Curriculum In Pakistan Research Articles

Needs analysis for an undergraduate dental curriculum in KPK, Pakistan: Gap identification and general needs assessment.

Dental institutes continue to face challenges in making the transition from a discipline-based to an integrated curriculum. The need analysis is often the first step in the development and implementation of any curriculum. This study intends to carry out a needs analysis for a contemporary dental curriculum in private and public sector dental colleges of Peshawar, KPK, Pakistan. The mixed method study was carried out at public and private dental institutes in Peshawar from April to July 2022. To guarantee triangulation, data were gathered from three sources. The first source was an analysis of the Pakistan Medical and Dental Council's dental curriculum accreditation standards. The second source was gathering the experts' perspectives, and the final source was a systematic literature search to explore the necessity for an integrated undergraduate dental curriculum from the experiences and expertise of contemporary curricula. Thematic analysis identified the need for the dental curriculum to be a five-year BDS program, involvement of students, and inclusion of digital dentistry and environmental sustainability in the dental curriculum. PMDC accreditation standards focus on alignment in mission, vision, curricular outcomes, an integrated curriculum, and a quality assurance system for assessment. Experts identified the need for a patient-centered curriculum focusing on integrated patient care. They also identified that the current educational environment should be improved to sustain a contemporary dental curriculum in Pakistan. For the literature review, nine articles were included in the final review. The current dental curriculum is not accommodating to the needs of the students in Peshawar. The current dental education environment lacks the infrastructure, logistics, and teacher training to sustain the standards set by PMDC.

Incorporation of Critical Thinking Skills Development: A Case of Mathematics Curriculum for Grades I-XII

This research explores the analysis of the National Curriculum for Mathematics (2006) in Pakistan to promote critical thinking among students from grades I to XII. The qualitative content analysis was used to systematically scrutinize the curriculum document to determine significant aspects that contribute to developing critical thinking skills. The analysis focused on developing conceptual understanding and skill development while addressing real-life problem-solving and logical reasoning. It is based on a spiral approach where concepts are revisited and deepened across grades, promoting interactive, student-centered teaching methods. Finally, it highly underscores the use of technology, especially at higher levels, that can enhance mathematical exploration. The curriculum also demonstrates its commitment to reasoning and logical thinking by dedicating a separate standard and incorporating activities encouraging pattern recognition, argumentation, and justification. However, how successful this can be in classrooms will depend primarily on how well it is executed. This study provides valuable insights into the potential of the mathematics curriculum in Pakistan to develop student's critical thinking abilities and offers recommendations for further improvement. The findings imply that designing curricular materials is essential in realizing 21st-century skills; remarkably, the National Curriculum for Mathematics (2006), Pakistan, is well-grounded in assisting students' development regarding critical thinking.

Forensic Science Integration in Legal Education: A Paradigm Shift for Strengthening Legal Expertise in Pakistan

Abstract The objective and scientific interpretation of evidence provided by forensic science is a crucial component of the contemporary judicial system. In Pakistan, forensic science education is not a part of the required curriculum for obtaining a Bachelor of Law (LL.B.) degree. Lawyer’s knowledge of the scope and limits of forensic research is hindered by the absence of a thorough forensic science component within law school. This, in turn, may obstruct the proper use of forensics in court procedures, which can slow down the distribution of justice. Forensic science education offers numerous benefits, including a holistic understanding of law and forensic science, interdisciplinary skills development, enhanced collaboration between lawyers and experts, and the development of specialized lawyers for handling complex cases. Law students may benefit from a deeper grasp of the scientific processes involved in criminal investigation, evidence collecting, preservation, analysis, and presentation by taking forensic science courses. Future lawyers will benefit from this understanding while trying cases, challenging expert testimony, and arguing on behalf of their clients. This article addresses the advantages, problems, and possible tactics for integrating forensic science into the LL.B. curriculum in Pakistan.

Leadership in Undergraduate Medical Education: A Study of Pakistani Medical Students’ Perceptions, Attitudes, and Interest

Background: Despite calls for the much-needed involvement of physicians in leadership, very few medical colleges in Pakistan provide explicit training on the knowledge, skills, and attitudes necessary to be an effective physician leader. 
 Objective: To explored Pakistani medical students’ perceptions, attitudes, and interests regarding Leadership training in medical education.
 Methods:
 Participants were asked about their perceptions and attitudes towards medical leadership on a 5-point Likert scale. Students also self-rated their leadership competencies noted as per Medical Leadership Competency Framework. Survey also assessed the perceived need and topics for a leadership curriculum for physician leaders, the teaching format, and barriers to leadership training in medical schools. Data were analyzed using SPSS 26.
 Results:
 60.6% of the total 1204 respondents rated their leadership training in medical college as “very poor” or “poor” and 80.3% of them endorsed their interest and need for it. 77.4% of the participants agreed that clinicians should influence leadership decisions in a clinical setting. Only 25% of respondents were aware of the demands of a leadership rank in medicine. Leadership competencies endorsed for training included problem-solving, leading a team, confronting problematic employees, and communication skills with a multimodal teaching approach, including teaching methods like small group discussions. The main barriers to leadership training were identified as time constraints (66.1%), lack of available curriculum (69.0%), and disinterest by faculty (67.0%).
 Conclusion:
 Our study suggests that medical students in Pakistan appreciate the importance of leadership training in undergraduate education. There is a need for dedicated leadership teaching and study data to specify the possible content and delivery methods to serve as goals for an undergraduate leadership curriculum in Pakistan.

Dimensions of challenges in transformation from traditional to integrated modular curriculum - Experiences from Pakistan.

The scarcity of successful implementation of integrated modular curriculum in Pakistan created a lack of evidence-based insight into the process of curriculum transformation. We explored the issue by exploring challenges faced by faculty in implementing integrated modular curriculum. An exploratory qualitative study was conducted in 2019-2020, data collected from November 2019 to August 2020, at undergraduate medical colleges in Lahore and Rawalpindi, with semi-structured online interviews of well experienced 11 faculty members. Two levels of faculty were sampled; one completed a successful implementation in two medical colleges, and another in transition process. Transcribed interviews were analyzed on Atlas.ti software. Challenges were identified in five inter-connected dimensions: integrated modular curriculum (IMC) development, implementation, faculty transformation/change, institutional and regulatory body context. The curricular shift precipitates demoralizing challenges at multiple levels & directions. The identified themes and connections provide the framework for a well-informed curricular shift.

Pakistani Fiction in English: Exploring Decolonial Epistemological Prospects and Challenges in English Classroom Practices in Pakistan

This research focuses on Pakistani Fiction in English as a useful tool for language learners to improve their language skills, understanding of culture, and intercultural competence. The discussion shows the vast cultural diversity and linguistic ingenuity evident in Pakistani anglophone texts, enabling learners to participate with authentic language use and get a deeper understanding of Pakistani society. This paper also examines the practical implications of introducing these texts into language classes, highlighting the need for context-based activities, critical thinking exercises, and discussions to promote language competency and cultural sensitivity. Overall, this study reveals that Pakistani anglophone texts offer a significant and underutilised resource for language learners mainly at the undergraduate levels, increasing linguistic competence, cultural appreciation, and cross-cultural communication skills. By combining these materials into the language curriculum, educators can give learners a more comprehensive and interesting language learning experience that represents the rich linguistic and cultural terrain of Pakistan. This paper also assesses the obstacles present in using Pakistani writings in English for language learning objectives. It concludes that the measure will go a long way in decolonising the English language curriculum in Pakistan while empowering learners not only linguistically but also strengthening their cultural identity. By embracing a decolonial perspective, educators may create a more inclusive, relevant, and empowering learning environment that prepares students to navigate a globalised world while honouring their local heritage.
 
 Keywords: English language teaching, teaching literature for English language learning, teaching Pakistani anglophone fiction, decolonial epistemology, decolonisation of English language instruction, content-based instruction.

THE IMPACT OF INCORPORATING LITERATURE INTO THE CURRICULUM OF LLB PROGRAM IN PAKISTAN

Incorporating literature in the legal discourse is a controversial matter around the globe. In spite of this debate, law scholars, jurists and judges refer, from time to time, to a wide variety of popular literature in their legal drafts, judgements and opinions. The disciplines of law and literature are seen to intersect each other quite frequently through various means as many literary texts portray legal themes. A number of judgements cite work of literature and nevertheless many writers frequently engage in writing both legal and literary text which has led the scholars to finally accept this frequent convergence between law and literature as a strong and meaningful relationship. One aspect that is common in both and have bonded the two disciplines is that both are intangible artifact, deliberately created by humans to serve some purpose. The current study, with reference to Pakistan, is of a preliminary nature to identify the scope of incorporating literature in the LLB Curriculum in Pakistan. This paper examines the benefits and challenges of integrating literature into the LLB curriculum, and proposes some practical strategies for doing so. Keywords: LLB; Curriculum; Law; Literature; Legal Education; Pakistan; Interdisciplinary; Literary Skills.

Personality Development – A missing outcome competency that future Doctors will need

Personality Development – A missing outcome competency that future Doctors will need

From Separate Silos to a Cohesive Whole: The story of Integrated Medical Education

An integrated curriculum broadly refers to collaborative methodologies of studying various disciplines together in a linked form. This has widely become the method of choice for imparting undergraduate medical education.1 In the context of Pakistan, where the medical education is predominantly based on a traditional discipline based approach, the examples of implemented integrated curricula have been few and far between due to a number of factors namely, logistics, faculty training, faculty readiness, student to teacher ratio and infra structure being a few prominent ones. 2 Despite these challenges, the University of Health Sciences (UHS) recently took up the task to introduce an integrated medical curriculum in Pakistan, the curriculum “2k23” has now been implemented in the 50 constituent colleges of the UHS.

Knowledge and Perception of Gynecologist Against Sexual Assault-Multi Center Trial

Sexual harassment is a global phenomenon. Sexual Assault is highly emotive subject and still reporting of the act is limited. Awareness of women rights has increased reporting of sexual assault requiring forensic evidence. The health care professionals required to document assault are hesitant to report assault largely due to limited knowledge and training to deal with such situations. The objective of this study was to assess knowledge and perception of Gynaecologists working in Tertiary Care Hospitals of Lahore, Pakistan who have been dealing with women with sexual assault. This is a prospective cross sectional study and a questionnaire about knowledge and perception of sexual assault was used for assessment. This prospective study was carried out in Department of Obstetrics and Gynaecology in three tertiary care hospitals of Lahore from May to June 2021 by filling a questionnaire, after verbal informed consent and obtained data was
 analyzed by SPSS 26. 166 doctors working at different levels answered a confidential and anonymous written questionnaire. Out of 166, 63.9% were 25-30years, 94% were females and 62.7% were married. 98.8% were Pakistanis while 72.3% belonged to urban areas of Pakistan. 53% participants had basic medical qualification (MBBS) and 41% were post graduate residents.50.6% strongly disagreed that women who wear certain types of clothing are responsible for their own rape.60.2% disagreed that rape cannot occur within marriage. 42.2% agreed upon victim not knowing the attacker. 47% disagreed that a woman can't be raped by someone she has a sexual relationship with. 30.1% strongly disagreed that a woman should feel guilty while 39.8% strongly agreed that a raped woman should do everything she can do to resist. Only 41.5% knew what to do when someone disclosed their rape. 65.1% felt uncomfortable listening to rape history of patients. 32.5% agreed that rape victim had alcohol prior to rape, 43.3% say rape victims become pregnant and 51.3% agreed that sexual violence is a very common cause of post-traumatic stress disorder while 45.8% said that rape victim may need HIV preventive measures. Laws against sexual violence and workplace harassment are in place in Pakistan but there is limited knowledge and awareness in Gynaecologists reporting sexual assault. Awareness of social rights and laws is necessary to improve diagnosis and management of this pressing problem, so this should be a part of basic medical curriculum in Pakistan.

Service based Learning: The missed opportunity in the MBBS Curriculum in Pakistan

Service based Learning: The missed opportunity in the MBBS Curriculum in Pakistan

Teaching Legal Reasoning to Law Students in Pakistan: Need for Reforms in LLB Curriculum

Abstract Legal education is the method for preserving the rule of law, which is the fundamental premise upon which contemporary nations political and legal underpinnings are built. Legal thinking skills are one of the primary characteristics required of legal practitioners. It is also emphasized in legal education as a primary goal. In Pakistani law schools, the notion of legal reasoning is frequently addressed but rarely articulated. However, in Pakistani law schools, the actual teaching of a skills method approach to legal reasoning as a process and a concept has rarely been properly described. Legal reasoning is not included in the LLB curriculum, which is a fundamental flaw in the legal education system. Legal reasoning will provide law students with a skill that will help them to secure their careers and may be used in a variety of disciplines. This paper will argue that the existing LLB curriculum in Pakistan needs to be reformed and legal reasoning should be included as a subject.

Conceptual framework for a cardiac surgery simulation laboratory and competency-based curriculum in Pakistan - a short innovation report.

Simulation is a commonly utilized technique in healthcare education as it provides trainees a realistic, but safe, environment to learn a variety of skills. Trainees belonging to fields known for high stakes with low margins for error, such as cardiac surgery, can greatly benefit from simulation-based education. We propose the establishment of the first multi-tier high fidelity cardiac surgery simulation lab with a structured curriculum that will eventually provide multidisciplinary training to promising cardiac surgeons across Pakistan. The simulation lab may also be used for research, grant acquisition and patent development. Our setup will include the following levels of simulation: a simple bench model, a virtual reality simulator and a unique human performance simulator. Our multitiered approach allows for appropriate sequential trainee skill progression. Finally, we hope that our model inspires the development of similar curricula and modules for trainees belonging to other surgical fields.

Effects of Curriculum in Pakistan at Primary Level

The study is aimed at the effects of the curriculum in Pakistan at the primary level. Following were the main objectives of this study, to recognize the central problems of the primary education system in Pakistan. This study is descriptive in nature of district Lahore. Methods and procedures research methodology. This research study attempts to explore the main causes of the problems of the primary education system in Pakistan. 4 District Punjab. Sampling, the entire 100 students were as a sample of the study. Data will be collected and tabulated, interpreted, and analyzed in terms of the percentage. So, the conclusion will be drawn recommendations will for further research on this topic. The questionnaire was personally curriculum at the primary level by the researchers to all the respondents included in the sample. Because of this study, researchers would like to make the following findings. An understanding of the need for communication and transport as essential elements in development strongly agreed 90%, Agreed 60%, neutral 10% strongly disagreed 05% and disagree 07%. In light of the analysis of data and findings of the study, the following conclusions are drawn. To promote intellectual development of the child which includes literacy in languages, numeracy in Mathematics, inquiry in Science, problem-solving in Social Studies and inculcating values in Islamite strongly agreed 60%, Agreed 90%, neutral 20% strongly disagreed 10% and disagree 10%. Because of the findings and conclusions of this study, researchers would like to make the following recommendations. Every teacher possesses a vision. The same may be encouraged and promoted.

Advancing and accrediting in the PharmD curriculum in Pakistan

Pharmacy is well known as a life-saving profession and, in reality, the practice of pharmacy today plays a vital role in the delivery of healthcare services. Pharmacists as healthcare professionals have detailed knowledge of medicines, their actions and interactions with the body. Pharmacists are an important part of the community because they contribute to the […]

FEEDBACK: DIFFERENT CONCEPTS AND PRACTICES IN A CULTURALLY DIFFERENT LEARNING ENVIRONMENT? STUDENTS’ PERCEPTIONS

Objective: To assess students’ perceptions of feedback, regarding its understanding, and practices in a traditional undergraduate dental curriculum in Pakistan, where feedback was not part of a formal curriculum as a structured entity.
 Study Design: Qualitative-phenomenology.
 Place and Duration of Study: Rawal Institute of Health Sciences, Islamabad from Dec 2017 to May 2018.
 Methodology: Purposive sampling was done, and data was gathered using semi-structured, group interview of 16 BDS students. Data was organized using qualitative software package Atlas.ti 8.0 and analyzed using thematic framework analysis.
 Results: Feedback, though, being practiced by faculty, was not identify as feedback by students. They did not appreciate it as an essential skillset for learning and performance. Though, conceptions of students regarding this phenomenon varied, five emergent themes displayed the essence of the phenomenon in this learning environment: 1) understanding ‘feedback’ through participants’ response, 2) highly variant experiences of information exchange, 3) modes and forms of feedback, 4) factors affecting feedback and 5) methods achieving learning progression.
 Conclusion: Our students were devoid of formally instituted feedback practices, so they were unable to identify it as ‘feedback’. Wide range of contradictory and many negative experiences of participants indicated that formal training in feedback and its systematic use might improve students’ experiences.Keywords: , , , , , .

The Necessity to Review Oral Pathology Curriculum: A need of time

Aim: To assess the necessity to review the Oral pathology curriculum, based on the expert opinion of faculty members of oral pathology of Karachi. Methods: In this cross-sectional study the data was collected by non-probability sampling technique from different colleges of Karachi. Distribution of the online questionnaire regarding curriculum of oral pathology was made through Google online forms. Questionnaire was only filled by oral pathology specialists/ experts/faculty of dental colleges of different cities after taking their verbal consent. Inclusion criteria was Oral pathology faculty members from all Pakistan Medical Council affiliated colleges having undergraduate BDS program. Results: Males were 22(66.7%). Among the respondents, 40.62% were Assistant Professor, followed by Demonstrator 31.25% and Associate professor 28.12%. Among participants, approximately 13(39.4%) agreed that the PMC syllabus is non-specific. Topic selection is difficult for 12(36.4%) participants. About 21(63.6%) thought that an extensive Oral Pathology syllabus is needed. Reviews for the inclusion of general pathology topics scored 14(42.4%) disagreement. About 11(33.3%) reported having missing Oral Pathology topics in the curriculum. Majority 18(54.5%) agreed to revise the curriculum. Conclusion: It has been concluded that faculty members of oral pathology recommend a high necessity to review the Oral pathology curriculum in Pakistan. By gathering modifications within the existing program of curriculum, it can be made more intriguing and systematized for students. Keywords: Oral pathology, curriculum, cross-sectional, study

A Content Analysis of English Textbook of Punjab Textbook Board of Grade 8 in Pakistan

The present study analyzes the English textbook of Grade 8 published by Punjab Textbook Board in Pakistan in the light of student learning outcomes (SLOs) of four competencies: reading and thinking skills, writing skills, oral communication skills, and formal and lexical aspects of language of the latest English curriculum in Pakistan. Competency (C), standards (S), benchmarks (B), and SLOs are the parameters given in the National Curriculum. A semi-structured checklist was developed by the researchers, validated by three experts from the relevant field, and improved in the light of experts’ opinion and pilot study findings. To evaluate the textbook competencies and their SLOs, the evidence was sought from the textbook, and remarks were given in the last column (remarks/analysis) of the checklist. The results revealed that the textbook understudy focuses on reading comprehension only. There is thus a dire need to incorporate thinking skills, writing skills, oral/aural communication skills, and formal and lexical aspects of language in the textbook.

CHARTING THE PATH: OVERCOMING HURDLES AND FORGING AHEAD WITH THE SINGLE NATIONAL CURRICULUM IN PAKISTAN'S PRIMARY SCHOOLS

Purpose of the study: The purpose of this research is to quantify the challenges and way forward in the implementation of a single national curriculum (SNC) in primary public schools in Pakistan.
 Methodology: The study is conducted through a questionnaire consisting of forty-nine questions related to challenges in SNC implementation in primary public schools. The collected data was analysed using regression, correlation, and descriptive statistical techniques.
 Main Findings: This study investigated the impact of the challenges like class inequality, gender difference, the role of media, the role of Parents and society, student’s interest, and their financial background that affect the implementation of SNC in the primary public school of Pakistan to understand the better teachers’ perspectives. To ensure that educational institutions continue to meet the demands of society, families, legislators, and educators all must collaborate toward the common objective of resolving these challenges.
 Applications of the study: The insights derived from this study, have far-reaching implications for policymakers, educators, and stakeholders in the Pakistani education system. They can utilize the study's recommendations and best practices to refine the implementation of the Single National Curriculum, thereby enhancing the quality of primary education. This research provides a practical roadmap for addressing the challenges identified, and fostering a more effective and inclusive educational environment. It serves as a valuable resource for shaping future policies and practices in Pakistan's primary school system, ultimately benefiting students and the broader society. At a primary public school of Pakistan, the implementation of SNC has been delayed due to class inequality, gender imbalance, the engagement of the media, the role of parents and society, and financial situation of the students.
 Novelty/Originality of the study: The uniqueness of this study, "Charting the Path: Overcoming Hurdles and Forging Ahead with the Single National Curriculum in Pakistan's Primary Schools," is rooted in its exploration of the complex implementation process of a nationwide curriculum reform in Pakistan's primary education. It offers a comprehensive examination of the challenges faced and the strategies employed, shedding light on a topic relatively unexplored in the educational research landscape, making it a pioneering work in the field.

Environmental Education and Practices in Canada, Turkey & Pakistan at Primary Level: A Content Analysis

The current investigation was directed to analyze environmental education and practices in curriculum adopted in Pakistan, Turkey, and Canada at the primary level. For this purpose, General Science textbooks of the public schools in Ontario (Canada), Istanbul (Turkey), and Rawalpindi (Pakistan) were explored and their practical implementation was studied as primary data for the year 2008-2015. A close content analysis of the inscribed curriculum revealed that over time, Canada has taken significant steps to incorporate the elements of environmental awareness as their curricula and trained the teachers to deal effectively with environmental education, leading to creating awareness in problems and their solution among children regarding concepts of waste management, littering and sustainability. Topics related to awareness about reducing, recycle, reuse, and ecosystems were a vital part of the environmental curriculum and practices in Turkey. Exploring climate change and the environment was found to be part of the Science curriculum in Pakistan. However, the practical activities regarding environmental education were relatively less in Pakistan as the implementation of the curriculum is not in its mature stages. Comparison of the study reveals that incorporating environmental projects benefitting from national and international organizations in Pakistan would help as they have contributed constructively in creating awareness in the education sector in Turkey and Canada.