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1

Mayer, A. W., K. A. Smith, and S. Carrie. "A survey of ENT undergraduate teaching in the UK." Journal of Laryngology & Otology 134, no. 6 (June 2020): 553–57. http://dx.doi.org/10.1017/s0022215120000936.

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AbstractBackgroundENT presentations are prevalent in clinical practice but feature little in undergraduate curricula. Consequently, most medical graduates are not confident managing common ENT conditions. In 2014, the first evidence-based ENT undergraduate curriculum was published to guide medical schools.ObjectiveTo assess the extent that current UK medical school learning outcomes correlate with the syllabus of the ENT undergraduate curriculum.MethodTwo students from each participating medical school independently reviewed all ENT-related curriculum documents to determine whether learning outcomes from the suggested curriculum were met.ResultsSixteen of 34 curricula were reviewed. Only a minority of medical schools delivered teaching on laryngectomy or tracheostomy, nasal packing or cautery, and ENT medications or surgical procedures.ConclusionThere is wide variability in ENT undergraduate education in UK medical schools. Careful consideration of which topics are prioritised, and the teaching modalities utilised, is essential. In addition, ENT learning opportunities for undergraduates outside of the medical school curriculum should be augmented.
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DeBehnke, Daniel J., Karen M. Restifo, John F. Mahoney, and Wendy C. Coates. "Undergraduate Curriculum." Academic Emergency Medicine 5, no. 11 (November 1998): 1110–13. http://dx.doi.org/10.1111/j.1553-2712.1998.tb02672.x.

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Ross, Saul. "Humanizing the Undergraduate Physical Education Curriculum." Journal of Teaching in Physical Education 7, no. 1 (October 1987): 46–60. http://dx.doi.org/10.1123/jtpe.7.1.46.

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Institutions have an impact on the value systems of their inhabitants. A university, as an institution, exerts its influence on the undergraduates’ values, in large measure through the curriculum, which has as one of its functions teaching specific ways of looking at the world. Based on these insights, certain philosophical issues are raised regarding the impact the undergraduate curriculum is likely to have on our students with regard to their understanding and appreciation of persons. Once acquired, this understanding has considerable import for their professional practice. A survey of the undergraduate curricula in Canadian universities was conducted, and the results showed the sparse offerings in the humanities when compared to the biophysical and social sciences. The branch of learning that is most concerned with a humanistic orientation is the humanities and, at times, psychology and sociology. Recommendations are made to reorder the curriculum to provide better balance.
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Arantes, Mavilde, and Maria Amélia Ferreira. "Changing Times in Undergraduate Studies on Neuroanatomy." Revista Brasileira de Educação Médica 40, no. 3 (September 2016): 423–29. http://dx.doi.org/10.1590/1981-52712015v40n3e00712015.

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ABSTRACT Undergraduate medical curricula are currently undergoing a process of reform, with such changes including the field of neuroanatomy. In this context, the purpose of our study was to assess the status of undergraduate neuroanatomy studies in Portuguese medical schools to provide a basis for a more informed discussion on the curricular changes. With all seven Portuguese medical schools participating in the study, four of them were shown to incorporate a modern integrated curriculum and the other three a conventional discipline-based curriculum. Our study therefore shows that neuroanatomy is approached differently according to each institutional culture. The great variability in neuroanatomy studies across medical schools emphasizes the need for the creation of a national core curriculum on undergraduate neuroanatomy.
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Levine, Arthur. "Undergraduate curriculum 2000." New Directions for Higher Education 1989, no. 66 (1989): 77–84. http://dx.doi.org/10.1002/he.36919896608.

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Walker, Henry M. "CURRICULAR CONSIDERATIONSEight principles of an undergraduate curriculum." ACM Inroads 1, no. 1 (March 2010): 18–20. http://dx.doi.org/10.1145/1721933.1721940.

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7

Lamont, Ross I., and Ann L. N. Chapman. "Incorporating medical leadership into undergraduate curricula: a proposal for a spiral curriculum." Leadership in Health Services 32, no. 3 (June 28, 2019): 435–44. http://dx.doi.org/10.1108/lhs-12-2017-0075.

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Purpose There is increasing recognition of the importance of incorporating medical leadership training into undergraduate medical curricula and this is now advocated by the General Medical Council (GMC) and supported through the development of the Undergraduate Medical Leadership Competency Framework (MLCF). However to date, few medical schools have done so in a systematic way and training/experience in medical leadership at undergraduate level is sporadic and often based on local enthusiasm. The purpose of this paper is to outline a theoretical curriculum to stimulate and support medical leadership development at undergraduate level. Design/methodology/approach This study describes a theoretical framework for incorporation of medical leadership training into undergraduate curricula using a spiral curriculum approach, linked to competences outlined in the Undergraduate Medical Leadership Competency Framework. The curriculum includes core training in medical leadership for all students within each year group with additional tiers of learning for students with a particular interest. Findings This curriculum includes theoretical and practical learning opportunities and it is designed to be deliverable within the existing teaching and National Health Service (NHS) structures. The engagement with local NHS organisations offers opportunities to broaden the university teaching faculty and also to streamline medical leadership development across undergraduate and postgraduate medical education. Originality/value This theoretical curriculum is generic and therefore adaptable to a variety of undergraduate medical courses. The combination of theoretical and practical learning opportunities within a leadership spiral curriculum is a novel and systematic approach to undergraduate medical leadership development.
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Ramsay, Sarah. "New medical undergraduate curriculum." Lancet 342, no. 8880 (November 1993): 1164–65. http://dx.doi.org/10.1016/0140-6736(93)92135-g.

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Ruel, Sally. "Undergraduate Geriatric Nursing Curriculum." Journal of Professional Nursing 24, no. 4 (July 2008): 259–60. http://dx.doi.org/10.1016/j.profnurs.2007.06.007.

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Reynolds, C. F., S. Adler, S. L. Kanter, J. P. Horn, J. Harvey, and G. M. Bernier. "The undergraduate medical curriculum." Academic Medicine 70, no. 8 (August 1995): 671–5. http://dx.doi.org/10.1097/00001888-199508000-00007.

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Dolan, Erin L. "Undergraduate research as curriculum." Biochemistry and Molecular Biology Education 45, no. 4 (July 8, 2017): 293–98. http://dx.doi.org/10.1002/bmb.21070.

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Das, Bidyut. "Rheumatology in undergraduate curriculum." Indian Journal of Rheumatology 9, no. 2 (June 2014): 69–72. http://dx.doi.org/10.1016/j.injr.2014.04.001.

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Petersdorf, Robert G. "The undergraduate medical curriculum." Journal of General Internal Medicine 7, no. 2 (March 1992): 213–16. http://dx.doi.org/10.1007/bf02598017.

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Norman, Heidi. "Mapping More Than Aboriginal Studies: Pedagogy, Professional Practice and Knowledge." Australian Journal of Indigenous Education 43, no. 1 (August 2014): 42–51. http://dx.doi.org/10.1017/jie.2014.6.

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As undergraduate curriculum is increasingly required to meet a range of intellectual, professional practice and personal learning outcomes, what purpose does Australian Aboriginal Studies have in curriculum? Most Australian universities are currently in the process of developing institution-wide approaches to Indigenous Australian content in undergraduate curricula. One Australian university began this task by mapping how, where and why Indigenous perspectives, issues and content are included in undergraduate curriculum. This article reports on the findings of the mapping of Indigenous content and approaches to teaching at the University of Technology, Sydney (UTS) and thereby contributes to a strengths-based approach to understanding the purpose of Indigenous perspectives and issues in undergraduate curricula.
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Szarejko, Andrew A., and Matthew E. Carnes. "Assessing an Undergraduate Curriculum: The Evolving Roles of Subfields, Methods, Ethics, and Writing for Government Majors." PS: Political Science & Politics 51, no. 01 (January 2018): 178–82. http://dx.doi.org/10.1017/s1049096517001901.

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ABSTRACT To determine whether our undergraduate curriculum fulfills the pedagogical goals of our department, the authors conducted a semester-long curriculum assessment. This article discusses five main lessons and three lingering questions to demonstrate potential benefits of curriculum assessment and to prompt further disciplinary conversation about how undergraduate teaching should be structured. The overarching lesson, however, is that although student needs may be quite diverse, an emphasis on core aspects of the program can yield better training for all undergraduates.
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Abhishek, Abhishek, Annamaria Iagnocco, J. W. J. Bijlsma, Michael Doherty, and Frédéric Lioté. "Cross-sectional survey of the undergraduate rheumatology curriculum in European medical schools: a EULAR School of Rheumatology initiative." RMD Open 4, no. 2 (September 2018): e000743. http://dx.doi.org/10.1136/rmdopen-2018-000743.

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ObjectivesTo survey the undergraduate rheumatic and musculoskeletal diseases (RMDs) curriculum content in a sample of medical schools across Europe.MethodsThe undergraduate musculoskeletal diseases and disability curriculum of University of Nottingham, UK, was used as a template to develop a questionnaire on curriculum content. The questionnaire elicited binary (yes/no) responses and included the option to provide additional information as free text. The survey was mailed to members of the European League Against Rheumatism (EULAR) School of Rheumatology (Undergraduate Classroom) and to EULAR Standing Committee on Education and Training members in January 2017, with a reminder in February 2017.ResultsResponses were received from 21 schools belonging to 11 countries. Assessment of gait, hyperalgesic tender site response and hypermobility were not included in many curricula. Similarly, interpretation of investigations undertaken on synovial fluid was taught in only 16 schools. While disease-modifying anti-rheumatic drugs and biological agents, and urate-lowering treatment were included in the curricula of 20 and 21 institutions, respectively, only curricula from 18 schools included core non-pharmacological interventions. Osteoarthritis, gout, rheumatoid arthritis, spondyloarthropathy, polymyalgia rheumatica and lupus were included in the curriculum of all institutions. However, common RMDs such as calcium pyrophosphate deposition, fibromyalgia, giant cell arteritis and bone and joint infection were included in 19 curricula.ConclusionThis survey highlights areas of similarities and differences in undergraduate curricula across Europe. It is hoped that the results of this survey will catalyse the development and agreement of a minimum core European Curriculum for undergraduate education in RMDs.
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Walker, William E., Andrew F. Newcomb, and Warren P. Hopkins. "A Model for Curriculum Evaluation and Revision in Undergraduate Psychology Programs." Teaching of Psychology 14, no. 4 (December 1987): 198–202. http://dx.doi.org/10.1207/s15328023top1404_1.

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This article outlines the response of the psychology department at a small liberal arts university to the need for curricular revision. A three-phase process began with the identification of the logic for establishing the new curriculum. Next, a structural model for a new curriculum was developed from information obtained by studying the institutional expectations/constraints, the ideal knowledge/skill base generated by interviewing former students and officials in various postgraduation settings, and the curricula of peer institutions. Four developmental features in the model were delineated and unified by emphasizing method of inquiry as the essential objective for the psychology major. This structural model was then used to specify a hierarchical set of course groups. Implementation of the model is also discussed.
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Howard, Heather A., Nora Wood, and Ilana Stonebraker. "Mapping information literacy using the Business Research Competencies." Reference Services Review 46, no. 4 (November 12, 2018): 543–64. http://dx.doi.org/10.1108/rsr-12-2017-0048.

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Purpose Librarians in higher education have adopted curriculum mapping in an effort to determine where effective information literacy instruction can help fill gaps in the curriculum and prepare students for both coursework and future research demands. While curriculum mapping has been used widely across academia, few studies have considered business curriculum and the development of information literacy instruction. This paper aims to provide an overview of the current landscape of curriculum mapping across business courses at two institutions and a replicable methodology for other institutions. Design/methodology/approach In this paper, the authors will examine two case studies at large research universities that evaluate curriculum mapping against the BRASS Business Research Competencies at the undergraduate and the graduate business levels. Findings This study found that the Business Research Competencies are a valid method to evaluate in both case studies. Curriculum mapping also uncovered various gaps in business education across the curricula at both institutions and led to open discussions with faculty in an effort to improve the success of students both during their degree programs and into their careers. Originality/value This study provides a framework and methodology for evaluating business curriculums against robust standards to improve student success. With examples from undergraduate and graduate programs, the results of this project promise to have long-lasting implications on the development of curriculums across business programs, including the value of librarian support in developing Business Research Competencies.
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Alvarez, Pablo. "Introducing Rare Books into the Undergraduate Curriculum." RBM: A Journal of Rare Books, Manuscripts, and Cultural Heritage 7, no. 2 (September 1, 2006): 94–104. http://dx.doi.org/10.5860/rbm.7.2.263.

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A relatively recent exchange on the Exlibris listserv inspired me to write this paper.1 Julia Walworth, Fellow Librarian at Merton College, University of Oxford, asked about other librarians’ experiences in introducing special collections—and rare books in particular—to undergraduate students.2 In a nostalgic note, several members of the list responded to Dr. Walworth's inquiry by referring to a course entitled “Fine Arts 5e” that was taught from 1915 through 1932 by George Parker Winship in the Widener Library at Harvard University.3 Other responses were more pragmatic in nature, addressing the needs of today's undergraduates. Lori N. Curtis, then Head . . .
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Barrett, Bradford, William Swick, and Dwight Smith. "Assessing an Undergraduate Oceanography Curriculum." Oceanography 27, no. 4 (December 1, 2014): 13–17. http://dx.doi.org/10.5670/oceanog.2014.99.

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Dorfman, Mark S. "Insurance in the Undergraduate Curriculum." Journal of Risk and Insurance 57, no. 1 (March 1990): 47. http://dx.doi.org/10.2307/252924.

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Cooper, G. M., and P. Hutton. "Anaesthesia in the undergraduate curriculum." Baillière's Clinical Anaesthesiology 8, no. 3 (September 1994): 563–74. http://dx.doi.org/10.1016/s0950-3501(05)80121-7.

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Fishman, Jonathan, Musheer Hussain, and Edward Fisher. "ENT in the undergraduate curriculum." Journal of Laryngology & Otology 133, no. 10 (October 2019): 835. http://dx.doi.org/10.1017/s0022215119002184.

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Steinberger, Peter. "Objectives of the Undergraduate Curriculum." News for Teachers of Political Science 46 (1985): 1–2. http://dx.doi.org/10.1017/s0197901900001768.

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While many political scientists have been concerned about teaching methods, teaching materials, and modes of teacher evaluation, relatively few have considered the more general question of the undergraduate political science curriculum itself. Specifically, what kinds of courses should we be teaching, what role should such courses play in a liberal arts education, and what factors should determine the overall structure of the political science curriculum at the undergraduate level?These questions relate further to the practical question of staffing a small department of political science. When vacancies arise, or when there's an opportunity to expand in a modest way, one is confronted with certain basic choices. In most circumstances, we confront these choices by thinking in terms of fields within our discipline.
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Gillamc, Barbara. "The Undergraduate Curriculum in Psychology." Australian Psychologist 29, no. 3 (November 1994): 178–80. http://dx.doi.org/10.1080/00050069408257347.

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Littleford, Linh Nguyen. "Diversity in the Undergraduate Curriculum." Teaching of Psychology 40, no. 2 (February 11, 2013): 111–17. http://dx.doi.org/10.1177/0098628312475030.

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Andersson, Lars. "Trauma in the undergraduate curriculum." Dental Traumatology 25, no. 1 (February 2009): 1. http://dx.doi.org/10.1111/j.1600-9657.2008.00763.x.

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McANDREW, G. M., AUDREY A. DAWSON, and D. OGSTON. "The undergraduate curriculum in retrospect." Medical Education 4, no. 4 (January 29, 2009): 293–98. http://dx.doi.org/10.1111/j.1365-2923.1970.tb01643.x.

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Albers-Miller, Nancy D., Thomas D. Sigerstad, and Robert D. Straughan. "Internationalization of the Undergraduate Curriculum." Journal of Teaching in International Business 11, no. 4 (September 1999): 55–80. http://dx.doi.org/10.1300/j066v11n04_04.

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De Moor, R., M. Hülsmann, L. L. Kirkevang, J. Tanalp, and J. Whitworth. "Undergraduate Curriculum Guidelines for Endodontology." International Endodontic Journal 46, no. 12 (October 4, 2013): 1105–14. http://dx.doi.org/10.1111/iej.12186.

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Parashar, ShyamK. "Outcome-based undergraduate medical curriculum." Saudi Journal of Medicine and Medical Sciences 2, no. 2 (2014): 123. http://dx.doi.org/10.4103/1658-631x.137012.

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Burhans, Debra T., Matt DeJongh, Travis E. Doom, and Mark LeBlanc. "Bioinformatics in the undergraduate curriculum." ACM SIGCSE Bulletin 36, no. 1 (March 2004): 229–30. http://dx.doi.org/10.1145/1028174.971381.

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Anderson, J. R. "Pathology and the undergraduate curriculum." Journal of Pathology 155, no. 1 (May 1988): 6–8. http://dx.doi.org/10.1002/path.1711550104.

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Drewe, J. "Undergraduate curriculum in veterinary schools." Veterinary Record 156, no. 24 (June 11, 2005): 788. http://dx.doi.org/10.1136/vr.156.24.788-a.

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Rhind, S. "Undergraduate curriculum in veterinary schools." Veterinary Record 156, no. 26 (June 25, 2005): 846. http://dx.doi.org/10.1136/vr.156.26.846.

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May, S. "Undergraduate curriculum in veterinary schools." Veterinary Record 156, no. 26 (June 25, 2005): 846. http://dx.doi.org/10.1136/vr.156.26.846-a.

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Drewe, J. "Undergraduate curriculum in veterinary schools." Veterinary Record 157, no. 2 (July 9, 2005): 64. http://dx.doi.org/10.1136/vr.157.2.64.

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Michell, B. "Undergraduate curriculum in veterinary schools." Veterinary Record 157, no. 2 (July 9, 2005): 64. http://dx.doi.org/10.1136/vr.157.2.64-a.

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Anger, Suzy. "The Undergraduate Curriculum in Theory." Pedagogy 1, no. 3 (October 1, 2001): 539–45. http://dx.doi.org/10.1215/15314200-1-3-539.

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Maloney, Mark, Jeffrey Parker, Mark LeBlanc, Craig T. Woodard, Mary Glackin, and Michael Hanrahan. "Bioinformatics and the Undergraduate Curriculum." CBE—Life Sciences Education 9, no. 3 (September 2010): 172–74. http://dx.doi.org/10.1187/cbe.10-03-0038.

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Recent advances involving high-throughput techniques for data generation and analysis have made familiarity with basic bioinformatics concepts and programs a necessity in the biological sciences. Undergraduate students increasingly need training in methods related to finding and retrieving information stored in vast databases. The rapid rise of bioinformatics as a new discipline has challenged many colleges and universities to keep current with their curricula, often in the face of static or dwindling resources. On the plus side, many bioinformatics modules and related databases and software programs are free and accessible online, and interdisciplinary partnerships between existing faculty members and their support staff have proved advantageous in such efforts. We present examples of strategies and methods that have been successfully used to incorporate bioinformatics content into undergraduate curricula.
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Sidbury, James R., Richard Plishka, and John Beidler. "CASE and the undergraduate curriculum." ACM SIGCSE Bulletin 21, no. 1 (February 1989): 127–30. http://dx.doi.org/10.1145/65294.71201.

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Leach, Ronald J., Jeffrey A. Brumfield, Michael B. Feldman, and Charles M. Shub. "Concurrency in the undergraduate curriculum." ACM SIGCSE Bulletin 20, no. 1 (February 1988): 42. http://dx.doi.org/10.1145/52965.52976.

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Kacker, S. K., and B. V. Adkoli. "Need-based undergraduate medical curriculum." Indian Journal of Pediatrics 60, no. 6 (November 1993): 751–57. http://dx.doi.org/10.1007/bf02751043.

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Nelson, Peter H. "Biophysics in the Undergraduate Curriculum." Biophysical Journal 106, no. 2 (January 2014): 217a. http://dx.doi.org/10.1016/j.bpj.2013.11.1273.

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Williams, T. Franklin. "The undergraduate curriculum in geriatrics." American Journal of Medicine 97, no. 4 (October 1994): S41. http://dx.doi.org/10.1016/0002-9343(94)90212-7.

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Saloojee, Shamima, and Jacqueline Van Wyk. "A problem-based learning curriculum and undergraduate performance in the final psychiatry examination at the Nelson R Mandela School of Medicine." South African Journal of Psychiatry 19, no. 4 (November 30, 2013): 4. http://dx.doi.org/10.4102/sajpsychiatry.v19i4.437.

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<p><strong>Background.</strong> Medical education reformers must consider disease patterns, health system expectations and clearly specified outcomes to ensure that revised curricula are relevant. South Africa needs clinically competent doctors in adequate numbers to address the burden of psychiatric illnesses.</p><p><strong>Objective.</strong> To evaluate the impact of a curricular reform, this study compared undergraduate students’ clinical competence in psychiatry following a change from a six-year traditional lecture-based (LB) curriculum to a five-year problem-based learning (PBL) curriculum. </p><p><span><strong>Method.</strong> The psychiatry examination records of 936 students enrolled in a PBL curriculum were compared with those of 771 students enrolled in a LB curriculum, covering a nine-year period from 2001 to 2009. Records covered the long case, case vignette and oral examinations. </span></p><p><strong>Results.</strong> Students in the PBL group performed significantly better in the problem-solving case vignette examination (<em>p</em>&lt;0.02). There were no statistically significant differences in the mean marks for the long case and the oral examination. Because the revised curriculum is shorter, one additional class of 200 students graduated during the duration of the study than would have been possible under the previous curriculum. </p><p><strong>Conclusion. </strong>The new PBL curriculum produced more doctors, but there was no change in their psychiatric knowledge and skills compared with graduates from the old LB curriculum. Clinical teachers need to define outcomes prior to curriculum revision, because these are essential for evaluating the curriculum’s success.</p>
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Bush, Shirley H., Valérie Gratton, Monisha Kabir, Paula Enright, Pamela A. Grassau, Jill Rice, and Pippa Hall. "Building a Medical Undergraduate Palliative Care Curriculum: Lessons Learned." Journal of Palliative Care 36, no. 1 (April 13, 2020): 29–37. http://dx.doi.org/10.1177/0825859720916565.

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Previous literature demonstrates that current palliative care training is in need of improvement for medical students in global, European and Canadian contexts. The training of medical undergraduates is key to ensure that the ongoing and increasing need for enhanced access to palliative care across all settings and communities is met. We describe building a comprehensive palliative and end-of-life care curriculum for medical undergraduates at our university. As with recent European and US studies, we found that the process of university curriculum renewal provided a critical opportunity to integrate palliative care content, but needed a local palliative care champion already in place as an energetic and tireless advocate. The development and integration of a substantive bilingual (English and French) palliative and end-of-life care curriculum over the 4-year medical undergraduate program at our university has occurred over the course of 14 years, and required multiple steps and initiatives. Subsequent to the development of the curriculum, there has been a 13-fold increase in students selecting our palliative care clinical rotations. Critical lessons learned speak to the importance of having a team vision, interprofessional collaboration with a focus on vision, plans and implementation, and flexibility to actively respond and further integrate new educational opportunities within the curriculum. Future directions for our palliative care curriculum include shifting to a competency-based training and evaluation paradigm. Our findings and lessons learned may help others who are working to develop a comprehensive undergraduate medical education curriculum.
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Beyerlein, Michael, Trez Jones, and Kelli Peck Parrott. "Redesigning an Undergraduate HRD Program With Stakeholder Guidance." Advances in Developing Human Resources 19, no. 2 (March 1, 2017): 138–56. http://dx.doi.org/10.1177/1523422317695216.

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The Problem Curriculum for students of human resource development (HRD) has evolved every decade and must continue this adaptive pattern to match the workplace. However, little research seems to be available to guide development of undergraduate HRD programs. Fewer than 100 publications seem to have addressed HRD curriculum. Of that group, few have focused on the undergraduate level. Consequently, this article provides an overview of the process of transforming the undergraduate curriculum for students at a major southwestern university to adapt its fit to the changing work world. The Solution The article summarizes the process steps, the curricular changes, and the framework for continuous curriculum change for an undergraduate HRD program. Change may be incremental and continuous or punctuated by major redesign efforts. The latter require input from all stakeholders to generate a curriculum that is relevant and engaging. Details of the design process from the current case can guide other programs working on redesign, including the decision-making process, the rationale, and the choices about courses to include or modify. The Stakeholders The procedure for preparing the plan for the curricular changes involved a wide range of stakeholders, including current students, faculty, advising staff, and alumni. Each group provided unique inputs from diverse perspectives which were integrated into the final plan. The outcome of the redesign work affected members of all the groups, such as the increased relevance of coursework for the students, the graduation of more qualified students for employers, and the empowering effect of involving faculty.
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Teo, Tang Wee, Kim Chwee Daniel Tan, Yaw Kai Yan, Yong Chua Teo, and Leck Wee Yeo. "How flip teaching supports undergraduate chemistry laboratory learning." Chem. Educ. Res. Pract. 15, no. 4 (2014): 550–67. http://dx.doi.org/10.1039/c4rp00003j.

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In this paper, we define flip teaching as a curricular platform that uses various strategies, tools, and pedagogies to engage learners in self-directed learning outside the classroom before face-to-face meetings with teachers in the classroom. With this understanding, we adopted flip teaching in the design and enactment of one Year 1 and one Year 2 undergraduate chemistry laboratory session at a higher education institution. The undergraduates viewed videos demonstrating the practical procedures and answered pre-laboratory questions posted on the institution's mobile device application before the laboratory lessons. Analyses of the lesson videos, interviews with the undergraduates and instructors, and undergraduate artefacts showed that the undergraduates had developed a better understanding of the theory undergirding the procedures before they performed the practical, and were able to decipher the complex practical procedures. They also experienced less anxiety about the complex practical steps and setup, and subsequently, improved work efficiency. The findings of this study have implications for chemistry educators looking for ways to improve on the design and enactment of the laboratory curriculum to enhance the undergraduates' self-directed learning.
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Aguilar, Gloria Duran. "Minority Content in Undergraduate Social Work Curricula." Journal of Baccalaureate Social Work 1, no. 1 (October 1, 1995): 55–69. http://dx.doi.org/10.18084/1084-7219.1.1.55.

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Abstract:
A content analysis of 486 syllabi from 110 baccalaureate social work programs was conducted to assess the extent of minority content in undergraduate social work curricula. Programs were requested to submit syllabi for required courses in the Human Behavior and the Social Environment, Research, and Policy foundation areas, as well as courses specifically focusing on minority groups. Findings indicate that content on women and women's issues is highly integrated across the curriculum, but content on racial/ethnic minorities does not appear to be as integrated into the curriculum. In particular, scant attention is being paid to minorities in the Research foundation.
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