Curriculum Development Approach Research Articles

Advanced practice providers in infectious disease: Enhancing the infectious disease team of the future.

As the infectious disease (ID) workforce encounters increasing demand for services with fewer physicians entering the field, advanced practice providers (APPs) in infectious disease offer a unique ability to enhance high-quality patient care. However, little is known about their incorporation into ID, their utilization in immunocompromised settings, or their future use. This article reviews currently known data on APPs in ID including how some groups have used APPs and provides a framework for thoughtful, deliberate steps to incorporate APPs into the ID medical team, including transplant infectious disease. Highlighted specifically are education and mentorship opportunities with ideas for curriculum development and onboarding approaches. Strategic steps must be taken for APP inclusion as the medical landscape continues to change, patient complexity increases, and the ID team of the future takes shape.

Pengembangan Model Kurikulum Pendidikan Agama Islam Berbasis Multikultural

In the context of globalization and cultural diversity, religious education needs to accommodate societal diversity to remain relevant and inclusive. This research employs a curriculum development approach to design a model that integrates Islamic values with the concept of multiculturalism, aiming to develop a Multicultural-Based Islamic Religious Education curriculum. The methodology utilized a qualitative approach through interviews, observations, and document analysis. The findings of the research emphasize the importance of a multicultural-based Islamic religious education curriculum, given that Indonesia is a diverse nation comprising various ethnicities, languages, religions, and cultures. Implementing a multicultural-based Islamic religious education curriculum is expected to have a positive impact on fostering harmony and tolerance among individuals.

INTEGRATING ETHICS AND PROFESSIONALISM IN ACCOUNTING EDUCATION FOR SECONDARY SCHOOL STUDENTS

The important task of incorporating professionalism and ethics into secondary school accounting education is examined in this paper. The study highlights essential curriculum development, assessment, and evaluation approaches in light of the significant influence that ethical and professional values have on the accounting profession. It highlights the importance of using various assessment techniques, aligning educational standards, and promoting interdisciplinary cooperation. The conversation focuses on new issues, such as the necessity of teaching digital ethics and behavioral ethics in a global setting. Suggestions include the creation of industry partnerships, ongoing research, and mentorship programs. The study also emphasizes the value of public awareness campaigns and ethical climate assessments in fostering educational institutions' professional and ethical culture. In conclusion, it is both a social responsibility and an educational objective for aspiring accountants to grow ethically and professionally. By embracing these recommendations, educational institutions and instructors can help mold accountants who are not only technically skilled but also morally grounded leaders able to maintain the highest standards of integrity in a quickly changing accounting environment.
 Keywords: Ethics, Professionalism, Accounting Education, Secondary School, Curriculum Development, Assessment, Evaluation, Digital Ethics, Interdisciplinary Collaboration.

Curriculum and Material Development Using Content and Language Integrated Learning (CLIL) for Teaching Science in Junior High School

The use of Content and Language Integrated Learning (CLIL) has been effective to support learning. However, there are still few teachers that implement CLIL in their classroom. The curriculum and material development were made to support science teacher in implementing CLIL in which the integration of both content and language are highlighted. These were designed to enhance bilingual education program in Sekolah Alam Insan Mulia through CLIL. Specifically, these curriculum and material development were for 7th grade students. Using a curriculum and material development approach with 4Cs Framework for analysis, this study involves the design process of incorporating content with CLIL method intended to promote the learning process with high-quality material and learning methods. The process entailed analysing of the context and the curriculum materials, characterizing students’ opportunities to learn effectively, and assessing students’ learning outcomes. The finding of this study is the product of curriculum and material development using CLIL of a unit entitled interaction with ecosystem. The discussion related the implementation of assessment in CLIL and classroom language use is also presented in this article Keywords: CLIL, Curriculum and Material Development, Teaching Science

The Value of the Pediatric Urgent Care in Pediatric Resident Education.

Pediatric urgent care (UC) is a growing field and may provide unique learning opportunities for pediatric residents. We aimed to assess whether a UC rotation could be feasible and meaningful and help fill educational gaps. Within our current X+Y rotational model, we used Kern's 6-step approach for curriculum development to create a longitudinal UC educational experience for postgraduate year 2 (PGY2) pediatric residents. We assessed progress towardachieving our aim by using a mixed-methods approach matched to Kirkpatrick's levels of learning, including program annual evaluations, self-assessed UC competencies, and 360 milestone evaluations. A total of 14 PGY2s participated in our yearlong longitudinal rotation without duty hour violations or deviations from well childcare. Thematic analysis revealed concepts of autonomy, procedural access, and intentionality of education. Residents showed statistical improvement in 4/10 milestones and 26/27 self-assessed performance items. Of 14 residents, 6 scored ≥4 on all milestones by the end of the year. Our curriculum demonstrates a valuable role for the pediatric UC in the procedural and clinical education of pediatric residents. Practical implications and assessment tools of such a curriculum may be valuable for others interested in integrating this learning experience into their current educational model.

University-as-a-service: Designing thinking approach for Bangkok University business innovation curriculum and service development

ABSTRACT This study explores the implementation of the university-as-a-service (UaaS) paradigm in higher education. Through qualitative research, it examines student and stakeholder experiences to inform the redesign of university programmes. The UaaS model aims to enhance university engagement with the business ecosystem and meet the demands of the digital economy. Services within the UaaS framework include research, international programmes, sustainable development, consulting, Center of Excellence establishment, and startup support. The study highlights the importance of developing an action plan and prioritising tasks, balancing collaboration and customisation. Integration of Design Thinking principles is crucial for equipping students with essential skills. Aligning university programmes with the evolving needs of the digital economy is emphasised. This research provides practical guidance for universities to enhance their engagement, fostering economic growth and social progress. Future efforts should refine and optimise the UaaS framework.

Innovative Approach and Model for Arabic Curriculum Development in The Society 5.0 Era

This study aims to describe approaches and models of Arabic curriculum development relevant to the era of Society 5.0. This research uses a qualitative-descriptive system with a literature study method. The results of this study found that the use of the STEAM approach and SAR (Systematic Action Research) development model are relevant to be used in developing the Arabic curriculum in the era of Society 5.0. Integrating an innovative Arabic curriculum through the STEAM approach and the SAR development model can actively motivate students, increase their interest in learning, and produce skills relevant to the demands of an increasingly technologically advanced society. These findings contribute to developing an Arabic curriculum that is more relevant to the needs of learners in the era of Society 5.0. This STEAM-based SAR model can guide educators in facing the challenges and opportunities that exist in developing Arabic learning that is adaptive and responsive to social and technological changes

Gender and sex bias in prevention and clinical treatment of women's chronic pain: hypotheses of a curriculum development.

This discursive paper focuses on undergraduate medical education's role in tackling gender bias in clinical practice, specifically preventing and managing from a non-biomedical perspective chronic pain in women. A preliminary web search of medical schools' curricula was performed to identify programs content related to gender bias in pain management. The web search included 10 universities' websites selected from the top 10 rankings QS Universities Rankings 2022 for medical schools. Additionally, a questionnaire was sent to all deans of the selected academic institutions to explore the curriculum content further. The web search, and the lack of response from the deans, highlighted that relevant curriculum components on gender bias and chronic pain needed to be implemented. Therefore, this paper introduces an innovative curriculum development approach designed by the multi-professional research team to be implemented in medical school programs. This novel educational strategy could also cross-contaminate other healthcare practitioners' university programs and, thus, stimulate an interprofessional debate into fostering inclusiveness and equal opportunities in health.

Using Kern's Model to Redesign a Postgraduate Curriculum for Orthopaedic Physician Assistants.

Postgraduate physician assistant (PA) specialty training expands entry-level education, allowing PAs to work in concentrated fields. The United States Army - Baylor University Doctor of Science in PA Studies Orthopaedics program provides formal education to fill the capability gap caused by surgeon shortages in the military. Based on several sources of feedback, the authors recognized that the curriculum needed modernization and set forth to rewrite the curriculum. This article describes the use of Kern's 6-Step Approach for Curriculum Development for Medical Education to redesign a curriculum for an 18-month postgraduate doctoral program for military orthopaedic PAs. The resulting formal curriculum enables 4 geographically separated sites to execute an orthopaedic PA degree program that addresses a critical specialty care access challenge for the military. Kern's 6-Step approach could be used to design or redesign any PA educational content, from a single course to an entire degree program.

Putting undergraduate medical students in AI-CDSS designers’ shoes: An innovative teaching method to develop digital health critical thinking

IntroductionDigital health programs are urgently needed to accelerate the adoption of Artificial Intelligence and Clinical Decision Support Systems (AI-CDSS) in clinical settings. However, such programs are still lacking for undergraduate medical students, and new approaches are required to prepare them for the arrival of new and unknown technologies. At University Paris Cité medical school, we designed an innovative program to develop the digital health critical thinking of undergraduate medical students that consisted of putting medical students in AI-CDSS designers’ shoes. MethodsWe followed the six steps of Kern’s approach for curriculum development: identification of needs, definition of objectives, design of an educational strategy, implementation, development of an assessment and design of program evaluation. ResultsA stand-alone and elective AI-CDSS program was implemented for fourth-year medical students. Each session was designed from an AI-CDSS designer viewpoint, with theoretical and practical teaching and brainstorming time on a project that consisted of designing an AI-CDSS in small groups. From 2021 to 2022, 15 students were enrolled: they rated the program 4.4/5, and 80% recommended it. Seventy-four percent considered that they had acquired new skills useful for clinical practice, and 66% felt more confident with technologies. The AI-CDSS program aroused great enthusiasm and strong engagement of students: 8 designed an AI-CDSS and wrote two scientific 5-page articles presented at the Medical Informatics Europe conference; 4 students were involved in a CDSS research project; 2 students asked for a hospital internship in digital health; and 1 decided to pursue PhD training. DiscussionPutting students in AI-CDSS designers’ shoes seemed to be a fruitful and innovative strategy to develop digital health skills and critical thinking toward AI technologies. We expect that such programs could help future doctors work in rapidly evolving digitalized environments and position themselves as key leaders in digital health.

Alternative Digital Credentials: UAE’s First Adopters’ Design, Development, and Implementation Part (1)

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.

Developing a training programme for midwives and maternity support workers facilitating a novel intervention to support women with anxiety in pregnancy

BackgroundThe RAPID-2 intervention has been developed to support women with symptoms of mild-to-moderate anxiety in pregnancy. The intervention consists of supportive discussions with midwives, facilitated discussion groups and access to self-management materials. This paper reports the development of a training programme to prepare midwives and maternity support workers to facilitate the intervention.MethodsKern’s six-step approach for curriculum development was used to identify midwives and maternity support workers training needs to help support pregnant women with anxiety and facilitate a supportive intervention. The stages of development included feedback from a preliminary study, stakeholder engagement, a review of the literature surrounding midwives’ learning and support needs and identifying and supporting the essential process and functions of the RAPID intervention.ResultsMidwives’ reported training needs were mapped against perinatal mental health competency frameworks to identify areas of skills and training needed to facilitate specific intervention mechanisms and components. A training plan was developed which considered the need to provide training with minimal additional resources and within midwives’ scope of practice. The training plan consists of two workshop teaching sessions and a training manual.ConclusionFuture implementation is planned to include a post-training evaluation of the skills and competencies required to fully evaluate the comprehensive programme and deliver the RAPID-2 intervention as planned. In addition, the RAPID-2 study protocol includes a qualitative evaluation of facilitators’ views of the usefulness of the training programme.

A mixed methods approach to the development of a Person-centred Curriculum Framework: surfacing person-centred principles and practices

Background: Internationally, the development of person-centred healthcare services is of strategic importance. Healthcare education has the potential to contribute to this agenda by preparing the future workforce as person-centred practitioners. However, there is a lack of clarity about how to design, deliver and evaluate curricula to support person-centred learning and practice cultures. Aim: This article sets out to report on the methodological approach used to distil the key components of a Person-centred Curriculum Framework, and to critically evaluate the implications of this approach for curriculum development. Methods: The McKinsey 7S methodology underpinned this project. A multiphase, mixed methods design was used to synthesise evidence on the components of a person-centred curriculum framework. The eight design stages included an e-survey, telephone interviews, and multiple national and international stakeholder engagement events. Responses were translated into English and synthesised using an adapted directed content analysis approach. Through the stakeholder engagement events, evidence was then integrated until consensus was reached on the key curricular components. Results: A total of 24 academics from 10 countries across five disciplines took part in an e-survey, with responses in two languages. In addition, 31 telephone interviews were conducted with learners, educators and policymakers across six countries, in four languages. The survey and interview evidence was synthesised and presented in tabular form for each of the 7S categories, including a curriculum statement mapped to evidence exemplars, together with a set of thematic actions to assist programme teams in operationalising the Person-centred Curriculum Framework. Conclusions: The project, using a multiphase, mixed methods design, underpinned by the 7S methodology, combined with a multiplicity of stakeholder perspectives, provided a rigorous approach to developing a Person-centred Curriculum Framework that is philosophically and methodologically aligned with person-centred principles.

An undergraduate medical education framework for refugee and migrant health: Curriculum development and conceptual approaches

BackgroundInternational migration, especially forced migration, highlights important medical training needs including cross-cultural communication, human rights, as well as global health competencies for physical and mental healthcare. This paper responds to the call for a ‘trauma informed’ refugee health curriculum framework from medical students and global health faculty.MethodsWe used a mixed-methods approach to develop a guiding medical undergraduate refugee and migrant health curriculum framework. We conducted a scoping review, key informant interviews with global health faculty with follow-up e-surveys, and then, integrated our results into a competency-based curriculum framework with values and principles, learning objectives and curriculum delivery methods and evaluation.ResultsThe majority of our Canadian medical faculty respondents reported some refugee health learning objectives within their undergraduate medical curriculum. The most prevalent learning objective topics included access to care barriers, social determinants of health for refugees, cross-cultural communication skills, global health epidemiology, challenges and pitfalls of providing care and mental health. We proposed a curriculum framework that incorporates values and principles, competency-based learning objectives, curriculum delivery (i.e., community service learning), and evaluation methods.ConclusionsThe results of this study informed the development of a curriculum framework that integrates cross-cultural communication skills, exploration of barriers towards accessing care for newcomers, and system approaches to improve refugee and migrant healthcare. Programs should also consider social determinants of health, community service learning and the development of links to community resettlement and refugee organizations.

PENGERTIAN, TEORI DAN KONSEP, RUANG LINGKUP ISU-ISU KONTEMPORER PENDIDIKAN ISLAM

Learning starts from the understanding that Islamic education has a very important role in shaping the true Muslim personality. Generations of young Muslims must be educated based on the concept of Islamic education so that they can contribute positively to meeting the needs of the people and the general public. This learning study is very important in providing direction on issues of Islamic education reform such as learning methods, curriculum development and teaching approaches that are directly related to the effectiveness of Islamic education in Islamic educational institutions.The questions that arise are what is the meaning of contemporary issues, what are the theories and concepts of contemporary issues, and what is the scope of contemporary issues. In addition, this paper also explains the issues that occur and the renewal that gives rise to new thoughts along with the structural and cultural changes of the times in the field of education in an Islamic education institution.

PENGERTIAN, TEORI DAN KONSEP, RUANG LINGKUP ISU-ISU KONTEMPORER PENDIDIKAN ISLAM

Learning starts from the understanding that Islamic education has a very important role in shaping the true Muslim personality. Generations of young Muslims must be educated based on the concept of Islamic education so that they can contribute positively to meeting the needs of the people and the general public. This learning study is very important in providing direction on issues of Islamic education reform such as learning methods, curriculum development and teaching approaches that are directly related to the effectiveness of Islamic education in Islamic educational institutions.The questions that arise are what is the meaning of contemporary issues, what are the theories and concepts of contemporary issues, and what is the scope of contemporary issues. In addition, this paper also explains the issues that occur and the renewal that gives rise to new thoughts along with the structural and cultural changes of the times in the field of education in an Islamic education institution.

Responsive curriculum development for professional education: Different teams, different tales

AbstractDue to fast and unpredictable developments, professional education is challenged with being responsive, which demands a rethinking of conventional curriculum development approaches. Yet, literature on curriculum development falls short in terms of recognising how to react rapidly and adequately to these new developments. This study focuses on curriculum development initiatives at the school level in a Dutch university of applied sciences. Open interviews were held with 29 curriculum developers to explore how they define and give substance to developing curricula for new, changing or unpredictable professions. These 29 participants were involved in seven curriculum development trajectories. Four themes were detected: (1) curriculum developers are in favour of open, flexible and authentic curricula; (2) the context in which the curriculum development takes place and the different roles and responsibilities of curriculum developers are challenging; (3) curriculum developers feel insufficiently equipped to carry out their tasks; and (4) involving stakeholders is necessary but results in a “viscous” social–political process. Responsive curriculum development requires a great deal of flexibility and adaptability from curriculum developers. Yet, in our study, “institutional concrete” is found to severely hinder responsive curriculum development processes. To be responsive, such processes need to be supported and institutional barriers need to be removed.

Skilling the Indian youth: a State-level analysis

Purpose Market-driven skill development initiatives are essential in India as a large segment of its educated workforce is unemployed or unemployable, with little or no job skills. The “Skill India Mission” aims at endowing the youth with skills that can increase their employability and productivity in jobs. The success of the Mission depends on State-level initiatives in tandem with the Mission. This paper analyzes the impact of job offers extended to the youth of Jharkhand State as an outcome of State-level skill development initiatives. Its broad objective is to assist the Government in the delivery of skill-based training programs.Design/methodology/approach Data were collected through a structured questionnaire administered across various districts of Jharkhand to capture the perceptions of trainees and training centers. The final sample of 498 had attended training in apparel, retail, security, automotive, food and beverage service, IT/ITES, electronics and construction. Findings Statistical analysis reveals a significant increase in the economic status of trainees after joining jobs. Other findings include apathy toward migration, a mismatch between skills gained and jobs, and a dearth of qualified trainers.Practical implications The authors recommend counseling and attitudinal restructuring of the youth, designing multi-skill training programs and promoting entrepreneurial spirit. The authors also propose a stakeholder-based approach for curriculum development to fill the demand–supply gap of training and ensure better trainee retention. The Government could benefit by focusing the skilling programs on the career adaptability of trainees. Skill development and vocational education and training may not operate in silos. Training programs could be planned to be conducted jointly through ITIs and State-level training institutions under the Skill India Mission.Originality/value This research could increase the effectiveness of skill development initiatives across India, thereby improving the socioeconomic status of the youth thus trained. The authors emphasize developing a people-centric perspective in skilling, shifting attention from the existing industry-driven approach, to strike a balance between the demand and supply sides. This perspective can optimize skill development initiatives by reducing the gap between employment demand and skill development.

Curriculum fidelity of Turkish preschool teachers in school-based practices

ABSTRACT This study aims to determine the level of fidelity of preschool teachers to the curriculum within the framework of school-based practices (SBPs) and evaluated in terms of participant responsiveness. In this case study, interview and document analysis methods were used to collect the data from eight preschool teachers working in a university kindergarten. Results indicate that the teachers were attempting to implement the school-based curriculum development (SBCD) approach, but with a limited understanding. The findings reveal that teachers who adopt the adaptation approach structurally adhere to the curriculum, and their process fidelity is extended in SBPs. It is also concluded that the supportive educational environment, participatory institutional culture, teacher qualifications and the curriculum structure promoting flexibility in practice contribute to fidelity.

Applying Kern's Six Steps to the Development of a Community-Engaged, Just-in-Time, Interdisciplinary COVID-19 Curriculum.

Universities and medical schools often work towards operationalizing their shared mission of facilitating community-engaged work independently. Based on their experience teaching the COVID-19 Elective course at Stanford University School of Medicine, the authors proposed a novel solution for universities and medical schools to achieve an interdisciplinary collaboration within a diverse student population by creating targeted, project-based, and community-engaged courses for addressing emergent health needs. In this article, the authors discuss their curriculum, which was created using Kern's six-step approach for curriculum development, to address emergent health needs related to the novel coronavirus pandemic. The curriculum provides an opportunity for universities and medical schools to advance community health, educate students across the medical and non-medical education continuum, and foster interdisciplinary cooperation.