Elective Curriculum Research Articles

Teaching Science through Biomedical Research in an Elective Curriculum

Teaching Science through Biomedical Research in an Elective Curriculum

Effect of Sexual Education Program on Female College Student's Sexual Knowledge and Sexual Autonomy.

The purpose of this study was to evaluate the effect of the sexual education program on female college students' sexual knowledge and sexual autonomy. The integrative 5-week (15 hour) sexual education program reflecting control and coping aspects of sexual autonomy was developed based on self-determination theory. 59 female students were assigned to the experimental (n=29) and the control group (n=30). Students completed the sexual knowledge and the sexual autonomy questionnaires at prior to the program, right after and 10 weeks after the completion of the program. Independent t-test were used to test the effectiveness of the program. Significant group differences were found on sexual autonomy score right after and 10weeks after the completion of the program. No significant group differences were found on sexual knowledge at any time after the program completion. The results indicate that the 5-week Sexual Education Program was effective in increasing female college students' sexual autonomy. Nursing professors majoring women's health nursing may contribute to improving college students' sexual autonomy by opening the sexual education program as a general elective curriculum. Strategies to improve sexual knowledge need to be considered for better effectiveness of the program.

Northwestern University Pilot Urology Residency Curriculum: Impact of Flexible Training and Residency Electives on Educational Outcomes

We report on our first 4 years of experience with a pilot urology residency curriculum. This novel program was approved by the Urology Residency Review Committee and involves a flexible educational program for residents, incorporating elective time (4 months each in postgraduate years 2 and 4 of training) into the residency rotation schedule. We performed a prospective assessment of the urology residency program overall, the electives chosen by the residents, and the impact on resident operative logs and in-service scores compared to residents completing residency before the implementation of the elective curriculum. Overall faculty and resident evaluation of the residency program and elective curriculum was collected, and categorized as positive, negative or neutral. When comparing the first 3 years of the pilot program to the 5 years before implementation of the program, the average final graduated resident case total increased by 232 (2,390 vs 2,158). Resident in-service scores (postgraduate years 3 to 5) trended higher since the elective program was instituted with a 5% increase in percentile scores compared to their peers (75% vs 72%). Subjective evaluations of the new residency program by residents and faculty were overwhelmingly positive. The pilot urology residency curriculum including elective time had a positive impact on the program based on resident and faculty feedback without a deleterious effect on urology index case logs or in-service scores.

Dermatology Elective Curriculum: Birdwatching List and Travel Guide

Primary care physicians often see patients with dermatologic complaints, but do not perform as well as dermatologists in the diagnoses of common dermatologic conditions. This article describes a dermatology curriculum that aims to close the clinical practice gap by providing an efficient and effective way to teach dermatology to medical students and non-dermatology residents in the setting of a busy, outpatient dermatology practice.

State University of New York Upstate Medical University College of Medicine

State University of New York Upstate Medical University College of Medicine

A Study of Strategies for Integrating Social studies' Elective Curriculum－ From 'Law' and 'Politics', to 'Law and Politics' －

A Study of Strategies for Integrating Social studies' Elective Curriculum－ From 'Law' and 'Politics', to 'Law and Politics' －

Analysis of the elective curriculum in undergraduate medical education in Croatia

Elective courses are a significant part of undergraduate medical education throughout the world, but the value provided by these courses and the reasons for choosing particular elective courses have not been studied extensively. The aim of this study was to investigate medical and dental students' experiences of elective courses in undergraduate medical education in Croatia and to gather students' recommendations for the improvement of elective courses. Medical and dental students studying under the Bologna curriculum were given a questionnaire in which they were asked for their opinions of elective courses and their suggestions as to how they might be improved. Data on elective courses were obtained from medical schools' administrative offices. The survey response rate was 92% (834/903). Medical students gave elective courses an average grade of 3.44 out of 5, whereas dental students gave a lower average of 3.15. Students' suggestions for change included introducing more practical work and recognising international student exchanges and attendance at conferences as elective options. A third of students indicated that teachers should be given additional training in leading elective courses. Analysis of the curriculum showed that elective courses in Croatian medical schools are very heterogeneous in terms of their content and the number of credits and assessment methods they involve, and are very conservative in that only structured courses are offered. Students cannot design their own courses or take more elective courses than represent 10% of their total number of credits. Student opinion should be consulted when medical schools venture into the elective curriculum so that students can feel that they are really benefiting from these subjects. Students would welcome new and personally designed strands. Elective courses are a significant part of medical education and therefore their quality and purpose need to be assessed regularly in order to ensure that they meet students' needs.

Remarks for Basic Medical Education Quality Improvement of Yonsei University in Korea

Medical Students’ competencies depend on the medical school curriculum. Basic medical education, in particular, is an important starting point for further medical competency development. We aimed to identify the most important areas of reform in the basic medical education curriculum of Yonsei Medical School. To accomplish this, we sought case studies of different medical schools and discussion points for quality improvement methods. A qualitative comparison method saturated through the systematic discussions on the emerging thematic approaches to determine the current directions in medical school curriculum reform. The discussions, which involved 7 experts, spanned 8 months and were based on a literature review, with focus on the 7 selected case studies. From the discussions, we concluded that in order to improve basic medical education curriculum, the following measures need to be carried out. First, an outcome-based curriculum is to be designed. The expected outcome is to be deliberately and succinctly defined and should be expressed as teaching and learning objectives. Second, the core subjects and elective subjects are to be classified on the basis of the aim, content, and passage level of the subjects. Hence, the core curriculum must be treated as a standard part of medical knowledge, and the elective curriculum must be richer and more in-depth. Third, universities should institutionalize regular evaluation of their departments. Appropriate and just evaluations should be made, and feedback given to the school’s administrative department. Fourth, the departmental and administrative management of the basic medical education curriculum should be harmonized with each other. Finally, teaching and learning resources are to be increased and diversified and made available to professors and students for basic medical education.

Pediatric Hospital Medicine Elective

OPEN ACCESSJuly 20, 2009Pediatric Hospital Medicine Elective Jennifer Walthall, MD, FAAP, FAAEM, Michele Saysana, MD, FAAP, Jeffrey Sperring, MD, FAAP Jennifer Walthall, MD, FAAP, FAAEM Indiana University School of Medicine Google Scholar More articles by this author , Michele Saysana, MD, FAAP Indiana University School of Medicine Google Scholar More articles by this author , Jeffrey Sperring, MD, FAAP Indiana University School of Medicine Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.3160 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail AbstractPediatric hospital medicine is a relatively new field in pediatrics and has seen rapid expansion in community and academic hospitals. Residents in training are often exposed only to modeling of clinical aspects of hospital medicine and are also time limited in the ability to experience the administrative components, quality improvement, transitioning of care, and opportunity for procedures in which practicing hospitalists must have competency for daily practice. Thus, we created this pediatric hospital medicine elective to provide upper-level residents with exposure to the various roles of pediatric hospitalists. This pediatric hospital medicine elective curriculum includes goals and objectives for the rotation; a novel elective menu that allows for individualized learning; a calendar of events for residents that includes administrative meetings, preparation time for team didactics, and protected time for clinical pathway development; coding and billing pre- and posttests; a billing and coding lecture series; a procedural sedation introductory lecture; reading materials; an advocacy project for the ward; and mentoring session worksheets. During the first 6 years of our pediatric hospital medicine service, there was minimal resident exposure to the paradigm and no formal training venue for those interested in pursuing this career. We did a needs assessment survey in our residency to determine if residents wanted more exposure to what pediatric hospitalists do. Our residents responded that they were interested in pediatric hospital medicine as a specialty, would participate in a hospital medicine elective, and thought that hospital medicine was important to patient care. Thus, we developed this resource. On the basis of learner feedback from focus groups, which had 100% participation, we have modified this curriculum to incorporate detailed description of the menu options, as well as expanded the procedural sedation component. Educational Objectives By using this resource, learners will be able to: Define and demonstrate the clinical and administrative responsibilities of a pediatric hospitalist, including, but not limited to, attention to length of stay, quality inpatient indicators, family and patient satisfaction, team communication, referring physician satisfactory transition of care, and current evidence-based pediatric practice.Bill, code, and document as pediatric hospitalists.Demonstrate evidence of developing a lifelong learning plan.Demonstrate proficiency in completing an academic project, which can include continuing quality improvement, formal academic didactics, research, or clinical pathway/protocol development.Demonstrate the ability to advocate for patients and families by focusing on family health care needs and systems-based improvements. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Evaluation Exit.doc Coding and Billing I.ppt Coding and Billing II.ppt Coding and Billing III.ppt Advocacy Sample.doc Pediatric Hospitalist Rotation for House Staff.doc Template Exit Letter.doc Ward Advocacy Evaluation.doc Transitioning Care Phone Script and Evaluation.doc Sample Calendar.pub Pediatric Procedural Sedation I.ppt Ward Advocacy.pub Gastroenteritis Order Set.doc Hospitalist Menu.pub Pediatric Hospital Medicine Menu Item Description.doc Pediatric Hospital Medicine Post test.doc Pediatric Hospital Medicine Pre test.doc Gastroenteritis order set.doc Template exit letter.doc To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. CitationWalthall J, Saysana M, Sperring J. Pediatric Hospital Medicine Elective. MedEdPORTAL. 2009;5:3160. https://doi.org/10.15766/mep_2374-8265.3160 Copyright & Permissions© 2009 Walthall et al. This is an open-access publication distributed under the terms of the Creative Commons Attribution-Share Alike license.KeywordsForms and Records ControlHospitalsBilling and CodingHospitalistsDocumentation Disclosures None to report. Funding/Support None to report. Prior Presentations Pediatric hospital medicine resident education: sharing experience with a novel pilot curriculum. Presented at: Pediatric Academic Society Meeting; May 2007. Loading ...

Learning To Label : An Investigation into Ways of Conceptualizing Curriculum Diversity in a Korean Unregulated School Choice Area

This study seeks to explore whether unregulated school choice has the potential to diversify the high school curriculum, as elitist conservatives and neoliberals in Korean argue. Making use of qualitative research methods, this paper examines how national curriculum policies are implemented at two selected high schools (high-achievement 1, low-achievement 1) in a non-HSEP area. Elective curriculum and ability grouping, as two core policy measures of the current national curriculum, are intended to overcome the monopolized curriculum implementation that has plagued Korean education. However, the study finds that the term ‘curriculum diversity’ in the document of national curriculum, rather than indicating inclusiveness, actually means ‘curricular variety’ and ‘differentiation of curriculum’ through electives and between-classroom ability grouping. While the mandated elective curriculum appears on the surface to realize students’ career aspirations, it actually turns out to emphasize particular subject matters thought to be fruitful for higher college entrance exam scores. In addition, a cream-skimming effect is observed as a result of between-classroom ability grouping that makes it difficult for teachers to implement prepared lesson plans, especially in classrooms with low-scoring students.

A Comparative Study of High School Biology Elective Curriculum of Korea, Japan, Australia, USA and the United Kingdom

A Comparative Study of High School Biology Elective Curriculum of Korea, Japan, Australia, USA and the United Kingdom

Issues and Tasks related to validity of Economics in elective curriculum

Issues and Tasks related to validity of Economics in elective curriculum

후기 구조주의 교육과정과 새 과학과 교육과정의 주제 중심 내용 구성

본 연구에서는 과학과 선택과목 교육과정 개정안 개발의 일환으로 제7차 과학과 선택과목 교육과정의 운영 실태를 진단하고, 이를 토대로 과학과 선택과목 교육과정의 내용 구성 방안을 제안하였다. 제1차 과학교육 개혁은 학문의 구조라는 특정 범주가 다른 범주보다 중요하고 부각되는 구조주의에 뿌리를 두고 있었다. 반면에 후기 구조주의라는 패러다임의 영향을 받은 제2차 과학교육 개혁에서는 이러한 구조주의적 사고에 제동을 걸면서, 학생들이 갖는 학습 기회에 대한 대안적인 해석을 내놓기 시작하였다. 제7차 과학과 고교 선택과목 교육과정 8개 교과목에 대한 현장 실태 조사 결과를 살펴보면, 대부분의 교과목에서 개정이 필요하다는 의견이 필요하지 않다는 의견보다 우세하게 나타났다. 특히 학생들의 이수 비율과 대수능 응시 비율이 가장 낮은 두 과목인 지구과학 II와 물리 II는 '학습량이 많으며, 학생의 수준에 비하여 내용이 어렵고, 학생의 흥미와 관심을 유발하지 못하는 등'의 문제점이 심각한 것으로 나타났다. 새 교육과정에서는 학습량과 수준을 적정화하려는 노력에 추가하여 보다 근본적인 대책 마련이 요구되었다. 본 연구에서는 예체능계, 인문사회계 및 자연계 진학에 관계없이 모든 학생들이 이수해야 하는 각 과목Ⅰ의 내용을 구성함에 있어서 후기 구조주의적 관점에서 시사점을 얻어 '주제 중심 내용 구성'을 제안하였다. 교육과정은 학습자가 갖는 학습 기회라고 볼 때, 교육과정 연구는 학습자가 가져야 할 학습기회가 무엇이어야 하는가에 대한 대답을 추구해 가야 한다. 이러한 맥락에서 연구 결과를 종합하여 과학과 고교 선택과목 교육과정의 내용 선정과 조직 방향을 제안하였다. 전기비저항 탐사를 대신할 수 있는 것으로 평가 된다.입을 통하여 발현 관계를 명확히 확인해야 하는 추가실험이 진행되어야 할 것이다.하게 된다.토끼 면역항체를 선모충유충 조직항원에 반응시켰을 때 충체의 표피와 기저층 그리고 EIM 및 stichocyte의 <TEX>${\alpha}_0\;{\alpha}_1$</TEX> 과립에 황금입자가 표지되었다. 따라서 1일 동안 배설되는 분비배설항원은 선모충 유충의 표피와 stichocyte의 <TEX>${\alpha}_0\;{\alpha}_1$</TEX> 과립에서 유도되는 반면에 3일 동안 배설되는 분비배설항원은 표피와 stichocyte의 <TEX>${\alpha}_0$</TEX> 과립에서 유도되고, 선모충유충 감염후 1주, 4주에 실험쥐에서 형성되는 감염항체는 선모충의 표피와 기저층 그리고 EIM에서 분비되는 항원에 의하여 생성된다. 이상의 결과로 선모충의 분비배설항원과 감염항원은 선모충 유충의 표피와 EIM및 stichocyte의 <TEX>${\alpha}_0\;{\alpha}_1$</TEX> 과립에서 유도되며 이들은 45 kDa 단백을 포함하고 있는 것으로 생각된다.성하고 있는 세포들에는 세포질이 어두운 세포와 밝은 세포가 있었으며, 세포질내에는 전자밀도가 높은 분비과립이 관찰되었다. 전체적인 특징은 눈물샘분비세포 중 장액세포의 것과 비슷하였으나, 과립의 크기는 작았다. 분비관을 구성하는 세포들 사이에도 연접복합체가 매우 잘 발달되어 있었다. 샘포에서 사이관으로 이행되는 곳에서도 샘포세포와 사이관세포 사이에서도 연접복합체가 관찰되었다. 분비관세포의 분비과립 가운데는 중심부분에 전자밀도가 더 높은 중심을 가진 In this research we diagnosed the actual status of the 7th National science elective curriculum and suggested a way to select and organize the content of the new science elective curriculum. The first science education reform was grounded in the structuralism where the structure of discipline was valued above everything else. On the other hand, the second science education reform suggested alternative interpretations of students' opportunity to learn, putting a brake on the structuralist thinking. According to the survey result, the majority of the science elective courses are in need for revision because the contents are overcrowded, too difficult in light of students' learning readiness, failed to draw students' interest in science, and are overlapped and repeated among the 10th grade science, high school science I and II. In particular, Earth Science II and physics II are the most unfavorable courses among students. Thus, we recommended a fundamental change be made in the new curriculum in addition to the optimization of the content. In this paper, we suggested 'topic-centered content organization' for the science elective course I, i.e., Physics I, Chemistry I, Biology I and Earth Science I that is designed for both science track and non-science track students. Since curriculum provides students with an 'opportunity to learn', a curriculum study should focus on what the 'opportunity to learn' is that students ought to be offered. Based on the result of this study, we recommended one way to select and organize the content of high school elective curriculum.

Teaching Geriatrics to Generation Y

The course, Geriatric Pharmacy, has been a component of the elective curriculum at Mercer University Southern School of Pharmacy for more than 20 years. The evolution of the course from one of traditional lectures and assessment to one of multimedia presentations, learning activities, web-based assignments, and case-study assessments is described. The content of the course has also evolved from that of primarily clinical topics in geriatrics to include the social and emotional issues of aging, and areas and issues of pharmacy practice for geriatric patients.

Cross Conversations

Presents two educators’ views on elective courses. Argues that single-subject high school English courses teach the same skills that are taught in traditional English courses, offer students the opportunity to choose, can meet students’ particular interest or needs, and should fulfill an English requirement. Offers a perspective on the history of the secondary English elective curriculum.

A Model Rural Health Orientation Course Using Interdisciplinary, Community Oriented, Inquiry Based Strategies.

Introduction to Rural Health was developed as the introductory course for the Community Partnerships in Health Education - a new curriculum educating students using interdisciplinary, community oriented, and inquiry based strategies. Medical students, nursing students, and public health students participated in an elective curriculum designed to teach interdisciplinary groups of students to deliver primary health care in under-served communities. The curriculum began with an intensive one-week course designed to introduce students to the community, its people, their health care needs, and the process of working in interdisciplinary groups. The course was taught using a variety of community based activities. Student evaluations indicated that students strongly agreed that the course objectives were met using this nontraditional methodology. Qualitative analysis indicated that students regarded the team-building aspects of the course as the most influential. Community members indicated a high level of satisfaction with their input in the developmental process and with the extent to which community resources and interests were included.

Curriculum Reform in Undergraduate Geology Programs

A national survey of geology departments shows that 77% of the institutions have revised their major programs. With pedagogical concerns as the primary motivating force, approximately half of the departments have changed the number of courses in either the core or elective curriculum. A significant percentage (76) of departments are now offering academic concentrations in the environmental field. Nontraditional educational experiences such as capstone courses and research projects have been employed to promote independent learning and synthesis of knowledge. Only 45% of the departments responded that they have revised the introductory course. An even smaller percentage incorporated into the course pedagogical activities that promote independent learning and peer interaction. Though, to a limited degree, writing activities and quantitative exercises are utilized, class size appears to be a limiting factor to their more widespread adoption. In order to facilitate the learning process the utilization of comp...

Medical education about substance abuse: changes in curriculum and faculty between 1976 and 1992.

To examine changes in substance abuse education in U.S. medical schools between 1976 and 1992. In 1991-92 the authors conducted a 16-year follow-up survey of six clinical departments in each of the 126 U.S. medical schools. Two previous surveys by scholars and surveys conducted by the Liaison Committee on Medical Education, Association of American Medical Colleges, and the National Center for Medical Fellowships in the Addictions provided baseline data for comparison. The statistical methods used in the comparisons were paired t-tests, one-way analyses of variance, and tests of differences between proportions. Significant increases were found in the numbers of required and elective curriculum units for medical students between 1986-87 and 1991-92. The number of medical schools requiring courses in substance abuse treatment increased from five to eight between 1986-87 and 1991-92. For residents, there were significant increases in the numbers of curriculum units for residents in family medicine and pediatrics. The average number of faculty in the 116 medical schools that reported units on substance abuse was 4.1. There were 45 fellowships in addiction medicine identified in 1991-92, with a total of 61 fellows in training. While the findings confirm positive changes, the amount of curricula time and the number of faculty having expertise in substance abuse education do not compare well with the amounts of time and numbers of faculty involved in clinical problems of similar prevalence, such as cancer and heart disease.

An Untimely Death: An Elegy for the Elective Curriculum

An Untimely Death: An Elegy for the Elective Curriculum

Education About Adult Domestic Violence in U.S. and Canadian Medical Schools, 1987-88

A study was conducted to determine the current curriculum content on adult domestic violence (ADV) in 143 accredited US and Canadian medical schools. The survey carried out by the New Jersey Medical School Domestic Violence Prevention Project Survey mailed the survey materials to curriculum contact persons identified by the Association of American Medical Colleges. About 116 schools responded to the survey. Of those 116 schools 61 (53%) denote that their students did not receive any instruction on ADV; 49 (42%) reported that their students receive such instruction as part of at least one required course; and 6 (5%) received instruction as an elective curriculum. Overall 77 courses that included at least one session of instruction about ADV were identified. Because some of these courses devoted more than one session to such instruction a total of 85 sessions of instruction addressing to ADV were identified. Of all sessions addressing ADV 68% were offered during 2 years of medical school; 63% were taught in the department of psychiatry; 7% in family practice; 7% in geriatrics; 7% in internal medicine; and the remaining 16% in other departments. The format of instruction varied widely sometimes including use of films or direct contact with domestic violence victims to supplement lectures and discussions.