Curriculum Intervention Research Articles

Enhancing self-perceived employability via a curriculum intervention: a case of “The global marketing professional” module

PurposeDrawing on human capital and sustainable career theory, this paper aims to explore university students' views regarding their self-perceived employability following participation in a mandatory module titled “The Global Marketing Professional”.Design/methodology/approachOverall, 80 students studying a full-time postgraduate master's degree in international marketing management at a northern Russell Group university participated in a two-wave study by completing a questionnaire during Weeks 1 and 9 of the module in the 2021/2022 academic year. Descriptive statistics, paired samples t-tests and quantitative content analysis were subsequently applied to the data set.FindingsStudents' confidence in their self-perceived employability rose from 37.5% to 92.5%. This was supported by the paired samples t-tests’ findings of increases at the item and composite scale levels. The quantitative content analysis found benefits of the module to include increased confidence, interactive classes, skills development, knowledge of the recruitment process, CV development, proactive career ownership, interview guidance and networking. Suggestions for improvement included increasing the amount of lecture time provided, increased accessibility via subtitles and opportunities for real-world experience.Originality/valueThe contribution comes via the advancement of human capital and sustainable career theory by identifying empirically informed strategies for enhancing students' self-perceived employability within the university curriculum. Implications subsequently extend to universities, organisations and national economies.

MakerMinds: An Exploratory Study of Making and Mindfulness Pedagogies

The purpose of this ethnographically informed research study was to explore the integration of making and mindfulness pedagogies in a single curricular intervention (“MakerMinds”) and, in particular, how making engages students in mindfulness content and encourages their independent use of mindfulness tools. Mindfulness programs have long been used to promote mental health in clinical and non-clinical settings. Related research with school-aged children is limited, however, and the problem of how to fully engage them in mindfulness programming remains unsolved. Here, we report on the experiences of 24 Grade 4 students in MakerMinds over an eight-week period. Qualitative data from multiple sources revealed a program successful in engaging students and encouraging their application of mindfulness tools as needed in their daily lives. It also positively impacted conceptual and experiential knowledge of mindfulness and developed students’ agentic awareness of themselves as problem-solving makers and nascent mindfulness practitioners.

Preservice Music Teachers’ World Music Preference for Taught Pieces and Its Transfer to Untaught Pieces

We investigated whether preference transfer occurred from 18 taught world music pieces to 18 untaught pieces from the same regions among preservice music teachers. Eighty-three preservice music teachers participated in an interactive, culturally diverse music curriculum over the course of a semester. Participants learned 18 African, Asian, and Latin American folk songs in small groups from culture bearers via video conferencing. They then team-taught the same songs to their peers. Before and after the curriculum intervention with taught pieces only, we tested participants’ preferences for the taught and untaught pieces. Wilcoxon signed-rank test results indicated that the participants’ preference scores increased from the pretest to posttest for both taught and untaught world music pieces in all three regions. This result suggests the existence of possible preference transfer from taught to untaught pieces. Through follow-up interviews and instructor’s reflective notes analyses, we identified four interconnected themes across cognitive, cultural, social, and pedagogical dimensions that explained reasons for preference transfer: applying principles from taught pieces, appreciating cultures with authenticity and legitimacy, learning safely via intra- and intergroup interactions, and experiencing reciprocal course structure. We discuss implications for the profession that bridge formal and informal endeavors of teaching and learning music from diverse cultures.

Development and Implementation of a Combined Nurse Care Manager and Community Health Worker Training Curriculum to Address Hypertension Disparities.

The use of nurse care managers (CMs) and community health workers (CHWs) has demonstrated effectiveness in supporting improved blood pressure management among racially, ethnically, and socioeconomically minoritized populations. We partnered with a community advisory board (CAB) to develop a CM and CHW training curriculum and team-based collaborative care intervention to address uncontrolled hypertension. The objective of this study was to train CMs and CHWs to implement patient-centered techniques and address social determinants of health related to hypertension control. In partnership with a CAB, we developed and implemented a training curriculum for the CM/CHW collaborative care team. The training improved CM and CHW confidence in their ability to address medical and nonmedical issues that contribute to uncontrolled hypertension in their patients; however, preexisting norms and beliefs among CMs and CHWs created challenges with teamwork. The training curriculum was feasible and well-received. Additionally, the CMs' and CHWs' reactions provided insights to improve future collaborative care training and teamwork.

LEARNING FOR TRANSFORMATION: CURRICULAR INTERVENTIONS IN MATHEMATICS AND ENGLISH LANGUAGE FOR ENSURING VALUES THROUGH EDUCATION

Transformative learning is just aligning our self with co existential system. While we are struggling in this alignment we feel disharmony which finally resulted in discomfort and a sense of disrespect to self and others. Education is provided to sustain these alignments with the Co existential system. Life is not only to be alive but to live too. Education is to develop a sense of understanding about self and others. Education is to understand the relationship of one with self, family, society, state and then with nations. Understanding of the orders in systems of co existential reality is sole aim of all educational systems. Education must provide answers of questions such as why and how aspects of education. Education must prepare child to have skills of co existential living. Prepared to live happily and harmoniously with all around that exist is the golden objective of providing education. All schools curriculums and subjects must be visualized in true sense of co existential reality. This research article visualized the scope of curricular intervention in mathematics and English for ensuring the goal of quality education which could be able to produce human beings and not just machines. Mathematics itself is of the nature of patterns seeking, rational thinking, well organisation and independent thinking which capable children to take their own decisions for living happily. The concepts of number sense, understanding the concept of zero, abstractions of algebra and inceptions of geometrical shapes and ideas had infinite scope of providing life skills education through mathematics ideas. Whereas English being a common communicative language with four basic skills i.e. listening, speaking, reading and writing can be made more sensible, meaningful and supportive in imparting values to develop responsible and understanding human beings. The skills of decisions making with co existential understanding, living in harmony with physical and living entities can be developed with mathematical ideas and with supportive help of language (English) very naturally and effectively. The ultimate aim of living a worthy life can be achieved through these curricular interventions across all subjects of school and universities education. May the transformative power of education leads to a world of understanding and happiness!

Reducing radiation exposure in neurointervention through dedicated training on the biplane angiographic system

To investigate whether the radiation dose in neurointerventional procedures is reduced if the interventionalist has a better working knowledge and skill to operate the biplane angiographic system (BAS). It is common practice in most centres in the UK for radiographers to drive many of the functions of the BAS under the instruction of the interventionalist who performs the procedure. The dose profile of a neurointerventionalist who was trained to perform procedures while operating the BAS independently was evaluated against that of a highly experienced neurointerventionalist when operating with a radiographer-assisted BAS. The dose-area product for 57 procedures was collected retrospectively. Working independently resulted in a statistically significant lower mean dose of 4,655 μGy·m2 compared to mean doses above 7,000 μGy·m2 with a radiographer-assisted BAS (p<0.05). Effectively this allowed for the mean dose to be reduced by as much as 38%. This study suggests that improved knowledge and skill in operating the BAS gives the neurointerventionalist the opportunity to minimise radiation dose. Therefore, this should be part of the skillset acquired by a qualified neurointerventionalist and be formally addressed in the interventional radiology curriculum.18.

It Is Time for Financial Wellness Curricular Interventions.

It Is Time for Financial Wellness Curricular Interventions.

It Is Time for Financial Wellness Curricular Interventions

It Is Time for Financial Wellness Curricular Interventions

Curriculum Interventions and Pedagogical Approaches for Virtual Care Delivery: A Scoping Review

The onset of the COVID-19 pandemic has accelerated the adoption of virtual care as a modality for home-based care delivery to individuals and cohorts who might not otherwise have access. While a number of positive outcomes have been reported, rapid growth has occurred without critical consideration of clinician education and training. Little is known about the curricular and pedagogical requirements for educating current and future clinicians in virtual care provision. This review was informed by Arksey and O’Malley’s five-stage methodological framework for scoping reviews, first published in 2005. Using a clearly articulated search strategy and reporting process, over 4000 pieces of literature were analysed to inform this review. A final 17 papers were included. Common themes emerging in relation to curricula content include the basics of virtual care, cultural awareness, interprofessional collaboration/training, telepresence, encompassing non-verbal, verbal and environmental considerations, and virtual care clinical skills. Standalone modules are recommended for delivering ‘the basics’ of virtual care, while the interactive/participative approach is endorsed as an appropriate method of instruction. The reviewed literature reviewed offers a set of core inclusions and pedagogical approaches for a virtual care education program, although these are often mentioned in general terms and are not always well described. Moving beyond the COVID-19 pandemic, virtual care education for current and future clinicians requires a consistent and cohesive approach to curricula and pedagogies. These approaches should be rigorously evaluated as part of a continuous quality improvement process.

Acceptability of a Preventative Coping and Connectedness Curriculum for High School Students Entering Accelerated Curricula

Students report experiencing elevated levels of academic stress while in Advanced Placement (AP) and International Baccalaureate Diploma (IBD) classes. In response, we developed a classwide, preventative coping and connectedness curriculum, which consists of 12 50-minute modules for 9th-grade students enrolled in accelerated coursework. In this pilot study, we implemented the curriculum in 2 schools and sought user feedback. After describing the curriculum, we examine the acceptability of this social-emotional curriculum at three stages: prior to, during, and following implementation. Overall, all stakeholders—including students, parents, and educators—deemed the curriculum highly acceptable. Teachers, administrators, and parents rated the content and lessons as highly acceptable for addressing students’ academic stressors and development of necessary coping and strategies. Included is a discussion of these findings relative to prior acceptability research, including research with gifted learners, limitations, and the role of acceptability in the line of inquiry for this curriculum intervention development.

Effect of Innovative Opioid Risk-Reduction Curriculum for Resident Physicians on the Frequency of Resident Naloxone Prescription

Brief curricular intervention has been shown to improve naloxone prescription rates, and demonstrate improved knowledge among internal medicine residents.

Conceptions and perspectives of data literacy in secondary education

AbstractData literacy has been suggested as an important competence that individuals need to succeed in a data‐intensive society. However, there is no common understanding as to what data literacy entails and how it could be developed. Instructional emphasis on developing competence of individuals fails to capture learners' relationship to data in everyday life and limits what they can possibly achieve in data‐rich environments. This paper critically reviews conceptualizations of data literacy in the literature with a focus in K‐12 education. The analysis determined four orientations of data literacy: development of competence, inquiry with data, awareness of personal data and civic engagement. I proposed a broader conceptualization of data literacy that integrates conceptions, competencies and contexts. The study offers holistic and context‐oriented framing of data literacy for researchers and educators. Practitioner notesWhat is known about the topic Data literacy is a potential buzzword in the recent literature. There are increasing calls for developing data literacy skills of students and the general public. Data literacy is framed and implemented as a technical competence. Accordingly, curricular interventions and pedagogical practices focus on making use of data and benefiting from available datasets. What this paper adds The above framing of data literacy is too narrow to be useful in everyday life and rarely considers individuals interaction with data outside of schools. This study develops four focus areas in the conceptualization of data literacy and suggests broader framing of the concept as it relates to everyday life. It also suggests context‐oriented approaches to data literacy education that can go beyond classrooms and academic activities. Implications for practice and policy This paper has implication for educators, researchers and policy makers. It allows boarder conceptualizations of data literacy that can be used in curricular interventions. It also provides ways of designing learning environments for the data literacy education and research.

Assessing the landscape in medical oncology medical education scholarship: A scoping study.

11009 Background: Medical oncology and medical education have both expanded exponentially over the past 50 years; as such, it is important to understand the current status of postgraduate medical oncology education and develop ways to advance this field. This study undertakes a scoping review of medical education literature in medical oncology to inform future scholarship in this area. Methods: MEDLINE (Ovid), Embase (Ovid), ERIC (EBSCO), and Web of Science (UBC Core Collection) were searched to find peer-reviewed English language articles on Postgraduate Medical Education in Medical Oncology published between 2009 and 2020. The review was designed in accordance with updated methodological guidance for the conduct of scoping review. Articles were classified by learning specialty, learner training level, region of authorship, single or multi-institution, year of publication, whether the journal was an education journal, quantitative vs qualitative design, study methodology, and category or topic. A modified Kerns framework for curriculum development was used to assess the type of curriculum intervention, Boyer’s definition of scholarship was used to classify the type of scholarship, and the CanMEDS Framework was used to map the domains of physician competency each study aims to address. Results were interpreted using descriptive statistics and collated and summarized utilizing predetermined conceptual frameworks. Results: 2959 references were initially found across the 4 databases. After title and abstract screening, 305 articles remained; after full text review, a total of 144 articles were included in our final analysis. These data showed that postgraduate medical oncology graduate medical education scholarship is increasing and most commonly observed in the United States. Quantitative studies were most common with surveys used as the most popular study approach. In terms of CanMEDS framework, Professional and Medical Expert comprised the large majority of education focuses, while very few articles addressed Leader or Health Advocate. Curriculum development, professional development, and attitudinal skills (communication skills, ethics) were the dominant research themes, while no articles discussed teacher training. Conclusions: By investigating the body of current literature, this research identifies areas of highest priority in postgraduate medical oncology graduate medical education and opportunities for growth. Whereas areas like professionalism and attitudinal skills are well-studied, research is lacking in leadership, health advocacy and teaching training. This study provides guidance for future medical education scholarship in medical oncology and establishes a benchmark to examine changes in medical oncology educational scholarship over time.

An eHealth Intervention, Called Healthy Online Parental Education (HOPE), Improves Vegetable Intake and Active Play Among Toddlers From Low-Income Families in West Texas

ObjectivesThe objective of this study was to evaluate a parent-focused eHealth intervention aimed at improving fruit and vegetable intake and active play among toddlers in West Texas.MethodsA randomized controlled trial was conducted among 73 parents with toddlers between August and December 2021. Intervention group participants (n = 37) completed weekly videos and biweekly online cooking activities through the Healthy Online Parental Education (HOPE) website for a total of 8 weeks. The HOPE intervention curriculum was informed by the Social Cognitive Theory. Control group participants (n = 36) received printed materials about dietary recommendations for children. The primary outcomes were fruit and vegetable intake and physical activity among children. Secondarily, parents completed an assessment in nutritional knowledge, self-efficacy, and feeding practices. There were two data collection points at baseline and post-intervention. A linear mixed model was performed to compare intervention with control group effects over time on study outcomes.ResultsMore than half of the children were male (56%) with a mean age of 27 months. Children in the intervention group showed a small but significant increase in vegetable intake by 0.75 servings (P < 0.05) than in the control group. There was a significant increase in active playtime by 19.88 minutes in the intervention group (P < 0.05). Parents in the intervention group significantly increased their scores in nutritional knowledge (p = 0.01), self-efficacy around feeding (p = 0.02), and healthy modeling practices (P < 0.05) at post-intervention. There was no significant difference in child fruit intake between the intervention and control group at post-intervention.ConclusionsThe HOPE program was successful in improving vegetable intake and active playtime among toddlers, but not fruit intake at post-intervention. Parent-focused eHealth interventions may have the potential to address child health disparities in areas where the communities are underserved. The HOPE trial was registered at clinicaltrials.gov as NCT05085041.Funding SourcesThis study was partially funded by the Graduate School at Texas Tech University.

Perspectives on career and college readiness self‐efficacy of Latinx adolescents: A thematic analysis

AbstractFindings from a previous study indicated that a career and college readiness curriculum intervention was less effective for Latinx ninth grade students than for other ethnicity cohorts. Eleven Latinx members of the treatment group in the previous study volunteered for interviews designed to better understand their career and college readiness experiences. Four themes emerged. Three of the themes had not been highlighted in the reviewed professional literature. Recommendations for practice and research are presented.

The Role of Prior Knowledge and Intelligence in Gaining from a Training on Proportional Reasoning.

We explored the mediating role of prior knowledge on the relation between intelligence and learning proportional reasoning. What students gain from formal instruction may depend on their intelligence, as well as on prior encounters with proportional concepts. We investigated whether a basic curriculum unit on the concept of density promoted students’ learning in a training on proportional reasoning. A 2 × 2 design with the factors basic curriculum unit (with, without) and intervention context to introduce proportional reasoning (speed, density) was applied in two consecutive, randomized classroom studies (N1 = 251, N2 = 566 fourth- and fifth-graders; 49%/56% female). We controlled for intelligence and mathematical achievement. We expected the combination of having received the basic curriculum unit on floating and sinking and proportional reasoning introduced via density (a familiar problem-solving context for this group) to be especially favorable. Whereas this hypothesis was not supported, we showed that mathematical achievement mediated the relation between intelligence and proportional reasoning and enabled learners to better exploit the learning opportunities.

Why Computing? Motivations and Mathematics to Pursue Postsecondary CIS Education

Computing and information sciences (CIS) careers in the United States are expected to grow faster than the average occupation between 2019 and 2029 and educational requirements for these positions span subbaccalaureate and baccalaureate degrees. Despite secondary curricular interventions, the population of people who pursue CIS pathways are not diverse by race, ethnicity, socioeconomic status, or gender. This study applies situated expectancy-value theory to investigate the motivational factors which influence the decision to pursue postsecondary CIS degree programs for students in the High School Longitudinal Study of 2009 (n = 18,730). Prior CIS experiences are associated with increased odds of declaring subbaccalaureate and baccalaureate CIS within three years of high school, but several math-related factors are associated only with pursuing baccalaureate CIS. These results have implications for designing interventions that encourage more students to pursue computing careers and understanding why students choose between two postsecondary educational paths.

Medical empathy in medical students in Madrid: A proposal for empathy level cut-off points for Spain.

This study evaluates the degree of empathy among medical students and its influencing factors at three critical moments of their degree studies (beginning of first year and end of third and sixth years) as well as establishes low-, medium-, and high-empathy cut-off points to obtain valid and reliable results that can be extrapolated to the general population. This cross-sectional study of the eight (public and private) medical schools in the province of Madrid, used an electronic questionnaire with the Jefferson Scale of Empathy (JSE), Medical Student Well-Being Index, and other independent characteristics as measuring instruments. Of the 2,264 student participants, 1,679 (74.0%) were women, with a 50.7% participation rate. No significant differences were found in empathy levels by academic year. Regarding range, percentile and cut-off point tables were established to identify students with high, medium, and low empathy levels. Women (p<0.001), volunteer workers (p<0.001), and those preferring general specialties (internal medicine, psychiatry, pediatrics, or family medicine) scored higher on the JSE (p<0.02). Moreover, 41.6% presented high level of psychological distress. Women reported a lower well-being level and a higher risk of psychological distress (p = 0.004). In sum, the empathy of medical students in Madrid did not differ among the three critical moments of their university studies. The established cut-off points could be taken into account when accessing the medical degree and identifying students with low levels of empathy to implement curricular interventions to rectify this perceived deficiency. There was a high percentage of medical students with high levels of psychological distress.

Evaluation of Children’s Physical Fitness Index and Prediction of Health Risk Trend Based on BP Neural Network Algorithm

On the basis of literature review and expert interview, this study constructs the indexes of health fitness evaluation, obtains the difference of the indexes before and after the 15-week health fitness intervention, and establishes the health risk trend predictive equation based on BP neural network algorithm. The results of the study are as follows: after 15 weeks of health fitness intervention, there were significant differences in body fat rate, waist circumference, and waist-to-hip ratio ( P &lt; 0.01 ). There were significant differences in maximal oxygen uptake, 12-minute running distance, one-minute sit-ups, push-ups, standing long jump, pull-ups, and sitting forward flexion ( P &lt; 0.05 ). Body fat percentage, maximal oxygen uptake, forward bending in sitting position, and standing long jump can be used to evaluate the level of children’s physical fitness. In conclusion, after 15 weeks of health and fitness intervention course, the children’s health and fitness were improved. Health and Physical Fitness Intervention Curriculum can be promoted in schools so that more children can benefit from it. And the health risk trend prediction model based on BP neural network algorithm has a certain validity.

Effectiveness and Implementation Outcome Measures of Mental Health Curriculum Intervention Using Social Media to Improve the Mental Health Literacy of Adolescents.

PurposeGlobally, adolescent mental health problems reportedly manifest more severely in individuals with lower mental health literacy. Mental health curriculum interventions using social media have been associated with positive implementation outcomes. This study aimed to investigate whether such an intervention significantly improves adolescent mental health literacy and is associated with positive implementation outcome measures.MethodsThis study employed a quasi-experimental design, comparing the before-and-after difference between the intervention group (n1=77) and the control group (n1=76). A mental health literacy module was delivered using social media. Data were collected using validated questionnaires. Effect size and difference-in-differences model calculations (and associated 95% confidence intervals, CI) were conducted alongside other descriptive analyses.ResultsThe estimated intervention effect size and difference-in-differences estimates were greater than zero. The effect was greater in the intervention than in the control group (p<0.05) despite sex and age differences. The effect size estimate provided by Cohen’s d and Hedges’ g values was medium-to-large (d/g=0.429–0.767, p<0.05). The difference-in-differences reflected a significant effect (DID=0.348, CI: 0.154–0.542, p<0.001) in increasing mental health literacy despite differences associated with sex, age, and school grade. The intervention program was acceptable, appropriate, feasible, and satisfactory, and more than 80% of participants said they agree to completely agree with these implementation outcomes. Resources and personal and family-related factors were among the perceived influencing factors determining the effectiveness and implementation outcome measures.ConclusionThe intervention program effectively improved the mental health literacy of adolescents. It has been highlighted that social media interventions for mental health promotion could be practical and scalable; however, there is a need to take into account socio-demographic differences and barriers to inclusion/compliance.