Essential Curriculum Research Articles

Design transparency of high-school chemistry teachers’ guides: a comparative study

ABSTRACT The influence of teachers' guides (TGs) as an essential curriculum resource supporting instruction, professional development, and reflection among teachers has been well studied. However, there is scarce research on the design transparency of TGs whereby the intentions of curriculum designers are made explicit and accessible. To fill this gap, we conducted a comparative study of high-school chemistry TGs across four common topics in China and Korea to analyse the categories, frequencies and depth of supports found within them, specifically in terms of their (i) design rationales, (ii) storyline and (iii) other transparency supports. The results showed that their TGs exhibited more similarities than differences and placed the highest emphasis on explaining teaching methods which accounted for around half of their content. Another emphasis was on communicating rationales with the highest proportion of support devoted to explaining course objectives and the purpose of an activity. Nonetheless, storyline design transparency supports (especially concerning interdisciplinary connections) were severely lacking. These results hold implications for the development of more effective TGs for chemistry instruction in terms of explicitly stating rationales behind pedagogy and activities (i.e. “the why”), pointing out learning difficulties and use of representations by students, interdisciplinary teaching and implementing differentiated instruction among other supports.

Anatomia radiológica do tórax na graduação médica: o que o médico generalista precisa saber

Rationale: in medical education, the traditionally employed methodology in Human Anatomy classes is the dissection of cadavers, a method fraught with logistical, ethical, and financial limitations. In this context, the use of imaging exams not only contributes to the teaching of human anatomy, which is fundamental knowledge for professionals, but also facilitates an understanding of radiology, which is subsequently addressed in medical school. Furthermore, imaging exams represent one of the primary applications of anatomy in medical practice. Objectives: The present study aims to develop a proposal for an Essential Curriculum in Radiological Anatomy of the chest, outlining the fundamental structures to be identified in imaging exams by general practitioner and supporting the teaching of anatomy in medical education. Methods: A questionnaire was sent to medical professors and/or preceptors at the PUCPR medical school, where they were asked to assess the relevance of thoracic anatomical structures in the context of radiology on a 4-point Likert scale. The questionnaire was structured into four sections based on the most used imaging exams. The responses were entered into an Excel® spreadsheet and statistically analyzed for consensus using the Loe Index. Structures with high and moderate consensus among experts were included in the Core Curriculum. Results: The study included 26 medical professors and preceptors from PUCPR's medical school, representing 15 different medical specialties. The proposed Core Curriculum comprises 43 out of the initially listed 94 structures. Conclusion: In line with the stated objective, the result of this study is the development of a Core Curriculum in Radiological Anatomy of the Chest, consisting of 43 relevant structures to assist professionals in the evaluation of X-ray and computed tomography exams.

A Call to Promote Global Surgery andAnesthesia as Essential Curriculum forUniformed Medical Students.

Global surgery and anesthesia is an emerging field in global health and academic medicine. Promoting the education of global surgery and anesthesia among uniformed medical students is imperative and will prepare the next generation of uniformed physicians for global surgical missions through both the DoD and civilian opportunities.

Five Key Articles on Curriculum Development for Graduate Medical Educators.

Background Curriculum development is an essential domain for medical educators, yet specific training in this area is inconsistent. With competing demands for educators' time, a succinct resource for best practice is needed. Objective To create a curated list of the most essential articles on curriculum development to guide education scholars in graduate medical education. Methods We used a modified Delphi method, a systematic consensus strategy to increase content validity, to achieve consensus on the most essential curriculum development articles. We convened a panel of 8 experts from the United States in curricular development, with diverse career stages, institutions, gender, and specialty. We conducted a literature search across PubMed and Google Scholar with keywords, such as "curriculum development" and "curricular design," to identify relevant articles focusing on a general overview or approach to curriculum development. Articles were reviewed across 3 iterative Delphi rounds to narrow down those that should be included in a list of the most essential articles on curriculum development. Results Our literature search yielded 1708 articles, 90 of which were selected for full-text review, and 26 of which were identified as appropriate for the modified Delphi process. We had a 100% response rate for each Delphi round. The panelists narrowed the articles to a final list of 5 articles, with 4 focusing on the development of new curriculum and 1 on curriculum renewal. Conclusions We developed a curated list of 5 essential articles on curriculum development that is broadly applicable to graduate medical educators.

신입생 기초 학업 능력 교육을 위한 교양 글쓰기 교육과정 연구

The purpose of this study is to propose a plan to organize a liberal arts writing curriculum to educate first-year college students on basic academic skills. To this end, the discussion on the nature of liberal arts writing lectures as a basic liberal arts essential subject was broadly examined, and it was revealed that the perspective of focusing as a tool subject was useful in enhancing academic ability. In addition, discussions on the WAC curriculum, which is a curriculum that looks at writing ability as a basic academic ability, and the writing curriculum by division were analyzed. The WAC curriculum has the advantage of securing practicality in that it is a writing curriculum prepared around tasks to be written in the academic performance process. However, it is difficult to operate as an essential liberal arts curriculum due to the need for individualized operation, and alternatives are needed in that it is challenging to design and operate the entire university curriculum to operate the subject. The writing curriculum for each category is somewhat easier than the WAC curriculum to apply as a basic liberal arts essential curriculum. However, criticism is raised over whether there is a distinct writing type by academic field, while at the same time whether there is a common writing type that can be agreed upon within the academic field. Accordingly, this study suggested that the curriculum model that integrates the common curriculum and the modular curriculum could be an alternative to applying the academic-centered writing curriculum model to the realistic operating context.

INTEGRATING ETHICS AND PROFESSIONALISM IN ACCOUNTING EDUCATION FOR SECONDARY SCHOOL STUDENTS

The important task of incorporating professionalism and ethics into secondary school accounting education is examined in this paper. The study highlights essential curriculum development, assessment, and evaluation approaches in light of the significant influence that ethical and professional values have on the accounting profession. It highlights the importance of using various assessment techniques, aligning educational standards, and promoting interdisciplinary cooperation. The conversation focuses on new issues, such as the necessity of teaching digital ethics and behavioral ethics in a global setting. Suggestions include the creation of industry partnerships, ongoing research, and mentorship programs. The study also emphasizes the value of public awareness campaigns and ethical climate assessments in fostering educational institutions' professional and ethical culture. In conclusion, it is both a social responsibility and an educational objective for aspiring accountants to grow ethically and professionally. By embracing these recommendations, educational institutions and instructors can help mold accountants who are not only technically skilled but also morally grounded leaders able to maintain the highest standards of integrity in a quickly changing accounting environment.
 Keywords: Ethics, Professionalism, Accounting Education, Secondary School, Curriculum Development, Assessment, Evaluation, Digital Ethics, Interdisciplinary Collaboration.

Exclusivity of Animation Industry Education Curriculum Raden Umar Said Vocational School Kudus

This research was conducted based on observations of Raden Umar Said Vocational High School (SMK), which was originally a suburban Vocational School turned into an international standard superior school with a level of progress in the animation industry education curriculum in the applied learning process. The purpose of this study was to analyze the learning process in the implementation of the animation industry education curriculum at Raden Umar Said Kudus Vocational School. This type of research uses descriptive qualitative methods with a phenomenological approach to reveal more deeply the phenomenon of the industrial education curriculum and the learning process as curriculum implementation at Raden Umar Said Kudus Vocational School. Data collection techniques are carried out by means of observation, interviews, and documentation. The source of this research data is primary data obtained from interviews with the Principal, Deputy Head of Curriculum, teachers, and students at SMK Raden Umar Said Kudus. Research data validity techniques using method triangulation and theory triangulation. The results of the study can be concluded that the learning process uses a teaching factory based on project based learning (PjBL) and PBL which develops the entrepreneurial spirit of its graduates. Students find conceptual understanding after going through the practical process in the studio. Fun studio and learning space by combining general and productive material (thematic learning) with the essential curriculum. Learning is supported by complete and sophisticated facilities from the animation room, recording room, sound editing, color grading room, mini theater. Teaching factory learning uses job sheets, block schedules, there are products and markets with assessments in the form of final assignments and work exhibitions. Industrial learning with a block learning system with learning target achievements determines the duration of learning time. Curriculum development carried out at RUS began with: 1) integrated/ synchronous curriculum alignment with industry; 2) essential curriculum (non-productive curriculum that supports major material); and 3) one competency material in the major concerned. Keywords: Curriculum, Curriculum Development, Animation Industry Education.

Effectiveness of Bio Inspired Robotics in Studying Biological Systems, and Looking for the Mechanisms that May Solve a Problem in the Engineering Field

Bio-inspired robots have been developed for creating natural things insight robots. These kinds of robots have the capability to interact with human easily. Nowadays, many scientists are trying to make an advanced bio-inspired robot that also makes able to have an impact on society or helps individuals. These kinds of development generally use for logistics, manufacturing, surgery, supply, and car driving. Bio-inspired robot use high-capacity sensors, high-resolution cameras, chips, and other major kinds of essential technologies. This study has also focused on the importance of bioinspired robots that plays a significant role in assembling, carrying, sawing, and other essential curriculum. Interaction between robots and human increase the advantages and strength of the activities and it can provide the desired benefits to individuals. Accordingly, this paper also tries to find the impact of the biological system and its significance in the development of bio-inspired robots. Interaction between human and robots make a huge and effective impact on society and people get inspired to adopt technological facilities in their daily life. In a biological system, bio-robotics also help to develop the growth of technological transformation. Biological studies get inspiration to create designs of advanced and intelligent robotics for conducting diverse human-like activities such as swimming, terrestrial movements, and flying. That also helps to understand the evolution of biological organisms within an advanced dynamic environment. Keywords : Bio-inspired robots, bio-inspired robotic platforms, Robotics Traction Unit (RTU), AI Farming, AI Technology, Magnet-polymer, hybrid continuum cable-driven robot (HCDR), Deep learning models, acrylonitrile-butadiene-styrene, PDMS, ABC, ACO, PSO.

Artificial Intelligence: Bioengineers' Ultimate Best Friend

Artificial Intelligence: Bioengineers' Ultimate Best Friend

A Curriculum, Instruction, and Assessment (CIA) Framework for Health Literacy Education (HLE) in Medical and Health Professions Schools

There is increasing need to implement Health Literacy Education (HLE) as essential curriculum content in medical and health professions schools, supported by skill-based instructional strategies and authentic assessments. This paper reviews two decades of historical progress in health literacy and advances a new conceptual model to organize Curriculum, Instruction, and Assessment (CIA) themes for Health Literacy Education (HLE). Three themes are integrated into the Health Literacy Education (HLE) curriculum: 1) interprofessional communication in HLE, 2) cultural and linguistic competencies in HLE, and 3) a language typology that informs HLE. Two pedagogical themes are integrated into HLE instruction: 1) skill-based instructional strategies to improve oral communication (n = 7), and skill-based instructional strategies to improve written communication (n = 3). Skill-based instructional strategies to improve oral communication of medical and health professions students includes use of plain language, use of Teach Back or Show Me, encourage patients to ask questions, use medical interpreters and translators, be an active listener, respond with empathy when breaking bad news to patients, and use Chunks and Checks method. Skill-based instructional strategies to improve written communication of medical and health professions students includes write in plain language, evaluate written materials, and use pictures or visual aids to aid patient understanding. Two themes are integrated into HLE assessments: 1) formative assessment, and 2) summative assessment. The paper promotes the Curriculum, Instruction, and Assessment Framework for Health Literacy Education (CIA-HLE) for use by faculty in medical and health professions schools to ensure their students are well prepared to use oral and written communication with their patients as guided by selected research studies and initiatives. To further advance interprofessional collaboration and dialogue across the medical and health professions, a language typology and a knowledge typology are provided as building blocks to health literacy education.

What is the Essential Curriculum for IR in Japan?

A survey was held from July to August 2021 to ascertain the actual requirements of Japanese Institutional Research (IR) curriculum. The results of the survey revealed the course desired by the people who have been engaged in IR. They can be divided into two groups: those who have participated in a course at least once and those who have never participated in any course. Afterward, the detailed analysis revealed that the requirements for the above groups were different. In this paper, the author describes the facts in detail.

A Study on the Development of Art Management Education in China

Purpose - The purpose of this study is to study the curriculum of Chinese art management. Even in a short history, I would like to find out the problems of art management by studying the curriculum of the art management department installed and operated by each university. In addition, it is intended to provide data that can improve the quality of the curriculum by seeking improvement measures. Design/Methodology/Approach - The curriculum of Chinese art management was investigated by collecting Internet data search and graduate recruitment guidelines. Through the data obtained from the reference, a desirable curriculum development plan for the department of art management was found and a method to contribute was sought. Findings - The art management curriculum is an important place to cultivate professionals who will lead Chinese art management in the future. Therefore, the scope of the curriculum should be expanded, and research on art management should continue. Therefore, this study was designed to contribute to the development of the curriculum of art management. Research Implications - The department of art management in China has undergone many changes and developments, but it is still insufficient in the curriculum of the department of art management. Looking at the curriculum of universities, inefficient curriculum organization occupied a large proportion. Universities are working hard to foster talent, but the educational system within the university is still insufficient, and the future of the arts management department will be brightened only when more essential curriculum is developed and specialized for the rational establishment of the educational system.

Searching for creativity in the Portuguese preschool and basic education curricula

AbstractCreativity has become an essential curriculum competence, playing a pivotal role in the successful response to the ever‐changing demands of contemporary society. Yet, its complex, dynamic, and multifaceted nature seem conflicted with the predominant quantitative and easy‐to‐replicate curricular goals, resulting in potential incongruence between educational aims, pedagogical activities, and students' creativity development. Aiming to contribute to this debate, we designed a qualitative study, based on a documentary analysis of the Portuguese preschool and basic education‐intended curricula (legislation, legal norms, guidelines, programs, opinions, and recommendations). From an initial set of 194 documents, 20 complied with our selection criteria. Key findings underline the difficulties in outlining a clear and comprehensive definition of creativity as a distinctive dimension of psychological development, with consequences in how creativity‐focused pedagogical activities are applied within the classroom. Although recent educational reforms have attempted to overcome these limitations, they appear restricted to arts and sports subjects. Our results highlight the need to develop curricula anchored in an approach to creativity as a unique opportunity for psychological development. By intentionally promoting creativity in the curriculum, students' sense of agency, identity, self‐knowledge, and determination can be engaged, ultimately enhancing the underlying complexity of their socio‐cognitive emotional structures.

Establishing Evaluation Criteria for Digital Dental Simulation Systems and the Differences between Software and Evaluators

Purpose: Cavity and tooth preparation are essential curriculum components in dental education for undergraduate students, and faculty staff determine whether the standard of the work is acceptable. However, evaluators are inevitably subject to variability and bias, so quantification of the evaluation is desirable. Therefore, various digital devices have been developed to quantify evaluations, such as SURFLACER, Simodont, and DentSim. In this study, we aimed to investigate the use of evaluation software and to compare human evaluation with software evaluation using a new digital dental education device with a realtime evaluation function. Material and Method: Dental students prepared a full metal crown on an artificial mandibular left first molar, which was evaluated by the software and a human evaluator (a dentist). Results: The results showed that the software evaluation was more suitable with eight cross-sections than with four crosssections. The dentist evaluated the same teeth according to a set of evaluation criteria, but there were no statistically significant differences in any of the evaluation items. Finally, multivariate analysis was conducted to assess the relationship between the software evaluation using eight cross-sections and the human evaluator using dummy variables, and it revealed that the margin form evaluation by the dentist was a significant explanatory variable for the score by the software. Conclusion: This preliminary study is the first to demonstrate that the new digital dental education device has considerable potential as a digital educational tool.

Using the Jigsaw Teaching Method to Enhance Internal Medicine Residents' Knowledge and Attitudes in Managing Geriatric Women's Health.

IntroductionAlthough studies surveying internal medicine (IM) residency program directors identify geriatric women's health as an essential curriculum topic, there are limited published women's health curricula for IM residents. Our IM residency program performed a needs assessment, which revealed that the majority of residents were unsatisfied with our current curricula and most were not confident managing geriatric women's health. We developed and assessed a structured curriculum to improve IM residents’ knowledge and confidence in addressing geriatric women's health.MethodsThis 2-hour interactive workshop used the jigsaw teaching method (a cooperative learning strategy where peers deliver specific content in teams) to teach 84 categorical IM residents of all PGY levels about the diagnosis and management of menopause, osteoporosis, urinary incontinence, and abnormal uterine bleeding. Participants completed a pretest and immediate posttest to assess knowledge and confidence about the targeted topics. We compared baseline and postworkshop responses using chi-square and Wilcoxon signed rank tests.ResultsSeventy-four (88%) IM residents completed the pretest, and 62 (74%) completed the posttest. Mean knowledge scores improved from 51% to 69% (p < .0001). Residents who reported feeling somewhat confident or confident in addressing women's health topics increased from 14% to 44% (p < .0001). The majority were satisfied or very satisfied with the workshop (94%) and requested additional women's health education (92%).DiscussionOur results suggest that workshops using the jigsaw teaching method can effectively increase IM resident knowledge and confidence in managing geriatric women's health.

ICT skills, and benefits of teaching and learning animal science with blended learning at colleges of education in Ghana

Animal science is an essential curriculum in animal husbandry and veterinary professional education. This study delved into the use of ICT in teaching animal science using blended learning and the benefits of blended learning for teachers and students. The study utilized a descriptive survey design. The target population consisted of animal science students and teachers selected colleges of education in the Volta region. The population of Agric science students was 100, and the Agric science tutors in the three colleges were 20. With the use of Yamane formula, the sample size was 80 and 19 respectively for students and the teachers. The fundamental instrument for data collection was questionnaires. Four and five scaled Likert like tests were designed to elicit information on the level of ICT skill of teachers and their students, and on benefits of blended learning to teachers and students respectively. The information gathered was analyzed using SPSS version 21 and the hypotheses were tested using Analysis of Covariance. The result established that both teachers and students of animal science department in the Colleges that participated in the study, are skilled in ICT and that both teachers and students benefited from using blended learning model in teaching animal science in colleges of education in Ghana. It was also discovered from hypothesis tested that no significant difference existed between the ICT skill level of teachers and students, and no significant difference also existed between the level of benefit derived from blended learning by both teachers and students. It was concluded that both teachers and students of animal science in the colleges of education in Ghana benefited from blended learning model because they are skilled in ICT. Hence, it was recommended that teachers and students must be well trained to acquire sufficient ICT skills in the usage of basic ICT applications in order to obtain the full benefits of the blended learning model.

Making Sense of Family Medicine Resident Wellness Curricula: A Delphi Study of Content Experts.

The Association of Family Medicine Residency Directors (AFMRD) Physician Wellness Task Force released a comprehensive Well-Being Action Plan as a guide to help programs create a culture of wellness. The plan, however, does not offer a recommendation as to which elements may be most important, least resource intensive, or most feasible. This study sought to identify the most essential components of the AFMRD's Well-Being Action Plan, as rated by expert panelists using a modified Delphi technique. Sixty-eight selected experts were asked to participate; after three rounds of surveys, the final sample included 27 participants (7% residents, 38% MD faculty, 54% behavioral science faculty). Fourteen elements were rated as essential by at least 80% of the participants. These components included interventions at both the system and individual level. Of those elements ranked in the top five by a majority of the panel, all but one do not mention specific curricular content, but rather discusses the nature of a wellness curriculum. The expert consensus was that an essential curriculum should begin early, be longitudinal, identify a champion, and provide support for self-disclosure of struggles.

Avaliação das aprendizagens no contexto de políticas curriculares de accountability

Na discussão atual sobre processos de mudança e inovação, a nível curricular e pedagógico, há referências constantes a palavras-chave – por exemplo, qualidade, eficácia e eficiência – que definem não só práticas escolares, bem como políticas transnacionais e supranacionais de partilha de conhecimento, com efeitos no modo como a avaliação das aprendizagens é concetualizada e realizada. Depois de uma discussão sobre políticas de accountability, que conduzem a práticas de performatividade nas escolas, ritual que é suportado cada vez mais pelos organismos transnacionais, por exemplo, através do conceito personalização da aprendizagem e da abordagem por competências globais, analisamos a avaliação das aprendizagens, nos ensinos básico e secundário, em Portugal, cujas práticas “deveriam ser” inovadoras em função do perfil de competências do aluno e das aprendizagens essenciais.

An Analysis of Satisfaction on the Essential Curriculum: Focusing on J University Case

An Analysis of Satisfaction on the Essential Curriculum: Focusing on J University Case

Muslim Societies’ Ambivalence to Arabic: Reasons, Manifestations and Consequences

Literacy has been an essential part of Islam since its inception (Lydon 2010). Indeed, the first verse that was revealed of the Holy Quran demanded that the Prophet Muhammad and the first chapter revealed was called al-Qalamor the Pen (Lydon 2010). This dispositioned Muslims to seek knowledge even if it were located in China. The words of Caliph Umar ibn al-Khattab, who advised Muslims to learn Arabic so as to sharpen their wisdom, resonate strongly with this Islamic disposition and indicate that the invocations of Allah echoed through the young and growing Muslim nation. In fact, the efforts of Muslims to transform these entreaties to read and to learn Arabic into a way of life fashioned a significant body of written works that covered scientific, literary and practical topics (Lydon 2010).In this regard, Lydon (2010) identifies that Muslim leaders, were quite distinguished from the leaders of other faith groups because they were devoted to equipping Muslims with Arabic, especially the recently converted. This ought to be seen as the earliest grassroots literacy campaign, which solidified Arabic's position as a Lingua Franca of the Muslim civilization for hundreds of years (Lydon 2010). Consequently, Lydon (2010) notes that while Islam developed a distinct pedagogical framework, its mission to promote Arabic literacy led to an inherent flexibility that resulted in the development of various teaching methods. For example, the renowned scholar Ibn Khaldun notes that in Muslim Spain, West Africa and Morocco students acquired Arabic literacy through the mastering of whole words whereas in Cairo and other parts of the Middle East this was done by learning individual letters of the alphabet (Lydon 2010).This is highly telling of the Muslims' active attempts to optimize acquisition and their commitment to entrenching knowledge of Arabic. Accordingly, the Muslim civilization was at the cutting-edge of many linguistic sciences such as, phonology, lexicography and grammar. Indeed, Arabic linguistics became an established science that attracted innovation and scholarship by the 800s CE (Meri 2006). Corpus collection, error analysis, random data collection and field research were common pursuits among the linguistic community of Al-Khalil Ibn Ahmad al-Farahidi, a lexicographer and philologist extraordinaire, best known for his codex Kitab al-'Ayn (Meri 2006).Naturally, with such attentions to advancing Arabic prevalent in the society, the early Muslims developed a curriculum for Arabic. Hall and Stewart (2010) surveyed West African Islamic manuscripts from 1625 - 1925. It was concluded that the presence and absence of particular texts in various collections was strongly indicative of an empirical process of text selection that determined which texts were to be studied by students and which were more suited for scholars. Accordingly, these texts constituted an essential curriculum for Arabic, in which lexicography, syntax, phonology, rhetoric and prosody were set subjects with recommended readings associated with them.Unfortunately, the apple seems to have fallen very far from the tree. Literacy in some parts of the Arabic-speaking Muslim world is as low as 40% (Hammoud 2006). In fact, the most literate Arabic-speaking nations toy with an 80% literacy rate (Hammoud 2006). However, more importantly, it would seem that non-Arabic speaking Muslim societies are far less inclined to learn Arabic today than in the past. For although, some would argue that the preservation of Islam is dependent on the continued promotion of Arabic (Ahmad 2001), the reality is that Arabic has lost its position as a Muslim lingua Franca with the rise of the Ottoman Empire. The position of Arabic among Muslims has been further weakened by various factors, such as the rise of English as the new lingua Franca; the huge translation movements of religious Arabic texts; the rise of nationalism and globalism. As such the question about the place of Arabic in Islamic Education in the non-Arab Islamic world is a pressing one. …