Curriculum Recommendations Research Articles

Home Hemodialysis (HHD) Practice and Curriculum Recommendations among Graduates of a Training Program without a HHD Clinic Experience

Home Hemodialysis (HHD) Practice and Curriculum Recommendations among Graduates of a Training Program without a HHD Clinic Experience

Management of Islamic Education Curriculum Development in Tanjungpinang City

The current phenomenon is that there are still many curricula that need improvement with regard to Islamic values. This happens due to the change of curriculum every time in the development of the learning process, one of which is in Tanjungpinang City. The purpose of this research is to further identify the administrative or management process in the development of the Islamic education curriculum in Tanjungpinang City. The research method used is to conduct a literature study process on references related to the research, this type of research is descriptive qualitative and the data analysis technique used is drawing conclusions. The results of the research obtained are (1) There is still a need for improvement of the Islamic Education curriculum at the initial level, namely public and integrated Islamic elementary schools in Tanjungpinang City, (2) The implementation of teacher capacity building in educating students by holding internal school meetings and preparing curriculum recommendations that are appropriate to be taught in public and integrated Islamic elementary schools in Tanjungpinang City. The conclusion obtained in this study is that Tanjungpinang City has endeavoured to develop Islamic education management in schools in Tanjungpinang City, especially at the elementary school level. Not only that, professional competence is carried out in the form of Continuing Professional Development (PKB) for teachers.

Menstrual health education: school health curriculum topics by grade level recommended by specialized medical professionals in menstrual health clinics

Study ObjectiveEvidence-based menstrual health education is not mandated in any U.S. state or territory. Aspects of normal and abnormal menstruation impact quality of life and educational engagement, but many youth are not prepared to know when to seek medical help. We sought to determine which topics should be included in a 3rd through 8th grade school-based menstrual health curriculum. MethodsWe conducted a cross-sectional online survey of medical professionals who care for patients with menstrual problems. We asked participants to indicate the top three menstrual health topics by grade and we compared the most common responses by year. We also solicited general comments about curriculum content. ResultsSurveys from 55 medical professionals met criteria for analysis. The most frequent topics to be selected were normal and abnormal menstruation, reproductive anatomy, puberty timeline, and menstrual products. A majority recommended the topics of puberty timeline (38, 69.1%) and reproductive anatomy (34, 61.8%) for 3rd grade, introducing normal menstruation (31, 56.4%) and menstrual products (24, 46.3%) in 4th grade, and abnormal menstruation (27, 49.1%) in 6th grade. More complex topics such as world cultures around menstruation (14, 25.5%) and period poverty (11, 20.0%) were preferred for 8th grade. Many providers emphasized the importance of teaching normal versus abnormal menstruation in a school health curriculum. ConclusionMedical professionals provide recommendations for a school-based menstrual health curriculum that introduces topics at developmentally appropriate ages from a medical perspective, teaches basic menstrual symptom management, and instructs on warning signs for abnormal menstruation.

OT Curricula Patterns for Acquired Brain Injury-Related Vision Disorders for Entry-Level Programs

Abstract Date Presented 03/22/24 Explore entry-level OT curriculum patterns for acquired brain injury (ABI)-related vision disorder screens and management. Curriculum recommendations are highlighted to improve student preparedness and knowledge of vision assessments and resources. Primary Author and Speaker: Laura Mae Schmeiser Additional Authors and Speakers: Caitlyn Foy Contributing Authors: Alicia Reiser

(138) ARE WE THERE YET? ASSESSING OUR CURRENT STATE OF SEX MED EDUCATION

Abstract Introduction Sexual concerns are prevalent, but studies have demonstrated that patients often feel most comfortable if the clinician initiates the conversation. Many patients are hesitant to discuss sexual concerns with their providers for a variety of reasons including fear of judgment, lack of clinician knowledge, and concerns that these issues are abnormal or unusual. Clinician education plays an important role in helping to facilitate these difficult conversations. However, there has never been a broad assessment of education across medical training programs, while the most recent assessment of MD training programs occurred approximately a decade ago. Objective We set out to create and administer a survey to assess sexual medicine training across most major medical disciplines where sexual health matters may be discussed, including nurse practitioner, midwifery, physician, and physician assistant training. Methods A subcommittee of the ISSWSH Advocacy Committee was formed with members representing the medical disciplines to be surveyed. A survey was developed to gather data on sexual medicine education offered at nursing, midwifery, physician, and physician assistant training programs. The survey included a series of questions regarding content taught during these programs (checklists, open ended responses). The survey was approved by the Wake Forest IRB and distributed using RedCap to various institutions from the above disciplines throughout the United States. Results We received a total of 33 complete responses. 88.5% of respondents stated they used traditional lecture as their teaching method, whilst only 11.5% used simulation, and 7.7% used actual mechanical models. The majority of programs that responded spent 3-5 hours total dedicated to human sexuality and sexual function education. Interestingly, respondents noted that faculty involved in sexual medicine education were mostly OB/GYN in background (63%), followed by family medicine (18.5%) and urology (18.5%). While not all respondents indicated that their students were assessed on their knowledge after teaching, it was noted that the majority of programs that did respond indicated that examination was the most common mode of assessment. Only 33% of institutions noted having a regional or nationally recognized expert in the field. Conclusion It is essential that the accrediting bodies for medical programs incorporate the input of international societies such as ISSWSH (in collaboration with other sexual medicine organizations) to formulate an official statement and recommendations for a standardized curriculum for sexual medicine.

Sexual Health Education Experiences and Recommendations from the Perspective of LGBTQ+ Youth.

Despite the well-known benefits of comprehensive sexual health education, the majority of school sexual health education curricula in the United States (U.S.) is non-comprehensive and excludes LGBTQ+ students. This exclusion may contribute to poor health outcomes in LGBTQ+ youth, with some research beginning to document these experiences and provide recommendations for curricula changes. Using a sample of LGBTQ+ youth across the U.S. (ages 13-17; N = 809), this study characterizes youths' sexual health education experiences and provides curricula recommendations using a mixed methods approach. Quantitative analyses revealed that LGBTQ+ content is often excluded from sexual health education, particularly topics surrounding sexual orientation and gender identity, which youth wanted to learn more about. Furthermore, participants identified several extracurricular sources of sexual health education, including online spaces, friends, and personal experiences, which were often preferred. Qualitative analyses suggested that LGBTQ+ youth described their sexual health education as exclusive of LGBTQ+ content, often being based in abstinence, religious principles, or described as oppressive (e.g. hearing LGBTQ+ negative remarks) or suppressive (e.g. skipping required LGBTQ+ content). LGBTQ+ youth also provided recommendations for future curricula. Findings can inform curricula development and implementation, as well as policy change, to ascertain that all youth have access to inclusive and comprehensive sexual health education.

Development of manufacturing engineering program of Bulacan State University using employability tracer study

<span lang="EN-US">Tracer study is one of the continuous quality improvement tools for curriculum development. The graduates are invited to answer the tracer form to determine their employability. Since the Manufacturing Engineering program in Bulacan State University (BuLSU) is the youngest engineering program, there is minimal data on graduates available, especially on the details of their first jobs, such as the first job related to the program, time taken to land their first job, gross monthly salary, and learning competencies. The demographic profile of the manufacturing engineering graduates from 2015 to 2019 is preserved and remains strictly confidential for the safety of their identification. Correspondingly, the study applied a cross-sectional retrospective survey method. Moreover, 67.41% of manufacturing engineering graduates responded. The employment rate of manufacturing engineering graduates was 93.38%, whereas regular or permanent in their current employment was 84.40%. Furthermore, data show that they are employed within less than a month, 50.97% of responses. Lastly, the primary learning competency that manufacturing engineering graduates consider is critical thinking skills, with a response rate of 86.11%, followed by problem-solving skills, with 81.94% responses, while third was communication skills, with a rate of 78.08%. Ultimately, the recommendations for further curriculum and program improvement are exhibited.</span>

Using the Theoretical-Experiential Binomial for Educating AI-Literate Students

In the dynamic landscape of modern education, characterized by an increasingly active involvement of IT technologies in learning, the imperative to transfer to university students the skills necessary to integrate Artificial Intelligence (AI) into the process represents an important goal. This paper presents a novel framework for knowledge transfer, diverging from traditional programming language-centric approaches by integrating PSoC 6 microcontroller technology. This framework proposes a cyclical learning cycle encompassing theoretical fundamentals and practical experimentation, fostering AI literacy at the edge. Through a structured combination of theoretical instruction and hands-on experimentation, students develop proficiency in understanding and harnessing AI capabilities. Emphasizing critical thinking, problem-solving, and creativity, this approach equips students with the tools to navigate the complexities of real-world AI applications effectively. By leveraging PSoC 6 as an educational tool, a new generation of individuals is efficiently cultivated with essential AI skills. These individuals are adept at leveraging AI technologies to address societal challenges and drive innovation, thereby contributing to long-term sustainability initiatives. Specific strategies for experiential learning, curriculum recommendations, and the results of knowledge application are presented, aimed at preparing university students to excel in a future where AI will be omnipresent and indispensable.

Components of an Updated Disaster Medicine Curriculum Included in Emergency Medicine Residency and Emergency Medical Services Fellowship in the United States.

Disaster medicine (DM) is a unique field that has undergone significant development as disaster events become increasingly complicated to respond to. However, DM is not recognized by the American Board of Medical Specialties (ABMS) or Accreditation Committee of Graduate Medical Education (ACGME), and therefore lacks board certification. Furthermore, prior studies have shown that there is unique body of DM knowledge not being addressed in emergency medicine (EM) residency or Emergency Medical Services (EMS) fellowship, resulting in fundamental DM topics not being covered amongst graduate medical education (GME) programs most prepared to produce DM physicians. A recently published DM core curriculum addresses this knowledge gap and seeks to promote standardization of DM training. The objective of this study is to analyze EM residency and EMS fellowship curricula for the inclusion of DM major curriculum topics and subtopics, using the most recently published DM core curriculum as a control. Both EM residency and EMS fellowship curricula were analyzed for inclusion of DM curriculum topics and subtopics, using the DM curriculum recommendations published by Wexler, et al as a control. A major curriculum topic was deemed covered if at least one related subtopic was described in the curricula. The included and excluded DM topics and subtopics were analyzed using descriptive statistics. While all the DM major curriculum topics were covered by either EM residency or EMS fellowship, EMS fellowship covered more major curriculum topics (14/15; 93%) than EM residency (12/15; 80%) and EMS fellowship covered more DM curriculum subtopics (58/153; 38%) than EM residency (24/153; 16%). Combined, EM residency and EMS fellowship covered 65 out of 153 (42%) of the DM curriculum subtopics. Although this study finds that all the DM major curriculum topics will be covered in EM residency followed by EMS fellowship, over one-half of the subtopics are not covered by either program (16% and 38%, respectively) or both programs combined (42%). Increasingly relevant subtopics, such as climate change, droughts, and flooding, are amongst those not covered by either curriculum. Even amongst the DM topics included in GME curricula, an emphasis on themes such as mass treatment, preparedness, and mitigation is likely under-represented. Accreditation from ACGME for DM fellowship would further promote uniform implementation of the updated core curriculum and ensure optimal training of disaster-ready physicians.

Implementation of the 8+i link and match vocational school program

This research aims to create the 8+i link and match model as an embodiment of a healthy learning ecosystem between schools and the worlds of business and industry. The research technique is a mix of quantitative and qualitative research methodologies. The qualitative technique develops a basic list of success characteristics using meta-ethnography, whereas the quantitative approach defines the link between the variables under examination by establishing or building many latent variables that explain the relationship between variables using Aiken's formula and SPSS version 26. The study's findings demonstrate the success of the 8+i link and match model between Muhammadiyah 1 Ciputat vocational high school/Sekolah Menengah Kejuruan (SMK) Muhammadiyah 1 Ciputat and industry in generating efficiency and mutual benefits for both parties, not just ordinary collaboration, but intense collaboration from the curriculum development, learning, and industrial work practices designed collaboratively. The Implication of the 8+i link and match model if correctly implemented is that the industry will profit because the training expenses is reduced, and vocational high schools will benefit because their graduates is absorbed by the industry. Recommendations for the vocational high school curriculum must include schools, and industry, also Teaching personnel must include practitioners from industry as well as instructors from schools.

Strengthening Legal Frameworks For Drug Education In Indian Schools: A Policy Perspective

Drug abuse among students ranks among the current public challenges in the Indian context and requires a collective approach to address the menace comprehensively. The supporting research is a doctrinal study on policy implications regarding enhancing legal frameworks on drug education in Indian schools. It endeavours to use the analysis of existing legislation, educational policies, and empirical studies to generate insights and policy proposals to enhance the legal bases of drug education laws in Indian schools. As such, it builds on the current landscape of the legal background of drug education provisions in the current Indian legislative documents, such as sections of the National Education Policy, as well as the efficiency of the current provisions to respond to the menace in the students’ domain. The study also deliberates the stakeholders’ mandate, such as schools, teachers, students, and parents, in the delivery of drug education strategies in the students’ docket. An exploration of the comparative landscape of other schools in the world aims to draw parallels and suggest areas that require more focus in the Indian context. The study will also highlight the existing awareness and available training platforms for educators to deliver the proposed curriculum. The research will conclude with policy recommendations touching on amendment and retroactive approaches to legislation, curriculum recommendations, and, lastly, agency collaboration.

"Becoming a Person Who Does Self-Care": How Health Care Trainees Naturalistically Develop Successful Self-Care Practices.

Self-care is an ethical imperative for health professionals as it can mitigate the adverse effects of stress on professional functioning and health. Yet, there tends to be a lack of self-care among healthcare trainees and an insufficient focus on self-care in medical education. The objective of this study was to develop a grounded theory of how health trainees become successful self-care users. Semi-structured interviews were conducted with 17 students in a variety of healthcare disciplines. Data were analyzed using grounded theory methodology. Health trainees underwent 4 iterative phases to become successful at self-care: Having a Wake-Up Call, Building Skills, Gaining Confidence, and Building an Identity. Our model also explained why some trainees were unsuccessful at developing self-care practices. We offer the first theory to explain how health trainees develop effective self-care habits. Understanding how self-care practices naturalistically develop has critical implications for developing interventions and curricula: By basing curricula about self-care on knowledge of what works, we have an opportunity to be more successful as educators. Indeed, other researchers have noted a lack of success in self-care and anti-burnout interventions for healthcare professionals. We conclude by discussing implications and recommendations for medical training and curriculum for health professions, including augmenting naturally occurring processes, linking self-care to personalized values, providing opportunities for deliberate practice, focusing on persistence with self-care, and faculty promotion and acceptance of trainee self-care.

An Overview of Strategies for Conceptualizing Derivative and their Applications in Daily Life for Secondary-Level Mathematics Students

Derivative is a foundational concept in calculus but can be challenging for secondary students to grasp conceptually. This paper provides an overview of research-backed strategies for developing a strong conceptual understanding of derivative. Visual and intuitive approaches are discussed, such as relating the derivative to real-world con-texts involving speed, growth, and modeling phenomena. The importance of multiple linked representations and building connections between graphical, numeric, verbal and symbolic perspectives is emphasized. Strategies for motivating learning through real-world applications and simulations relating concepts to students' lives are out-lined. Procedural expertise and conceptual mastery are cultivated together. The benefits of a conceptual learning, problem solving abilities, and STEM-related fields are noted. Curricular recommendations focus on conceptual exploration prior to for-mal definitions. Thus, the paper highlights best practices for conceptualizing deriva-tive through visual-intuitive, multi-representational and application-based ap-proaches to promote flexible, adaptive understanding and lay the groundwork for calculus success.

Beefing up communication skills of upper-level animal science students.

Animal scientists face an increasing need to communicate with the lay public because of the public's interest in the origin and production of animal-sourced foods. Consumers' increased interest infers a critical need for effective communication skills among animal science graduates. Effective communication skills are mandatory if students are to explain scientific information and mitigate misinformation about livestock production. The purpose of our study was to investigate the communication styles and communication effectiveness of upper-level animal science students enrolled in a beef cattle production and management course at Texas A&M University across five semesters (N = 241; spring 2018 = 61, summer 2018 = 15, Fall 2018 = 54, spring 2019 = 55, and fall 2019 = 56). Male animal science students (n = 25; 32.9%) preferred assertive and direct communication (a driver communication style) and female students (n = 32; 19.4%) preferred collaborative and accommodating communication (an amiable communication style). Students were moderately experienced with beef cattle production (M = 3.09, SD = 1.07) before enrolling in the course; however, former beef cattle experiences did not influence their preferred communication style [F(10, 230) = 0.36, P = 0.96]. Researchers also observed students' communication skills during an end-of-semester beef cattle production and management project presentation and identified strengths and weaknesses. Students demonstrated strong, in-depth animal industry knowledge, an ability to connect beef production techniques to management success, and critical thinking skills when answering questions. Oral communication skills warranting improvement included integrating visual aids and/or visual slides to support findings, using improved stage presence and confidence, and sharing responsibilities when presenting as a team. Finally, completion of a supplemental communication training module, intended to develop oral communication skills, significantly improved [F(1, 55) = 4.16, P = 0.046] students' beef cattle production and management project presentation scores. As students become aware of their communication preferences and tendencies, they become equipped to adjust their communication practices and techniques when needed. Through this study, we gained insight into students' communication tendencies and skills, which can be used to provide curricular recommendations and enhance students' workforce readiness.

Help Us Stay: A Message to Yukon’s Policy Makers

Emerging from a larger study that focused on stories of becoming and being an early childhood educator (ECE) in Yukon, this paper presents an exploration of Yukon’s current early learning context from the perspective of six ECEs. By focusing on their lived experiences, this paper highlights the challenges ECEs face in their daily practices and presents the wisdom generated from their voices as they share their policy and curriculum recommendations, aiming to inform government decision makers and stakeholders in Yukon’s early learning sector.

Exploring Students’ Acceptance of Construction Information Technology: The Development of a Comprehensive Technology Acceptance Model for the Design of an Education Program at a Japanese University

Construction information technology (CIT), particularly building information modeling, is globally embraced in industry but relatively new to Japanese universities because of its unique interdisciplinary nature. This presents challenges for students and instructors. Promoting the widespread adoption of CIT in Japan necessitates the development of undergraduates’ proficiency in hard and soft engineering. The problem is that Japanese universities lack research and curricula concerning CIT education—a deficiency that raises the need to evaluate students’ perceptions and acceptance of such education. This study is an initial endeavor to fulfill this need, with a view to providing curriculum recommendations and insights into the issue of interest via the analysis of students’ awareness by developing a comprehensive technology acceptance model (TAM). The findings revealed that students’ exposure to and knowledge of CIT during their university education significantly influence their perception of its utility, thereby affecting their acceptance of CIT courses. Their perception of the usefulness of CIT in future employment is a more influential factor in their willingness or readiness to accept and participate in CIT courses than its perceived importance for industry development. To facilitate the advancement of the construction sector, stakeholders should develop an industry–university collaboration-based education program that bridges the gap between academic and industry needs, creates job opportunities for students, and nurtures talent.

AI in medical education: medical student perception, curriculum recommendations and design suggestions

Medical AI has transformed modern medicine and created a new environment for future doctors. However, medical education has failed to keep pace with these advances, and it is essential to provide systematic education on medical AI to current medical undergraduate and postgraduate students. To address this issue, our study utilized the Unified Theory of Acceptance and Use of Technology model to identify key factors that influence the acceptance and intention to use medical AI. We collected data from 1,243 undergraduate and postgraduate students from 13 universities and 33 hospitals, and 54.3% reported prior experience using medical AI. Our findings indicated that medical postgraduate students have a higher level of awareness in using medical AI than undergraduate students. The intention to use medical AI is positively associated with factors such as performance expectancy, habit, hedonic motivation, and trust. Therefore, future medical education should prioritize promoting students’ performance in training, and courses should be designed to be both easy to learn and engaging, ensuring that students are equipped with the necessary skills to succeed in their future medical careers.

The state of undergraduate palliative care education at Austrian medical schools – a mixed methods study

BackgroundThere is an increasing demand for universal, high-quality access to palliative care in Austria. To ensure this, the implementation of palliative care in the medical studies curriculum is essential. This is the first study to investigate the state of undergraduate palliative care education at Austrian medical schools.MethodsFor this mixed-methods study with concurrent embedded design, expert interviews and online surveys were conducted between March and August 2022. The interviews were subjected to a thematic analysis according to Braun and Clarke, while the questionnaires were analysed descriptively-statistically. For the final integration, the results of both methods for each topic are presented and discussed complementarily. Both the primary qualitative and supportive quantitative data were collected to combine the advantages of the in-depth nature of the qualitative data and the consistent structure of the quantitative data to provide a more precise representation of the state of teaching.ResultsTwenty-two persons participated in the study, of whom twenty-one participated in the interview and eight in the questionnaire. The participants were experts in palliative care teaching at Austrian medical schools. Currently, palliative care is taught at seven out of the eight universities. Large differences were found in the number of hours, organisation, teaching formats, and interprofessional education. At present, three universities have a chair for palliative care and at least five universities have access to a palliative care unit.ConclusionUndergraduate palliative care education in Austria is very heterogeneous and does not meet the minimum standards suggested by the European Association for Palliative Care (EAPC) curriculum recommendations. However, several universities are planning measures to expand palliative care teaching, such as the introduction of mandatory teaching or the establishment of new teaching formats. Better coordination and networking within and between universities would be beneficial for the expansion and quality of teaching.

An Overview of Strategies for Conceptualizing Derivative and their Applications in Daily Life for Secondary-Level Mathematics Students

Derivative is a foundational concept in calculus but can be challenging for secondary students to grasp conceptually. This paper provides an overview of research-backed strategies for developing a strong conceptual understanding of derivative. Visual and intuitive approaches are discussed, such as relating the derivative to real-world contexts involving speed, growth, and modeling phenomena. The importance of multiple linked representations and building connections between graphical, numeric, verbal and symbolic perspectives is emphasized. Strategies for motivating learning through real-world applications and simulations relating concepts to students' lives are outlined. Procedural expertise and conceptual mastery are cultivated together. The benefits of a conceptual learning, problem solving abilities, and STEM-related fields are noted. Curricular recommendations focus on conceptual exploration prior to formal definitions. Thus, the paper highlights best practices for conceptualizing derivative through visual-intuitive, multi-representational and application-based approaches to promote flexible, adaptive understanding and lay the groundwork for calculus success.

The Ongoing Conundrum About DNP Project Variability

An important publication titled The State of Doctor of Nursing Practice Education in 2022 reports on a national study that examined the current state of DNP graduates both in practice and in academia. The key findings, conclusions, and recommendations of the 2022 report provide an updated snapshot of current DNP education and practice along with recommendations for curricula and utilization of DNP graduates. This article focuses on the DNP Project as an integral component of the DNP curriculum in developing clinical leaders and scholars to improve healthcare outcomes and significantly impact healthcare transformation. Many publications have addressed the significant variability of the DNP Project among programs. This AACN report further underscores variability among DNP Projects regarding purpose, focus, format, development, evaluation, dissemination, and contribution to practice. The purpose of this article is to provide a perspective for nurse leaders and faculty about selected key findings, conclusions, and recommendations from this 2022 report that relate to DNP Projects as a means to improve the value and rigor of DNP Projects and decrease the variability among DNP programs.