Curriculum Requirements Research Articles

Teachers’ Beliefs and Practices Relating to the Use of Tasks in Tertiary English as a Foreign Language Classrooms in China

Task-based language teaching (TBLT) has been recommended in the new College English Curriculum Requirement in China (Ministry of Education, 2017) for students learning English as a foreign language. Teachers might not, however, implement these concepts in their classes. This study aims to investigate whether the concept of TBLT has made its way into EFL teachers’ theoretical beliefs and the degree to which TBLT is being put into practice. By using semi-structured interviews and classroom observations, this study investigated the beliefs and practices of three tertiary English teachers in China and their use of tasks in their language classes. The results show that although these teachers had positive attitudes toward TBLT, only some activities in their classes could be classified as tasks. The teachers’ use of tasks seemed to be influenced by web-based textbooks and their own reflective practices. This study provides recommendations for developing language teacher education programmes based on TBLT in China.

The university coursework timetabling problem: An optimization approach to synchronizing course calendars

In university settings, scheduling coursework over an academic term and across several courses is an extremely difficult task, owing to numerous complexities and constraints, such as the uniqueness of each student and instructor’s schedules, workload limits, syllabus considerations, university policies, and the length of the academic term. In addition to the inherent difficulty, the activity is usually performed arbitrarily and with little to no coordination among the relevant decision-makers, including department chairs and faculty members. Although mathematical models have been developed to address similar educational timetabling problems, models that tackle the scheduling of coursework, in particular, are lacking. In this regard, the present study introduces the university coursework timetabling problem (UCWTP), and proposes an optimization tool as a solution approach. The UCWTP involves scheduling a set of coursework covering different courses and several course sections over an academic term such that the quality of the resulting timetable is optimized. To model the case, a multi-objective mixed integer linear programming model was formulated with constraints divided into two types, hard and soft, with the latter defining the quality of the timetable based on three dimensions: (1) compliance with curriculum requirements, (2) adherence to student workload limits, and (3) adherence to instructor workload limits. The hypothetical case considered yielded promising results as a 100% weighted satisfaction was attained, equivalent to an average improvement of 9.45% relative to multiple heuristically constructed timetables. The exact algorithm proves to be sufficiently effective as a solution approach, yielding reasonable computational times of less than 2 min for real-world university scenarios.

SP11.3 Utilising an Accelerated Delphi Process to Develop Consensus on The Requirement and Components of a Pre-procedural Core Robotic Surgery Curriculum

Abstract Aim Robot-assisted Surgery (RAS) continues to grow globally. Despite this, in the UK and Ireland, it is estimated that over 70% of surgical trainees across all specialities have no access to robot-assisted surgical training (RAST). This study aimed to provide educational bodies guidance on a pre-procedural core robotic surgery curriculum (PPCRC) from the perspective of the end user; the surgical trainee. Methods The study was conducted in four Phases: P1: A steering group was formed and a systematic review conducted P2: Pan-Specialty Trainee Panel Virtual Classroom Discussion, P3: Accelerated Delphi Process and P4: Formulation of Recommendations. Forty-three surgeons in training representing all surgical specialties and training levels contributed to a three-round Delphi process. Additions to the second- and third-round surveys were formulated based on the answers and comments from previous rounds. Consensus opinion was defined as ≥80% agreement. Results There was 100% response from all three rounds. The formulated guidance showed good internal consistency (Cronbach alpha >0.8). There was 97.7% agreement that a standardised PPCRC would be advantageous to training and that, independent of speciality, there should be a common approach (95.5% agreement). Consensus was reached in multiple areas: 1. Experience and Exposure, 2. Access and context, 3. Curriculum Components, 4 Target Groups and Delivery, 5. Objective Metrics, Benchmarking and Assessment. Conclusions Using the Delphi methodology, multispecialty consensus among trainees to develop and reach content validation for the requirements and components of a PPCRC in the UK and Ireland was achieved. This guidance will benefit from further validation following implementation.

206 Impact of theatre cancellation on surgical training

Abstract Introduction The COVID-19 pandemic has had significant consequences on healthcare delivery worldwide, with a particular impact on surgical services and training. In preparation for the influx of COVID cases, non-urgent appointments, investigations, and operations were cancelled. As a result of the cancellation of cases, elective and emergency case exposure was inevitably reduced. Over 65 percent of trainees lost all training and only 9% reported that they would meet the essential skills. One in eight trainees in their final year have had their training extended due to failure to meet curricular requirements, while a quarter of trainees reach their final year behind their planned training trajectory. The primary objective was to identify the case with the highest cancellation rate to perceive its impact on surgical training. Method This is a retrospective study of data gathered by Department of eHealth in a tertiary hospital. Data collected from December 2020 to September 2021were analysed. Results 121 elective cases were cancelled over the course of 9.5 months. More than thirty types of elective operations were cancelled, with Laparoscopic cholecystectomy - 33 (27.3%) and EUA rectum - 10 (8.3%) being the two most often cancelled procedures. Twenty percent (n=20) of the cancelled cases were malignant. Conclusion The recovery of surgical training requires a joint effort from all – the trainers, the trainees and those involved in the delivery of surgical training. The training opportunities for trainees of any grade should be maximised in the theatre setting along with other training opportunities focussed on specific index procedure.

The Consideration of Animals Within Australian Social Work Curriculum

ABSTRACT There is growing impetus for social work to move beyond a human-centric social justice orientation to include the consideration of animals. Social work programs in Australia are currently not required to include content related to animals within the curricula and little is known about the extent to which this content is currently being taught in Australia. The aim of this study was to explore how consideration of human–animal relations has been incorporated into Australian social work programs. Fifteen social work educators were surveyed with three of these participants also undertaking semistructured interviews. The findings revealed that where animal-related content was included it predominantly took an “instrumental” or “anthropocentric” focus related solely to human wellbeing. Exceptions to this focus were found to exist within some ethics and theory units under topics such as “green social work”. Participants report barriers to including such content citing factors related to challenges within the university context and the perceived relative importance of other topics within a crowded social work curriculum. Despite an upsurge in interest in animal-related content reflected in the literature and a broader shift in societal attitudes towards animals, the findings of this small study indicate that Australian social work curriculum currently does not reflect this increasing interest. IMPLICATIONS As a social justice–oriented profession social work has an ethical responsibility to expand its focus to include consideration of human–animal relations within the Australian social work curriculum. There is evidence that inclusion of content related to animals is limited and is often a reflection of the educator’s commitment and passion for the topic rather than curriculum priorities or requirements. Further research is needed to gain a better understanding of the extent to which human–animal relations content is included within Australian social work curriculum and what barriers may exist to its inclusion.

Does the Degree Matter? MD and DO Students Who Match Into OB/GYN Report Different Experiences in US Undergraduate Medical Education.

Although allopathic (MD) and osteopathic (DO) students have similar curricular requirements, little is known about differences in MD and DO preparedness for obstetrics and gynecology (OB/GYN) residency. To assess differences in experiences and confidence of MD vs DO students who matched to OB/GYN. This cross-sectional survey study was open to all fourth-year medical students who matched to OB/GYN in the United States in April 2021. The survey included demographic data, clinical experiences, confidence (5-point sliding scale), and a 11-item knowledge test. Survey responses were compared to assess for disparities in experiences and confidence. Survey response rate was 72.0% (1057 of 1469) students matched to OB/GYN postgraduate year 1 positions. Of the 871 MD and 175 DO responding students, MDs were more likely to have clerkships ≥6 weeks (78.1% vs 15.4%; P<.001) and a home sub-internship (92.0% vs 53.4%; P<.001). DOs reported more hands-on experiences with procedures (MD median=35 [20-35] vs DO median=40 [25-65]; P=.002). There was no difference in self-reported confidence in knowledge, technical skills, or having a realistic sense of internship, and no difference in baseline knowledge test scores. DOs felt less confident about their medical school preparation (aOR 0.40; 95% CI 0.25-0.66; P<.001) and were more likely to perceive inequity of residency preparation (aOR 1.88; 95% CI 1.18-3.00; P=.002). MD students matched to US OB/GYN residency programs reported longer clerkship and more home sub-internships, while DO students reported more hands-on experiences. Despite reporting similar confidence in knowledge and skills, DO students felt less prepared for internship.

Alumni Perspectives on Undergraduate Education: How Writing Can Increase What We Know

ABSTRACT In a moment when the “value” of postsecondary education has been repeatedly called into question, this study responds by identifying long-term effects of the undergraduate experience with particular attention to the general education curriculum. Specifically, it draws on 559 written responses from a wide range of alumni to identify which elements of their undergraduate education are still most salient. Of these elements, coursework emerged as most important for alumni, who cited its contributions to their development of self-understanding, interpersonal skills, career preparation, and intellectual skills such as critical thinking. Alumni also indicated that perceptions of coursework shifted with time so that courses that did not seem useful at graduation ultimately provided valuable preparation for their lives and careers. In negative accounts, alumni described a lack of guidance through curricular requirements. This study demonstrates an approach that can yield more nuanced and complex information about the general education curriculum’s long-term effects by including respondent writing as a supplement to the data gathered through closed-entry surveys. Analyzing what college alumni write about their undergraduate education proves not only to be a promising approach for understanding how to improve general education curricula more effectively, but to also further evidence for proclaiming the importance of general education.

Estimation of Body Composition and Health Status in Women, PE Students, on-site of Outdoor Activities on Gazivode Lake – A Case Study Report

This paper is based on the results of the cross-sectional experiment that was implemented in the school year 2021/2022 among women students in the first year of bachelor studies at the Faculty of Sport and Physical Education (FSPE) in Leposavić, University of Priština (temporarily allocated in Kosovska Mitrovica). The study design model was implemented during the obligatory course Outdoor activities (2nd semester, weekly classes 1 + 4, and 15 + 60 classes per semester) for the first time. Body composition assessment was realized along with the pedagogical practice of summer outdoor activities camp on Gazivode Lake in Kosovo (as a practical exam study curriculum requirement). The sample includes seven women FSPE students. Based on the body composition and health status assessment, students’ results are presented in figures (for the evaluation of measured variables) and diagrams for estimating the individual student’s results. Comparative analysis of results within the group was used, considering the differences among examined students regarding calculated mean values, recorded min and max results, and confidence interval. The student profile model scores were selected according to the best results achieved in general placement in most variables and evaluated regarding the case study report. The results were evaluated based on the digital system for the assessment of body composition (Omron BF511) and the interpretation of results for the following variables: Body Fat (BF%), Visceral Fat (VF), Skeletal Muscles Percentage (SM%), Body Mass Index (BMI), and Resting Metabolic Rate (RMR). Health status assessments were performed by an electronic digital blood pressure monitor (Prizma YE660E) for the measurement of Systolic (SYS), Diastolic Blood Pressure (DIA), and Resting Heart Rate (RHR). The results show the expected intra-group differences in body composition parameters, which are not inherited conditionally, for all selected body parameters (except for BMI). However, most of the values are in the recommended range, especially those with small percentages of high BF% and BMI, as well as SM% values, indicating the heterogeneity of the participants, their sports orientation, health status, and level of physical activity.

"Dalton Plan" high school aerobics curriculum construction and implementation path

This article use "Freedom" and "Cooperation" as the core of the "Dalton Plan" teaching organizational form into the high school aerobics curriculum, it also summarizes and reflects on the implementation process, existing problems and development path of "Dalton Plan". The study found that the "Dalton Plan" of teaching can well meet the specific requirements of the new curriculum on "Students as the main body, teachers as the leading" of the physical education curriculum, and realize the cultivation of students' core literacy in various aspects, reflecting the students' role orientation, learning autonomy and the sense of team cooperation, can better cultivate the backbone of sports and tap the ability of individuals, for the high school curriculum integration provides a new development path. The application of "Dalton Plan" teaching organization form in high school calisthenics course, through the symbiosis, innovation and integration of online physical education course resources and conventional teaching, the study goal is stratified, thus, the teaching goal of "All-round education" in physical education is realized, and beneficial practice and exploration are made for the cultivation of students' core quality and the teaching reform of physical education course.

Curricular and Extracurricular Learning among Students with Resilience Potential. Social Inequalities in Higher Education

Does resilience potential in higher education mature into success or does it remain merely a promise of success due to rising social inequality? We studied curricular and extracurricular learning of students with outstanding academic achievement who entered higher education despite their disadvantage of social background (= students with resilience potential). A student survey database compiled in the research project “Higher Education for Social Cohesion – Cooperative Research and Development in a Cross-border Area” (HERD) (HURO/0901/253/2.2.2.) in 2012 was analyzed. Students of three Eastern Hungarian higher education institutions were surveyed (N = 1205). Students with resilience potential were identified in the intersection of two groups of variables: social background and input academic achievement. We have conducted a cluster analysis, which has resulted in the identification of students with resilience potential and other researched groups: drifters (low social background and low input academic achievement), beneficiaries (high social background and high academic achievement) and indifferent prodigals (high social background and low academic achievement). To sum up our results, the students with resilience potential only use higher education to fulfill curricular requirements, and hit a ceiling, compared to the beneficiaries, when it comes to the student year mining, meaningful extracurricular activities. Thus social inequalities crawl through these invisible channels into higher education and beyond.

KEBIJAKAN KURIKULUM MUATAN LOKAL BAHASA JAWA BANTEN DI SEKOLAH DASAR SEBAGAI UPAYA PELESTARIAN BUDAYA

This study aims to examine how a local content titled "Bahasa Jawa Banten" is implemented in primary schools in accordance with the policy of the Serang City government. The researcher is the main instrument in this qualitative case study approach. According to the study's findings, the city of Serang has not implemented the 2013 curriculum requirements related to local content in learning Bahasa Jawa Banten properly. This is evident from several elements related to learning, specifically: 1) Based on government regulation number 32 of 2013, the implementation of local content in Bahasa Jawa Banten has not achieved the desired goals. The implementation of learning is not ideal because: 1) Teachers who teach this subject are less competent because they are not from the Bahasa Jawa Banten department; and 2) Some elementary school teachers still apply lecture and demonstration methods as the main learning mode. However, the 2013 curriculum objectives have not been fully achieved after using these two approaches, and they have not been fully implemented; In addition, the learning materials used are only based on the book provided by the Serang City Education Office, and the RPP structure is not well-organized.

Getting wound care right: evaluation of a week of intensive teaching on wound care for undergraduate nursing students.

Tissue viability skills are essential for nurses, but education on this in undergraduate programmes can be inadequate. After approval of the Future Nurse curriculum in 2019, a small team of staff at the University of Salford developed a Getting Wound Care Right week to improve students' knowledge and clinical skills. To evaluate the week, the 250 students who had participated in all activities were invited 6 months after the week to contribute a 250-word reflection for a case series. The aim of this was to understand the impact of the week on participants' knowledge, skills and confidence in caring for patients with wounds and whether it had sparked interest in further learning. Four students contributed reflections, which were overwhelmingly positive. They described the knowledge attained, which included that on anatomy and physiology of the skin and wound healing, evidence-based assessment, treatment and management of wounds, and the impact of wounds on patients' quality of life. Skills gained included those in categorisation of wounds, wound assessment and pressure redistribution when seated. Responses on the impact on clinical practice focused on the importance of multidisciplinary working within wound care, seating provision for pressure ulcer prevention and management, and dressing selection. Negative comments related to students realising that clinical practice could be improved rather than indications that the format is ineffective or inappropriate. Limitations of the evaluation included the small number of participants and a lack of responses from every field of practice. The Getting Wound Care Right week format is a viable approach to meeting Future Nurse curriculum requirements. The approach could be enhanced by a greater emphasis on the relevance of wound care teaching to children and young people's nursing students. The week improved students' clinical confidence on placements when caring for patients with wounds. Further robust evaluation of the module is needed to confirm the findings of this initial evaluation.

Piaget's Theory in Mathematics Education in Elementary School

Since the passing of Law No. 2 of 1989, the landscape of education in Indonesia should be distinguished by the consistency of its system, thus by a series of adjustments. Some possible adjustments to the primary school curriculum to the high school level include (1) imbalances in the effective learning offered. This is supported by the fact that, since the implementation of the national exam (in elementary schools), the field of mathematics studies has one of the lowest average values among national exam subjects. (2) The ongoing curriculum's requirements not fit with students intellectual development. This study will employ theory of learning based on Piaget's intellectual development from a variety of learning theories based on cognitive theory. According to Piaget's hypothesis, a child's development progresses over the course of 4 sequential phases, consisting :(1) Sensory motor period (ages 0 to 2 years), (2) per-operational period (ages 2 to 7 years), (3) concrete operational period (ages 7 to 11 years), and (4) formal operational period (ages 11 and onwards).The purpose of this research is to determine the level of effectiveness in teaching geometry unit math based on the conservation aspects of Piaget's theory. These goals can be summarized as follows: 1) Determining the amount of efficacy in teaching geometry unit math using Piaget's theory's conservation components;2) Identifying differences in the influence of age (9, 10, and 11) on receiving geometry unit math teachings based on the conservative aspects of Piaget's theory. To accomplish the study's objectives, the research utilized a per-experimental research design, particularly a pre-test-post-test design with one group. The results indicated that the learning accomplishment of geometry unit math based on the conservation aspects of Piaget's theory did not vary by age (9, 10, or 11 years). The study's findings indicate that there is no interaction effect between the ages of 9 and 10 on math learning achievement, (2.2) that there is no interaction effect between the ages of 9 and 11 on math learning achievement, (2.3) there is no interaction effect between the ages of 10 and 11 on math learning achievement, and (2.4) that there is no interaction effect between the ages of 9 and 10 on math learning achievement. Keywords: Mathematics, elementary school.

Can we improve the experience for the novice trainee entering the new curriculum? novice discussion topics

Background: After a change in the curriculum from the 20101 RCOA edition to the 20212 edition, there is greater flexibility for the experienced trainee but potentially increased challenges for the ‘new’ novice. The first few months of novice training are challenging, navigating a new hospital, getting familiar with the theatre environment without adding educational challenges. The flexibility of the new curriculum can allow you to experience and create supervised learning events (SLEs) from your experiences rather than creating experiences to fit assessments. However, this requires familiarisation and organisation with regards to creating bespoke assessments; initially this can be burdensome and add significant stress to the trainees’ mental load. Based on experience and informal feedback, we thought that the new novice may benefit from some suggestions of how to create assessments from everyday experiences through optimising otherwise wasted time. What do we mean by wasted time? The down time in theatre where informal conversation takes place, the theatre time with a supervisor who is less confident in teaching ‘off the cuff’, the lack of continuity with the same supervisor making daily learning objectives difficult to achieve. Turning every theatre encounter into potential SLEs. Methods: A handbook was designed based on the novice curriculum requirements; this was as a physical paper booklet and pdf document. The document contained ideas and suggestions under three broad categories: equipment, clinical topics, and drugs. The booklet deliberately lacks detail, as it should spark discussion and conversation, and the detail should be added during the face-to-face discussion—this is the learning event. Results: Initial numbers are small, with only three novice trainees rotating, but preliminary qualitative feedback is positive. The project is to be continued over the next few rotations to increase the numbers for qualitative evidence and to be rolled out across the health board. Conclusion: Preliminary feedback is positive supporting the benefit of the handbook. 1.RCOA 2010 Core Training Curriculum – Annex B. Available from https://www.rcoa.ac.uk/sites/default/files/documents/2019-08/TRG-CCT-ANNEXB.pdf (accessed 20/03/23)2.RCOA 2021 Stage 1 Curriculum. Available from https://rcoa.ac.uk/documents/2021-curriculum-learning-syllabus-stage-1/introduction (accessed 20/03/23)

Assessing The Feasibility of a Web-Based Interactive Writing Assessment (WISSE): An Evaluation of Media and Linguistic Aspects

This study aims to conduct a feasibility test on a Web-Based Interactive Writing Assessment (WISSE) that has been designed to assist students and teachers of Academic Writing classes by facilitating feedback provision online. WISSE was created to align with the requirements of the OBE curriculum. During this study, feedback about WISSE was gathered to enhance its feasibility and readiness. Trials focused on evaluating media aspects (usability, functionality, visual communication) and linguistic aspects (technical language, grammar, word choice). Quantitative and qualitative data were employed. The quantitative data were obtained through a material validation questionnaire and media validation using a rating scale on the quality of the media obtained from the objective assessment of media experts and linguists. The qualitative data were obtained from the feedback of media experts and linguists on the quality of the media provided in the comment column on the questionnaire. This data serves as a consideration in revising the product for the website’s view and feasibility. the results of the expert test indicate that the web-based interactive learning assessment product, WISSE, is feasible for use, although revisions based on feedback from media and language experts are necessary before piloting it to a wider audience.

The University of Chicago Clinical Excellence Scholars Track: Aligning Dynamic Students With Innovative Programming in Early Medical Education at the Undergraduate Level.

The Clinical Excellence Scholars Track was developed in 2012 as a shared initiative between the Bucksbaum Institute for Clinical Excellence, the University of Chicago (UChicago) Careers in Healthcare office, and the UChicago Medicine Office of Community and External Affairs. The goal of the Clinical Excellence Scholars Track is to foster an understanding of the physician career and the doctor-patient relationship for a select group of undergraduate students. The Clinical Excellence Scholars Track achieves this goal through carefully tailored curricular requirements and direct mentoring experiences between Bucksbaum Institute Faculty Scholars and the student scholars. After participating in the Clinical Excellence Scholars Track program, student scholars report that their career understanding and preparation have benefitted as a result and that they meet with success in the medical school application process as well.

A Study on Integrating Traditional Chinese Culture into College English Teaching

College English Curriculum Requirements, launched by Ministry of Education in indicated that the instruction of college English is part of higher education. College English, guided by foreign language teaching theory, mainly involves English knowledge and practical skills, cross-cultural communication and learning strategy. Its instructional goal is training students’ comprehensive and practical ability, especially their listening and speaking skills. Thus, they can communicate with others in English in their study, work and social intercourse, increase their capacity of independent study and overall cultural awareness, so as to fit well with the demands of national development and international exchange. College English is not only a basic course to learn language, but also to expand knowledge and know global cultures. It is a tool with cultural connotation. Thus, we must take full consideration of training students’ cultural awareness and teaching worldwide cultural knowledge while designing the college English courses. That means College English Curriculum Requirements attach importance to culture. It is an irresistible trend that language and culture is of equal significance. Therefore, Teachers must enhance their cultural cultivation, store cross-culture knowledge and draw lessons from advanced teaching theory. Through various teaching and extracurricular activities, they should enhance students’ awareness of cross-culture and communication competence, as well as the cognition and understanding of different countries and cultures. The most important is to integrate traditional Chinese culture into College English teaching, transmitting excellent and elegant traditional Chinese culture. In this way, we can cultivate graduates with both solid professional foundation and ability of international exchange.

The normatively-programmatic providing of physical education in conditions of New Ukrainian School

The article focuses on the analysis of the regulatory framework of the educational process in physical education under the conditions of the "New Ukrainian School" (NUS) reform. The main features that the Ministry of Education and Science of Ukraine outlines when studying the subject "Physical Culture" are outlined, namely: an analysis of the content of the standards of the National Academy of Physical Education in the field of physical education in grades 1-4 and the field of education "Physical Culture" in grades 5-9 was carried out; the peculiarities of the organization of the educational process in physical education were revealed; changes in the planning of the physical education lesson in accordance with the requirements of the model curriculum and changes in the assessment of educational achievements of general secondary students were analyzed. education It has been established that the standard of the appropriate level of education (primary or basic secondary) is the defining regulatory document in planning the educational process of physical education at the National University of Higher Education. There is a partial continuity between the requirements of the standard in primary education and secondary education, since the standard in basic secondary education lacks a content line that determines general and specific learning outcomes regarding the physical fitness of students. The model curriculum at NUS rather serves as a guideline for the implementation of the educational process than as a mandatory document, since teachers are given the right to draw up curricula based on the model or author's. Regarding the evaluation of the educational achievements of students, the Model Educational Program defines the forms and methods of evaluating the educational achievements of students; oral, written, digital and practical assessment. However, assessment of the level of development of physical qualities and indicative educational standards is not included in the evaluation methods, which does not reflect the specifics of the educational subject "Physical Culture"

Reforging the Master’s Tools: Critical Race Theory in the First-Year Curriculum

This Article examines why and how critical race theory (CRT) should be taught as a mandatory component of the first-year law school curriculum. Learning the fundamentals of critical race theory is not only important to empathetically understand and serve those around you, but necessary to understand the law as it is. The law’s past and future require this. This Article first makes the positive argument for critical race theory’s necessity in legal education, showing that it rises above normative (albeit virtuous) justifications. It then briefly summarizes what critical race theory is by outlining its central tenets, as well as what critical race theory is not by examining the recent uproar surrounding the CRT boogeyman. Part II explores why and how critical race theory can be taught in two doctrinal first-year courses: constitutional law and civil procedure. The courses show how easily critical race theory’s tenets slot into commonly taught cases, before even considering adding new material to course requirements. Constitutional law demonstrates how interest convergence and the social construction of race play a role in the law, while civil procedure demonstrates how intersectionality and counter-storytelling can recontextualize how we view a court’s ruling. Part III prescribes actionable solutions. The first solutions include discretionary implementation of critical race theory into syllabi by professors. It suggests more concrete solutions in the form of mandatory curriculum requirements, changes to ABA accreditation standards, and changes in NCBE Bar Exam requirements. It then surveys some existing courses to examine how such requirements can be implemented. Finally, the appendices outline the wealth of existing CRT scholarship relating to the first-year courses for reference.

O021 Utilising an accelerated delphi process to develop consensus on the requirement and components of a pre-procedural core robotic surgery curriculum

Abstract Introduction Robot-assisted Surgery (RAS) continues to grow globally. Despite this, in the UK and Ireland, it is estimated that over 70% of surgical trainees across all specialities have no access to robot-assisted surgical training (RAST). This study aimed to provide educational bodies guidance on a pre-procedural core robotic surgery curriculum (PPCRC) from the perspective of the end user; the surgical trainee. Methods The study was conducted in four Phases: P1: A steering group was formed and a systematic review conducted P2: Pan-Specialty Trainee Panel Virtual Classroom Discussion, P3: Accelerated Delphi Process and P4: Formulation of Recommendations. Forty-three surgeons in training representing all surgical specialties and training levels contributed to a three-round Delphi process. Additions to the second- and third-round surveys were formulated based on the answers and comments from previous rounds. Consensus opinion was defined as ≥80% agreement. Results There was 100% response from all three rounds. The formulated guidance showed good internal consistency (Cronbach alpha &amp;gt;0.8). There was 97.7% agreement that a standardised PPCRC would be advantageous to training and that, independent of speciality, there should be a common approach (95.5% agreement). Consensus was reached in multiple areas: 1. Experience and Exposure, 2. Access and context, 3. Curriculum Components, 4 Target Groups and Delivery, 5. Objective Metrics, Benchmarking and Assessment. Conclusion Using accelerated Delphi methodology, multispecialty consensus among trainees to develop and reach content validation for the requirements and components of a PPCRC in the UK and Ireland was achieved. This guidance will benefit from further validation following implementation.