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1
Aytan, Talat. "Evaluation of the 2006 and 2015 Turkish Education Program in Secondary School Curriculum in Turkey in Terms of Critical Thinking." Journal of Education and Learning 5, no. 2 (March 6, 2016): 38. http://dx.doi.org/10.5539/jel.v5n2p38.
Повний текст джерелаАнотація:
<p>The objective of this study is to evaluate the primary school second stage Turkish Education Curriculum effectuated in 2006 and the secondary school Turkish Education Curriculum effectuated in 2015 comparatively in terms of critical thinking. Of qualitative research designs, document analysis approach and content analysis were adopted for the study. The elements of aforementioned curriculums such as teaching approach, overall objectives, basic approach, basic skills, basic language skills, achievements, elements and methods were analyzed in terms of critical thinking. Both Turkish Education Curriculums have taken critical thinking as a basic skill, and have included critical thinking in the sections of overall objectives, basic approach and vision. On the other hand, 2006 Turkish curriculum is richer in methodological basis in terms of giving basic language skills, while 2015 Turkish curriculum is richer in terms of achievements.</p>
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ŞENGÜL, Sare, Ezgi MANCOĞLU KAPLAN, Yavuz ATABAY, Nuran TUTKUN, and Birgül YILDIZ. "INVESTIGATION OF SECONDARY EDUCATION MATHEMATICS CURRICULUM IN THE CONTEXT OF 21ST CENTURY SKILLS." IEDSR Association 6, no. 16 (November 15, 2021): 113–34. http://dx.doi.org/10.46872/pj.412.
Повний текст джерелаАнотація:
With the transition to the digital age, changes have emerged in the skills expected from the individuals of the 21st century, and accordingly, the preparation of curricula to develop these skills has become the main goal of all countries in the world. In our country, studies have been carried out to develop curricula in this direction, and with this research, it is aimed to examine the secondary education mathematics (2010, 2011, 2013 and 2017) and geometry (2011) teaching programs in the context of 21st century skills. The research is a survey study aimed at examining the secondary school mathematics and geometry course curriculum in terms of 21st century skills. As the data source of the research, secondary school mathematics course and secondary school geometry course curricula shared on the official website of the Ministry of National Education were taken. Document analysis method was used in the collection and analysis of data in the research in which these teaching programs were accepted as documents. Curriculums specified within the scope of document analysis were analyzed with descriptive analysis method based on 21st century skills within the scope of Partnership for 21st Century Learning [P21]. The skills included in the curricula were supported by direct quotations from the curricula. According to the results of this research, it has been determined that the curriculum is not qualified to cover all 21st century skills. The fact that media literacy, leadership and responsibility skills are not included in the curriculum, and that the evaluation elements of the programs are insufficient in the context of 21st century skills are among the remarkable results. The findings obtained at the end of the research were discussed with the support of the literature and suggestions were made for future research.
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O'Brien, M. T., and J. Littrich. "Using Assessment Practice to Evaluate the Legal Skills Curriculum." Journal of University Teaching and Learning Practice 5, no. 1 (January 1, 2008): 68–84. http://dx.doi.org/10.53761/1.5.1.6.
Повний текст джерелаАнотація:
A comprehensive audit of the skills curriculum offered to students in a Bachelor of Laws program yielded important insights about the collective impact of assessment tasks on the hidden and operational skills curriculum. This qualitative case study supports the views (1) that assessment tasks provide significant skills practice and performance opportunities for students; (2) that assessment provides students with important cues about what type of learning is valued; and (3) that review of assessment practices across the curriculum can provide important information for curricular reform.
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Boyle-Holmes, Trina, Lisa Grost, Lisa Russell, B. A. Laris, Leah Robin, Elizabeth Haller, Susan Potter, and Sarah Lee. "Promoting Elementary Physical Education: Results of a School-Based Evaluation Study." Health Education & Behavior 37, no. 3 (September 11, 2009): 377–89. http://dx.doi.org/10.1177/1090198109343895.
Повний текст джерелаАнотація:
Using a quasiexperimental design, the authors examine whether fourth- and fifth-grade students exposed to a developmental physical education (PE) curriculum, Michigan’s Exemplary Physical Education Curriculum (EPEC), demonstrated stronger motor skill—specific self-efficacy and perceptions of physical activity competence, physical activity levels, motor skills, and physical fitness than did students exposed to existing PE curricula. The authors conducted a multilevel regression analysis with data from 1,464 students in the fourth and fifth grades. Data were collected using a student survey, an activity checklist, and motor and fitness assessments. Compared to students receiving standard PE, students exposed to EPEC showed significantly stronger results in motor skills but not fitness outcomes. The authors found significant positive intervention effects on indicators of motor skill self-efficacy and physical activity levels among the fourth-grade cohort. EPEC was more effective than standard PE curricula at improving motor skill performance (fourth- and fifth-grade cohorts) and at increasing self-reported motor skill-specific self-efficacy and physical activity (fourth-grade cohort).
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Whitston, Kevin. "Key skills and curriculum reform." Studies in Higher Education 23, no. 3 (January 1998): 307–19. http://dx.doi.org/10.1080/03075079812331380276.
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Reed, Rajika Emily, and Alec Bodzin. "Studying Vector-Borne Disease Transmission in Public Health Education Using a Geospatial Curriculum Approach." Pedagogy in Health Promotion 6, no. 2 (February 14, 2019): 88–101. http://dx.doi.org/10.1177/2373379919827616.
Повний текст джерелаАнотація:
Geospatial thinking and reasoning (GSTR) skills are currently not routinely integrated into public health curriculum for undergraduate students in colleges or universities. However, integrating GSTR skills into curriculum has been shown to increase spatial thinking skills, which leads to better cognitive thinking and problem solving skills. An Examining Vector-Borne Disease Transmission (EVBDT) curriculum unit was developed using the geospatial curriculum approach to investigate malaria, dengue fever, and zika disease spread in the environment, using patterns, data, and sociodemographic factors. The purpose of this design-based research study was to understand public health content learning and GSTR skill acquisition through use of the geospatial curriculum approach among students ( n = 95) enrolled in undergraduate public health content classes. Data sources included a classroom observation instrument; pretest and posttest measures for the Spatial Habits of the Mind survey; a pretest, Posttest 1, and delayed Posttest 2 EVBDT assessment that included public health content and GSTR skill items; and a postimplementation survey to understand students’ perceptions of geographic information systems use in the curriculum. Findings revealed significant mean differences showing growth in public health content learning and GSTR skills. The findings provide support that Web geographic information systems with appropriate curriculum design can engage students and affect both learning outcomes and GSTR skills in public health education.
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Moore, Rod. "Maximizing Student Clinical Communication Skills in Dental Education—A Narrative Review." Dentistry Journal 10, no. 4 (April 1, 2022): 57. http://dx.doi.org/10.3390/dj10040057.
Повний текст джерелаАнотація:
Dental student training in clinical communication skills and behavioral aspects of treatment are lauded as clinically meaningful in the dental education literature. However, many dental school curricula still only provide didactic, one-time coursework with multiple choice examination assessment and little or no student skill-activating activities. This article aims to review literature relevant to optimizing clinical communication and behavioral skills in dental education. The review summarizes findings of several relevant reviews and usable models to focus on four themes: (1) special characteristics of dentistry relevant to communication skill needs, (2) essential components of dental student learning of communications skills, (3) clinical consultation guides or styles and (4) optimal curricular structure for communication learning effectiveness. Contexts of communications in the dental chair differ from medical and other allied health professions, given the current mostly dentist-dominant and patient-passive relationships. Patient-centered communication should be trained. Dental students need more practical learning in active listening and patient-centered skills including using role-play, videotaping and ultimately, real patient training. Medical consultation guides are often unwieldy and impractical in many dental contexts, so a shortened guide is proposed. Communication skills need to be learned and taught with the same rigor as other core dental skills over the entire course of the dental curriculum.
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Fenyi, Daniel Arkoh, and Georgina Afeafa Sapaty. "The ‘Hidden’ curriculum in higher education in Ghana: The perception of language students in the college of education." International Journal of Learning and Teaching 14, no. 4 (September 9, 2022): 125–43. http://dx.doi.org/10.18844/ijlt.v14i4.7064.
Повний текст джерелаАнотація:
Abstract A holistic curriculum or education seeks to develop all three domains of learning: cognitive, psychomotor and affective. While the cognitive domain focuses on the mental and psychological fortitude of learners, the psychomotor focuses on the use and development of muscular or motor skills and the affective domain deals with the feelings, emotions and attitudes of students. Interestingly, not all these domains are sufficiently written or documented as guidelines or curricula for classroom practice. It is for such reasons that the ‘hidden’ curriculum becomes needful, as it not only complements the official curriculum but plays a significant role in shaping the values of learners. This qualitative study engages 52 language students in a college of education in Ghana to reveal their views on their experiences with the ‘hidden’ curriculum. Questionnaires and semi-structured interviews were the data collection instruments. The inductive content analysis technique is used to analyse the collected data. The outcome of the study reveals that gender and sexuality, religion, politics, hard work and confidence are values ‘taught’ through the hidden curriculum. The findings of the study create awareness, especially for teachers that, beyond ‘what’ they teach in the classroom, ‘how’ they teach also unconsciously transmits lessons. This means that teachers should be mindful of how they dress, walk, talk and behave in the classroom since all these virtues contribute to the overall teaching and learning process. Keywords: Curriculum, cognitive skills, psychomotor skills, affective skills, classroom practice;
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Fenyi, Daniel Arkoh, and Georgina Afeafa Sapaty. "The ‘Hidden’ curriculum in higher education in Ghana: The perception of language students in the college of education." International Journal of Learning and Teaching 14, no. 3 (September 9, 2022): 121–39. http://dx.doi.org/10.18844/ijlt.v14i3.7064.
Повний текст джерелаАнотація:
Abstract A holistic curriculum or education seeks to develop all three domains of learning: cognitive, psychomotor and affective. While the cognitive domain focuses on the mental and psychological fortitude of learners, the psychomotor focuses on the use and development of muscular or motor skills and the affective domain deals with the feelings, emotions and attitudes of students. Interestingly, not all these domains are sufficiently written or documented as guidelines or curricula for classroom practice. It is for such reasons that the ‘hidden’ curriculum becomes needful, as it not only complements the official curriculum but plays a significant role in shaping the values of learners. This qualitative study engages 52 language students in a college of education in Ghana to reveal their views on their experiences with the ‘hidden’ curriculum. Questionnaires and semi-structured interviews were the data collection instruments. The inductive content analysis technique is used to analyse the collected data. The outcome of the study reveals that gender and sexuality, religion, politics, hard work and confidence are values ‘taught’ through the hidden curriculum. The findings of the study create awareness, especially for teachers that, beyond ‘what’ they teach in the classroom, ‘how’ they teach also unconsciously transmits lessons. This means that teachers should be mindful of how they dress, walk, talk and behave in the classroom since all these virtues contribute to the overall teaching and learning process. Keywords: Curriculum, cognitive skills, psychomotor skills, affective skills, classroom practice;
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Azevedo, Hugo José Coelho Corrêa de, and Rosane Moreira Silva de Meirelles. "Comparative Education in Zoology Teaching: a historical-curricular analysis." Revista de Ensino de Ciências e Matemática 13, no. 6 (December 4, 2022): 1–14. http://dx.doi.org/10.26843/rencima.v13n6a06.
Повний текст джерелаАнотація:
This paper presents a historical analysis of Zoology curricula in Brazil, based on comparative education. Data were collected in six documents that portray the historical context from the curricular structure of Colégio Imperial de Pedro II to the National Common Curricular Base. The following criteria for comparison and analysis were used: zoological curriculum discourse, scientific content, method used and historical context. The results showed that the teaching of Zoology has historically passed through 4 curricular phases, namely: 19th century from the 19th century and the Brazilian Empire, Positivist from the Cold War and technological dispute, Technicists from the military dictatorship and the progressive discourse and Skills and Competencies that arise at the time of discussion of post-critical theories of curriculum in Brazil. It is concluded that the Teaching of Zoology suffered political and social determinants that influenced its conceptual perspectives and zoological curricular discourse during the period used.
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Al-Rasheed, Noora Abdullah Hamad, and Ahmad Mohammed Saad ALHussein. "DESIGN OF CURRICULUM FOR EDUCATIONAL EVALUATION IN THE LIGHT OF (QUALITY MATTERS) STANDARDS AND IT'S EFFICIENCY IN DEVELOP ELECTRONIC EVALUATION SKILLS FOR STUDENTS FEMALES AT EDUCATION IN KING SAUD UNIVERSITY DESIGN OF CURRICULUM FOR EDUCATIONAL EVALUATION." International Journal of research in Educational Sciences 4, no. 1 (December 15, 2020): 285–374. http://dx.doi.org/10.29009/ijres.4.1.9.
Повний текст джерелаАнотація:
This study aimed to design of electronic curriculum for educational evaluation in the light of Quality Matters standards and measuring effectiveness in develop electronic evaluation skills for (42) students female from students of education college in King Saud University and it's an experimental study group apply to them :(Cognitive test for electronic evaluation skills for educational evaluation curriculum and three card for notice skills sides for electronic evaluation skills). After proceed the statistical treatments, the study results showed the following: There is a statistically function difference at the level (α >01) between the average scores of the study sample in after and before application for the collective test for cognitive side foe electronic evaluation skills for educational evaluation curriculum for education college students in King Saud University for the benefit of before application scores average. There is a statistically function difference at the level (α >01) between the average scores of the study sample in after and before application for all main skills and total score for performance side notice cards (Electronic tests, Electronic questionnaire, Electronic achievement file) for electronic evaluation skills for educational evaluation curriculum for education college students in King Saud University for the benefit of before application scores average. Suggested design efficiency for educational evaluation curriculum in the light of Quality Matters standards for education college students in King Saud University in electronic evaluation skills development. Recommendations: Design education college curriculum in the light of Quality Matters standards. Training faculty members on design electronic curriculums in the light of Quality Matters standards. Interesting in electronic evaluation skills development for students' teachers in all education colleges. Benefit from the curriculum to training teachers during the service on electronic evaluation skills. Suggestions: Study the attitudes of faculty members and students about the suggested curriculum and barrier of it's application. Design an educational environment in the light of Quality Matters standards to develop electronic evaluation skills for secondary school level teachers.
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Sands, Deanna J., Lois Adams, and Donna M. Stout. "A Statewide Exploration of the Nature and Use of Curriculum in Special Education." Exceptional Children 62, no. 1 (September 1995): 68–83. http://dx.doi.org/10.1177/001440299506200106.
Повний текст джерелаАнотація:
This study reports the results of a statewide survey of the beliefs and practices, regarding curriculum, of 341 elementary and secondary special education teachers serving students with a variety of disabilities. Findings indicate that (a) teacher training in curriculum development occurs mostly on the job; (b) teachers want training in teaching compensatory skills and life skills; (c) teachers believe that the IEP constitutes the curriculum for students with disabilities; (d) teacher judgment primarily guides the content of classroom instruction; (e) teachers focus principally on academic remediation versus life-skill or other instruction; (f) curriculum focus varies little across service-delivery models, but does vary by grade level; and (g) minimal articulation of curriculum exists across grade levels.
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T. Bongco, Roxanne, and Digna M. De Guzman. "Teachers Adapting to Curricular Change: Basis for Teacher Education Curriculum Review." APJAET - Journal ay Asia Pacific Journal of Advanced Education and Technology 1, no. 3 (September 12, 2022): 1–11. http://dx.doi.org/10.54476/apjaet/37588.
Повний текст джерелаАнотація:
Implementing the flexible mode of instruction at all levels is a challenge to the educational system, especially to teachers who deliver subjects that are highly skill-based. This two-phase study investigated the strategies that enabled teachers to adapt to curricular change. Phase one of the study involved a phenomenological inquiry into the new demands of flexible delivery of TLE/TVL among secondary level teachers in the Philippines and the competencies that enabled them to meet these emerging demands. Data were gathered through semi-structured individual interviews with five teachers at the secondary level. Phase two of the study utilized the preliminary findings to review how the new teacher education curricula for TLE/TVL promote the necessary competencies to train teachers who are adaptable to curriculum change. Findings revealed that flexible learning modes demand teachers to explore creative and resourceful ways of delivering the same core practices such as teaching, assessment, and establishing connections with clients and stakeholders. Teachers meet these challenges through a combination of institutional training, resources, and personal learning initiatives. Further, opportunities to develop the competencies that teachers need to adapt to the curricular change are provided in the new teacher education curriculum. With the importance of self-learning and expansion of research skills development in the TLE/TVL teacher education curricula was then recommended. Keywords: online, modular, blended, technology and livelihood education, technical and vocational education
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Glevey, Kwame E. "Thinking skills in England's National Curriculum." Improving Schools 11, no. 2 (July 2008): 115–25. http://dx.doi.org/10.1177/1365480208091104.
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Craft, Anna. "Thinking skills and the whole curriculum." Curriculum Journal 2, no. 2 (June 1991): 183–99. http://dx.doi.org/10.1080/0958517910020207.
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Nghia, Tran Le Huu. "Developing generic skills for students via extra-curricular activities in Vietnamese universities: Practices and influential factors." Journal of Teaching and Learning for Graduate Employability 8, no. 1 (March 10, 2017): 22–39. http://dx.doi.org/10.21153/jtlge2017vol8no1art624.
Повний текст джерелаАнотація:
Developing generic skills (GS) for students has become central in many higher education curricula lately. However, there is still a lack of studies regarding how these skills are developed for students, especially those in developing countries. Drawing from a PhD study, this article reports the contribution of extra-curricular activities in developing GS for students in Vietnamese universities and analyses factors influencing the effectiveness of developing GS for students via these activities. A content analysis of relevant documents and 69 interviews with university leaders, academics and organisers of the Youth union and its associates (YUA) showed that extra-curricular activities were involved as an integral component of a university’s strategy for training students in GS. This was due to a lack of curriculum autonomy, which restricted most Vietnamese universities from adding skills subjects into the curriculum, and the YUA also had a long-standing tradition of developing non-discipline-specific skills for students. The YUA were found to successfully develop GS for students via extra-curricular activities; however, their operation was influenced by university leadership, student participation, external stakeholders’ support, and the leadership of the YUA. The article argues that extra-curricular activities were conducive to developing GS for students; therefore, they should be included in student skills development programs in higher education.
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Lee, Patrick S. Y., Pavlina S. Kemp, Lisa D. Kelly, Jamie B. Rosenberg, JoAnn A. Giaconi, Emily B. Graubart, Daniel W. Knoch, Rukhsana G. Mirza, Prithvi S. Sankar, and Anju Goyal. "Current Scope of Online Ophthalmology Education and Curriculum Impact Due to COVID-19." Journal of Academic Ophthalmology 13, no. 02 (July 2021): e163-e169. http://dx.doi.org/10.1055/s-0041-1735955.
Повний текст джерелаАнотація:
Abstract Objective Abrupt changes in ophthalmology education caused by the COVID-19 pandemic have resulted in novel online curriculum development. The aims of this study were to identify (1) the scope of online curricula implemented both prior to and during the COVID-19 pandemic; (2) perception of educators on these online modalities; and (3) early lessons from online implementation that may guide future curricular planning. Methods Implementation of online curricula was evaluated by using a national online survey of Ophthalmology Directors of Medical Student Education (DMSE) via Qualtrics software. Participants Medical Student Educators of the Association of University Professors of Ophthalmology (AUPO) were surveyed. Results Fifty responses were collected, representing a 64.9% response rate. Prior to the COVID-19 pandemic, 44% of institutions had no online components in their courses, but 78.3% of institutions reported increasing online components in response to the pandemic. Required courses were significantly associated both with having implemented online components before the pandemic and implementing online-only versions of these courses in response to the pandemic. The three most popular modalities used for online teaching were lectures, interactive cases, and problem-based learning, with a median satisfaction of 4.0, 4.32, and 4.35, (out of five) respectively. The least popular modalities used were online teaching of physical exam skills and telemedicine, both with a median satisfaction of 2.5. Median overall educator satisfaction with online teaching was four (out of five). The most common weakness related to online teaching was the lack of effective physical exam skills training. Conclusion Our data demonstrate that most institutions successfully shifted their ophthalmology curriculum to a virtual and online version in response to the COVID-19 pandemic. DMSEs adapted quickly, transitioning in-person clinical courses, and extracurricular activities to online formats. Overall, educator satisfaction with online curricula was high. Integration of online curricula provides the opportunity to enrich institutional curriculums and overcome limitations imposed by decreasing curriculum time. This study reveals an early window into the utilization, strengths, and weaknesses of online ophthalmology education, which can serve as a guiding point to enhance ophthalmology curriculum development.
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Wikström, Britt-Maj, and Gunilla Svidén. "Exploring communication skills training in undergraduate nurse education by means of a curriculum." Nursing Reports 1, no. 1 (November 11, 2011): 7. http://dx.doi.org/10.4081/nursrep.2011.e7.
Повний текст джерелаАнотація:
This study is an attempt to investigate by means of a curriculum how nurses are trained theoretically and practically throughout their specialist education to communicate competently and professionally in interaction with colleagues and patients. Research today shows that there are many different approaches to develop professionally skilled communication in nurse-patient interaction. It indicates that this aspect of nurse education is regarded as an important feature by educators. It is therefore of interest to study, by means of analysing a curriculum, how nurses’ communicative competence is developed. To this purpose a curriculum was presented related to nursing communication skills training, selected from a University College of Health Care Sciences in Sweden. Both students and teachers need clearly defined curricula to structure their studies and to evaluate communication skills. The investigated curriculum could be further developed to direct students and teachers in effective communication skills. It is of importance to have a curriculum that could be interpreted in the same way by teachers and students.
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Keefe, Charlotte Hendrick. "Social Skills." Academic Therapy 23, no. 4 (March 1988): 367–73. http://dx.doi.org/10.1177/105345128802300406.
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Samat, Muhammad Faizal, Norazlan Annual, and Raznee Atisya Md Rashidi. "Soft Skills among Students: A Case Study of UiTM Cawangan Kelantan." ADVANCES IN BUSINESS RESEARCH INTERNATIONAL JOURNAL 5, no. 1 (June 30, 2019): 1. http://dx.doi.org/10.24191/abrij.v5i1.9967.
Повний текст джерелаАнотація:
This article contributes to ongoing debates about soft skills among students. In 2017, the unemployment rate in Malaysia was at 3.42 percent as compared to 2.85 percent in 2014. Education system must aim towards employability and ensure quality in education to reduce the percentage of unemployment. Thus, this study aims to investigate the development of soft skills among students through co-curriculum activities in UiTM Cawangan Kelantan. The sample were 113 students from UiTM Cawangan Kelantan. Questionnaires adapted from previous research to measure the communication skill, problem solving skill, team building skill, leadership skill and soft development of soft skills among students through co-curriculum activities. SEM-PLS 3.0 were employed in this study. The findings revealed only team building skill has significant influence on developments of soft skills among students through co-curriculum activities. However, the study indicates that communication skill, problem solving skill and leadership skill are not significant towards development of soft skills among students through cocurriculum activities.
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Battaglia, F., M. McConnell, C. Sayed, M. Merlano, C. Ramnanan, and N. Rastogi. "MP42: Program assessment: taking stock of the current state of Canadian undergraduate medical education in procedural skills curricula." CJEM 21, S1 (May 2019): S57—S58. http://dx.doi.org/10.1017/cem.2019.177.
Повний текст джерелаАнотація:
Introduction: In order to better characterize procedural skills curricula in Canada, a national survey was conducted. The objectives of the survey were: (i) to characterize procedural skills education currently employed in pre-clerkship and clerkship curricula; (ii) to determine what skills physician-educators think medical students should know upon graduation; and (iii) to identify physician-educator perceptions regarding the development of pre-clerkship procedural curriculum. Methods: A web-based survey was distributed to 201 clinician-educators across Canada's 17 medical schools. Respondents were directed to an individualized survey based on their self-identified roles at their institution. Respondents were asked demographic questions, what procedural skills are being taught and in what setting at their institution, and their opinions on the value of a pre-clerkship procedural curriculum. Results: From the 17 school's surveyed, 12 schools responded, with 8 schools responding “yes” that they had a clerkship procedural curriculum. For a pre-clerkship procedural curriculum, only 4 schools responded “yes”. The 5 of the top 10 procedurals skills identified that medical students should know upon graduation, in order, are: IV Access, Airway Management/Ventilator Management, Local anesthesia/field block, Casting, Spontaneous Vaginal Delivery. On a Likert scale, clinician-educators strongly supported a pre-clerkship procedural curriculum (median = 4.00/5.00, mode = 5.00/5.00), and they believed it would decrease anxiety (median = 4.00/5.00), increase confidence (median = 4.00/5.00), and increase technical ability (median = 3.00/5.00) in incoming clerks. Conclusion: Across Canada, the state of undergraduate medical education procedural skills education is inconsistent. With the identification of the Top 10 procedural skills medical students should know upon graduation, the learning objectives of a formal curriculum can be developed. With overwhelming support from physician-educators, a formal pre-clerkship procedural curriculum is poised to redefine the landscape of procedural care for a whole new generation of physicians.
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Gray, S. H., J. Owen, and A. Petrosoniak. "LO096: Comfortable with your thoracotomy skills? An innovative simulation-based curriculum to teach rare procedures in emergency medicine." CJEM 18, S1 (May 2016): S63. http://dx.doi.org/10.1017/cem.2016.133.
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Introduction / Innovation Concept: Emergency medicine (EM) residents must demonstrate proficiency in several rare, life-saving procedures but few clinical opportunities exist to practice and master these skills. Currently no standardized curricula exist for the instruction of these skills during EM residency. Accordingly, many residents graduate without the experience to perform these critical procedures confidently. We developed a novel, simulation-based curriculum for six rare, life-saving, EM skills that integrates deliberate practice and Kolb’s theory of experiential education. Methods: We used existing EM training objectives and a recent national resident needs assessment to develop a simulation-based technical skills curriculum. The six station curriculum was underpinned by the pedagogical framework of experiential education and deliberate practice. Instructor and participant feedback directed subsequent curriculum modifications. Curriculum, Tool, or Material: This one-day intensive curriculum was successfully implemented at two Canadian EM residency programs for 54 EM residents, from both CCFP-EM and FRCP-EM streams. Participant feedback was highly favorable. An iterative approach to curriculum implementation at two separate residency programs effectively allowed educators to respond to participant needs. Conclusion: A novel simulation-based curriculum for rare procedures in EM is feasible, practical, and highly valued by participants. Ongoing work is underway to refine the curriculum and assess its efficacy in creating competence. Deliberate practice and Kolb’s theory of experiential education provide useful frameworks for technical skills training.
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Gamson, David A., Sarah Anne Eckert, and Jeremy Anderson. "Standards, instructional objectives and curriculum design: A complex relationship." Phi Delta Kappan 100, no. 6 (February 25, 2019): 8–12. http://dx.doi.org/10.1177/0031721719834022.
Повний текст джерелаАнотація:
Since the beginning of U.S. public school systems, educators and policy makers have debated what kinds of knowledge and skills that all schoolchildren should acquire. And those debates touch every aspect of a curriculum, its assessment, and its instructional materials. David A. Gamson, Sarah Anne Eckert, and Jeremy Anderson trace the history of standards and objectives in U.S. education, noting areas of controversy and debate related to the uses and possible abuses of curricular standards. Their survey raises questions and cautions for today’s reformers to consider when rethinking curricula.
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Carter, Erik W., Kathleen L. Lane, Melinda R. Pierson, and Kristin K. Stang. "Promoting Self-Determination for Transition-Age Youth: Views of High School General and Special Educators." Exceptional Children 75, no. 1 (October 2008): 55–70. http://dx.doi.org/10.1177/001440290807500103.
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Recent developments in policy and practice have emphasized the importance of promoting self-determination and supporting access to the general curriculum for youth with disabilities. To understand how these trends align, we examined the efforts of 340 general and special educators to promote student self-determination in high school classrooms. Educators attached considerable importance to providing instruction in skills related to self-determination and reported addressing these skills with moderate to high frequency in their classrooms. Although opportunities for students with disabilities to learn skills that promote self-determination were reported to be available across the curriculum, there were some differences across teachers and curricular area. We discuss avenues for promoting student self-determination within the general curriculum, as well as offer recommendations for future research.
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Braguta, Violeta. "The value evolution of the curriculum in the current context of changes." Univers Pedagogic, no. 3(71) (November 2021): 27–32. http://dx.doi.org/10.52387/1811-5470.2021.3.18.
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Its superior value-teleological, normative and axiological evolution reflects and constructively processes the interactive psychological and sociocultural reality, perfectible with concrete effects, realistically anticipated on the learners, as well as on the process itself. Restructuring the school curriculum (framework plans and curricula) is necessary to promote values-based on education, creativity, cognitive skills, volitional skills and action skills, basic knowledge and knowledge skills and abilities of direct use, in the profession, in society and focus the curriculum on the formation and development / diversification of key competences. The curricular review will place greater emphasis on the development of transversal competences, including digital ones, those on sustainable development and socio-emotional competences. The argument for the need to reconfigure the current learning process is to opt for a holistic, transdisciplinary and functional-pragmatic approach to learning outcomes.
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Johnson, Steve, Sarah Veitch, and Silvia Dewiyanti. "A framework to embed communication skills across the curriculum: A design-based research approach." Journal of University Teaching and Learning Practice 12, no. 4 (October 1, 2015): 65–79. http://dx.doi.org/10.53761/1.12.4.6.
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This paper will report on the development of a university-wide framework to embed communication skills in learning, teaching and assessment at Murdoch University. The framework is based on a multi-layered approach that aims to support both staff and students through an integrated set of services and resources. These include communication skills rubrics, professional development workshops and online resources for staff, and diagnostic assessment and online modules for students. Although the project has been driven by pragmatic, institutional needs, it has aimed to contribute to theoretical understandings concerning ways of embedding the teaching, learning and assessment of communication skills in higher education curricula. Alongside the development of a practical, university-wide Communication Skills Framework, the project has followed a design-based research approach to generate guiding principles for embedding communication skill across the curriculum in higher education.
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Derry, Sharon J., John Jacobs, and Debra A. Murphy. "The JSEP Learning Skills Training System." Journal of Educational Technology Systems 15, no. 4 (June 1987): 353–64. http://dx.doi.org/10.2190/2j3f-cy28-j48k-ua11.
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The Army Job Skills Education Program (JSEP) is a dual curriculum that reminds soldiers to use learning skills while they take CAI lessons that train basic math and verbal job competencies. Prior to entering the JSEP basic skills curriculum, soldiers are taught self-motivational techniques and strategies for studying and solving problems. Each type of learning skill is represented and trained by a different character model. These characters appear as prompts throughout the basic skills curriculum to remind soldiers to recall and use their new learning skills. In this article, the rationale for the curriculum model is overviewed and preliminary field trial data are reported.
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Rosina, Hani, Virgantina Virgantina, Yahyaa Ayyash, Vina Dwiyanti, and Sutthiporn Boonsong. "Vocational Education Curriculum: Between Vocational Education and Industrial Needs." ASEAN Journal of Science and Engineering Education 1, no. 2 (April 10, 2021): 105–10. http://dx.doi.org/10.17509/ajsee.v1i2.33400.
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This study aims to describe curriculum development in vocational education based on the development of Information Technology and the needs of the industrial world. This study used the literature review method from scientific articles in ten years (from 2011 to 2021) using several specific keywords to obtain the data needed. The results of this study showed that vocational schools in Indonesia need to form graduates who have soft skills and hard skills that have a match or conformity with the business and industries. Thus, vocational education graduates when entering the real world will not have difficulties adapting to the development of technology in the industry. Based on this study, any incompatibility in the community and special skills can be avoided through the implementation of a vocational education curriculum.
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Ikemoto, Gina Schuyler, Jennifer L. Steele, and John F. Pane. "Poor Implementation of Learner-Centered Practices: A Cautionary Tale." Teachers College Record: The Voice of Scholarship in Education 118, no. 13 (April 2016): 1–34. http://dx.doi.org/10.1177/016146811611801309.
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Many school systems are adopting new curricula in response to more rigorous standards that require higher-order thinking skills. This article presents implementation findings from a randomized, controlled trial of the Cognitive Tutor Geometry curriculum. We found a significant negative effect on student achievement despite the curriculum's focus on learner-centered learning strategies that have previously been found to improve students’ ability to meet high mathematics standards. Our research confirms prior research that finds learner-centered instructional practices are correlated with higher student achievement. However, our findings also suggest that learner-centered curricula can actually do more harm than good when implemented poorly. We found that the cognitive demands of the curriculum coupled with teachers’ poor implementation of learner-centered instructional practices seemed to limit students’ ability to engage with the mathematical ideas. Teachers struggled to implement the curriculum because they lacked prior experience with learner-centered teaching strategies, had limited exposure to the curriculum, and were not provided with job-embedded support from principals or instructional leaders within their school. They also worked with students who were reluctant to collaborate and had low prior math achievement. Findings from this study suggest that curriculum adopters should be careful to ensure strong implementation of cognitively demanding curricula. In particular, districts and school leaders should provide intensive job-embedded professional development and support to assist teachers in achieving high implementation.
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Kinzie, Mable B., Jessica Vick Whittaker, Pat Mcguire, Youngju Lee, and Carolyn Kilday. "Research on Curricular Development for Pre-Kindergarten Mathematics and Science." Teachers College Record: The Voice of Scholarship in Education 117, no. 7 (July 2015): 1–40. http://dx.doi.org/10.1177/016146811511700705.
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Background/Context As increasing attention is paid to preparing students to succeed in school, the development and adoption of research-based curricula have become progressively more important. However, many curricular designs lack a basis in scientific evidence; research and curricular design are frequently treated as two separate enterprises. Purpose/Objective In this paper, we present the Research on Curriculum Design (RCD) model, first advanced by Clements in 2007, with results from its application to the design and iterative development of pre-kindergarten mathematics and science curricula. Research Design RCD is an example of design-based research, with the additional specific goals of the production of an effective curriculum and the evolution of theoretical guidelines to inform future curricular designs. Our implementation spanned two years and involved iterative development and testing of two, year-long curricula. Findings/Results Application of RCD methods informed our understandings of the target population, the knowledge and skills to be developed, and the theoretical and research-based models that guided the designs. Subsequent iterative development and evaluation in five pre-K classrooms enabled refinement of the curricular design, as well as the evolution of design guidelines useful for informing future curriculum development efforts. A culminating test of the resulting curricula in eight pre-K classrooms suggests the success of the RCD approach, yielding high-quality, high-fidelity teacher implementation, with teacher fidelity and curricular dosage predicting students’ mathematics learning gains across the year. Conclusions/Recommendations Results support the value of the RCD model for achieving research-based curricula that have the potential to effectively support teachers in their practice and positively impact children's early learning.
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Abioye, Abiola, James Lowry, and Rosemary Lynch. "Digital Curation Education at the Universities of Ibadan and Liverpool." International Journal of Digital Curation 14, no. 1 (September 11, 2019): 24–61. http://dx.doi.org/10.2218/ijdc.v14i1.556.
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This article presents the findings of the Ibadan/Liverpool Digital Curation Curriculum Review Project, a research project conducted to formally benchmark the teaching of digital curation in the archival education programmes at the University of Liverpool, United Kingdom and the University of Ibadan, Nigeria. It provides background to the history and establishment of both universities and the development of their archives curricula. A matrix was developed using the DigCurV Curriculum Framework to assess whether digital curation skills and knowledge outlined in the framework are being taught, practised and tested in the Master’s programmes. These skills and knowledge were assessed according to the four domains outlined in DigCurV: Knowledge and Intellectual Abilities (KIA), Personal Qualities (PQ), Professional Conduct (PC), and Management and Quality Assurance (MQA), to levels appropriate to practitioners and managers. The exercise identified skill and knowledge areas where teaching materials could be shared between the universities, and areas where new materials are needed.
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AVCI, Dilek ERDURAN, and Damla KAMER. "Views of Teachers Regarding the Life Skills Provided in Science Curriculum." Eurasian Journal of Educational Research 18, no. 77 (October 19, 2018): 1–18. http://dx.doi.org/10.14689/ejer.2018.77.1.
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Khanam, Nurun Nahar, and Ashik Ahmed Chowdhury. "Globalization of Medical Education Curriculum." Bangladesh Journal of Obstetrics & Gynaecology 30, no. 1 (November 28, 2016): 37–42. http://dx.doi.org/10.3329/bjog.v30i1.30506.
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Globalization is the process of international interaction and integration through exchanges of views, products, ideas and various aspects of culture. It is a fact that many skill and competencies of physicians are universal, as well as the required patient management skills are similar throughout the world. However, medical curriculum differs greatly worldwide in their content, thus, levels of professional competences acquired by graduates of medical schools varies across the globe. Consequently, it becomes difficult to get uniform global physician. Therefore, the concept of global physician to become a reality, it is necessary to determine a set of core competencies that define what a physician is, regardless of where he or she has been educated. Globalization in medical education is a dynamic process. If any medical graduate does not want to remain confined within his or her own locality he or she has to customize him or herself according to the necessity of the globe. Thus, introduction of globally standardized uniform medical education curriculum is essential for everybody.Bangladesh J Obstet Gynaecol, 2015; Vol. 30(1) : 37-42
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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 (April 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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Passow, A. Harry. "Reflections on Three Decades of Education of the Gifted." Gifted Education International 5, no. 2 (January 1988): 79–83. http://dx.doi.org/10.1177/026142948800500204.
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This article reviews the development of the philosophy and practice of gifted education. The writer argues for the need of a comprehensive and coherent planning policy which takes into account the total experience of the gifted student. It suggests that the gifted learner needs the basic skills, an understanding of processes and subject matter which constitute a good general curriculum; specialized skills and knowledge that develop particular talents; personal understanding of relationships and values and extra-curricular experiences including personnel and material not available in the normal school. The article also stresses the vital need for differentiation in the curriculum which allows for individual differences in pace, depth and breadth.
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Rahmawati, Yulia, Lelly Alhapip, Mokhammad Syaom Barliana, Ana A., and Vina Dwiyanti. "Adaptive Curriculum Development on Tourism Vocational Secondary Education." Applied Science and Innovative Research 5, no. 1 (January 25, 2021): p39. http://dx.doi.org/10.22158/asir.v5n1p39.
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The presence of industrial revolution 4.0 brought various changes and shifts that occurred in industry and had an impact on vocational secondary education which was closely related to industry. This study aims to analyze the curriculum for vocational secondary education in middle of industrial revolution 4.0 era. The method used is literature review through scientific articles indexed in the last 10 years and focus group discussions with teachers, practitioners in tourism sector and curriculum experts. The findings of this study indicate the adaptive curricula as a modified curriculum model that adapts to situations, conditions, and needs in the field. It is necessary to reconstruct curriculum content in Vocational Secondary Education by optimizing cooperation with industry and the world of work. In addition, strengthening the ability of Literacy, Language and Numerical (LLN), Employability Skills (ES), transferable skills (TS) that are integrated in a comprehensive range of subjects are the main assets for vocational secondary education students to be more adaptive in facing and winning the competition for various changes, shifts that occur in the industry and world of work that a very massive.
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Et.al, Romarzila Omar. "Teacher’s Knowledge, Skills and Attitudes towards the Implementation of Preschool Curriculum Innovations." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 37–44. http://dx.doi.org/10.17762/turcomat.v12i3.463.
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This article reports the results of a study on the Teacher’s Knowledge, Skills and Attitudes towards the Implementation of Preschool Curriculum Innovations. The implementation of curricular innovations is a complex process. Studies on curricular changes have shown that teachers play a pivotal role in the success or the failure of implementation projects. The study focuses on teachers’ perceptions and attitudes toward the implementation of the newly introduced National Preschool Curriculum Standards (NPCS) in Malayisan preschools. The study uses the survey method involving preschool teachers set to explore the teachers’ level of knowledge about the curricular innovations, the teachers’ level of skill in implementing the curricular innovations, and the teachers attitudes towards the change. Data was gathered using questionnaires that captured teachers knowledge, skills and attitudes towards NPCS. Findings showed that teachers had high mean score on knowledge of NPCS and positive attitudes towards the curricular innovations. However the low to moderate mean score on teachers’ skills in implementing curricular changes indicate that they are notready and lack in proficiencies to implement the changes as required. The results suggest that teachers need professional development promoted by personal learning and understanding, support and guidance as well as planned intervention programs in order to equip them with the necessary skills to ensure the grounded change in curriculum can be successfully initiated and the NPCS is a reality.
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Towery, Pam, Miranda Schrock, Alicia Landry, and Nina Roofe. "Professional Behavior Education in the FCS Curriculum." Journal of Family & Consumer Sciences 111, no. 4 (December 15, 2019): 49–54. http://dx.doi.org/10.14307/jfcs111.4.49.
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Undergraduate family and consumer sciences (FCS) programs help students develop skills essential to academic achievement as well as future employment and career success. Development of both hard and soft skills is part of the FCS curriculum and can include critical skills necessary to perform tasks required on the job as well as skills needed to communicate and work well with others (Professionalism, 2018). The development of professional behaviors in students begins in the classroom but the process of learning and growing, both personally and professionally, continues as students advance to complete their education. Often students participate in capstone experiences to refine appropriate professional behaviors relative to their discipline. This paper reviews the importance of professional behavior development in FCS students and offers insight into lessons learned when educators at a southern university assessed the professional behavior education in their curriculum.
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Daff, Lyn, Paul de Lange, and Beverley Jackling. "A Comparison of Generic Skills and Emotional Intelligence in Accounting Education." Issues in Accounting Education 27, no. 3 (February 1, 2012): 627–45. http://dx.doi.org/10.2308/iace-50145.
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ABSTRACT Embedding generic skills such as communication and teamwork in the accounting curriculum continues to attract attention from stakeholders. In parallel, the business world and more recently some faculty, have recognized and explored the need to incorporate emotional intelligence (EI) in the curriculum. EI is viewed as a desirable quality as it allows accountants to excel in strategic decision making, teamwork, leadership, and client relations. We contend that in the quest to find the best employees, employers have focused on EI, whereas accounting faculty have placed less emphasis on EI skill development and a greater emphasis on generic skills. This paper addresses the need for accountants to have a combination of EI and generic skills. The commonalities and differences between an EI framework and a generic skills framework are identified when the two are juxtaposed. This provides guidance for faculty seeking to develop highly skilled graduates via the development of a range of curriculum resources designed to enhance EI.
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Howarth, Kath. "Context as a Factor in Teachers’ Perceptions of the Teaching of Thinking Skills in Physical Education." Journal of Teaching in Physical Education 19, no. 3 (April 2000): 270–86. http://dx.doi.org/10.1123/jtpe.19.3.270.
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The purpose of the study was to understand how contextual factors influenced three teachers’ willingness to embrace and implement a curriculum based on the teaching of thinking skills within middle school physical education. The teachers were selected because teaching thinking skills was an important part of the central mission of their schools, and they were involved in planning and teaching thinking skills in physical education. Observations of lessons, formal interviews with the teachers and administrators, and curriculum documents provided the data base for analysis using constant comparison and analytic induction. In addition, the value orientations of all teachers within each department were obtained using the Value Orientation Inventory (Ennis & Chen, 1993). Results indicated that school and community support, teacher value orientation and collegiality, and teacher’s perception of the relationship of physical education to broader curricular innovation influenced the teachers’ acceptance of teaching thinking skills as a curricular focus.
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Ishengoma, Johnson Muchunguzi. "Incorporating the Tuning Approach in Higher Education curricular reforms and course design in Tanzania for enhancing graduates’ competencies: stakeholders’ views." Tuning Journal for Higher Education 5, no. 1 (November 30, 2017): 121–69. http://dx.doi.org/10.18543/tjhe-5(1)-2017pp121-169.
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Available documentary and researchevidencesreveal that the majority of Tanzania universities’ graduates (public and private universities) lack competencies or technical skills (employability skills) required for the job market and by potential employers, despite massive curricular reforms implemented in the public higher education sector since the early 1990s. Lack of employability skills which consequently leads to graduate unemployment or un-employability is attributable to the fact that curricular reforms and design in Tanzania public universities undertaken by lecturers and professors do not incorporate basic Tuning principles of competence-based teaching and learning which puts emphasis on competencies and skills by identifying generic and specific competencies during course design or curriculum reform. This study using the University of Dar es Salaam (UDSM)’s School of Education sought to: (1) explore faculty and students’ views on the application of the Tuning approach in curricular reforms and degree/course design as a mitigation of university graduates’ unemployment and un-employability, (2) solicit stakeholders’(academic staff and students) perceptions of Tuning approach and its relevance in higher education curriculum reforms and design to make higher education more competence-based, and (3) find out students perceived causes of graduate unemployment and un-employability and whether the application of Tuning approach in curriculum reforms and design in universities can be a solution to graduate unemployment. Findings from the study reveal that both faculty and students concur that application of Tuning approach in higher education reforms and curricular design could enhance graduates competences and skills and reduce graduate unemployment.Published online: 30 November 2017
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Antofie, Maria-Mihaela, and Camelia Sand Sava. "New Skills in Education for Biodiversity Conservation in Romania." Balkan Region Conference on Engineering and Business Education 1, no. 1 (November 1, 2015): 336–44. http://dx.doi.org/10.1515/cplbu-2015-0038.
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AbstractThe purpose of this article is to analyse political and regulatory frameworks for connecting education and environment authorities in order to reveal opportunities for introducing new activities based on living organisms into the biology curriculum. The article is also proposing a conceptual framework for capacity building based on the analysis of relevant results at the international level, regarding the experiential learning process. Based on the results of this analysis Romania has the capacity to implement new activities under the public curricula for biology in order to support the development of new skills for ensuring biodiversity conservation as a whole. Moreover, at least three native species, domesticated or wild, may become subjects for next activities development under the existing curricula.
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Whittle, Sue R., and Deborah Murdoch‐Eaton. "Curriculum 2000: have changes in sixth form curricula affected students' key skills?" Journal of Further and Higher Education 29, no. 1 (February 2005): 61–71. http://dx.doi.org/10.1080/03098770500037762.
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Horn, Shane, and Koen Veermans. "Critical thinking efficacy and transfer skills defend against ‘fake news’ at an international school in Finland." Journal of Research in International Education 18, no. 1 (February 22, 2019): 23–41. http://dx.doi.org/10.1177/1475240919830003.
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In this study, tasks measuring digital media literacy developed by Stanford University were administered at a school in Finland to consider the efficacy and transfer of critical thinking (CT) skills of a ‘pre-IB’ cohort preparing to enter the two year International Baccalaureate Diploma Programme (IBDP) and a graduating ‘IB2’ cohort. While the IB2 cohort outperformed the pre-IB cohort, both outperformed Stanford’s U.S. cohorts to a statistically significant degree. Utilising a framework of curricular approaches to facilitating CT skills development as a variable of interest for causal-comparison, it was determined that the Finnish curricula and the IBDP explicitly facilitate CT skills as a separate course while embedding CT into subject coursework, whereas the curriculum in the U.S. implicitly embeds CT into subject coursework only. Implications for improving facilitation of CT in curricula design, professionalising CT across the field, and the benefits of replicating existing studies in differing socio-educational environments are discussed.
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Khoo, Benjamin K. S. "Towards A Career Skills Oriented Undergraduate Information Systems Curriculum." International Journal of Information and Communication Technology Education 8, no. 2 (April 2012): 1–19. http://dx.doi.org/10.4018/jicte.2012040101.
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The Information Systems (IS) curriculum needs to be updated to be current with the advances in information systems (IS), the technologies that drive IS, and also industry’s skill requirement of IS graduates. This paper is for IS academicians and it describes a career skills oriented approach to enhance the IS curriculum based on current information from recent career skills studies, IS2002 model curriculum recommendations, United States Bureau of Labor Statistics (BLS), the current demand for information security professionals, professional certifications in demand, and the availability of the resources of a School of Management. Employers in industry are in serious need of IS professionals with the specialized skills required to strive in the Internet economy. The career skills oriented approach is an effective method to enhance the IS curriculum to educate and train IS undergraduates to meet the IS skills needs of industry.
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Saunders, Laura, and Stephen Bajjaly. "The Importance of Soft Skills to LIS Education." Journal of Education for Library and Information Science 63, no. 2 (March 1, 2022): 187–215. http://dx.doi.org/10.3138/jelis-2020-0053.
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Soft skills, or intra- and interpersonal skills such as writing, customer service, and flexibility, are highly sought by library and information science employers. A perceived gap in soft skills has led to suggestions that LIS programs are not adequately addressing these skills in their curricula, and to calls for them to do more. However, no study has examined the extent to which LIS faculty currently are providing direct instruction of soft skills in their courses. The researchers employed a nationwide survey to explore whether and how LIS faculty are teaching soft skills. The findings suggest that faculty are incorporating a range of soft skills into their courses but are relying heavily on passive over active learning. The results could have implications for course and curriculum design.
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Samar, El-Farra. "Alternative Digital Credentials: UAE’s First Adopters’ Design, Development, and Implementation Part (1)." International Journal of Learning, Teaching and Educational Research 21, no. 10 (October 30, 2022): 64–87. http://dx.doi.org/10.26803/ijlter.21.10.4.
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The global skills gap and lack of a verified volunteering capacity for pandemics and catastrophes, amongst other factors, have compelled higher education to consider validated alternative credentials. However, alternative credentials are in the infancy stage, so universities are tailoring frameworks and curricula in the absence of a global standardization. Recently, calls to develop “soft”/non-technical skills like empathy among healthcare students are increasing. However, the current healthcare non-technical skills curricula do not account for the clinical aspects as they have originated from aviation programs adopted since the 1970s after high-profile plane crashes were mainly attributed to errors in non-technical skills. The aim of this paper is to address all these gaps by performing curriculum analysis, design, development, and implementation to lay the foundation for subsequent research to evaluate the outcomes. The developed curriculum was offered in an alternative credential format for a pilot group of seven undergraduate medical imaging students. This paper describes the development and implementation of five pedagogical interventions, and the subsequent paper shall review seven assessment and evaluation tools and requirements related to competency within entrustable medical imaging professional tasks. This paper is unique as we are unaware of any publications on deployed or awarded alternative credentials combining technical and non-technical skills within entrustable professional tasks. As such, the work presented can provide educators with practical curriculum development approaches to address the educational paradigm shifts.
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Ubani, Martin, Elisa Hyvärinen, Jenni Lemettinen, and Elina Hirvonen. "Dialogue, Worldview Inclusivity, and Intra-Religious Diversity: Addressing Diversity through Religious Education in the Finnish Basic Education Curriculum." Religions 11, no. 11 (November 4, 2020): 581. http://dx.doi.org/10.3390/rel11110581.
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The purpose of this article is to discuss how religious and non-religious diversity are addressed in the current national core curriculum for religious education (RE) in basic education in Finland. We first discuss the educational developments behind the Finnish curricular reform, and then focus on issues related to RE and RE research in Finland. We then describe the key contextual contributors to the current RE curriculum in basic education before proceeding to examine how diversity is addressed in the curriculum. Based on our examination, we identify four themes in the curriculum: inter-religious diversity, religious and non-religious worldviews, cultural diversity, and dialogue skills. In RE, diversity is largely addressed within a framework of religion and multiculturality. The article ends with a call for renewal of research foci in RE.
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Peterson, Eleanor B., Kimberly A. Boland, Kristina A. Bryant, Tara F. McKinley, Melissa B. Porter, Katherine E. Potter, and Aaron W. Calhoun. "Development of a Comprehensive Communication Skills Curriculum for Pediatrics Residents." Journal of Graduate Medical Education 8, no. 5 (December 1, 2016): 739–46. http://dx.doi.org/10.4300/jgme-d-15-00485.1.
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ABSTRACT Background Effective communication is an essential element of medical care and a priority of medical education. Specific interventions to teach communication skills are at the discretion of individual residency programs. Objective We developed the Resident Communication Skills Curriculum (RCSC), a formal curriculum designed to teach trainees the communication skills essential for high-quality practice. Methods A multidisciplinary working group contributed to the development of the RCSC, guided by an institutional needs assessment, literature review, and the Accreditation Council for Graduate Medical Education core competencies. The result was a cohesive curriculum that incorporates didactic, role play, and real-life experiences over the course of the entire training period. Methods to assess curricular outcomes included self-reporting, surveys, and periodic faculty evaluations of the residents. Results Curricular components have been highly rated by residents (3.95–3.97 based on a 4-point Likert scale), and residents' self-reported communication skills demonstrated an improvement over the course of residency in the domains of requesting a consultation, providing effective handoffs, handling conflict, and having difficult conversations (intern median 3.0, graduate median 4.0 based on a 5-point Likert scale, P ≤ .002). Faculty evaluations of residents have also demonstrated improvement over time (intern median 3.0, graduate median 4.5 based on a 5-point Likert scale, P < .001). Conclusions A comprehensive, integrated communication skills curriculum for pediatrics residents was implemented, with a multistep evaluative process showing improvement in skills over the course of the residency program. Positive resident evaluations and informal comments from faculty support its general acceptance. The use of existing resources makes this curriculum feasible.
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Bakti Nasution, Hasan, Saiful Ahyar, and Zainal Abidin. "Construction of Islamic Education Curriculum in the Philosophy of Islamic Education Perspective." Edumaspul: Jurnal Pendidikan 6, no. 2 (October 1, 2022): 1792–95. http://dx.doi.org/10.33487/edumaspul.v6i2.3894.
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This research focuses on Construction Of Islamic Education Curriculum In The Philosophy Of Islamic Education Perspective, the method used in this research is library research approach. while the results of the study show that the Islamic education curriculum aims to contribute to achieving comprehensive and integrated development for individual students, opening the veil of talent, willingness and developing desired interests, skills, knowledge, skills, and attitudes; instilling good habits, morals and attitudes and basic skills to gain knowledge; prepare them to assume the responsibilities and roles they assume in society; develop religious, cultural, thought, social, and political awareness in themselves.