Littérature scientifique sur le sujet « Illinois Curriculum Program. Consensus studies »

The planning curriculum established at the University of Illinois at Chicago (UIC) in 1973 was designed to serve the needs of full-time students. Since then many changes have occurred both in the curriculum and in the composition of the student body, and now degree programs are jointly offered to both full-time and part-time students. This paper focuses upon program changes instituted over time in response to a changing student clientele, the impact of these changes on graduation rates, and suggestions for responding to changing student needs.

This research examined curriculum development in an academic program with respect to graduate education-level methods of teaching. Numerous studies have suggested that educational curricula should be redeveloped based on Web 2.0 technologies. The purpose of this research is to analyze student perspectives regarding curriculum development based on their online and face-to-face learning experiences in a Saudi Arabian university. This research surveyed 95 graduate students in a Saudi university to examine their perceptions of curriculum development based on online and face-to-face learning. The research objective was to determine students’ opinions regarding the performance and challenges of the developed curriculum. The research design in this study was based on a qualitative analysis study of an online survey. The survey data were analyzed and showed a consensus in favor of online learning courses. The results show that online students highlighted the flexibility, accessibility, and balance of time management in their personal and professional life during the course yet the face-to-face students emphasized that their main reason for enrolling in face-to-face classes involved having better class interaction with peers and faculties.

Abstract Introduction Sleep is recognized the world over as very important in health and disease. But there is no articulated curriculum in undergraduate (UG) medical education in India. Whence incorporated, these learning objectives serve as an important bridge across multiple medical faculties like pulmonary medicine, neurology, ENT, psychiatry, and basic sciences. Methods After obtaining informed consent, a questionnaire-based electronic survey was circulated to clinical/non-clinical teaching medical faculties in December 2020. They were asked to prioritize the objectives of the sleep medicine curriculum for the UG medical education program. The objectives were listed under knowledge and skill-based competencies each having 9 and 10 questions respectively, scale rated 1–5. Objectives were enlisted from the previous studies, consensus statements and modified according to the local needs after face to face meetings with faculties involved in UG curriculum development. Results Out of 400 faculty members from different medical schools all over India, 127 had responded. None of the Indian institutions had sleep medicine in their UG curriculum. 112 (88%) members showed their interest to begin a UG program. The suggested sleep medicine curriculum proposes a vertical integration of competency-based goals into the core curriculum with a clinical angle which will require skill and knowledge-oriented modules. Amongst the knowledge-based competency, sleep loss and its health effects (77%) was more preferred than distinguishing sleep in newborns and adults (36%). Whereas in the skill-based competency providing advice on sleep hygiene (71%) was more preferred than sleep disturbances during pregnancy and menopause (33%). When our curriculum gets implemented, it is possible to provide exposure to sleep-related disorders early on for the UG’s. This will invoke their interest and thus serve to bridge the lacunae caused by the shortage of trained sleep specialists in India. Conclusion From our study, the learning objectives of the sleep medicine curriculum have been prioritized and are ready for implementation. The survey has also created awareness and interest amongst the Indian medical teaching faculty. Support (if any):

In her feature article, “Indoctrination and Common Sense Interpretation of Texts: The Tucson Unified School District Book Banning,” Emily Knox, an assistant professor at the School of Information Sciences at the University of Illinois at Urbana-Champaign, attempts to make sense of the controversy surrounding legislation passed in Arizona to remove Mexican American Studies (MAS) courses from public school curriculum. Her analysis focuses on the unique actions taken by Tucson Unified School District officials, who walked into MAS classrooms and proceeded to confiscate numerous books related to the program. Through a discourse analysis of arguments made by those opposing MAS programs, Knox reveals an ironic role of “indoctrination” within the controversy: those who opposed MAS feared students were being indoctrinated to feel there was something wrong with the United States, yet their own act of banning certain books was itself an act of indoctrination by purposefully shaping the information students would be exposed to.

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.

Classroom instruction in problem solving often takes the form of presenting neat, verification-style problems to students at the end of a period of learning. This practice stands in stark contrast to professional problem solving, where the problem comes first, and is a catalyst for investigation and learning. Problem-based learning provides students with an opportunity to grapple with realistic, ill-structured problems using the same kinds of techniques and habits of mind professionals use. The problem-based curriculum and instruction design puts students in the role of professional problem solvers by designing instruction around the investigation of an ill-structured problem. Teachers act as metacognitive coaches and tutors instead of “experts” who have the “right answer” to the problem. Two different applications of problem-based learning at the Illinois Mathematics and Science Academy are described in this article. One application is in an interdisciplinary senior elective course entitled Science, Society and the Future where problems investigate modern dilemmas resulting in modern advances in science and technology; the other is in a more traditional sophomore required course, American Studies, where the problems studied provide students with a feel for the critical decisions which drove the development of the Nation. A description of research projects underway to document the effectiveness of the program is also provided.

This study aims to critically analyze the fragmentation of legal education and political education in the elementary social studies curriculum and to analyze what educational effectiveness can be achieved through the intersection of legal education and political education by analyzing the practice of a legislative education program that embodies the chemical fusion of political education and legal education. Unlike the secondary school social studies curriculum, which has been criticized for its strongly compartmentalized nature, which is different from the reality experienced by students, the elementary school social studies curriculum has been considered as an integrated curriculum that includes various areas in one unit called social studies education. However, when analyzing the curriculum in practice, it can be seen that the areas such as law and politics are divided into semesters and units, with the only difference being that one teacher teaches one subject, resulting in various problems. To address these issues, this study applied a PBL-based legislative education program to fourth graders in elementary school, using real-life issues as the subject matter, and identified its effectiveness and limitations through reflective inquiry. First, legislative education based on the chemical combination of legal education and political education enabled students to see themselves as subjects of legislation and changed their pre-modern legal consciousness. Second, the “mock parliament” simulation class, which is a legislative debate activity, enabled students to recognize the existence of others with different values and to develop an attitude of dialogue and compromise. Third, I gained a deeper understanding of not only the legislative process, but also what it takes to make laws work after they are enacted. However, in order for political and legislative education to be implemented in schools, we believe the following changes are necessary. First, we need to rethink how political neutrality is defined in schools. Second, a social system that allows students to perceive themselvesas legislators is needed. Prior to the implementation of the entire program, students did not believe that they would be able to bring about the various institutional changes presented as examples in the textbook, nor did they have the practical knowledge to do so. After the end of the project, the students recognized themselves as legislators based on their own experiences and gained practical knowledge and relevant experience to bring about changes in institutions and laws. However, it was also observed that some children had knowledge that they were legislators but did not think they could truly change laws or institutions. This is because, in the absence of children's right to vote, it is expected that lawmakers will listen more to the voices of people with other identities than to children. The intersection of law and political education in schools has helped students “grow up” as democratic citizens, but with the recent enactment of the Law on Initiating Local Ordinances (2021.10.19.), which was recently enacted, if policy changes are supported to allow students' seriously considered alternatives to be proposed through local councils or the National Assembly beyond the simulated National Assembly if they receive a certain level of consensus, students will be able to go beyond simply “growing up” as citizens and become the agents of their own desired social change as individual citizens, and legislative education in public education can be an important means of providing such experiences.

Abstract Nav-CARE is a program that utilizes volunteer navigators to support older adults with life-limiting illnesses who are living in the community. Currently, Nav-CARE is being adapted and expanded to support family and/or friend caregivers of older adults with dementia. In order to begin the process of adapting this program a modified e-Delphi method was utilized. This method consisted of presenting three sequential questionnaires to an expert panel (n=50) of individuals with knowledge of and/or experience in caregiving, dementia, volunteerism and/or navigation. Consensus was established regarding the importance of various caregivers’ needs and the competencies volunteer navigators require in order to meet these needs. This process resulted in a final list of 46 caregivers' needs and 41 volunteer navigator competencies. Two key findings suggest that there is a crucial need for increased access to respite, which influences the caregivers' ability to benefit from additional supports, and that dementia stigma is prominent, which negatively impacts the caregiving experience. Additional findings highlight the need for increased knowledge of dementia among providers, caregivers, and community members, the importance of establishing strong volunteer navigator-caregiver relationships, and the need to balance the agency of older adults living with dementia and their caregivers. Findings from this study informed the development of training curriculum for volunteer navigators, and will be used to guide the ongoing development of the adapted Nav-CARE program.

Background As the adoption of artificial intelligence (AI) in health care increases, it will become increasingly crucial to involve health care professionals (HCPs) in developing, validating, and implementing AI-enabled technologies. However, because of a lack of AI literacy, most HCPs are not adequately prepared for this revolution. This is a significant barrier to adopting and implementing AI that will affect patients. In addition, the limited existing AI education programs face barriers to development and implementation at various levels of medical education. Objective With a view to informing future AI education programs for HCPs, this scoping review aims to provide an overview of the types of current or past AI education programs that pertains to the programs’ curricular content, modes of delivery, critical implementation factors for education delivery, and outcomes used to assess the programs’ effectiveness. Methods After the creation of a search strategy and keyword searches, a 2-stage screening process was conducted by 2 independent reviewers to determine study eligibility. When consensus was not reached, the conflict was resolved by consulting a third reviewer. This process consisted of a title and abstract scan and a full-text review. The articles were included if they discussed an actual training program or educational intervention, or a potential training program or educational intervention and the desired content to be covered, focused on AI, and were designed or intended for HCPs (at any stage of their career). Results Of the 10,094 unique citations scanned, 41 (0.41%) studies relevant to our eligibility criteria were identified. Among the 41 included studies, 10 (24%) described 13 unique programs and 31 (76%) discussed recommended curricular content. The curricular content of the unique programs ranged from AI use, AI interpretation, and cultivating skills to explain results derived from AI algorithms. The curricular topics were categorized into three main domains: cognitive, psychomotor, and affective. Conclusions This review provides an overview of the current landscape of AI in medical education and highlights the skills and competencies required by HCPs to effectively use AI in enhancing the quality of care and optimizing patient outcomes. Future education efforts should focus on the development of regulatory strategies, a multidisciplinary approach to curriculum redesign, a competency-based curriculum, and patient-clinician interaction.

The prevention, diagnosis, and management of medical emergencies are of utmost importance in the practice of dentistry. Dental students and dental surgeons must be well trained and prepared to manage all possible medical emergencies in their daily professional practices. The team must be competent and confident in handling the initial basic emergency treatment with quality. Proper management of life-threatening medical emergencies may lead to the prevention of possible death and complications. This may also avert the psychological trauma that the healthcare professional may go through and the stigma attached to the hospital or clinic. Besides that, the ethical and legal implications of medical emergencies related to the obligations of the healthcare practitioner cannot be overlooked. The teaching of medical emergencies in our dental schools starts at the pre-clinical undergraduate level. However, the program is not well structured. Despite the consensus on the importance of training in medical emergencies, several international studies show unsatisfactory results by demonstrating low knowledge and confidence of professionals in managing medical emergencies and first aid. As a result of these international research findings, there has been aparadigm shift in teaching undergraduate students in most developed countries. The fundamental change in the approach now is emphasizing on a more competency-based curriculum and more hands-on teaching. Hence the need for a revision and inclusion of medical emergencies in our curricula in Ghana.

Calls for new paradigms for engineering education are widespread [1-3]. Yet, major curricular change is difficult to accomplish for many reasons, including having the necessary faculty buy-in [4]. Generally, efforts can be classified as either top-down/structural, in which faculty assess an entire program of study and address needs in each component before implementation begins; or bottom-up/individual, a more traditional approach that implements change in one course at a time. Faculty buy-in, consensus, and resources (unit and institutional) needed for the top-down approach make it difficult to accomplish. On the other hand, the bottom-up model is slow; the assumption that curricular reform can be affected by an accumulation of individual course adaptations is unproven, and the change goals need to have a more systemic focus. Unless the curriculum helps students integrate material across their courses, they have difficulty seeing how the material they learn in one course will connect to the next. We have performed a pair of initial studies using an evolutionary approach to curricular reform that capitalized on the strengths of both the top-down and bottom-up models, which was built on the science, technology, engineering, and mathematics (STEM) reform literature. This approach developed a pairwise linkage among strategic courses in the engineering curricula to promote curricular integration and helped students see connections between their first-year courses and subsequent courses. Vertically integrated problem-based learning scenarios that link across courses are crucial to this model. Pre-reform data collected in the first study showed that students taking an introductory computing course did not see the importance of learning a particular software tool (MATLAB), because they did not see connections to their future courses. This had negative impacts on student motivation, learning, and retention. In our recent work, which was our first vertical effort, we focused on MATLAB with integration of the learning of this engineering tool in an introductory computing course with the solution of statics problems in an introductory mechanical engineering course. Our recent study set out to determine if joint team efforts would enhance student perceptions of the set learning goal for the introductory computing students while enhancing learning outcomes for both the introductory computing and introductory mechanical engineering students. The paper outlines this pairwise linkage model, the goals of this project, the framework for evaluating the linkage, and the types of data we collected as part of the evaluation effort. Results from the initial study confirmed that problem-based teamwork enhanced student attitudes towards MATLAB. We also describe how results here will enable us to reach our long-term goal of curricular integration.

Aim/Purpose: This paper provides the results of the preliminary analysis of the findings of an ongoing study that seeks to examine the social media use, cultural and political awareness, civic engagement, issue prioritization, and social activism of Gen Z students enrolled at four different institutional types located in the Mid-Atlantic region of the United States. The aim of this study is to look at the group as a whole as well as compare findings across populations. The institutional types under consideration include a mid-sized majority serving or otherwise referred to as a traditionally white institution (TWI) located in a small coastal city on the Atlantic Ocean, a small Historically Black University (HBCU) located in a rural area, a large community college located in a county that is a mixture of rural and suburban and which sits on the border of Maryland and Pennsylvania, and graduating high school students enrolled in career and technical education (CTE) programs in a large urban area. This exploration is purposed to examine the behaviors and expectations of Gen Z students within a representative American region during a time of tremendous turmoil and civil unrest in the United States. Background: Over 74 million strong, Gen Z makes up almost one-quarter of the U.S. population. They already outnumber any current living generation and are the first true digital natives. Born after 1996 and through 2012, they are known for their short attention spans and heightened ability to multi-task. Raised in the age of the smart phone, they have been tethered to digital devices from a young age with most having the preponderance of their childhood milestones commemorated online. Often called Zoomers, they are more racially and ethnically diverse than any previous generation and are on track to be the most well-educated generation in history. Gen Zers in the United States have been found in the research to be progressive and pro-government and viewing increasing racial and ethnic diversity as positive change. Finally, they are less likely to hold xenophobic beliefs such as the notion of American exceptionalism and superiority that have been popular with by prior generations. The United States has been in a period of social and civil unrest in recent years with concerns over systematic racism, rampant inequalities, political polarization, xenophobia, police violence, sexual assault and harassment, and the growing epidemic of gun violence. Anxieties stirred by the COVID-19 pandemic further compounded these issues resulting in a powder keg explosion occurring throughout the summer of 2020 and leading well into 2021. As a result, the United States has deteriorated significantly in the Civil Unrest Index falling from 91st to 34th. The vitriol, polarization, protests, murders, and shootings have all occurred during Gen Z’s formative years, and the limited research available indicates that it has shaped their values and political views. Methodology: The Mid-Atlantic region is a portion of the United States that exists as the overlap between the northeastern and southeastern portions of the country. It includes the nation’s capital, as well as large urban centers, small cities, suburbs, and rural enclaves. It is one of the most socially, economically, racially, and culturally diverse parts of the United States and is often referred to as the “typically American region.” An electronic survey was administered to students from 2019 through 2021 attending a high school dual enrollment program, a minority serving institution, a majority serving institution, and a community college all located within the larger mid-Atlantic region. The survey included a combination of multiple response, Likert scaled, dichotomous, open ended, and ordinal questions. It was developed in the Survey Monkey system and reviewed by several content and methodological experts in order to examine bias, vagueness, or potential semantic problems. Finally, the survey was pilot tested prior to implementation in order to explore the efficacy of the research methodology. It was then modified accordingly prior to widespread distribution to potential participants. The surveys were administered to students enrolled in classes taught by the authors all of whom are educators. Participation was voluntary, optional, and anonymous. Over 800 individuals completed the survey with just over 700 usable results, after partial completes and the responses of individuals outside of the 18-24 age range were removed. Findings: Participants in this study overwhelmingly were users of social media. In descending order, YouTube, Instagram, Snapchat, Twitter, Facebook, Pinterest, WhatsApp, LinkedIn and Tik Tok were the most popular social media services reported as being used. When volume of use was considered, Instagram, Snapchat, YouTube and Twitter were the most cited with most participants reporting using Instagram and Snapchat multiple times a day. When asked to select which social media service they would use if forced to choose just one, the number one choice was YouTube followed by Instagram and Snapchat. Additionally, more than half of participants responded that they have uploaded a video to a video sharing site such as YouTube or Tik Tok. When asked about their familiarity with different technologies, participants overwhelmingly responded that they are “very familiar” with smart phones, searching the Web, social media, and email. About half the respondents said that they were “very familiar” with common computer applications such as the Microsoft Office Suite or Google Suite with another third saying that they were “somewhat familiar.” When asked about Learning Management Systems (LMS) like Blackboard, Course Compass, Canvas, Edmodo, Moodle, Course Sites, Google Classroom, Mindtap, Schoology, Absorb, D2L, itslearning, Otus, PowerSchool, or WizIQ, only 43% said they were “very familiar” with 31% responding that they were “somewhat familiar.” Finally, about half the students were either “very” or “somewhat” familiar with operating systems such as Windows. A few preferences with respect to technology in the teaching and learning process were explored in the survey. Most students (85%) responded that they want course announcements and reminders sent to their phones, 76% expect their courses to incorporate the use of technology, 71% want their courses to have course websites, and 71% said that they would rather watch a video than read a book chapter. When asked to consider the future, over 81% or respondents reported that technology will play a major role in their future career. Most participants considered themselves “informed” or “well informed” about current events although few considered themselves “very informed” or “well informed” about politics. When asked how they get their news, the most common forum reported for getting news and information about current events and politics was social media with 81% of respondents reporting. Gen Z is known to be an engaged generation and the participants in this study were not an exception. As such, it came as no surprise to discover that, in the past year more than 78% of respondents had educated friends or family about an important social or political issue, about half (48%) had donated to a cause of importance to them, more than a quarter (26%) had participated in a march or rally, and a quarter (26%) had actively boycotted a product or company. Further, about 37% consider themselves to be a social activist with another 41% responding that aren’t sure if they would consider themselves an activist and only 22% saying that they would not consider themselves an activist. When asked what issues were important to them, the most frequently cited were Black Lives Matter (75%), human trafficking (68%), sexual assault/harassment/Me Too (66.49%), gun violence (65.82%), women’s rights (65.15%), climate change (55.4%), immigration reform/deferred action for childhood arrivals (DACA) (48.8%), and LGBTQ+ rights (47.39%). When the schools were compared, there were only minor differences in social media use with the high school students indicating slightly more use of Tik Tok than the other participants. All groups were virtually equal when it came to how informed they perceived themselves about current events and politics. Consensus among groups existed with respect to how they get their news, and the community college and high school students were slightly more likely to have participated in a march, protest, or rally in the last 12 months than the university students. The community college and high school students were also slightly more likely to consider themselves social activists than the participants from either of the universities. When the importance of the issues was considered, significant differences based on institutional type were noted. Black Lives Matter (BLM) was identified as important by the largest portion of students attending the HBCU followed by the community college students and high school students. Less than half of the students attending the TWI considered BLM an important issue. Human trafficking was cited as important by a higher percentage of students attending the HBCU and urban high school than at the suburban and rural community college or the TWI. Sexual assault was considered important by the majority of students at all the schools with the percentage a bit smaller from the majority serving institution. About two thirds of the students at the high school, community college, and HBCU considered gun violence important versus about half the students at the majority serving institution. Women’s rights were reported as being important by more of the high school and HBCU participants than the community college or TWI. Climate change was considered important by about half the students at all schools with a slightly smaller portion reporting out the HBCU. Immigration reform/DACA was reported as important by half the high school, community college, and HBCU participants with only a third of the students from the majority serving institution citing it as an important issue. With respect to LGBTQ rights approximately half of the high school and community college participants cited it as important, 44.53% of the HBCU students, and only about a quarter of the students attending the majority serving institution. Contribution and Conclusion: This paper provides a timely investigation into the mindset of generation Z students living in the United States during a period of heightened civic unrest. This insight is useful to educators who should be informed about the generation of students that is currently populating higher education. The findings of this study are consistent with public opinion polls by Pew Research Center. According to the findings, the Gen Z students participating in this study are heavy users of multiple social media, expect technology to be integrated into teaching and learning, anticipate a future career where technology will play an important role, informed about current and political events, use social media as their main source for getting news and information, and fairly engaged in social activism. When institutional type was compared the students from the university with the more affluent and less diverse population were less likely to find social justice issues important than the other groups. Recommendations for Practitioners: During disruptive and contentious times, it is negligent to think that the abounding issues plaguing society are not important to our students. Gauging the issues of importance and levels of civic engagement provides us crucial information towards understanding the attitudes of students. Further, knowing how our students gain information, their social media usage, as well as how informed they are about current events and political issues can be used to more effectively communicate and educate. Recommendations for Researchers: As social media continues to proliferate daily life and become a vital means of news and information gathering, additional studies such as the one presented here are needed. Additionally, in other countries facing similarly turbulent times, measuring student interest, awareness, and engagement is highly informative. Impact on Society: During a highly contentious period replete with a large volume of civil unrest and compounded by a global pandemic, understanding the behaviors and attitudes of students can help us as higher education faculty be more attuned when it comes to the design and delivery of curriculum. Future Research This presentation presents preliminary findings. Data is still being collected and much more extensive statistical analyses will be performed.