10, 2009): 98–103. http://dx.doi.org/10.1017/s0261444809990231.

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In the past decade or so there has been a well-documented decline in language take-up among secondary school pupils of Years 10 and 11 in England (14–16-year-olds, also referred to as Key Stage 4 in the national curriculum for England and Wales) and there have been fewer UK-domiciled undergraduates or postgraduates studying for a languages degree (a decrease of 5.7% and 2.3%, respectively in the academic year 2005–06 by comparison with 2002–03 (CILT 2009). However, having tracked trends in language learning for over a decade and in the light of our various research initiatives, at CILT, the National Centre for Languages, we believe that there are reasons for restrained optimism about the future of the UK's national capability in languages.

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Ahtiainen, Raisa, Elina Fonsén, and Laura Kiuru. "Finnish early childhood education and care leaders’ perceptions of pedagogical leadership and assessment of the implementation of the National Core Curriculum in times of change." Australasian Journal of Early Childhood 46, no. 2 (April 21, 2021): 126–38. http://dx.doi.org/10.1177/18369391211010971.

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Finnish early childhood education and care (ECEC) experienced system-wide changes in legislation, curriculum, and teachers’ and centre leaders’ qualification requirements between 2013 and 2018. Through these changes, the Finnish ECEC follows the global trends shifting the focus of ECEC from care towards education. The data are leaders’ ( N = 41) written responses to three open-ended questions in a survey completed in 2018. The analytical framework draws on the models of educational change and human capital of pedagogical leadership. The framework directs focus on leaders’ understanding about and realisation of these new policies in their ECEC centres. Results indicate that leaders have the capacity to interpret and lead the curriculum process. However, to secure the coherence in and quality of ECEC, guidance that is more systematic and instruments (e.g. for development of pedagogy) that support the implementation of the curriculum and its assessment are needed.

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Pestovs, Pāvels, and Dace Namsone. "PERFORMANCE ASSESSMENT IN SCIENCE NATIONAL LEVEL DIAGNOSTIC TESTS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 376. http://dx.doi.org/10.17770/sie2018vol1.3215.

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National Centre of Education of the Republic of Latvia in 2016 lunched national project of the renewal of the curriculum for education funded by the European Social Fund. One of the key priorities of successful implementation of the new education curriculum is transforming national level assessment system.Assessment system measuring student performance must meet different requirements from the traditional measurement instrument assessing content knowledge.Analysing 2017 national level science assessment diagnostic tests of 15-16 years old students, it is impossible to discriminate student different level of performance. Student, demonstrating singly stored pieces of knowledge, integrating pieces of knowledge into a coherent system, deriving general principle or transferring understanding to new situations, are assessed the same.The research goal is to analyse 9th grade student performance in national level science diagnostic testing, which measures conceptual understanding by explaining natural phenomena scientifically. This paper describes developing and calibrating measuring instrument assessing student performance according to the cycles of cognitive growth and taxonomy of observed learning outcomes.

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Lager, Karin. "Att undervisa i fritidshem." Educare - vetenskapliga skrifter, no. 2 (June 25, 2018): 51–68. http://dx.doi.org/10.24834/educare.2018.2.3.

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The aim of this article is to explore teaching in a leisure-time centre based on teaching as an entity of care, learning and development. Reforms that characterized Swedish educational systems since the 1980s have in many ways changed the leisure-time centre; and, in The Education Act and the national curriculum, a shift from care to education can be noticed. A revised task for the leisure-time center lifts concepts such as teaching and achievement in line with the primary school's task. The article focuses on a policy process where a specific activity is planned, implemented, documented, evaluated and followed up by teachers in the leisure-time center. The enactment of teaching is analyzed through policy enactment theory, and data is generated by ethnographical method in a case study in a leisure-time centre. The result shows an entity of care, learning and development when teaching focuses on play and development of social and relational abilities, in line with the leisure-time center's task.

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Pestovs, Pāvels, Dace Namsone, Līga Čakāne, and Ilze Saleniece. "ALIGNMENT OF 6TH GRADE LARGE-SCALE ASSESSMENT CONSTRUCTS WITH THE REVISED CURRICULUM FRAMEWORK." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 387. http://dx.doi.org/10.17770/sie2019vol2.3811.

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One of the goals of the National Development Plan 2014-2020 is to reduce the proportion of students with low cognitive skills, and at the same time increase the proportion of students with higher level cognitive skills. In line with those goals, the National Centre for Education is implementing the project “Competency-based approach to curriculum”, funded by the European Social Fund. The purpose of the research described in this article is to find out to what extent the current large-scale national assessments for 6th Grade are coherent with the new curriculum and what improvements are needed for aligning the national assessments with the national curriculum. The theoretical framework of the research is developed by analysing the frameworks of the programme for international student assessment (PISA), trends in international mathematics and science study (TIMSS), progress in international reading literacy study (PIRLS), as well as the framework of the revised national curriculum in Latvia. National 6th Grade assessments of the year 2018 are analysed by using Classical test theory and Rasch model. The indicators of the test items are mapped according to the developed theoretical framework. Authors conclude that the national 6th Grade tests assess the elements of literacy, numeracy and scientific literacy. Students have a high level of performance in test items with low cognitive depths, but there is an insufficient number of test items with high cognitive depths, allowing pupils to demonstrate skills in new contexts, which is an essential goal of the new national curriculum. Further research is required on the use of data from the large-scale assessment in supporting and guiding student instruction and learning.

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Tang, Hei-Hang Hayes, King Man Eric Chong, and Wai Wa Timothy Yuen. "Learning to understand a nation." Social Transformations in Chinese Societies 15, no. 2 (August 21, 2019): 81–93. http://dx.doi.org/10.1108/stics-10-2018-0015.

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Purpose National identification among young people and the issues about how national education should be conducted have been the significant topics when the Hong Kong Special Administrative Region was entering its third decade of the establishment. This paper was written based on data the authors obtained upon participation in a project organized by the Centre for Catholic Studies of the Chinese University of Hong Kong. The project was carried out after the official curriculum, known as the Moral and National Education Curriculum Guide, was shelved due to popular resentment. The project aimed at capturing the timely opportunity for substantial resources available for school-based operation of moral and national education and developing an alternative curriculum about teaching national issues and identification for Catholic Diocese and Convent primary schools to adopt. This paper aims to investigate the nature of this Catholic Project and examines the extent to which it is a counterhegemonic project or one for teaching to belong to a nation (Mathews, Ma and Lui, 2007). It assesses the project’s possible contribution to citizenship and national education in Hong Kong, since the withdrawal of the Moral and National Education Curriculum Guide. Design/methodology/approach The authors of this paper worked in an education university of Hong Kong and were invited to be team members of this Catholic Project. The role comprised proposing topics for teacher training, conducting seminars, giving comments to teaching resources, observing and giving feedback to schools that tried out the teaching and designing/implementing an evaluative survey and conducting follow-up interviews with involved parties such as teachers and key officials of the Catholic Centre. Given this, the research involved can be perceived as action research. This paper was written up with both the qualitative and quantitative data the authors collected when working the project. Findings This paper reported a Catholic citizenship training project with the focus on a Catholic school project on preparing students to understand the nation by learning national issues analytically. The ultimate goal was to ensure teachers in Catholic primary schools could lead the students to examine national issues and other social issues from the perspective of Catholic social ethics. Though the project arose after the failure of the government to force through its controversial national education programme, this paper found that instead of being an alternative curriculum with resistance flavour, the project was basically a self-perfection programme for the Catholic. It was to fill a shortfall observed of Catholic schools, namely, not doing enough to let students examine social and national issues with Catholic social ethics, which, indeed, had a good interface with many cherished universal values. In the final analysis, the project is not a typical national education programme, which teaches students to belong to a nation but an innovative alternative curriculum transcending the hegemony-resistance ideological tensions as advanced by western literature (for example, Gramsci, 1971; Freire, 1970; and Apple, 1993). Originality/value The paper contributes to the literature of Hong Kong studies and citizenship education studies. The results of such an innovative endeavour, which captures and capitalizes the opportunity and resources for developing a national education curriculum in school-based manner. Attention was paid to the endeavour’s nature and its possible contribution to the knowledge, policies and practices of citizenship and national education in Hong Kong amidst deep social transformations. In particular, the paper can add to the specific literature about Hong Kong’s citizenship and national education development since the withdrawal of the Moral and National Education Curriculum Guide. Using an empirical example of Asian schooling and society, analysis of this paper illustrates the way in which development of an alternative curriculum is more innovative and interesting, transcending the hegemony-resistance ideological tensions.

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Dunston, Roger, Dawn Forman, Jill Thistlethwaite, Carole Steketee, Gary D. Rogers, and Monica Moran. "Repositioning interprofessional education from the margins to the centre of Australian health professional education – what is required?" Australian Health Review 43, no. 2 (2019): 224. http://dx.doi.org/10.1071/ah17081.

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Objective This paper examines the implementation and implications of four development and research initiatives, collectively titled the Curriculum Renewal Studies program (CRS), occurring over a 6-year period ending in 2015 and focusing on interprofessional education (IPE) within Australian pre-registration health professional education. Methods The CRS was developed as an action-focused and participatory program of studies. This research and development program used a mixed-methods approach. Structured survey, interviews and extensive documentary analyses were supplemented by semi-structured interviews, focus groups, large group consultations and consensus building methods. Narrative accounts of participants’ experiences and an approach to the future development of Australian IPE were developed. Results Detailed accounts of existing Australian IPE curricula and educational activity were developed. These accounts were published and used in several settings to support curriculum and national workforce development. Reflective activities engaging with the findings facilitated the development of a national approach to the future development of Australian IPE – a national approach focused on coordinated and collective governance and development. Conclusion This paper outlines the design of an innovative approach to national IPE governance and development. It explores how ideas drawn from sociocultural theories were used to guide the choice of methods and to enrich data analysis. Finally, the paper reflects on the implications of CRS findings for health professional education, workforce development and the future of Australian IPE. What is known about the topic? IPE to enable the achievement of interprofessional and collaborative practice capabilities is widely accepted and promoted. However, many problems exist in embedding and sustaining IPE as a system-wide element of health professional education. How these implementation problems can be successfully addressed is a health service and education development priority. What does this paper add? The paper presents a summary of how Australian IPE was conceptualised, developed and delivered across 26 universities during the period of the four CRS studies. It points to strengths and limitations of existing IPE. An innovative approach to the future development of Australian IPE is presented. The importance of sociocultural factors in the development of practitioner identity and practice development is identified. What are the implications for practitioners? The findings of the CRS program present a challenging view of current Australian IPE activity and what will be required to meet industry and health workforce expectations related to the development of an Australian interprofessional- and collaborative-practice-capable workforce. Although the directions identified pose considerable challenges for the higher education and health sectors, they also provide a consensus-based approach to the future development of Australian IPE. As such they can be used as a blueprint for national development.

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Bailey, Lucy, and Lucy Cooker. "Who Cares? Pro-social education within the programmes of the International Baccalaureate." Journal of Research in International Education 17, no. 3 (December 2018): 228–39. http://dx.doi.org/10.1177/1475240918816405.

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This article is a study of one aspect of the character education offered by schools following the curriculum of the International Baccalaureate – students’ pro-social development. Set against a background in which the development of inter-personal qualities is being marginalised by conservative governments across many national systems of education (Keddie, 2015), the International Baccalaureate seems to defy these trends by continuing to centre attention on the holistic development of personal characteristics, including the cultivation of pro-social behaviour through the learner attribute ‘Caring’. Through a focused analysis of the pro-social curriculum practice enacted by nine case-study international schools following this curriculum across three continents, the article concludes that pro-social behaviour is effectively encouraged by the International Baccalaureate programmes, but that it is a somewhat patrician version of caring that is enacted in many contexts.

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Sumsion, Jennifer, Linda Harrison, Karen Letsch, Benjamin Sylvester Bradley, and Matthew Stapleton. "‘Belonging’ in Australian early childhood education and care curriculum and quality assurance: Opportunities and risks." Contemporary Issues in Early Childhood 19, no. 4 (September 3, 2018): 340–55. http://dx.doi.org/10.1177/1463949118796239.

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This article considers opportunities and risks arising from the prominence of the belonging motif in Australia’s Early Years Learning Framework and, more implicitly, in the National Quality Standard, against which the quality of the early childhood education and care services is assessed. A vignette constructed from case study data generated in the babies’ room in an early childhood centre in an Aboriginal community in rural Queensland is used to illuminate some of these opportunities and risks.

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Leather, K., F. Andrews, R. Hall, and W. Orchiston. "Coping with a New Curriculum: The Evolving Schools Program at the Carter Observatory, New Zealand." International Astronomical Union Colloquium 162 (1998): 267–72. http://dx.doi.org/10.1017/s0252921100115222.

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Carter Observatory is the National Observatory of New Zealand and was opened in 1941. For more than ten years the Observatory has maintained an active education program for visiting school groups (see Andrews, 1991), and education now forms one of its four functions. The others relate to astronomical research; public astronomy; and the preservation of New Zealands astronomical heritage (see Orchiston and Dodd, 1995).Since the acquisition of a small Zeiss planetarium and associated visitor centre in 1992, the public astronomy and education programs at the Carter Observatory have witnessed a major expansion (see Orchiston, 1995; Orchiston and Dodd, 1996). A significant contributing factor was the introduction by the government of a new science curriculum into New Zealand schools in 1995 (Science in the New Zealand Curriculum, 1995). “Making Sense of Planet Earth and Beyond” comprises one quarter of this curriculum, and the “Beyond” component is astronomy.

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Ozokwelu, Emmanuel, Jeffrey James Sisler, Jonathan Sussman, Som Mukherjee, Stephanie Mowat, Anita Ens, Cheryl Moser, Gerald Konrad, and Joel Roger Gingerich. "Bridging the gap: The design of a survivorship curriculum for interspecialty collaboration." Journal of Clinical Oncology 34, no. 3_suppl (January 20, 2016): 13. http://dx.doi.org/10.1200/jco.2016.34.3_suppl.13.

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13 Background: Interspecialty learning between trainees from different postgraduate training programs is unusual in Canada. Primary care providers (PCPs) have an increasing role in the provision of survivorship care in collaboration with cancer specialists (ONC), but coordination of care is often lacking and avenues for joint learning and interaction among these physicians are limited during residency. We are piloting a learning suite (LS) for PCP and ONC trainees in MB, ON & BC as part of a pan-Canadian study on integration of care between primary and cancer specialty care. Methods: Using Kern’s Six-Step Approach to Curriculum Design, a national team of experts conducted surveys and focus groups with postgraduate program directors, cancer survivors, and trainees. We set learning objectives as informed by the needs assessment and used constructive alignment to build the curriculum in a blended learning format: online, workshop and clinical. We are assessing inter-disciplinary learning outcomes comparing pre and post results on a modified Readiness for Interprofessional Learning Scale (M-RIPLS) in three pilot sites in 2015 with about 40 family medicine and oncology trainees. Results: Learning materials have been developed for a mixed audience of trainees. The interactive, one hour online session addresses cancer epidemiology, the domains of survivorship care, and specific issues in follow-up care for three cancer types, as well as province-specific survivorship initiatives. This is followed by a two hour, case-based learning workshop that focuses on collaboration and shared care. A clinical experience in cancer follow-up clinics concludes the LS. In PCP training sites without a nearby cancer centre, trainees are able to review videos of actual transitional appointments and follow-up clinics and of the cancer centre/oncologist perspective on shared care. Pilots are ongoing in 2015 with national rollout in 2016. Conclusions: We expect that learning together in residency will impact on attitudes towards interspecialty collaboration in the care of cancer survivors. This interspecialty, blended learning curriculum will enhance the place of survivorship training in the postgraduate education of Canadian physicians.

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Simmer, Clemens, Gerhard Adrian, Sarah Jones, Volkmar Wirth, Martin Göber, Cathy Hohenegger, Tijana Janjic´, et al. "HErZ: The German Hans-Ertel Centre for Weather Research." Bulletin of the American Meteorological Society 97, no. 6 (June 1, 2016): 1057–68. http://dx.doi.org/10.1175/bams-d-13-00227.1.

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Abstract In 2011, the German Federal Ministry of Transport, Building and Urban Development laid the foundation of the Hans-Ertel Centre for Weather Research [Hans-Ertel-Zentrum für Wetterforschung (HErZ)] in order to better connect fundamental meteorological research and teaching at German universities and atmospheric research centers with the needs of the German national weather service Deutscher Wetterdienst (DWD). The concept for HErZ was developed by DWD and its scientific advisory board with input from the entire German meteorological community. It foresees core research funding of about €2,000,000 yr−1 over a 12-yr period, during which time permanent research groups must be established and DWD subjects strengthened in the university curriculum. Five priority research areas were identified: atmospheric dynamics and predictability, data assimilation, model development, climate monitoring and diagnostics, and the optimal use of information from weather forecasting and climate monitoring for the benefit of society. Following an open call, five groups were selected for funding for the first 4-yr phase by an international review panel. A dual project leadership with one leader employed by the academic institute and the other by DWD ensures that research and teaching in HErZ is attuned to DWD needs and priorities, fosters a close collaboration with DWD, and facilitates the transfer of fundamental research into operations. In this article, we describe the rationale behind HErZ and the road to its establishment, present some scientific highlights from the initial five research groups, and discuss the merits and future development of this new concept to better link academic research with the needs and challenges of a national weather service.

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Grytsenchuk, Olena O. "РОЗВИТОК ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНОЇ КОМПЕТЕНТНОСТІ ВЧИТЕЛЯ У ГАЛУЗІ СЕРЕДНЬОЇ ОСВІТИ НІДЕРЛАНДІВ: ПІДХОДИ, МОДЕЛІ, ДОСВІД." Information Technologies and Learning Tools 49, no. 5 (October 31, 2015): 71. http://dx.doi.org/10.33407/itlt.v49i5.1303.

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The article deals with the problem of teacher’s information and communication competence development in general secondary education of the Netherlands. The analysis of the experience of such national institutions as Expertise Centre of ICT Education, Fund Kennisnet, SchoolNet of the Netherlands, Netherlands Institute for Curriculum Development (SLO), General Consultative Body of Heads of Teachers Educational Faculties is presented. There are identified peculiarities, common trends, approaches and models of teacher’s information and communication competence, as well as the ways of teacher’s information and communication competence future development in general secondary education of the Netherlands.

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Beniakh, Nataliia. "Glass Art Department at Lviv National Academy of Arts: unique centre of contemporary glassmaking." Bulletin of Lviv National Academy of Arts, no. 41 (December 26, 2019): 53–56. http://dx.doi.org/10.37131/2524-0943-2019-41-04.

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The preconditions for the emergence of professional art education in the field of art glass in Lviv and Galicia are considered. The history of artistic glass and its influence on the development of the modern center in Lviv on the basis of the Lviv National Academy of Arts is analyzed. The history of the Department began in 1961 with an experiment, when at Lviv State Institute of Applied and Decorative Art (today Lviv National Academy of Arts) a small department of plastic and glass art was opened. Full formation of the unit took place in 1963–1964 and corresponded to the needs of provision with the specialists of experimental workshop of glass art of Lviv Experimental Ceramic and Sculpture Factory of those times. The curriculum of basic art disciplines is formed in accordance with the specificity of the material – glass art and is focused on consideration of the importance of imaginative or constructive thinking, according to selected specialized direction. For decades, the staff of the Glass Department keep contact with glass artists in the whole world, participates in organization of international symposiums and exhibitions, meetings with students, lectures, workshops with the participation of the most famous artists in the world. Since 1989, the teachers and staff of the Department have been actively participating in the organization of International Symposiums of Blown Glass that are the most long-lasting continuous forums of glass artists in the world nowadays. On the base of the Department, mini-symposiums for students took place, and in 2013 and 2016, a scientific and creative workshop (glass-melting furnace) became the main base for the work of famous glass artists from different countries of the world. Every three years the students have an opportunity to observe the work of the most world well-known glass artists from various countries, participate in workshops and lectures. The purpose of the article is to analyze the activities of the Department of Art Glass of the Lviv National Academy of Arts in the modern studio movement.

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Kim, Youn-Hee, Robert Kohls, and Christian W. Chun. "Research in the Modern Language Centre at the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT)." Language Teaching 42, no. 4 (October 2009): 525–30. http://dx.doi.org/10.1017/s0261444809990073.

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The Modern Language Centre addresses a broad spectrum of theoretical and practical issues related to second and minority language teaching and learning. Since its foundation in 1968, the quality and range of the Centre's graduate studies programs, research, and development projects and field and dissemination services have brought it both national and international recognition. Our work focuses on curriculum, instruction, and policies for education in second, foreign, and minority languages, particularly in reference to English and French in Canada but also other languages and settings – including studies of language learning, methodology and organization of classroom instruction, language education policies, student and program evaluation, teacher development, as well as issues related to bilingualism, multilingualism, cultural diversity, and literacy. In this research report, we will present research activities underway in the Centre in the areas of pedagogy, literacy development, sociocultural theory, pragmatics, and assessment.

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Pang, Vincent, Mei Teng Ling, and Rose Patsy Tibok. "ACHIEVEMENT OF CHILDREN IN AN ALTERNATIVE EDUCATION PROGRAMME FOR REFUGEE, STATELESS AND UNDOCUMENTED CHILDREN IN SABAH, MALAYSIA." Journal of Nusantara Studies (JONUS) 4, no. 2 (December 18, 2019): 335–61. http://dx.doi.org/10.24200/jonus.vol4iss2pp335-361.

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Access to formal education is an arduous and difficult process for undocumented and stateless children with entry into government schools often hindered by their status and prevailing national policies and procedures. The Alternative Education Programme (AEP) is structured as a response for the need to provide some form of schooling for children under this classification. This study investigated students’ attainment in the AEP curriculum at Murni Alternative Education Centre (MAEC). A questionnaire, which incorporated a proxy pre-test, measured the achievement of children pre and post-participation in the MAEC learning among 136 female and 113 male learners with the mean age being 10.17 years. Achievement of the intended outcomes of the MAEC curriculum was investigated using Rasch Analysis. Achievement of MAEC objectives was demonstrated in the five curriculum components. In Literacy and Numeracy, item difficulty of reading, speaking, writing and counting showed significant decreases. In Religious Practice, a slight improvement was found with learners able to read the Quran and perform Islamic obligations and acts of worship. For Civics and Citizenship, increase in awareness and appreciation of Malaysian nationhood was ascertained with almost all children identifying themselves as ‘Malaysians’. Improvement in Self-Management was also demonstrated through increased awareness of personal hygiene and well-being except in the matter of environment upkeep. For Living Skills, the majority concurred that MAEC learning equipped them with skills to generate income. These insights into the MAEC learning outcomes from the perspectives of learners themselves could serve as guidelines towards any restructuring of AEP curriculum in MAEC in particular, and Sabah in general. Keywords: Alternative education programme, alternative learning centre, curriculum evaluation, Rasch analysis, undocumented children Cite as: Pang, V., Ling, M. T., & Tibok, R. P. (2019). Achievement of children in an alternative education programme for refugee, stateless and undocumented children in Sabah, Malaysia. Journal of Nusantara Studies, 4(2), 335-361. http://dx.doi.org/10.24200/jonus.vol4iss2pp335-361

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Jones, Alisa. "In Search of an Identity: The Politics of History as a School Subject in Hong Kong, 1960s–2002. By Edward Vickers. [New York and London: Routledge, 2003. vii+321 pp. £60.00. ISBN 0-415-94502-X.]." China Quarterly 182 (June 2005): 452–53. http://dx.doi.org/10.1017/s0305741005340264.

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In recent years, much research has been published on nationalism and national identity formation in East Asia. It has been frequently noted that “official” historical narratives disseminated through school curricula have been crucial to popularizing state-sanctioned national and worldviews and legitimizing the polity. Yet, excepting research into the international controversies surrounding Japanese history textbook portrayals of Japan's wartime past, few studies have looked beyond a handful of government directives and textbooks. What has been written, moreover, has often assumed that political authoritarianism and/or the highly centralized nature of curriculum and textbook development in most of East Asia (at least until very recently) have rendered history education little more than a top-down process of attempted ideological indoctrination, an assumption reinforced by theories that depict mass education primarily as a means by which social and political elites sustain their hegemony.In Search of an Identity offers a long overdue examination of this neglected field, focusing on the interesting case of Hong Kong where the territory's dual Chinese–British heritage has been reflected in the inclusion of two wholly separate history subjects in the school curriculum: Chinese history, taught in Cantonese and chronologically narrating 5,000 years of Chinese civilization; and history, taught predominantly in English and covering assorted historical periods and events world-wide. This meticulously detailed study charts the evolution of the history subject at fourth to sixth-form levels (ages 14–18) from the late 1960s through retrocession up to 2002, coverage which is extended in the forthcoming paperback edition to 2004 to include the latest textbook revisions (Comparative Education Research Centre, Hong Kong University, 2005).

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Baylis, J., C. Heyd, B. Thoma, A. Hall, T. Chaplin, A. Petrosoniak, T. McColl, M. O'Brien, J. Deshaies, and K. Caners. "LO13: Development of a national, standardized simulation case template." CJEM 22, S1 (May 2020): S11. http://dx.doi.org/10.1017/cem.2020.69.

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Innovation Concept: A major barrier to the development of a national simulation case repository and multi-site simulation research is the lack of a standardized national case template. This issue was recently identified as a priority research topic for Canadian simulation based education (SBE) research in emergency medicine (EM). We partnered with the EM Simulation Education Researchers Collaborative (EM-SERC) to develop a national simulation template. Methods: The EM Sim Cases template was chosen as a starting point for the consensus process. We generated feedback on the template using a three-phase modified nominal group technique. Members of the EM-SERC mailing list were consulted, which included 20 EM simulation educators from every Canadian medical school except Northern Ontario School of Medicine and Memorial University. When comments conflicted, the sentiment with more comments in favour was incorporated. Curriculum, Tool or Material: In phase one we sought free-text feedback on the EM Sim Cases template via email. We received 65 comments from 11 respondents. An inductive thematic analysis identified four major themes (formatting, objectives, debriefing, and assessment tools). In phase two we sought free-text feedback on the revised template via email. A second thematic analysis on 40 comments from 12 respondents identified three broad themes (formatting, objectives, and debriefing). In phase three we sought feedback on the penultimate template via focus groups with simulation educators and technologists at multiple Canadian universities. This phase generated 98 specific comments which were grouped according to the section of the template being discussed and used to develop the final template (posted on emsimcases.com). Conclusion: We describe a national consensus-building process which resulted in a simulation case template endorsed by simulation educators from across Canada. This template has the potential to: 1. Reduce the replication of effort across sites by facilitating the sharing of simulation cases. 2. Enable national collaboration on the development of both simulation cases and curricula. 3. Facilitate multi centre simulation-based research by removing confounders related to the local adoption of an unfamiliar case template. This could improve the rigour and validity of these studies by reducing inter-site variability. 4. Increase the validity of any simulation scenarios developed for use in national high-stakes assessment.

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Connolly, Amy, Lorraine Curran, Áine Lynch, and Sile O’Shea. "BILI: Building Information Literacy in Ireland." Library and Information Research 37, no. 114 (May 10, 2013): 37–54. http://dx.doi.org/10.29173/lirg565.

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Although information literacy (IL) practice has long been evident in Irish libraries, it was 2008 before the Working Group on Information Literacy (WGIL) published the first Irish national, cross-sector review. In 2012, we built on this research in order to (1) revisit the WGIL case studies and examine how IL was evolving, (2) consider the wider IL context in Ireland, and (3) examine innovations among international bodies supporting IL practice. Nine international experts and seventeen Irish experts contributed to interviews and surveys. This article focuses on the Irish findings. Revisiting case studies demonstrated that IL remains a priority for the majority despite the economic recession. Wider themes uncovered include embedding IL in the curriculum and workplace, e-citizenship, continuing professional development and advocacy. Recommendations centre on a two-tiered approach to IL development: a practitioner-led community of practice that facilitates communication and collaboration, and a high-level advocacy committee that fosters a holistic national strategy.

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Tang, Dan Dan, Mogana Dhamotharan, and Mohd Nazri Abdul Rahman. "Unveiling Malaysian parents’ perspectives on existing quality of early childhood care and education." Perspectives of Science and Education 49, no. 1 (March 1, 2021): 318–28. http://dx.doi.org/10.32744/pse.2021.1.22.

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Introduction. Early childhood care and education is majorly concerning around the world. Malaysian government has formulated childhood care and education national policy and legal framework to protect the rights of childhood. However, the Education Blueprint of Malaysia acknowledged that serious problems still remain with the quality of education and the investment in education is not as high as expected. The objective of the study is to investigate parents' perspectives of quality ECCE programs with regard to center characteristics of environment, teachers, principals, curriculum as well as parent's communication and involvement opportunities. Materials and methods. Study has selected mix method approach where parent perspectives of existing quality of early childhood care and education (ECCE) in the selected states of Malaysia been obtained. The 629 questionnaires samples were distributed among the parent 's having a child in a pre-school and 22 parents took part in the focus group interviews, designed to elicit their perspectives of ECCE programs with regard to center characteristics, environment, teachers, principals, and curriculum as well as parent involvement and communication opportunities Results. Demographically results shows 60.8% female and 39.2% male participants have contributed with 32% age 31-35 years old, about 38.1% Malay followed by 32.2% Chines and 18% Indian ethnicity races were part of this study. The standard deviation analysis indicated that Parents’s perceptive on Centre Characteristics is (M=4.039, SD= 0.796) Parents’ Views on Environment (M=3.582, SD=0.953); Parents’ Views on Teachers and Principals (M=4.197, SD=0.731) Parents’ Views on Curriculum ((M=3.735, SD=0.771) and Parents’ Views on Parent Communication and Involvement Opportunities (M=4.171, SD=0.630). The overall statistical analysis shows parents’ perceptive is satisfactory on the quality of ECCE programmes. Conclusion. Study has concluded that parents have found ECCE programmes much effective where children not only enjoy but their learning improves. Parents have appreciated the quality of hygiene level and facilities in pre-school are up to the mark and standard but further can be improved. Quality of curriculum should have multilingual instruction and play based teaching and learning is suggested by the parent’s to improve.

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Kugler, Christiane, Hannah Spielmann, Maiken Seemann, Volker Lauenroth, Renata Wacker, Wolfgang Albert, Christine Spitz-Koeberich, Sandra Semmig-Koenze, Maja von Cube, and Katharina Tigges-Limmer. "Self-management for patients on ventricular assist device support: a national, multicentre study: protocol for a 3-phase study." BMJ Open 11, no. 5 (May 2021): e044374. http://dx.doi.org/10.1136/bmjopen-2020-044374.

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IntroductionSelf-management (SM) may facilitate patient participation and involvement to become active and knowledgeable partners in the care of complex chronic conditions such as ventricular assist device (VAD) therapy. The ‘SM model for patients on VAD support’ will serve to distinguish between SM components, and will guide the development, implementation and evaluation of an evidence-based curriculum.Methods and analysisThis is a 3-phase, multicentre study. In phase 1, a prevalence study will be performed. Phase 2 aims to develop an evidence-based, interprofessional curriculum for SM support for VAD patients. In phase 3, a non-blinded block-randomised controlled trial (RCT), allocation ratio 1:1, intervention group superiority, with an unblinded multifacetted intervention with assessments before (T1) and after (T2) the intervention, and two follow-up assessments at three (T3), and 12 (T4) months after VAD implantation, will be performed. The curriculum guides the intervention in the RCT. Patient recruitment will consider centre-related volume: power analyses require 384 patients for phase 1, and 142 patients for phase 3.Ethics and disseminationEthical considerations will be continuously taken into account and approved by the institutional review boards. Central ethical review board approval has been obtained by the Albert-Ludwigs University Freiburg. This study will be performed in concordance with the Declaration of Helsinki and the European data protection law. Publications will exclusively report aggregated data and will be distributed in the scientific community, and patient support groups. Report languages will be German and English.Trial registration numbersNCT04234230 and NCT04526964; Pre-results.

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Pękowska, Marzena. "Pomorski Krajowy Zakład dla Głuchoniemych w Wejherowie w latach 1921–1939. Wprowadzenie do badań." Biuletyn Historii Wychowania, no. 35 (October 19, 2018): 35–52. http://dx.doi.org/10.14746/bhw.2016.35.3.

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In the interwar period there was an intensive development of the theory and practice of pedagogy in Poland. At that time new schools and centers for children with disabilities were created, including for the deaf-mute. In 1921 the Pomeranian National Institute for the deaf and mute was established in Wejherowo. The paper presents the circumstances of the institution’s creation, its organization, rules of admission for pupils, curriculum and social life. Also provided is information on the authority of the Department and the teaching staff. In order to discuss these issues, source materials, stored in the Gdynia branch of the State Archive in Gdansk and held by the Educational-Instructional Centre for the Deaf Mute No. 2 in Wejherowo were used.

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Zhang, Qilong. "Emergent literacy as sociocultural practice: How well do New Zealand parents fit with Te Whāriki?" Journal of Early Childhood Literacy 17, no. 1 (July 25, 2016): 69–91. http://dx.doi.org/10.1177/1468798415607939.

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A sociocultural approach to emergent literacy and growing concerns over the de-emphasis on literacy of the New Zealand early childhood education curriculum Te Whāriki call for locally situated emergent literacy programmes co-constructed by teachers, parents and children. While teachers’ approach to emergent literacy takes centre stage in research, little is known about approach of parents and whether and to what extent it is in tune with the national curriculum framework. Adopting deductive qualitative analysis, this study examines beliefs and practice about their child’s emergent literacy of 25 parents from New Zealand public kindergartens against the learning outcomes of emergent literacy proclaimed in Te Whāriki. The findings confirm general compatibility between parents’ approach to emergent literacy and that of Te Whāriki. Parents in this study recognize and respond to the importance of the preliteracy skills (e.g. name writing) for school readiness, which concretizes, operationalizes and localizes the generally, loosely and vaguely defined Te Whāriki learning outcomes. The findings support the practicality of the co-construction of local emergent literacy programmes by teachers and parents in chartered early childhood education services in New Zealand.

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Adebayo, Oladimeji, Martin Igbokwe, Kehinde Kanmodi, Abimbola Amoo, Olusegun Olaopa, Sebastine Oiwoh, Selekeowei Peter Kespi Kpuduwei, et al. "Practice, Perception, and Associations of Peer Learning Among Resident Doctors in Nigeria: Charting Study." Medical University 3, no. 3 (September 1, 2020): 100–109. http://dx.doi.org/10.2478/medu-2020-0013.

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Abstract Introduction: Peer learning is an important component of the postgraduate medical curriculum, and it is considered as an integral part of learning in some countries. The practice of peer learning among postgraduate trainees, especially the resident doctors, is an area that has not been explored in Nigeria and other third world countries. This study aims to examine the practice, perception, and drivers of peer-to-peer training in Nigeria. Methodology: This study was a national multi-centre and multi-disciplinary cross-sectional survey, conducted among resident doctors in Nigeria. Semi-structured questionnaires were used to obtain respondents’ biodata, perception and practice on peer learning. Data were analysed using SPSS version 23 software. Results were presented as frequency table and proportion, means, and standard deviation. Inferential statistics such as bivariate analysis was performed. Results: Majority, 287 (73.2%), considered the peer education programme as an appropriate learning practice, 173 (45.9%) considered peer education programme integrated part of the training, while 350/383 (88.2%) engaged in a peer education programme. Statistically, a significant association was found between those who considered peer training as appropriate (p = 0.038) and those who considered peer education as an integral part of postgraduate medical training curriculum (p =0.009). Conclusion: Peer learning is popular among resident doctors in Nigeria. Concerted efforts are needed to re-structure the residency training curriculum in order to maximize the benefits of this learning approach for an effective training programme.

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Nendaz, Mathieu, Oliver Hartley, Marc Chanson, and Georges Savoldelli. "Étudier la médecine humaine à l’Université de Genève: Un programme d’études intégré et innovant." Praxis 109, no. 11 (September 2020): 871–78. http://dx.doi.org/10.1024/1661-8157/a003554.

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Résumé. Le curriculum de médecine humaine de la faculté de médecine de l’Université de Genève a été complètement rénové en 1995 et propose un programme d’études intégré garantissant une adaptation constante du contenu de son enseignement à l’explosion des connaissances biomédicales et aux mutations de la société, en utilisant des méthodes d’apprentissage actif, centrées sur l’étudiant-e. Conforme au processus de Bologne depuis 2006, il a été accrédité à plusieurs reprises, la dernière fois en 2019. Il s’est adapté pour renforcer l’enseignement de la médecine de premier recours et introduire des formations interprofessionnelles, notamment grâce à son centre de simulation. Grâce à une immersion clinique précoce et continue, les étudiant-es acquièrent de façon intégrée leurs compétences pratiques. Ces conditions sont favorables à l’introduction de nouveaux concepts, tels les Entrustable Professional Activities (EPAs) véhiculés par le récent référentiel national d’apprentissage PROFILES.

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Vaillancourt, C., M. Charette, K. Cyr, S. Hodges, V. Thiruganasambandamoorthy, K. Dainty, L. Morrison, et al. "MP50: National survey of 9-1-1 ambulance communication centers’ resources related to prehospital recognition of agonal breathing and cardiac arrest." CJEM 21, S1 (May 2019): S60. http://dx.doi.org/10.1017/cem.2019.185.

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Introduction: 9-1-1 telecommunicators receive minimal education on agonal breathing, often resulting in unrecognized out-of-hospital cardiac arrest (OHCA). We successfully piloted an educational intervention that significantly improved telecommunicators’ OHCA recognition and bystander CPR rates in Ottawa. We sought to better understand the operations of Canadian 9-1-1 communications centers (CC) in preparation for a multi-centre study of this intervention. Methods: We conducted a National survey of all Canadian CCs. Survey domains included information on organizational structure, dispatch system used, education curriculum, and performance monitoring. It was peer-reviewed, translated in French, pilot-tested, and distributed electronically using a modified Dillman method. We designated respondents in each CC before distribution and used targeted follow-up and small incentives to increase response rate. Respondents also described functioning of neighboring CCs if known. Results: We received information from 51/51 provincial and 1/25 territorial CCs, representing 99.7% of the Canadian population. CCs largely utilize the Medical Dispatch Priority System (MPDS) platform (93%), many are Province/Ministry regulated (50%) and most require a High School diploma as minimum entry level education (78%). Telecommunicators receive initial in-class training (median 1.3 months, IQR 0.3-1.9; range 0.1-2.2), often followed by a preceptorship (84.4%) (median 1.0 months, IQR 0.7-1.7; range 0.4-6.0). Educational curriculum includes information on agonal breathing in 41% of CC, without audio examples in 34%. Among responding CCs, over 39,000 suspected OHCA 9-1-1 calls are received annually. Few CCs maintain local performance statistics on OHCA recognition (25%), bystander CPR rates (25%) or survival rates (50%). Most (97%) expressed interest in future research collaborations. Conclusion: Most Canadian telecommunicators receive no or minimal education in recognizing agonal breathing. Further training and improved OHCA monitoring may assist recognition and enhance outcomes.

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Leung, D., and J. Chenkin. "LO098: Education innovation: implementing a point-of-care ultrasound curriculum for emergency medicine residents." CJEM 18, S1 (May 2016): S64. http://dx.doi.org/10.1017/cem.2016.135.

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Introduction / Innovation Concept: Point-of-care ultrasound (POCUS) is becoming standard of care in Canadian emergency departments. However, its integration in Emergency Medicine (EM) residency training is poorly studied. If a four-week curriculum can successfully teach POCUS skills to residents, this program could have potential application across specialties and across Canada. Methods: A four-week curriculum was designed, implemented, and evaluated. EM residents registered for the Introductory Ultrasound Rotation at Sunnybrook Health Sciences Centre were invited to participate. Curriculum evaluation included resident feedback, pre-rotation and post-rotation knowledge and skill testing, and a delayed post-rotation survey. Comparison of pre-test and post-test scores were calculated using the paired t-test. Curriculum, Tool, or Material: Residents were scheduled for both dedicated ultrasound scanning shifts and clinical shifts with an emphasis on POCUS in patient care. Residents also reviewed the Canadian Emergency Ultrasound Society Emergency Department Echo DVD and manual, completed weekly readings and assignments, and completed a “clinical encounter worksheet” describing how POCUS impacted clinical care in a patient encounter. Other rotation activities included Ultrasound Rounds where residents presented a critical appraisal of a POCUS-related journal article, Pediatric Ultrasound Rounds at The Hospital for Sick Children, and an advanced POCUS workshop day. Of 13 eligible residents, 12 (92%) completed at least one study assessment. However, only 8 residents (62%) completed both the pre-test and post-test, 8 residents (62%) completed the end-of-rotation survey, and even fewer residents (42%) completed the delayed post-rotation survey. Residents felt the quality of the ultrasound rotation was excellent (mean score 4.7 on 5-point Likert scale). There was an increase in test scores from a baseline of 51.5% to 70.8% on the post-rotation test (p=0.02). Three months after the rotation, 100% of residents reported feeling either comfortable or extremely comfortable teaching and using the core POCUS topics covered in the curriculum. All residents reported that they would recommend the rotation to their colleagues without hesitation. All residents passed the national ultrasound certification examination at the end of the rotation. Conclusion: A four-week curriculum was effective in teaching EM residents POCUS skills. Further study is required to determine the ideal method for teaching POCUS skills in this group.

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Jadhao, Ashok R., Hitesh C. Tayade, Abhijit N. Kherde, and Punam M. Dambhare. "Knowledge and attitude about leprosy among medical students and interns at tertiary care centre of central India: a cross-sectional study." International Journal Of Community Medicine And Public Health 6, no. 8 (July 26, 2019): 3602. http://dx.doi.org/10.18203/2394-6040.ijcmph20193495.

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Background: Leprosy has been known to the Indians since the Vedic period. Leprosy is synonymous with social stigma due to reasons like mystery around its transmission, lack of knowledge on available treatment, deformities and religious views. Prejudice and lack of knowledge about leprosy exist even among medical practitioners and healthcare professionals around the world. Considering above mentioned facts, this study was conducted to study knowledge and attitude of medical students and interns towards leprosy.Methods: A cross-sectional study was conducted at IGGMC, Nagpur, among Third MBBS part one of 7th semester medical students who were exam going for community medicine and interns of IGGMC between October 2018 to January 2019. Questionnaire comprised of 27 knowledge-based and 22 attitude–oriented questions. In all total 210 subjects, 99 Interns and 111 students were enrolled for the study.Results: Mean age of interns was 23.52±0.66 years and that of students was 21.45±0.85 years. There was no significant difference in knowledge regarding cause and modes of transmission and clinical features of leprosy between interns and student however interns were having significant higher knowledge regarding diagnosis, treatment, prevention of deformity limitation and precaution to be taken against leprosy. Only 13(6.19%) participants were having knowledge regarding targets of NLEP that was to be achieved by year 2017. Though both interns and students both showed good attitude towards leprosy but only 34 interns and 31 students had ever rendered service or donated money for cause of leprosy.Conclusions: Knowledge regarding national program is limited in both groups, curriculum should be strengthen pertaining to National program.

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Kumar, Gopal, Ramesh Verma, Ginni Agrawal, and Aman Sachdeva. "Knowledge and attitude regarding organ donation among undergraduate medical students in a tertiary healthcare centre." International Journal Of Community Medicine And Public Health 8, no. 1 (December 25, 2020): 311. http://dx.doi.org/10.18203/2394-6040.ijcmph20205713.

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Background: In India the rate of organ donation is less than 1 per million population. The need for organ transplantation is more than 5 lakhs per year. There is a wide discrepancy between demand and donation. Health care professionals can play a vital role in creating awareness in the society and encouraging the people to donate organs and thus help in filling the gap between the demand and donation. Aim of the study was to assess the knowledge and attitude regarding organ donation among medical students.Methods: A 24 item semi structured and self-administered questionnaire was used to assess the knowledge and attitude regarding organ donation from 300 undergraduate medical students in PGIMS, Rohtak. Data was collected, compiled and analyzed using SPSS.Results: The awareness regarding different organ donation was found to be kidney (79%), liver (70.7%), heart (61%), intestine (3.7%), and lung (10.3%). 28% participants were knowing about NOTTO (National organ and tissue transplant organization). 85% participants were willing to donate their organs.Conclusions: There is good knowledge and positive attitude towards organ donation among undergraduate medical students. But their attitude is not being transformed into organ donation. Separate chapters on organ donation and its need in our country should be included in the school curriculum, interactive sessions should be held in medical colleges and opportunities should be given to them during their college life to voluntarily donate their organs, only then we can cultivate their positive attitude and knowledge.

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King, Melanie Rose Nova, and Peter Willmot. "A Blueprint for Success: A Model for Developing Engineering Education in the UK." International Journal of Engineering Pedagogy (iJEP) 4, no. 2 (March 17, 2014): 18. http://dx.doi.org/10.3991/ijep.v4i2.3435.

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This paper details the emergence and development of the ‘Centre for Engineering and Design Education’ (CEDE) at Loughborough University, UK, and provides a blueprint for success. With ample evidence that such a Centre can prove to be a highly effective support mechanism for discipline-specific academics and can develop and maintain valuable national and international networks and collaborations along with considerable esteem for the host university. The CEDE is unique in the UK and has achieved considerable success and recognition within the local engineering education community and beyond for the past 16 years. Here we discuss the historical background of the Centre’s development, the context in which it operates, and its effective management and operation strategy. The success it has enjoyed is described through examples, with much evidence of the generation of a significant amount of external funding; the development of high quality learning spaces; learning technology systems, open source software and improvements in curriculum design; a strong record of research and publication on the pedagogy of engineering; strong links with industry and employers; and a wealth of connections and know-how built up over the years. This paper provides the institutions with a model blueprint for success in developing engineering education.

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Haque, Mainul, Nor Azlina A. Rahman, Judy McKimm, Massimo Sartelli, Golam Mohammad Kibria, Md Zakirul Islam, Siti Nur Najihah Binti Lutfi, Nur Syamirah Aishah Binti Othman, and Shahidah Leong Binti Abdullah. "Antibiotic Use: A Cross-Sectional Study Evaluating the Understanding, Usage and Perspectives of Medical Students and Pathfinders of a Public Defence University in Malaysia." Antibiotics 8, no. 3 (September 19, 2019): 154. http://dx.doi.org/10.3390/antibiotics8030154.

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Background: Antimicrobial prescribing behaviors are often influenced by the local culture and prescribing appropriateness of medical doctors and other health care professionals. Globally, antimicrobial utilization practices have a profound impact on antimicrobial resistance and are a tremendous public health concern. The aim of this survey was to explore the knowledge and attitudes of medical students from the National Defence University of Malaysia regarding antimicrobial usage and antimicrobial resistance. Research design and methods: This was a cross-sectional study. The study population consisted of undergraduate medical students in each year group from the National Defence University of Malaysia. Students receive limited formal training on the use of antibiotics in their curriculum, and most of this learning is opportunistic whilst on clinical placement. Universal sampling was used as the study population was small. Data were collected utilizing a previously validated instrument regarding antibiotic use. Simple descriptive statistics were used to generate frequencies and percentages with SPSS V21. This research was approved by the Centre for Research and Innovation Management, National Defence University of Malaysia. Results: 206 questionnaires were distributed with a response rate of 99.03%, 54% (110) male, and 46% (94) female. Out of the respondents, 65% (132) had used antibiotics in the last year. Respondents displayed a moderate level of knowledge about antibiotics. Conclusions: This study revealed that the older the student was, or when the year of study and total knowledge score was higher, the students were less likely to stop antimicrobials when they felt better or use leftover antibiotics without consulting a doctor. Therefore, the nearer the students were to graduation, the better their knowledge and skills were, and this translated into their own behaviors regarding use of antimicrobials. This finding has clear implications for curriculum design and the inclusion of formal teaching throughout the medical program on antimicrobial use and antimicrobial resistance (AMR). However, more research is needed on this topic, including the prescribing habits and antibiotic use of practicing doctors.

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Machado, Ana Maria, and Ana Albuquerque e Aguilar. "Teaching digital literature: Alice Inanimada em Portugal." Matlit Revista do Programa de Doutoramento em Materialidades da Literatura 8, no. 1 (October 28, 2020): 217–40. http://dx.doi.org/10.14195/2182-8830_8-1_12.

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This article seeks to describe the development of the project “Inanimate Alice: translating digital literature in an educational context”, of the Centre for Portuguese Literature at the University of Coimbra. We will address the different stages of the project and the processes involved, namely, the translation of the first five episodes of the series, the translation and the creation of pedagogical materials adapted to the Portuguese curriculum, the applied research with episodes 1 and 2 of Alice Inanimada in two Portuguese schools, the data collection and analysis relating to the experience and reception of the work by students and teachers, and the teacher training course created to respond to the challenges of teaching a digital literary work, in partnership with the Portuguese National Reading Plan – PNL2027, thereby filling a gap in this area, in Portugal. In addition to a reflection on all the research stages, we will present the plans for the future of the project.

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Guarany, Ann Letícia Aragão, and Lívia de Rezende Cardoso. "Before the storm, the apparent calm: gender and sexuality in the humanities teacher education curriculums at UFS." JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 2, no. 1 (May 6, 2021): e12312. http://dx.doi.org/10.20952/jrks2112312.

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In this paper, we analyze the place of gender and sexuality issues in the Pedagogical Course Projects (PPC) of ten teacher education courses at UFS, located at the Center for Human Sciences and Education (CECH), and in the specific National Curriculum Guidelines (DCN in portuguese) that are based on. We argue that the specific DCN in the humanities area, crossed by discourses of modern science and education, promoted investments in scenarios, neutral and normalizing regarding gender and sexuality in these curriculums. Not discussing gender sexuality relations, nor how to consider, directs the curriculums to materialize the norms prescribed for each biological sex, defining the appropriate and inconsiderable bodies in curricular concerns. The moment of production of the curriculum documents seems to be of light winds, of an apparent cultural calm, while different temporal pressures have already announced the arrival of the storms that moved from the margins.

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Tran, Thach, Huong Thanh Nguyen, Ian Shochet, Astrid Wurfl, Jayne Orr, Nga Nguyen, Nga La, et al. "School-based, two-arm, parallel, controlled trial of a culturally adapted resilience intervention to improve adolescent mental health in Vietnam: study protocol." BMJ Open 10, no. 10 (October 2020): e039343. http://dx.doi.org/10.1136/bmjopen-2020-039343.

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IntroductionThe Resourceful Adolescent Program (RAP) is an evidence-based resilience intervention for adolescents. Operating in a strength-focused paradigm, the programme uses an integration of cognitive behavioural therapy and interpersonal psychotherapy to improve coping skills and build resilience. This study aims to establish whether a culturally and linguistically adapted intervention informed by RAP principles is effective in increasing resilience, enhancing coping skills and preventing symptoms of depression and anxiety.Methods and analysisWe will translate, back-translate and culturally adapt the RAP for adolescents and training materials for facilitators, and the adapted intervention will be called Happy House. A two-arm parallel controlled trial will be conducted in eight high schools in the north of Vietnam. In each of the selected schools, all students from four randomly selected grade 10 classes (an estimation of about 1204 students) will be invited to participate. The control group will receive the usual curriculum. The intervention group will receive six weekly 90 min school-based group sessions of Happy House in addition to the usual curriculum. The primary outcome, depressive symptoms, will be measured using a locally validated version of the Centre for Epidemiologic Studies Depression Scale Revised. Secondary outcomes are mental well-being, coping self-efficacy, school connectedness, anger management and health risk behaviours. Data will be collected at recruitment, and at two weeks and six months post intervention. Mixed-effect logistic regression for the main outcome and mixed-effect linear and logistic regression models for the secondary outcomes will be conducted to estimate the effects of the intervention on the outcomes.Ethics and disseminationThis trial has been approved by Monash University Human Research Ethics Committee (No. 21455) and the Institutional Review Board of the Hanoi School of Public Health (488/2019/YTCC-HD3). Dissemination of findings will include peer-reviewed publications, international and national conferences, seminar and media presentations, national policy briefings in Vietnam, local language reports and lay language summaries for participants.Trial registration numbersRegistered with the Australian New Zealand Clinical Trials Registry, registration number: ACTRN12620000088943 (3/2/2020).WHO Universal Trial Number: U1111-1246-4079.

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Meyer, Margaret R., Truus Dekker, and Nanda Querelle. "Innovation in Curriculum: Context in Mathematics Curricula." Mathematics Teaching in the Middle School 6, no. 9 (May 2001): 522–27. http://dx.doi.org/10.5951/mtms.6.9.0522.

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The past few years have seen the emergence of five mathematics curricula developed with support by the National Science Foundation for the middle grades: Mathematics in Context (MIC) (National Center for Research in Mathematical Sciences Education and Freudenthal Institute 2001), Math Thematics (Billstein and Williamson 1999), Connected Mathematics (CMP) (Lappan et al. 1998), MathScape, a View of the World from a Mathematical Perspective (Education Development Center 1998), and Pathways to Algebra and Geometry (Institute for Research on Learning 1997). One striking similarity that characterizes these middle school curricula, as well as their reform counterparts at the elementary and secondary school levels, is the pervasive use of context. Using a definition suggested by Borasi (1986), context is “the situation in which [a] problem is embedded” (p. 129). Context is usually supplied by the text of the problem, but it can also be contained in pictures, diagrams, or tables. A quick review of any of the curricula mentioned above shows that context is plentiful and varied. This abundance of context is in marked contrast with traditional textbooks, in which context appears only in brief introductions or end-of-section story problems.

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Rashed, Zetty Nurzuliana, Mardhiah Yahaya, Norfariza Mohd Radzi, Mohd Faeez Ilias, Mohd Fakhri Sungit, and Ainul Hayat Abdul Rahman. "Perlaksanaan Model Kurikulum Turath di Maahad Tahfiz Integrasi Negeri Selangor." Journal of Quran Sunnah Education & Special Needs 5, no. 1 (June 1, 2021): 139–50. http://dx.doi.org/10.33102/jqss.vol5no1.94.

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This study aims to explore the goals and direction of science tahfiz education in Selangor and compare it to the demands of JAIS Education Philosophy as well as its coordination with the demands of the era. Quality tahfiz institutions should fulfill a number of key features namely building students’ potential in a balanced; integrated and comprehensive; innovative and creative manner, taking into account current times and developmental demands with the concept of tawhid as its core. Therefore, the objective of this research is to study the background, goals and direction of the Science Tahfiz Education of Selangor; secondly, to examine the curriculum of Science Tahfiz Education of Selangor and the third objective is to explore the facilities and infrastructure provided by the management of Science Tahfiz Education of Selangor. This is a pilot study and it uses qualitative study design. Interviews were conducted towards school managers and tahfiz senior assistant teacher. Several documents were also examined such as documents of school establishment as well as the curriculum implemented. The pilot study found that the maahad tahfiz is one of the maahad tahfiz in Selangor which becomes the knowledge heritage centre to produce quality students in terms of knowledge and morality. The maahad tahfiz utilises turath curriculum with Turath books integrated with the national curriculum. On the aspect of infrastructure, it is fully prepared by the Selangor Islamic Religious Department (JAIS). Keywords: Curriculum, Integration, Turath, Tahfiz Education Abstrak Kajian ini bertujuan untuk meneroka matlamat dan halatuju pendidikan tahfiz sains di Selangor dan membandingkannya dengan tuntutan Falsafah Pendidikan JAIS serta keselarasannya dengan tuntutan perkembangan zaman. Institusi tahfiz yang berkualiti seharusnya memenuhi beberapa ciri utama iaitu membina potensi pelajar secara seimbang, bersepadu dan menyeluruh, inovatif dan kreatif, mengambil kira tuntutan zaman dan perkembangan semasa serta berpaksikan prinsip tauhid. Oleh yang demikian, objektif kajian ini adalah mengkaji latar belakang, matlamat dan hala tuju Pendidikan Tahfiz Sains Negeri Selangor, kedua,adalah meneliti kurikulum Pendidikan Tahfiz Sains Negeri Selangor. Dan ketiga adalah meneroka kemudahan dan infrastruktur yang disediakan oleh pihak pengurusan Pendidikan Tahfiz Sains Negeri Selangor. Kajian ini adalah merupakan kajian rintis dan ianya menggunakan rekabentuk kajian kualitatif. Temubual dilaksanakan terhadap pengurus sekolah dan guru penolong kanan tahfiz. Beberapa dokumen juga telah diteliti seperti dokumen penubuhan sekolah dan dokumen kurikulum yang dilaksanakan. Dapatan kajian rintis ini mendapati, ia merupakan salah sebuah maahad tahfiz di Selangor yang menjadi pusat warisan ilmu bagi melahirkan pelajar yang berkualiti dari segi ilmu dan akhlak. Maahad tahfiz ini menggunakan kurikulum turath bersama kitab Turath yang diintegrasikan dengan kurikulum kebangsaan. Dari aspek prasarana,ia disediakan sepenuhnya oleh pihak Jabatan Agama Islam Selangor (JAIS). Kata kunci: Kurikulum, Integrasi, Turath, Pendidikan Tahfiz

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Leung, Bo-Wah. "Overview of research work of Prof. Leung on Cantonese opera in Hong Kong and Guangzhou." Impact 2021, no. 7 (September 14, 2021): 18–20. http://dx.doi.org/10.21820/23987073.2021.7.18.

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It is important to recognise and transmit the importance of traditional music. Professor Bo-Wah Leung, Research Centre for Transmission of Cantonese Opera, The Education University of Hong Kong, recognises the value of this and wants to establish improved methods of communicating the cultural importance of Cantonese opera and thereby inspiring an appreciation for this among the current generation of young people as well as future generations. Bo-Wah founded the Research Centre in 2018 and this is where he leads various research projects devoted to improving how teachers can impart the importance of traditional music onto their students. Currently, Leung is working on a project called National education as cultural education: developing students' Chinese cultural identity with learning and teaching Cantonese opera in Hong Kong and Guangdong, with a view to surveying the current state of teaching the genre in primary and secondary schools in Hong Kong and Guangdong and determining the extent to which students' Chinese cultural identity have been developed through learning the genre. Leung believes there are significant research gaps regarding Cantonese opera and he is exploring the transmission of Cantonese opera in Hong Kong through school music education, community education and higher education. In doing so, he is filling research gaps, including the transmission modes of apprenticeship and conservatory tradition; students' motivation about learning Cantonese opera; teachers' confidence and interest in teaching Cantonese opera; the undergraduate programme and curriculum for nurturing professional Cantonese opera artists; creativity of Cantonese opera artists; and informal learning in community settings.

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Ahmad, Md Rasel, Iffat Ara, Md Humayun Kabir Talukder, Md Immam Hossin, Md Abdullah Al Harun, Dipak Kumar Paul Chowdhury, and Mohammad Faruque. "Opinion of Bangladeshi teachers and undergraduate clinical students regarding the course duration of BDS curriculum." Bangladesh Journal of Medical Education 8, no. 1 (April 18, 2017): 18–21. http://dx.doi.org/10.3329/bjme.v8i1.32244.

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Background: Curriculum planning and designing is not a static process, rather a continuous process done regularly through a system. More than one decade have elapsed since the Centre for Medical Education (CME), in 1988, developed a national Undergraduate Dental Curriculum which was supposed to be community-oriented and competency based. The curriculum was partially implemented with the advancement of dental health science and application of newer techniques in dental practices in developed and developing countries.Rationale: A healthcare curriculum must be up-to-date, fit for purpose and relevant to the population it serves wherever that population might be, worldwide. It needs to assess the general and dental health needs of our local population and to propose a set of core skills of the dentists will need on graduation and in the future. The Health Science including Oro-dental science is changing with the advancement of health science, educational science & applied technology. Global changes are happening in health science and dental education in accordance and conformity of these advancements and changes. With the application of these knowledge and skills of dental science, future dentists should satisfy their patients with the changing needs of the community. The need to develop a community-oriented and competency-based curriculum was felt by all concerned.Objectives: The present study was undertaken to identify the Opinion of Bangladeshi teachers and undergraduate clinical students regarding the course duration of BDS curriculum.Methods: This descriptive type of cross sectional study was conducted in seven public and private dental colleges of Bangladesh after getting written permission from the principal of the respective dental colleges. Voluntary participation of the students was ensured and the names of the students' as well as teachers were kept confidential. The teachers and students of final years from the different dental colleges were the study population; among them four hundred (400) students and one hundred twenty teachers (120) were taken as sample by convenient sampling. Data collection instrument was a semistructured questionnaire with 5-point Likert scale for final year students' and in depth interview was used for teachers.Results: The study revealed that the 98% teachers mentioned that the course duration (4 years) in comparison to number of subjects and contents was not adequate and 98% teachers' opinion was that the total course duration should be 5 years. Nearly 75% of students mentioned that the total course duration should be 5 years.Conclusion: In this study, the students reported that they have acquired greater practical and clinical experiences in few areas from the curriculum of BDS course. The majority of the students were not satisfied on their acquired competencies in most of the areas after their graduation. This was due to shortage of course duration in comparison to number of subjects and contents, improper distributions of the subjects, inadequate duration of community placement, less allocation of hours in practical and clinical classes etc.Bangladesh Journal of Medical Education Vol.8(1) 2017: 18-21

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Ahmad, Md Rasel, Iffat Ara, Md Humayun Kabir Talukder, Dipak Kumer Paul Chowdhury, Md Immam Hossin, and Md Mahafuzur Raihan. "Teachers and clinical students' perception of the core competencies of different subjects of the undergraduate BDS curriculum." Bangladesh Journal of Medical Education 8, no. 2 (July 26, 2017): 24–28. http://dx.doi.org/10.3329/bjme.v8i2.33333.

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Background: Curriculum planning and designing is not a static process, rather a continuous process done regularly through a system. More than one decade have elapsed since the Centre for Medical Education (CME), in 1988, developed a national Undergraduate Dental Curriculum which was supposed to be community-oriented and competency based. The curriculum was partially implemented with the advancement of dental health science and application of newer techniques in dental practices in developed and developing countries.Rationale: Competency is the ability to combine evidence based knowledge, personal attitudes, and clinical skills to undertake holistic dental care. Personal attributes may include creativity, ethics, aesthetics, and critical sense and personal attributes include a desire for patient wellbeing and to self-evaluate the effectiveness of the treatment. As life-long learning becomes a crucial attribute for all modern clinicians, the ability to self-assess performance and identify future learning goals is an essential skill that needs to be developed in a modern healthcare curriculum. Self-assessment, self-reflection and selfregulation can promote a deeper understanding in current knowledge. The essential professional clinical skills may include a) diagnosis and treatment planning b) Preventative measures c) patient treatment and rehabilitation. Other skills that may be essential include professionalism, administrative and promotional skills. It is important that universities and dental schools help students nurture these values from a very early stage.Objectives: The present study was undertaken to identify the teachers and clinical students' perception of the core competencies of different subjects of the undergraduate BDS curriculum.Methods: This descriptive type of cross sectional study was conducted in seven public and private dental colleges of Bangladesh after getting written permission from the principal of the respective dental colleges. Voluntary participation of the students was ensured and the names of the students' as well as teachers were kept confidential. The teachers and students of final years from the different dental colleges were the study population; among them four hundred (400) students and one hundred twenty teachers (120) were taken as sample by convenient sampling. Data collection instrument was a semistructured questionnaire with 5-point Likert scale for final year students' and in depth interview was used for teachers.Results: The study revaled that 95% mentioned that introduction part of the curriculum competency in relation to the knowledge, skills and attitude of a dental graduate must be mentioned. Nearly 97 of the students mentioned that competency acquired by the newly passed dental graduate from the BDS course was satisfactory.Conclusion: Competency-based dental education is a continuous process in maintaining a degree of quality consistent with patient well-being and effective treatment management path, which the graduating dentist should achieve. The cultural and socioeconomic diversity among different communities might have an impact on the profile of the professional needed by the society.Bangladesh Journal of Medical Education Vol.8(2) 2017: 24-28

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Lee, P., I. Rigby, and S. J. McPherson. "P078: Handover education in Canadian adult and pediatric emergency medicine residencies: a national survey and needs assessment." CJEM 18, S1 (May 2016): S104—S105. http://dx.doi.org/10.1017/cem.2016.254.

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Introduction: Emergency department handover is a high-risk period for patient safety. A recent study showed a decreased rate of preventable adverse events and errors after implementation of a resident hand-off bundle on pediatric inpatient wards. In a 2013 survey by the Canadian Associations of Internes and Residents, only 11% of residents in any discipline stated they received a formal teaching session on handover. Recently, the CanMEDS 2015 Physician Competency Framework has added safe and skillful transfer of patient care as a new proficiency within the collaborator role. We hypothesize that significant variation exists in the current delivery and evaluation of handover education in Canadian EM residencies. Methods: We conducted a descriptive, cross-sectional survey of Canadian residents enrolled in the three main training streams of Emergency Medicine (FRCP CCFP-EM, PEM). The primary outcome was to determine which educational modalities are used to teach and assess handover proficiency. Secondarily, we described current sign-over practices and perceived competency at patient handover. Results: 130 residents completed the survey (73% FRCP, 19% CCFP-EM, 8% PEM). 6% of residents were aware of handover proficiency objectives within their curriculum, while 15% acknowledged formal evaluation in this area. 98% of respondents were taught handover by observation of staff or residents on shift, while 55% had direct teaching on the job. Less than 10% of respondents received formal sessions in didactic lecture, small group or simulation formats. Evaluation of handover skills occurred primarily by on shift observation (100% of respondents), while 3% of residents had received assessment through simulation. Local centre handover practices were variable; less than half of residents used mnemonic tools, written or electronic adjuncts. Conclusion: Canadian EM residents receive variable and sparse formal training and assessment on emergency department handover. The majority of training occurs by on shift observation and few trainees receive instruction on objective tools or explicit patient care standards. There exists potential for further development of standardized objectives, utilization of other educational modalities and formal assessments to better prepare residents to conduct safer patient handoffs.

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Perikleous, Lukas N. "A game of Identities: debates over history in Greek Cypriot education." History Education Research Journal 11, no. 2 (May 1, 2013): 45–58. http://dx.doi.org/10.18546/herj.11.2.05.

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This paper discusses the ways in which a battle which lasted over a century between the Hellenocentric and Cyprocentric approaches in Greek Cypriot education manifested itself in debates over history education during the 20th and the 21st century. These were mostly about the version of the past that should be taught to students. The debates over the selection of the story to be taught were essentially disputes over the identity that should be promoted through history education. On one hand the supporters of a Hellenocentric orientation argued in favor of promoting a Greek national identity, while the supporters of a Cyprocentric orientation supported the idea of promoting a Cypriot civic identity common for Greek Cypriots and Turkish Cypriots. The dominance of the Hellenocentric approach during the 20th century is being challenged by the Cyprocentric one at the beginning of the new millennium. At the same time a new disciplinary approach in history education has emerged. Although at the moment this is wrongly associated by many with the Cyprocentric one, it is essentially radically different from both traditional approaches. Although during the last 4 years history education has not been at the centre of attention, political agendas and the current implementation of the New Curriculum 2010 for history education can produce new debates.

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Ronan, Matthew V., Aravind Menon, Lakshman Swamy, and David Thornton. "Experiential Learning Through Local Implementation of a National Chief Resident in Quality and Patient Safety Curriculum." American Journal of Medical Quality 35, no. 2 (June 27, 2019): 171–76. http://dx.doi.org/10.1177/1062860619859076.

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The Clinical Learning Environment Review was created to evaluate quality improvement and patient safety (QIPS) beginning in 2013. Little guidance has been offered on implementing QIPS curricula for residency education. The aim was to provide a model QIPS residency curriculum from VA Boston Healthcare System (VABHS), wherein a chief resident in quality and patient safety (CRQS) participates in a national curriculum implementing skills and concepts locally. The CRQS mentors a patient safety resident with faculty oversight. The program involves case investigations, educational conferences, and experiential learning. Participants are residents from Beth Israel Deaconess Medical Center, Boston Medical Center, and Brigham and Women’s Hospital and medical students from Boston University Medical School and Harvard Medical School. Local and national CRQS programs are evaluated. The patient safety rotation is evaluated locally. The local curriculum at VABHS augments the national curriculum and deploys a patient safety education that develops experiential learning skills.

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Ferhat, Ismail. "Interview with Pr Bruno Poucet, Professor of sciences of education, University of Picardie Jules Verne, Amiens, France." Espacio, Tiempo y Educación 7, no. 2 (July 7, 2020): 249–54. http://dx.doi.org/10.14516/ete.391.

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Born in 1952, Professor of sciences of education at the University of Picardie Jules Verne (Amiens, France), Bruno Poucet is a French renowned historian of education in France. He has conducted and realized various researches on education (and their interactions with politics) in contemporary France. He worked on the history of education policies of the French ‘Fifth Republic’ (founded in 1958 by Charles de Gaulle) at the national level and in the Picardie region - where he lives and works. He is interested in the history of secondary and higher education, private sector of education, school secularism (called in France «laïcité») and the teaching and curriculum of philosophy. Eclectic in his areas of interest, he has also been deeply committed in the functioning of the French education system. He has been a long-time teachers’ union deputy leader at the CFDT (currently the major trade union in France). In 2011, he has created the CAREF research unit (Centre Aménois de Recherche en Éducation et en Formation, specialized in educational studies), at the University of Picardie Jules Verne.He has kindly accepted to be interviewed by Ismail Ferhat, Associate professor at the University of Picardie Jules Verne (CAREF research Unit/Teachers training school of Amiens), for the review Espacio, Tiempo y Educación, in spite of the difficult sanitary situation in France, in April 2020.

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Marinsah, Syamsul Azizul, Abang Mohd Razif Abang Muis, Mohd Sohaimi Esa, Irma Wani Othman, Habibah @. Artini Ramlie, Saifulazry Mokhtar, and Muhammad Safuan Yusoff. "THE TEACHING OF PHILOSOPHY AND CONTEMPORARY ISSUES (FIS) IN FORMATION OF CRITICAL THINKING: A STUDY MODULES OF FIS COURSE IMPLEMENTED AT CENTRE FOR THE PROMOTION OF KNOWLEDGE AND LANGUAGE LEARNING (PPIB), UNIVERSITI MALAYSIA SABAH." International Journal of Education, Psychology and Counseling 6, no. 39 (May 31, 2021): 137–49. http://dx.doi.org/10.35631/ijepc.639009.

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The Philosophy and Contemporary Issues (FIS) course is one of the generic courses that must be taken by students in all Malaysian HEIs starting from the 2019/2020 intake session. The FIS module was developed with the aim of preparing students to be able to think critically and integrally in responding to various thinking challenges related to current issues. Critical thinking is an important element that needs to be applied in the curriculum of study at all levels. Therefore, the objective of this study is to analyse the elements of the formation of critical thinking in the study modules of FIS courses implemented at Universiti Malaysia Sabah. This study is included in a qualitative study. Thus, this study uses a document analysis design consisting of FIS modules, journals, and review articles related to the formation of critical thinking. The results of the study found that there are several elements of skills and sub-skills that can contribute towards the formation and application of critical thinking in the study modules of FIS courses offered at Universiti Malaysia Sabah. By studying this course, it is hoped that students' appreciation of this course will continue to increase and can help in the process of forming critical thinking in line with the direction of the national education system, namely value-based education.

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Belbase, Shashidhar. "A Comparative Study of Mathematics Education in the United States and Nepal." Mathematics Education Forum Chitwan 4, no. 4 (November 15, 2019): 1–20. http://dx.doi.org/10.3126/mefc.v4i4.26355.

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The purpose of this paper is to compare four domains of mathematics education-curricular materials, pedagogical process, teacher education, and assessment of students’ learning in the United States of America (USA) and Nepal. I applied categorical thinking for document analysis from the literature to find some key concepts related to the four categories of comparison. The Common Core State Standards for Mathematics (CCSSM) is a major curriculum standard implemented in many states in the USA, whereas, the National Curriculum Framework (NCF) is the major policy document that guides school mathematics curricula in Nepal. Mostly, classroom practices are student-centred with problem-solving, reasoning and critical thinking in the USA, but it is mostly drill-and-practice in Nepal. Preservice mathematics teacher education in the USA and Nepal are conducted by universities, but there is a vast difference in the courses offered in these countries. Assessment of students’ learning in mathematics is continuously done in classroom activities and exams including some standardized exams in selected grades in the USA, whereas, assessment in Nepal is done with periodic and final exams including standardized district and national tests in selected grades. I discussed some implications of the study.

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Khan, U., A. N. Barkun, E. I. Benchimol, M. Salim, J. J. Telford, R. A. Enns, R. Mohamed, et al. "A272 THE CANADIAN DIRECT OBSERVATION OF PROCEDURAL SKILLS (CANDOPS) TOOL FOR ENDOSCOPIC RETROGRADE CHOLANGIOPANCREATOGRAPHY: A MULTI-CENTRE PROSPECTIVE STUDY." Journal of the Canadian Association of Gastroenterology 3, Supplement_1 (February 2020): 149–50. http://dx.doi.org/10.1093/jcag/gwz047.271.

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Abstract Background Previous studies have demonstrated that many graduating trainees may not have all of the skills needed to independently practice endoscopic retrograde cholangiopancreatography (ERCP) safely and effectively. As a part of competency-based learning curriculum development, it is essential to provide formative feedback to trainees and ensure they acquire the knowledge and skills for independent practice. Aims To assess the performance of advanced endoscopy trainees across Canada using the Canadian Direct Observation of Procedural Skills (CanDOPS) ERCP assessment tool. Procedural items evaluated include both technical (cannulation, sphincterotomy, stone extraction, tissue sampling, and stent placement) and non-technical (leadership, communication and teamwork, judgment and decision making) skills. Methods We conducted a prospective national multi-centre prospective study. Advanced endoscopy trainees with at least two years of gastroenterology training or five years of general surgery in North America and minimal experience performing ERCPs (less than 100 ERCP procedures) were invited to participate. The CanDOPS tool was used to measure every fifth ERCP performed by trainees over a 12-month fellowship training period. ERCPs were evaluated by experienced staff endoscopists at each study site under standard clinical protocol. Cumulative sum (CUSUM) analyses were used to generate learning curves. Results The data from five Canadian sites and 11 trainees participated in the study. A total of 261ERCP evaluations were completed. Median number of evaluations by site and trainee was 49 (IQR 31–76) and 15 (IQR 11–45). Median number of cases trainees performed prior to their ERCP training was 50 (IQR 25–400). There was a significant improvement in almost all scores over time, including selective cannulation, sphincterotomy, biliary stenting and all non-technical skills (P<0.01). CUSUM analyses using acceptable and unacceptable failure rates of 20% and 50% demonstrated trainees achieved competency for most measures in their final month of their training. Competency in tissue sampling was not achieved within a one-year training period. Conclusions This is the first ERCP performance evaluation tool that examines multiple technical and non-technical aspects of the procedure. Although trainee ERCP skills do improve during their training period, there exists a notable variability in time to competency for the different skills measured using the CanDOPS tool. Large prospective research is required to determine if competency is achieved using more stringent definitions of ERCP competency and to determine factors associated with reaching competency. Funding Agencies None

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Bulgiba, A. M. "Information Technology in Health Care - What the Future Holds." Asia Pacific Journal of Public Health 16, no. 1 (January 2004): 64–71. http://dx.doi.org/10.1177/101053950401600111.

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In 1998, Malaysia opened its first hospital based on the "paperless and filmless" concept. Two are now in operation, with more to follow. Telemedicine is now being used in some hospitals and is slated to be the technology to watch. Future use of technology in health care will centre on the use of centralised patient databases and more effective use of artificial intelligence. Stumbling blocks include the enormous capital costs involved and difficulty in getting sufficient bandwidth to support applications on a national scale. Problems with the use of information technology in developing countries still remain; mainly inadequate skilled resources to operate and maintain the technology, lack of home-grown technology, insufficient experience in the use of information technology in health care and the attitudes of some health staff. The challenge for those involved in this field will not be in building new "paperless and filmless" institutions but in transforming current "paper and film-based" institutions to "paperless and filmless" ones and changing the mindset of health staff. Universities and medical schools must be prepared to respond to this new wave by incorporating elements of medical/health informatics in their curriculum and assisting governments in the planning and implementation of these projects. The experience of the UMMC is highlighted as an example of the difficulty of transforming a paper-based hospital to a "paperless and filmless" hospital. Asia Pac J Public Health 2004; 16(1): 64-71.

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Kester-Greene, Nicole, Andrew K. Hall, and Catharine M. Walsh. "Simulation curricular content in postgraduate emergency medicine: A multicentre Delphi study." CJEM 21, no. 5 (May 14, 2019): 667–75. http://dx.doi.org/10.1017/cem.2019.348.

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ABSTRACTObjectivesThere is increasing evidence to support integration of simulation into medical training; however, no national emergency medicine (EM) simulation curriculum exists. Using Delphi methodology, we aimed to identify and establish content validity for adult EM curricular content best suited for simulation-based training, to inform national postgraduate EM training.MethodsA national panel of experts in EM simulation iteratively rated potential curricular topics, on a 4-point scale, to determine those best suited for simulation-based training. After each round, responses were analyzed. Topics scoring <2/4 were removed and remaining topics were resent to the panel for further ratings until consensus was achieved, defined as Cronbach α ≥ 0.95. At conclusion of the Delphi process, topics rated ≥ 3.5/4 were considered “core” curricular topics, while those rated 3.0-3.5 were considered “extended” curricular topics.ResultsForty-five experts from 13 Canadian centres participated. Two hundred eighty potential curricular topics, in 29 domains, were generated from a systematic literature review, relevant educational documents and Delphi panellists. Three rounds of surveys were completed before consensus was achieved, with response rates ranging from 93-100%. Twenty-eight topics, in eight domains, reached consensus as “core” curricular topics. Thirty-five additional topics, in 14 domains, reached consensus as “extended” curricular topics.ConclusionsDelphi methodology allowed for achievement of expert consensus and content validation of EM curricular content best suited for simulation-based training. These results provide a foundation for improved integration of simulation into postgraduate EM training and can be used to inform a national simulation curriculum to supplement clinical training and optimize learning.

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Journal articles on the topic 'National curriculum centre'

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