Curriculum Modules Research Articles

Competences in Health Network Management (Com.HeNet)

Abstract Background Health regions are geographically defined clusters that serve to coordinate health and social care for the population. For this purpose, networks are formed consisting of actors from the health care sector and its environment. These networks exist in various stages in a few European countries, e.g. in Germany and Austria. In order to improve health care in Europe, the Com.HeNet project aims to provide training in the management of health regions with a European standard. Com.HeNet: The Erasmus+ project Competences in Health Network Management aims to develop curriculum modules for the training of regional health network managers. The modules should correspond to the European standard. By completing the modules, health professionals should be able to implement and manage a health network at regional level. The required competences for the management of health regions were collected in the international consortium in six European countries and transferred into a European core competence profile. This serves as a basis for the development of the teaching modules. In addition, the requirements for a data system are identified and described. Presentation The presentation Competences in Health Network Management introduces the project Com.HeNet. The structure and process of the project will be explained. Potentials for further European developments will be discussed. The presentation also serves as an introduction to the subsequent lectures. Main message European health care management curricula have the potential to improve European health care.

Successful Implementation of a Robust Medical Student Curriculum in Anesthesiology.

Increasing medical student enrollment creates challenges for clinical course directors to accommodate students and to provide consistency in clinical experiences. We discuss curricular modifications addressing these challenges specific to anesthesiology electives through the creation of 2-week anesthesiology electives to provide scheduling flexibility in the clinical years. We also incorporated curricular enhancements as a consistent didactic framework congruent with the clinical experience. Since initiating these electives in 2017, annual student enrollment increased >33%. More fourth-year students have enrolled in these courses. The annual number of students matching anesthesiology has maintained ≥8% graduating class. Our highest has been 15% in 2020.

Analysis of Curriculum for Science Education for Students with Special Needs in Vocational High Schools

The curriculum is a tool to achieve national goals, making it as a reference in formulating goals in the learning process that must be achieved by each student. Each student has different needs in the learning process due to its different potentialities. Different from general students, students with special needs (SSNs) are students who need special education and services in the learning process especially in science learning. The science education curriculum for SSNs is important to be understood becauseall students need to get the same goal to achieve the national goals in the curriculum. However, SSNs had limitations and problems to achieve the goals, especially comparing to general students. Therefore, the purpose of this study was to determine the curriculum in vocational high schools on science education for SSNs. Data on the national curriculumfor science subjectat the culinary vocational school were identified and investigated. Culinary Study was the main focus since most SSNs take this major. The results showed that the science education curriculum used for SSNs was the same as general students. From this perspective, this study can conclude that to achieve learning goalsin teaching SSNs, most educators must apply individual learning programs. The material in the curriculum taught is the same, but the approaches, strategies, methods, and media must be reconstructed and adapted to the needs of SSNs. Some teachers should make curriculum modifications, known as a differentiated curriculum. This research is expected to become knowledge for vocational schools that accept SSNs, and this study can be an alternative in making a differentiated curriculum for students, making it as one of the solutions in teaching general students and SSNs.

Secondary science teachers’ implementation of a curricular intervention when teaching with global climate models

In the past decade, emphasis on promoting “climate literacy” in K-16 science classrooms has increased. Teachers play a critical role in cultivating these opportunities, especially in secondary science classrooms. However, most prior climate education research has focused on students and student learning; little is known about how teachers implement climate-focused curricular interventions. Here, we report findings from a concurrent mixed methods, multiple-case study of four secondary science teachers’ implementation of a new, NGSS-aligned, model-centric climate curriculum module grounded in the use of a data-driven, computer-based climate modeling tool—Easy Global Climate Model (EzGCM). We employ multiple data sources, including video-recorded classroom observations, interviews, and instructional artifacts, and both qualitative and quantitative analyses, to investigate how teachers implemented the curriculum. Findings show that, overall, teachers implemented the curriculum in ways that were less model-centric than designed, placing greater emphasis on EzGCM itself rather than using the model to investigate Earth’s changing climate. Additionally, we present detailed single-case studies of each participant teacher that highlight differences in teachers’ implementation of the curriculum module and their reasoning for making observed instructional decisions. This research sheds light on the design of secondary science learning environments by illustrating the varied ways teachers implement a climate-focused curriculum to support students’ developing climate literacy. This has important implications for the design of climate-focused curriculum and supports for teachers.

Implementasi Pendidikan Inklusi dalam Setting Sekolah Menengah Atas di Kota Mataram Provinsi Nusa Tenggara Barat

This study aims to describe the implementation of inclusive education in high school settings in the city of Mataram. This research used a qualitative approach with a case study method carried out to see and observe a program, activity, event, or group of individuals at SMAN 6 Mataram. Data collection techniques used interviews and observation. Data analysis technique used three stages; data reduction, data exposure, and conclusion drawing. The research results showed that the inclusive education at SMAN 6 Mataram was well implemented because the school had previously carried out socialization to all teachers and parents. In addition, the school provided access for all students with disabilities with individual or additional learning, curriculum modifications for all disabled people, learning facilities, socialization of learning braille books for teachers and assisting students with disabilities in exams. The obstacles experienced were the lack of direct support from the government, professionals, and learning problems such as mathematics, arts and culture, physical education, and crafts.

Impact of COVID-19 pandemic on orthodontics in predoctoral and postdoctoral programs in the United States

IntroductionThe study aimed to characterize the impact of the coronavirus disease 2019 (COVID-19) pandemic on predoctoral and postdoctoral orthodontic education.MethodsElectronic surveys were distributed via e-mail to predoctoral orthodontic directors at accredited dental schools (n = 66), postgraduate orthodontic program directors at orthodontic programs (n = 73), and craniofacial orthodontic fellowship directors (n = 5) in the United States and Canada.ResultsThe predoctoral orthodontic survey received a response rate of 38%, of the which 62% indicated significant curriculum modifications. However, orthodontic curriculum hours were largely unchanged because of the COVID-19 pandemic. Of the responding predoctoral orthodontic programs with graduate orthodontic programs in which dental students can gain clinical experience (n = 14), all but 2 reported not allowing or limiting observation or assisting opportunities. The postdoctoral orthodontic survey received a response rate of 39% and was affected by clinic modifications, including financial limitations, severe acute respiratory syndrome coronavirus 2 testing, decreased clinical hours, among other modifications.ConclusionsCOVID-19 pandemic has had a measurable impact on orthodontic clinical education for the predoctoral and postdoctoral orthodontic programs evaluated. Overall, less patient care was delivered, potentially resulting in delayed treatment for patients and fewer training opportunities for learners, particularly for predoctoral dental students, whose clinical observation and assisting hours were limited.

E-Learning Implementation Barriers during COVID-19: A Cross-Sectional Survey Design

Most higher education institutions have embraced emergency remote teaching (ERT) as a response to school and university closures due to the Covid-19 pandemic. We used a cross-sectional survey design to examine teachers’ views on the implementation of e-learning for ERT due to Covid-19 in Omani higher education. We examined four barrier categories: teacher-related, institutional-related, curriculum-related and student-related. We also assessed the relationship between these barrier levels and measured the differences between e-learning and teachers’ gender, academic qualifications, teaching experience and prior experience in e-learning. Through an investigation of 856 university faculty members, we found that student-level barriers had the strongest impact on the implementation of e-learning for ERT during Covid-19. Furthermore, teachers’ academic qualifications and prior experience influenced the success of e-learning practices. Based on these results, we presented some implications with respect to student preparedness, curriculum modifications and institutional readiness for the successful implementation of ERT during Covid-19 or any similar future pandemics.

The Student Teaching Equity Project: Exploring Teacher Candidates’ Knowledge, Skills, and Beliefs

A quasi-experimental mixed-methods study was conducted to evaluate the effectiveness of an equity intervention on teacher candidates’ abilities to articulate equity-based beliefs, and demonstrate and apply equity-based skills and knowledge. Three pre/post instruments were utilized. Treatment participants ( N = 35) were exposed to curricular modifications made to the traditional curriculum, including a workshop, panel event, online learning modules, and reflective postconferences. Quantitative findings showed a statistically significant treatment effect for treatment participants compared with candidates in the control group ( N = 83). Qualitative analyses showed that treatment participants articulated more equity-based language when describing their beliefs and intentions for their future classroom communities. Implications for practice and research are provided.

A Pedagogy for Inculcating Professional Values in Accounting Students: Results from an Experimental Intervention

ABSTRACTResearch has shown that rankings of personal values significantly differ between accounting professionals and accounting students in the United States and other countries. This difference implies a lack of Person-Organization (P-O) fit between students and the accounting profession. This study presents an educational pedagogy, using both a Curriculum Modification (CM) Intervention and a Value Self-Confrontation (VSC) Intervention, that highlights professional values and can lead to value change in accounting students. Experimental results indicate that this pedagogy can have a significant impact on converging student values with those of the profession (AICPA ethics code). This finding suggests that a Curriculum Modification Intervention combined with a VSC Intervention could be used by educators globally to converge values of accounting students with those of professional accountants, thereby improving ethical decision-making by individuals, as well as having positive impacts on accounting firms' hiring, socialization, and retention of employees.

Cost-effectiveness and return on investment of school-based health promotion programmes for chronic disease prevention.

BackgroundWhile school-based health prevention programmes are effective in addressing unhealthy diet and physical inactivity, little is known about their economic implications. We conducted an economic evaluation of the programmes that were previously identified as feasible, acceptable, and sustainable in the Canadian context.MethodsThis study builds on a meta-analysis of the effectiveness of feasible, acceptable, and sustainable school-based health promotion programmes. A micro-simulation model incorporated intervention effects on multiple risk factors to estimate incremental cost-effectiveness and return on investment (ROI) of comprehensive school health (CSH), multicomponent, and physical education (PE) curriculum modification programmes. Cost-effectiveness was expressed as the programme costs below which the programme would be cost-effective at a CA$50 000 threshold level.ResultsThe estimated costs below which interventions were cost-effective per quality-adjusted life year gained were CA$682, CA$444, and CA$416 per student for CSH, multicomponent, and PE curriculum modification programmes, respectively. CSH programmes remained cost-effective per year of chronic disease prevented for costs of up to CA$3384 per student, compared to CA$1911 and CA$1987 for multicomponent and PE curriculum modification interventions, respectively. If the interventions were implemented at total discounted intervention costs of CA$100 per student, ROI through the avoidance of direct healthcare costs related to the treatment and management of chronic diseases would be 824% for CSH, 465% for multicomponent interventions, and 484% for PE curriculum modification interventions.ConclusionsWhereas each examined intervention types showed favourable economic benefits, CSH programmes appeared to be the most cost-effective and to have the highest ROI.

The introduction of genetic counseling in Ethiopia: Results of a training workshop and lessons learned.

Over the past two decades non-communicable diseases (NCDs) have steadily increased as a cause of worldwide disability and mortality with a concomitant decrease in disease burden from communicable, maternal, neonatal and nutritional conditions. Congenital anomalies, the most common NCD affecting children, have recently become the fifth leading cause of under-five mortality worldwide, ahead of other conditions such as malaria, neonatal sepsis and malnutrition. Genetic counseling has been shown to be an effective method to decrease the impact of congenital anomalies and genetic conditions but is absent in almost all sub-Saharan Africa countries. To address this need for counseling services we designed and implemented the first broad-based genetic counseling curriculum in Ethiopia, launching it at St. Paul's Millennium Medical College (SPHMMC) in Addis Ababa, Ethiopia. The curriculum, created by Michigan Medicine and SPHMMC specialists, consisted of medical knowledge and genetic counseling content and was delivered to two cohorts of nurses. Curriculum evaluation consisted of satisfaction surveys and pre- and post-assessments covering medical knowledge and genetic counseling content. Following Cohort 1 training, the curriculum was modified to increase the medical knowledge material and decrease Western genetic counseling principles material. Both cohorts reported high levels of satisfaction but felt the workshop was too short. No significant improvements in assessment scores were seen for Cohort 1 in terms of total scores and medical knowledge and genetic counseling-specific questions. Following curriculum modification, improvements were seen in Cohort 2 with an increase in total assessment scores from 63% to 73% (p = 0.043), with medical knowledge-specific questions increasing from 57% to 79% (p = 0.01) with no significant change in genetic counseling-specific scores. Multiple logistic, financial, cultural and systems-specific barriers were identified with recommendations for their consideration presented. Genetics medical knowledge of Ethiopian nurses increased significantly following curriculum delivery though difficulty was encountered with Western genetic counseling material.

Rapid Transition to Online Learning for Baccalaureate Students: Teamwork During a Pandemic.

This article describes how a college of nursing (CON) converted its traditional undergraduate academic program to a 100% online program within 2 weeks of being informed of the need for curricular modifications due to the COVID-19 pandemic. The college faculty met online prior to implementation to discuss student needs and special considerations. Clinical simulation experiences were developed based on International Association for Clinical Simulation and Learning (INACSL) standards and delivered through virtual simulation. Students evaluated the clinical simulation experiences in each course using Likert-style measures and reported positive experiences overall. Each cohort of students, including the May 2020 graduating seniors, successfully completed all of their classes for progression to the next semester or graduation. The successful conversion of traditional academic programs into a virtual environment requires leadership, collaboration, and teamwork. This CON had positive outcomes and offers lessons learned for future implementation. [J Nurs Educ. 2021;60(7): 397-399.].

Learning Model For Special Needs Children (ABK) in Inclusive Primary Schools

The learning process of students with special needs requires a model that adapts to the specificity of students. Therefore, the learning of students with special needs must be formulated by choosing the right model, so that the delivery of subject matter is well understood. So that education for students with special needs is met the same as students in general. This research was conducted to determine the learning model of students with special needs inclusive elementary schools in Gresik district, namely SDN 263 Gresik and SDN 13 Gresik. Data collection was carried out using interviews, observation, and documentation. There are seven primary data sources, including the head of the Gresik district resource center, the principal, the teacher in charge of the inclusion program, and the special companion teacher (GPK). The research was conducted for nine months, from July 2019 to April 2020. Qualitative was chosen as the research analyzer. The results of the study found that the use of the ABK learning model in the two schools is; a) Individual learning model, b) Pull out learning model or learning model in regular classes, c) Team teaching-learning model, d) Learning Model in the resource room, e) Modification of the learning curriculum.

A Systematic Review of Current Strategies and Methods for BIM Implementation in the Academic Field

Since the international governmental institutions required and/or recommended (according to the regulations of each country and continent) all public works to be certified in the BIM (Building Information Modeling) methodology, public and private institutions and universities have sought to integrate BIM into their production and educational processes. This requires the university academic environment to focus its efforts on training students in this methodology, as they will need to apply it in any future work activities related to architecture and construction. This article seeks to analyze which methods are being used by higher education institutions around the world to integrate BIM implementation in AEC (architecture, engineering, and construction) degrees and to determine if a set of regulatory guidelines exists that could serve as a common foundation for institutions to improve this integration process. To this end, a systematic literature review was carried out on WOS and SCOPUS by applying the PRISMA statement methodology. Inclusion and exclusion criteria were selected based on keywords, abstracts, and full content of the articles. In the end, 23 articles were thoroughly studied, the integration and evaluation methods analyzed, and results obtained. The analysis shows a consensus on the need to develop common academic guidelines across university centers that define a strategy for curriculum modifications and teaching and learning strategies. Finally, future lines of research are identified.

The Classroom Impact of Trained Special Needs Education Teachers in Selected Schools: An Evaluation Study

This study sought to find out factors that influence special needs education trained teachers’ performance in class. It was conducted between January and June 2019, involving a target population which comprised 3 government universal primary schools, with a total of 94 teachers and 2,386 learners. Study samples were selected, involving special needs education teachers (N = 73) and LwDs and OSNs (N = 30). Purposive sampling method was used to choose the required samples. A descriptive study design, involving qualitative approach was used. Open ended questionnaires and interview guides were used for collecting data on the critical role that teachers play in supporting LwDs and OSNs who experience barriers to learning under inclusive setting. One of the findings reveals that class size poses a serious challenge to teachers who are not well trained when they have LwDs and OSNs in large classes. Another finding indicates that teachers face challenges with the way the curriculum is designed—posing challenge to them on how to best handle it. It is also found that teachers face challenge to manage the average class number (teacher-learner ratio). It is also found that class room environment, resources and implementation of policies on education for LwDs and OSNs have both direct and indirect influence on the teachers’ impact in class. Basing on the findings, recommendations were made that: relevant authorities should increase support for teacher training and retraining for LwDs and OSNs. That curriculum modification should be done regularly. Classroom environments need regular improvement to be more disability friendly. Lastly, implementation of policies on disabilities and other special needs should be carried out on regular basis.

The COVID-19 Pandemic and Its Impact on Knowledge, Perception and Attitudes of Dentistry Students in Austria: A Cross-Sectional Survey.

IntroductionUniversities with dental schools are faced with complex problems during the COVID-19 pandemic. Dentistry students are at a higher risk of contracting infections, specifically COVID-19, due to direct contact with patients. The aim of this study was to assess the knowledge, perception and attitude regarding COVID-19 among dentistry students in Austria.MethodsDuring the first lockdown in Austria, an online survey was distributed among 165 dentistry students in their clinical term at the Medical University of Vienna. The survey contained elaborative questions on the general knowledge and attitude towards COVID-19. A special focus of the questionnaire was set on the modification of the student’s curriculum regarding infection control.ResultsIn total, 77 (47%) students replied; 68 questionnaires were included in the analysis. Dentistry students were found to have good general knowledge of COVID-19 during the early phase of the pandemic. Most students (89.6%) got their information regarding the COVID-19 infection from official sources; however, 58% would like to attend further lectures on COVID-19 to expand their knowledge.DiscussionThe current study finds good general knowledge on COVID-19 among dental students, but some gaps regarding hygienic protocols and infection control. Students’ preferences regarding modification in the curriculum suggest practical courses and lectures as a way to close COVID-19 related knowledge gaps.

Implementation of Inclusive Education in Learning Process at Senior High School Malang City, Indonesia

One of the Public Senior High Schools in Malang has been implementing an inclusive education system since 2009. This School has been trying to serve children with special needs hitherto. In one of the inclusive schools in Malang city, the number of students with special needs (the academic year 2017-2018) is recorded in the school document of 9 students with special needs and 37 students with special services (have health problems). However, it is indicated that the learning process in class is not suitable for the type of student needs in the class. This study aims to investigate the learning process in these inclusive schools. The current research is explained in a descriptive qualitative method. As a result, schools do not make curriculum modifications that are compatible with inclusive education. This school only has one special guidance teacher, and only he has attended a training program in inclusive education. In addition, there are indications that the teacher's attitude toward students with special needs is negative. The indication can be seen from the teacher's efforts in implementing learning. The teacher still uses a classical learning system that is not modified. Thus, it is necessary to improve services for students' diversity in schools, increase the number of special tutors, include them in inclusive education training programs, and make curriculum modifications that are appropriate for students with special needs. The teacher is also indicated to have a negative attitude towards students with special needs in the classroom.

Objective Outcomes Evaluation of Innovative Digital Health Curricula. Comment on "Undergraduate Medical Competencies in Digital Health and Curricular Module Development: Mixed Methods Study".

Objective Outcomes Evaluation of Innovative Digital Health Curricula. Comment on "Undergraduate Medical Competencies in Digital Health and Curricular Module Development: Mixed Methods Study".

Modification of educational curriculum based on the interdisciplinary approach: a requirement in the present era

Modification of educational curriculum based on the interdisciplinary approach: a requirement in the present era

Crisis-based psychiatry curriculum update: A cross-sectional study and an expert reflection from Syria.

Throughout human history, humanitarian catastrophes had a profound impact on the health and wellbeing of the local populations where they took place. The Syrian war was no different, rather it was the worst humanitarian crisis since World War II. Syrians' wellbeing was severely affected during this past decade, as had Syria's healthcare and mental health facilities. Syrian doctors have faced unprecedented difficulties and challenges across clinical disciplines and services, particularly in psychiatry. Medical students may play a central role in attenuating the burden of psychiatric diseases on their local community. However, a modification of the psychiatry curriculum to meet the current needs is an urgent necessity. Most of the published reports in psychiatry about Syrians were done on refugee populations in neighboring countries and worldwide. In contrast, this study captured the opinions of professors of psychiatry, specialists practicing psychiatrists, psychiatry residents, and a sample of senior medical students around Syria regarding the impact of war on different psychiatric diseases, and their suggestions to increase/reduce the teaching hours allocated to each of them. The votes were weighted then tested against crisis-related published psychiatry reports. The results suggested significant adjustments to the allocated training hours in the curriculum of psychiatry in Syrian medical schools. Increasing the focus of the curriculum of psychiatry on the prevalent disorders and conditions such as post-traumatic stress disorder, acute stress disorder, anxiety, and depression would empower fresh graduates to manage the basic cases of psychiatry, thus alleviating the consequences of the large shortage of psychiatrists inside Syria.