Curriculum Revision Research Articles

Competencies related to generalism for Japanese medical undergraduates: Essential skills for comprehensive care

Objective To identify generalism-related competencies that medical students in Japan should acquire in order to provide comprehensive care for patients. Methods The team responsible for developing the new ‘Generalism’ section of the 2022 revision of the Model Core Curriculum for Medical Education in Japan (MCC) consisted of nine members from diverse medical backgrounds across Japan. We adopted pragmatism paradigm and analyzed to identify decision-making processes using a qualitative document analysis. Results The competency list was presented as a four-tier structure. The first tier of generalism was defined as ‘take a multi-systemic view of the patient’s problems and consider the patient’s psychosocial background in order to provide comprehensive, flexible medical care that responds to the needs of the patient and is not limited to one’s own specialty, supporting the achievement of individual and societal well-being.’ The second tier was framed in terms of ‘perspectives’ and constructed of four different domains: ‘holistic,’ ‘community,’ ‘life,’ and ‘social.’ Conclusion We identified and defined the competencies required by medical students in Japan to provide comprehensive care for patients. By including these competencies in the MCC, undergraduate medical education will be better placed to respond to anticipated changes in the demand for medical care in Japan. Success factors in our guideline development process include facilitating a collaborative and iterative development process, ensuring that diverse perspectives are integrated, and using practical examples and feedback to refine competencies based on a pragmatic approach.

Development of a competency-based national model core curriculum in Japan: A case study

Purpose The 2022 revision of the Model Core Curriculum (MCC) for Japanese undergraduate medical education aimed to develop a stratified, national-level competency framework. This paper aims to explore what innovations emerge during the process of competency-based medical education (CBME) glocalisation, driven by the interplay between global and local language and the dynamics among multiple stakeholders. Methods This is an explanatory, retrospective, single-case study with a mixed-methods approach, combining document review and participant reflections. Meeting minutes, documents, email exchanges and data from the Delphi rounds (ratings, free-text comments and panellist demographics) were analysed to identify the influence of stakeholder interactions and external contexts when deliberating competency frameworks and their hierarchical structure. Results The development of a shared language of imported educational concepts required the critical reframing of terminology rather than direct translation. This process involved the interweaving of expressions rooted in the local educational context and highlighted the importance of developing a unique structure that embodies the CBME philosophy through the educational language generated. Conclusions The localisation of global educational trends into a country’s own context may reveal the universality of imported educational concepts, provided that the process is underpinned by discussions with a robust, grounded rationale.

Nothing About Us Without Us: Improving Representation of Disability in Medical School Curriculum Through Explicit Inclusion.

Medical school curricula across the United States fail to adequately prepare students to provide high-quality care to and advocate for patients with disabilities. To address this shortcoming at one large, urban medical school, the Curriculum Committee at Sidney Kimmel Medical College (SKMC) formed a taskforce of students and faculty to evaluate the degree and quality of disability representation in its undergraduate medical education (UME) curriculum. Taskforce members solicited input from five community members in various fields of disability advocacy to craft recommendations that reflected this community's vision for disability education in UME. Community partners suggested areas of focus including clinical skills, accessibility of healthcare facilities, awareness of intersectionality with other identities, acknowledgment of bias, and respect for the patient's autonomy via their "right to risk." The taskforce report to the Curriculum Committee included 9 recommendations for curricular revision based on community partner suggestions, 6 of which were accepted and are being implemented into the curricular content for the class of 2026 and beyond. This novel approach to implementing curricular change could encourage other medical schools to evaluate their own curricula through the lens of disability and prompt curricular revision with the input of community partners with disabilities, students, and, faculty.

The Opportunity for Educational Innovations and Requirements in Academic System Reform of Medical Schools

The amendment to the Higher Education Act enforced on February 20, 2024, abolishing the traditional 2-year pre-med and 4-year medical school programs, marks a significant shift in medical education in Korea. The academic system reform is expected to be a driving force for large-scale curriculum revision, presenting an opportunity to introduce new educational innovations not only in curriculum but also in student assessment and support systems. Addressing these challenges requires collaborative efforts among educators, students, and communities to navigate the evolving landscape of medical education effectively. In this regard, I will illustrate the recruitment and development of educators to implement the reform and the collaboration between communities and medical schools to innovate medical education.

EXPLORING THE RELEVANCE OF SRI AUROBINDOS INTEGRAL EDUCATION PHILOSOPHY IN CONTEMPORARY EDUCATIONAL PRACTICES

In todays educational landscape, educators grapple with the challenge of nurturing students for holistic development and lifelong learning amidst a rapidly evolving world. The Integral Education Philosophy of Sri Aurobindo provides significant insights in line with contemporary teaching methods. Sri Aurobindos philosophy, which emphasises the harmonious development of physical, mental, emotional, and spiritual elements, promotes education to help people realise their full potential in order to promote planetary change, social harmony, and personal fulfilment. The current movement towards student-centred learning approaches is in line with core ideas including experiential learning, holistic growth, individualised teaching, multidisciplinary integration, ethical cultivation, and spiritual improvement. This qualitative study examines how Integral Education might be used in contemporary educational settings by examining primary and secondary sources. Results highlight Integral Educations connection with modern educational techniques and clarify its guiding principles.The study also highlights the advantages, difficulties, and real-world applications of incorporating integral education into a range of educational contexts. The implementation of Integral Education presents a number of problems, including resource allocation, curriculum revision, assessment techniques, teacher preparation, cultural sensitivity, socio-political context, and opposition to change, despite its promise of holistic growth and well-being. To overcome these obstacles, careful preparation, teamwork, and on-going assistance are needed. To sum up, Sri Aurobindos Integral Education Philosophy is a revolutionary approach to learning that gives insightful guidance for developing well-rounded people who can successfully navigate a complex and interrelated world in a variety of educational settings.

ПРОБЛЕМЫ И ПЕРСПЕКТИВЫ ЦИФРОВИЗАЦИИ АПК РОССИИ В УСЛОВИЯХ МЕЖДУНАРОДНЫХ САНКЦИЙ

The article presents the results of research into the problems and prospects of digitalization of Russia's agro-industrial complex in the context of international sanctions. Within the framework of the theoretical section, it was established that the digitalization of enterprises in the sphere of agro-industrial complex is implemented on the basis of one of the three main models: pure producer; "from field to counter; agro-industrial ecosystem "from field to fork". The Russian model of AIC digitalization has a number of specific features: the full participation of the state in the digitalization processes, which both allows it to retain control over the industry and simultaneously narrows the possibilities of free choice of digital transformation trajectories for the business itself; the strategic position of state high-tech corporations, which de facto have a competitive advantage in state tenders and, accordingly, draw a large share of financing for the digitalization of the industry; the model of digitalization of the agricultural sector, which is based on the state's control over the industry. In the author's opinion, the main prospects for the digitalization of the agro-industrial complex, taking into account the impact of international technological sanctions, are: encouraging large agricultural holdings to develop corporate programs of financial support for agrotech start-ups; the formation of a national database on projects of digitalization of business processes in the agro-industrial complex in the main categories: precision farming, smart farm, farm management systems, automation of sowing and disease control; the introduction of a system of tax incentives and other preferences (e.g., the availability of preferential loans for agro-industrial complexes); the introduction of a system of tax breaks and other preferences (e.g., the use of tax-free loans for agro-industrial complexes). revision of curricula in agrarian universities of the country with the addition of disciplines orienting future specialists to work with digital technologies.

Empowering Teacher Educators: Advancing Culturally Responsive Practices Through Professional Development

ABSTRACT This single-site case study investigates the effects of a culturally responsive teaching professional development (CRPD) program on seven teacher educators’ self-efficacy and implementation of culturally responsive practices in their coursework. Over five years, the study involved evaluating existing coursework, educator training, community partnerships, and curriculum revisions. Quantitative and qualitative data, including a culturally responsive teaching self-efficacy survey, syllabi content analysis, interviews, exit tickets, and classroom observations, were collected and analyzed. Results show a positive impact of the PD on educator self-efficacy in implementing CR practices, promoting inclusive learning environments, fostering meaningful classroom relationships, improving assessment and instructional practices, enhancing discourse strategies, and cultivating critical consciousness among both educators and students. Cross-disciplinary collaboration, collaborative mentorship, and sustained personal and professional growth emerged as crucial elements in this transformative process. The study highlights the significance of targeted support and training for educators to effectively integrate CR practices into their teaching.

Perceptions of spirituality and predictors of competence in spiritual care among nursing students in five middle eastern countries: A cross-sectional survey

BackgroundSpiritual Care is integral to holistic nursing; however, it often remains underprovided due to a lack of education. ObjectiveThis study examined perceptions of spirituality and predictors of competence in spiritual care among nursing students in Middle Eastern countries. DesignA cross-sectional survey was used. Participant/settingNursing students (n = 785) from five universities in Middle Eastern countries were included. MethodsParticipants completed the Spiritual Care-Giving Scale-Arabic and Spiritual Care Competency Scale. Multiple linear regression analysis was used to identify the predictors of perceived competence in spiritual care. ResultsNursing students showed positive attitudes towards spirituality, with a mean score of 5.1 (SD = 0.60) on the Spiritual Care-Giving Scale-Arabic. However, their perceived competence in providing spiritual care was low to moderate with a mean score of 79.0 (SD = 32.0) on the Spiritual Care Competency Scale. The bivariate analysis indicated significant relationships between students' spiritual care competence and gender, previous exposure to spirituality education, willingness to undergo spirituality training, and total spirituality score. Finally, significant predictors of higher competence included regular admission status, prior spiritual education, willingness to undergo spiritual care training, and higher personal spirituality scores. ConclusionNursing students in the Middle East have positive attitudes towards spirituality, but low to moderate competence in providing spiritual care. The influence of personal spirituality on competence underscores the importance of fostering a supportive environment for students to reflect on their beliefs. Comprehensive curriculum revisions and training programs, along with the recognition of the impact of personal spirituality, are essential to prepare future nurses for holistic people's care.

How does movie foster experiential learning in auditing education?

PurposeThis study explores virtual platforms’ capabilities, particularly emphasising the influence of educational movies embedded with lifelike narratives to serve as a potent medium for immersive learning within the auditing discipline. Through this exploration, we aim to discern how cinematic depictions can educate and encapsulate the intricate dynamics of real-world auditing scenarios, thereby enriching the educational experience for budding auditors.Design/methodology/approachBy employing an action research methodology, this study engaged 134 auditing students from China in an experiment, using a questionnaire to assess their grasp of auditing concepts like internal control, corporate governance, and professional ethics.FindingsPreliminary findings underscore the efficacy of movies as pedagogical tools. These movie experiences bridge the gap between theoretical knowledge and its real-world application, particularly highlighting the nuances of professional ethics and corporate governance. Results show that such a method amplifies students’ comprehension of auditor skillsets, practical complications, and ethical insight and nurtures professional scepticism about tangible audit issues.Research limitations/implicationsThis study illuminates a novel virtual learning approach using movies that primes students to exercise critical thinking and augments cognitive skillsets, especially when navigating ethical conundrums. The broader implication is the potential enhancement of auditing education quality in China, presenting educators with an innovative teaching modality that bolsters students’ critical analysis and cognitive development.Practical implicationsThis study has multiple implications for auditing education policy. It underscores the imperative need for curriculum revision in contemporary auditing education. Our study can significantly change contemporary auditing education by incorporating movie-based experiential learning. Educators and institutions in China and other parts of the world explore this avenue, customising it to fit the unique requirements of their respective courses and the country’s contexts. Our study also highlights the challenges and recommendations for real-world audit simulation for auditing education. While our research highlights the promise of educational movies, it also sheds light on the potential difficulties in their integration. Audit educators need adequate support and training for effective assimilation, ensuring they leverage educational movies to maximise learning outcomes. Careful curation and selection of movies, combined with strategic planning, are paramount to this teaching method’s success. With the continual evolution of video tools, there is an opportunity for a more immersive and holistic education model, shaping the next generation of auditors.Originality/valueThis study offers insights into innovative strategies to imbue real-world experience into traditional curricula, ensuring relevance and applicability across diverse educational landscapes.

Personality Psychology of Characters in Kado Terbaik Novel by J.S. Khairen as an Alternative Literature Learning Material in Senior High School

This study is conducted to investigate the psychological perspective of the characters on Kado Terbaik novel by J.S. Khairen. The design of the study is qualitative research with literature psychology research design and character psychology approach. The data of this study are that includes words, sentences, paragraphs and dialogues contained in the novel Kado Terbaik indicated by material, structure and personality qualities that builds the personality of character based on personality psychological theory by Ludwig Klages. The data source of this study are a novel by J.S. Khairen entitled Kado Terbaik and the syllabus of 2013 curriculum revision year 2021 on the level of Senior High School. The data collection in this study employs a documentation technique by collecting written data in the form of words, sentences, dialogues and paragraphs obtained in the novel Kado Terbaik that related to problem of the study. The results of this study indicate that the personality of Rizki is character in the Kado Terbaik novel is good as Rizki has clear, detailed and good recall, sanguine temperament, depressive and expansive moods, active affect and strong expression, personality quality influenced by self-control and lust. In conclusion, Kado Terbaik can be one of good novels as alternative literature learning materials in eleventh graders of senior high school in second semester according to the 2013 curriculum.

Academic program enhancement supporting the success of undergraduate nursing students and graduates

Nursing program administrators, faculty, academic success coaches, and remediation specialists have implemented many interventions in support of baccalaureate nursing students' retention and graduates' NCLEX-RN® first-time pass rates. A private university's undergraduate nursing program's team incorporated additional evidence-based interventions aimed improving students' achievement of benchmarks following a 3-year decline in NCLEX-RN pass rates. Interventions expanded the prelicensure academic program's activities using a continuous quality improvement approach. A simulation center was constructed and a director was hired. A consultant also facilitated faculty engagement in curricular revisions. A new position, coordinator tutor/remediation specialist, was filled and the academic success coach launched interventions that complemented an initial and subsequent strategies for success initiative. New interventions were trialed and evaluated and became integral to students' and graduates' success. The academic success coach's commitment to students' achievements promoted their engagement in interventions. Pass rates increased and were sustained. Examples of interventions, supported by evidence, are presented in tables for review. A logic model depicts components of the program plan and its interventions as augmented by prospective strategies and remediation interventions. Continuous quality improvement processes will continue. Students and graduates have commented positively on the benefits of the assorted, success-promoting interventions.

호주 뉴 사우스 웨일즈 주 교과 교육과정에 대한 분석을 통한 역량 기반 교과 교육과정 설계 개선 연구

Objectives The purpose of this study is to analyze the deficiencies of the 2022 revised curriculum from the perspective of a competency-based curriculum and derive implications from the curriculum system of New South Wales, Australia. Methods In order to achieve this purpose, the 2022 revision and the curriculum of New South Wales, Australia were analyzed based on the linkage of goal-content-achievement standards, which are important standards for competency-based curriculum design, and the clarification of achievement standards by grade level. Results The main research results are that the 2022 revised curriculum is still found to be insufficient in the linkage of goal-content-achievement standards and the criteria for clarifying the level of achievement standards by grade level, but the Australian New South Wales state curriculum is designed to meet the two standards. Conclusions In order to more fully realize the direction of the competency-based curriculum in the next curriculum revision, the subject curriculum needs to be developed in the order of ‘establishing educational objectives and goals development of achievement s → tandards → development of content standards’.

Depoliticization and marginalized critical environmental education: curriculum revision for empowering students as environmental agents

Depoliticization and marginalized critical environmental education: curriculum revision for empowering students as environmental agents

Exploring a revised interprofessional learning curriculum in undergraduate health education programs at Linköping University

BackgroundInterprofessional education aiming at providing competencies require evaluation in order to ensure that outcomes match the needs and ambitions. Health professionals today need a broad range of skills and competencies in order to provide high quality care, including interprofessional competence. Linköping University has been a pioneer in interprofessional learning for decades and this study provides one example of how a curriculum revision can be carried out. The aim of this study was to study the intentions and outcomes of a revised interprofessional learning curriculum in health professions education programs.MethodsThis was a qualitative study, including documents (n = 143) and complementary interviews with key individuals (n = 4). Data included syllabuses, study guides, educational program plans, supervisor guides, and interview transcripts. A qualitative document analysis and a content analysis with a directed approach was used, applying a theoretical framework for curriculum development that guided the analysis.ResultsThe analysis resulted in one overarching theme named “A planned, lived, and attended curriculum” including four main categories inspired by a theoretical framework. The findings demonstrate a variety of aspects relating to the why and how of curriculum revision. The introduction of a programme director in interprofessional learning, with a mandate equal to respective program directors, seemed to contribute to legitimacy. Further, the partnership between the university and the healthcare sector had an impact on the curriculum revision, in that healthcare had a say in the revision regarding what suggestions to implement or not. The expectations of the teachers involved were high, although clear support structures seemed to be lacking.ConclusionsThis study has identified some of the important links between teachers, organizational prerequisites, and healthcare when revising an existing fully integrated curriculum in interprofessional learning for health professions education programs. The aim of this curriculum revision was to legitimize and provide education that is up to date with current healthcare needs and to provide students with competencies to collaborate in teams to ensure patient safety. When redesigning a curriculum there seems to be a fine balance between pedagogical innovation and pragmatism. This study identified that the links provided between organizational support structures and the expectations on teachers were not aligned.

Do We Make a Difference? The Effect of a Doctor of Physical Therapy Program Curriculum on Student Cultural Competence.

Doctor of Physical Therapy (DPT) education programs have been charged with developing a culturally competent health care workforce to better meet the needs of diverse communities and reduce health inequities. The purpose of this longitudinal, quasi-experimental educational intervention study was to examine the effects of an integrated DPT program curriculum on student cultural competence at a public, midsize, midwestern university. There is an abundance of research on conceptual models and frameworks for the development of cultural competence within health care education with many studies relying on self-perception to measure outcomes. Using the Model of Interculturalization as a theoretical framework, this study explored the development of cultural competence among DPT students using the Intercultural Development Inventory (IDI). A purposeful convenience sample of DPT students ( n = 177) was used. The IDI was administered to 3 student cohorts. One cohort had data at 4 different time points, including upon entry into the program (baseline) and at the end of the first, second, and third year. Two cohorts had data for 2 time points. IDI Developmental Orientation (DO) and Orientation Gap (OG) scores were used to measure cultural competence and accuracy of self-perception of cultural competence. Data analysis was performed using descriptive statistics, independent and dependent sample t -tests, and analysis of variances. There were no differences between the cohorts. There were statistically significant improvements in both cultural competence (DO scores) and accuracy of self-perception of cultural competence (OG scores) for 2 cohorts. However, significant change only occurred during year 1. No other differences across time for any of the cohorts were significant. Findings can be leveraged and incorporated into recommendations for curricular revision and program reform targeting cultural competence development among DPT students.

Preparing Pharmacists for the Digital Age: How Pharmacy Courses are Adapting to Challenges and Opportunities

ObjectiveAs the digitalization of health accelerates, the fusion of pharmacy and informatics becomes crucial. Pharmacy education must adapt to equip professionals for this evolving landscape. This study aims to compare pharmacy curricula in Brazil and the United States of America, focusing on health informatics, to uncover challenges and opportunities in training pharmacists for the digital era. MethodsA cross-sectional, descriptive analysis was conducted on pharmacy curricula from leading Brazilian and American universities in early 2024. Two independent researchers collected data, concentrating on health informatics–related courses. Curriculum analysis used the n-gram technique for linguistic pattern identification in course descriptions. ResultsThe analysis included curricula from 147 Brazilian and 140 American institutions. American programs had more health informatics courses, with greater integration into pharmacy and higher workloads. Brazilian courses were fewer, less specialized, and less integrated with pharmacy practice. Bi-gram analysis showed that the United States emphasized pharmaceutical practice and technologies, while Brazil focused more broadly on public health. Challenges include Brazil’s slower integration of health informatics, impacting competitiveness. The study highlights opportunities to enhance curricula in both countries, emphasizing the importance of health informatics courses. ConclusionUS pharmacy programs are further developed by providing specialized, high-quality digital health education with extensive coursework, reflecting a curriculum aligned with digital advancements. This stands in stark contrast to Brazilian programs, which show a need for comprehensive curriculum revision to effectively prepare pharmacists for the digital age. This study underscores the urgency for global pharmacy education reform and its alignment with the rapid evolution of digital health.

The AACN essentials: An intentional framework for successful implementation

Nursing education is shifting toward competency-based education (CBE) in line with the American Association of Colleges of Nursing's (AACN) 2021 Essentials. This pedagogical shift from knowledge-based leaner outcomes to competency-based learner and program outcomes affects how faculty teach, how students learn, and how programs allocate resources to support this change. The initial move toward CBE necessitates scrutiny of current curricula and alignment of curriculum, teaching strategies, and assessment tactics framed within the ten domains of the Essentials.Drawing on the Donabedian quality improvement framework, one school of nursing's curricular revisions project team discusses their strategies and challenges in implementing the AACN Essentials, illustrating the structural, procedural, and initial outcomes of adopting the Essentials across programs and specialties.Key to this approach is engaging all relevant stakeholders and mapping current curricula to the Essentials' many competencies and subcompetencies. This work informs curricular revisions and fosters faculty engagement and creativity. Lessons learned highlight a critical need for ongoing faculty development and use of learner-centric pedagogies to achieve students' competency development and practice readiness.This article offers insights and guidance for nursing programs embracing CBE and aligning with AACN Essentials.

Comparative Analysis of Texan CTE and Australian VET Programs

Texas is facing a worker deficit crisis for the nearly 1 million “middle skill” jobs requiring applicants to possess industry-based certifications earned through technical training and learning- think plumbers, dental assistants, estheticians, and mechanics. Since our society heavily depends on the contributions of middle-skilled workers for proper functioning, the recent deficit in qualified applicants has elicited significant operational disruptions throughout Texas. Career and Technical Education (CTE) is a secondary school framework that aims to “provide individuals with rigorous academic content and relevant technical knowledge and skills needed to prepare for further education and careers.” CTE is just one of the many avenues of advancement Texas schools are pursuing in hopes of graduating a new generation of career-ready citizens who can resolve the middle-skill worker crisis. However, CTE is far from perfect, and Texas could benefit greatly from referencing successes of international vocational frameworks to inform their curriculum decisions and revisions. This research outlines a comparative analysis of Texan CTE and Australian Vocational Education and Training (VET) conducted using data from three avenues of query: subject matter expert interviews, CTE student survey results, and scholarly references. This analysis concluded that CTE is designed to expose students to diverse postgraduation career options, while VET places focus on students earning industry-based qualifications via on-site experience. In other words, CTE offers exploration of a breadth of vocational offerings, while VET offers depth of tangible outcomes for students in desired middle-skill industries. In reflecting on these discoveries, Texas would benefit from integrating aspects of the Australian School-Based Apprenticeship and Traineeship (SBAT) model into its present CTE framework to simultaneously address the middle-skilled worker crisis while providing students with a more fruitful and flexible educational experience.

Professional identity in nursing: Why it is important in graduate education

Possessing a clear identity in nursing is a guiding principle to professional comportment. In graduate nursing education, transitioning and expanding one's professional identity requires role evolution. Nurses transitioning into the advanced professional nursing role shifts their thinking to a new level. The Conceptual Model of Professional Identity in Nursing constitutes how values and ethics, knowledge, nurse as a leader, and professional comportment are intertwined. Competency-based education requires curricular redesign. The Essentials Tool Kit aligns The Essentials with learning activities to support competency-based curriculum and assessment. The Douglass and Stager Toolkit intertwines these resources for graduate nursing educators to inform professional identity in nursing for curriculum revisions. This article aims to illustrate how faculty educate graduate nursing students in the development of professional identity using a conceptual framework to achieve competencies outlined in The Essentials (AACN, 2021).

Teaching Experimental Instrumental Analytical Chemistry Are we forming professionals, training operators or illuding students (and ourselves)?

Teaching Experimental Instrumental Analytical Chemistry Are we forming professionals, training operators or illuding students (and ourselves)?