Academic literature on the topic 'Curriculum Exit Preference'

Objective: To Compare the learning approaches of medical students at the exit and entry of their medical school, to evaluate the influence of gender and to look for factors leading students towards a change in their learning approach, if any, through interviews. Study Design: Concurrent Mixed Method study. Setting: Ameer-ud-deen Medical College, Lahore. Period: March 2021 to March 2022. Methods: Sequential mixed method 100 first year and 100 Final year MBBS students were included in the study for quantitative analysis. ASSIST Questionnaire is used for identifying student’s approach to studying as either deep, surface or strategic and the correlation of gender with preference of study approach. Descriptive statistics wer`e performed. Student’s t-test was used for statistical comparisons. Qualitative data was collected through in depth semi structured interviews of final year students. Thematic analysis was done to interpret the data and triangulation method was used for validation. Results: There is an over-all predominance of deep approach in the both first and final year MBBS students. The number of first-year students employing a strategic approach were significantly in majority as compared to final year students doing the same. No significant difference is seen in the learning approaches of male and female students. Interviews indicated reasons of shifting away from strategic learning approach in the final year medical students. No significant difference was seen in the selection of approach between female and male students of both groups. Conclusion: Study suggests that there is a predominance of deep approach in the medical students both at exit and entry points. This is due to their clinical exposure and environment, assessment methodologies, curriculum planning, seniors and peer pressure and most importantly their immediate teachers. The more we understand these learning styles, the better we can guide our future generations towards deep learning and improve their attitude and professional skills.

Abstract Introduction The two-year, NHS Education for Scotland (NES) post-registration foundation programme supports early career pharmacists in patient-facing sectors of practice. The experiential programme, based on an eight-element competency framework, also includes webinars, online resources, and tutor support. Learners complete an online evidence portfolio and undertake a summative OSCE. Aim The aim of this paper is to report the experiences of the community-pharmacist participants, with a focus on the ‘fitness-for-purpose’ of the programme. Methods This was a longitudinal mixed-methods study theoretically underpinned by Miller’s triangle and social cognitive theory. Eligible participants were all pharmacists registering for the programme in Scotland in September 2017 and February 2018, all participating Welsh community-pharmacists, and all tutors. Invitation packs were emailed by NES/HEIW staff with names forwarded to researchers following signed consent. Focus groups/interviews (face-to-face or virtual according to participant preference) were undertaken at start, mid-point and exit of programme, to explore expectations (benefits, social gains, professional identify), experiences (challenges, facilitators, meeting of learners’ needs) and barriers. Proceedings were digitally recorded, transcribed verbatim and managed using NVivo. Thematic analysis (1) was based on social cognitive theory (transferable behavioural skills and professional attitudes). An inductive analysis additionally identified emergent themes. Participants in Scotland were invited to complete an on-line base-line questionnaire to describe their self-assessed competence against the NES Foundation framework (personal and professional practice, membership of healthcare team, communication, patient centred approach to practice). Data was analysed in SPSS using descriptive statistics. Themes from qualitative and quantitative data were integrated. IRAS ethical approval was not required; NHS Research & Development approval was given. Results 96 pharmacists registered for the programme: 18 community-pharmacists in Scotland (11 health boards); 14 community pharmacists in Wales. In Scotland 15 community-pharmacists completed questionnaires: 9 expected an ‘increase in confidence’ and 11 to provide ‘better patient care’. Self-assessed competence against the framework was generally high. Across Scotland and Wales, 12 focus-groups (involving 19 community-pharmacists), 12 community-pharmacist interviews, 10 tutor focus-groups (8 community-pharmacist tutors) and 3 community-pharmacist tutor interviews were conducted. At midpoint and exit pharmacists and tutors reported increased confidence, the ability to reflect and pride in their achievement. Barriers: included lack of protected time; workload; and lack of support (tutor and employer). There were also programme issues (practicalities of portfolio; workplace-based assessment, no access to medical records); and cultural issues in community-pharmacy (‘speed & safety’; lack of recognition). Reasons for dropping out of the programme included: moved geographical area; too experienced; workload pressures; no incentive; no employer support. Four community-pharmacists in Scotland and none in Wales completed the programme. Conclusion Study limitations include the small numbers, programme delivery limited to Scotland and Wales, and limited response rate to focus-groups/interviews, exacerbated by COVID19. Overall community pharmacist expectations were met, and they perceived the programme was fit-for-purpose and worthwhile. However, barriers particularly related to the community pharmacy context, may have led to the high drop-out rate. These findings should be considered as the new UK-wide RPS curriculum for foundation pharmacists (2) is implemented in Scotland, to optimise its successful delivery. References (1) Braun, V. and Clarke, V. Using thematic analysis in psychology. Qualitative Research in Psychology. [Internet]. 2006; 3 (2): 77-101. ISSN 1478-0887 Available from: http://eprints.uwe.ac.uk/11735 (2) Post- registration Foundation Programme for Newly Qualified Pharmacists in Scotland [Internet] https://nes.scot.nhs.uk/our-work/post-registration-foundation-programme-for-newly-qualified-pharmacists-in-scotland-autumn-2021-onwards Accessed October 12, 2021.

The present study was taken up to research question of Parental Preference for School Type. When government schools do exist in sufficient numbers alongside private schools, will families choose to enroll children in private schools over government schools? Does curriculum matter? Do other cultural factors matter?

Background: Educational research often emphasizes the prevalent gender gap between males and females in science, technology, engineering, and mathematics (STEM) fields. In our study, we took a new approach on gender research by specifically considering whether there is a gender-oriented preference in curricular models (the specific lesson examples and content used to teach a broader biology topic, e.g., dust mites as a model of symbiosis) implemented to teach biology and how these models affect student interest, attitude, and learning. We sampled kindergarten through sixth grade students to determine whether a gender-oriented preference concerning lesson models exists and when that preference is most prevalent. We then designed active-learning curricula surrounding the models showing the largest gender preference and measured whether lesson model or presenter gender impacted student interest, attitude, and learning. 
 Results: Our findings show that students do indeed indicate a preference to learn using their own gender-oriented lesson models from kindergarten through sixth grade, but that the lesson model and presenter gender do not impact student interest, attitude, or learning during an active learning biology presentation.
 Conclusions: Our findings suggest that teachers as early as kindergarten should be aware and sensitive to the gender-based preferences for models used in teaching science that may exist within their classrooms and opt to alternate between male- and female-oriented lesson models to create a more inclusive classroom and to encourage especially females to pursue science. However, we offer strong advice to teachers to implement active-learning lessons as this may be the key to eliminating such gendered effects, as shown by our research.

Understanding the chosen exit paths of graduates is essential for evaluating the effectiveness of the SHS program and guiding future curriculum development. This study aims to trace the exit paths of senior high school graduates from a higher education institution in Ozamiz City, Misamis Occidental, focusing on their progression into tertiary education, employment, entrepreneurship, and middle-level skills development. The study employed a quantitative approach using a descriptive research design. Data were collected from 371 randomly selected graduates using questionnaires. The responses were analyzed using statistical techniques such as the T-test, mean, percentage, standard deviation, and frequency. The results reveal that most of the respondents were female, primarily aged between 20-21 years old, with a significant number coming from families earning less than 10,000 currency units. A majority of graduates pursued higher education, while a smaller portion engaged in employment, entrepreneurship, or middle-level skills development. The study found that the senior high school program was perceived as effective in preparing students for higher education and employment and most effective in fostering entrepreneurship. However, while the program is rated as effective in middle-level skills development, it receives the lowest rating among the constructs evaluated. Notably, no significant differences were found in the perceived effectiveness of the program when grouped according to profile. The senior high school program is generally effective in achieving its educational goals. The conclusions drawn from these findings indicate that the senior high school program is generally effective in achieving its educational goals, particularly in higher education and entrepreneurship. However, there is a need for improvement in middle-level skills development. The lack of significant differences across demographic groups suggests that the program’s effectiveness is consistently perceived regardless of the students’ backgrounds. Based on these conclusions, several recommendations are proposed. Education policymakers should prioritize enhancing pathways to higher education within the senior high school curriculum. This includes integrating findings into policy discussions and curriculum development to align with student preferences and post-exit plans. Additionally, school administrators and curriculum developers should focus on strengthening the middle-level skills component of the program to address the identified gaps.

Individuals who are successful are self-determined. Unfortunately, too many youths with disabilities are not self-determined. Many individuals with disabilities exit our schools faced with a quality of life that looks quite different from their non-handicapped peers. Transition activities must be based on students' needs, preferences, and interests. School based transition planning should be directed toward employment outcomes. Students need opportunities to learn their vocational preferences, interests and skills relative to the available job market. By using a Self-Directed Employment Model, students will empower themselves to make and implement their own decisions. The Self-Directed Employment approach teaches students to choose a job that matches their interests and skills, and facilitates on-the-job self-management skills. Participating students systematically complete a three phase structured vocational curriculum as they progress through a choose, manage, evaluate, and adjust model. To help make a successful transition from school to work, the Individualized Education Plan needs to reflect student interests. The authors of this article describe the Self-Directed Employment model as a method to teach student self-determination.

<p class="apa">In the area of language teaching, corrective feedback is one of the popular and hotly debated topics that have been widely explored to date. A considerable number of studies on students’ preferences of error correction and the effects of error correction approaches on student achievement do exist. Moreover, much on teachers’ preferences of error correction approaches has also been explored. However, less seems to be done with regard to teachers’ practices of error correction approaches, especially in the area of English as a Foreign Language (EFL). The present study explored EFL teacher’s preferences of error correction approaches in the speaking skill, and further focused on whether the teachers were able to employ the approaches they preferred in their classrooms. Data were collected from a group of 17 EFL teachers, through semi-structured interviews and classroom observations. The findings revealed that although the teachers had clear preferences for error correction approaches, they could not employ them in their classrooms owing to the educational programme constraints. Furthermore, it was observed that they often had to adopt approaches that they were not actually in favour of. Implications for programme and curriculum designers are further discussed.</p>

AbstractIntroductionEducation and training are key elements of disaster management. Despite national and international educational programs in disaster management, there is no standardized curriculum available to guide the European Union (EU) member states. European- based Disaster Training Curriculum (DITAC), a multiple university-based project financially supported by the EU, is charged with developing a holistic and highly-structured curriculum and courses for responders and crisis managers at a strategic and tactical level. The purpose of this study is to qualitatively assess the prevailing preferences and characteristics of disaster management educational and training initiatives (ETIs) at a postgraduate level that currently exist in the EU countries.MethodsAn Internet-based qualitative search was conducted in 2012 to identify and analyze the current training programs in disaster management. The course characteristics were evaluated for curriculum, teaching methods, modality of delivery, target groups, and funding.ResultsThe literature search identified 140 ETIs, the majority (78%) located in United Kingdom, France, and Germany. Master level degrees were the primary certificates granted to graduates. Face-to-face education was the most common teaching method (84%). Approximately 80% of the training initiatives offered multi- and cross-disciplinary disaster management content. A competency-based approach to curriculum content was present in 61% of the programs. Emergency responders at the tactical level were the main target group. Almost all programs were self-funded.ConclusionAlthough ETIs currently exist, they are not broadly available in all 27 EU countries. Also, the curricula do not cover all key elements of disaster management in a standardized and competency-based structure. This study has identified the need to develop a standardized competency-based educational and training program for all European countries that will ensure the practice and policies that meet both the standards of care and the broader expectations for professionalization of the disaster and crisis workforce.IngrassiaPL, FolettiM, DjalaliA, ScaroneP, RagazzoniL, DellaCorte F, KaptanK, LupescuO, ArculeoC, von ArnimG, FriedlT, AshkenaziM, HeselmannD, HreckovskiB, Khorrram-ManeshA, KomadinaR, LechnerK, PatruC, BurkleFMJr., FisherP. Education and training initiatives for crisis management in the European Union: a web-based analysis of available programs. Prehosp Disaster Med. 2014;29(2):1-12.

Introduction: Hidden curriculum (HC) is “a sum of influences” that exist in the educational environment. It is the set of cultures, values, safety practices, and organizational structures within a school which affects students’ personal, professional development, learning, and behavior. HC is not documented but inferred by learners rather than delivered intentionally by faculty. In our educational system, Is the curriculum yet to be discovered, or has it been hidden by someone? The curriculum remains hidden until faculty and students get aware of it.Objective: To explore the effects of HC on students' behavior.Methods: A qualitative exploratory study was carried out in 2020 from January till June in the University College of medicine and dentistry. FGDs were conducted on zoom with purposive sampling of 30 students. FGD questions were validated and then piloted to ensure clarity. All FGDs were recorded on zoom and transcribed verbatim. Due to the sensitive nature of data, confidentiality and anonymity were ensured. Thematic analysis was employed to get meaning within the data set.Results: Total 130 of codes were identified in the first cycle of coding that was further merged in the second cycle of coding leading to 110 codes. 19 subthemes under 4 major themes emerged from the transcripts. Main themes were effects of educational environment, peers, basic and clinical sciences teachers on student’s behavior. Discipline, extracurricular activities, discussions, student’s preferences, exchange of good habits, ethics, knowledge, punctuality, professionalism and role modeling were positive effects while use of social media, hangout, exchange of bad habits, favoritism, non-punctuality, haphazard teaching, and hierarchy were the negative effects in terms of hidden curriculum identified through themes and subthemes.Conclusion: This study revealed that there are both positive and negative effects of HC on students' personal and professional behavior. Negative effects are due to the unawareness of students, faculty, and curriculum reformers about the existence of HC. Information about problems related to HC as well as considering the viewpoints of students is mandatory. 
 KEYWORDS: Effects, Hidden Curriculum, Students behavior, Awareness, Side effects, Recommendations.

In recent years, attention has been drawn to differences between the school experiences of females and those of males. Although particular focus has been on conditions that contribute to attrition and underachievement of females in science and mathematics, similar conditions may exist in humanities classes. Specifically, students in English and history/social studies classes frequently encounter materials that are disproportionately by and about males and an overall classroom environment that is more supportive of males. All students need a curriculum that reflects the contributions of talented female authors, strong, active female characters, social activists, political and historical figures. Additionally, changes in the types of assignments, classroom organization, and teacher behaviors are necessary to address the needs of gifted girls in these courses by more adequately supporting their learning styles, preferences, and strengths. This article suggests appropriate modifications of humanities curricula to address these needs.

The World Economic Forum's 2018 report indicated that students will need to be prepared for a rapidly changing, technology-filled world in which their future jobs likely do not yet exist. Recent education reform initiatives have focused on preparing the workforce for 21st century jobs by improving STEM literacy and acknowledging the importance of teacher preparation. Unfortunately, many teachers, designers, and technologists have not been trained in the same ways as they are expected to prepare students, and training opportunities are often delivered in traditional, business-as-usual formats. To better prepare individuals to prepare students, reimagining traditional educational delivery and modalities, while integrating STEM, making, and play to encourage the development and practice of 21st century skills may prepare those adult learners build toward the future. This chapter will discuss administrative and curricular changes we made geared toward meeting our adult audiences' needs in a teacher education program following their learning preferences.

The World Economic Forum's 2018 report indicated that students will need to be prepared for a rapidly changing, technology-filled world in which their future jobs likely do not yet exist. Recent education reform initiatives have focused on preparing the workforce for 21st century jobs by improving STEM literacy and acknowledging the importance of teacher preparation. Unfortunately, many teachers, designers, and technologists have not been trained in the same ways as they are expected to prepare students, and training opportunities are often delivered in traditional, business-as-usual formats. To better prepare individuals to prepare students, reimagining traditional educational delivery and modalities, while integrating STEM, making, and play to encourage the development and practice of 21st century skills may prepare those adult learners build toward the future. This chapter will discuss administrative and curricular changes we made geared toward meeting our adult audiences' needs in a teacher education program following their learning preferences.