Overview Of Curriculum Research Articles

Pilot Program in Surgical Anatomy Education for Complex Cranial and Skull Base Procedures: Curriculum Overview and Initial 2-Year Experience at Mayo Clinic

Abstract Background Cadaveric dissection remains a preferred and irreplaceable learning modality among neurosurgery residents. We aimed to develop and describe a tiered, quantifiable, and practical curriculum for cranial neurosurgical anatomy education. We report the structure and evaluation of our 2-year pilot study to serve as a suggested guide for other neurosurgery programs. Methods Our Complex Cranial Dissection Program is tailored to the needs of junior-level neurosurgery residents based on their postgraduation years 1 to 4. Dissections are performed in a sequential manner, each of which emphasize a particular set of manual skills and neuroanatomical knowledge. Dissections are scored on a scale of 10 points. The grading was based on specific landmarks and anatomical structures, which need to be exposed, explored, and preserved. Results Out of 16 residents, 14 individuals (87.5%) attended the dissections in the first iteration of the program and 16 individuals (100%) attended the dissections in the second iteration. A total of 17 dissections were performed across all years. In survey feedback about the program, 100% (Year 1) and 94% (Year 2) of residents considered the assigned dissections to be appropriate for their respective training levels. Further, 100% (Year 1) and 94% (Year 2) of residents endorsed that the dissections were important and helpful for their practice prior to similar operating room experiences. Conclusion The development and implementation of structured dissection programs within residency training, along with dedicated staff, and objective feedback serve a crucial role in neurosurgical education to further develop and enhance surgical skills in the operative setting.

신구교육과정의 비교 분석과 실과 중심 창의·융합 수업 모형의 탐색

This study aimed to compare and analyze the revised curriculum, focusing on practical arts subjects. The goal was to develop a model for creative convergence classes to effectively implement the autonomous achievement standards in information education as introduced in the revised 2022 curriculum. The study shifted its focus toward literature research methods, emphasizing document-based research to overcome the time limitations usually associated with fieldwork. First, the analysis of the comparison table between the current and new curriculums provided by the Ministry of Education revealed significant changes in the information education and autonomy achievement standards. The analysis of the curriculum overview further highlighted significant changes in the outlined humanistic qualities and core competencies. Additionally, the study delved into changes in extracurricular activities, career education, and safety education, examining and presenting the characteristics associated with desired human qualities and core competencies corresponding to each domain's content elements and achievement standards. Next, the study integrated the autonomous achievement standards based on the information education content elements of the practical arts subject. Finally, a practical arts subject-centered instructional model was proposed, developed, and presented with cases. While ‘Digital Society and Artificial Intelligence' in the practical arts subject are associated with the information education curriculum in middle schools and the autonomous achievement standards for the newly introduced practical arts subject are closely connected to elective subjects like Artificial Intelligence Basics and Data Science,elementary schools place relatively stronger emphasis on integrating subjects and extracurricular activities compared to middle schools. Therefore, the study focused on exploring ways to creatively integrate information education taught in grades 5 and 6 with practical subjects, other subjects, and extracurricular activities. These activities may include creative experiential activities and school autonomous hours. The findings of this research are expected to find broader application in open classes for parents and colleagues, extracurricular activities, trigger education, creative experiential activities, and school autonomous activities.

2022 개정 초등학교 교육과정의 진로연계교육 내용 분석

This study analyzes the content of career linkage education in the 2022 revised elementary school curriculum and draws implications for its improvement and implementation. To this end, a literature analysis was conducted on the revised curriculum overview, subject-specific curriculums, and the creative experiential activity curriculum documents, focusing on the elementary school level. The key findings are as follows: First, regarding career education, the definition of career linkage education in the 2022 revised curriculum summary requires revision to more clearly reflect career education. There is a need to place a greater emphasis on strengthening career education and fostering connections across school levels. Second, except for a few elementary school subjects, the majority lack sufficient reflection on career linkage education content. The science curriculum includes a separate section (unit) titled ‘Science and My Career’ while the Korean language curriculum includes specific career-linked education methods guided by consideration of achievement standards. However, the English, Art, and Music curriculum briefly deals with career linkage education only in the context of teaching and learning without reflecting it as an achievement standard. Mathematics, social studies, and physical education curricula barely reflect career linkage education. Third, reflecting the career linkage education contents in each elementary school subject primarily emphasized strengthening career exploration and career education. Fourth, the content of the career linkage education regarding connections between school levels was specified to be implemented in the autonomous activity section of the creative experiential activities curriculum. These findings highlight the need for a greater emphasis on career education within the concept of career linkage education in future revisions. Moreover, the findings underscore the need for developing effective career linkage education class materials that can be used in schools. Therefore, the study recommends improving career linkage education and follow-up research.

A Comparative Study of English General Education Curriculum System in Chinese and Japanese Universities

China and Japan are both East Asian countries with similar historical backgrounds and cultural origins, and they hold identical attitudes towards English language education in colleges and universities, i.e., improving the English language proficiency of the nationals has excellent advantages for individuals and the country, and the English language education in colleges and universities of the two countries is comparable in many aspects and can be borrowed from each other. This paper focuses on the curriculum system of liberal education in Chinese and Japanese universities and takes Peking University and the University of Tokyo as the objects of study. It compares and analyzes the similarities and differences between the liberal English education programs of the two universities regarding curriculum overview, curriculum objectives, curriculum structure, and curriculum evaluation methods. It analyzes and summarizes the characteristics of the two sides to enhance the strengths and avoid the shortcomings, to make up for the drawbacks of English liberal education in Chinese universities, and to harvest the usable experience.

Building Resident Quality Improvement Knowledge and Engagement Through a Longitudinal, Mentored, and Experiential Learning-Based Quality Improvement Curriculum.

Quality improvement (QI) training is an essential component of resident medical education and a part of the ACGME core competencies. We present our residency's evidence-based QI curriculum, which outlines key components identified in the literature for successful QI education. Our curriculum included a mandatory five-part longitudinal educational series during ambulatory education sessions for second-year residents. Modeled after the Institute for Healthcare Improvement model for improvement and taught by a chief resident, our curriculum introduced residents to key QI concepts through case-based, just-in-time didactics and applied experiential learning via concurrent resident-led longitudinal QI projects. Residents received structured, multilayer mentorship from a faculty mentor in their field of interest and the chief resident of quality and patient safety. Their work-in-progress projects were presented to faculty QI experts and institutional leadership for additional feedback and mentorship. Since 2016, a total of 234 internal medicine residents have completed our QI curriculum and developed 67 QI projects, which have been presented at various local, regional, and national conferences. In the 2 most recent academic years, Quality Improvement Knowledge Application Tool Revised (QIKAT-R) scores significantly increased from 4.6 precurriculum to 6.3 postcurriculum (p < .001). A longitudinal, experiential, and mentored QI curriculum teaches residents QI skill sets through incorporating mechanisms associated with successful educational initiatives and adult learning theory. Our QIKAT-R results and project output show that our curriculum is associated with improved trainee QI knowledge and systems-level improvements.

Mental health training in family medicine residencies: International curriculum overview.

Integration of mental health into primary care has become a global trend, and many countries have developed mental health training in primary care. However, systematic mental health training for family physicians is insufficient in Japan. The newly established Japan Primary Care Association Mental Health Committee surveyed the current status of mental health training curricula in family medicine residency internationally. Participants were individuals involved in family medicine residency programs who were from Australia, Brazil, Hong Kong, the Philippines, Taiwan, the United Kingdom, and the United States. The results revealed that many academic societies have created competency lists and curriculum guidelines for mental health training; however, the implementation varied. This study is novel as it examined and compared different countries' curriculum; the findings of which can be used as a reference to develop future mental health training curriculum in Japan.

UK and Ireland survey of MPharm student and staff experiences of mental health curricula, with a focus on Mental Health First Aid

BackgroundOne in four people experience a mental health problem every year and improving mental health care is an international priority. In the course of their work, pharmacists frequently encounter people with mental health problems. The experience of mental health teaching, including Mental Health First Aid (MHFA) training, in undergraduate pharmacy (MPharm) students in the UK and Ireland is not well documented. Students’ viewpoints, contextualised with curricular overviews provided by staff, were analysed to understand their experience.MethodsAn anonymous, online questionnaire was distributed to MPharm students and staff in the UK and Ireland. Students were asked closed questions regarding their course and exposure to MHFA, which were analysed using descriptive statistics. Open questions were included to enable explanations and these data were used to contextualise the quantitative findings. One member of staff from each university was invited to answer a modified staff version of the questionnaire, to provide a curriculum overview and staff perspective.Results232 students and 13 staff, from 22 universities, responded. Three-quarters of students did not agree with the statement that ‘mental health was embedded throughout the MPharm’. Most students (80.6%) stated that they were taught neuropharmacology whilst 44.8% stated that their course included communicating with people about their mental health. One-third (33.2%) of students stated that their degree ‘adequately prepared them to help people with their mental health’. Twenty-six students (11.6%) had completed MHFA training of which 89% would endorse inclusion of this within the MPharm. Of those who had not completed the training, 81% expressed a desire to do so. Those who completed MHFA training self-reported greater preparedness than those who did not, but student numbers were small.ConclusionsMental health teaching for pharmacy undergraduates is more focussed on theoretical aspects rather than applied skills. MHFA was viewed by students as one way to enhance skill application. The association of the increased self-reported preparedness of those who completed MHFA could be confounded by a positive environmental cultural. MPharm programmes need sufficient focus on real-world skills such as communication and crisis response, to complement the fundamental science.

Mental health curricula and Mental Health First Aid in the MPharm

Abstract Introduction Improving mental health care is an international priority, and one that is championed by the Royal Pharmaceutical Society. (1) In the course of their work, pharmacists frequently encounter people with mental health problems. The extent to which mental health is taught on the undergraduate pharmacy degree in the UK and Ireland, and the inclusion of Mental Health First Aid (MHFA) training, has not be described recently. Aim We aimed to determine how mental health teaching is embedded into the MPharm and students’ perception of their own preparedness to help people with their mental health. We explored if and how MHFA training is included, and students’ experience of, or desire to complete this. Methods We conducted an anonymous, online questionnaire of UK and Ireland MPharm students, distributed via networks and social media. Students were asked a series of closed questions about mental health teaching in the MPharm, and exposure to MHFA. We analysed answers using descriptive statistics. We included some open-ended questions to enable students to expand on their answers. We used this qualitative data to contextualize findings. We invited one member of staff from each university to answer a modified staff version of the questionnaire, in order to provide a curriculum overview and staff perspective on MHFA provision. Results 232 students and 13 staff responded, from 22 universities in total. Eighty percent of student participants were female and 70% were in the third or final year of study. Three-quarters of students felt that mental health was not embedded throughout the MPharm. Eighty-percent of students stated that they were taught about neuropharmacology and 44.8% stated that their course included communicating with people about their mental health. One third of students felt that their degree adequately prepared them to help people with their mental health. Twenty-six students (11.6%) had completed MHFA training of which 89% would endorse inclusion of this within the MPharm. Of those who had not completed the training, 81% expressed a desire to do so. Those who completed MHFA training self-reported more preparedness than those who did not, but student numbers were small. Conclusion Mental health teaching remains focused on theoretical aspects, such as pharmacology, with less emphasis on practical skills, such as communication skills that might support interactions about mental health. MHFA was viewed by students as one way to enhance this. Of the small number of students who had completed MHFA, they displayed an increased self-reported preparedness. This could, however, be linked to the environmental culture of the programme rather than the training per se. MPharm programmes need sufficient focus on skills including communication and crisis response that may be required by pharmacists, alongside the fundamental scientific knowledge relating to mental health.

Yale University School of Medicine.

Yale University School of Medicine.

University of Michigan Medical School.

University of Michigan Medical School.

College of Medicine, University of Saskatchewan.

College of Medicine, University of Saskatchewan.

The University of Texas Health Science Center at San Antonio, Joe R. and Teresa Lozano Long School of Medicine.

The University of Texas Health Science Center at San Antonio, Joe R. and Teresa Lozano Long School of Medicine.

University of Nevada, Reno School of Medicine

University of Nevada, Reno School of Medicine

University of South Alabama College of Medicine.

University of South Alabama College of Medicine.

Emergency medicine residency training in Africa: overview of curriculum

BackgroundEmergency Medicine (EM) is a rapidly developing specialty in Africa with several emergency medicine residency-training programs (EMRPs) established across the continent over the past decade. Despite rapid proliferation of the specialty, little is known about emergency care curriculum structure and content. We provide an overview of Africa’s EMRPs.MethodsThis was a descriptive cross-sectional survey conducted of EMRPs in Africa between January 2017 and December 2017. Data were prospectively collected using a structured survey that was developed and administered through online data capture software, REDCap (Version 7.2.2, Vanderbilt, Nashville, TN, USA). Survey questions focused on curriculum structure and design, including clinical rotations, didactics, research, and evaluation. Data are summarized with descriptive statistics.ResultsThe survey was sent to the leadership of 15 EMRPs in 12 different African countries and 11 (73%) responded. Five (46%) of the responding programs were started by local non-EM trained faculty, two (18%) were started by international partners, and the remainder by a combination of local non-EM faculty and international partners. Overall, Seven (64%) of the countries offer a 4-year EMRP. In General, 40% of curriculums are influenced the contents developed by African Federation for Emergency Medicine. All programs offer resident led-didactics, with a median of 12 h (Interquartile range 9–6 h) per month. All EMRPs have a mandatory research requirement. All EMRPs offer clinical rotations in the ED, Paediatrics, and Obstetrics and Gynaecology, while only 2 programs offer rotations in radiology and neonatal intensive care units. Only 46% of EMRPs have in-ED clinical supervision by specialist.ConclusionThe EMRPs in Africa were started by non-EM trained local faculty alone or collaboration with international partners. The curriculum offers most exposure to ED, and less exposure in radiology and neonatal intensive care. Residents are highly involved in leading didactics and less than half of the programs have in-ED specialist supervision of patient care.

Infections in Older Adults: A Case-Based Discussion Series Emphasizing Antibiotic Stewardship.

Compared with younger populations, adults 65 years and older are more likely to suffer infection-related morbidity and mortality, experience antibiotic-related adverse events, and acquire multidrug-resistant organisms. We developed a series of case-based discussions that stressed antibiotic stewardship while addressing management of common infections in older adults. Five 1-hour case-based discussions address recognition, diagnosis, and management of infections common in older adults, including those living in long-term care settings: urinary tract infections, upper respiratory tract infections, lower respiratory tract infections, skin and soft tissue infections, and Clostridium difficile infection. The education was implemented at the skilled nursing centers at 15 Veterans Affairs medical centers. Participants from an array of disciplines completed an educational evaluation for each session as well as a pre- and postcourse knowledge assessment. The number of respondents to the educational evaluation administered following each session ranged from 68 to 108. Learners agreed that each session met its learning objectives (4.80-4.89 on a 5-point Likert scale, 5 = strongly agree) and that they were likely to make changes (2.50-2.89 on a 3-point scale, 3 = highly likely to make changes). The average score on the five-question knowledge assessment increased from 3.6 (72%) to 3.9 (78%, p = .06). By stressing recognition of atypical signs and symptoms of infection in older adults, diagnostic tests, and antibiotic stewardship, this series of five case-based discussions enhanced clinical training of learners from several disciplines.

Cutting Deep: The Transformative Power of Art in the Anatomy Lab.

On Tuesday evenings at New York University School of Medicine (NYUSoM), the anatomy lab is transformed into an art studio. Medical students gather with a spirit of creative enterprise and a unique goal: to turn anatomy into art. They are participants in Art & Anatomy, an innovative drawing course within the Master Scholars Program in Humanistic Medicine (MSPHM)-a component of NYUSoM, which offers elective courses across a range of interdisciplinary topics in medical humanities. Art & Anatomy has had approximately four hundred fifty participants since its inception in 2009. The educational intention of the course is to use drawing as an active mode of learning that enhances visual-perceptual ability and three-dimensional (3D) spatial understanding of the body's interior; however, the course also opens a creative space for participants to process the emotional complexities of cadaver dissection and the anatomy lab experience. The anatomy lab can be the training ground for clinical detachment, but many U.S. medical schools are beginning to attend more closely to the emotional aspects of dissection. The authors maintain that the inherently expressive nature of drawing makes the Art & Anatomy course a novel and effective approach to this endeavor. Select student artwork and a curriculum overview are provided.

Overview of Curricula About Pain in Physical Therapist Education Programs in Brazil: A Faculty Survey.

Educating health professionals about pain (pain education) during undergraduate studies may be an important step in changing ineffective pain management practices. The objective of this study was to assess the extent of pain education in current accredited physical therapist education programs in Brazil. This study was designed as a cross-sectional survey study. Brazilian physical therapist education programs accredited by the Ministry of Education participated in this study. The main outcome measures were frequency of a specific curriculum about pain (pain curriculum) in physical therapist education programs and content analysis according to discipline-specific pain curriculum recommendations developed by the International Association for the Study of Pain. A total of 811 physical therapist education programs in Brazil were identified. After duplicates and universities no longer offering a physical therapist education program were removed, a total of 566 physical therapist education programs were left; 399 of the 566 (70.5%) provided information about the curriculum on their websites. Among the identified physical therapist education programs with available curricula, 26 (6.5%) had a specific course about pain (pain course), covering a mean of 44.3 hours. Limitations included the inability to cover all the physical therapist education programs in Brazil and the inability to identify whether pain content is distributed in other disciplines such as pediatrics, geriatrics, and neurological and orthopedic physical therapy. Most Brazilian physical therapist education programs do not offer a specific pain course. When a pain course is presented in the curriculum, some content recommended for physical therapist education programs by the International Association for the Study of Pain is not covered. The absence of a pain course in physical therapist education programs may have implications for pain management. To the best of our knowledge, this is the first study about pain education in physical therapist education programs in Brazil.

467 Organization of a First-Semester Learning Community Based on Student Interests and Backgrounds in Coordination with an Introductory Animal Science Orientation Course.

Previous literature has shown that learning communities (LC) can provide social and academic support for incoming students, which increases the likelihood for student success at the university level. There are many different working formulas for creating a successful cooperative learning environment for new students. Given the varied nature of student backgrounds and interests with the Animal Science major, randomly assigning students to LC groups may not be the best practice for creating this learning environment. The Animal Science LC at Iowa State University (ISU) matches students to an academic adviser and a peer mentor based on their interests, career goals, and backgrounds. The objective of this framework is to aid in the transition to a four-year institution by providing a sense of belonging within the peer group. This is accomplished by having every incoming student fill out a “Student Interest” card during a freshmen or transfer orientation session. The student will identify their hometown, size of their high school class, and their admission type. The individual’s top three species interests and career path are also identified. All first-semester students are required to enroll in Animal Science 110, “Orientation in Animal Science”. In the fall semesters, enrollment ranges from 340-360 students and all students meet in a lecture hall on Tuesdays. On Thursdays, students meet in their peer mentor groups which range from 8-11 students. At the heart of our learning community design is the peer mentor. A peer mentor is a current undergraduate animal science student who is familiar with the department, curriculum, and university resources. Peer mentors must go through an application and interview process in order to be selected. We typically select between 36-40 peer mentors to lead our peer groups, and mentors must complete 12-15 hours of training before being assigned to a group. Training sessions include: a departmental curriculum overview, designing a class schedule, identification of student issues, diversity and inclusion training, and understanding available campus resources. These methods have proven to be successful according to a recent poll of first-semester students (N = 178). Although only 29% of students reported that the LC was a factor in choosing ISU, roughly 81% would recommend the LC to new students. In addition, 72% reported that the LC has helped with their adjustment to ISU while 89% of students agreed that they are satisfied with their overall LC experience.

Aligning Olympic education with the liberal arts: a curriculum blueprint from Taiwan

Background: For some time the Olympics have enjoyed a relatively cosy, and quite unsurprising, relationship with Physical Education and its practitioners. Yet, as academics continue their critiques of all matters Olympic, this seemingly symbiotic partnership is being placed under much closer scrutiny. The debates are typically orientated around several key concerns, namely, the vagaries of Olympic discourse, the implicit assumptions that align Olympic idealism with ‘good’ moral education, the relevance of Olympic values in young peoples' lives, the Olympic industry's politicizing/colonizing of educational domains, and the utility of Olympic ideals for affecting social, cultural, and (physical) educational change. One other discussion thread, which we add to in this paper, has been the (in)congruencies between Olympic idealism and non-Western cultural contexts and educational frameworks. Combined, the scholarly voices essentially encourage theorists and practitioners to approach the relationship between education and the Olympics with care.Context and curriculum overview: Cognizant of these contentions, this paper exhibits an Olympic education curriculum for first-year undergraduate students enrolled within a provincial Taiwanese University's Liberal Arts programme. We detail three tentative themes around which an Olympic education curriculum might be constructed: Peace, Multiculturalism, and Global sensibilities. These particular themes are concomitant with Olympic idealism, but also align with contemporary East Asian Liberal Arts frameworks. In our curriculum design, the emphasis is on developing an Olympic education that not only introduces students to broader global ideas (e.g. universality and cosmopolitan citizenry), but that respects and reflects national/localized specificities (e.g. Asian philosophical traditions and their legacies in educational institutions).Considerations: The paper stresses the need to further Olympic debates outside the traditional domains of sport and Physical Education, and continue the challenge to Western-orientated sport pedagogies. Our intention is to create a strong cross-cultural study Olympic-inspired Liberal Arts programme that may better link tertiary students in Taiwan with key sport institutions in East Asia, and also throughout the wider communities around the world. We envision aspects of our course material may hopefully serve as a useful reference for other teachers and provide a blueprint for future curricula that might challenge Western-Olympic education orientations.