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Journal articles on the topic 'Established curricula'
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Bree, Kelly K., Shari A. Whicker, H. Barrett Fromme, Steve Paik, and Larrie Greenberg. "Residents-as-Teachers Publications: What Can Programs Learn From the Literature When Starting a New or Refining an Established Curriculum?" Journal of Graduate Medical Education 6, no. 2 (2014): 237–48. http://dx.doi.org/10.4300/jgme-d-13-00308.1.
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Abstract Background Teaching residents how to teach is a critical part of resident education because residents are often the major teachers of medical students. The importance of formal residents-as-teachers (RAT) curricula has been emphasized throughout the literature, yet not all residency programs have such a curriculum in place. Objective The purpose of our study was to (1) review the medical education literature for established RAT curricula, (2) assess published curricula's reproducibility, (3) evaluate the type of outcomes achieved using the Kirkpatrick model of evaluation, and (4) identify curricula that training programs could feasibly adopt. Methods We performed a literature review using PubMed, Medline, Scopus, PsycINFO, ERIC, and Embase. Key search words included residents, residents as teachers, teaching, internship and residency, and curriculum. In addition, a search of MedEdPORTAL was performed using the same key terms. Articles were evaluated based on the reproducibility of curricula and the assessment tools. Evaluation of educational outcomes was performed using the Kirkpatrick model. Results Thirty-nine articles were deemed appropriate for review. Interventions and evaluation techniques varied greatly. Only 1 article from the literature was deemed to have both curricula and assessments that would be fully reproducible by other programs. Conclusions A literature review on RAT curricula found few articles that would be easily reproduced for residency programs that want to start or improve their own RAT curricula. It also demonstrated the difficulty and lack of rigorous outcome measurements for most curricula.
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Elliston, Edgar J. "Designing Leadership Education." Missiology: An International Review 16, no. 2 (1988): 203–15. http://dx.doi.org/10.1177/009182968801600207.
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Many leadership crises troubling both established and younger churches arise from inappropriate educational programs. Several basic curricular questions focus our attention on both leadership development needs and the design of leadership development curricula. Leadership theory, theology, anthropology, communication theory, curriculum theory, and development theory combine to help build perspectives for cross-cultural leadership development. Both the educational structures and processes as well as the content combine to shape the outcomes of educational programs. Curricula, then, which contextually balance the advantages of formal, nonformal, and informal education promise to be significantly more effective in terms of the purpose for theological education than traditional approaches.
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Arakawa, Naoko, Andreia Bruno, and Ian Bates. "A A Global Comparison of Initial Pharmacy Education Curricula: An Exploratory Study." INNOVATIONS in pharmacy 11, no. 1 (2020): 18. http://dx.doi.org/10.24926/iip.v11i1.2093.
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Background: Time-tabled curricular contents and syllabi reflect the actual delivery of the academic programme and one of key quality components in healthcare professional education. There is a need of global evidence base of Initial Pharmacy Education and Training (IPET) curricula for assisting the advancement of IPET globally.
 Objectives: To seek the differences and similarities among IPET curricula and to explore relative trends and weighting of IPET curricula globally.
 Methods: Sample curricular documents were collected purposively either through a parallel survey study investigating the structures and processes of IPET globally in collaboration with the International Pharmaceutical Federation Education (FIPEd), or through research team network. Collected textual documents containing IPET curricular contents were analysed by a mixed approach of the comparative content and framework analyses, using curriculum clusters in a guideline from the PHARMINE project.
 Results: IPET curricular documents were collected from 16 countries and territories. The study showed study years spent in the IPET years range from four to six years, and a sample mean of average syllabus time spent per year is 728 hours/year (excluding outlier). There was a biggest variance in the pharmacy practice cluster (PRAC) among samples, ranging from 49.3 to 12.8%, showing a significant negative correlation with the chemical science cluster (CHEM) g = -0.77 (p<.0001). Categorised further into three curricular content groups, the study identified that there was variances in a tendency of the curricular orientation of science or practice-focus between countries.
 Conclusion: The study allowed a first global comparison of IPET curricula from all WHO regions, which provided a better understanding of current IPET practice and delivery across nations and established evidence base to address challenges and gaps for further improvement of IPET curriculum in any country.
 
 Article Type: Original Research
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Čuřín, Michal, and Michala Mikolášíková. "Teacher Preferences of Literature Curricula at Higher Secondary Schools in the Czech Republic." European Journal of Social & Behavioural Sciences 30, no. 3 (2021): 306–16. http://dx.doi.org/10.15405/ejsbs.306.
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The current revision of national curricula documents in the Czech Republic is motivated by the increasing digitalization of society as well as the need to prepare students for future challenges linked with economic restructuring. The revision includes the reduction of teaching content as well as the establishment of a new range of student learning outcomes. This paper focuses on identifying teacher preferences with regard to the literature curriculum in terms of the curricular content and scope at higher secondary schools. Based on a thorough content analysis of current school curricula documents and textbooks, a so-called model maximum curriculum of literature was established as a basis for the construction of a questionnaire for teachers to express their preferred content. 20 secondary school teachers were selected according to their gender, type of school and duration of working experience as the sample for this study. The analysis found that teachers are satisfied with the current curriculum in terms of content and scope. However, two common tendencies were observed. Firstly, the majority of respondents agreed on the reduction of the curricular content devoted to older literature. Secondly, the reduction of curricular content was consistent in rejecting foreign thematic blocks and minor national literatures. The analysis also confirmed the teachers' lack of interest in including Asian, African, and Central and South American literature in the curriculum.
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Spalter, Anne Morgan, and Rosemary Michelle Simpson. "Integrating interactive computer-based learning experiences into established curricula." ACM SIGCSE Bulletin 32, no. 3 (2000): 116–19. http://dx.doi.org/10.1145/353519.343134.
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Vicente, Diego A., Obinna Ugochukwu, Michael G. Johnston, Chad Craft, Virginia Damin, and Matthew D. Tadlock. "Preparing Austere Maritime Surgical Teams for Deployment During the COVID-19 Global Pandemic: Is It Time to Change the Training Pipeline?" Military Medicine 186, no. 9-10 (2021): e873-e878. http://dx.doi.org/10.1093/milmed/usaa574.
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ABSTRACT Introduction Navy Medicine's Role 2 Light Maneuver (R2LM) Emergency Resuscitative Surgical Systems (ERSS) are austere surgical teams manned, trained, and equipped to provide life-saving damage control resuscitation and surgery in any environment on land or sea. Given the restrictions related to the COVID-19 pandemic, the previously established pre-deployment training pipeline for was modified to prepare a new R2LM team augmenting a Role 1 shipboard medical department. Methods The modified curriculum created in response to COVID-19 related restriction is compared and contrasted to the established pre-deployment R2LM ERSS curriculum. Subject Matter Experts and currently deployed R2LM members critically evaluate the two curricula. Results Both curricula included the team R2LM platform training and exposure to cadaver based team trauma skills training. The modified curriculum included didactics on shipboard resuscitation, anesthesia and surgery, shipboard COVID-19 management, and prolonged field care in austere maritime environments. Conclusions We describe Navy Medicines R2LM ERSS capability and compare and contrast the standard R2LM pre-COVID-19 curriculum to the modified curriculum. Central to both curricula, the standard R2LM platform training is important for developing and honing team dynamics, communication skills and fluid leadership; important for the successful function austere surgical teams. Several opportunities for improvement in the pre-deployment training were identified for R2LM teams augmenting shipboard Role 1 medical departments.
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Adebayo, Oluwakemi Ayodeji, and Ronicka Mudaly. "CREATING A DECOLONISED CURRICULUM TO ADDRESS FOOD INSECURITY AMONG UNIVERSITY STUDENTS." Problems of Education in the 21st Century 77, no. 2 (2019): 179–94. http://dx.doi.org/10.33225/pec/19.77.179.
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A plethora of debates about intellectual imagination regarding decolonised curriculum development has dominated the South African higher education discourses. There is a need to purge Africa of the marginalisation that has been perpetuated by curricula established during the past century. The aim of this research was to add a practical dimension to this discourse, by altering traditional curriculum activities in a biology module, in order to address the issue of food insecurity among university students. In this qualitative inquiry, the following questions were asked: “How can pre-service teachers engage with decolonised curricular activities, in order to address food insecurity among students?” and “What are the consequences of pre-service teachers’ engagement with decolonised curricular activities which respond to food insecurity?” Thirty-six pre-service biology teachers and 12 non-biology university students were purposively selected to participate in a food gardening activity. Data were generated using individual interviews, focus group interviews and the development of portfolios. Findings revealed that pre-service teachers’ consciousness of the social reality of food insecure students was raised, and their feelings of empowerment to enable others, and themselves, to become self-reliant, were enhanced through decolonised curricular activities. This is significant because it signalled a freeing of pre-service teachers from material and intellectual shackles which is critical to decolonised thought and action. This research has implications for higher education science teacher education modules, which can incorporate science from Western and indigenous sources, to create transformed curricula which are socially responsive and reflect epistemic justice. Keywords: decolonised curriculum, food gardening, indigenous knowledge, qualitative methodology, self-reliance, transformation.
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Alviar-Martin, Theresa, and Mark Baildon. "Context and curriculum in two global cities: A study of discourses of citizenship in Hong Kong and Singapore." education policy analysis archives 24 (May 16, 2016): 58. http://dx.doi.org/10.14507/epaa.24.2140.
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This qualitative, comparative case study examined global civic education (GCE) in the Asian global cities of Hong Kong and Singapore. Guided by theories that position curriculum at the intersection of discourse, context, and personal meaning-making, we sought to describe the ways in which intentions for GCE reflect broader societal discourses of citizenship and how curricula allow students to tackle tensions surrounding national and global citizenship. We found that Singapore and Hong Kong have adopted depoliticized forms of citizenship as a means of inoculation against global ills. These types of citizenship are more nationalistic than global in nature; moral rather than political; and focused mainly on utilitarian goals to produce adaptable workers able to support national economic projects in the global economy. Although critical, transnational, and other emergent civic perspectives are apparent in both cities, the data yielded little evidence of curricular opportunities for students to become exposed to alternative discourses and reconcile discursive contradictions. The findings inform current literature by illuminating the nexus of local and global discursive practices, implicating the ability of curricula to accommodate both novel and established civic identities, and forwarding suggestions to bridge disconnections between theoretical and local curricular definitions of global citizenship.
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Lim, V. K. E. "The Process of Medical Curriculum Development in Malaysia." International Journal of User-Driven Healthcare 2, no. 1 (2012): 33–39. http://dx.doi.org/10.4018/ijudh.2012010105.
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The first medical school established in Malaysia was the Faculty of Medicine at the University of Malaya in 1963 (Danaraj, 1988). Today, there are 33 medical schools, both public and private. All medical schools require accreditation by the National Accreditation Board and the Malaysian Medical Council. These two regulatory bodies set the minimum standards for accreditation and they include standards that pertain to curricular issues. Apart from adhering to major broad principles, medical schools generally are given a free hand in designing and developing their own curricula. The faculty members of the school determine the nature of the curriculum with the dean playing a vital role in moderating competing demands from the various academic departments. The influence of the Medical Education Department or Unit varies. The Ministry of Health, as the predominant employer of doctors, gives regular feedback to the deans on the performance of their graduates. There has not been any major initiative to involve other important stakeholders, including the public, in the design and development of medical curricula in the country.
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Wahlström, Ninni. "Democracy and curriculum—the task still before us." European Educational Research Journal 19, no. 4 (2019): 351–63. http://dx.doi.org/10.1177/1474904119889795.
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This article explores how John Dewey’s concept of democracy can contribute to our understanding of what is required from education amid growing nationalism and populism, even in what are usually perceived as established democracies. The purpose of the study is to explore how standards-based curricula for citizenship education can be problematised in relation to the broad concept of democracy. The meaning of citizenship education in curricula is examined through two cases from western countries (Sweden and the USA) with standards-based curricula. These social studies curricula deal with democracy as something ‘to teach about’, rather than focusing on helping students learn to understand and recreate democracy for their own generation. However, the concept of democracy, as a moral and ethical ideal, becomes difficult to express in a curriculum logic of standards and knowledge outcomes emphasising measurability. Now, when democracy is challenged, also seems to be the right time to confront the logic of a standards-based curriculum and the selective traditions of subjects within the social studies, as well as to ask the questions ‘why?’ and ‘what for?’ in relation to basic social values and students’ competences.
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Sklarew, Dann. "Learning to realize a more sustainable world." Innovations in Teaching & Learning Conference Proceedings 8 (July 15, 2016): 2. http://dx.doi.org/10.13021/g8d023.
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The United Nations Sustainable Development Goals (2015) established 17 targets — such as “no hunger,” “clean water” and “climate action” — to unite humanity in pursuit of a shared, prosperous future. These diverse global goals provide a universal agenda to enlist today’s learners in creatively ensuring our collective well-bring throughout their careers. How can higher education foster effective, intentional learning across courses and curricula to prepare our students to realize these global goals? George Mason University has established a diverse set of over 130 “green leaf” courses, along with regular co-curricular activities, to help our students develop their sustainability skills and practical expertise. These span a new 18-credit “sustainability pathway” through our Mason Core general education requirements and a score of undergraduate and graduate academic programs. Together, these curricula – and others Mason faculty might opt to deliver — permit students to move from first year through accelerated graduate programs while continuously building their sustainability understanding, reflection and intentionality. Meanwhile, co-curricular activities like Mason Earth Month, organic food gardening and Patriot Green Fund projects provide students opportunities to develop and apply “critical doing” skills far beyond the classroom as well.
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Beenhakker, Johnlyne C. "Deficiencies in physiotherapy education." South African Journal of Physiotherapy 42, no. 2 (1986): 37–39. http://dx.doi.org/10.4102/sajp.v42i2.812.
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A Study was undertaken to determine a curriculum which would best meet the health care needs of South Africa. From the results of the study, the competencies required for effective physiotherapy practice were determined. When comparing the proposed curriculum to training in South Africa, areas of weakness in the present curricula were established. These areas of deficiency are delineated and the methods for improving physiotherapy education are discussed.
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Nawali, Ainna Khoiron. "Dampak Penerapan Kurikulum Kementerian Agama dan Kurikulum Pesantren terhadap Peningkatan Hasil Belajar Pendidikan Agama Islam di Madrasah Aliyah Negeri Yogyakarta I." At-Tarbawi: Jurnal Kajian Kependidikan Islam 3, no. 1 (2018): 13. http://dx.doi.org/10.22515/attarbawi.v3i1.1145.
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Abstract: This research background is originated from increasing number of madrasah and general school curriculum as a curriculum support, especially on the subject of islamic religious education (PAI). It makes some institutions maintain either lodge, hostel, or boarding school, in order to encourage school programs. For instance, MAN Yogyakarta 1 established boarding school ‘Al Hakim’ to increase horizon of students towards scientific references to Islam. The question is, how do implementation of Kemenag curriculum and boarding school curriculm impact to elevate learning outcomes of PAI. This study attempts to determine for applicating two curriculum derived from kemenag and boarding school. This study utilizes qualitative research. The results show that in practice, kemenag curriculum remains a priority rather than boarding school curriculum; impact and achievement in the implementation of two curriculum have positive impact on learning outcomes such as to have better values on cognitive, affective, and psychomotor; excess two curricula are applied properly will create more students mastering the subject matter of religion. However, drawbacks occur discrepancy between the curriculum from kemenag and boarding school because the materials are not delivered properly and allocated short time. Keywords: Curriculum, Learning Outcomes, Islamic Religious Education
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Chen, Ang, and Catherine D. Ennis. "Teaching Value Laden Curricula in Physical Education." Journal of Teaching in Physical Education 15, no. 3 (1996): 338–54. http://dx.doi.org/10.1123/jtpe.15.3.338.
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Research on physical educators’ value orientations has identified five orientations: disciplinary mastery, learning process, self-actualization, social responsibility, and ecological integration. An interpretive research design was used to compare the extent to which 2 physical education teachers’ content differed because of their value orientations. Findings revealed that the 2 teachers established curriculum goals and emphasized aspects of the physical education content that were associated with their individual value orientations. Dan, a learning-process-oriented teacher, stressed teaching students learning skills by breaking down movement skills into simple elements. John, a social-responsibility-oriented teacher, emphasized teaching social responsibility through physical activities. Both teachers viewed learning physical activities as a means to develop students’ analytic or social skills. However, philosophical differences were found in how curricular goals and content were determined. The findings suggest that clarifying teachers’ value orientations should be considered an appropriate initial step in curriculum innovation and change.
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Mungai, Joseph, and Wanjiku Nganga. "Benchmarking of Undergraduate Computing Curricula in Kenya." INTERNATIONAL JOURNAL OF MANAGEMENT & INFORMATION TECHNOLOGY 6, no. 1 (2013): 727–37. http://dx.doi.org/10.24297/ijmit.v6i1.754.
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This study investigated the quality of undergraduate computing curricula at Kenyan universities, how they compare locally and regionally with equivalent programs and how closely they meet the ICT sector needs. It was guided by four objectives i.e. to undertake an ontological mapping of computing curricula, to identify appropriate benchmarking criteria, to develop and test a benchmarking tool, and to investigate the alignment of these curricula to computing skills requirement. The study was deemed important by the plethora of academic computing programs of varying degrees of utility and credibility, which are a product of the escalating demand for computing education in Kenya given the development of Vision 2030 and the rapid growth of the ICT industry. To achieve its objectives, the study adopted a quantitative and qualitative cross-sectional descriptive survey of computing curricula offered locally (in Kenya) and regionally (from best practicing countries, USA and India). A sample of 70.3% was drawn from the target population for ontological mapping. Two research instruments, i.e. a questionnaire and a document analysis framework that were administered to a cross-section of 11 public/private universities. The study established that there are 24 undergraduate computing programs under 6 titles, viz. BSc., BCom., BTech., BB., BEd. and BEng. The two most populous programs are BSc. Computer Science (CS) and BSc. Information Technology (IT), which were selected to help identify two benchmarking criteria: Percent weight allocation of core hours within ACM knowledge areas and Relative performance capabilities of computing graduates. Using these criteria a benchmarking tool was developed and tested, which depicted disparities among the respondents in the percent weight allocation of core hours in CS programs. Similarly, it portrayed overlaps in the relative performance capabilities of CS and IT graduates, an outcome that queried the uniqueness of these programs. As such, its results indicate that the quality of the two computing programs is relatively insufficient. However, it further establishes that the computing curricula are aligned to meet the top 3 highly demanded computing skills i.e. Networking, Software development and Internet skills albeit insufficient percent weight allocation of core hours in Software development. It therefore recommends further testing and refining of the established benchmarking tool, the need to re-focus the computing programs and supports the call to institute a regulatory body and qualifications framework for computing education and skills.Â
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Ogunniyi, Adedamola, Melissa Clark, and Ross Donaldson. "Analysis of Trauma Care Education in the South Sudan Community Health Worker Training Curriculum." Prehospital and Disaster Medicine 30, no. 2 (2015): 167–74. http://dx.doi.org/10.1017/s1049023x15000175.
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AbstractIntroductionTrauma is a leading cause of morbidity and mortality worldwide, with the majority occurring in low- and middle-income countries (LMICs). Allied health workers are often on the front lines of caring for trauma patients; this is the case in South Sudan, where a system of community health workers (CHWs) and clinical officers (COs) form an essential part of the health care structure. However, curricula for these workers vary, and it is unclear how much these training programs include trauma education.Hypothesis/MethodsThe CHW training curriculum in South Sudan was reviewed to evaluate the degree to which it incorporates trauma education, according to established guidelines from the World Health Organization (WHO). To the authors’ knowledge, this is the first formal comparison of a CHW curriculum with established WHO trauma guidelines.ResultsThe curriculum incorporated a number of essential components of the WHO guidelines; however, the concepts taught were limited in scope. The curriculum only covered about 50% of the content required for basic providers, with major deficiencies being in the management of head and spinal injuries, safety protocols for health care personnel, and in the management of pediatric patients.Discussion/ConclusionThe CHW training curriculum lacks the requisite content to provide adequately a basic level of trauma care and requires amending to ensure that all South Sudan citizens receive appropriate treatment. It is recommended that other LMICs review their existing training curricula in order to improve their ability to provide adequate trauma care and to ensure they meet the basic WHO guidelines.OgunniyiA, ClarkM, DonaldsonR. Analysis of trauma care education in the South Sudan community health worker training curriculum. Prehosp Disaster Med. 2015; 30(2): 18
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MERRICK, ALLISON, ROCHELLE GREEN, THOMAS V. CUNNINGHAM, LEAH R. EISENBERG, and D. MICAH HESTER. "Introducing the Medical Ethics Bowl." Cambridge Quarterly of Healthcare Ethics 25, no. 1 (2016): 141–49. http://dx.doi.org/10.1017/s0963180115000389.
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Abstract:Although ethics is an essential component of undergraduate medical education, research suggests that current medical ethics curricula face considerable challenges in improving students’ ethical reasoning. This article discusses these challenges and introduces a promising new mode of graduate and professional ethics instruction for overcoming them. We begin by describing common ethics curricula, focusing in particular on established problems with current approaches. Next, we describe a novel method of ethics education and assessment for medical students that we have devised: the Medical Ethics Bowl (MEB). Finally, we suggest the pedagogical advantages of the MEB when compared to other ethics curricula.
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Barton, S. S., W. G. Smith, and J. L. Swasey. "Using Focus Groups for Landscape Horticulture Curriculum Revision." HortScience 31, no. 4 (1996): 567e—567. http://dx.doi.org/10.21273/hortsci.31.4.567e.
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Curriculum revision for science-oriented degrees can be based on input from research journals and discipline-oriented society meetings, but the professional nature of a landscape horticulture degree requires more detailed industry input. The curriculum revision at the Univ. of Delaware started with discussions amongst faculty who were concerned with the current plant science curriculum. A mail survey of alumni from 1984 to 1993 and employers of Univ. of Delaware Plant and Soil Sciences Dept. graduates was conducted in 1994. Survey results were evaluated and incorporated into the development of two curricula: plant biology and landscape horticulture. Focus groups were used to seek industry input for the landscape horticulture curriculum. Two focus groups—established professionals in the landscape horticulture industry and recent graduates from the Plant and Soil Sciences Dept. with landscape horticulture positions—were convened in December 1995. Focus group members received a packet of information about the department including the proposed curricula prior to the meeting. A group of faculty presented information about departmental facilities, faculty, academic opportunities and practical experiences and accomplishments. The previous survey results and proposed curricula were reviewed. A professional facilitator, using a moderator's guide prepared by faculty members, led each focus group discussion. Tapes from each discussion were transcribed and summarized. Original transcriptions and executive summaries were distributed to focus group participants and faculty. Suggestions from focus group participants were incorporated into the final curriculum. Problems associated with the focus group technique include a reluctance of faculty to accept outside opinions, a reluctance to publicly air departmental concerns, and the cost associated with a professional facilitator and rented facilities. However, the focus group technique provided significant feedback in a short period of time and helped build liaisons with industry constituents by including them in the process. Several focus group participants will be invited to join an advisory council for the department.
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Radwany, Steven M., Erica J. Stovsky, Dean M. Frate, et al. "A 4-Year Integrated Curriculum in Palliative Care for Medical Undergraduates." American Journal of Hospice and Palliative Medicine® 28, no. 8 (2011): 528–35. http://dx.doi.org/10.1177/1049909111406526.
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In order to graduate physicians prepared to effectively address clinical issues in palliative medicine and to comply with LCME requirements, the Northeastern Ohio Universities Colleges of Medicine and Pharmacy (NEOUCOM) integrated a coordinated four-year palliative care (PC) curriculum. This report describes the development of the longitudinal curriculum and provides helpful resources and strategies to guide clinicians and administrators undertaking similar efforts. This is a retrospective, descriptive report based on data collected throughout development of the new curriculum. A Palliative Care Advisory Committee initiated development of curricula in PC. An Office of Palliative Care was established to assess and coordinate offerings. Curriculum transformation was based on best practices. Two cornerstone pieces are highlighted: a mandatory hospice experience and a case based small group discussion prior to graduation.
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Angus, Jocelyn. "Leadership: a central tenet for postgraduate dementia services curricula development in Australia." International Psychogeriatrics 21, S1 (2009): S16—S24. http://dx.doi.org/10.1017/s1041610209008825.
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ABSTRACTBackground: In the next decades of the twenty-first century, the global aging of populations will challenge every nation's ability to provide leadership by qualified health professionals to reshape and improve health care delivery systems. The challenge for educators is to design and deliver courses that will give students the knowledge and skills they need to fill that leadership role confidently in dementia care services. This paper explores the ways in which a curriculum can develop graduates who are ready to become leaders in shaping their industry.Method: The Master of Health Science – Aged Services (MHSAS) program at Victoria University, Melbourne, Australia is applied as a case study to describe the process by which the concept of leadership is applied as the key driver in curriculum development, teaching practices and learning outcomes.Results: Evaluation instruments employed in a variety of purposes including teaching, curriculum planning and unit appraisal are discussed. Challenges for the future are proposed including the need for postgraduate programs in dementia to seek stronger national and international benchmarks and associations with other educational institutions to promote leadership and a vision of what is possible and desirable in dementia care provision.Conclusions: In the twenty-first century, effective service provision in the aged health care sector will require postgraduate curricula that equip students for dementia care leadership. The MHSAS program provides an established template for such curricula.
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Wolters, E. "A Curriculum for Documentalists in the Biosciences." Methods of Information in Medicine 26, no. 02 (1987): 93–96. http://dx.doi.org/10.1055/s-0038-1635486.
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SummaryAt the Hannover Polytechnic (Fachhochschule Hannover, Fachbereich BID) curricula for documentalists and librarians have been established in 1980. The main goal of the course “Bioscientific Documentation” has been the integration of traditional document handling techniques with modern information management in the biosciences, so creating a new type of profession.After graduation of the first classes of students, fine tuning of the curricula took place according to the experience gained.
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Cavallario, Julie M., Cailee E. Welch Bacon, Stacy E. Walker, and Lindsey E. Eberman. "Barriers to Scholarship Integration in Professional Athletic Training Programs and Resources Needed to Overcome Barriers: A Report from the Association for Athletic Training Education Research Network." Athletic Training Education Journal 16, no. 1 (2021): 13–27. http://dx.doi.org/10.4085/1947-380x-20-023.
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Context Athletic training program administrators have identified that it is important to incorporate a scholarship component into professional education curricula. Objective Explore the barriers to implementing student scholarship in professional programs and identify resources necessary to overcome the barriers. Design Consensual qualitative research. Setting Individual teleconference interview. Patients or Other Participants A total of 17 program directors of professional programs was interviewed. Programs reported an average of 3 ± 1 core faculty supporting 37 ± 21 students, with 3 ± 2 faculty involved in scholarship activities of their students. Data saturation guided the number of participants. Data Collection and Analysis Interviews occurred using a semistructured interview guide. All interviews were recorded and transcribed verbatim. Data were analyzed by a 3 person research team and coded into themes and categories based on a consensus process. Credibility was established by using multiple researchers, an external auditor, and member checks. Results Two major themes emerged from the data: (1) current challenges and shortcomings and (2) resources and strategies needed to achieve scholarship. Participants noted a lack of research or scholarship culture at their current institution and a lack of faculty time and expertise to implement and guide research throughout the curriculum as current challenges. Participants further identified that a lack of clear expectations for how much scholarship was necessary and lack of buy-in from faculty, students, and preceptors made it difficult to implement scholarly projects in the curriculum. Necessary resources to overcome barriers included institutional support in the form of faculty release, support, training, or all of the aforementioned. Participants identified that collaborative research opportunities as well as publicly available examples of completed student scholarly activity would further guide them in overcoming the curricular challenge of implementing scholarship. Conclusions Internal institutional support, external peer collaboration, and public examples of success are necessary to overcome barriers to scholarship integration in professional athletic training curricula.
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Knobloch, Alexander C., Christy J. W. Ledford, Sean Wilkes, and Adam K. Saperstein. "The Impact of Near-Peer Teaching on Medical Students’ Transition to Clerkships." Family Medicine 50, no. 1 (2018): 58–62. http://dx.doi.org/10.22454/fammed.2018.745428.
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Background and Objectives: The transition to clerkships is one of the most challenging times during medical school. To help students better cope, many schools have established transition-to-clerkship curricula. Such curricula may optimally prepare students through increasing their self-efficacy and response efficacy. We hypothesized that a small-group, near-peer-led format would be ideally suited to help students achieve these outcomes. Methods: During process improvement for a transition-to-clerkship curriculum, we conducted an informal focus group and subsequent survey of postclerkship students to guide curricular innovation, including incorporation of third- and fourth-year students as near-peer instructors in a seminar format. Seminars included three sequential small-group discussions focused on discrete topic areas and concluded with a large-group session highlighting salient discussion points. To evaluate the impact of this educational strategy, near-peer learners were surveyed before and after the seminars. Results: Junior student participants reported feeling more prepared to integrate into the health care team, develop a clerkship study plan, and access applicable, valuable study materials, both immediately following the seminars and 6 months later, demonstrating increased self-efficacy. These students placed equal or greater value on these topics as compared to students in previous year groups, demonstrating similar response efficacy. Conclusions: This study demonstrated an increase in student self-efficacy that persisted 6 months postintervention, in addition to similar response efficacy. Future research could be directed toward: (1) investigating whether improvements in self-efficacy among students transitioning to clerkships are associated with improved clerkship performance and (2) studying outcomes for near-peer teachers.
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Tomlinson, Carol Ann. "Good Teaching for One and All: Does Gifted Education Have an Instructional Identity?" Journal for the Education of the Gifted 20, no. 2 (1997): 155–74. http://dx.doi.org/10.1177/016235329602000201.
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Educators of the gifted rationalize offering special curricula for gifted learners based on (a) the nature of the learning environment established for these learners; (b) constructivist principles of content, process, and product; and/or (c) use of a range of instructional strategies associated with programs for gifted learners. General educators find such defenses for gifted education little more than an argument for “good education.” This essay proposes an alternate model of curriculum and instruction suited to advanced learners. Use of such a model should strengthen both educational practice and research focused on talent development in gifted students.
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Salih, S., and M. Mudhihiri Hussain. "Redesigning dental education curricula delivary strstigy at the newly established University of Rwanda School of Dentistry." Annals of Global Health 81, no. 1 (2015): 169. http://dx.doi.org/10.1016/j.aogh.2015.02.886.
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Wake, Laura M., Derek B. Allison, Alisha D. Ware, et al. "Pathology Residency Program Special Expertise Tracks Meet the Needs of an Evolving Field." Academic Pathology 8 (January 1, 2021): 237428952110370. http://dx.doi.org/10.1177/23742895211037034.
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Pathologists who enter the workforce must have a diverse skill set beyond that of clinical diagnostics alone. Anticipating this need, the Johns Hopkins Pathology Residency Program developed Special Expertise Tracks to enhance training in relevant subspecialty domains. Using a combination of discussions and surveys, we assessed: (1) our current resident curriculum; (2) perceived curricular strengths and needs; (3) resident career preferences and ultimate career paths; (4) perceived barriers to implementing an advanced elective curriculum; and (5) available departmental/institutional resources. Additionally, we utilized the Accreditation Council for Graduate Medical Education Pathology Milestones as a curricular guide. Six professional residency training Special Expertise Tracks were established: Education, Physician-Scientist Research, Informatics, Quality Improvement/Quality Assurance/Value-Based Care, Health Policy/Hospital Management and Global Health. After implementation in 2017, the Education track has had 4 residents complete the curriculum successfully; the Physician-Scientist Research track has had 2 residents and the Informatics and Global Health tracks have each had one resident successfully complete their respective curricula. Currently, 5 residents are pursuing the Education track, one is pursuing the Physician-Scientist Research track, one is pursuing the Informatics track, and 2 residents are pursuing the Global Health track. Five residents have completed long-term projects including developing several e-learning modules, an online free digital cytopathology atlas, peer-reviewed articles, book chapters, and books. The Johns Hopkins Pathology Resident Special Expertise Track program provides pathology residents an opportunity to gain meaningful experience and additional skills tailored to their individual career interests.
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Turney, Jon. "Teaching science communication: courses, curricula, theory and practice." Public Understanding of Science 3, no. 4 (1994): 435–43. http://dx.doi.org/10.1088/0963-6625/3/4/006.
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Science communication teaching is a growing area in the UK, and a recent conference brought together teachers of existing and proposed courses to share information and experience. Their courses were of several types, from purely media skills courses for working scientists to theoretical and academic courses for undergraduate and postgraduate students in science, science studies and journalism. The conference stressed the value of skills but also of a theoretical background, and delegates welcomed contributions from fields such as the sociology of scientific knowledge and cognitive psychology. The conference established an electronic network, and formed a committee to maintain the group's interest and activities in the development of course materials and curricula.
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Tymkiv, Nadiya. "Curricula and Programmes in Petroleum Engineering for Higher Technical Education Institutions: Comparative Analysis." Comparative Professional Pedagogy 8, no. 1 (2018): 20–26. http://dx.doi.org/10.2478/rpp-2018-0003.
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AbstractThe article states the analysis of the curriculum that regulates the main purposes, essence and directions for petroleum training. The importance and necessity of positive usage of Austrian, English and Norwegian experience at the time of petroleum engineers training in the petroleum industry has been stressed on. The structure and content of curricula in the process of the petroleum engineers training at the universities of pointed out countries have been analyzed. It has been designated that the terms “curriculum” and “programme” are connected with such outstanding British and American scholars as A. Bosanquet, D. Clark, S. Fraser, F. Hunkins, L. Lattuca, M. Linn, G. O’Neill, A. Ornstein, J. Stark et al. Based on their views it has been found out that these papers define the basic goals, meanings and essential rules for training. It has been outlined that an educational program plays a principal part in the organization of higher technical education, both as the way of interplay and as the foundation for judgment and student appraisal. Three beds of curriculum, e.g. national curriculum, internal, or municipal curriculum, university curriculum and annual plan are considered. All these are designed in an accessible, broad and collective methods, thus, educational program is more a series of actions to achieve results than a commodity. In essence, curriculum is a key paper and it considers the comprehension of humankind, community and training; it also combines the work of any university to regional and nationwide tactics. Moreover, lecturers develop their own provincial curricula established on their national certificates. Close attention has been paid to key contextual filters that influence the curriculum planning process. It has been emphasized that a curriculum is formed on future direction and competence-based pertaining to thought; it is integrated and condensed, it joins all fields of training and university activity. The article discloses special aspects of petroleum specialists’ cycle education. The requirements of employers towards HEI graduates’ competences are presented.
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Sato, Brian K., Amanda K. Lee, Usman Alam, et al. "What’s in a Prerequisite? A Mixed-Methods Approach to Identifying the Impact of a Prerequisite Course." CBE—Life Sciences Education 16, no. 1 (2017): ar16. http://dx.doi.org/10.1187/cbe.16-08-0260.
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Despite the ubiquity of prerequisites in undergraduate science, technology, engineering, and mathematics curricula, there has been minimal effort to assess their value in a data-driven manner. Using both quantitative and qualitative data, we examined the impact of prerequisites in the context of a microbiology lecture and lab course pairing. Through interviews and an online survey, students highlighted a number of positive attributes of prerequisites, including their role in knowledge acquisition, along with negative impacts, such as perhaps needlessly increasing time to degree and adding to the cost of education. We also identified a number of reasons why individuals do or do not enroll in prerequisite courses, many of which were not related to student learning. In our particular curriculum, students did not believe the microbiology lecture course impacted success in the lab, which agrees with our analysis of lab course performance using a previously established “familiarity” scale. These conclusions highlight the importance of soliciting and analyzing student feedback, and triangulating these data with quantitative performance metrics to assess the state of science, technology, engineering, and mathematics curricula.
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Shivoro, Romanus, Rakel Kavena Shalyefu, and Ngepathimo Kadhila. "Embedding graduate employability attributes in management sciences curricula: A case of two Namibian universities." Journal of Teaching and Learning for Graduate Employability 8, no. 1 (2017): 123–36. http://dx.doi.org/10.21153/jtlge2017vol8no1art639.
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Recognising implicit employability attributes within discipline-specific program modules is a critical part of the process of developing new employability modules in the management sciences curricula. The notion of graduate employability has gained acceptance in the higher education sector across the world and furthermore higher education and industry appear to have reached consensus on the importance of enhancing graduate attributes through the curricula at university. This paper offers a qualitative analysis of curricula documents to determine strategies that are effective in enhancing graduate employability. Using content analysis to assess six bachelor degree programs in management sciences from selected universities in Namibia, the study established that, in addition to work-integrated learning modules, there is evidence of graduate employability attributes being implicitly embedded in core curricula and discipline-specific modules. The researchers argue that universities should develop a stand-alone core module specifically to cultivate employability attributes. This should be supported by multiple work-integrated learning experiences for students to practise technical or discipline specific skills and generic employability attributes.
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Stanescu, Claudia I., Erica A. Wehrwein, Lisa C. Anderson, and Jennifer Rogers. "Evaluation of core concepts of physiology in undergraduate physiology curricula: results from faculty and student surveys." Advances in Physiology Education 44, no. 4 (2020): 632–39. http://dx.doi.org/10.1152/advan.00187.2019.
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Unlike other STEM (Science, Technology, Engineering, Mathematics) disciplines, program guidelines for undergraduate physiology degree programs have yet to be firmly established. The purpose of this study was to examine the use of physiology core concepts within undergraduate physiology curricula to discern whether a common subset could be broadly recommended for inclusion in programmatic guidelines. A curricular survey tool was developed to evaluate the depth to which each core concept was included in physiology curricula. Seven self-selected physiology programs assessed core concept inclusion across all courses within the major (0 = not covered, 1 = minimally covered, and 2 = covered to a great extent). The top core concepts ranked by each institution varied considerably, but all were robustly represented across programs. The top five combined rankings for all institutions were as follows: 1) interdependence (1.47 ± 0.63); 2) structure/function (1.46 ± 0.72); 3) homeostasis (1.45 ± 0.71); 4) scientific reasoning (1.44 ± 0.70); and 5) cell-cell communication (1.38 ± 0.75). No common subset of specific core concepts was evident among the seven participating institutions. Next, results were compared with recent Physiology Majors Interest Group (P-MIG) faculty and student surveys that ascertained perceptions of the top five most important core concepts. Three core concepts (homeostasis, structure/function, cell-cell communication) appeared in the top five in more than one-half of survey questions included. We recommend that future programmatic guidelines focus on inclusion of the core concepts of physiology as general models to scaffold learning in physiology curricula, but the programmatic guidelines should allow flexibility in the core concepts emphasized based on program objectives.
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López Melgarejo, Alba María, Gregorio Vicente Nicolas, and Eva María González Barea. "El currículum de Educación Musical en los Programas Renovados y el Real Decreto 1006/1991: un estudio comparado." Revista Española de Educación Comparada, no. 34 (June 30, 2019): 182. http://dx.doi.org/10.5944/reec.34.2019.23115.
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The aim of this work has been to detect the differences and similarities from the point of view of Music Education among the Programas Renovados (Renewed Programs), the last document published in Spain before the emergence of the curriculum concept and how we conceive it today, and the Real Decree 1006/1991, that established the curricula for Primary School. For this, a comparative analysis of the aforementioned texts has been carried out through a documentary analysis that has allowed to contrast the legal framework, the character, the curricular functions, the configuration of the music area, structure, elements, musical areas, as well as the degree of concretion of both documents. The results reveal a high degree of difference between the Renewed Programs and Royal Decree 1006/1991 regarding the curricular functions, because the former served as a guide for the teaching staff, while the latter, in addition to the previous function, made explicit the intentions of the educational system for the stage. Likewise, a high degree of difference between the structure of the Musical Education elements of both documents has been verified. However, it has been observed a common presence of contents related to different areas of Music Education (singing, instrumentation, listening, movement and dance...), as well as a dual approach that includes the perceptual dimension and expressive of them.
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Nothacker, Jens, and Zsolt Lavicza. "Digital Didactic Objectives of Primary, Secondary, and Higher Education Curricula in the 21st Century Executable with a Single-board Computer." Open Education Studies 2, no. 1 (2020): 344–59. http://dx.doi.org/10.1515/edu-2020-0135.
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AbstractThis paper deals with the didactic objectives and content from the latest curricula of the different types of schools (schools, colleges, universities) in the D-A-CH regions. The aim of this paper is to provide an overview of the didactic goals of current and future curricula for primary, secondary, and high school, which are feasible with a single board computer. For this purpose, the curricula are analysed according to digital terms and methods of information technology with a qualitative deductive meta-analysis and assigned to different categories. The results are presented in different diagrams for evaluation, from which the results can be interpreted. The results include a list of digital didactic goals, structured according to school type, competencies, and feasibility, which can be implemented with a single-board computer. All in all, it was found that an inexpensive single-board computer is quite sufficient for the acquisition and implementation of the digital goals and skills to be taught in the curricula. Furthermore, it was found out how the changes in the curricula have established themselves in the different regions with a time lag and which competencies are taught at the individual school levels. The paper concludes with a recommendation for further studies.
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Amgain, Kapil, and S. Budhathoki. "An innovative, integrated, and community based MBBS Curriculum: a humanistic and holistic approach for Karnali Academy of Health Sciences." Journal of Karnali Academy of Health Sciences 1, no. 3 (2018): 52–60. http://dx.doi.org/10.3126/jkahs.v1i3.24157.
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Background: With the mission of providing easy and accessible health services/facilities for the people of backward areas by producing qualified and skillful health professionals, Karnali Academy of Health Sciences (KAHS) has been established in 2011, by an Act of parliament of Nepal. In the way of fulfilling its mission, PCL nursing program (2014), PCL in General Medicine (2015), Bachelor in Public Health (2018) and Bachelor in Midwifery Sciences (2018) programs have already started successfully; and next goal of our Academy is to start MDGP and MBBS in near future. In this context of its academic progress, KAHS is developing an ideal MBBS curriculum by introducing the recent innovation in the field of medical education. 
 Method: This was the cross-sectional study conducting among 100 public, 50 medical students and 20 professors and faculties of TU, KU, PAHS and BPKIHS from June, 2018 to November, 2018. The data were collected with the help of three different set of semi-structured questionnaires. Moreover, we had gone through the MBBS curriculum of 10 Universities/Academy, and the data regarding the type of curricular strategies, credit hours and course contents of individual subject, academic calendar, schedule of community posting, and evaluation pattern were collect in the performa. The collected data were analyzed and presented in the tables.
 Result: Present study found that out of 100 participants, almost all of the participants felt the need of one medical college and a well facilitated hospital in Karnali Province, especially in Jumla, with the qualified, skillful, patient-friendly medical doctors as well as other health professionals. After interviewed with the professors and faculties of various universities, we found that the integrated, community based and student centered curriculum had better level of understanding than the discipline based, teacher-centered MBBS curriculum. Out of the four prevailing MBBS curricula (TU, KU, PAHS and BPKIHS) in Nepal, all curricula incorporated the horizontal integration approach in basic sciences with early pre-clinical exposure and community posting. In addition to this, integrated MBBS curriculum of PAHS was fully problem-based, and community based.
 Conclusion: Integrated, student-centered, community based, problem based as well as problem oriented innovative teaching-learning method outweigh the contemporary teacher-centered hospital-based learning in medical education. So, we would like to recommend the development of integrated MBBS curriculum based on the organ system for the proper implementation recent innovation of medical education.
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Cosma Oneţ, Mihaela-Gabriela. "Towards a Transdiciplinary Systemic Approach to National Heritage-Based Learning. Curricular Insights into the Romanian Art Education Reform in the Glocal Transformative Age." Educatia 21 20 (April 28, 2021): 110–19. http://dx.doi.org/10.24193/ed21.2021.20.14.
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The aporia of the collapsology threats in the contemporary era of globalization, as well as our need for psychosocial-ecological resilience and well-being have shown the crucial imperative to improve education. Thus, it is through innovating the curriculum design and its intimate features that humanity will be able to restore the world’s health and wealth. Consequently, the author stresses an original approach to curricula renewal in order to bridge the gap between school and society while building students’ 21st century competencies. Given the challenges of today’s technological and glocal era, new transformative learning pathways have been established by considering transdiciplinarity as theoretical reference. Hence, this study develops a theoretical systemic model to design a national heritage-based learning curriculum, which underpins collaborative and experiential learning. Likewise, through a transferable competency-based curriculum on national heritage, students undergo a transpersonal well-being as a holistic character-building process.
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Mickelson, Roslyn Arlin. "The Case of the Missing Brackets: Teachers and Social Reproduction." Journal of Education 169, no. 2 (1987): 78–88. http://dx.doi.org/10.1177/002205748716900206.
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Researchers have established the existence of class-based hidden curricula and their role in social reproduction. However, critics of reproduction theories argue that models of reproduction are often mechanistic and that they overlook the resistance and contradiction in schools. Previous research on social reproduction in the schools, by and large, described teacher practices, classroom relationships, and curricula-in-use, leaving the reader to infer the influence of these forces on student behavior. This essay joins the debate by offering a small but dramatic example of how the hidden curriculum penetrates a student's consciousness. In the course of conducting research on another topic, the author observed several unexpected but vivid examples of classroom behavior which reflect the ways that students from various tracks and class backgrounds are socialized for their likely destination in the workforce. Students' reactions to missing brackets on a questionnaire followed definitive patterns predicted by reproduction theory. Observations were made in over 60 classrooms in nine comprehensive public high schools in the Los Angeles area. This article reports these observations and draws upon relevant literature, as well as the author's teaching experiences, to discuss the implications of these findings.
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Caggiano, Valeria, Kai Schleutker, Loredana Petrone, and Jerónimo González-Bernal. "Towards Identifying the Soft Skills Needed in Curricula: Finnish and Italian Students’ Self-Evaluations Indicate Differences between Groups." Sustainability 12, no. 10 (2020): 4031. http://dx.doi.org/10.3390/su12104031.
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Background: The identification of soft skills by Higher Education (HE) students is important for curriculum design, as is to evaluate if the students’ soft skills are adapted to the needs of the socioeconomic environment. This paper presents a study conducted to determine to what extent Finnish and Italian students’ perceptions of their own soft skills differ. Methods: The cohort of the study consisted of 80 Finnish and 80 Italian HE students. Results: The results reveal that, regardless of cultural aspects, both groups share specific soft skills whilst showing significant differences in others. The observed differences in the profiles of the two countries are explained on the basis of the cultural and curricula design frameworks that are well established in Finland and Italy. Conclusions: The implications of the findings for HE teachers and researchers are presented, which may bear relevance in guiding the implementation of curriculum design in Finland, Italy and beyond.
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Schwartz, Andrea, and Kristen Schaefer. "A Longitudinal Aging and End-of-Life Care Curriculum for Medical Students Using the Geriatric 5Ms Framework." Innovation in Aging 4, Supplement_1 (2020): 9. http://dx.doi.org/10.1093/geroni/igaa057.029.
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Abstract Medical student training in geriatrics and palliative care is critical to prepare them to care for older adults and those facing serious illness. We created a longitudinal Aging and End of Life Care Curriculum at Harvard Medical School, using Kern’s Curriculum Design Model. We conducted a focused needs assessment survey with course and clerkship directors, then implemented curricula based on the AAMC and Hartford Foundation’s 26 learning objectives in Geriatrics (Leipzig et al, Acad Med 2009), and “Raising the Bar for the care of seriously ill patients” which established competencies for medical students in palliative care (Schaefer at al, Acad Med 2014). We structured the curricular content to enable spaced learning, using the Geriatric 5Ms framework of Mobility, Mind, Medications, Multi-complexity and Matters Most (Tinetti at al, JAGS 2017), which aligns with the Age Friendly Health Systems Initiative priorities. Students participate in trainings on Delivering Serious News and Goals of Care Conversations, structured home visits with older adults, and clinical reasoning sessions focused on falls, delirium and polypharmacy risk reduction. The curriculum includes interactive, case based and jigsaw learning, as well as flipped classroom learning. Students are evaluated using a three part longitudinal Objective Structured Clinical Examination with an aging patient, which demonstrates an increase in medical student clinical skills in geriatrics. Individual sessions of the curriculum demonstrate increases in student knowledge of and attitude to geriatrics; longitudinal assessment is ongoing to ensure that students graduate ready to care for an aging society with competence, knowledge and compassion.
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Chapman, Helena J., and Bienvenido A. Veras-Estévez. "Strengthening global health content in health professions curricula." Health Education Journal 79, no. 7 (2020): 839–50. http://dx.doi.org/10.1177/0017896920915231.
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Background: Health professionals should be prepared to lead and contribute to initiatives that mitigate emerging global health risks to target communities. Health professions education, however, has inconsistently incorporated essential global health topics into curricula despite growing interest among health professional students. Objective: To identify targeted strategies that health professions educators can integrate into coursework to strengthen global health training. Method: A narrative review of the literature was conducted to describe clinical and non-clinical skills that are indispensable to strong global health leadership. Results: Five strategies were highlighted that health professions educators can utilise to empower health professional students to strengthen their scientific knowledge base, develop ethical and culturally-appropriate community health interventions and effectively communicate health messages to stakeholders. Conclusion: Incorporating global health topics into health professions curricula can provide health professional students with a repertoire of evidence-based resources to apply in their clinical and community health initiatives. A trained global health workforce is essential to help nations achieve established national and international health objectives, such as the Sustainable Development Goals.
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Yinan, Li. "Teaching Polish studies in the new era: strategy and methods based on the example of the curriculum of teaching translation and interpreting." Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców 27 (December 23, 2020): 349–65. http://dx.doi.org/10.18778/0860-6587.27.20.
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Polish studies in China have a history of over 65 years. The oldest centre of Polish studies was established in Beijing (Beijing Foreign Studies University) in 1954. In the last decade, several centres teaching Polish language and culture have emerged in China. The development, implementation, and modifications of the curricula of teaching Chinese students Polish constitutes an important issue and a major challenge for centres of Polish studies in China. This article discusses the latest curriculum of teaching Polish at Beijing Foreign Studies University, with the oldest Polish courses in China, and presents the strategy and methods for implementing the curriculum using the example of translation classes. I shall answer the question of what role in the Chinese-Polish exchange Polish studies in China can play, and what the objective of producing Polish studies graduates in China is and how that is fulfilled.
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Bothe, Klaus, Zoran Budimac, Rebeca Cortazar, Mirjana Ivanovic, and Hussein Zedan. "Development of a modern curriculum in software engineering at master level across countries." Computer Science and Information Systems 6, no. 1 (2009): 1–21. http://dx.doi.org/10.2298/csis0901001b.
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A strong need for new approaches and new curricula in different disciplines in European education area still exists. It is especially the case in the field of software engineering which has traditionally been underdeveloped in some areas. The curriculum presented in this paper is oriented towards undergraduate students of informatics and engineering. The proposed approach takes into account integration trends in European educational area and requirements of the labour market. The aim of this paper is to discuss the body of knowledge that should be provided by a modern curriculum in software engineering at a master level. Also the techniques used in development and implementation of such curriculum at different universities will be described. The presented ideas are based on the experience gained in the 3 year TEMPUS1 project 'Joint MSc Curriculum in Software Engineering', which established joint master studies in software engineering. Over a three-year interval, the project managed to define a new and joint curriculum, create teaching materials and deliver the curriculum in two institutions.
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Dourado, Adriana Akemi, Pedro Rodrigues Curi Hallal, Marlos Rodrigues Domingues, and Fernando Vinholes Siqueira. "Teaching of health-related physical activity in medical schools: the Brazilian scenario." Revista Brasileira de Atividade Física & Saúde 24 (March 26, 2020): 1–6. http://dx.doi.org/10.12820/rbafs.24e0096.
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Physical activity engagement is a key strategy to improve population health and quality of life. However, studies show that physical activity counseling by physicians is low, and one of the main barriers reported is lack of specific knowledge. The aim of this study is to describe the existence of health-related physical activity content in the curricula of Brazilian Medicine undergraduate courses. A census-type descriptive study was carried out. Online documentation available in institutional websites of all Brazilian Medicine courses curricula were assessed and, when not available, faculty members were contacted. In 2015 we identified 233 medicine courses in Brazil, using data from the Brazilian Ministry of Education. We assessed the documentation in detail of 158 courses (67.8%). We observed that only 12% of curricula presented health-related physical activity and/or physical exercise contents. This proportion was higher in public Medical schools compared to private ones (21.5% vs. 5.4%; p = 0.002). Teaching of health-related physical activity in Brazilian Medicine courses is scarce. We highlight the need for adjustment of curricula considering the well-established benefits of physical activity for public health.
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Oladejo, Maruff Akinwale, and Muhideen Adewale Oladejo. "CORRELATION OF EXTRA-CURRICULAR ACTIVITIES WITH STUDENTS’ STUDY HABITS IN UNIVERSITY OF LAGOS, AKOKA." Sokoto Educational Review 17, no. 2 (2017): 11. http://dx.doi.org/10.35386/ser.v17i2.36.
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Schools generally are established to expose students to a holistic curriculum that develops them mentally, physically, socially and morally through curricula and extra-curricular activities so as to be properly fit into society and the world of work. Thus, students are expected to par take in one extra-curricular activity or the other such as such as music, journalism, debating, sporting, and so on. In the recent times however, it seems there has been low participation of students in these extra-curricular activities. This might not be unconnected with the notion that students’ participation in these activities could affect their study time negatively. The present study therefore investigated extra-curricular activities namely music, journalism, debating and sporting as correlates of undergraduate students’’ study habits in University of Lagos, Akoka. The study used the descriptive research design of the case study type. A self-designed validated and reliable(r=.86) questionnaire was used for data collection. Four null hypotheses formulated and tested of 0.05 level of significance guided the study. A total number of 3500 students was selected through simple random sampling technique. Pearson Product-Moment Correlation Coefficient (PPCC) was used for data analysis. Findings revealed that there was a significant relationship between study habits and students’ participation in music(r=0.398; df-3498;p<0.05);journalism (r=0.404; df=3498; p<0.05); debating activities (r=0.811; df=3498; p<0.05); and Sporting activities(r=0.842; df=3498; p<0.05) respectively. Based on these findings, it was recommended among others, that Institutional administrators should make adequate provisions for necessary equipment and facilities that will encourage students’ active participation in extra-curricular activities. Healthy competitions among students based on these extra-curricular activities should be encouraged and rewarded accordingly.
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Guneri Sahin, Yasar, and Ufuk Celikkan. "Information Technology Asymmetry and Gaps Between Higher Education Institutions and Industry." Journal of Information Technology Education: Research 19 (2020): 339–65. http://dx.doi.org/10.28945/4553.
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Aim/Purpose: This paper investigates the gaps between industry and academia perceptions of information technology fields, such as computer science, software engineering, and computer engineering, and it identifies areas of asymmetry between curricula and industry expectations. The study mainly focuses on the skills required of IT professionals (graduated students) and on how higher education institutes equip students for industry. Background: Higher education institutes have several IT-related departments. However, it is not clear whether these departments have sufficient content to equip students with industry-related skills. Rapid advances mean that some curriculum topics are redundant before the end of a standard two- or four-year degree programs. Balancing the technical/non-technical skills and adjusting the curricula to better prepare the students for industry is a constant demand for higher education institutions. Several studies have demonstrated that a generic curriculum is inadequate to address current IT industry needs. Methodology: The study involved a comprehensive survey of IT professionals and companies using a Web-based questionnaire sent directly to individual companies, academics, and employers. 64 universities and 38 companies in 24 countries were represented by the 209 participants, of whom 99 were IT professionals, 72 academics, and 38 employers. Contribution: This paper is intended to guide academics in preparing dynamic curricula that can be easily adapted to current industry trends and technological developments, with content directly relevant to student’s careers. In addition, the results may identify the skills that students need to secure employment and the courses that will provide skills in line with current industry trends. Findings: The results indicate a lack of emphasis on personal and non-technical skills in undergraduate education compared to general computer science, software development, and coding courses. Employers’ and software experts’ responses emphasize that soft skills should not be ignored, and that, of these, analytical thinking and teamwork are the two most requested. Rather than a theoretical emphasis, courses should include hands-on projects. Rapid developments and innovations in information technologies demand that spiral and waterfall models are replaced with emerging software development models, such as Agile and Scrum development. Recommendations for Practitioners: A multidisciplinary approach should be taken to the teaching of soft skills, such as communication, ethics, leadership, and customer relations. Establishing multiple learning tracks in IT education would equip students with specialized knowledge and skills in IT. An effective communication channel should be established between students and industry. It is also important to reduce the distance between academics and students and to provide an interactive environment for technical discussions. Enterprise level computing and Framework use provide job market advantages. Recommendation for Researchers: Researchers and department heads, particularly those involved in curriculum design and accreditation, could use the results of this exemplary study to identify key topics for attention. Impact on Society: Changes of various degrees are required in the current curricula in many higher education institutions to better meet student needs. Societies and technology are dynamic in nature, and information technology-related curricula in higher education institutions should be equally dynamic. Future Research: Since technology (especially information technology) transforms and advances itself so rapidly, this study should be replicated t to investigate how these changes affect the gap between revised curricula and current industry expectations.
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Reynolds, Ruth, Suzanne Macqueen, and Kate Ferguson-Patrick. "Educating for global citizenship: Australia as a case study." International Journal of Development Education and Global Learning 11, no. 1 (2019): 103–19. http://dx.doi.org/10.18546/ijdegl.11.1.07.
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Twenty-first-century teaching prepares students for a globalized existence. The long-established goal of schooling to prepare a responsible citizenry who strive for the benefit of the community must now be extended, assisting students to become global citizens, equipped to deal with global issues. This article investigates how civics and citizenship education is addressed in curricula; in particular, to what extent the ongoing issue of supporting a critical citizenry, locally and globally, is addressed. Using Australia as a case study, we present an analysis of selected Australian primary school (ages 5–12) curriculum documents to determine the extent of commitment to educating for global citizenship specifically. While intentions are good, work is needed to ensure that these are enacted within schools.
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Drabek, PhD, Thomas E. "Emergency management and homeland security curricula: Contexts, cultures, and constraints." Journal of Emergency Management 5, no. 5 (2007): 33. http://dx.doi.org/10.5055/jem.2007.0022.
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During the past three decades, emergency management has become more professionalized. An important part of this transformation has been the explosive growth in higher education of programs designed to provide the fundamental knowledge and skills required of emergency managers. Following the September 11, 2001, attacks, however, curricula reflecting homeland security issues and competencies also have been established. Some have proposed that these program areas should be better integrated. Following a brief summary of the historical context in which these developments occurred, key points of culture clash are identified. It is concluded that future faculty and administrative initiatives will be constrained by these cultural differences and deflected by future governmental policies, disaster events, and other external factors.
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Regueiro, Patricia Digon, Rosa María Méndez García, Renée DePalma, and Silvana Longueira Matos. "A place for development education in the current Spanish and English curricula: Finding possibilities for practice." International Journal of Development Education and Global Learning 9, no. 2 (2017): 97–114. http://dx.doi.org/10.18546/ijdegl.09.2.04.
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Development education has a long and well-established trajectory in terms of initiatives promoted by international organizations, national governments and civil associations, accompanied by a growing awareness of the significance of global issues. Nevertheless, an analysis of the education policy reflected in the official Spanish and English curricula supports what Bourn (2015) has described as the current decline in development education. A comparative analysis of these curricula reveals interesting similarities and suggests a need for initiatives where teachers and schools take the lead in developing educational practice committed to prepare students for global citizenship. Our research project, entitled Investigating the Global Dimension of Development Education: A Pilot Study in a Galician School, was largely inspired by the work of the Global Learning Programme – England, in supporting collaborative networks to develop and implement effective teaching practices related to global issues. This participatory action research project aimed to design and put into practice a school-wide interdisciplinary teaching plan to embed development education into everyday school practice, where the teachers served as the principle designers and developers of the educational proposals. We include a section of this teaching plan to demonstrate that, despite the limited policy support, there are possibilities for incorporating development education into the existing curriculum.
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Theodore, John D. "Insufficient Industrialization, Delayed Business And Economics Curricula, And Low Economic Development In Pre-1960 Brazil." International Business & Economics Research Journal (IBER) 14, no. 2 (2015): 257. http://dx.doi.org/10.19030/iber.v14i2.9112.
Full textAbstract:
The purpose of this article is to indicate that curricula in business administration and economics in the higher educational system of Brazil were not adequately introduced until the 1960s and that the absence of such curricula contributed to the delay of the economic development of the country. The Portuguese used Brazil as a source of raw materials and for the exportation of agricultural products to Europe. After the independence of the nation in the early 1800s, the large land owners and farmers resisted industrialization in order to perpetuate their power and safeguard their economic and social interests. Due to the lack of industrialization, there was no need to introduce curricula in business and economics. In the 1960s, Brazil witnessed a great movement toward industrialization and economic development in order to compete favorably on an international basis and to confront the economic progress of the Soviet Union and Cuba within the American hemisphere. For this reason, a large number of universities were established, most of which started to offer curricula in economics and business in order to prepare the countrys manpower to assume managerial and leadership positions in the areas of commerce and industry and thus contribute to the economic development of that nation.
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Kulbashna, Ya А., Ya Р. Nahirnyj, I. L. Skrypnyk, О. O. Skibitska, and V. O. Zakharova. "PROFESSIONAL TRAINING OF MASTERS IN DENTISTRY IN MEDICAL UNIVERSITIES OF UKRAINE AND COUNTRIES OF THE EUROPEAN UNION IN TERMS OF EDUCATIONAL CURRICULA AND SYLLABI HARMONIZATION." Медична освіта, no. 3 (October 16, 2020): 118–25. http://dx.doi.org/10.11603/me.2414-5998.2020.3.11452.
Full textAbstract:
The article analyzes, compares and summarizes the curricula for masters in dentistry used in medical universities of the EU countries and O. Bohomolets National Medical University. A comparative analysis of European and national universities’ curricula revealed that the professional training of masters in dentistry in medical universities of Ukraine and in European countries has significant differences in both content and organizational context. Curricula for professional training of future dentists in European universities differ in the number of disciplines and ECTS credits allocated for their study. Comparing of syllabi in NMU and EU countries allowed to state that the main differences consists in their intensity. It is established that the workload of students of national medical universities is very high on account of the large number of humanities and socio-economic disciplines, while European students have only two socio-economic disciplines in the program. Comparative analysis of curricula of national and European universities made it possible to determine the main tasks of reforming the system of dental education, particularly: improving the quality of medical education, ensuring its continuity and consistency throughout the period of professional activity; reducing the workload on students; providing the optimal ratio of theoretical and practical training with increasing emphasis on clinical and practical training.
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Khalil, Mohammed K., and Jonathan D. Kibble. "Faculty reflections on the process of building an integrated preclerkship curriculum: a new school perspective." Advances in Physiology Education 38, no. 3 (2014): 199–209. http://dx.doi.org/10.1152/advan.00055.2014.
Full textAbstract:
This is a reflective essay based on the experience of developing a structure and function module within a new integrated medical curriculum. Our hope is that the insights we gained during a 4-yr journey in a new medical school will be transferable to others engaged with curriculum development. Here, we present an interpretive analysis of our personal experiences together with some original research data and a synthesis of the literature. We will argue that a focus on teaching faculty is the key to successful curriculum integration and suggest an agenda for faculty development. Our essay begins by exploring what curriculum integration really means and what its purpose might be. Our case study explores the challenges of building a shared understanding among stakeholders and of negotiating learning outcomes and methods of teaching as well as the process of developing content and assessment. We feel that many of our experiences in the new medical school are applicable in other settings, such as curriculum reform in established schools and for developers of competency-based premedical curricula. We conclude with recommendations to assist other curriculum planners and teachers by offering some benefits of hindsight.