Curriculum Model Research Articles

Navigating undergraduate medical education: a comparative evaluation of a fully online versus a hybrid model

BackgroundThe evaluation of undergraduate medical curricula plays a crucial role in ensuring effectiveness and helps in continuous improvement of the learning process. This study aims to compare the effectiveness of online and hybrid teaching models of the first-year MBBS curriculum in the COVID-19 era (2019–20) and the para-COVID-19 pandemic (2020–21).Study methodologyMixed methods study with CIPP model was used. Data was collected by administering a survey and focus group discussions (FGDs) with first-year students from the 2019–2020 and 2020–2021 cohorts, faculty and administrators, which were recorded for analysis. Recorded lectures, guidebooks, planners, and question papers were also scrutinized for quality and adequacy. Furthermore, admission merit, module assessments, and professional examination results were compared and correlated. The learning environment was evaluated through the questionnaire (validated and used by Pakistan Medical and Dental council for inspections of medical schools) and the facilities provided in both years were juxtaposed. The study utilized NVIVO for qualitative and SPSS version 23 for quantitative data analysis.ResultsContextual analysis underscored the critical need for online teaching during the COVID-19 pandemic, with provided resources being deemed sufficient. Notably, the student-faculty ratio stood at 4:1, and essential resources were readily available. The fully online batch outperformed the hybrid teaching class in 2020–21. Process analysis revealed successful session delivery in hybrid and online through webinars and Zoom, accompanied by timely provision of study guides and punctual assessments. Moreover, examination papers demonstrated acceptable reliability (Cronbach’s alpha: 0.61) in core subjects. Product analysis indicated that the 2020–21 cohort performed better in modular and professional examinations across all subjects (P < 0.01) despite their lower admission merit compared to the 2019–20 batch.ConclusionsThe study revealed challenges faced during total online teaching, highlighting knowledge and skills gaps in students. While students favored hybrid teaching for interaction, faculty preferred online strategies and suggested blended learning. The administration recognized faculty’s swift transition but stressed the need for blended learning workshops and strengthening the medical education department. Recommendations include implementing blended learning strategies, conducting faculty workshops, equipping the medical education department for online teaching, and gathering student feedback after each module to enhance the curriculum.

Sexual and gender minority health: a roadmap for developing evidence-based medical school curricula.

Educating future physicians about sexual and gender minority (SGM) patients and their health care needs is an important way to mitigate discrimination and health disparities faced by this community. Canada, across its 17 medical schools, lacks a national standard for teaching this essential topic. This paper aims to review the best practices for teaching an SGM curriculum in undergraduate medical education and synthesize this information into actionable propositions for curriculum development. A scoping literature review was conducted to identify best practices for SGM teaching. The review elicited peer-reviewed and grey literature on best practices for SGM teaching, policy documents, and opinion pieces from medical education authorities and SGM advocacy groups. Through an iterative process with all authors, the Canadian Queer Medical Students Association (CQMSA), and the Association of Faculties of Medicine of Canada (AFMC), a set of propositions was developed. The search yielded 1347 papers, of which 89 were kept for data extraction. The main outcomes of these papers were sorted along five repeating themes, which formed the basis for six propositions; two more propositions were then added after discussion with all authors. We present eight propositions for the development of a national standard for SGM education at the undergraduate medical level. These include standardizing learning objectives across all schools, using established curricular models to guide curriculum development, interweaving concepts across all levels of training, diversifying teaching modalities, providing faculty training, ensuring a safe space for SGM students and faculty, using OSCEs as a teaching tool, and involving the local SGM community in curriculum development and delivery.

Achieving Education for Sustainable Education Learning Outcomes: An Integrated Model for Higher Education in the Global South

As education for sustainable development learning outcomes are gaining traction in education, an integrated curriculum model that recognizes Indigenous cultural practices is imperative to align global development indicators with higher education curriculum. The study adopted a purposive sampling approach targeting 11 university students sharing their experiences on sustainability and core competencies. NVivo Version 10 was used for the narrative data coding and analysis with findings showing students’ ambivalence toward their curriculum outcomes and twenty-first-century skills development. In conclusion, as students exhibited high awareness about competency-based learning, curriculum developers in higher education institutions must be intentional about pedagogical approaches and sustainability targets.

Health literacy pedagogies and assessment embedded in a school-based health education program

AbstractStudies have focused on the development of teachers’ Health Literacy (HL) pedagogies but have yet to focus on building teachers’ assessment capacity. The aims of this research study were three-fold: 1) professionally develop teachers to enhance the HL planned in a Health and Physical Education (HPE) program and assessment task; 2) validate a previously developed curricular model of HL assessment (rubric) using student work samples; 3) measure students HL learning using an adaptation of the validated rubric. Researchers used a descriptive single school case study, using a mixed methods approach in an Independent, coeducational early learning, primary and secondary day school in Sydney, Australia to work closely with participants to review the pedagogical knowledge, learning activities and assessment within a HPE program using Nutbeam’s three level HL hierarchy. Using Messick’s six aspects of construct validity testing of the rubric was completed using 20 sample assessment tasks, as well as receiving feedback on the adaptability and feasibility of the rubric. The validated rubric was then adapted to the assessment task to measure students’ HL. Results demonstrated that professional development had a positive impact on the development of planned HL pedagogies as shown by a 17% increase in planned critical HL learning activities. Findings suggest that the validated rubric is a feasible and adaptable tool that teachers can use to measure students’ HL. This is the first study to validate a curricular model of measuring HL. Future research needs to develop teachers’ HL capabilities and assessment literacy.

Addressing musculoskeletal curricular inadequacies within undergraduate medical education

BackgroundMusculoskeletal (MSK) injuries and diseases place a significant burden on the health care system. Despite this, research indicates that physician training in the area of MSK medicine has historically been inadequate, with a majority of medical students feeling that their training in MSK medicine is lacking. The goal of this investigation was to evaluate the efficacy of a new preclinical MSK curriculum that was implemented within a nationally accredited allopathic medical program.MethodsRetrospective analysis was completed on five consecutive years (2017–2021) of preclinical MSK curricular data for 549 medical students, including mid and end-of-course examinations and end-of-course student satisfaction surveys. Both parametric and non-parametric methods of analysis were used to examine within and between class differences (P < 0.05).ResultsThe new MSK curriculum covered 15 of 16 “core or must know” topics in MSK medicine, and academic performance was consistently high over the 5-year period of analysis (final course marks ranged from 76.6 ± 7.1 to 81.4 ± 8.1; failures/year: range from 0 to 4), being equal or above levels of student performance observed for other courses delivered during preclinical studies. Likert data from end-of-course surveys demonstrated that feedback was overwhelmingly positive (overall course satisfaction ranged from a low of 3.07/4.00 to a high of 3.56/4.00) and indicated that students felt that the new preclinical MSK curriculum did effectively support medical student learning and knowledge retention.ConclusionResults are expected to help advance the current body of knowledge that is dedicated to improving physician learning and knowledge retention in the area of MSK medicine and provides a curricular model that could be used by other nationally accredited medical programs to help enhance MSK learning at the preclinical levels of physician training.

Editorial: New perspectives on curriculum: Rethinking collaborative enquiry and teachers' professional learning

AbstractIn BERA's 50th anniversary, this special issue of the Curriculum Journal recognises the debt to the work of Lawrence Stenhouse, former BERA President, and founder of the British Curriculum Forum (BCF), and his influence on teachers' work in researching and developing the curriculum. Papers in this issue address what Stenhouse called the central problem of evidence‐informed practice: ‘the gap between our ideas and our aspirations and our attempts to operationalise them’ (Stenhouse, 1975, 2–3). Stenhouse's legacy for curriculum models and thinking, both within the four home countries and internationally, highlights the methodologies and theoretical perspectives that inform teachers as researchers and how we understand and evaluate such frames of reference. Approaches to involving teachers as researchers examined in this collection resonate with BERA's strategic plan to build on its links with practitioners, set in the context of BCF and its work to support teachers' curriculum research.

A model curriculum in sexual medicine for undergraduate education in Europe

Sexual health has been recognized as an essential component of the overall health and wellbeing. The current article aims, first, to review the current state of sexual health education in undergraduate medical curricula, identifying gaps, needs and challenges. The main part of this paper describes the development and content of an undergraduate sexual medicine curriculum based on a clear concept of the competencies students should learn regarding knowledge, skills and attitudes. The content is based on a biopsychosocial understanding of human sexuality elaborated by international experts from different European countries integrating basic knowledge in biology, psychology, sociocultural and political sciences, preventive medicine, and the various therapeutic approaches to help women, men and couples with sexual health problems on a primary care level. In order to enable students to learn the basic skills of sexual history taking and sexual basic counselling two educational videos were produced. The material presented is part of the European Collaboration in Science and Technology (COST) supported project European Sexual Medicine Network (ESMN). The material provided can serve universities to give the training as a 25-30 hours course equivalent to 1 ECTS.

Analysis of the Implementation of the Inclusive Early Childhood Education Curriculum Model : Case Study at Bright Kiddie Kindergarten Ponorogo, Indonesia

This research aims to analyze the implementation of the inclusive Early Childhood Education curriculum model at Bright Kiddie Kindergarten Ponorogo, Indonesia. This research used a qualitative approach with a case study method. The informants for this research were the school principal, class teacher and teacher accompanying children with special needs. Data collection techniques used were interviews, observation, and documentation. Next, data analysis used interactive model analysis, and for the validity of the research data, the triangulation method was used. The research results showed that Bright Kiddie Kindergarten had children with special needs with different characteristics, needs and abilities. In implementing inclusive learning, the school used regular and pull-out class models with duplication, simplification, substitution and omission curriculum models according to the needs of each student with special needs. Children with special needs study with other children in regular classes. However, at certain times, they will be moved to another room to receive additional learning from special accompanying teachers. The curriculum model was also adjusted based on the identification and assessment results of each child with special needs as a basis for appropriate learning planning. Some duplicate the same curriculum as normal children (duplication), some simplify it without eliminating the substance (simplification), some replace it with equivalent material (substitution), and there are those who change it completely to suit the needs of each child.

Immersive learning in a block teaching model: A case study of academic reform through principles, policies and practice

Universities across the globe are considering how to effect meaningful change in their higher education (HE) delivery in the face of the COVID-19 pandemic and shifting student learning preferences. This paper reports on a descriptive case- study of whole-of-institution curriculum reform at one regional Australian university, where more traditional 13-week semesters have been replaced with a 6-week immersive block model known as the Southern Cross Model. Based on a synthesis of literature in best practice HE pedagogy and principles, the case study draws on both a review of policy and staff interviews (N = 5) to outline the key changes necessary for successful HE transformation. Analysis revealed themes related to the vital roles of leadership, capacity building, monitoring the transition, staff adoption, and adequate technical systems in implementing a radical, multifaceted institutional transformation. Implications for practice at institutions considering reforming their curriculum model are also discussed. The findings from this case study indicate that an institutional transformation to an immersive block model requires both a considered change in institutional policy and process, as well as the appropriate resourcing of roles, governance committees, technical solutions, and, importantly, communities of practice.

Immersive learning in a block teaching model: A case study of academic reform through principles, policies and practice

Universities across the globe are considering how to effect meaningful change in their higher education (HE) delivery in the face of the COVID-19 pandemic and shifting student learning preferences. This paper reports on a descriptive case- study of whole-of-institution curriculum reform at one regional Australian university, where more traditional 13-week semesters have been replaced with a 6-week immersive block model known as the Southern Cross Model. Based on a synthesis of literature in best practice HE pedagogy and principles, the case study draws on both a review of policy and staff interviews (N = 5) to outline the key changes necessary for successful HE transformation. Analysis revealed themes related to the vital roles of leadership, capacity building, monitoring the transition, staff adoption, and adequate technical systems in implementing a radical, multifaceted institutional transformation. Implications for practice at institutions considering reforming their curriculum model are also discussed. The findings from this case study indicate that an institutional transformation to an immersive block model requires both a considered change in institutional policy and process, as well as the appropriate resourcing of roles, governance committees, technical solutions, and, importantly, communities of practice.

The success, satisfaction and experiences of international students in an immersive block model

Despite growing interest in immersive block models in higher education, very little is known about the experiences of international students in these non-traditional forms of learning. To enable an initial view of how international students perceive and perform in an immersive block model, we used an exploratory mixed methods approach to examine the academic success, satisfaction, and experiences of international students in a 6-week immersive block model at a regional public Australian university. Inferential statistical tests were used to explore the success rates and unit and teaching satisfaction of onshore and offshore international students in the immersive block model and in the traditional trimester model. Overall, the immersive block model made a significant positive difference to the academic success of international students, both onshore and offshore. However, a decline in satisfaction was observed among science and engineering students, contrasting with an increase in satisfaction among business and arts students. Data collected through semi-guided interviews with 10 students from this latter group indicate several key benefits and challenges associated with immersive block learning. Students reported heightened focus and motivation, supportive teaching, and a healthy study-work-life balance. Challenges included not knowing what to expect, forming social connections with classmates, and the fast turnover between assessments. These findings indicate that it is important for institutions to prepare international students well for the pace and time management demands of studying in an immersive block model and to encourage the formation of social connections. Assessment timing, volume, and scaffolding should also be key considerations in immersive block model curriculum design.

Effectiveness of the Connected Learning Cycle (CLC) for Training Scientific Literacy Skills and Argumentation Skills in Prospective Chemistry Teacher Students

Objective: This research aims to determine the use of connected learning cycle (CLC) to practice scientific literacy skills and argumentation skills. Theoretical Framework: Connected learning cycle is a learning strategy using a connected curricular model combined with the 5E learning cycle. There is a relationship between scientific literacy skills and argumentation. Argumentation skills can be improved with literacy skills. Method: This study used a single group pretest post-test research design. The tools and instruments used to collect data have been validated by five experts and received a very valid assessment in the content and construct aspects. The research instruments include scientific literacy and argumentation skills test questions, student activity observation sheets, and student response questionnaires. The analysis used includes learning completeness, in this case completeness in scientific literacy skills, argumentation skills, the n-gain score to see the development of learning outcomes. The Chi square test, and the Fisher test looked at the relationship between scientific literacy and argumentation skills. Results and Discussion: Connected Learning Cycle (CLC) method is effective for training scientific literacy and argumentation skills. Research Implications: Remembering literacy and argumentation skills is the basis for developing other thinking skills, it is hoped that the results of this research can be used as an alternative effort to train scientific literacy skills and argumentation skills. Originality/Value: The Connected Learning Cycle (CLC) method used was a combination of connected curricular model combined with the 5E learning cycle as alternative effort to train scientific literacy skills and argumentation skills.

Spatial Reasoning Excellence: A Synergy of VanTassel-Baska’s Integrated Curriculum Model and Talent Development

This manuscript explores the integration of spatial reasoning into K-12 education through the lens of Joyce VanTassel-Baska’s Integrated Curriculum Model (ICM) and a talent development approach. It emphasizes the significance of nurturing spatial reasoning components—visualization, rotation, orientation, and perception—for academic success, problem-solving, and career prospects, especially for academically talented students. Through collaboration with talent development strategies, including mentorship and differentiated instruction, this approach provides a dynamic, real-world-focused learning experience. Inclusive and designed to engage the educational community, it aims to prepare students for complex global challenges, highlighting the transformative power of tailored education in developing versatile societal contributors.

역사기반 창의적 성취 교육과정 모형 및 프로그램 개발

As interest in creativity as a future competency has increased globally, There has been a demand for educational models and programs to enhance creative achievement that can be applied in school settings. In this study, ‘H-CAM’, a history-based creative achievement model, was developed as a curriculum model that can enhance learners’ creative achievement, and a program was developed based on this model. H-CAM proceeds by discovering historical achievements based on historical facts, events, and phenomena and deriving new creative achievement ideas that fit the social and cultural environment. The creative education program based on H-CAM was developed in a total of five sessions: historical analysis, discovery of achievements in history, ideas through creative achievements in history, discovery and definition of problems, discussion, testing, and creative achievement stages. The validity of the model and program was proven through expert content validity, and the effectiveness of the program was proven through experimental research.

Models and Implementation of Curriculum Development in Schools

Curriculum development cannot be separated from various aspects that influence it. Various curriculum models have been developed by curriculum, education and psychology experts. This research aims to find a model for curriculum development in schools and its implementation. In this article, the author uses library research or what could be called qualitative research which obtains data from appropriate journals, articles and books. The research results found that in developing the curriculum, teachers can choose several models including the Tyler Model, Administrative Model, Grass Roots Approach Model, Demonstration Model, Beauchamp's System Model or Beauchamp Model, Roger's Model, Problem Solving Model and Taba's Inverted Model. The procedures for curriculum development include curriculum planning, curriculum organization, staffing and curriculum control. Meanwhile, curriculum implementation is the process of applying ideas, concepts, policies, in the form of practical actions, so that it has an impact, both in the form of changes in knowledge, skills, as well as students' values and attitudes. The success of curriculum implementation is also determined by communication about the implementation plan and the support of all resources in the implementation

지역사회 통합돌봄 맞춤형 인재 양성 방안 연구

Korea has experienced a rapid increase in demand for care due to its aging population at an unprecedented pace. However, it is not able to adequately respond to the rapidly increasing demand and needs of the elderly due to its facilities, hospital-oriented care systems, and segmental service delivery systems. In response to these challenges, specific programs have been developed to address the increasing number of individuals in need of care. These programs aim to develop a curriculum in universities and establish a network to cultivate professional manpower with the necessary knowledge and skills. Additionally, they seek to establish win-win cooperation between local governments and universities to revitalize the care economy. To achieve this, the latest information on the necessity and problems of integrated care in the community has been extracted using various research methods such as scope-grasping literature review, systematic literature review, and government policy data review, commonly used in the field of social science. This information has been used to develop a regular curriculum model for universities, specialized multi-job-linked education, a practical model of small-scale degree courses, and a strategy for establishing the role and governance of universities and local governments. These initiatives aim to supplement the blind spots in existing care services and provide care services that are suitable for the unique characteristics of the Gwangju area.

COMPARISON OF NATIONAL CURRICULUM 2006 AND SINGLE NATIONAL CURRICULUM

This study aimed to compare and find the differences between National Curriculum (NC) 2006 and the Single Nation Curriculum (SNC) 2020 of English textbook of grade 5 by using Nichols curriculum model. The main objective was to find out drawbacks in the previous document and highlighted new dimensions and perspectives added to SNC. This was a qualitative research. Interpretive paradigm was used, in which phenomenological method was adopted and content analysis was done to compare the both curricula of English. For this purpose, a rubric was developed to analyze the key differences between NC 2006 and SNC 2020 which had five components; in terms of content, student learning outcomes, suggested activities, assessments, and projects. This study highlighted the importance of curriculum revision efforts and their successful implementation in achieving national and societal goals. The results showed that the curriculum had undergone significant changes and updated with a focus on improving the teaching and learning process, developing language skills, and incorporating advanced technological methods. Additionally, assessment and evaluation tools and methods had been added, and teacher training had been given more attention and elaboration in the SNC compared to the 2006 curriculum.

Vietnam’s STEM Education Landscape: Evolution, Challenges, and Policy Interventions

In Vietnam, national policies increasingly prioritize STEM education, recognizing its critical role in developing future workforce skills. However, significant gaps remain between policy and practice. Currently, STEM education in Vietnam is primarily found in extracurricular activities, with limited systematic integration into the formal curriculum. Key challenges include inadequate teacher capacity, insufficient resources, sociocultural biases, and difficulties in translating national STEM goals into classroom practices. Future research should focus on several key areas to further strengthen STEM education in Vietnam. Evaluating effective curriculum models will help integrate STEM into the core curriculum more systematically. Assessing professional development programs will ensure that teacher training initiatives are effective and impactful. Addressing sociocultural biases is necessary to promote diversity and inclusion in STEM fields. Analyzing regional collaboration networks can identify best practices and foster knowledge sharing among ASEAN countries. Implementing context-specific reforms will ensure that solutions are tailored to the unique challenges and opportunities in Vietnam. Addressing these priorities will enable Vietnam to make informed decisions, strengthen STEM education, and develop a skilled workforce for sustainable economic growth.

Unified Portal for Developing Model Curriculum for Universities

Unified Portal for Developing Model Curriculum for Universities

Model Curriculum for Life Skills Based Education (LSBE) for Children with Intellectual Challenges

This article presents a comprehensive model curriculum for Life Skills-Based Education (LSBE) for children with intellectual challenges in Pakistan. The curriculum is developed through a mixed-method approach, including literature reviews, surveys, expert consultations, and focus group discussions. This proposed LSBE curriculum addresses essential life skills such as self-awareness, empathy, coping with emotions, critical thinking, decision-making/problem-solving, and communication. It underscores inclusive, student-centered approaches, making it adaptable to various educational settings. It aligns with global practices and integrates Islamic values. The curriculum aims to enhance the quality of life and foster the holistic development of children with intellectual challenges, promoting independence and inclusivity. It provides practical guidelines for educators, curriculum developers, and policymakers, serving as a crucial tool for advancing educational equity and improving life outcomes for children with intellectual challenges in diverse regional contexts.