Curricular Experiences Research Articles

Design and Modeling of Sustainable Environment in Pharmacy and Pharmaceutical Practices

Pharmaceuticals have detrimental environmental effects, including their effect on the greenhouse gas emissions of medical care; hence, pharmacists address climate and biodiversity problems. Education and understanding are essential to facilitate Environmental Sustainability (ES) in Pharmacy and Pharmaceutical Practices (PP) (ESPP). This study aimed to investigate Australian pharmacy undergraduates' understanding and views about ES and the ESPP program material. Responders were polled using a survey administered. The survey consisted of two primary portions: the New Environmental Perspective (NEP) to assess people's ecological mindset scores and a section regarding their opinions and curricular experiences of ES procedures, adjusted from previously released questionnaires. The notification with the survey User Recourse Locator (URL) was distributed through online platforms, Australian pharmaceutical student organizations, and direct outreach. Quantitative information was presented descriptively. Thematic analysis of qualitative data from open-ended question replies was conducted using a reflexive, recursive methodology. Answers that needed to be included should have been included in the evaluation. Among the 165 replies, 98% had already acquired information on ES. Under 12% possessed an awareness of ESPP, and only 7.9% recognized the inclusion of ESPP topics in the pharmaceutical syllabus. 65% of participants saw the ESPP as pertinent to prospective PP. 89% asserted that the pharmacy profession must implement sustainability efforts in providing pharmaceutical treatment. Australian pharmacy learners needed to exhibit more awareness of ESPP, and a limited number reported curricular involvement with ESPP topics within their pharmacy programs. ESPP material represents a significant domain for enhancement within pharmacy courses.

Benefits of Practicing Teaching as a Resident: A Single Institute Experience of a Formal Teaching Curriculum for Pathology Residents

Abstract Introduction/Objective The practice of near-peer teaching, both in lecture style and small group formats, has been shown to have benefits for the educator in improving communication skills, gaining knowledge in a subject, and providing a tangible experience that may aid in applying for employment. The purpose of this study is to present the current curriculum and teaching opportunities at the Medical University of South Carolina (MUSC) and their impacts on developing pathology residents’ teaching skills and perceptions of their growth as educators. Methods/Case Report Data regarding curriculum format and learner surveys for various teaching programs at MUSC was gathered from residency program leadership and the MUSC College of Medicine. An anonymous survey was distributed to current MUSC pathology residents to assess their participation, current comfort level, and comfort level prior to the start of residency in regard to various teaching modalities. Results (if a Case Study enter NA) The resident curriculum offers teaching modalities such as small group co-leader for medical students, didactic presentations, and on-the-job teaching. On a Likert scale of 1 to 5, with 5 being very comfortable, residents reported an average comfort level with teaching before starting residency as 2.11 and a current comfort level with teaching as 2.67. Residents were split on their perception of what affect residency has had on their comfort in teaching. Medical student evaluations of their small group teaching sessions co-led by pathology residents averaged 77.6% approval per course. Conclusion Through providing an overview of required and voluntary teaching opportunities offered at one institute and residents’ perceptions on their experiences while teaching there, we hope to both provide curriculum examples for other institutions and to advocate for placing greater importance on providing opportunities for residents. Such opportunities to practice teaching help them develop skills to benefit them as pathologists and in their future employability.

A longitudinal study of interprofessional education experiences among health professional graduates.

Effective teamwork and collaboration among health professionals is a well-recognized strategy toward enhancing patient outcomes. However, there is a lack of understanding on how to best prepare health professionals for collaborative practice. The aim of this research is to gain a better understanding of how graduates of five health professions (dentistry, medicine, nursing, pharmacy, physiotherapy) perceive and experience interprofessional education for collaborative practice (IPECP) throughout their health professions journey, with a focus on transition to practice. This longitudinal study employed an interpretive, narrative methodology to understand interprofessional identity development of 24 individuals who had recently graduated from a health professions program (dentistry, medicine, nursing, pharmacy, physiotherapy) at a Canadian university. Participant experiences were analyzed using narrative analysis. Participants' narratives provided insight into the context, factors and curricular experiences needed for interprofessional identity development and preparedness for collaborative practice. Participants identified the importance of socialization and connection with others, collaborative role models and exposure to collaborative experiences and settings for interprofessional practice. Participants expressed some dissatisfaction with their earliest IPECP experiences and most valued their exposure to 'real-life' practice examples and clinical scenarios. Participants desired more authentic experiences of interprofessional collaboration during their programs. Improving health professionals' interprofessional socialization and collaborative experiences within IPECP is critical to improving patient outcomes. Study findings can inform future curricula and IPECP strategies that create conditions to enhance collaborative practice and ensure the preparedness of a future health workforce with a strong collaborative identity.

Changes in medical students’ research-related perceptions through student-engaged medical research curriculum experience

BackgroundThis study investigated changes in students’ perceptions related to research following a student-engaged medical research curriculum.MethodsThree surveys were administered to 112 medical students to examine the changes in their perceptions of the need for research competence, research interest, and research self-efficacy after each Medical Research Practice course.ResultsThe results revealed a decline in the perception of the need for research competence and research interest after Medical Research Practice 2, with a subsequent increase after Medical Research Practice 3. Conversely, research self-efficacy showed steady improvement throughout the curriculum. Additionally, students with prior research experience exhibited higher levels of perception of the need for research competence, research interest, and research self-efficacy than those without such experience.ConclusionThis study provides insights into how medical students’ perceptions change in relation to student-engaged medical research course experiences, supporting expanding research-related curricula and assisting in the development and systematic implementation of similar programs in other medical schools.

Assessing resident experience of a new experiential learning health advocacy curriculum: a mixed methods study

BackgroundHealth Advocacy is considered one of the most difficult skills to teach. Many medical learners feel ill-equipped in social competencies and identify it as a significant gap in their medical training. Experiential learning has recently been emerging as a more effective method to teach health advocacy. The Post Graduate Medical Education (PGME) Health Advocacy Day is a new experiential learning curriculum designed to teach important competencies of health advocacy and social accountability to post-graduate medical residents at the University of Ottawa in Ottawa, Canada. The objective of this mixed-methods study was to assess resident experiences.MethodsSecond-year trainees from all adult residency programs attended the Advocacy Day as part of a mandatory academic day. All participants completed a mandatory pre-and post-session quiz to assess knowledge of key topics before and after the course. We also distributed a voluntary survey to all participants and invited residents to participate in semi-structured interviews to provide feedback on the course. We used descriptive statistics to analyze quiz scores and survey results and conducted a paired t-test of pre and post-test quiz scores. We also performed a thematic analysis of qualitative feedback, specifically survey comments and semi-structured interviews.ResultsOne hundred and eighty-three residents participated in the Advocacy Day and 112 (61.2%) completed the post-course survey. Ten residents volunteered to be interviewed. Respondents were generally satisfied by the session and felt it was of good quality. Most residents felt the course enhanced their ability to advocate for individual patients or communities (N = 80; 71.5%) and understand patients and families’ lived experience with illness (N = 87; 77.5%). Most residents also felt the course improved their knowledge of the impact of social determinants of health (N = 91; 81.2%) and increased their awareness of local resources that can support patients and their families (N = 88; 78.3%). Visiting community sites in-person and meeting persons with lived experiences were highlighted as the most valuable components of the course.ConclusionExperiential learning can be integrated within post-graduate medical curricula to teach health advocacy competencies. Future studies should examine the longitudinal impact of the curricula, to determine whether shifts in perspectives persist over time.

WP8.1 - Perceptions of Higher General Surgical Trainees and Trainers towards Multidisciplinary Team assessment: A deanery’s experience of the new General Surgical curriculum

Abstract Aims Explore how multidisciplinary team (MDT) working is assessed as a capability in practice (CiP). Understand perceptions of problems with assessment of MDT as a CiP. Methods Semi-structured interviews were conducted virtually with 8 Higher Surgical Trainees (HST) and 4 Trainers following recruitment within a single deanery. Interviews were transcribed and analysed using reflexive thematic analysis. Ethical approval was granted. Results Most participants did not feel that they engaged meaningful with assessment of MDT as a CiP. Despite forming part of the Multi-Consultant Report (MCR), 75% of trainers were unaware of any formal assessment and expressed confusion over the introduction of the new curriculum. All participants reported that they felt MDT as a CiP was most appropriate for senior HST, particularly those peri-FRCS. HST felt excluded from the MDT process while trainers felt trainees did not engage. Trainees placed more value on MDT assessment in their declared subspeciality. All interviewed expressed that other activities were prioritised above MDT, particularly operating. When assessed, participants felt it was based on a balance of knowledge, presentation and preparation. Both HST and trainers felt participation rather than attendance was vital but currently not practiced. When considering grading of assessment, there was confusion from all participants in how to differentiate Level3 (Indirect Supervision) from Level4 (Day1 consultant), particularly in the context of multiple trainers in attendance. Conclusion Implementation of MDT as CiP has caused confusion among HST and trainers. It is poorly used and valued. The CiP is perceived as more beneficial to senior HST.

College Students as Participants in Our Democracy

Low rates of voter engagement characteristic of the college-age demographic are determined by a host of factors. These factors vary according to geography, demographic variables, and individual inclinations. Those who strive to strengthen our democracy through increasing access to our political system confront many challenges, and there exists no “one-size-fits-all” approach. College campuses, where young voters obviously congregate in large numbers, provide a primary access point for democratic engagement efforts. Institutions of higher education are compelled to respond to the federal mandate put forth by the Higher Education Act to provide information on voter registration. Anecdotal information suggests a greatly varied response to this call. A sample of campus programs attempting to engage college and university voters are presented here, demonstrated by peer-based actions in 1) an institute for civic and community engagement in St. Louis, Missouri, 2) a public policy center in Indianola, Iowa, 3) an intensive interdisciplinary curricular experience in Oswego, New York, and 4) a broad-based voter education initiative in Springfield, Missouri. They differ greatly in terms of funding sources, campus positions of their administrating personnel, curricular versus co-curricular actions, and the degree of administrative support to mobilize and engage members of the campus community. In addition, participating students learn to recognize the agency they wield in molding the political world they want to experience and are more likely to continue their civic engagement post-graduation.

The Influence of Cultural Capital on Students' Perceptions and Experiences of Hidden Curriculum

The Influence of Cultural Capital on Students' Perceptions and Experiences of Hidden Curriculum

The impact of the COVID-19 pandemic on students' views of a career in general practice.

General Practice (GP) is an essential part of healthcare systems in the UK and internationally but continues to struggle with recruitment. Despite these concerns about GP recruitment, few studies have explored factors that influence medical students' career choices around primary care. We aimed to re-visit factors previously proposed following new ways of working adopted since the COVID-19 pandemic, including the impact of these changes on learning experiences in primary care. A qualitative study using focus groups across three English medical schools. Eight focus groups involving thirty-three final and penultimate year medical students. Qualitative data analysed using a framework approach. Transcripts coded independently by two researchers from a different institution before themes identified. Six themes were identified: students' prior career aspirations, their experience of the medical school curriculum, conceptualisation of general practice, future career predictions, views on the school's curriculum philosophy and the influence of the COVID-19 pandemic. The curriculum philosophy of each school appeared was important in this journey and changes since the COVID-19 had an impact on all themes. Our study has confirmed previous findings that clinical experiences, the perceived narrative of the school, work-life balance and working environment remain important to students in making career plans. However, in addition, we have found the changing landscape in general practice since the covid pandemic, including remote consulting, workload, continuity of care and team-working are additional factors that concern students.

A Cognitive Load Theory Perspective of the Undergraduate Anesthesia Curricula in South Africa.

Safe anesthesia is indispensable to achieve global safe surgery and equitable health care access. The disease burden and lack of specialists in South Africa (SA) require junior, nonspecialist doctors to be fit-for-purpose from day 1 when they provide anesthetic services in peripheral hospitals with limited supervision. Graduating students report low self-perceived preparedness for administering anesthesia, but it is not known how their curricular experiences influence their learning. Cognitive load theory defines intrinsic, extraneous, and germane cognitive loads (subtypes). Intrinsic load relates to learning tasks, extraneous load to distractions, and germane load to students' learning processes. This study used a cognitive load theory lens to explore SA students' experiences of their undergraduate anesthesia training. In a constructivist cross-sectional descriptive study, we explored the qualitative factors that influenced students' curricular experience of undergraduate anesthesia training in SA. Two investigators analyzed the data independently in an initial coding round. An emerging theme of lack of time to achieve the expected outcomes, prompted the use of cognitive load theory as a conceptual framework for further analysis by the 3 authors. The subsequent analysis informed the development and refinement of a final cognitive load theory framework for anesthesia training, the COLOAD (COgnitive LOad in Anesthesia eDucation) framework. Data were collected between November 2017 and February 2019. The 1336 respondents (79% participation) reported a variety of determinants of learning pertaining to all 3 cognitive load subtypes. Participants were novices in an inherently complex environment and experienced a high cognitive load during anesthesia training. The number-, complexity-, and interactivity of tasks influenced intrinsic load, while extraneous load was affected by ineffective instructional methods, external- and internal distractors. Program design, metacognition, and learner motivation impacted germane load. Cognitive load theory provided a useful theoretical basis for understanding students' curricular experiences. The COLOAD framework suggests a microlevel interrelatedness of the constituting elements of the 3 cognitive load subtypes. This has implications for curriculum design, pedagogy, and student support. Learning outcomes development and curriculum mapping are important to ensure a lean curriculum, but measures to enhance germane cognitive load might be equally important to achieve competence. Attention to the hidden curriculum and active promotion of reflective practice might reduce cognitive load in complex learning environments such as anesthesia training.

Influence of entrepreneurship curriculum experience on entrepreneurial intention

Influence of entrepreneurship curriculum experience on entrepreneurial intention

Nursing postgraduates learning experience of professional curriculum in China: A qualitative study.

This study adopted the qualitative research method, aiming to explore the learning experience of nursing graduate professional curricula in China from the perspective of students and provided a basis for the continuous improvement of nursing graduate training. A qualitative study. A purposive sampling method was employed to conduct semi-structured in-depth interviews with 14 nursing master's students enrolled in professional curricula from September 03, 2021, to December 8, 2022. The Colaizzi seven-step analysis method was utilized for data analysis, summarization and extraction. Four themes emerged from the study findings: (i) The study of professional curricula is the cornerstone of scientific research work, but it is relatively boring; (ii) The teaching methods and assessment methods of postgraduate education need to be diversified; (iii) The postgraduate education needs to increase the study time of specialized courses and highlight the specialty characteristics; (iv) the study of professional curricula can enhance the comprehensive ability of postgraduate students. The study of professional curricula for post-graduate nursing students plays an important role in the development of post-graduate research and can statistically significant improve their comprehensive ability, but there are some problems such as boring courses, single teaching assessment methods and insufficient time. In the future teaching reform, it is necessary to highlight the specialty characteristics of nursing scientific research, optimize curriculum education and improve students' scientific research knowledge and thinking. We thank all participants for their valuable input throughout the study.

Dental students' experience of hidden curriculum: A qualitative study

Dental students' experience of hidden curriculum: A qualitative study

Listening to children in nature: emergent curriculum in science teaching and learning in bush kinders

ABSTRACT Outdoor early childhood education contexts such as nature kindergartens have been established for well over 50 years in the United Kingdom and Scandinavia. Despite their popularity in these settings, similar approaches in countries such as Canada, China, New Zealand and Australia have taken time to become established. One example of where this approach to nature kindergartens in early childhood education has recently taken a foothold is the Australian ‘bush kinder’. Bush kinders are a context where four- to five-year-old preschool children can experience and learn biological, chemical and physical sciences in natural environments through play. This paper draws on research undertaken in bush kinders, applying ethnographic data. Data collection commenced in 2015 and subsequently, members of the research team returned to bush kinders in 2017, 2020 and 2023 to understand how the bush kinder approach to curriculum has continued to develop and grow. We respond to two research questions in this paper, (1) What are teachers’ experiences of an emergent science curriculum in bush kinder setting? And (2) How does an emergent science curriculum develop within bush kinder settings? Through observing educators’ application of emergent curriculum, we found that time spent in bush kinder provides children with the voice to articulate their science understandings.

Exploration and Practice of Life Education Curriculum Based on Embodied Cognition Theory

In recent years, the suicide rate of adolescents has been increasing year by year, and life and health problems have become the most important in education. It is urgent to promote the construction of the curriculum of life education effectively. In view of the “vacuity” and “fragmented” state of traditional life education, this paper combs the teaching objectives, teaching contents, teaching methods, and teaching evaluation of life education from the perspective of embodied cognition theory, to explore the construction of positive experience of life education curriculum.

Stepping Up Summer Fun: the Cancer Research - Scholarship and Training Experience in Population Sciences (C-STEPS) Program.

Over the last two decades, strides in cancer prevention, earlier detection, and novel treatments have reduced overall cancer mortality; however, cancer health disparities (CHD) persist among demographically diverse and intersecting populations. The development of a culturally responsive workforce trained in interdisciplinary, team-based science is a key strategy for addressing these cancer disparities. The Cancer Research - Scholarship and Training Experience in Population Sciences (C-STEPS) program at the University of New Mexico Comprehensive Cancer Center is designed to increase and diversify the biomedical and behavioral research workforce by providing specialized and experiential curricula that highlight team-oriented cancer control and population science. Undergraduate students interested in CHD and in pursuing STEM-H (science, technology, engineering, mathematics, and health) graduate or professional degrees are eligible for the program. C-STEPS students are paired with a UNM faculty mentor, who guides the student's 10-week summer research experience. They receive mentorship and support from three layers-faculty, near-peers (graduate students), and peers (undergraduates who have completed the C-STEPS program previously). Students generate five products, including a capstone presentation, grounded in the research they conduct with their faculty mentors. Since its founding in 2021, C-STEPS has trained three cohorts with a total of 32 students. The C-STEPS program provides a unique team-science approach with multilayer mentoring to create a sustainable pipeline for the development of students interested in STEM-H fields and CHD research. The capstone project led to 47% of students presenting their work at conferences, and two publishing their manuscripts in peer-reviewed journals. Overall, 89% of students were either "satisfied" or "very satisfied" with the program and the same percentage recommended the program to other undergraduates.

Using Adult Learning Theory to Guide Instruction in Training Physical Therapy Students on the Use of AI in Didactic Education.

Artificial intelligence (AI) use is increasing in physical therapy. Didactic curricular experiences can introduce AI to prepare students for clinical practice. A targeted approach to learning incorporating Adult Learning Theory can foster student development of critical thinking for translation to appropriate use in clinical practice.

Exploring Digital Entrepreneurship and the Development of Entrepreneurial Skills in General Studies Students

In a changing and complex world, the university is no stranger to the incursion of the digital world and the development of entrepreneurial skills in the learning of young university students. Currently, digital ventures have emerged and many of them are seen as tools and spaces for the development of entrepreneurial skills such as leadership, creativity and even new forms of teamwork. The development of skills that lead to the creation of different ventures is a window of opportunity to achieve personal and social improvement. This research was developed under the qualitative approach, and, from the methodology of grounded theory, the experiences of general studies students and their entrepreneurial skills were analyzed using digital resources developed from their curricular experiences. Thus, through semi-structured interviews and content analysis, it was possible to know how these entrepreneurial skills were able to develop learning based on creativity, leadership and teamwork. Ten general studies university students selected under inclusion criteria participated. The technique used was in-depth interview, description and categorical analysis. The results show that the students' experience reflects a partial knowledge of what is meant by digital entrepreneurship. Likewise, it is concluded that the learning experiences of general studies students about their entrepreneurial skills are very important in vocational training. Finally, it is hoped that this research can lead to new studies on the impact that digital entrepreneurship has on society and the culture of our young university students. Received: 5 November 2023 / Accepted: 13 March 2024 / Published: 5 May 2024

Correction: Common spaces matter: curricular experiences through mathematics with young prisoners and prospective teachers

Correction: Common spaces matter: curricular experiences through mathematics with young prisoners and prospective teachers

A Scoping Review of Student Pharmacist Participation on Interprofessional Rounds.

Interprofessional rounding is a common, yet unrequired, part of the pharmacy experiential curriculum. Little is known about the optimal interprofessional rounding structure for student pharmacists. A scoping review was performed to assess the amount and type of information available regarding student pharmacist participation on interprofessional rounding teams. A comprehensive review of five databases was completed through May 12, 2023. A total of 20 studies met the inclusion criteria. All of the assessments performed were quasi-experimental, and the majority were non-comparative studies that described the type and amount of student interventions. A review of outcomes found that all of the studies could be grouped into two overarching categories: those that assessed the benefits of interprofessional rounding to student pharmacist competencies or satisfaction and those that assessed the benefits of student pharmacists to patient care. The benefits of interprofessional rounding on student pharmacist learning and satisfaction were assessed by qualitative analysis, surveys, and student ability assessments. The benefit of student pharmacist participation in interprofessional rounds to patient care was assessed solely by a review of clinical intervention type and quantity. Thirteen of the studies described the frequency of student pharmacist participation in rounding. Of these studies, eight described daily rounding, and five described non-daily rounding. There are few studies that describe student pharmacist participation on interprofessional rounds and assess the benefits of that participation to either the patient or the student. There is a need for more high-quality studies to determine whether there is an optimal interprofessional rounding schedule.