Program Curriculum Research Articles

Building an evaluation index system of musical collaborative capacity for China’s compulsory music education: Using a combined Delphi method and Analytic Hierarchy Process approach

The latest version of China’s National Compulsory Education Curriculum Programme and Standards 2022 (hereafter CECPS 2022) emphasises the cultivation of students’ collaborative capacities, mentioning ‘ carrying out the core literacy effectively’. From the perspective of music education, this study summarises the requirements for collaborative activities in compulsory courses of the music discipline within CECPS 2022 in the light of Social Interdependence Theory, and builds an Evaluation Index System of Collaborative Capacity (hereafter EISMCC) by employing the Delphi method and an Analytic Hierarchy Process approach. After 3 rounds of expert consultations and revisions, it was found that EISMCC in compulsory music education is comprised of 3 first-level indices, 7 second-level indices and 20 third-level indices. The index framework and the results of the weight distribution with reliable quality reflect the experts’ emphasis on the process, goal orientation and synergistic interaction of collaborative activities in music learning. The whole system considers people’s general understanding of collaborative capacity, the calls within CECPS 2022 for collaborative music activities, and the practical demands of music teaching in compulsory education. This study provides a theoretical basis, a design process paradigm, practical guidance and a valid tool for the evaluation of collaborative capacity in compulsory education.

Penerapan Kepemimpinan Instruksional Dalam Meningkatkan Kualitas Pendidikan di SMA IT Kota Balikpapan

This study aims to analyze the application of instructional leadership in improving the quality of education in an Integrated Islamic High School in Balikpapan City. The main focus of the research is on instructional leadership process, school environment condition, and culture creation to improve education quality. The research method used is a qualitative approach with data collection techniques through in-depth interview, observation, and document analysis. The results showed that the instructional leadership process in Integrated Islamic High School includes the implementation of vision and mission based on Islamic values, continuous learning analysis and monitoring, and intensive support and supervision from the principal. The school environment, supported by an adaptive curriculum and excellent programs, as well as adequate facilities, creates a supportive work environment and improves the overall quality of education. In addition, the school culture formed through open communication, collaboration between educators and the example of the principal, creates a conducive and productive learning atmosphere for students. The findings of this study also provide practical recommendations for similar schools to improve the quality of education through inclusive and religious values-oriented leadership strategies.

Computational thinking with game design: An action research study with middle school students

AbstractMiddle school students often enter Computer Science (CS) classes without previous CS or Computational Thinking (CT) instruction. This study evaluated how Code.org’s block-based programming curriculum affects middle school students’ CT skills and attitudes toward CT and CS. Sixteen students participated in the study. This was a mixed methods action research study that used pre- and post-tests, surveys, artifacts, and interviews as data sources. Descriptive statistics, paired samples t-tests, and inductive thematic analysis were administered. Findings showed a statistically significant increase in participants’ algorithmic thinking, debugging, and pattern recognition skills but not in abstraction skills. Attitudes toward CT and CS improved but the difference was not statistically significant. Qualitative themes revealed benefits of game-based learning to promote CT skills, collaboration to promote successful error debugging, and enjoyment of programming resulting from a balance between structured guidance and creative freedom. Findings emphasize the importance of low-threshold and engaging strategies to introduce novice learners to CT and CS.

The Need for Decolonized Education: A Textual Analysis of Existing Literature in the Public Domain in Support of the Canadian National Inquiry Documents Calls for Education

The significance of this study sits in the importance of restorying for decolonial education. The textual analysis of literature in public domain in support of the Canadian national inquiry documents (2015, Truth and Reconciliation Calls (TRC) and the Murdered and Missing Indigenous Women and Girls (MMIWG) Calls, 2019) highlighted the magnitude of story to curriculum and Indigenous culture. Barriers included contemporary issues in mainstream schooling. The prominence of culture within the interconnected relationship with land-based learning in curriculum development and programming for wellness/well-being on Turtle Island (North America) are paramount. The present-day state of affairs in the mainstream educational Canadian landscape is not aligned with Indigenous appropriate methodologies and culture as a subjective measure and therefore falls short. Cultural, societal and land-linked factors must be considered as indicators.

Curriculum, competency development, and assessment methods of MSc and PhD pharmacy programs: a scoping review

Background/objectivesWe aim to systematically review and evaluate the current landscape of postgraduate pharmacy education to a) identify current evidence, best practices, challenges, recommendations, and solutions; and b) develop a framework to optimize postgraduate pharmacy programs.MethodsA scoping review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). Electronic databases, including PubMed, Scopus, EMBASE, ProQuest, Web of Science, and Google Scholar were utilized. The search covered studies published from January 2011 to September 2023. Following the principles of Arksey and O'Malley's framework, data charting and extraction were performed using a pre-designed data collection tool, followed by the synthesis and grouping of studies based on common themes.ResultsOf the 5542 articles found, the review included 36 eligible ones focusing on pharmacy postgraduate education (PhD and MSc), grouped into three themes: 1) courses and curriculum; 2) training and skills development; 3) assessment and mentorship methods. Utilized methodologies included descriptive analyses, questionnaires, surveys, trials, and focus groups/interviews. The studies underscored the need for competency-based curricula with regular evaluations, career planning, and diverse course offerings. Identified key skills and competencies in the studies included soft skills, communication, research, desperate skills (e.g., leadership and management), and critical thinking. The studies also emphasized the value of comprehensive evaluation and peer review methods. Challenges included balancing academic and real-world requirements, training, limited resources, time constraints, and faculty workload.ConclusionEvidence-based suggestions to improve postgraduate pharmacy education include the implementation of practice-oriented courses, value of tailored/or comprehensive assessments, focus on real-world skills, effectiveness of advanced teaching methods, and mentorship role. The proposed framework can guide program enhancement and highlight the need to improve programs holistically, entailing the three themes.

Nursing students training on domestic violence: How are we doing?

Introduction: Domestic violence is a public health problem. Evidence suggests deficits in nurses' knowledge and training in this area. Objectives: To identify the curricular units of the study plan for the Nursing degree course at a Health School in the north of Portugal that addresses the topic of domestic violence and identify improvement opportunities. Methodology: This is the first phase of an action-research study, with a qualitative exploratory and descriptive methodology and a non-probabilistic convenience sample. The following data collection instruments were used: documental analysis of the nursing degree study plan and a focus group with two fourth-year students and three professors. Results: No content related to the theme was identified in any of the curricular units. The focus group content analysis identified three categories: curricular program, importance of training, and opportunities for improvement. Conclusion: These results corroborate the available evidence, justifying and highlighting the relevance of the next phases of this study.

Being old is like…: perceptions of aging among healthcare profession students

BackgroundThis research explores the perspectives and attitudes of university students in health sciences towards aging and older adults. Given the intricate interplay of factors influencing attitudes toward aging, coupled with the demographic shift in Turkey from a youthful to an aging population, the study aims to discern how a cohort of university students perceives the aging process.MethodsEmploying a mixed-methods research strategy, which enhances the depth of data interpretation, the study utilized a questionnaire for quantitative data collection. Additionally, qualitative insights were gathered through a metaphor stem-completion item appended to the questionnaire and semi-structured interviews with students. The participants were selected from the Health Sciences Faculty and School of Medicine at a Turkish university.ResultsThe study revealed that participating students generally hold positive attitudes and demonstrate respect towards older adults. However, they also associate old age with negative aspects such as loss of autonomy and a constant need for assistance. Furthermore, older individuals are perceived as emotionally challenging and challenging to work with, irrespective of the nature and duration of interactions during their academic programs. These findings suggest a potential pathologizing perspective towards aging adults among health science students, who are prospective health professionals.ConclusionsThis paper discusses the implications of the study and offers insights for program coordinators, curriculum designers, and faculty members in health sciences. The results underscore the necessity for a heightened emphasis on gerontology-related subjects within health science curricula. This emphasis is crucial for cultivating a comprehensive understanding among students of the social, psychological, cognitive, and biological changes associated with aging.

PROPEL: a scalable model for postbaccalaureate training to promote diversity in the biomedical workforce.

Promoting diversity in the scientific workforce is crucial for harnessing the potential of available talent and ensuring equitable access to Science, Technology, Engineering, Mathematics, and Medicine (STEM-M) careers. We have developed an innovative program called Postbaccalaureate Research Opportunity to Promote Equity in Learning (PROPEL) that provides scientific and career development training for postbaccalaureate scholars from historically excluded backgrounds in STEM-M fields with an interest in pursuing a PhD or MD/PhD degree. Our program is distinct from other postbaccalaureate programs in that scholars are hired by individual labs rather than funded centrally by the program. This funding mechanism removes the idea that central funding is necessary to encourage faculty to train diverse scholars and allows the program to scale dynamically according to the needs of the scientific community. The PROPEL program started in 2020 with six scholars and has since grown to an enrollment of over 100, making it the largest postbaccalaureate program for biomedical research in the country. Here, we describe the program structure and curriculum, our strategy for recruitment, the enrollment trends, the program demographics, metrics of scholar engagement, and outcomes for scholars who completed the program in 2023. Our experience demonstrates the strong demand from both scholars and faculty for programming of this type and describes the feasibility of implementation.

Career Development for College Students: Systematic Review and Future Research Direction

Career development tends to be understood more in people who are already working, so the definition that appears is more suitable to describe the situation. However, career development is closely related to the period when individuals are in their study period, especially when studying in college. In addition, career development can also be interpreted as an intervention program that can be conducted in schools through a curriculum or counseling program to enhance individuals’ ability to determine their careers. The paper systematically reviewed research on career development. Through this systematic review, it is hoped that it will be possible to identify the research gap on career development and strive to make a theoretical contribution to the development of the concept of career development. The method used is a systematic literature review. This paper is based on articles that have been published between 2019 and 2023, but also pays attention to literature that has a high number of citations as references found through scopus.com. The findings show that career development can be interpreted in three ways. Career development as a perspective oriented to the development of the career paradigm itself, the second is related to the programs implemented by the organization to improve performance, and the third is the concept of the career itself as a variable. On the other hand, findings on psychological factors have a significant role in influencing a person’s career development. Limitations. The description in this article only focuses on one database, namely, scopus.com. Future research should ideally look for references in other databases to provide broader information about career development.

WP6.15 - A dedicated teaching programme in Colorectal Surgery: continuing education beyond medical school

Abstract Background The UK Foundation Programme (UKFP) Curriculum illustrates the need for educational progression for doctors in their first two years of work. Although UKFP recommends use of departmental teaching for this, there is limited guidance on structured and learning-objective focussed training. We designed a colorectal surgery lecture series to create a reproducible teaching programme with defined learning outcomes. Methods We developed a 6-part lecture series aimed at FY1 doctors working in General Surgery at our Teaching Hospital. Teaching was in the form of 30-minute powerpoint presentations, with 15 minutes for questions, at weekly departmental teaching meetings. Lectures were delivered by FY2 doctors and members of colorectal multidisciplinary team (Enhanced Recovery CNS, Stoma Care CNS). Each session was supervised by a Colorectal Consultant. Feedback was obtained using a 10-point Likert scale questionnaire, assessing various domains. Results FY1 trainees indicated an increase in their knowledge with each lecture. Furthermore, the domains of relevance (mean score 9.53±0.80); teaching style (mean score 9.66±0.94); and audiovisual aid (mean score 9.68±0.70) were all rated highly. Lecture duration was rated as perfect length (mean score 5.86±1.80). Conclusion We have demonstrated that weekly departmental teaching can be utilised to enhance training for FY1 doctors within a challenging surgical subspecialty. Feedback revealed high satisfaction, facilitating improvement in knowledge and thus empowerment in undertaking clinical duties. Strengthened by this positive outcome work is in progress to introduce this format of structured teaching into departmental teaching meetings in all disciplines of medicine and surgery across our Trust.

SP8.7 - The Impact of Covid-19 on ARCP Outcomes issued to Higher Specialty Trainees in General Surgery

Abstract Aims To quantify the impact of the Covid-19 pandemic on the Annual Review of Competency Progression (ARCP) outcomes of higher specialty trainees in General Surgery in the UK. Methods All ARCP outcomes awarded to higher specialty trainees in General Surgery between 2017 and 2022 were collated from Intercollegiate Surgical Curriculum Programme (ISCP). Associations between year, trainee sex, age, stage of training, and outcome were explored using multivariate logistic regression models. Results A total of 7,414 outcomes issued to 1,874 trainees were analysed. The Adjusted Odds Ratio (AOR) of receiving a non-standard outcome in 2020 (compared to 2017) was 3.07 (95% CI:2.47–3.81, P<0.001) and this remained elevated through 2022 (2.11, 95% CI:1.69–2.64, P<0.001). Female (AOR 1.27 (95% CI: 1.13–1.43, P<0.001) and older trainees (1.51 (95% CI:1.34–1.70, P<0.001) were more likely to receive non-standard outcomes. Being at a later stage of training during the pandemic did not increase the chances of receiving non-standard outcomes (AOR 1.09, 95% CI:0.97-1.22, P=0.134), but more outcomes advising extra training time were issued to this group (15.5% versus 4.3% in 2021). There was significant regional difference in the use of Covid-19 outcomes. The awarding of non-standard outcomes rose most years, even outside of the pandemic. Conclusions The Covid-19 pandemic had significant impact on the training trajectory of UK General Surgical trainees. Female and older trainees were more likely to receive non-standard ARCP outcomes before and during Covid-19. Urgent efforts are required to restore surgical training, and addressing differential attainment is essential for success.

“Straight from the Horse’s Mouth”: Equine-Assisted Services Curriculum Development Using Industry-Based Survey Assessment of Horse Welfare and Healthcare Management Practices

Equine-assisted services (EAS) is a relatively new area of study within higher education requiring the development of a curriculum that best prepares the undergraduate student for the demands of the industry. Further, coursework targeting the specific management challenges for ensuring the welfare of horses utilized within EAS is limited. Therefore, the objective of this study was to apply an industry-based survey assessment utilizing EAS professionals within the United States to document management practices associated with healthcare and pain management challenges in the EAS horse. Suggested curriculum for undergraduate students targeting a career in EAS is given, utilizing data collected from the survey. Participant responses (n = 30) indicated that all of the surveyed facilities cared for more than three geriatric horses within their program, with the majority (60% responding “definitely yes”) utilizing regularly functionally lame horses, although the prevalence of lameness was not correlated with number of geriatric horses within a program (0.20, p = 0.22). While lameness is a common healthcare challenge within EAS, gastrointestinal conditions (73%) were one of the other leading health concerns for these facilities. The most common equine pain detection method for EAS facilities was behavior assessment (93%), in which this method was positively correlated with years of horse experience (0.51, p = 0.01). Horse pain was primarily managed through annual alternative therapeutic interventions (76%), daily prescriptions (73%), and nutritional supplements (73%). As such, the curriculum for undergraduate EAS degree programs should cover healthcare practices targeting geriatric horse management and associated health issues such as gastrointestinal conditions and lameness, including early detection and pharmaceutical, nutritional, and alternative therapeutic treatments.

PELAKSANAAN FUNGSI MANAJEMEN SEKOLAH MENENGAH ATAS

School-based management is a school management system that grants authority and power to the institution to manage its operations in line with its potential, demands, and needs. A school is an institution that has the independent authority to establish educational programs (curriculum) and their implications for various school policies in accordance with the school's vision, mission, and educational goals. The aim of this study is to understand and analyze the functions of school management in Senior High Schools. The implementation of school management has been carried out through learning planning, learning implementation, and learning supervision. The learning objectives provide an overview of the relevance and activities to be carried out; the teaching and learning implementation is closely tied to the dimension of human resources, encompassing the number of teachers, educational qualifications, curriculum, library, and more. Furthermore, the supervision of teaching and learning is conducted by the principal in cooperation with the school’s teachers’ council, as well as by the Branch Office of Education both directly and indirectly. Therefore, the implementation of Senior High School Management functions can be concluded as a guideline for conducting learning activities to improve the quality of education. Additionally, alumni and the community should support teaching and learning activities as a form of participation in enhancing the quality of education.

Assessment of Point-of-Care Ultrasound (POCUS) Knowledge Among Lebanese Medical Residents.

Over the past few years, point-of-care ultrasound (POCUS) has emerged as a critical diagnostic tool in emergency medicine, providing real-time imaging at the bedside. This study aims to assess POCUS knowledge and competency among medical residents in Lebanon, identify possible gaps and deficiencies in their training, and recommend guidelines for further improvement of the curriculum in Lebanese medical schools and residency programs. Our study reveals that 58.3% (N=119) of resident doctors from multiple specialties in Lebanon have only basic knowledge about POCUS, 19.6% (N=40) have no knowledge, and only 21.6% (N=44) have sufficient knowledge to perform diagnostic studies on a routine basis. Lebanese medical residents currently possess suboptimal POCUS knowledge and proficiency due to disparities in training and educational obstacles. To address this, residency programs should focus on standardized POCUS training, simulation-based learning, and faculty development. This approach will help ensure residents gain the necessary skills to use POCUS effectively in clinical practice.

Exploring the Implementation of “Merdeka Belajar Kampus Merdeka” in Indonesian Islamic Universities

“Merdeka Belajar Kampus Merdeka” (MBKM) is an Indonesian government program launched to improve students’ skills and competencies, both hard and soft skills. This study aims to analyze the implementation strategy of the “Merdeka Belajar Kampus Merdeka” (MBKM) program in Islamic Religious Colleges (PTKI) in Indonesia. Using a qualitative approach and a multi-case study method, this study examines the implementation of MBKM in Islamic religious colleges in Indonesia. Data were collected through in-depth interviews, observation and documentation. Data were analyzed using multi-case analysis techniques, starting from single case analysis/individual case and continuing with cross-case analysis/cross-case analysis. After being analyzed, data validity was checked through the degree of certainty, transferability, and trustworthiness. The results of this study indicate that implementing MBKM in PTKI uses a curriculum overhaul and adaptation strategy. The curriculum overhaul is implemented through learning innovation programs, collaboration, learning opportunities, eight program learning opportunities, character education, and curriculum models. Implementing curriculum adaptation is carried out through the ease of opening new study programs, study program accreditation, and the right to study outside the program for three semesters. The MBKM program is evaluated internally through internal quality audits and externally through national and international accreditation.

Civic Education for Civic Leadership

Civic education and civic leadership are at the forefront of renewing faith in democracy on our campuses and communities. There is an urgent need for higher education to return to its historical foundation to fulfill the mission of democracy by educating students for democratic citizenship (Harkavy, 2006). Effectively integrating curricular and co-curricular civic engagement involves a balanced approach that is “both political and non-political” (Ehrlich, 2000, p. vi) to guide students to identify core values, develop civic knowledge, and build civic leadership skills (Finley, 2011; Hurtado, 2019). Civic leadership is an integral student learning outcome embedded within civic engagement praxis, but few frameworks have been developed to integrate leadership growth into their programming and curricula (Kniffin & Sapra, 2021). To renew faith in democracy, a reorientation to engagement with the local community through civic leadership is the pathway to achieve measurable impact by guiding students from the classroom into the community. If higher education is to fulfill the mission of democracy, educators and campus leaders must become the guides who invite students into a story bigger than themselves. Building on King’s (1963) civic legacy and Musil’s (2009) Civic Learning Spiral, the author outlines a Strategic Leadership Impact Model that has resulted in student-led civic engagement capstone projects, community-based research, and sustainable civic partnerships. Whether in the classroom or in the community, undergraduate students must be equipped through civic curriculum, co-curriculum, and service-learning programming to engage diverse perspectives and political viewpoints with civic curiosity to become effective civic leaders.

Pre-Admission Standardized Tests and the Relationship with Anesthesiologist Assistant Student Performance: A Retrospective Analysis.

The Anesthesiologist Assistant (AA) profession is gaining popularity, and as such, the number of applicants and the number of AA programs are also increasing. There is no published data on what makes a good AA student - multiple studies exist in this regard for anesthesiology residents and medical students. The Medical College Admissions Test (MCAT) and the Graduate Record Examination (GRE) have shown to have some correlation with student success in other health professions. There is no data to suggest that they can indicate potential success or academic problems during AA school. As such, this study evaluated the impact of these standardized test scores and student success in both the preclinical and clinical curricula at the Emory AA program. A retrospective analysis of MCAT scores and GRE scores was performed. 2-tailed Pearson coefficients were calculated to see if there was a relationship between higher MCAT and GRE scores and performance in our program. 2- tailed Pearson coefficients showed a moderately strong correlation between MCAT scores and our AA program's science curriculum. There was a weak correlation as well between GRE scores here. The correlation dropped slightly for the MCAT and performance during our clinical curriculum, and a similar drop was noted for the GRE. Our study shows that the MCAT appears to more strongly correlated with better performance in both the science curriculum of our program and also with our clinical program. The study likely implies that the MCAT appears to be a better gauge as to how a student will do in an AA program in comparison to the GRE. Further studies are needed to understand how to appropriately admit students who will successfully complete the rigorous AA program curriculum both at Emory and beyond.

Prototipe Kurikulum PBI dan IKMBKM Sesuai Permendikbudristek No.53 Tahun 2023

This research is based on the paradigm of curriculum application or implementation, so the research data analysis technique uses the ADDIE method, namely Analyze, Design, Development, Implementation, and Evaluation to answer the research problem questions: (a) How is the current prototype of the PBI study program curriculum?; (b) How is the prototype of the PBI study program curriculum according to Permendikbudristek No. 53 of 2023? Thus, the purpose of the study is to determine the current PBI curriculum prototype and the PBI curriculum prototype according to Permendikbudristek No. 53 of 2023. The research was carried out in the odd semester of the 2023/2024 academic year. The research results obtained were in the form of a prototype of the PBI study program curriculum development FKIP-UHKBPNP according to Permendikbudristek RI No. 53 of 2023. Furthermore, the agile development method and prototype of the results of the curriculum development were used to be implemented in the PBI study program FKIP-UHKBPNP. The definition of development in this study is a scientific way to obtain data based on initial data, so that it can be used to produce, develop, and validate products. Product validation is also confirmed to users which is carried out through FGD, zoom, or direct meetings. The state of the arts of the research is a documentation study of the current PBI curriculum prototype and curriculum development to produce a PBI curriculum prototype according to Permendikbudristek RI No. 53 of 2023. Thus, the novelty or newness as a research finding is the PBI curriculum prototype according to Permendikbudristek RI No. 53 of 2023 which will be implemented in the PBI study program FKIP-UHKBPNP.

대학생의 또래상담자 활동 경험에 관한 인식 분석: Q방법론을 중심으로

The purpose of this study is to explore the types and characteristics of peer counselors in college students who recognize peer counseling experience. For this purpose, 42 Q sample statements were obtained, and 25 peer counselors were selected as P sample and classified into Q sample classification distribution chart. This was factor-analyzed by the PQMethod program. As a result of the analysis, three types of activities related to peer counselor activities were derived. Type 1 is a communication ability improvement type that focuses on the experience of being able to express empathic language to others and improving confidence in communication. Type 2 is a counselor activity experience type and focuses on being able to practice actual counseling experience. Type 3 is an altruistic activity experience type and focuses on the experience that peer counselors can positively affect themselves and the world through peer counselor activities. The results of this study can be used as basic data for understanding the experiences that college students perceive while engaging in peer counselor activities and developing non-subject program curriculum and programs.

Implementation of the Independent Campus Learning Program Health Study Program Curriculum

Education serves as a transformative process that enhances human potential for the betterment. The Minister of Education and Culture initiated the Independent Learning-Independent Campus Program (MBKM) in 2020 to equip graduates with the skills to meet global challenges. However, since its inception at universities, the health study program curriculum has struggled to align with this policy. This study investigates the MBKM's implementation within the health study program curriculum. A literature review was conducted, sourcing material from databases such as PubMed, Science Direct, Google Scholar, and Worldcat, focusing on literature published from 2020 to 2024 in both Indonesian and English with full-text availability. The literature review aimed to provide a thorough understanding of the subject, with inclusion and exclusion criteria ensuring the relevance and integrity of the literature. The findings reveal that several health study programs have adopted the Independent Learning-Independent Campus Program, noting improvements in students' hard and soft skills in preparation for employment. Nonetheless, challenges persist in the Independent Learning-Independent Campus Program execution, including inadequate preparedness for learning, lecturer/facilitator involvement, and a need for more detailed information on MBKM Campus Program's implementation.