Curriculum Development Model Research Articles

A Practical Exploration in the Construction of Happiness Course in Rural Primary School

Rural revitalization strategy is considered as an important measure in the realization of the modernization of socialism with Chinese characteristics, and rural education holds the balance in the strategy of rural revitalization. This article sticks to the “four confidences” from the perspective of the school, on the basis of the developing the happiness courses, contributing to the form of “triple learning across villages”, which is the new modality of rural curriculum education, and also exploring the new model of curriculum development featured rural characteristics, so as to devote to the new route of helping rural revitalization through education.

A National Pediatric Telepsychiatry Curriculum for Graduate Medical Education and Continuing Medical Education.

Objectives: Our goal was to develop an open access nationally disseminated online curriculum for use in graduate and continuing medical education on the topic of pediatric telepsychiatry to enhance the uptake of telepsychiatry among child psychiatry training programs and improve access to mental health care for youth and families. Methods: Following Kern's 6-stage model of curriculum development, we identified a core problem, conducted a needs assessment, developed broad goals and measurable objectives in a competency-based model, and developed educational content and methods. The curriculum was reviewed by experts and feedback incorporated. Given the urgent need for such a curriculum due to the COVID-19 pandemic, the curriculum was immediately posted on the American Academy of Child and Adolescent Psychiatry and American Association of Directors of Psychiatric Residency Training websites. Further evaluation will be conducted over the next year. Results: The curriculum covers the six areas of core competence adapted for pediatric telepsychiatry and includes teaching content and resources, evaluation tools, and information about other resources. Conclusion: This online curriculum is available online and provides an important resource and set of standards for pediatric telepsychiatry training. Its online format allows for ongoing revision as the telepsychiatry landscape changes.

Saylor, Alexander and Lewis’s Curriculum Development Model for Islamic Education in Schools

This study aims to identify the curriculum development model by Saylor, Alexander, and Lewis for Islamic education and its implications in schools. This study applied qualitative approach and literature study methods. The results of this study indicate that the curriculum is in line with the times. The curriculum also develops to meet the demands of current education systems. To achieve a goal in the educational process requires a design in implementation. Therefore, the curriculum is a design in which there are systematically designed programs to set a goal. Saylor, Alexander, and Lewis consider curriculum as the efforts of schools to influence students to learn, both in the classroom, on the schoolyard, and outside the school. Therefore, there are various demands that Islamic education must be able to answer those needs. Islamic Education is a vast subject in schools. It needs to be selected for its material and developed according to the needs and competencies of students and has use of value for students. Systematically, this paper implies that it tries to provide an overview of the Saylor, Alexander, and Lewis curriculum models and can guide carrying out activities and their implementation in Islamic education.

A pirate ship sailed into the yacht club: How we built a novel pediatric emergency medicine curriculum for an emergency medicine training program.

Pediatric emergency medicine (PEM) has seen little progression toward a standardized PEM educational framework. The 2018 Academic Emergency Medicine Consensus Conference on Advancing PEM Education addressed this gap in core EM education. Absent elements include a "broad needs assessment to identify and evaluate existing curricula and systems gaps in EM training" and a "clearly defined core PEM curriculum that unifies and drives the learning process." PEM education innovators were called to construct a "unified foundation in PEM education for all levels of emergency care" and to "promote innovation in teaching and learning strategies in curricula." We endeavored to meet this challenge at our institution. The PEM curriculum design is based on the Kern model of curriculum development and included a needs assessment, development of goals and objectives, educational strategies, implementation, evaluation, and programmatic feedback. We committed to using effective learning strategies and active learning methods in developing our curriculum and conducted a 1-year pilot within our EM residency's didactic conference. We used exit surveys to collect feedback for each session as well as midyear focus groups to gauge the program's effectiveness. At the start and end of the pilot year residents completed the PEM survey regarding the effect of the PEM curriculum on their self-assessed knowledge, training, and comfort in managing PEM topics. Feedback regarding the PEM curriculum was positive. Following 1 year of the pilot curriculum, learners in the PGY-1 and PGY-3 classes demonstrated statistically significant improvement in their self-assessed knowledge, training, and comfort with PEM topics. The PGY-2 class had a similar statistically significant improvement in self-assessed knowledge in PEM topics. Our novel PEM curriculum was well received and has shown early evidence of improving self-assessed knowledge and comfort among EM residents.

The Bright Side of COVID-19: Integrated Art-based and Virtual Learning in Medical Education.

This approach to learning is in accordance with the first of six strategies of Harden SPICES model for curriculum development: student-centered against teacher-centered approach (S) (7,8). In total, the results from medical students and the Knowles’ Andragogical Model as a theoretical lens, is expected to help medical education experts with emphasizing student center approach in the medical education curriculum to prepare future physician for meeting unexpected healthcare crisis demands.

Racism as an Adverse Childhood Experience: An Interactive Workshop to Train Pediatricians to Address Racism in Clinical Care.

The objective of this study was to address critical gaps in pediatric medical education by developing and evaluating an interactive educational workshop on racism as an adverse childhood experience (ACE). A team of developmental-behavioral pediatrics professionals used a best-practice curriculum development model of Kern's 6 steps to develop the workshop curriculum. Based on a targeted needs assessment, goals and objectives to address the topics of race and racism in clinical practice were developed. A variety of educational strategies (e.g., audience polls, videos, didactic presentations, experiential activities, and peer-guided case-based discussion and practice) were used to appeal to varied learning styles. Selection of strategies was guided by self-determination theory, an adult learning model that addresses the needs of autonomy, competence, and relatedness. The workshop was implemented at 2 national pediatric meetings and evaluated using participant polls and written program evaluation. The workshop curriculum was well-received. Participants endorsed improvements in comfort level in talking about race/racism and demonstrated a significant change in preparation or comfort level for skills-based activities, including counseling families and offering resources to address experiences with racism, postworkshop. Participants endorsed intent to change clinical practice by discussing the issues of race and indicated a desire to receive additional training. An interactive educational workshop on racism as an ACE was effective in improving pediatric professionals' comfort level and self-rated skills. Desire for a longer educational session suggests receptivity to longitudinal approaches. Replication and refinement of the educational workshop could clarify effective components of this approach. We advocate for longitudinal training curricula that incorporate observable behavior change and skills to increase and further evaluate the impact. Health care provider education and training to implement antiracism efforts in clinical encounters with patients and families can serve as an entry point to the complex process of addressing racism at multiple levels in health care.

İSTEDADLI UŞAQLARIN PEŞƏYÖNÜMÜ İŞİNİN TƏŞKİLİNDƏ TƏDRİS PROQRAMININ HAZIRLANMASI YOLLARI

This paper analyzed different existing programs for gifted education in the general education and discusses the issues and challenges experienced into the classroom. The main aim of this article is to describe main challenges in implementing curriculum of students' career development in the general education. The article presents modern curriculum development models that builds students’ competences in different professions. The learning outcomes and new approaches in designing modern curriculum are explained. The experiment work has been implemented on developing students’ career skills during the secondary education. The proposed curriculum development models introduced and could serve as a guide in the development of a curriculum for gifted students in all public schools across the country. Key words: career guidance, talented children, curriculum, interests and needs

Using of Peer Assisted Learning to Conduct Pre-Training Situational Analysis for Nurse Intern

<strong>Background:</strong> Clinical placement is the main site for interns’ training, however clinical placement is an uncomfortable and inconvenient environment for learning. Trainees need intelligent conversation with self and others to advance in their careers. In this regard, Peers informally teach each other through discussion. Nowadays, there is an international need and interest in formal peer-assisted learning. Hence, Situational model for curriculum development is a suitable model for training as it is culturally driven and emphasizes context. The research objectives are to apply a situational curricular model, using a peer-assisted learning. In addition, to explore the students’ perception towards peer-assisted learning. <strong>Methods:</strong> A mixed method quantitative and qualitative design single group post-test design was applied in this study, where all the nursing interns in the current year were selected. Peers conducted orientation sessions to make situational analysis. After that, each intern, with his educational supervisor, develops personal objectives and a development plan. Selection of contents and learning opportunities is the responsibility of interns guided by the general outcomes and list of required competencies during the training year. The last step is assessment and evaluation of performance. Furthermore, interns’ perceptions towards using peers-assisted learning were measured through distribution of self-administered questionnaire, and conduction of focus group with interns. <strong>Results:</strong> Overall students’ perceptions toward this reform were positive, all means were above four, especially their perception towards Peer Assisted Learning (PAL) as a relaxed and comfortable environment and as a new learning opportunity. <strong>Conclusion:</strong> Interns found that reform of their training through conducting situational model for training is an effective method, especially when using Peer Assisted Learning (PAL) in its conduction, which, they recommended its implementation to all units’ orientation.

"A real eye opener" - development, implementation and evaluation of a seminar on interprofessional teamwork in GP specialty training.

Introduction: The successful treatment of a multitude of chronic diseases is largely dependent on effective interprofessional collaboration. In Germany, many healthcare employees feel unprepared for the challenges of interprofessional teamwork. Can a seminar designed by an interprofessional team for an interprofessional target group improve mutual understanding and provide the basis for successful interprofessional collaboration?Methodological approach: For the development of the seminar, Kern’s model for curriculum development was used, which includes the following six steps: problem identification, needs analysis, goal definition (learning objectives and learning content), educational strategies, implementation and evaluation. The all-day event brought together physiotherapists, pharmacists, medical assistants and doctors undergoing specialist training in family medicine. Representatives of the various professions were recruited through multiple channels (associations, pharmacist societies, alumni-networks, etc.). Practical examples and role-play were used to develop a better understanding of each other’s professions and to support goal-oriented and appreciative communication among them. The seminar belongs to the curriculum provided by the Hesse Competence Center for Specialist Training in General Practice and has so far taken place three times. The evaluation was carried out by means of a detailed, self-designed questionnaire with five open and 20 closed questions. The statistical analysis was mainly descriptive (mean value, minimum, maximum and SD).Results: Overall, 29 persons have participated in the workshops (eleven doctors undergoing specialist training, six physiotherapists, six pharmacists, six medical assistants). Overall, the seminar was rated very highly. Individual aspects of the seminar’s design, such as relevance and practice-orientation, as well as an assessment of whether the seminar contributed towards increasing participants’ ability to collaborate with other professionals, were rated positively. In addition, a pre-post comparison of self-assessed ability to collaborate interprofessionally showed significant improvement.Discussion: This highly interactive one-day seminar design contributed towards improving understanding for other professions and communication skills. In order to achieve a broad-based improvement in interprofessional collaboration over the long term, this or similar concepts should be employed more extensively.Conclusions: The results suggest that participants in interprofessional seminars consider them to improve interprofessional collaboration.

MANAJEMEN KURIKULUM ADAPTIF DALAM MENINGKATKAN EFEKTIFITAS PEMBELAJARAN

Learning in emergency conditions cannot be carried out as usual, however, students still get education and learning services, namely through distance learning by carrying out learning activities from home. The purpose of this paper is to describe the governance of the adaptive curriculum model of the education unit in improving effective learning adapted to the conditions and needs of the school/madrasah. The method used is a qualitative method with a library research approach. The results of the adaptive curriculum development model are divided into three, namely: 1) General curriculum model (regular). 2) General curriculum model with modifications. 3) Individualized curriculum model Effective learning if teaching activities can achieve the objectives according to the initial planning. Learning is said to be effective when students can absorb the subject matter and efficiently. Emergency learning models include: Project Based Learning, online Method, Offline Method, Home Visit Method, Integrated Curriculum, Blended Learning.

A generic curriculum development model for the biomedical physics component of the educational and training programmes of the non-physics healthcare professions.

The objective of the study was the construction of a generic curriculum development model for the use of biomedical physics (BMP) educators teaching the non-physics healthcare professions (HCP) in Europe. A comprehensive, qualitative cross-sectional Europe-wide survey of the curricula delivered by BMP in Faculties of Medicine and Health Sciences (FMHS) was carried out. Curricular content was collected from faculty web-sites, curricular documents and textbooks. The survey data was supplemented with semi-structured interviews and direct observation during onsite visits. The number of faculties studied was 118 from 67 universities spread all over Europe, whilst the number of onsite visits/interviews was 15 (geographically distributed as follows: Eastern Europe 6, North Western Europe 5, and South Western Europe 4). EU legislation, recommendations by European national medical councils, educational benchmark statements by higher education quality assurance agencies, research journals concerning HCP education and other documents relevant to standards in clinical practice and undergraduate education were also analyzed. Best practices and BMP learning outcomes were elicited from the curricular materials, interviews and documentation and these were subsequently used to construct the curriculum development model. A structured, comprehensive BMP learning outcomes inventory was designed in the format required by the European Qualifications Framework (EQF). The structures of the inventory and curriculum development model make them ideally suited for use by BMP involved in European curriculum development initiatives for the HCP.

MANAJEMEN KURIKULUM ADAPTIF DALAM MENINGKATKAN EFEKTIFITAS PEMBELAJARAN DI SEKOLAH DASAR

Learning in emergency conditions cannot be carried out as usual, however, students still get education and learning services, namely through distance learning by carrying out learning activities from home. The purpose of this paper is to describe the governance of the adaptive curriculum model of the education unit in improving effective learning adapted to the conditions and needs of the school/madrasah. The method used is a qualitative method with a library research approach. The results of the adaptive curriculum development model are divided into three, namely: 1) General curriculum model (regular). 2) General curriculum model with modifications. 3) Individualized curriculum model Effective learning if teaching activities can achieve the objectives according to the initial planning. Learning is said to be effective when students can absorb the subject matter and efficiently. Emergency learning models include: Project Based Learning, online Method, Offline Method, Home Visit Method, Integrated Curriculum, Blended Learning.

Status of Ideal Mind in Model for Curriculum Development by R. Tyler

초기 교육과정학자들의 과학적 교육과정 운동은 스펜서가 옹호하는 실제적 지식을 교육과정으로 편성하는 과학적 방법을 모색하는 데에 관심을 두고 있던 역사적인 시도로 알려져 있다. 타일러는 거기에서 뻗어나간 교육과정 개발의 방법을 지침의 관점에서 망라하여 종합적 교육과정 모형을 구축하였다. 실제적 지식에 일관된 학습경험이 종합적 교육과정 모형의 한 가지 요소로 포함되어 있는 이유와 더불어 과학적 교육과정 운동에 동원된 수단­목적 관계가 그 모형의 골격으로 등장하는 이유는 여기에서 찾을 수 있다. 지식에 관한 스펜서의 논의와 과학적 교육과정 운동이 안고 있는 마음을 묵살하는 오류가 그의 교육과정 모형에서 답습되고 있는 이유 또한 거기에서 찾을 수 있다. 그의 종합적 교육과정 모형에는 그것 이외에도 마음을 묵살하는 또 다른 요소가 포함되어 있다. 거기에 깔려있는 평가 위주의 시각과 그가 견지했던 지침의 관점이 바로 그것이다. 그래서 그의 종합적 교육과정 모형은 마음을 묵살하는 그 오래된 오류를 절정으로 이끄는 동시에 그것을 해소하는 일을 교육과정의 후세대가 짊어져야 할 과제로 부각시키고 있다.The purpose of this study is to review critically on the model for curriculum development by R. Tyler looking back at Spencer s discussion of the value of knowledge and the scientific curriculum movement of early educationalists. The scientific curriculum movement of early educationalists is known as a historic attempt to find a scientific way to organize the practical knowledge espoused by Spencer into the curriculum relying on Taylor s scientific method. Tyler built a systemized model for curriculum development from the perspective of guidelines covering the studies on how to develop the curriculum that stretched out there. This is the reasons why learning experiences consistent with practical knowledge are included as a component of his model as well as the means­ends connection used in scientific curriculum movements is represented as the framework of the model. That s also the reasons why his model makes a mistake of ignoring the mind which was imbued with Spencer s discussions about knowledge and the scientific curriculum movement. His model includes other elements that ignore mind. These are the assessment­oriented view underlying it and the perspective of guidelines he maintained. So, his systemized model for curriculum development brings the old error ignoring mind to its peak, while also highlighting solving it as a task that future generations of the curriculum studies should embrace.

From needs analysis to development of a vocational English language curriculum: A practical guide for practitioners

This study was conducted to examine the needs of students of cabin services program regarding English in order to guide the design of a vocational English language curriculum. The research design used in this this study was the concurrent triangulation approach, one of the mixed methods models. This approach can be used when the researcher collects both qualitative and quantitative data at the same time not giving privilege to either approach. It compares the two different data types to find out similarities and differences. There were two groups of participants in this study. The first group was composed of 352 students, enrolled in the Vocational School of Civil Aviation from four universities, who were selected with cluster sampling method, while the second group included 10 instructors working in these universities and four in-service flight attendants. A questionnaire and a semi-structured interview developed by the researcher were utilized to collect data. The quantitative data obtained from the questionnaire were analyzed through descriptive statistics procedures including frequencies, percentages, means and standard deviations, while qualitative data were analyzed through content analysis. Findings revealed that the students needed to develop their speaking and listening skills in order to be successful in their future work settings, although they were least competent in these skills. Based on further findings determined by needs analysis, the study was concluded with a sample guide for practitioners planning to develop a vocational English language curriculum using Hilda Taba’s curriculum development model.

The Implementation of Local Wisdom-Based Vocational Hospitality Curriculum Development Model

Vocational higher education has a strategic role and is at the forefront in handling the age of the workforce and educating them into skilled, professional, and highly competitive persons who will enhance the nation's competitiveness. This study aims to formulate a design model for the development of a vocational hospitality curriculum based on local wisdom for students of the Tourism Department. The vocational curriculum development model will be highly useful for determining measures or policies to improve the quality of human resources hospitality industry fields. The research method used is research and development, which includes a descriptive method, action research, and experimentation. This curriculum development model emphasizes the development of broader methods of not only how to teach but also how to build students’ character.

Quilting emergent advanced practice nursing educator identity: an arts-informed approach.

Arts-informed pedagogy in the graduate nursing classroom is used to support the integration of theory with advanced practice nursing (APN) competencies (Canadian Nurses Association, 2008, 2019). Using the patterns of knowing (Carper, 1978; Chinn & Kramer, 2018), Iwasiw & Goldenberg's curriculum development model (2015) and practice development (McCormack, Manley, & Titchen, 2013), two course professors facilitated the delivery of an innovative arts-informed approach in a nursing graduate program, the Quilt. The Quilt was meant to invite graduate students to critically reflect and create a visual depiction of their emergent identities as advanced practice nurse educators (APNEs). As three graduate student authors, we reflect on our experiences engaging with arts-informed pedagogy to explore the features of the collective APNE identity. The design and delivery of the Quilt is described. Finally, we discuss the lessons learned, and the value of arts-informed pedagogy to support the meaningful integration of theory amongst graduate nursing students becoming APNEs.

Coping with COVID-19: medical students as strong and responsible stewards of their education

BackgroundDue to the COVID-19 pandemic, clinical rotations at the University of Michigan Medical School (UMMS) were suspended on March 17, 2020, per the Association of American Medical Colleges’ recommendations. No alternative curriculum existed to fill the educational void for clinical students. The traditional approach to curriculum development was not feasible during the pandemic as faculty were redeployed to clinical care, and the immediate need for continued learning necessitated a new model.ApproachOne student developed an outline for an online course on pandemics based on peer-to-peer conversations regarding learners’ interests and needs, and she proposed that students author the content given the immediate need for a curriculum. Fifteen student volunteers developed content to fill knowledge gaps, and expert faculty reviewers confirmed that the student authors had successfully curated a comprehensive curriculum.EvaluationThe crowdsourced student content coalesced into a 40-hour curriculum required for all 371 clinical-level students at UMMS. This student-driven effort took just 17 days from outline to implementation, and the final product is a full course comprising five modules, multiple choice questions, discussion boards, and assignments. Learners were surveyed to gauge success, and 93% rated this content as relevant to all medical students.ReflectionThe successful implementation of this model for curriculum development, grounded in the Master Adaptive Learner framework, suggests that medical students can be entrusted as stewards of their own education. As we return to a post-pandemic “normal,” this approach could be applied to the maintenance and de novo development of future curricula.Supplementary InformationThe online version of this article (10.1007/s40037-021-00650-3) contains supplementary material, which is available to authorized users.

A Preclinical Medical School Curriculum on Firearm Violence to Develop Patient Counseling and Foundational Health Policy Skills

ABSTRACT Background Firearm violence is a unique public health crisis in the USA (US). A majority of U.S. physicians believe they should discuss firearm safety with patients. However, little education on firearm injury prevention and counseling exists in medical school. We sought to address this gap by creating a curriculum on firearm violence as a part of a required preclinical medical school course focused on health policy issues. Methods The Kerns 6-step model for curriculum development was used to define the problem and assess learner needs. The two-hour small group session was co-authored by a student and faculty member to address the course theme of health policy as applied to firearm violence. The Issue-Attention Cycle, history of firearm policy, and US politics were incorporated from published literature, with a patient counseling role-play added in 2019. Results The ‘Current Case in Health Policy – Firearm Violence’ small group was implemented in 2018 and 2019 for all first-year medical students. Of the 2018 student evaluations, 57% selected this small group as the most valuable in the course. In a follow-up survey in 2020, 78% of the respondents agreed that they felt more confident counseling patients on firearm safety following the role-play. Conclusion Students broadly endorsed the incorporation of firearm policy and counseling skills into medical education. This curriculum can be adapted for learners at all stages of training, especially given the limited exposure to this topic in medical education.

A data driven approach to curriculum development for responsible management education

Education evolves with the changes in technological innovations. This paper aims to explore a model for curriculum development at higher education level. A curriculum which evolves dynamically taki...

Implementation of Integrative Arabic Grammar (Nahwu & Sharaf) Curriculum in Islamic Boarding School

Learning Nahwu & Sharaf is considered a frightening subject by students in Islamic boarding schools and informal Islamic boarding schools. One of the reasons is that the institution's existing curriculum has not been planned and presented correctly. One of the institutions with an integrative curriculum to teach Nahwu & Sharaf subjects considered acceptable is the Darul Uluum Islamic Boarding School.This study aimed to describe Nahwu & Sharaf curriculum development concepts and models at Daarul Uluum Islamic boarding school at Majalengka supporting and inhibiting implementing the curriculum. The method used in this study was qualitative research. Data collection used interviews, the teacher's approach to teaching Nahwu & Sharaf, and the Islamic boarding school syllabus.The results showed that Nahwu & Sharaf curriculum development model was a central de-central, which combined two administrative approaches and the grassroots approach. The supporting factors were: 1) Motivation of leaders of Islamic boarding school; 2) Commitments of leaders of Islamic boarding schoolto develop curriculum, 3) Professional competence of Nahwu & Sharaf teachers, and 4) Input of students who have an initial understanding of the material to be obtainable. The inhibiting factors were: 1) the lack of individual funding allocations; 2) the teacher has not been able to properly teach students the material in Nahwu & Sharaf syllabus; 3) the unequal ability of teachers to teach in class Nahwu & Sharaf subjects; and 4) students feel bored while studying in class.