Curriculum Delivery Research Articles

University–Business Collaboration for the Design, Development, and Delivery of Critical Thinking Blended Apprenticeships Curricula: Lessons Learned from a Three-Year Project

University–Business partnership for collaborative curriculum design, development, and delivery is an important dimension of University–Business Collaboration (UBC), but scarce information exists on how to enhance partnership for the design, development, and implementation of new curricula. With these questions in focus, this article intends to present and discuss the perceived experience during a three-year European funded project, namely, Think4Jobs. This project exemplifies the significance and benefits of UBC in the design, development, and delivery of curricula that meet the evolving demands of the labour market while promoting Critical Thinking (CT) as a foundational 21st century skill to contribute to graduates’ employability. Think4Jobs project brought together a multidisciplinary team of researchers and business organisations from five European countries (Germany, Greece, Lithuania, Portugal, and Romania) with interests in promoting and developing CT and mitigating eventual competence gaps. The project’s success was attributed to key practices, including defining a common conceptualization of CT, employing Participatory Co-Design, and providing common training for university and business partners. Clear objectives, explicit roles, effective communication, and ongoing evaluation further enhanced the collaboration. Experiential learning, real-work problems, and case studies reinforced the curricula, bridging the gap between academia and the labour market. By embracing these insights, future UBC initiatives can empower graduates with the necessary skills to stand out in an ever-changing labour market, contributing to enhanced education and successful careers.

Experiences of university teachers with rotational blended learning during the COVID-19 pandemic: A qualitative case study.

This qualitative case study examines the self-efficacy of university teachers during the COVID-19 pandemic as they struggle to incorporate new technology, teaching strategies, and curriculum delivery in the shift from total remote learning to biweekly rotation learning--two weeks of face-to-face learning and two weeks online. This study was conducted over one full semester among university teachers teaching undergraduate students with the rotation model at one federal university located in the United Arab Emirates. A case study design was used as a methodology to guide this research with a primary data collection method of semi-structured interviews of 11 teachers corroborated by both in-person and online classroom observations. Participating teachers were from various colleges within the university, including medicine, education, business, law, humanities, and science. The data from the interviews and observations were analyzed using thematic analysis, which yielded the following six themes: (1) continuously changing expectations, (2) mixed feelings regarding technology self-efficacy, (3) loss of learning among undergraduate students, (4) trial and error with teaching strategies, (5) the need to consult with students in the teaching and learning process, and (6) the shift from struggle to resilience. The results of the study indicated that having clearer expectations, proper technology training, and intradepartmental collaboration may help educators overcome the challenges associated with the hybrid rotation model. These results are expounded thoroughly along with relevant implications for robust leadership practices to enhance the quality of teaching and learning during potential future crises.

The Effects of School Quality Assurance on Teachers’ Performance in Public Primary Schools in Iringa District, Tanzania

The study focused on the district of Iringa, Tanzania of school quality assurance (SQA) on teachers’ performance in public primary schools in Iringa, Tanzania. The research used a qualitative approach, hence, purposive and snowball sampling technique employed to acquire the required data. Targeted populations involved the Quality Assurance Officer, public primary school teachers, district education officer, academic teachers and head teachers. Moreover, data were collected through interview and focus group discussion and data were analysed thematically with direct quotation. Arguably, SQA involves systematic monitoring and review of education programs to maintain and improve the quality, equity and efficiency. For teachers, SQA is believed to improve their work performance and professional growth and therefore positively influence the teaching and learning processes. For instance, studies have also shown that SQA activities help teachers to attend school and classes, improve their school curriculum delivery as well as classroom management skills. The findings showed that SQA helped schools to improve and was effective in different aspects such as; teachers’ classroom assessment, discussion with teachers after classroom assessments, providing classroom assessment reports, advising higher authorities on issues related to school improvement as well as strengthening internal SQA.

A Case Study of Organizational and Curricular Attributes for Interprofessional Education: A Model for Sustainable Curriculum Delivery

Background: In health and social care (HASC) professional education, interprofessional competencies are optimally developed by engaging in interprofessional education (IPE) activities that are delivered sustainably along a continuum. Ultimately, active engagement in IPE is meant to prepare future practitioners for interprofessional collaborative practice (IPCP), which leads to improved patient/client and community-oriented outcomes. Methods and Findings: This qualitative case study explores how four Canadian post-secondary institutions deliver IPE within their HASC professional education programmatic structures. Data were collected from institutional websites, publicly available IPE relevant records and documents, and interviews with coordinators and faculty/facilitators of IPE curriculum. Data were inductively analyzed to generate relevant themes, followed by a deductive analysis guided by the five accreditation standards domains identified in the Accreditation of Interprofessional Health Education (AIPHE) projects. Analyses of the data resulted in five attributes: 1) central administrative unit, 2) longitudinal and integrative program, 3) theoretically informed curriculum design, 4) student-centred pedagogy, and 5) patient/client-oriented approach. Conclusions: Using these attributes and guided by AIPHE’s accreditation standards domains, an organizational-curricular model for sustainable IPE is proposed, through which we assert that IPE reinforced through these organizational and curricular supports reflects successful programming, leading to patient/client-oriented outcomes.

'College choice' under the COVID-19 pandemic: Sustainability of engineering campuses for future enrollments.

Engineering profession for students and diverse students for Engineering Campuses (ECs) is the prestige to have for both. Worldwide higher education has been impacted by COVID-19 pandemic, but particularly pulling padlocked doors of Indian engineering campuses (ECs) down. Students' attitudes regarding choice, liking, and preferences were also affected. Knowing how tough 'college choice' was before the pandemic, one can guess how difficult it will be today. The objective of this study was to explore students' perceptions of choice characteristics related to ECs and diverse students enabling choice decisions under the COVID-19 situation, and to discover any possible relationships among them. Research questions were qualitatively examined with the statistical confirmation of related hypothesizes by utilizing ANOVA and Regression analysis. A self-reported quantitative survey composed of a closed-ended structured questionnaire was administered on the students of first-year engineering who had recently enrolled in ECs of North Maharashtra Region of India, after pandemic hitting India. According to the study, ECs have several characteristics impacting students' selection of ECs under pandemic. The influence of proximity, image and reputation, educational quality, and curriculum delivery was significant in contributing sustainability of ECs. This influence was significant across students' psychological and behavioural biases on likes, choices, and preferences. Furthermore, multiple relationships were noted within the sub-groups of demographic, geographic, socioeconomic, academic performance, and psychological and behavioural traits due to the impact of ECs' characteristics on sustainability. The study has provided a framework for policymakers and administrators to strengthen repositioning towards sustainability while capturing potentially diverse enrolments. Even if we have to coexist with pandemic forever or with more similar pandemics, the findings of this study may undergo a fundamental transformation for ECs (existing and forthcoming). On the other hand, by understanding the importance and relations of choice characteristics may smoothen the complex nature of "college choice" for prospective students.

Challenges of school resources management for curriculum delivery in South African Rural High Schools: Principals' perceptions on the way forward

Various existing studies have established the multi-faceted nature of social inequalities in South Africa. The social inequalities also segregate schools into urban and rural schools, with adequate or lack of infrastructure influencing learners' performances in various South African schools. Hence, school principals are expected to manage the available resources to attain curriculum delivery and the whole school's performance. This qualitative study explored principals' perspectives on managing uneven school resources to achieve the goals and objectives of the education system. This study adopted an interpretive paradigm to understand the voices of 20 rural school principals in semi-structured interviews. The principals were purposively selected from 20 rural schools in King Cetshwayo district in KwaZulu-Natal. The audio-recorded interviews were thematically analysed to generate themes for findings and discussion. Findings revealed that most rural schools need more adequate school resources, and the principals need more support to attain quality curriculum delivery in schools adequately. The principals also lamented the high expectations placed on their schools for the academic excellence of their learners. Thus, the contents of each subject curriculum could not be efficiently unpacked and delivered to learners. The study, therefore, recommends improvement in resource provision to rural schools. At the same time, principals should be capacitated on effectively managing available school resources to achieve desired and efficient curriculum implementation in rural schools.

Evaluation of Higher Vocational English Curriculum Toward Enhanced Program Implementation

This descriptive-comparative research aims to examine the difficulties encountered by educators and students during the implementation of the English curriculum. This research examines the survey data collected from both instructors and students in order to get a thorough comprehension of the factors that impact curriculum delivery and learning experiences. The results of the study provide significant insights on the distribution of gender, age groups, teaching experience, student categories, and college affiliations. Prominent observations reveal significant disparities in perspectives between educators and students with regards to several aspects of the curriculum, such as its design, characteristics, objectives, material applicability, teaching methods, and assessment approaches. The findings of this study indicate that gender and categorization did not have a significant effect on the observed disparities. However, it was observed that college affiliation had a major role in influencing these discrepancies. Educators and students encounter a range of hurdles that include deficiencies in linguistic foundation, restrictions in vocabulary, complexity in grammar, difficulty in pronunciation, concerns with confidence and motivation, impediments in independent learning, and the significance of cross-cultural understanding. The implications derived from the results underscore the need for enhanced cooperation and communication between educators and learners. This research highlights the need of developing flexible courses that accommodate the varied interests and requirements of students. This research offers a comprehensive examination of the intricacies involved in the implementation of English curriculum in Chinese educational contexts. Moreover, it puts forward practical suggestions for improving the quality of teaching and learning in these settings.

What the COVID-19 Pandemic Taught Medical Educators in the Caribbean about Online Clinical Teaching

The pandemic forced final year clinical students in six health-profession programs in a Caribbean University to suddenly transition from a clinical learning environment to an exclusively online environment for clinical instruction. The change in curriculum delivery allowed students to compare teaching of clinical skills using clinical and online learning environments. In June 2020, 278 students (78% response rate) completed a survey rating the online teaching experience. Students from each discipline also participated in a focus group discussion. Of the sample, 88% of students felt that the online environment was enthusiastic and stimulating but did not view it as satisfactory for skills transfer; 77% felt connected with their teachers but deprived of the social connectedness, peer support, and vicarious learning afforded by face-to-face instruction. Clinical students perceived the online environment as a convenient and beneficial platform to deliver didactic components of the clinical curriculum, thus providing downtime for students and ensuring equitable exposure of all students to all teachers. In the post-pandemic era, medical teachers should make the effort to maintain and refine online approaches, not just for use in times of emergency, but for integration into curriculum delivery strategies to improve the clinical learning environment and student satisfaction, while maintaining the hands-on method of clinical instruction.

An Investigation of Teaching Engineering Practice in Higher Education

Current trends in engineering have been recording major changes in the mode of operation that require close alignment with academia to ensure the suitability and successful outcome of graduate student employment. In an everchanging environment traditional “hard” aspects of engineering knowledge are essential but do not, by themselves, ensure a graduate candidate’s suitability for a particular post. Increasingly, the industry is observing a “divergence” between academic teaching and industrial practice in terms of the necessary “soft” engineering skills. Results: This project identified the differences between the student and industry professional expectation of those elements of engineering practice that transcend the “hard” elements of the engineering curriculum by focusing on the opinion and desirability of a series of skills such as: Project Planning; Business Planning; Competitor Analysis; Market Analysis; Finance; Health and Safety; Stakeholder Analysis; Strategy; Innovation in Enterprise; Leadership; Risk Management and Ethics. To that effect a set questionnaire ranking those skills in terms of importance and difficulty has been disseminated to student and industry professionals along with two open ended questions that asked participants to identify graduate engineers’ needs and curriculum enhancements. Conclusions: This paper identified and quantified the difference of opinion between students and industry professionals and illustrated the differences in what each perceive as important and difficult leading to a better understanding of the changes in terms of curriculum delivery and expectation management to avoid integration issues of graduate engineers in the industry.

Consultancy Communities of Practice

The last two decades have witnessed an ongoing effort to re-design the education doctorate to prepare practitioners to conduct research as a key aspect of their practice. As part of the reform, Carnegie Project on the Education Doctorate (CPED) members have tried to ensure the delivery of a relevant practice-based curriculum that prepares practitioners to respond to local needs. This article examines how one U.S. EdD program uses a practice-based pedagogy, called the Group Consultancy Project, to develop students as scholarly practitioners, that is, educational leaders who conduct research to enact positive societal changes. The analysis draws from final consultancy reports and from the responses of 11 students in three consultancy projects. By examining how students learned within the projects, the study reveals that the consultancy model cultivated communities of practice that moved students from a practice community toward a community of scholars and researchers.

COVID-19 Effects on Curriculum Delivery in Secondary Schools in Kakamega County, Kenya

COVID-19 was declared a pandemic by the World Health organization (WHO) on 11th March 2020. Therefore, being declared a global emergency, had undergone various mutations, therefore its effect on education was far reaching. The purpose of the study was to establish the COVID-19 effects on curriculum delivery in secondary schools in Kakamega county.This study was guided by the theory of planned behaviour postulated by Ajzen. The study employed a descriptive survey research design whereby mixed research method was utilized to collect both qualitative and quantitative data. The study targeted public secondary schools in Kakamega County, Kenya, whereby one hundred and ninety-five (195) school principals and one thousand five hundred and ninety (1590) teachers were the targeted population. The study applied stratified sampling in obtaining the 59 secondary schools thus, 59 principals and 159 teachers. The study employed stratified random sampling to put schools in strata that is 15 boy public secondary schools, 15 girls public secondary schools and 29 mixed public secondary schools totaling up to 59 public secondary schools. Purposive sampling technique was used to select school principals since they belonged to public secondary schools in the strata, which provided the required information for the objectives of the study. Data was collected using questionnaire for teachers. Interview schedules was also used to collect data from the school principals. Research instruments were availed to supervisors who ascertained the relevance of the items hence validity of the instruments. Data was analyzed using both descriptive and inferential statistics. Qualitative data was coded and analyzed thematically. Quantitative analysis involved use of frequencies, percentages, means, standard deviation, Spearman correlation analysis and regression analysis. The collected data was presented using pie-charts, frequency tables and mean tables. The study concluded that COVID-19 had adverse effects on curriculum delivery.

Computer-based assessments in medical education and strategies to curb malpractice in online assessments: Narrative review

ABSTRACT Assessments are an integral part of the medical curriculum delivery process and give a clear indication of whether students have acquired the set competencies. The purpose of the current review is to explore the scope of computer-based assessments (CBA), identify the ways for malpractice in online assessments, and the strategies to curb the incidence of such unfair practices. An extensive search of all materials related to the topic was carried out on the PubMed search engine and a total of 25 articles were selected based on their suitability with the current review objectives. Keywords used in the search include CBA and online assessments in the title alone only. CBA has found extensive scope in medical education and it is predominantly due to the fact that they enable teachers to increase the periodicity of assessments. CBAs have been linked with potential challenges, such as the mandatory presence of the Internet, technical support, and investment to establish the assessment system, training of the users, and cheating. In conclusion, many medical institutions are gradually shifting from traditional paper-based assessments to CBA. This move is expected to have some concerns, with the most important being the scope for students to adopt any malpractice during online assessments. However, the employment of standard measures and implementation of a strict protocol is bound to curb the incidence of any such malpractices and thus enables the organizers to conduct fair and transparent examinations.

A Critical Review of the Demola Framework and Its Applicability in a Low-Income Economy: A Case Study of The Gambia

This paper critically reviews the appropriateness of the Demola Framework for adoption in a low-level income country. According to the World Bank, Low-income countries are developing countries with emerging markets or newly industrialized countries (Abubakar et al., 2019). The Demola framework has been developed and used in some European countries such as Finland, Germany, and Spain as a curriculum delivery approach for entrepreneurship education courses (De Carolis, 2019). The framework has been widely used in bridging the gap between the academia and industry, for example in an impact study conducted in Finland, it was established that due to the frameworks’ responsiveness to building synergies between students and industry, 7 polytechnics and other universities have adopted it as part of their curricula delivery approach (Catalá-Pérez et al., 2020). Based on these, its concepts are being tested in The Gambia, a country in West Africa where for the first time in the tertiary and higher education sector, a new policy decision has been rolled out to embed entrepreneurship training as part of the science, technology, and engineering education programme. This programme forms the first stage of a national development initiative to transform one of the public technical training institutions into a University of Applied Science Engineering and Technology that will be entrepreneurial and will be producing business minded graduates.

Measuring empathic behaviour among undergraduate dietetics students.

Empathic behaviour has a direct link to the positive clinical outcomes. Health professionals, which include dietitians, are increasingly expected to demonstrate the impact of their care on patient outcomes. To date, there is limited research exploring the empathic behaviour of dietetics students. This cross-sectional study evaluated the psychometric properties of Jefferson Scale of Empathy-Healthcare Provider Student (JSE-HPS) and empathic behaviour of dietetics students. Undergraduate dietetics students from one private and two public universities in Malaysia participated (n = 455). Item and scale psychometric properties were examined using principal component analysis and differences in mean empathy scores for students were assessed across years of study and types of universities. A 3-factor solution emerged in the results, accounting for 26.76%, 10.75% and 6.3% of the variance. The JSE-HPS demonstrated good internal consistency (α = 0.83). Despite students enroled at public universities scoring higher mean empathy scores than students enroled at the private university, the difference was not significant. The only significant difference was between the empathy level of first and third year students (p = 0.033). As empathy underpins patient-centred management in the nutrition care process, it should be well integrated into curriculum delivery so that appropriate levels of empathy can be developed to prepare work-ready healthcare professionals.

Student Experiences of a Home-Based Acute Care Curriculum

Background/Purpose: The COVID-19 pandemic disrupted physical therapy education beginning in March 2020. Acute care physical therapy is complex and has substantive psychomotor skills and safety demands. Students can experience significant challenges during acute care clinical education experiences (CEE); therefore, assessment of the effect of curricular adjustments on preparation for clinical experiences is paramount. Students can experience significant challenges during acute care CEE. Educational programs continue to assess the effect of pandemic dictated altered modes of delivery of laboratory-based courses on student outcomes. The purpose of this qualitative case report is to explore students' experiences of an online delivery mode of an acute care course and their perception of its ability to prepare the student for an acute care CEE. Case Description: Interviews were completed with physical therapist students after their terminal acute care CEE. Qualitative analysis was approached from an interpretive epistemological perspective and a phenomenological approach was used to explore students' experience in participating in an online delivery mode to gain the required skills to be effective during acute care physical therapist practice. Data analysis was completed using a thematic analysis approach. Outcomes: Seven students participated in qualitative interviews after their acute care educational experience. Qualitative results revealed 3 main themes: (1) Course Design, (2) Fidelity, and (3) Learner Characteristics as contributors to feelings of preparedness when transitioning from the classroom to an acute care CEE. Discussion and Conclusion: Despite COVID-19 disruptions to traditional in-person education delivery of an acute care laboratory-based course, a unique at-home delivery of acute care curriculum led to students reporting sufficient skill development to participate in an acute care CEE. Aspects of the unique course that students reported facilitated their learning were skill repetition and fidelity to clinical practice embedded in laboratory activities. Results can be used to intentionally design coursework to aide in building student confidence and preparation for acute care CEE.

Curriculum Delivery Through Learning Technologies in Online Classrooms: Challenges and Prospects in Higher Education

Higher education institutions in most developing African nations have been classroom-based. This practice has been in place for decades in African countries, with many benefits for stakeholders. Lessons from the COVID-19 pandemic experiences in the global space brought a new approach to curriculum delivery. Universities in most developed countries have expanded, using various digital technologies for teaching and learning. However, the case was a severe challenge in Africa, where many were cut off from teaching and learning activities for months. The study explored the transition from conventional classroom curriculum delivery to online learning as the only alternative approach during the pandemic. Although online learning encourages self-directed learning in students, the study explains the self-determination theory as it underpins online learning. A content analysis of various literature sources on the phenomenon was employed for this systematic review. Findings revealed that many universities in South Africa encountered severe challenges in fully adopting online classes for curriculum delivery. Teaching and learning activities were grounded for months until the Department of Higher Education and Training compelled all to embrace learning technologies to salvage the academic calendar. Rural-based students were reported to be significantly challenged in accessing online learning activities. affirmExtant literature sources affirmed that higher education institutions were unprepared for the sudden transition from conventional classrooms to online learning. Hence, they needed help to take rapid measures to integrate online learning into the system. Many challenges have been encountered in this technological transformation of the teaching and learning approach; the study, therefore, recommends, among others, adequate provision of learning technologies, provision of intense technical know-how support for lecturers for effective use of online learning.

Leadership Training Curriculum for Otolaryngology-Head and Neck Surgery Residents: A Scoping Review.

Otolaryngologists take on various leadership roles throughout their daily practice, but specific training focused on leadership development during otolaryngology-head and neck surgery (OHNS) residency is not well-defined. This project explores the current state of leadership curricula for OHNS residents. Google Scholar, Embase, PubMed, and MedEdPORTAL. A scoping review was performed on English-language, full-text, peer-reviewed articles that describe leadership curricula for OHNS residents. Investigators reviewed curriculum settings, content, delivery methods, and assessment; curriculum effectiveness was evaluated using Kirkpatrick effectiveness scores and article quality was assessed using the Best Evidence in Medical Education (BEME) index. Three thousand four hundred sixteen articles met search criteria, 198 articles were included for full-text review, and 4 articles met inclusion criteria. Curriculum content and delivery methods were diverse. Curriculum cadence ranged from 2-day immersion trainings to year-long longitudinal programs. Only one of the included studies utilized a needs assessment to inform curriculum development. Two articles achieved Kirkpatrick effectiveness scores of 2, indicating changes in the attitudes or perceptions among participants and a quality measure of 3, indicating clear conclusions drawn from the results. The current state of leadership training in OHNS residency is limited and nonuniform. These data align with descriptions of leadership training in other surgical residencies which are reported as heterogenous and lacking in effectiveness. This review highlights the need for standardized leadership training for OHNS residents. The high-quality leadership development initiatives within graduate medical education are reviewed to inform future directions for effective curriculum development and assessment.

Linda C. Smith: Fifty Years of Library and Information Science Education by Design

Professor emerita Linda C. Smith designed a plan of study including her bachelor's degree, various master's degrees, a PhD, and a certificate along with practical experience that prepared her for her career as a library and information science (LIS) educator, researcher, and administrator. The pairing of a deep respect and admiration for content and delivery is the common thread that weaves reliably across Smith's fifty years in LIS as an innovator, educator, and researcher. All that she has initiated and accomplished across that time and moving forward can also be said to be "by design"—a potent mix of experience, anticipation, an eye for identifying what is missing, and a determination to doggedly research and implement an elegant "fix" for addressing that gap. This paper explores the common thread of Smith's innovations as a LIS educator, tracing her past and continuing influence on the evolution of LIS curriculum content and delivery, and where it is reflected in, even predicted for contemporary and future graduate programs in information. Suggesting a tenet of design thinking, the authors examine Smith's career path and many contributions to confirm that one can get here from there.

Exploring the Long-Term Effects of the IB Curriculum on Students' Academic Achievement: A case study of International Maarif Schools Erbil

This study examines International MaarifSchool Erbil pupils' long-term academic performance under the International Baccalaureate (IB) curriculum. The study examines the IB's PYP, MYP, and DP. Examine how these IB curriculum elements affect students' academic performance over time. The quantitative study used 89 international instructors from International MaarifSchools in Erbil. The independent variable, IB Curriculum, has three dimensions (PYP, MYP, and DP), while the dependent variable, Students' Academic Attainment, is collected online. The study demonstrates positive relationships between the IB curriculum dimensions (PYP, MYP, and DP) and students' academic achievement through correlation and regression analysis. Results show that the IB program helps students succeed academically. The report also emphasizes excellent implementation and ongoing professional development for teachers to successfully administer the IB curriculum. The study sheds light on how the IB curriculum affects student performance. The findings confirm International MaarifSchools Erbil's IB curriculum and emphasize teacher training and parental involvement. The report also proposes evaluating and improving curriculum delivery and assessment techniques. This study shows that the IB curriculum improves students' academic performance and lays the groundwork for future research on its long-term benefits. These findings can help schools improve their curriculum and foster kids' holistic development.

Content analysis of psychological first aid training manuals via topic modelling

ABSTRACT Background: Psychological First Aid (PFA) is practiced worldwide. This practice in English is guided through a small collection of training manuals. Despite ubiquitous practice and formal training materials, little is known about what topics are covered and in what depth in these influential manuals. As such, we analyzed the topic structure of these training manuals. Objective: To model the PFA manuals’ topics with the goal of identifying a set of topics with recurrent themes and evaluating the extent to which each manual demonstrated those themes. Method: This machine learning study employed an unsupervised topic modelling design using Latent Dirichlet Allocation. The variables are (1) the distribution of a word across documents and (2) the distribution of a word across topics. The level of measurement for all variables is continuous. The unit of analysis is words. Preprocessing and data analysis were carried out using the Orange Data Mining Toolbox (Demšar et al., 2013). This programme is a Python GUI. Results: Results indicated a ten-topic structure to the universe of the English PFA training manuals. These topics were: (1) Refugees, (2) Orientation Activities, (3) Community-Based Applications, (4) PTSD & Other Psychological Issues, (5) Training Materials, (6) Specific Helper Instructions, (7) PFA Scholarship, (8) MHPSS, (9) General Curriculum, and (10) Australian Specific Delivery. The depth of discourse on each topic varied widely between manuals. Conclusions: The Academics of the PFA topic shows a strong representation of the corpus and suggests current training manuals have stayed true to its evidence-supported practice. The topic of Community-Based Applications strongly represents the corpus and suggests that training models incorporate community-based applications. The scientific foundation and practical implementation of the training guides are essential elements. Limitations and implications were also discussed.