Curricular Emphasis Research Articles

Lessons learned from the experiences of patients with long-term conditions: recommendations for enhancing the undergraduate medical curriculum

ABSTRACT The importance of involving patients in medical education is widely accepted, but their contribution to medical curriculum design is not well documented. Patients have the potential to bring a unique perspective and more refined experience to curriculum development. This applies particularly to those with long-term conditions (LTCs) who have multiple exposures to doctors throughout their healthcare journey. The aim of this study is to explore what views patients with LTCs have on the attributes medical students require to have, in order to provide them with high-quality care. Ten patients with LTCs, encompassing both primary and secondary care over a broad set of demographics, were interviewed by telephone using a semi-structured questionnaire. The interviews were recorded using a digital voice recorder and manually transcribed verbatim onto a Microsoft Word document for thematic analysis using NVIVO software and following Braun and Clarke’s six-phase framework. Five themes have emerged highlighting where the care of LTC patients could be improved: ‘advocacy’; ‘compassion’; ‘the desire to be acknowledged as an individual’”; acknowledgement of their expertise”; and ‘benefits of continuity of care’. The findings make a major contribution to undergraduate and postgraduate clinical training development. They reinforce themes in healthcare which need more emphasis in the medical curriculum, whilst simultaneously highlighting that even well-recognised concepts such as patient-centred holistic care, are not well implemented in the context of actual practice.

Medical ethics education and awareness: Insights from a study among pakistani medical students and faculty members

This study investigated the knowledge and attitudes towards medical ethics among medical and dental students and faculty members at five medical universities in Karachi, Pakistan. Utilizing a cross-sectional, questionnaire-based design, the research included 438 participants. The study found that while a majority of participants were aware of the four basic principles of medical ethics, only 15.3% could correctly identify all of them. The primary mode of ethics education was through lectures and seminars, with less emphasis on interactive learning methods. The study also revealed a significant gap in faculty engagement and understanding of medical ethics. Although the majority of participants were aware of their institution's ethics committee, a significant proportion were unaware of its existence. The study highlights the need to enhance faculty engagement, address gaps in comprehensive understanding, adopt more interactive teaching methods, and increase the curricular emphasis on medical ethics in Pakistan.

Aretaic considerations of humor

ABSTRACT A virtue often neglected in character education is humor. Sometimes it is deprioritized to focus on virtues deemed more important. Occasionally, it is forgotten altogether. Other times, humor’s formation is regarded as incidental to the process of character formation, with the expectation that, as learners proceed through moral education, they are likely to come away decently well-positioned in their humor, too. This article explores how humor ought to be regarded in character education. It assesses humor’s status as a virtue, its moral and civic value, and potential liabilities. It defends the claim that, without a curricular emphasis on humor, students do not cease to laugh but laugh at the wrong things, and this is an obstacle to the overall success of character education. This article provides a preliminary account of how to educate humor, as part of a general sequence of character development.

An examination of Emotional Intelligence disparities between first-year B.Sc. Students choosing Physical Education and BCA students: a Comparative Analysis

This research paper explores the dimensions of Emotional Intelligence (EI) among first-year college students in two distinct academic disciplines: Physical Education within the Bachelor of Science (B.Sc.) program and Computer Applications (BCA). Recognizing the potential impact of educational choices on emotional competencies, the study investigates whether students in these fields exhibit nuanced differences in EI. The focus arises from the divergent curricular emphases, with Physical Education emphasizing physical wellness, teamwork, and leadership, while BCA delves into the complexities of computer science. Emotional Intelligence is contextualized as a crucial factor in academic, personal, and professional realms, encompassing self-awareness, self-regulation, empathy, motivation, and social skills. The objectives involve both analysis and comparison of EI between the two groups of students. The research employed a survey method with random sampling of 40 male students from Holkar Science College, Indore, aged 18-21. Emotional Intelligence was measured using the Emotional Intelligence Scale (EIS) developed by Anukul Hyde, Sanjyot Pethe, and Upindar Dhar (2005). Descriptive statistics and the Independent T-test were applied for analysis. Results: reveal no significant differences in the ten factors of Emotional Intelligence between B.Sc. students in Physical Education and those pursuing BCA. The study concludes that, based on the statistical analysis, the chosen academic path does not lead to a significant variance in Emotional Intelligence levels among these first-year students. This finding contributes to our understanding of how different academic trajectories may not necessarily shape distinct emotional competencies during this crucial phase of higher education.

Embracing Freedom in Learning: The Impact of Kurikulum Merdeka on Engineering Students of Universitas Negeri Medan

In 2020, Indonesia's Ministry of Education, Culture, Research, and Technology introduced the Merdeka Belajar-Kampus Merdeka (MBKM) curriculum for higher education to better prepare students for the modern job market. This study contrasts the MBKM curriculum with the non-MBKM curriculum, focusing on their impacts on students' career exploration and professional maturity. Using a quantitative, correlational approach, the study sampled 187 engineering students from a Medan university. Instruments included the Career Exploration Survey (CES) and the Career Development Inventory (CDI). Results showed that both curricula positively influence career exploration and professional maturity, with no significant differences between the two. The MBKM curriculum's emphasis on real-world experience and career preparation was highlighted as a key factor in fostering career readiness. The study concludes that both curricula effectively support career development, but the MBKM curriculum offers a more practical, hands-on approach to preparing students for the workforce.

Advancing Cataloging and Classification Education in Bangladesh: A Comprehensive Analysis of LIS Curriculum Evolution and Curriculum Coverage

This study examines the state of cataloging and classification (C&C) education in Bangladesh’s Library and Information Science (LIS) programs. Employing content analysis of course syllabi and surveys, it identifies aims, objectives, curriculum content, and challenges. Findings reveal comprehensive coverage of C&C theory and practical skills, though average credit hours are low at 1.12% of total programs. Variations exist among universities in credit allocation and curricular emphasis. Recommendations include increasing credit hours, integrating emerging technologies, enhancing practical training, updating curricula, and investing in faculty development. Implementing these strategies will improve C&C education, producing skilled professionals in the information management field.

Implementasi P5 PPRA dalam Pengembangan Minat dan Bakat Siswa MI YMI Wonopringgo 03 Kabupaten Pekalongan

This study explores the implementation of the Pancasila Student Profile Strengthening Project (P5) and Rahmatan lil 'Alamin Student Profile (PPRA) within the Merdeka curriculum at MI YMI Wonopringgo 03, Pekalongan Regency. The research aims to address the challenges in nurturing and developing students' interests and talents at Madrasah Ibtidaiyah (MI). Initial observations identified several issues affecting student engagement, including laziness, lack of responsiveness, and a tendency to give up easily. These behaviors hinder the optimal development of students' potential. Through a comprehensive analysis, the study examines how innovative teaching approaches and collaborative planning can enhance student engagement and achievement. The findings highlight the significance of integrating religious practices with modern educational strategies to foster a holistic learning environment. The Merdeka curriculum's emphasis on religious habituation is found to be instrumental in motivating students and uncovering their latent talents. MI YMI Wonopringgo 03, known for its consistent student achievements at various levels, serves as a model for effective implementation of the curriculum. The study concludes that tailored educational models and methods significantly contribute to the development of students' interests and talents, leading to improved educational outcomes and the overall quality of the institution. This research underscores the importance of continuous innovation and personalized learning approaches in education, particularly within religious institutions. The successful integration of P5 and PPRA within the Merdeka curriculum at MI YMI Wonopringgo 03 offers valuable insights for educators and policymakers aiming to enhance student potential and academic performance in similar educational settings.

Sowing the seeds of sustainability: the curriculum shift in agrarian technician training

Sustainability and rural development stand at the forefront of addressing pressing global challenges, from environmental degradation to social inequality. As we navigate an increasingly complex and interconnected world, the role of education in shaping the perspectives and actions of future professionals in agrarian and rural sectors becomes paramount. This study explores the integration of sustainability principles within the curriculum of the Agricultural Technical Vocational Education and Training (TVET) at the State Agricultural College of Toledo (CAET), located in the municipality of Toledo, Paraná, Brazil. By juxtaposing the curriculum's emphasis with students' perceptions of sustainability discussions across various disciplines, the investigation reveals a strong association between agriculture and sustainability. Agriculture emerges as the most frequently mentioned discipline among students, with agroecology closely following, underscoring its significance in promoting sustainable agricultural practices. Additionally, disciplines like Horticulture, Environmental Management, and Soils also receive notable mentions, suggesting their roles in addressing sustainability challenges within the agricultural sector. Interestingly, despite the curriculum not explicitly predicting the connection between certain disciplines, such as Horticulture, and sustainability topics, the teaching approach adopted by instructors appears aligned with sustainability conversations. However, a discrepancy exists between the perceived importance of sustainability discussions in core disciplines and their actual occurrence, suggesting a potential gap in integration by teachers. Addressing this gap may require investing in targeted education and training for teachers to ensure a more comprehensive incorporation of sustainability principles across all disciplines. This study highlights the need for a more deliberate and holistic approach to embedding sustainability in agrarian education, ensuring that future professionals are well-equipped to drive sustainable rural development.

Factors Affecting Sustainability-Related Career Expectations among Engineering Undergraduates in China: An Empirical Study Based on a Modified College Impact Model.

The international engineering education community has reached a consensus regarding the need to enhance engineering students' awareness of and capability to provide sustainable services in their future careers. Based on a modified college impact model, this study analyzed the impacts of curricular emphasis, curricular instruction, and sustainability-related career self-efficacy on the sustainability-related career expectations of engineering students and investigated the moderating effects of gender on the relationships among the research variables. The results show that both curricular emphasis and curricular instruction have direct positive effects on the sustainability-related career expectations of engineering students; sustainability-related career self-efficacy plays a partial mediating role in this process; and gender significantly moderates the influence of curricular emphasis and curricular instruction on sustainability-related career expectations. The findings of this study provide empirical evidence that can be used by higher education institutions and engineering educators to enhance the belief of engineering students in their ability to solve sustainability-related issues in their future careers and promote the diversification of engineering education.

Does UK Entry-Level Physiotherapy Education Prepare Graduates for a Future in Pediatric Clinical Practice? A Mixed-Methods Study

Aims Identify the perceptions and experiences of how UK entry-level programs educationally prepared pediatric physiotherapists for their first clinical role. Review the extent programs taught essential, recommended, and additional content as per the International Organisation of Physical Therapists in Pediatrics (IOPTP). Methods Mixed methods design involving qualified UK pediatric physiotherapists. Forty-two physiotherapists completed an online questionnaire and nine (21%) completed a follow-up semi-structured interview. Results All 42 respondents felt they were “Not Well” (median 2, IQR 1.75–2.75) prepared for clinical practice. Not enough curricula emphasis was given to pediatric content (100%), with 31% (n = 13, CI 95% 19–46) reporting no pediatric content throughout their program. Only 15 (36%, 23–51) respondents experienced a pediatric placement. Themes from the follow-up interviews were (1) UK programs are adult focused; (2) placements are the only meaningful opportunity to develop competency; (3) programs lacked non-clinical content; and (4) experiencing pediatric patients was overwhelming due poor preparation. The majority of the IOPTP curriculum guidance is not embedded within UK curriculums. Conclusions Respondents reported they were not well prepared for pediatric clinical practice. Some entry-level programs did not include any pediatric teaching throughout the entirety of the course.

University Education in a Time of Perpetually Wicked Problems

Wicked problems differ from tame ones in important ways that define significant challenges in resolving them. Among these differences are their lack of a prescriptive definition, their absence of a clear stopping rule, their emphasis on better or worse outcomes rather than right or wrong solutions, their uniqueness, and their demand that resolutions not make the problem worse. University graduates will take on central roles and leadership responsibilities for addressing the world’s wicked problems such as those identified as the United Nations Sustainable Development Goals. Those roles and responsibilities require advanced critical, systems, design, and ethical thinking skills and not just the disciplinary tactics and tame problem-solving abilities that largely comprise a university educational experience. This paper challenges the ways in which universities fail to equip their graduates with sufficient understanding of wicked problems and the approaches that offer the best chance to address them. The increasingly-granular structure of the academic year, the curricular emphasis on disciplinary rather than inter- or multi-disciplinary learning experiences, the lack of collaborative opportunities with those of other theoretical and practical perspectives, and the lack of intentional learning for critical, design, systems, and ethical thinking are discussed.

미술과 토의·토론의 목적과 방법: 스튜디오 크리틱 개념과 방법의 도입을 제안하며

This study explores the significance and implementation of discussion·debate in the art curriculum. To this end, it was reviewed and classified as the national curriculum of the other subjects and the past art subjects. Studio critique was proposed in consideration of the current curriculum's emphasis and the char-acteristics of art. Subsequently, a lecture focused on studio critique was conducted and an analysis was conducted to understand the aspects and effects through reflection notes. As a result, the early studio cri-tique involved taking turns to speak, finding the correct answer, and facing the obstacles between think-ing-image-language. The later studio critique was changed to being the protagonist, holding on to thoughts and refining them, getting to know oneself, and enjoying unpredictable situations. Based on these findings, it is noted that studio critique provides a unique learning experience that distinguishes it from discussions on other subjects. To promote studio critique, it was proposed to prepare procedures for constructive stu-dio critique, secure enough time, have a common language, and share and empathize with the purpose of studio critique.

“It is like the re-enactment show”: Narrative and historical culture among young French Canadian students

This study of historical consciousness illustrates the cultural processes by which French Canadian students narrate the history of their national past. Findings are based on data collected through a narrative inquiry with 635 francophone students from a variety of backgrounds. Although participants made explicit references to and use of formal learning from their school history courses, a majority of participants produced simplified narratives largely informed by mythistories of their historical culture. These findings suggest that the current curricular emphasis on historical thinking may fail to challenge students’ historical ideas in ways that take into consideration the forces of historical culture (mythistories, mnemonic infrastructure representations, conceptions of the past) and help them generate more complex narratives of the collective past that acknowledge the diversity of perspectives present in the society in which they life.

Impact of curricular and institutional factors on Pharm.D. students' NAPLEX success: A comprehensive analysis of US pharmacy programmes

Background: Curricula and institutional factors in pharmacy schools play a pivotal role in shaping students' readiness for the North American Pharmacist Licensure Examination (NAPLEX). The factors that influence student success remain uncertain. This research explores the association between various aspects of pharmacy school curricula and NAPLEX pass rates. Methods: Data on various aspects of pharmacy programs across the United States were collected, including curricular structure and content. Multiple linear regression analysis was conducted to investigate the correlation of factors with NAPLEX pass rates. Results: The four-year programmes and research-focused institutions, with a curricular emphasis on practice management, pharmacology, pharmacotherapy, and APPE, had a positive relationship with NAPLEX pass rates. Focus on Pharmaceutical Calculations had a negative relationship with NAPLEX performance. All other factors were non-significant. Conclusion: This study provides valuable insights into the determinants of NAPLEX pass rates. It underscores the importance of a well-rounded curriculum and a balanced course selection to enhance student performance.

Grief Training in Palliative Care Fellowships

IntroductionNo prior study has assessed grief and bereavement curriculum in Hospice and Palliative Medicine (HPM) fellowship programs in the United States. MethodsA 14-item survey was created and distributed to Accreditation Council for Graduate Medical Education (ACGME)-accredited HPM fellowship Program Directors to assess program demographics, curriculum emphasis, grief and bereavement programming, and attitudes toward grief and bereavement training for HPM fellows. ResultsThe overall survey response rate was 63%. Most palliative care programs were academic (74%) and had four or fewer fellows (85%). 90% devoted a minority (0%–10%) of their curriculum to grief and bereavement training. Most programs reported at least some program-led grief and bereavement programming (69%); however, 53% endorsed that fellows are not very or not at all involved in this programming. Almost half of programs only have a small amount of programming related to supporting families after loss (49%). The majority endorsed having a great deal of programming for debriefing or supporting fellows through professional grief (55%), and the most common modalities were debriefing sessions (62%) and ensuring access to mental health resources (41%). The most common ways of teaching grief and bereavement were through bedside/anecdotal teaching and lectures/case conferences. Most program directors felt that palliative care fellowships should provide grief and bereavement training (81%) and consider it important or very important for fellows to learn how to process grief and bereavement (92%). DiscussionIt was widely reported by program directors that grief and bereavement training are important curricular components for HPM fellows. Acknowledging professional grief remains an underrecognized need in palliative care training and practice. Our study suggests that for grief and bereavement curricula in HPM fellowships, the time dedicated, specific types, and amount of fellow involvement was highly variable. It will be critical for programs to disseminate best practices to help move toward a more uniform approach for ensuring basic competency in grief and bereavement training in HPM fellowship programs in the United States.

Temas socioambientais e escola no estado do Amazonas (AM), Brasil

The aim of this study was to understand the relationship between socio-environmental issues and science teaching at school. To this end, the descriptive exploratory method was adopted, which favors getting closer to the object of study. The analyses were conducted using the Textual Discourse Analysis (TDA) technique. The methodological procedures included the following stages: 1) submission to the Research Ethics Committee (CEP); 2) bibliographical research; 3) technical visits. The results show that the articulation of socio-environmental themes with scientific concepts and local reality still faces challenges. This is due to the curriculum's emphasis on isolated concepts, to the detriment of establishing meaningful dialogues with local reality.

Fabrication of Distal Extension Removable Partial Denture with Surveyed Crown and Altered Cast Technique: A Case Report

Support and stability for a Removable Partial Denture (RPD) are difficult to achieve in a distal extension edentulous ridge and are even more compromised in reduced dentition. The combination of the altered cast technique and milled crown in removable partial denture fabrication would greatly enhance support by redistributing the load more effectively. However, it is not routinely practiced due to the complexity of the treatment and the lack of emphasis in dental curriculum. In the present case of a 54-year-old male, despite several attempts at wearing the denture, the patient was unable to tolerate it. The atrophic mandibular ridge and poor inclination of the abutment tooth seemed to be complicating factors. Therefore, the prosthesis required some modifications. The present case report highlights the Applegate altered cast technique, which can be deployed with a milled crown, including the clinical and laboratory stages involved. This might help to overcome the problems encountered with distal end saddle dentures, making them more tolerable to patients.

CHARACTERIZING PUBLIC CLASSICAL SCHOOLS: PROMOTIONAL LANGUAGE IN MISSION AND VISION STATEMENTS

Little is known about primary and secondary public classical schooling in the United States despite a history of over 30 years and the increasing influence of classical organizations on individual states’ curriculum. The lack of information is ascribed to the lack of salient literature on the implementation of the classical approach in public school contexts. To begin to characterize classical public schooling, the researcher conducts a comparative content analysis of mission and vision statements from 47 classical and 50 non-classical public schools. Pointwise mutual information (PMI), an association metric, is used to meaningfully differentiate the promotional language employed by the classical and non-classical school groups to appeal to prospective families in a competitive public education market. Results indicate that classical public schools advertise curricular emphases on challenging academics and character formation, demonstrating an intriguing connection to the available literature on classical education despite the focus of that literature on private and religious contexts for learning.

Sugestões de uma equipe de saúde hospitalar à formação e ao preparo profissional para pandemias

ABSTRACT Introduction: The COVID-19 pandemic provided evidence of gaps in the preparation of health professionals. The objective of this study was to know the suggestions of professionals who worked in healthcare about how to better prepare them to deal with this context. Method: This was an exploratory qualitative study with in-depth semi-structured interviews of diverse groups of professionals from a high-complexity teaching hospital in the South Region of Brazil. Comprehensive Sociology was used as a framework. Results: The suggestions for institutions that provide healthcare included greater attention to their clinical staff, with regularly offered technical training and psychological preparation programs. Suggestions for health education institutions included greater curricular emphasis on psychological aspects and comprehensive care in human health, with humanization; communication; collaborative teamwork, leadership, and management; greater theoretical and practical course load, with simulation and practice in real emergency and intensive care scenarios, in addition to contents covering crisis medicine, biosafety, bioethics when resources are scarce, and care for critically-ill patients. Discussion: The literature indicates that investments in permanent education programs minimize avoidable errors, improve team performance and promote professional development. In the context of the Covid-19 pandemic, the need to learn self-care, communication with patients and family members and strategies for controlling and managing emotions was highlighted. With regard to technical and scientific skills to be emphasized in the presence of mass crises, topics related to biosafety and care for critically-ill patients are highlighted. Final considerations: The suggestions provided can contribute to better preparation of health professionals to work in pandemic contexts.

THE NET ON THE RIVER WHERE VERY LITTLE HAS BEEN CAUGHT: DIFFERENCES IN MEMORY FOR DISCOURSE IN YOUNGER AND OLDER ADULTS

Abstract Experiential learning is key for courses in a gerontology certificate program at a midwestern nursing and health science college. One curricular emphasis is the uniqueness of every older adult that the student will encounter as they move from a novice student role to professional role mastery several years into their careers. To assist in this transition, one course has a unit on memory for discourse, especially memory for printed materials—essential in support of understanding medical conditions and treatment follow-through. Our project had college students compare their memory for short stories with memories of “students” from an OLLI Program who attended this class. The project, in an adult development course, provides students with community service, direct contact with older adults and reflective practices to integrate course content with this activity. Qualitative analyses were used. Content analyses of reflective essays identified four themes (a) older adult focus on key story propositions as well as incidental propositions with tie-in to acquired knowledge on attention/memory from course work (b) frequent use of situational schema based on greater world knowledge held by older adults and implications of this type of discourse in clinical settings (c) differences, that favored older adults, between groups in memory for details in structured versus unstructured stories, and (d) differences in style of recall for stories between age groups. Reflections were encouraged to tie new age-related knowledge about memory processes into better client follow through. Students also reflected on ways to make memory more optimal in clinical settings.