Curriculum Look Research Articles

There is a need for a paradigm shift in laparoscopic surgical training: results of a nationwide survey among teaching hospitals in Switzerland.

Surgical training curricula have changed little over the past decades. Current advances in surgical techniques, especially in minimally invasive surgery, as well as the rapidly changing socioeconomic environment pose a major challenge for the training of young surgeons. The aim of this survey was to provide a representative overview of the surgical training landscape in Switzerland focusing on laparoscopic surgical training: How do department chairs of teaching hospitals deal with the above challenges, and what should a future training curriculum look like? This is a prospective, questionnaire-based, cross-sectional study among the heads of departments of all certified surgical teaching hospitals in Switzerland. The overall response rate was 56% (48/86) and 86% (19/22) for tertiary centers. Two-thirds of the centers (32) organize themselves in training networks. Laparoscopic training courses are offered in 25 (52%) hospitals, mainly in tertiary centers. Self-training opportunities exist in 40 (83%) hospitals. In addition to commercial (27) and self-built (7) box trainers, high-fidelity trainers are available in 16 (33%) hospitals. A mandatory training curriculum exists in 7 (15%) facilities, and a training assessment is performed in 15 (31%) institutions. Thirty-two (65%) heads of departments indicated that residents have sufficient practical exposure in the operating room, but the ability to work independently with obtaining the specialist title is seen critically (71%). They state that the surgical catalog does not adequately reflect the manual skills of the resident (64%). The desire is for training to be restructured from a numbers-based to a performance-based curriculum (53%) and for tools to assess residents' manual skills (56%) to be introduced. Department chairs stated that the existing curriculum in Switzerland does not meet the requirements of a modern training curriculum. This study highlights the need to create an improved, competency-based curriculum that ensures the training of a new generation of surgeons, taking into account the growing evidence of the effectiveness of state-of-the-art training modalities such as simulation or proficiency-based training.

Doing Curriculum: Inquiry and Experience at the Intersection of Dance and Social-Emotional Learning

ABSTRACT Guided by the questions “What can a dance curriculum look like when it purposefully integrates social-emotional learning?” and “What can we learn from the process of designing curriculum at the intersection of dance and SEL?” we relate the experience of creating curriculum for early elementary students. We build on current literature and a theoretical framework to illustrate the connections between dance and SEL through descriptions of integrated modules based on the concepts of Individuality, Community, and Expressing Feelings. We reflect on the experience of doing curriculum and advocate for an understanding of curriculum as a process of active engagement and openness to change informed by the themes of intentionality, reflection, and experience.

The MB BS Curriculum Management A Paradigm of basic educational concerns

Introduction:This is the frs of a trilogy aimed at documenting concerns about the problems of curriculum management.A comment is often heard that a certain curriculum looks good on paper; but its implementation is anothermatter. It is probably bes to sart by explaining what is meant by curriculum management. In manysituations there is a curriculum committee vesed with responsibility of curriculum planning, development,overseeing its implementation and sudents’ assessment among other things. In discipline-based curriculathe departments are responsible for their part of the curriculum from A to Z. In integrated curricula thereare courses or module committees who plan & supervise the courses & in some there is only a coursecoordinator. This is where matters become complicated.

Life to the Full: Sustaining the Catholic Curriculum

Catholic schools. has articulated There are concerns that the curriculum of Catholic schools has been increasingly dominated by pressures to conform to a programme of education legitimised by an intrusive secular state and designated as a ‘national curriculum’. Accordingly, the curriculum of Catholic maintained schools is regulated within a standardised framework that is directed by government. Contentiously, it has been asserted that, as a result, the curriculum in Catholic schools in England has effectively been ‘de-Catholicised’. This claim has been contested. For example, it is maintained that the matter is more nuanced than this and the situation cannot be interpreted in such an unequivocal way. However, it might well be asked: what should a Catholic curriculum look like? In the face of this question, leaders in Catholic schools are encouraged to consider renewing and restoring a distinctive curriculum by permeating it systematically with the principles of Catholic social teaching. Ultimately, the writer argues, the curriculum of Catholic schools should provide students with an understanding of the teachings of Jesus Christ.

Globalization and Curriculum in the 21st Century: A Case for Flexible and Dynamic Curriculum

From the end of the second world war, the awareness of a globalized society has gained power. The theory of globalization is supported by time and space polarity and how these two elements' change affects the world today. This situation concerns all sectors, including education. Indeed, in this era of globalization and competition, educators, researchers, and employers are concerned about the educational institutions' curriculum to prepare students for employment outside their boundaries. Since globalization influences education practices and curriculum worldwide, employees, like products, are shaped by the educational industry in a complex and competitive job market. Thus, the curriculum makers must ensure the preparation of individuals equipped with 21st century skills. This theoretical paper aims to identify how globalization affects educational practices due to competition and how a flexible and dynamic curriculum looks like in the 21st century. Adaptability, flexibility, and cooperation between developed and developing countries can help train graduates for employment in the 21st century job market.

Walking the Talk: Three Language Educators Engage in a Walking-Based Art Inquiry for Anti-Racist Education

As language and art educators committed to anti-oppression, we sought to explore how walking and art-making help us reflect, inquire, create, and act, upon new understandings of anti-racist education. Living in three different cities (Edmonton, Vancouver, and Palermo), we collaborated on a walking-based art inquiry for ten weeks in the summer of 2020, combining walking, art-making (photography, painting, mixed-media collage, screenprinting, and poetry), reflecting, and discussing. We were curious to investigate, both individually and collaboratively, what an anti-racist curriculum looks and feels like to us, and what walking and art-making might do in the process of learning and teaching. We situated our project in an arts-based research paradigm (Conrad & Beck, 2015), and we were inspired by Feinberg’s (2016) walking-based pedagogy and Judson’s (2018) walking curriculum. This article presents artistic experiments we created, as well as curricular insights that emerged from our process, for example, that walking and art may serve as dehabituating forces to help us openly feel, question, protest, and reimagine education, from intersecting perspectives of race and language.

Polic(y)ing time and curriculum: how teachers critically negotiate restrictive policies

PurposeThe purpose of this paper is to theorize teacher agency as enacted through a P/policymaking lens in three elementary classrooms. Big-P Policies are formal, top-down school reform policies legislated, created, implemented and regulated by national, state and local governments. Yet, Big-P policies are not the only policies enacted in literacies classrooms. Rather, little-p policies or teachers’ local, personal and creative enactments of their values and expertise are also in play in daily classroom decisions. Little p-policies are teachers doing their best in response to their students and school contexts.Design/methodology/approachAdapting elements of discursive analysis, this interpretive inquiry is designed to examine textual artifacts, situated alongside classroom events and particular local practices, to explicate what teachers’ policymaking enactments regarding time and curriculum look like across three distinct contexts. Using three elementary classrooms as examples, this paper provides analytic snapshots illustrating teachers’ policymaking to solve problems of practice posed by state and school policies for curriculum, and for use of time at school.FindingsThe findings suggest that teachers ration (aliz)ed use of time in ways that enacted personal politics, to prioritize children’s personal growth and well-being alongside teachers’ values, even when use of time became “inefficient.” An artifact from three focal classrooms illustrates particular practices – scheduling, connecting and modeling – teachers leveraged to enact little p-policy. Teachers’ little p-policy enactment is teacher agency, used to disrupt temporal and curricular policies.Originality/valueThis framing is valuable because little-p policymaking works to disrupt and negotiate temporal and curricular mandates imposed on classrooms from the outside.

ANALISIS NILAI-NILAI TOLERANSI DALAM KURIKULUM PENDIDIKAN AGAMA

Today's religious tolerance is a very sexy problem with a high sensitivity shock in the midst of a pluralistic society. Religion can be a field of inner conditioning as well as an object of propaganda by certain parties to destroy a civilization. So this article examines what the Islamic Religious Education curriculum looks like in an effort to strengthen religious tolerance. This article was prepared using the library research method. The results showed that the objectives and content of the curriculum in strengthening the attitude of religious tolerance have accommodated the needs and conditions of today's age. The content of the Religious Education curriculum is not dominated by the content of beliefs and worship, but also the content of human relationships such as religious tolerance. Curriculum 2016 Religious Education is considered to have been present to overcome the problem of religious intolerance. So it is not only guarded by citizenship education subjects only. This curriculum analysis is done by examining from two points of view, First, the rationalization of the 2016 curriculum syllabus in religious education. Second, core competencies and material distribution maps are taught as an embodiment of the formation of religious tolerance.
 Abstrak
 Sikap tolerasi beragama pada hari ini merupakan permasalahan yang sangat seksi dengan daya kejut sensitifitas yang tinggi di tengah-tengah masyarakat yang majemuk. Agama bisa menjadi ladang penyejuk batin sekaligus objek propaganda pihak-pihak tertentu untuk menghacurkan suatu peradaban. Maka artikel ini mengkaji seperti apa kurikulum Pendidikan Agama Islam dalam upaya penguatan sikap toleransi beragama. Artikel ini disusun menggunakan metode library research. Hasil penelitian menunjukkan bahwa tujuan dan konten kurikulum dalam penguatan sikap toleransi agama sudah mengakomodasi kebutuhan dan kondisi zaman hari ini. Konten kurikulum Pendidikan Agama tidak didomonasi oleh konten keyakinan dan ibadah semata akan tetapi juga konten hubungan sesama manusia seperti toleransi agama. Kurikulum 2016 Pendidikan Agama dinilai sudah hadir untuk mengatasi persoalan intoleransi agama. Sehingga tidak hanya dikawal oleh mata pelajaran pendidikan kewarganegaraan semata. Analisis kurikulum ini dilakukan dengan menelaah dari dua sudut pandang, yaitu Pertama, rasionalisasi silabus kurikulum 2016 mata pelajaran pendidikan agama. Kedua, kompetensi inti dan peta sebaran materi yang diajarkan sebagai perwujudan pembentukan sikap toleransi agama.

Identifying powerful geographical knowledge in integrated curricula in Dutch schools

This article explores the usefulness of Maude's translation of Young's idea of powerful knowledge into geography education. Maude's classification of five types of powerful knowledge in geography education was used to analyse the written curriculum of the 'human and society' interdisciplinary domain in four schools in the Netherlands. The characterization appears to be useful in terms of painting a picture of what an integrated curriculum looks like from the perspective of powerful knowledge. The emphasis in the curricula is on learning geographical concepts that students might use to analyse phenomena (Type 2 knowledge). Remarkably little attention is paid to learning about places (Type 5), as a result of which the integrated curricula hardly contribute to a central aim of school geography, namely to build an extensive geographical world view.

“It’s all about the ganas”: Incorporating a Multicultural Curriculum in Developmental Education

ABSTRACTDespite the overrepresentation of students of color in developmental education, there is a lack of research on programs that promote the success and transfer of these students beginning in developmental education, especially Latinx students. Since 2012, the Dream Catchers program in Texas has targeted the recruitment, retention, and completion of Latinx and other historically underrepresented students through a literacy-based program that targets students in developmental education in community colleges. This study draws primarily from interview data gathered from 14 Dream Catchers faculty across the 10 institutions that have participated in the program. Through the lens of a multicultural developmental education curriculum, we investigate how the Dream Catchers program provides intensive, long-term professional development for its faculty in order to prepare them to work in a high-touch, holistic program. This article describes some of the professional development activities faculty undergo, what this multicultural curriculum looks like in practice, and how faculty incorporate cultural understanding of their students into developmental courses.

Global Citizenship Education: Emancipatory Practice in a New York Preschool

ABSTRACTBy the time many preschool-age African American children enter preschool, they have already been exposed to indicators that inform them of their “place” and their “worth” in the communities they frequent. There is a gap in the literature on the value of global education for African American children. This research is a study of a global citizenship curriculum implemented in a small, community preschool serving a predominantly African American population in the Bedford-Stuyvesant neighborhood of Brooklyn, New York. The questions used to guide this study are (1) What does global citizenship education curriculum look like at Sunshine preschool? (2) How do children at this preschool negotiate their identities as global citizens within this particular curriculum? The research was conducted as a case study, with the researcher serving as a participant observer in the classroom. The study identified four primary themes within the curriculum: lessons in power, membership in a global community, self-esteem development, and teacher intentionality. Most centrally, this study articulates the ways that the enactment of global citizenship curriculum can contribute to countering negative conceptions of self in very young African American children.

What does a globalized curriculum look like for diverse learners in primary schools?

What does a globalized curriculum look like for diverse learners in primary schools?

A Sustainable Medical Anatomy Program Supported With Small 3‐D Printed Human Parts

PurposeCadaver dissection is a rite of passage for medical students in the U.S. Learning gross human anatomy though the identification, characterization and functions of tissue, bone and organ, etc. is a unique visual, tactile and visceral experience. Numerous ethical issues surround the proper acquisition of cadavers using informed, implied consent, willed body program and collection of bodies that are abandoned in hospitals and morgue that make cadaver harvesting a continuing challenge.Sustaining a human cadaver anatomy lab requires look at two distinct lenses: as curriculum and financial opportunities. The Human anatomy lab is a unique learning that students have to perform their exploration and examination within this controlled environment. The opportunity to learn about specific diseases that have physical manifestations in the human body such as cavitation and black tar deposit in smokers, cataracts in the eyes and other organ‐based tumors are possible as manufactured specimens in a 3‐D printer which have become affordable to acquire and maintain.Human anatomy labs that can house numerous bodies require a climate controlled space, trained personnel, safety and septic protocols, a robust cadaver donation and body cremation program that can is costly to operate. Other methods such as plastination which preserves the human cadaver for longer periods of time, prosections for close‐up study of specific sections of the human body typically cost less than a full‐body cadaver, simcadavers which are full body synthetic cadavers and computer based cadavers are available as human cadaver lab replacements or supplements.MethodsThe first phase of this program is to create a pilot program that will create a talent base of instructors, staff and students who can be proficient in the use of a 3‐D human anatomy modeling program and in the use of 3‐D printers. Instructional activities will incorporate “Learning through Design” that will use Higher Order Benjamin Bloom's taxonomy of learning objectives in the “Create” level which is one of the highest level of cognitive dimensions. Students will start off with basic virtual organ models that can be modified and specific morbidities designed with them. Students will be assigned in teams to work on their models and print them for peer and instructor critique and study.ResultsStudents in the Gross Anatomy basic medical science curriculum will be able to experience learning not just by dissecting, probing and analyzing human anatomy but also through the building of models and printing them in a three dimensional format. There will be some learning curves for the faculty, staff and students to implement this innovative “Learning through Design” program which will challenge and eventually innovate the teaching of anatomy to medical students.ConclusionThis proposed enhancement of the teaching of gross anatomy in a basic medical science curriculum looks at not replacing the traditional cadavers but supplementing the program through specific human anatomical parts such as the prostate gland, testicles and breast tissue, etc. and reproducing gross anatomical diseases such as organ specific tumors and lung damaged tissue of smokers, etc. Faculty and students will learn how to use a three dimensional software to model the gross organs and a three dimensional printer. Students can create the specific organ with the associated morbidity without the fear of contracting contagious diseases.Support or Funding InformationNone

Factors at Play in Tertiary Curriculum Gamification

The compulsion to include games and game related mechanism in education is great among educators who want to engage and motivate today’s students and the latest buzzword in this domain is gamification. However, without a thorough understanding of what a gamified curriculum looks like, how it can best be applied and why it might engross students, it cannot be effectively applied. This research examined a gamified course curriculum structure and evaluated its use in two university level subjects. The objective was to gage student enjoyment and engagement with a heavily gamified curriculum and to understand the aspects that make the practice useful in education. Factor analysis of the dataset revealed the possibility of a six dimensional model of curriculum gamification worthy of future study.

Perspective

Ours is an age of unprecedented levels of environmental alteration and biodiversity loss. Beyond the exposure to environmental hazards, conditions such as environmental degradation, biotic impoverishment, climate change, and the loss of ecosystem services create important health threats by changing the ecology of many pathogens and increasing the incidence and/or severity of certain noncommunicable conditions. They also threaten health in the future by weakening the Earth's life support systems.Although physicians remain one of the most often accessed and most trusted sources of information about the environment, there is currently little emphasis on educating medical professionals about these environmental issues. This lack of training reduces the ability of most physicians to be efficient science-public interfaces and makes them ineffective at contributing to address the fundamental causes of environmental problems or participate in substantive environmental policy discussions. This is an important challenge facing medical education today.To turn medical students into effective physician-citizens, an already-overwhelmed medical school curriculum must make way for a thoughtful exploration of environmental stressors and their impacts on human health. The overarching question before medical educators is how to develop the competencies, standards, and curricula for this educational endeavor. To this end, the authors highlight some of the critical linkages between health and the environment and suggest a subset of key practical issues that need to be addressed in order to create environmental education standards for the physician of the future.

Can Digital Natives Level-Up in a Gamified Curriculum?

The compulsion to include games and game related mechanism in education is great among educators who want to engage and motivate today?s students and the latest buzzword in this domain is gamification. However, without a thorough understanding of what a gamified curriculum looks like, how it can best be applied and why it might engross students, it cannot be effectively applied. This research examined a gamified course curriculum structure and evaluated its use in two university level subjects. The objective was to gauge student enjoyment and engagement with a heavily gamified curriculum and to understand the aspects that make the practice useful in education. Exploratory factor analysis of the dataset revealed the possibility of a six dimensional model of curriculum gamification worthy of future study.

What Does a Clinical Competency Curriculum Look Like?

This article describes how a competency-based curriculum is implemented at the Warren Alpert Medical School of Brown University. A competency-based curriculum can be implemented in either a traditional discipline-oriented curriculum or an integrated, case-based curriculum. Restructuring learning activities, assuring adequate numbers of faculty, and training faculty to assess competencies are essential for success. Schools of veterinary medicine must ensure that their graduates possess a wide range of abilities, in additional to scientific knowledge, if they are to practice successfully. A competency-based curriculum is the best means to do so.

Kindergarten Education and Early Childhood Teacher Education in the United States: Status at the Start of the 21st Century

The political, economic, social, equity, and historical influences on the status of kindergarten education and early childhood teacher education in the United States are discussed. There are many sources of data that create a picture of the diverse programs, resources, and opportunities that kindergarten children experience, including the preparation of kindergarten teachers. This article addresses the questions: What does kindergarten curriculum look like today compared with other times? What is the status of full-day kindergarten? What are the influences of the high-stakes testing movement, school budgets, and economic status across communities? How has early childhood state teacher certification changed during the past two decades? What is worthwhile learning? This article takes an editorial position that supports an intellectually significant curriculum in which specially prepared early childhood teachers match teaching with the ways in which kindergarten children learn, and might want to learn more.

Early Childhood Corner: Algebra in the Pre-K–2 Curriculum? Billy Goats and Bears Give Us the Answer

What should the algebra curriculum look like for preschool and primary-grade learners? I posed this lead-in question to a session in a mathematics methodology class for preservice early childhood and elementary teachers. Some of the teachers' answers indicated uncertainty. They gave vague, tentative answers about working with sequences and solving for unknowns. One participant's response resonated for others in the class: “I had a terrible time in high school algebra. I struggled to memorize the formulas for solving equations just as I had struggled to memorize my addition facts, multiplication tables, and long division in elementary school. What I remember of algebra, I would not wish on any child.” Other classmates murmured recognition of these feelings. Still another classmate added, “I got algebra. I even did well in trigonometry, but that doesn't mean that I understand algebra well enough to help children get it.”

TVEI and the work related curriculum

Abstract TVEI can be seen as an attempt to combine some of the features of liberal and vocational education set in the context of the economic and industrial transformation of the UK. The work related curriculum was always central to TVEI's purpose, but its fundamental weakness was that it never had a clear enough purpose. Judging the effect of TVEI is difficult and the article reports mixed success. The future of the work related curriculum looks bleak however, following successive changes in the national curriculum and associated arrangements for testing.