European Curriculum Research Articles

Graduating European Dentist Curriculum DomainV:Research.

This commentary introduces the new Graduating European Dentist Curriculum Domain V-'Research', and outlines the international multi-stakeholder development and consultation process that was undertaken in order to develop the new Domain.

Decolonising the European conservation curriculum

European conservation-restoration training programmes offer curricula that tend to be rooted in Eurocentrism. Over the last decades, conservation scholars have called for a re-interpretation of the sector, based on a need to acknowledge and respond to global social developments, including the call for decolonisation—calls that would naturally change training programmes. In Australia and Canada, for example, training programmes long ago embarked on a path of reforming their curricula and including non-Eurocentric ways of conserving. On the other hand, higher education programmes in conservation in Europe have only recently begun to discuss alternatives to their current curricula. To address this concern, this article focusses on approaches aimed at ‘decolonising the curriculum’ as a means for European conservation training programmes to achieve greater alignment with current social developments. Such approaches may serve as a strategic device for formulating recommendations geared to triggering curricula transformations and bringing them into line with major social issues in our contemporary world, as well as to provide a broader and more diverse epistemic foundation for the professional efforts of future conservation experts.

Evaluation of university and training standards in clinical perfusion, an European-wide survey.

Adequate theoretical and practical training of prospective clinical perfusionists is essential for maintaining clinical standards and ensuring patient safety during cardiac surgery procedures. Perfusion schools play a crucial role in establishing and maintaining higher education and training standards in clinical perfusion. The aim of this study is to obtain a comprehensive overview of European training standards in clinical perfusion in 2023. For this study, 53 perfusion schools in Europe were found and contacted, of which 30 (56.6%) responded, giving a sample size of n = 30, which were then included in the data analysis. The quantitative data of the survey are analysed using descriptive methods. The university and training standards in clinical perfusion in Europe vary in many respects. Starting with the entry criterion for studies (most frequently a required bachelor's degree 36.7% or 2nd most common an university entrance qualification 30%), the duration [from <12 months (13.3%) up to 36 months (13.3%)] and regarding the content of the teaching in clinical perfusion [<30 European Credit Transfer System (ECTS) (33.3%) and more than 180 ECTS (6.7%)]. The mean value for teaching in clinical perfusion content is 62.63 ECTS credits. The obtained results show important differences between countries and schools. As such, they form a valuable database for future discussions establishing a common European curriculum and training standards for perfusionists. For the generalizability of the results, further evaluations and larger samples are needed.

Insights from the lived experience of Buddhist ethics: implications for social work ethics education

ABSTRACT Ethics is largely dominated by European curriculum which includes Western moral theories such as deontology, utilitarianism, virtue ethics, and care ethics. To decenter this dominant ethics curriculum, the present phenomenological study explored the moral lived experience of ethics for Korean Buddhist (male and female) monastics (N = 21). Using three-level qualitative coding, data were thematically analyzed. Findings revealed three overarching themes (1) the importance of the saṅgha and community care, (2) the presence of ethical tensions, and (3) ethics as a practice. Each theme had two sub-themes. The implications of these findings are discussed in the context of how these insights from the lived experience of Buddhist ethics may inform and advance social work ethics education beyond the Eurocentric curriculum.

Searching for A Better Educational System: Language Planning in Competency-Based School Curriculum

Purpose: The new European school curriculum focuses on innovation, competency-based learning and the integration of technology as ways to increase the quality of education and better prepare students for the challenges of the 21st century. This study investigates the effects of implementation of this curriculum, highlighting its benefits and potential challenges, especially in relation to the standard language. Theoretical Framework: The new European pre-university curriculum is explored in interdisciplinary approach, integrating the latest theories in teaching methodology with language planning and technology. Synthesizing the existing literature serves as a prerequisite for the analysis performed on the empirical research. Methodology: The impact of the implementation of the competence-based curriculum in Albanian school education are analyzed theoretically and empirically, emphasizing the advantages and shortcomings compared to the previous curriculum. Findings: The increase in the quality of school education is evident with the implementation of the new European curriculum, which prioritizes student-centered learning by incorporating technology into different learning scenarios. As shown by international evaluations such as Pisa, slow steps have been made in the national curriculum, which calls for further reforms by the educational authorities. Research Practical and Social Implication: The new national curriculum improves student outcomes and aligns with wider educational goals within the EU, influencing national identity and global social cohesion, which are important research areas. Originality/Value: This study values the competency-based curriculum as a necessity for preparing European students for a globally competitive world, pointing out some areas for improvements.

Multiculturalism in the curriculum: a comparative analysis of the Finnish, Irish and Hungarian national core curricula

PurposeOne key aspect of European curriculum reforms is to empower students with the skills needed to engage actively in the pluralistic and multicultural global society of the 21st century. This study aims to examine the extent of multicultural education within the national core curricula of three European countries: Hungary, Finland and Ireland, focusing on its role in fostering social acceptance through education.Design/methodology/approachA qualitative research applying discourse analysis was conducted to identify key multiculturalism concepts within the curricula. The analysis concentrated on understanding how multiculturalism is portrayed through various perspectives, emphasizing situational meanings and frameworks. Furthermore, a comparative analysis of the findings was carried out.FindingsThe research found that all three curricula contain the concept of multicultural education, although the extent of emphasis varies. The Hungarian National Core Curriculum (NCC) primarily emphasizes national values and sporadically addresses multicultural issues, often from a local perspective. In contrast, the Irish NCC is tolerance-oriented, stressing not only the understanding of different cultures but also the importance of accepting them. The Finnish NCC reflects a global perspective and emphasizes respect for different cultures and minority groups, with a pluralistic approach.Originality/valueThis study enhances our understanding of the discourse of multiculturalism within the curricula of three European countries, emphasizing both their similarities and differences. Additionally, it underscores the crucial role that curricula can play in effectively implementing multicultural education.

Training curriculum psychiatry: an European perspective

AbstractTraining in psychiatry varies greatly from country to country in Europe - there are differences in the duration of training, the content of training, etc. Different perspectives on training will be presented, especially as far as common features are concerned. We will also present proposals and directions leading to a common European curriculum in psychiatry.Further work is needed in the direction of developing a European curriculum and organizing a European exam in psychiatry.Disclosure of InterestNone Declared

Building paths to success: a multilevel analysis of the effects of an emotional intelligence development program on the academic achievement of future teachers.

The situation generated by the recent pandemic has had several effects on education, one of them being the necessary but hasty efforts of teachers and students to adapt to the demands of a virtual classroom environment. Thus, it is essential to promote the development of digital competencies in future teachers, enabling them to create effective learning situations in the digital medium. Moreover, the European university curriculum includes a set of specific competencies (specific to each degree) and a series of generic competencies, many of which are related to emotional intelligence. Our work emerges from these specific premises and the more general need to develop emotional skills and learning abilities in virtual environments for future educators. The sample comprised 240 students in higher education, pursuing a bachelor's degree in education at the University of Alicante, Spain (68.3% were female and average age of the participants was 19.43 years SD = 4.127). Using a quasi-experimental design with pretests, posttests, and a control group, we present the effects of an online program aimed at improving the emotional skills and academic achievement of future teachers in higher education. In this study, a 30-h emotional intelligence training program was implemented. Since the student sample was grouped into different classes, we analyzed, using a generalized linear mixed-effects model, whether students who took the program showed a significant improvement in their academic achievement at the end of their studies, compared to those who did not take it. The findings show a significant improvement in the academic achievement at the end of the bachelor's degree studies of the students in the experimental group. These results open up a field of possibilities for the implementation of this type of training using virtual environments, enabling interventions to enhance the emotional development of the teaching staff (and, subsequently, in their students), develop their teaching careers adequately, and employ the ideal strategies to address educational programs. Looking ahead, the integration of emotional development programs that incorporate emerging technology into university curricula could enhance the preparation of educators profoundly and create adaptable learning environments for contemporary students.

Pediatric anesthesia in Europe: Variations within uniformity.

Organization of healthcare strongly differs between European countries and results in country-specific requirements in postgraduate medical training. Within the European Union (EU), the European Board of Anaesthesiology has set recommendations of training for the Specialty of Anaesthesiology including standards for Postgraduate Medical Specialist training including a description for providing service in pediatric anesthesia. However, these standards are advisory and not mandatory. Here we aimed to review the current state and associated challenges of pediatric anesthesia training in Europe. We report an important country-specific variability both in training and regulations of practice of pediatric anesthesia in the EU and in the United Kingdom. The requirements for training in pediatric anesthesia varies between nothing specified (Belgium) or providing anesthesia with direct supervision to a minimum of 50 cases below 5 years of age (Germany) to 3-6 month clinical practice in a specialized pediatric hospital (France). Likewise, the regulations for providing anesthesia to children varies from no regulations at all (Belgium) to age specific requirements and centralization of all children below 4 years of age to specified centers (United Kingdom). Officially recognized pediatric anesthesia fellowship programs are not available in most countries of Europe. It remains unclear if and how country-specific differences in pediatric anesthesia training are associated with clinical outcomes in pediatric perioperative care. There is converging interest and support for the establishment of a European pediatric anesthesia curriculum.

Experimenting with light at the 6th European Physics Olympiad

Abstract A good experimental task for a high school physics competition requires an interesting and relatable topic, careful testing, and meeting constraints of time, budget and curriculum. This article presents the experimental task from the European Physics Olympiad in the year 2022. The students explored the properties of light sources, such as their colour temperature, angular light distribution, efficacy and heating. The task was stated without explicit instructions, inviting the students to devise their own approach to measurement and data processing. The original task was designed for the level slightly above the European high-school curriculum, so parts of it can be directly used as a lab exercise at a university level, or simplified and given more specific instructions for inclusion in high school level education.

Point of Care Ultrasound in Pediatric Surgery across the European Region-European Pediatric Surgery Association Endorsed Survey.

Our purpose was to assess the state of training, clinical practice, and barriers to use point-of-care ultrasound (POCUS) in pediatric surgery in Europe. An electronic survey was disseminated among European pediatric surgeons utilizing the European Pediatric Surgery Association network and other existing networks. There were 186 respondents from 27 European countries and 7 non-European countries. In most countries (86.6%; N = 161), the initial ultrasound for acute admissions is performed by radiologists, with 1 to 6 hours turnover in 62.9% (N = 117) of urgent cases. Ultrasound by pediatric surgeons (point-of-care ultrasound/POCUS) is performed by 48.4% (N = 90) of respondents, with 29% (N = 54) using it at least once per week. The most common indications for POCUS include abdominal focused abdominal sonography in trauma (53.8%; N = 100), diagnosis of appendicitis (41.9%; N = 78), and intussusception (44.6%; N = 84). In malrotation-volvulus, 28.5% (N = 53) used ultrasound for its diagnosis, while 27.5% (N = 51) would not see an indication here. Training in POCUS occurred informally for 55.4% (N = 103) of participants, while 31.2% (N = 58) attended formal training courses. Almost all respondents wanted to attain further POCUS training (89.3%; N = 166), only 7% (N = 13) did not think this would be useful. For 73.1% (N = 136), POCUS is not currently part of the pediatric surgery training curriculum in their country. Perceived barriers to POCUS use include a lack of training opportunities (26.3% [N = 49]) and a paucity of portable ultrasound machines (17.8% [N = 33]). There is a wide spectrum of POCUS use in pediatric surgery across Europe. For those surgeons who practice POCUS, it is most used for the diagnosis of abdominal conditions. There are differing views among clinicians concerning the most useful applications of POCUS. The extent to which ultrasound is taught during pediatric surgery training differs substantially across European curricula.

Subspecialisation in radiology in Europe, a survey of the accreditation council of imaging

BackgroundTo provide an overview of existing Subspecialty Exams and Diplomas in Radiology and their endorsement as well as to providing an insight into the status of subspecialisation in radiology in Europe. The European Training Curriculum for Subspecialisation in Radiology mentions thirteen fields of subspecialisation within radiology. The websites of the corresponding subspecialty societies were checked for Subspecialty Exams and Diplomas. In addition, we performed a survey among European radiologists regarding subspecialisation in radiology.ResultsTen out of 13 European subspecialty societies offer a European subspecialty diploma. At least 7 out of the 10 European subspecialties societies in radiology offering a European subspecialty diploma obtained European Society of Radiology (ESR) endorsement. Two out of 10 obtained European Union of Medical Specialists—Council of European Specialist Medical Assessment endorsement. Survey among European radiologists who were ESR full members in March 2021 demonstrated that almost 20% of respondents indicated that they have no subspecialisation. Another 15% indicated that their area of subspecialisation is not recognised in their country of work. Eighty-four percent of respondents would like their area of subspecialisation in radiology to be officially recognised. According to the respondents, the major benefit of having their subspecialisation in radiology officially recognised is personal interest (45%).ConclusionsThere is a desire for more subspecialty recognition in radiology among European radiologists. Therefore, European subspecialty diplomas in radiology fulfil a need. Furthermore, there is room for further harmonisation and implementation on a European level regarding subspecialty training and recognition in radiology.Critical relevance statementAs there is a desire for more subspecialty recognition in radiology among European radiologists, European subspecialty diplomas in radiology fulfil a need and there is still room for further harmonisation and implementation on a European level regarding subspecialty training in radiology.Key points• Radiology has 13 subspecialties as per the European Training Curriculum for Subspecialisation.• Currently, 15 subspecialty diplomas are offered by European subspecialty societies in radiology• Members of the European Society of Radiology seek greater recognition of radiology subspecialties.Graphical

Preparing students for a changing world: how geography curricula in Europe are tackling climate change

Climate change education has gained attention in recent years, with curriculum analyses conducted primarily at the national level. However, a comparative analysis of implementation in different European countries is still lacking. This study aims to address this research gap by comparatively examining the geography curricula of France, Spain, Germany, and Italy. The analysis reveals differences in the inclusion of physical-geographical content related to climate change. Likewise, the emphasis on either the natural or the socio-economic effects of climate change varies across the countries. All curricula include concrete competencies and learning objectives for climate education, but a gap is visible in social learning objectives. The analysis highlights the importance of exchanging best practices an experiences among European countries.

Patient safety topics, especially the second victim phenomenon, are neglected in undergraduate medical and nursing curricula in Europe: an online observational study

This study aims to assess the inclusion of second victims and other patient safety issues in the curricula of undergraduate medical and nursing degrees in the countries participating in the European Researchers’ Network Working on Second Victims (The ERSNT Consortium, COST Action 19,113). A review of medical and nursing school curricula in 206 universities was carried out, using their websites to search for subjects addressing “patient safety”, “quality of care”, “risk management”, “safe practices”, “interprofessional communication”, “adverse events”, and “second victims”. There was substantial variability in the extent of training for patient safety. Forty-four out of 88 nursing schools and 74 of 118 medical schools did not include any of the patient safety topics studied. The most frequent in both nursing and medicine was “interprofessional communication”, followed by “quality of care” and basic aspects on “patient safety”. The second victim phenomenon was present in only one curriculum of the total sample. Our study showed that patient safety, especially the second victim phenomenon, is still neglected in medical and nursing curricula in European universities, although positive initiatives were also found. Given the frequency with which adverse events occur in health centres and the need to prepare students to deal with them adequately, additional efforts are needed to introduce patient safety elements into medical and nursing education.

Felix Klein's teaching of Galois theory

This article concerns a lecture course on Galois theory held by Felix Klein in summer 1886 at the University of Göttingen. Klein's commitment to teaching the theory of equations from Galois's advanced point of view forms a remarkable exception within the European curriculum. Klein's heuristic methodology, in which mathematical theory is extracted from a gradually advancing set of examples, allowed him for an efficient introduction of the main principles of Galois theory. At the same time, the lecture was difficult to follow and its immediate success remains questionable. The lecture furthermore provided Klein the possibility to further advertise his so-called Hypergalois vision for algebra, and prepared further lecture courses in that field. Through the commissioned lecture notes and Klein's engagement in the faculty, it also provided the means for a period of stability in the teaching of algebra at the University of Göttingen.

The European survey of probation staff’s knowledge of, and attitudes to, mental illness

There is a high prevalence of mental health disorders on probation staffs' caseloads. Approximately 40% of all clients will have a mental health disorder often compounded by drug or alcohol problems. It is therefore important that a probation officer can recognise mental illness and refer to the appropriate local agency. It is therefore important to know how much probation staff understand about mental illness. The Mental Health Literacy Scale (MHLS) was distributed to probation staff in all countries registered as members of the Confederation of Europe. In this paper, overall average scores for the MHLS for each country are presented. Factors which help to explain the variation in scores are also examined such a caseload size and gender of staff member. The results are discussed within the context of a possible European curriculum for probation training. Probation (CEP) organisation.

Classification of Video Games Bachelor’s Curricula

As in any professional field, aspiring video game artists, designers, and developers must acquire the necessary skills and knowledge for a successful career. Higher education institutions offer varying video game Bachelor&amp;rsquo;s degree programs to meet the diverse needs of the industry. Our objective in this study was to explore these curricula to gain insight into and understanding of the contemporary video game higher education landscape. &#x0D; &#x0D; We explored 113 Bachelor&amp;rsquo;s degree curricula in Europe that had publicly available information in English about their courses. We classified the courses within each curriculum using ten devised classifiers based on the IGDA Curriculum Framework 2008 but modified them to suit our interests. The content of the classified curricula was then used to create curriculum profiles &amp;ndash; data vectors that characterize a curriculum based on its contents. These profiles allowed for hierarchical clustering and principal component analysis (PCA) to identify and investigate the three common types of video game curricula: video game art, interdisciplinary video game design, and video game technology/programming.&#x0D; &#x0D; Our results indicate that art and programming curricula are highly specialized, with clear distinctions in yielding Bachelor of Arts and Bachelor of Science degrees. Curricula focused on interdisciplinary video game design do not have such clear distinctions in the degree titles and content specialization. They are more varied in their profiles and tend to bridge the gap between art and programming curricula, reflecting the interdisciplinary nature of game design as a profession.&#x0D; &#x0D; Compared to results from previous studies, we found that contemporary curricula place a greater emphasis on graduation projects, internships, and soft skills. Our findings provide an overview of the current state of higher education in video games, which may prove helpful for those working with or interested in these curricula.

A Novel Methodology to Develop STEAM Projects According to National Curricula

The objective of this work is the elaboration of a methodology to develop STEAM projects (Science (S), Technology (T), Engineering (E), Art (A) and Mathematics (M)). The methodology proposed in this article is part of the results of the project ERASMUS+DART4City (2020-1-ES01-KA227-SCH-095545) “Empowering Arts and creativity for the cities of tomorrow”, whose objective is to design a methodology in order to develop STEAM projects from European curricula. The proposed methodology emerges after analysing, among others, the curricula from Spain, Italy, Cyprus, France, Finland and Germany, taking into account the international perspective of STEAM education, their priorities and problems. The proposal has two variants: “forward” and “backward”. Both variants begin with the analysis of the curriculum in which the contents are grouped by similarity, classified according to STEAM disciplines so that the thematic areas can be obtained. Subsequently, in the “forward” variant, the thematic areas with most connections are selected as areas of opportunity; for the development of the STEAM project, so from the “forward” methodology, the teacher will be able to select an area of opportunity and develop the project around it, so, the concept or project idea comes from an area of oportunity. The “backward” variant starts from a concept considered interesting for society or just for the teacher and which will become the main theme of the STEAM project and, from that concept, we will select the thematic areas of the curriculum that can be included in the project. The main difference bewteen both methodologies is that in the “forward” variant, the STEAM project concept comes from an area of oportunity detected in the curriculum meanwhile in the “backward” variant the concept of the STEAM project comes from the teacher, without taking into acount, initially, the curriculum. This article shows an example of application of each variant. From the “forward” variant, the STEAM project “Sustainable City” is shown for years 4, 5 and 6 of Primary Education, which has been carried out from the opportunity area “Sustainability”. From the “backward” variant, we develop the STEAM project, whose main theme is cooking, in which, based on this theme, 10 tests are developed, each of them related to different thematic areas of the Spanish curriculum.

Updating the British Geriatrics Society recommended undergraduate curriculum in geriatric medicine: a curriculum mapping and nominal group technique study.

medical education must adapt to meet the challenges and demands of an ageing population, ensuring that graduates are equipped to look after older patients with complex health and social care needs. Recommended curricula in geriatric medicine in the United Kingdom and Europe offer guidance for optimal undergraduate education in ageing. The UK version, written by the British Geriatrics Society (BGS), requires updating to take account of innovations in the specialty, changing guidance from the General Medical Council (GMC), and the need to support medical schools preparing for the introduction of the national Medical Licensing Assessment (MLA). the BGS recommended curriculum was mapped to the most recent European curriculum (2014) and the MLA content map, to compare and contrast between current recommendations and nationally mandated guidance. These maps were used to guide discussion through a virtual Nominal Group Technique (NGT), including 21 expert stakeholders, to agree consensus on the updated BGS curriculum. the curriculum has been re-structured into seven sections, each with 1-2 overarching learning outcomes (LOs) that are expanded in multiple sub-LOs. Crucially, the curriculum now reflects the updated GMC/MLA requirements, having incorporated items flagged as missing in the mapping stages. the combined mapping exercise and NGT have enabled appropriate alignment and benchmarking of the UK national curriculum. These recommendations will help to standardise and enhance teaching and learning around the care of older persons with complexity.

The impact of a Curriculum for Resilience Promotion in Deaf Children and Adolescents

Resilience is an interactive process involving internal skills that should be promoted, especially in the early stages of development. This study aims to adapt and implement two themes from the European Curriculum for Resilience Promotion – RESCUR, namely, ‘Developing Communication Skills’ and ‘Establishing and Maintaining Healthy Relationships’, for deaf and hard‐of‐hearing (DHH) students. The study included 37 children and adolescents from three Portuguese regions and its impact was evaluated through the perspectives of the students, their guardians and their teachers. Each 90‐minute session was implemented weekly. The sessions followed the RESCUR curriculum structure with necessary adaptations to the mindfulness activities, stories, role‐play and worksheets. The mean scores increased from pre‐ to post‐intervention assessment on all instruments, namely, KIDSCREEN‐10 (children/adolescents), KIDSCREEN‐10 (guardians) and CYRM‐28 (teachers). The implementation of adapted curricula promoting resilience seems to be beneficial to DHH children, allowing the development of specific resilience‐associated skills, and thus enhancing health, well‐being and quality of life.