Curriculum Time Research Articles

Implementation Outcomes and Recommendations of Two Physical Activity Interventions: Results from the Danish ACTIVE SCHOOL Feasibility Study.

Physical activity (PA) should be an essential part of all children's lives, as it can promote physical and mental health, enhance general well-being, and positively impact learning outcomes. Schools offer an ideal setting to encourage physical activity during the school day, as nearly all children attend school. However, schools present a complex environment for implementing PA, and sedentary behavior is common in classroom teaching. This study explores the feasibility of two types of school-based physical activity interventions: one based on research in exercise and cognition (Run, Jump & Fun) and another grounded in embodied learning (Move & Learn). Run, Jump & Fun can be conceptualized as extra non-curricular physical activity implemented into the school day while Move & Learn is integrated into curricular time. The 8-week study involved third-grade students and their teachers from seven schools, with educational strategies applied to support adoption. Quantitative and qualitative data were collected before, during, and after the 8-week period. The results indicated that both interventions were feasible to implement, leading to a series of recommendations for further refinement. These recommendations can guide the development of future school-based PA interventions and inspire other researchers to assess and improve their implementation strategies.

E-learning module on tobacco counselling for students of medicine and dentistry in India: a needs analysis using mixed-methods research

IntroductionIn the background of lack of integrated tobacco counselling training (TCT) in the existing medical and dental curriculum, the present study was undertaken to determine the need for developing an...

P067 How much sleep medicine is taught to Australian and New Zealand medical students?

Abstract Background Sleep disorders are prevalent with wide-ranging consequences but often underdiagnosed. Previous research indicates low coverage of sleep topics in medical curricula and knowledge gaps in primary care physicians around the world. Methods The medical dean and one staff member from the 22 medical programs in Australia and New Zealand were surveyed about sleep content within the curriculum and barriers and facilitators to providing sleep education. Results Eleven programs responded (48% responding; 5 undergraduate-, 4 postgraduate-entry, 2 both) and reported a median of 4h of sleep education (IQR 1.0 – 5.9h). Most frequently covered topics were normal sleep (91% of respondents), sleep apnoea (91%), insomnia (55%), circadian disorders (51%), sleep and circadian rhythms as related to student wellbeing (45%), movement disorders (36%), hypersomnias (36%), and parasomnias (27%). More than half gave students the opportunity to meet a sleep specialist (55%), but fewer provided opportunities to attend a sleep clinic (36%), observe a sleep investigation (27%), or visit a sleep laboratory (18%). Most respondents (73%) believed sleep content could be increased; these institutions actually provided more sleep education than their counterparts (median 7.4h vs. 3.3h). Respondents suggested professional bodies can help by advising on educational frameworks, developing standard learning outcomes, and creating reference and teaching materials but noted the main barrier of limited space in the curriculum. Conclusions There is scope to improve sleep education in Australian and New Zealand medical programs, however, consensus on core topics and content integration with other disciplines are key, given limited curriculum space and time.

Degrees of Freedom: Rethinking Higher Education Credentials in South Africa

The shifting landscape of higher education and the labour market has necessitated re-evaluating conventional degree programmes, leading to an exploration of macro-credentialing as a link between university offerings and industry requirements. This paper examines the traditional dominance of the degree and the concurrent rise of strategic partnerships between higher education institutions and businesses, with the goal of developing credentials more closely aligned with the dynamic needs of the modern workforce. Traditionally, university degrees have been viewed as the bedrock of educational achievement and a prerequisite for professional success. However, rapid technological advancements and changing economic demands have exposed limitations in the degree model, particularly its often inflexible curriculum and lengthy completion time. Consequently, there is growing interest, especially within Private higher education, in macro-credentialing, which encompasses an array of non-degree awards that can be directly linked to specific skill sets and employment opportunities. Through qualitative analysis of partnership models across diverse industries and countries, this study identifies core elements contributing to the successful integration of macro-credentials into educational and professional spheres. These elements include co-creating curricula (between industry and the university), shared governance structures between educational and corporate entities, and robust assessment methodologies that validate learner competencies consistent with industry standards. Additionally, the study explores potential challenges and resistance within academia and industry, including credential recognition issues, balancing theoretical knowledge versus practical skills, and economic impacts on traditional degree pathways. It proposes strategic approaches to mitigate these challenges, emphasising the importance of transparency, stakeholder engagement, and continuous evaluation. The incorporation of macro-credentialing via university (both public and private), TVET college and Community College - Business partnerships possesses considerable potential to tackle future student discipline trajectories, the dire unemployment of South African youth and the growing needs of upskilling via life-long learning. It demands continuous innovation in educational models to guarantee they promote individual career achievements and societal progress in an increasingly intricate global economy. This paradigm transition from the conventional degree to a more adaptable, competency-based credentialing structure signifies a crucial development in matching education and industry.

Non-technical factors on ophthalmology education: a narrative review.

Ophthalmology education is increasingly influenced by non-technical factors. This paper examines the multifaceted influences on ophthalmology education, focusing on direct and indirect factors that have shaped the training and wellbeing of ophthalmology students and residents. A systematic search of PubMed and Embase was carried out, searching date was from inception to 01/07/2024. A total of 8,232 articles were screened, of which 7,976 were excluded following abstract review. After reading the remaining 256 articles in full, a further 228 were excluded. A total of 28 original articles were included in this systematic review. The non-technical factors that influenced ophthalmology education included various crisis, inadequate curricular time, training resources, lack of training standardization and shortage of financial support and teaching resources. The review summarizes the influences on ophthalmology education of various non-technical factors, thereby helping educators improve the training methods.

Crip Time Travels Through the Membrane and Vortex: An Autoethnographic Inquiry of Neurodivergent Student Temporality in Higher Art Education

AbstractCrip time is a fluid term with various definitions that pertain to the ways that disabled people experience time. In one sense, the effects of crip time can be constraining, particularly when it results in an encounter with ableist institutional and societal barriers. But crip time can also take on a liberatory form as a mode of resistance and a catalyst for structural change. This autoethnographic inquiry explores these various manifestations of crip time and will take form as a kind of crip time travel endeavour that recounts my experiences of temporality as a neurodivergent university art student. Framed through the mental imagery of the membrane and the vortex, I discuss the ways in which my neurodivergent student temporality collided and conflicted with the rigid temporal frameworks of neoliberal higher art education (HAE). I particularly focus on how HAE segments its programming into academic and artistic curricular time. I detail my difficulties keeping up with the academic curricular time to such an extent that the studio time and community time of artistic curricular time became lost or displaced time. Based on this crip time travel inquiry, I will acknowledge and move beyond a confining conception of crip time to offer insights into the liberatory potential of crip time towards reimagining temporal relations, reconceiving student success and opening time for neurodivergent students for critical making and thinking among a community of artist peers and mentors in HAE.

A Curricular Review of Radiology Education in a Master of Physician Assistant Studies Program.

Physician assistants/associates (PAs) are expected to be competent in ordering and interpreting diagnostic imaging. However, there are no further details outlining the educational expectations of PAs as it relates to radiology upon graduation. This can result in significant variability in the radiology curricula that PA students are taught and, consequently, hinder PAs' ability to work within their full scope of practice. Therefore, the purpose of this study was to map the radiology curriculum in a Master of Physician Assistant Studies (MPAS) program to elucidate radiological educational training before graduation. Quantitative curricular mapping was used to assess the 2021 to 2022 MPAS program for radiological involvement. Relevant course and session objectives related to radiology education were identified. In addition, educational learning material was reviewed for diagnostic imaging content. Formal radiological training was observed in 8 of 27 courses in the preclinical curriculum, with 4.35% of the total session objectives directed to radiological education. This formal exposure comprises 18.9 hours (1.71%) of curricular time. Informal diagnostic imaging exposure increased radiology education to approximately 29.5 hours (2.67%) of curricular time. One course (Diagnostic Imaging) focuses exclusively on radiology teaching and accounts for approximately 50% of the total radiologic teaching. X-ray ordering and interpretation received the greatest emphasis throughout the curriculum, while ultrasound received the least attention. Further integration of formal radiological education into PA programs should be considered with specific attention directed toward point-of-care ultrasound exposure and ordering/interpretation skills.

Regaining focus: Promoting attentional literacy in digital higher education

The attentional demands placed on digital learners have grown, with online and blended education increasingly impacted by hyperconnectivity and digital disarray. In this context, it is essential for educators to help learners develop attentional literacy (AL). Building on past research on AL which fused insights from the fields of digital literacies and contemplative pedagogy (CP), this Delphi study examined the concept of AL and associated practices in higher education. Starting with a working definition of AL, expert feedback was invited from a global panel of experienced CP practitioners across academic disciplines. Through three Delphi rounds, the AL definition was validated and refined, before an abbreviated version was produced to facilitate operationalisation by digital educators who may not have a CP background. The study further explored how AL can be integrated into online higher education curricula, identifying strategies for educators and students to develop AL practices and address barriers to these practices. Despite systemic and structural constraints, cultivating AL allows educators and students to exercise a greater degree of individual and collective agency over their own attention in a digital world. Implications for practice or policy: Students can be guided in developing AL through a series of stages involving awareness and noticing, focus and intentional choice, openness and curiosity, and consideration of the wider attentional ecosystem. Educators should develop their own AL first, approaching it holistically by integrating personal, pedagogical and professional development-related practices, along with complementary offline activities. Institutions can maximise scope for AL development by increasing technological support and, especially, reducing curricular time pressure on educators and students.

Implementing the Infectious Diseases Society of America Antimicrobial Stewardship Core Curriculum: Survey Results and Real-World Strategies to Guide Fellowship Programs.

The Infectious Diseases Society of America (IDSA) developed the Core Antimicrobial Stewardship (AS) Curriculum to meet the increasing demand for infectious diseases (ID) providers with AS expertise. Notable diversity in implementation approaches has been observed among ID fellowship programs using the curriculum. We sought to describe individual approaches and develop a curriculum implementation roadmap. We surveyed ID fellowship programs that had previously implemented the IDSA Core AS curriculum. The survey included questions regarding program characteristics, curriculum participants and presentation format, resources and barriers, and implementation strategies. Commonly reported program features were summarized in the context of the self-reported implementation strategies. Implementation guides were developed based on the most common characteristics observed. Of 159 programs that had purchased the curriculum, 37 responded, and 34 (21%) were included in the analysis. The curriculum was primarily taught by AS physicians (85%) and AS pharmacists (47%). The most common conference structure was a longitudinal conference series (32%), and eLearning was the most common presentation format. Limited AS faculty time (76%) and limited first-year fellow availability (62%) were frequently reported as barriers, and dedicated AS curricular time was a resource available to most programs (67%); implementation guides were created for these 3 program features. Programs reported a variety of implementation barriers and resources, with several common themes emerging, allowing for the development of tailored curriculum planners for 3 commonly observed program characteristics. This work will equip fellowship programs with curriculum implementation strategies and guide future enhancements of the IDSA Core and Advanced AS curricula.

Preservation of Local Wisdom through the Batik Mangrove Project at SD Negeri 025 Teluk Binjai

This community service initiative at SD Negeri 025 Teluk Binjai addresses the need to enhance students' knowledge and skills related to Malay local wisdom and the mangrove ecosystem. The project aims to introduce students to the art of batik and the importance of preserving the mangrove ecosystem through the Batik Mangrove project. Using a descriptive qualitative method involving observation, interviews, and documentation, the project targeted fifth-grade students due to their cognitive ability to grasp ecosystem concepts and basic art skills. The activities included introducing the mangrove ecosystem, collaboratively designing batik inspired by mangrove flora and fauna, engaging in batik-making under the guidance of local artisans, and evaluating the impact through observations and interviews. The results indicated significant improvements in students' artistic skills, environmental awareness, and understanding of cultural preservation. This project also faced challenges such as limited curriculum time and initially low student interest in local culture. Future recommendations include involving more local elements, enhancing collaboration with stakeholders, and extending the project duration for greater impact. Ultimately, this initiative contributes to community well-being by fostering a generation that values and preserves local culture and the environment.

Tantangan dan Strategi Pendidikan Jasmani Olahraga dan Kesehatan di Sekolah Dasar: Menuju Generasi Aktif dan Sehat

This study aims to determine the challenges and strategies in implementing Physical Education, Sports and Health learning in elementary schools. The research method used in this article is the literature review method. Data collection techniques with the literature review method used are articles published through Google Scholar. The data that has been obtained is then analyzed using descriptive analysis, starting from data collection, needs analysis, formulation of the subject matter to be studied, to conclusion making. The results of the analysis show that training for PJOK teachers to improve their qualifications and competencies in teaching and motivate students is also very important. Increasing the allocation of PJOK time in the elementary school curriculum can provide greater opportunities for students to participate in physical activity. Support from parents and the community should be increased through socialization programs and cooperation with local communities. In addition, the use of digital technology in PJOK learning can increase student motivation and help them master gross motor skills. The implementation of a creative, innovative, and fun PJOK program is also needed to attract students and instill sportsmanship values such as honesty, cooperation, and unyielding spirit

A New Construct in Undergraduate Medical Education Health Humanities Outcomes: Humanistic Practice.

Proposed educational outcomes for the health humanities in medical education range from empathy to visual thinking skills to social accountability. This lack of widely agreed-upon high-level curricular goals limits humanities educators' ability to design purposeful curricula toward clear, common ends and threatens justifications for scarce curricular time. We propose a novel approach to the hoped-for outcomes of health humanities training in medical schools, which has the potential to encompass traditional health humanities knowledge, skills, and behaviors while also being concrete and measurable: humanistic practice. Humanistic practice, adapted from the concept of ethical sensitivity, is an intentional process of applying humanities knowledge and skills to a clinical scenario by 1) noticing that the scenario requires humanities knowledge or skills, 2) informing one's clinical and interpersonal strategy and behavior with humanities knowledge or skills, 3) reflecting on the effectiveness of the strategy and behavior, and 4) reorienting to develop new approaches for future practice. The construct of humanistic practice may help address some of the foundational problems in health humanities outcomes research since it transcends the traditional diverse content domains in the health humanities, can link patient and provider experiences, and may bridge the divide among the additive, curative, and intrinsic epistemic positions of humanities to medical education.

Five Evidence-Based Strategies to Foster a Culture of Well-Being in Physician Assistant Education.

The objective of this study was to discuss evidence-based strategies to promote a culture of well-being with physician assistant (PA) education. Published literature on medical student, resident, and PA student well-being was reviewed with findings subsequently categorized according to well-being strategy. Five themes were found from existing well-being research within medical student and PA student education: faculty role modeling and support, dedicated curricular time, pass/fail grading schema and de-emphasizing grades, peer support and learning communities, and evaluation importance. Physician assistant educators may be able to foster a culture of well-being for their students by making even small adjustments to the existing educational curriculum.

Enhancing Physiology Education Through Physiological Simulation

Advances in Physiology Education began publishing papers in 2005, using classic papers in physiology teaching [1]. This approach has several valuable outcomes: Classic experiments, conclusion of which form the foundation of much of our undergraduate teaching textbooks, require less specialized knowledge to understand and interpret the data and conclusions. It demonstrates the scientific method, demonstrating both "what do we know" and "how do we know." It promotes inquiry-based learning. It fosters data literacy, teaching students to interpret graphs and provides historical context for physiology [1]. Traditional practical classes achieve many of these outcomes while also providing a tactile experience, and have added benefits to students’ data literacy — in as much as the students perform the protocols themselves. Students will gain insight to what “squiggly lines” on a screen are measuring and the individual variability in what raw physiological recordings look like. Students will gain a greater appreciation for analytical techniques, and the manipulations and analysis that needs to be performed to interpret data. Students also gain an appreciation of the difference between textbook vs real data. Nevertheless, in person practical classes have limitations due to resource intensity, including space, materials, and curriculum time. HumMod (hummod.org) is a freely available mathematical model of Human Physiology, a "time-dependent physiologic simulation engine" [2]. JustPhysiology (justphysiology.com) is an education-focused web interface for HumMod [3]. We have written four physiology-based workshops utilizing simulated data from JustPhysiology. The JustPhysiology workshops were setup as a structured inquiry activity where students are expected to apply their content knowledge to interpret data, and students submitted their reports after each workshop for evaluation and feedback. In preparing the workshop activities for deployment, we trialed the activities with students who had previously completed our second year Human Physiology subject (and were thus familiar with the content). We then engaged students in focus group interviews —ascertaining the students’ perceptions of the learning experience. The outcome of the focus group interview suggests that students engaging with the workshop tasks enter into a positive learning cycle: [Formula: see text] The spontaneous emergence of a learning cycle, promoting deeper understanding of the physiology suggests that these data driven workshops will have improve student learning in Human Physiology.

Falling short of university admission in Brazil: responses from cursinhos populares social movements

ABSTRACT Cursinhos populares are grassroots experiences organized to overcome the small proportion of marginalized groups in prestigious universities, and an example of activism against inequality in Brazilian higher education. They constitute a critique of hegemonic models promoted by the market as well as from the state and thus can be considered an example of commons education: by their prefigurative politics, they build curricula and activism towards the reshaping of university admission. They contribute to the building of a commons perspective rooted in Latin-American social movements tradition. Drawing from our experience as educators in Rede Emancipa, we discuss the question ‘why does a group of students, mostly Black young people from peripheric territories, fall short of public universities admission in Brazil?’. We review possible answers both from the hegemonic and the alternative point of view. We problematize what is conceived as ‘quality education’ expressed in the standardization of curricular time and teaching material, considering political and pedagogical aspects. Finally, we report two experiences developed within Rede Emancipa - ‘Emancipa circles’ and ‘free time’. These experiences reflect on the use of time in a cursinho popular, exercise the integration of knowledge, and stimulate taking a stand by all the subjects of this movement.

Motivational interviewing skills practice enhanced with artificial intelligence: ReadMI

BackgroundFinding time in the medical curriculum to focus on motivational interviewing (MI) training is a challenge in many medical schools. We developed a software-based training tool, “Real-time Assessment of Dialogue in Motivational Interviewing” (ReadMI), that aims to advance the skill acquisition of medical students as they learn the MI approach. This human-artificial intelligence teaming may help reduce the cognitive load on a training facilitator.MethodsDuring their Family Medicine clerkship, 125 third-year medical students were scheduled in pairs to participate in a 90-minute MI training session, with each student doing two role-plays as the physician. Intervention group students received both facilitator feedback and ReadMI metrics after their first role-play, while control group students received only facilitator feedback.ResultsWhile students in both conditions improved their MI approach from the first to the second role-play, those in the intervention condition used significantly more open-ended questions, fewer closed-ended questions, and had a higher ratio of open to closed questions.ConclusionMI skills practice can be gained with a relatively small investment of student time, and artificial intelligence can be utilized both for the measurement of MI skill acquisition and as an instructional aid.

Screening for Food Insecurity: A Curriculum for Medical Students.

Food insecurity (FI) is defined as a lack of access to enough food for an active, healthy life. We sought to determine how a longitudinal FI screening curriculum impacts medical students' knowledge, attitudes, and behavior in screening for FI. This was a prospective, single-institution study. The curriculum consisted of three components completed over 3 years. We administered a survey to the intervention cohort before and after the curriculum and analyzed their written reflections. We also evaluated whether students screened for FI during an objective structured clinical exam (OSCE) and compared their performance to a control cohort, which did not receive the curriculum. Preintervention, students felt screening for FI was important for physicians to do with their patients, but most felt uncomfortable addressing it in clinical settings. Postintervention, there was a statistically significant increase in mean scores for knowledge questions (45.24% vs 74.74%, P<.001, pre- and postintervention, respectively). Students also felt more confident in their abilities to screen and follow up about FI. Additionally, compared to the control cohort, the intervention cohort screened for FI more often during their OSCE (28.21% vs 10.71%, P<.001). A longitudinal curriculum using minimal curricular time can improve students' knowledge, attitudes, and behavior when screening for FI. Students who received the curriculum were more likely to recognize the need for and perform FI screening. Based on these findings, we anticipate that the curriculum will increase the likelihood of students identifying, screening for, and intervening in cases of FI in future clinical encounters.

Teachers’ Self-Efficacy Beliefs and Instructional Practices Regarding English Language Learners

This mixed-methods study was used to examine the impact of teachers’ self-efficacy beliefs and instructional practices when teaching English Language Learners (ELLs). Quantitative and qualitative data were sequentially collected, concurrently analyzed, and triangulated. A sample of 126 experienced K-12 educators from the northeastern US completed (a) a demographic survey, (b) a teachers’ self-efficacy survey, and (c) a classroom strategy scale. A stepwise multilinear regression procedure determined that teachers’ use of academic performance feedback, efficacy beliefs in student engagement, and employment of both student-directed and direct instructional practices predicted teachers’ self-perceptions about being able to adapt instruction for their ELL population. Qualitative data were obtained from 10 participants who self-rated as having high self-efficacy and classroom strategy use. Themes included foundational requirements, school leadership, specific instructional strategies, and knowing how to apply these strategies with ELLs. The triangulated results revealed that when school leaders provide professional learning opportunities that support a truly inclusive curriculum and collaborative time in which to plan with colleagues, there is a positive impact on teachers’ self-efficacy to instruct ELLs.

Students as Educators: Informing and Inspiring in a One Week Elective

Throughout their career, health professions students will undoubtedly be required to engage in teaching. Early exposure as students to learning theories, curriculum design, and practical teaching methods are beneficial, despite compacted curricular time. This quick fix describes the implementation of a one week elective in undergraduate medical education offered at two academic institutions over a five year period.

Minding the gap: towards a shared clinical reasoning lexicon across the pre-clerkship/clerkship transition

ABSTRACT Teaching and learning of clinical reasoning are core principles of medical education. However, little guidance exists for faculty leaders to navigate curricular transitions between pre-clerkship and clerkship curricular phases. This study compares how educational leaders in these two phases understand clinical reasoning instruction. Previously reported cross-sectional surveys of pre-clerkship clinical skills course directors, and clerkship leaders were compared. Comparisons focused on perceived importance of a number of core clinical reasoning concepts, barriers to clinical reasoning instruction, level of familiarity across the undergraduate medical curriculum, and inclusion of clinical reasoning instruction in each area of the curriculum. Analyses were performed using the Mann Whitney U test. Both sets of leaders rated lack of curricular time as the largest barrier to teaching clinical reasoning. Clerkship leaders also noted a lack of faculty with skills to teach clinical reasoning concepts as a significant barrier (p < 0.02), while pre-clerkship leaders were more likely to perceive that these concepts were too advanced for their students (p < 0.001). Pre-clerkship leaders reported a higher level of familiarity with the clerkship curriculum than clerkship leaders reported of the pre-clerkship curriculum (p < 0.001). As faculty transition students from the pre-clerkship to the clerkship phase, a shared understanding of what is taught and when, accompanied by successful faculty development, may aid the development of longitudinal, milestone-based clinical reasoning instruction.