Formal Curriculum Research Articles

Ten Topics to Get Started in Medical Informatics Research.

The vast and heterogeneous data being constantly generated in clinics can provide great wealth for patients and research alike. The quickly evolving field of medical informatics research has contributed numerous concepts, algorithms, and standards to facilitate this development. However, these difficult relationships, complex terminologies, and multiple implementations can present obstacles for people who want to get active in the field. With a particular focus on medical informatics research conducted in Germany, we present in our Viewpoint a set of 10 important topics to improve the overall interdisciplinary communication between different stakeholders (eg, physicians, computational experts, experimentalists, students, patient representatives). This may lower the barriers to entry and offer a starting point for collaborations at different levels. The suggested topics are briefly introduced, then general best practice guidance is given, and further resources for in-depth reading or hands-on tutorials are recommended. In addition, the topics are set to cover current aspects and open research gaps of the medical informatics domain, including data regulations and concepts; data harmonization and processing; and data evaluation, visualization, and dissemination. In addition, we give an example on how these topics can be integrated in a medical informatics curriculum for higher education. By recognizing these topics, readers will be able to (1) set clinical and research data into the context of medical informatics, understanding what is possible to achieve with data or how data should be handled in terms of data privacy and storage; (2) distinguish current interoperability standards and obtain first insights into the processes leading to effective data transfer and analysis; and (3) value the use of newly developed technical approaches to utilize the full potential of clinical data.

Development of Android-based Interactive Multimedia Social Impact Informatics (Maksim) in Support of the Independent Curriculum

This study aims to examine the viability of incorporating android-based interactive multimedia into the Informatics curriculum for seventh-grade students. The expectation is that the captivating and interactive elements of this multimedia will serve as a catalyst for students to cultivate a deeper understanding of Informatics, regardless of whether they are engaged in a traditional classroom environment or pursuing independent learning from their residences. The ADDIE model, encompassing analysis, planning, development, introduction, and evaluation, was employed as the developmental framework for this study. Based on the results of the study, it was determined that the validation rates for the instrument were as follows: 93% validation by instrument experts, indicating a high level of validity; 81% validation by media experts, also indicating a high level of validity; and 100% validation by content experts, indicating a complete agreement on the validity of the instrument. In addition, it was found that the assessment's accompanying questionnaires were deemed highly applicable by both teachers and students, with a rating of 100% for teachers and 89% for students. The findings of this study indicate that the Maxim multimedia materials developed for the purpose of teaching and learning Informatics in class VII at UPT SMPN 3 Pangsid demonstrate both validity and utility.

A Theory of Mental Frameworks

Problem-solving skills are highly valued in modern society and are often touted as core elements of school mission statements, desirable traits for job applicants, and as some of the most complex thinking that the brain is capable of executing. While learning to problem-solve is a goal of education, and many strategies, methodologies, and activities exist to help teachers guide the development of these skills, there are few formal curriculum structures or broader frameworks that guide teachers toward the achievement of this educational objective. Problem-solving skills have been called "higher order cognitive functions" in cognitive neuroscience as they involve multiple complex networks in the brain, rely on constant rehearsal, and often take years to form. Children of all ages employ problem solving, from a newborn seeking out food to children learning in school settings, or adults tackling real-world conflicts. These skills are usually considered the end product of a good education when in fact, in order to be developed they comprise an ongoing process of learning. "Ways of thinking" have been studied by philosophers and neuroscientists alike, to pinpoint cognitive preferences for problem solving approaches that develop from exposure to distinct models, derived from and resulting in certain heuristics used by learners. This new theory paper suggests a novel understanding of the brain's approach to problem solving that structures existing problem-solving frameworks into an organized design. The authors surveyed problem-solving frameworks from business administration, design, engineering, philosophy, psychology, education, neuroscience and other learning sciences to assess their differences and similarities. This review lead to an appreciation that different problem-solving frameworks from different fields respond more or less accurately and efficiently depending on the kinds of problems being tackled, leading to our conclusion that a wider range of frameworks may help individuals approach more varied problems across fields, and that such frameworks can be organized in school curriculum. This paper proposes that explicit instruction of "mental frameworks" may help organize and formalize the instruction of thinking skills that underpin problem-solving-and by extension-that the more such models a person learns, the more tools they will have for future complex problem-solving. To begin, this paper explains the theoretical underpinnings of the mental frameworks concept, then explores some existing mental frameworks which are applicable to all age groups and subject areas. The paper concludes with a list of five limitations to this proposal and pairs them with counter-balancing benefits.

A novel virtual course to teach medical students high-value decision-making.

Although a clinician's ability to employ high-value decision-making is influenced by training, many undergraduate medical education programmes lack a formal curriculum in high-value, cost-conscious care. We present a curriculum developed through a cross-institutional collaboration that was used to teach students at two institutions about this topic and can serve as a framework for other institutions to develop similar curricula. The faculty from the University of Virginia and the Johns Hopkins University School of Medicine created a 2-week-long online course to teach medical students the fundamentals of high-value care. The course consisted of learning modules, clinical cases, textbook studies, journal clubs and a competitive 'Shark Tank' final project where students proposed a realistic intervention to promote high-value clinical care. Over two-thirds of students rated the course's quality as excellent or very good. Most found the online modules (92%), assigned textbook readings (89%) and 'Shark Tank' competition (83%) useful. To evaluate the student's ability to apply the concepts learned during the course in clinical contexts, we developed a scoring rubric based on the New World Kirkpatrick Model to evaluate students' proposals. Groups chosen as finalists (as determined by faculty judges) were more likely to be fourth-year students (56%), achieved higher overall scores (p = 0.03), better incorporated cost impact at several levels (patient, hospital and national) (p = 0.001) and discussed both positive and negative impacts on patient safety (p = 0.04). This course provides a framework for medical schools to use in their teaching of high-value care. Cross-institutional collaboration and online content overcame local barriers such as contextual factors and lack of faculty expertise, allowed for greater flexibility, and enabled focused curricular time to be spent on a capstone project competition. Prior clinical experience amongst medical students may be an enabling factor in promoting application of learning related to high-value care.

Employment Crisis in Comoros and Importance of Training: Analysis and Prospects

Over the past two decades, the employment situation in Comoros has deteriorated. The country has a very young population, but its labor force participation rate remains one of the lowest in the world. This paper proposes to review the root causes of the employment crisis in Comoros and to propose solutions that could help limit the waste of its human capital. During this study, we made use of a methodological triangulation by employing both qualitative and quantitative methods. Thus, we had to conduct surveys by questionnaire, interviews, mostly semi-directive, with the target population, and other techniques such as focus groups and life stories. Our study population includes 251 active young people (workers and unemployed), 16 government officials and 43 Comorian employers, given their importance in the planning and implementation of employment policies. At the end of our analyses, it should be noted that the employment crisis is generally explained by the cyclical socio-political crises that the country has experienced since its independence, in addition to the global financial and economic crises. Moreover, its educational system, inherited from the colonial model, hardly meets the country’s needs in terms of manpower training. It should also be added that the country does not give itself enough means to develop its education, the main tool to fight against chronic unemployment. It is in this sense that a diversified technical and vocational education should be put in place as well as a formal curriculum favorable to entrepreneurship education.

Tahfiẓ Al-Qur'an as Brand Image of Modern Islamic Education in Lombok

This research explores the widespread and trending phenomenon of al-Qur'an memorization (tahfiẓ) programs in Islamic education, encompassing traditional and modern settings such as Islamic boarding schools and public schools. Using a qualitative approach and drawing on Kotler's (2002) and Keller's (2001) brand image theory, data is collected through observation, interviews (with key figures in educational institutions, including leaders, teachers, parents, students, alumni, and government agencies in West Nusa Tenggara), and documentation. The findings highlight distinct types of tahfiẓ programs in the three selected educational institutions: Al-Aziziyah Islamic Boarding School requires the precise memorization of the entire Qur'an (30 chapters), Abu Hurairah Islamic Boarding School integrates the program within the formal curriculum, covering 13 chapters, and SDIT Anak Sholeh Mataram includes the program in the formal curriculum, completing two chapters (30 and 29). Theological, pragmatic, and sociological factors influence public responses to these institutions. The study suggests that the theological aspects play a significant role in shaping the perception of the Qur'an tahfiẓ program as an Islamic educational brand, which extends beyond the attributes, benefits, values, culture, personality, and users emphasized in existing brand image theories.

Curriculum for Early Exposure to Clinical Informatics and Data Science for Noninformatics Trainees to Promote Interest and Inclusion in Informatics

Abstract Background Curricula aimed at increasing exposure to informatics and practical data analytics among medical trainees could increase their effectiveness in clinical research, quality improvement, and clinical operations. Objectives The Clinical Informatics Data Science (CI-DS) pathway is a cross-disciplinary curriculum aimed at improving informatics exposure among medical trainees. We describe the development of this novel curriculum, the inaugural cohort, and lessons learned. Methods The CI-DS pathway is framed around upfront informatics didactics followed by a longitudinal, experiential training focused on mentorship, clinical data extraction/machine learning, and health technology governance. The curriculum was evaluated based on pre- and postpathway surveys completed by learners and logs of the elective activities selected by learners. Results The CI-DS pathway attracted 19 learners across 12 medical subspecialties, from medical students to fellows. Baseline surveys showed limited exposure to informatics across learners. The top three longitudinal activities completed were participating in electronic health record (EHR) governance meetings, data science supplemental courses, and designated mentorship meetings. Comparison of baseline with postpathway surveys demonstrated significant improvements in learner self-reported confidence in appraising an EHR modification ticket, accessing UCSF's deidentified data, exploring a database with basic structured query language (SQL), extracting data using SQL, and interpreting machine learning models. Conclusion An early exposure curriculum in clinical informatics with training in data extraction and governance can successfully recruit a diverse array of learners and improve confidence in practical informatics skills. We reflect on the strengths and weaknesses of this curriculum, and summarize the lessons learned to guide others in creating similar curricula for noninformatics clinicians.

Formal and hidden curriculum at the Universidad Autónoma Chapingo, Mexico

The educational system plays a key role in the reproduction of gender inequality, as it transmits sexist norms and stereotypes on a daily basis. Gender-sensitive education seeks to transform educational contents and practices in order to create school environments where the principles of respect, equity and social justice prevail. The objective of this paper is to examine the agroecology curriculum taught at the Universidad Autónoma Chapingo, Mexico. Data was obtained through a survey, content analysis of course syllabi, and in-depth interviews. Results identified an androcentric bias in teaching contents, and gender discrimination in classroom interaction. It is concluded that gender mainstreaming in higher education is essential to counteract sexism and other forms of social inequality.

Health Disparity Curricula for Ophthalmology Residents: Current Landscape, Barriers, and Needs.

Background Social determinants of health play a critical role in visual health outcomes. Yet, there exists no structured curriculum for ophthalmology residents to identify and address health disparities relevant to eye care or no a standard assessment of health disparities education within ophthalmology residency programs. This study aims to characterize current health disparity curricula in ophthalmology residency programs in the United States, determine resident confidence in addressing health disparities in the clinical setting, and identify perceived barriers and needs of program directors (PDs) and residents in this area. Design This was a cross-sectional survey study. Methods A closed-ended questionnaire with comments was distributed to the Accreditation Council for Graduate Medical Education-accredited ophthalmology residency PDs and residents in April 2021 and May 2022. The questionnaire solicited characteristics of any existing health disparity curricula, PD and resident perceptions of these curricula, and residents' experience with and confidence in addressing health disparities in the delivery of patient care. Results In total, 29 PDs and 96 residents responded. Sixty-six percent of PDs stated their program had a formal curriculum compared to fifty-three percent of residents. Forty-one percent of PDs and forty-one percent of residents stated their program places residents in underserved care settings for more than 50% of their training. Most residents (72%) were confident in recognizing health disparities. Sixty-six percent were confident in managing care in the face of disparities and fifty-nine percent felt they know how to utilize available resources. Residents were most concerned with the lack of access to resources to help patients. Forty-five percent of PDs felt the amount of time dedicated to health disparities education was adequate. Forty-nine percent of residents reported they felt the amount of training they received on health disparities to be adequate. The top barrier to curriculum development identified by PDs was the availability of trained faculty to teach. Time in the curriculum was a major barrier identified by residents. Conclusions Roughly half of ophthalmology residency programs who responded had a health disparity curriculum; however, both PDs and residents felt inadequate time is dedicated to such education. National guidance on structured health disparity curricula for ophthalmology residents may be warranted as a next step.

The Transition to Ophthalmology Residency: A National Survey of the Combined Ophthalmology PGY-1 Program.

Background In 2017, the Accreditation Council for Graduate Medical Education announced all ophthalmology residency programs would provide a combined transitional or joint preliminary program for first postgraduate year (PGY-1) residents, with mandatory implementation by 2023. Purpose This study aimed to survey ophthalmology residency program directors, postgraduate year 2 (PGY-2) ophthalmology residents who were a part of the first, official combined ophthalmology PGY-1 year, and postgraduate year 3 (PGY-3) residents who were a PGY-1 resident the year prior to integration to evaluate characteristics and perspectives on the combined ophthalmology PGY-1 year. Methods A national, internet survey-based study approved by the Association of University Professors of Ophthalmology (AUPO) was disseminated to the AUPO listserv of program directors (PDs) and PGY-2 and PGY-3 ophthalmology residents from July to August 2022 and then again April to June 2023. Results Twenty-six PDs completed the survey (response rate 20.3% out of 128 PDs). Forty-one PGY-2 ophthalmology residents who underwent the combined ophthalmology PGY-1 year and 33 PGY-3 ophthalmology residents also completed the survey. Most PGY-1 curricula focused on exposure to comprehensive ophthalmology and provided indirect ophthalmoscope, slit lamp, and refraction skills training to residents. Early exposure to fundamentals and clinical workflows were commonly cited benefits to the integration. When PDs were surveyed about how well-prepared PGY-1 residents who went through the combined year are for the PGY-2 relative to the prior year's class, 16 (61.5%) responded "better prepared." PGY-2 residents also reported a relatively higher level of clinical preparedness and familiarity with ophthalmology co-residents than PGY-3 residents. Several areas of improvement cited by both PDs and residents were identified including a dedicated didactic curriculum and more time in ophthalmology during the PGY-1 year. Conclusions We found an overall net benefit from the integration of the combined ophthalmology PGY-1 year. Benefits include early exposure to clinical skills and knowledge specific to ophthalmology, leading to increased confidence and preparedness for the rigorous transition to ophthalmology residency. We also identified many areas for improvement to optimize the PGY-1 year including a formal curriculum and additional time in ophthalmology. Programs should work closely with their residents, faculty, and non-ophthalmology PDs to refine the PGY-1 for the benefit of future ophthalmologists.

Integrating refugee students into Ugandan higher education: Language, othering and everyday enactments of participation

This paper examines the everyday enactments of participation of refugee students in Ugandan higher education emerging from a research project (2020–2022). Habermas’s Theory of Communicative Action was used to determine how students responded to the dominant languages, further noting the acts of othering that occur throughout this process that impact this participation and inclusion. Data were collected from three public and four private universities beginning in 2020 and ending in 2021 through interviews with refugee students and administrative staff who worked routinely with these students. The findings reveal social spaces within universities that allow for participation that largely sit outside the formal curriculum. These include the networks of support for the refugees themselves, and their engagement with informal activity, such as city walks and galas. However, the catalyst that initiated interaction with these spaces emanated from their aspirations for the future and their sense of communicative capacity in relation to those aspirations. Recommendations include providing explicit communication to point them directly to events, spaces and opportunities that they can exploit to advance their integration process.

Theoretical Foundations of The Creation of a Curriculum in Higher Project IT in Education

The subject of the work is the formation of theoretical foundations for the creation of curricula in higher project IT education; the object of the work is the curriculum in higher IT education; the purpose of the work is to increase the curriculum in higher project IT education; to achieve this goal, the article solves the following tasks: Descriptions of the essence and structure of the curriculum, the formation of methodological provisions of the theory of curriculum, descriptions, and discussions of the mechanism of curriculum formation in higher project IT education.

The challenges in the process of providing support to women victims of violence

Violence against women is seen as a multi-causal phenomenon that has its origin in relations of power and submission. Today, violence is considered a serious public health problem and with that, we need health professionals, in the case of the present research, psychology, an effective, humanized and empathic intervention and reception. This research had as general objective to analyze the curricular formation of the professional of psychology, inserted in the public services of attention to health, in relation to the integral attendance to the woman victim of violence. A qualitative research was carried out, as data collection methods we used the semi-structured interview, while for data analysis, content analysis was used. Six women psychology professionals from the health care network in the region of Cariri Ceará and the backlands of Pernambuco participated in the research. As a final result, we observed the absence, in the psychology training curricula, of the theme violence against women, a fact that contributes to the difficulty of professional practice.

Traversing perceptions toward Englishes: A currere-informed duoethnography of Southeast Asian PhD students studying in the US

Addressing scant duoethnographic practices of international doctoral students in the field of Applied Linguistics, as English teachers and learners from Indonesia and Thailand, we engaged in currere-informed duoethnography. We interrogated our English language learning and teaching trajectory from early education to graduate education through our narratives to gain a critical understanding of how our perceptions toward Englishes shaped by formal curriculum have evolved and of the repercussions of the perceptions we hold toward our personal curriculum. Four phases of currere method of regressive, progressive, analytical, and synthetic were framed in a transnational lens. This framing posits languaging as an entanglement of semiotic resources to unpack colonial hegemonic ideology that governs our languaging and educational practices and our transformative perceptions as emerging transnational teachers. This study aims to extend currere-informed duoethnography by incorporating the dimensions of transnational practices and identity construction. It also offers practical implications for English teachers and graduate students to actively construct transnational spaces and identities.

The importance of robotic surgery training in HPB fellowship: a survey of the 2022 AHPBA fellows

BackgroundThe 2022 incoming fellows’ expectations for their robotics training, as well as their perceptions of the utility of the surgical robot, are not well defined. MethodsCross-sectional survey of 24 AHPBA fellows in 2022, analyzed with descriptive statistics and Spearman's rho. ResultsOf 33 current AHPBA fellows, 22 completed the survey (66.7%). Study participants had limited-to-moderate experience with robotics prior to fellowship (mean 2.5 ± SD 1.1; range 1–4). Most participants agreed that robotics influenced their fellowship choice (mean 4.14 ± SD 0.87; range 1–5), would make then more marketable (mean 4.77 ± SD 0.52; range 1–5) and improve job prospects (mean 4.68 ± SD 0.87; range 1–5). Of the study participants, 55% responded that robotics training is “essential” in fellowship, while 64% responded that it is “essential” for their careers. Fellows were only slightly satisfied with overall robotics training within their respective programs (mean 3.44 ± SD 1.17; range 1–5) The majority (73.7%) expect that robotics will comprise <25% of their training. Notably, the majority (75%) have no formal robotics training curriculum. DiscussionThis survey identifies potential gaps where robotics training could be improved for future incoming AHPBA fellows.

Using a Modified Delphi Method for Identifying Competencies in a Syrian Undergraduate Neonatology Curriculum.

There is a global shift toward competency-based medical education (CBME) to equip medical students with essential competencies required to meet healthcare needs. Syrian medical faculties lack a formal competency-based neonatology curriculum for undergraduate medical students. Therefore, our study aimed to develop a national consensus on the required competencies for undergraduate neonatology curricula in Syria. This study took place at the Syrian Virtual University between October 2021 and November 2021. The authors used a modified Delphi method to determine neonatal medicine competencies. A focus group of three neonatologists and one medical education professional identified initial competencies. In the first Delphi round, 75 pediatric clinicians rated the competencies on a 5-point Likert scale. After formulating the results, a second Delphi round was conducted with 15 neonatal medicine experts. To reach an agreement, 75% of participants must score a competency as 4 or 5. Correlation coefficients were used to compare clinicians' first Delphi ratings with experts' second Delphi ratings. Competencies with a weighted response greater than 4.2 were considered essential. A list of 37 competencies (22 knowledge, 6 skills, and 9 attitudes) was identified after the second Delphi round, of which 24 were considered core competencies (11 knowledge, 5 skills, and 8 attitudes). The correlation coefficient for knowledge, skills, and attitudes competencies was 0.90, 0.96, and 0.80, respectively. Neonatology competencies have been identified for medical undergraduates. These competencies aim to help students achieve the required skills and enable decision-makers to implement CBME in Syria and similar countries.

Comprehensive knowledge about HIV/AIDS and associated factors among adolescent girls in Rwanda: a nationwide cross-sectional study

BackgroundLimited comprehensive knowledge of HIV/AIDS is highlighted as one of the major factors linked to the high prevalence of HIV among adolescents and young girls. Thus, it is crucial to identify factors that facilitate or hinder adolescent girls from having comprehensive knowledge of HIV/AIDS. We, therefore, assessed the prevalence of comprehensive knowledge about HIV/AIDS and associated factors among adolescent girls in Rwanda.MethodsWe used secondary data from the Rwanda Demographic and Health Survey (RDHS) 2020 comprising 3258 adolescent girls (aged 15 to 19 years). Comprehensive knowledge was considered if an adolescent girl answered correctly all the six indicators; always using condoms during sex can reduce the risk of getting HIV, having one sexual partner only who has no other partners can reduce the risk of getting HIV, a healthy-looking person can have HIV, can get HIV from mosquito bites, can get HIV by sharing food with persons who have AIDS, and can get HIV by witchcraft or supernatural means. We, then, conducted multivariable logistic regression to explore the associated factors, using SPSS (version 25).ResultsOf the 3258 adolescent girls, 1746 (53.6%, 95%CI: 52.2–55.6) had comprehensive knowledge about HIV/AIDS. Adolescent girls with secondary education (AOR = 1.40, 95% CI: 1.13–3.20), health insurance (AOR = 1.39, 95% CI: 1.12–1.73), a mobile phone (AOR = 1.26, 95% CI: 1.04–1.52), exposure to television (AOR = 1.23, 95% CI: 1.05–1.44), and a history of an HIV test (AOR = 1.26, 95% CI: 1.07–1.49) had higher odds of comprehensive HIV knowledge, compared to their respective counterparts. However, girls residing in Kigali (AOR = 0.65, 95% CI: 0.49–0.87) and Northern (AOR = 0.75, 95% CI: 0.59–0.95) regions, and those of Anglican religion (AOR = 0.82, 95% CI: 0.68–0.99) had less odds of comprehensive knowledge compared to those in Southern region and of the Catholic religion.ConclusionsTo increase the comprehensive understanding of the disease at a young age, the need for expanded access to HIV preventive education through formal educational curriculum, and mass and social media via mobile phones is highlighted. In addition, the continued involvement of key decision-makers and community actors, such as religious leaders, is vital.

Effect of problem-based learning tutor seniority on medical students’ emotions: an equivalence study

BackgroundThe effectiveness of peer learning has been recognized and discussed by many scholars, and implemented in the formal curriculums of medical schools internationally. However, there is a general dearth of studies in measuring the objective outcomes in learning.MethodsWe investigated the objective effect of near-peer learning on tutee’s emotions and its equivalence within the formal curriculum of a clinical reasoning Problem Based Learning session in a Japanese medical school. Fourth-year medical students were assigned to the group tutored by 6th-year students or by faculties. The positive activating emotion, positive deactivating emotion, negative activating emotion, negative deactivating emotion, Neutral emotion were measured using the Japanese version of the Medical Emotion Scale (J-MES), and self-efficacy scores were also assessed. We calculated the mean differences of these variables between the faculty and the peer tutor groups and were statistically analyzed the equivalence of these scores. The equivalence margin was defined as a score of 0.4 for J-MES and 10.0 for the self-efficacy score, respectively.ResultsOf the 143 eligible participant students, 90 were allocated to the peer tutor group and 53 were allocated to the faculty group. There was no significant difference between the groups. The 95% confidence interval of the mean score difference for positive activating emotions (–0.22 to 0.15), positive deactivating emotions (–0.35 to 0.18), negative activating emotions (–0.20 to 0.22), negative deactivating emotions (–0.20 to 0.23), and self-efficacy (–6.83 to 5.04) were withing the predetermined equivalence margins for emotion scores, meaning that equivalence was confirmed for these variables.ConclusionsEmotional outcomes were equivalent between near-peer PBL sessions and faculty-led sessions. This comparative measurement of the emotional outcomes in near-peer learning contributes to understanding PBL in the field of medical education.

Research Impact Education: A Systems Perspective on Two Competing Views of Higher Education

(1) Background: This conceptual paper departs from the background of how Higher Education represents a critical component of the continuation of Western civilisation and culture. Specifically, the paper addresses the knowledge gap of what an emphasis on the outcome/impact does to pedagogy at Western universities. (2) Methods: Methodologically the paper subdivides the educational process into four discrete phases as to reflect upon whom and on what premises the pedagogy happens (teaching, research, funding, and curriculum formation). (3) Research findings: The presented argument suggests that universities can focus on educating students for its own sake or as means to an end. The current impact agenda prioritizes achieving specific goals at the expense of exploratory research, leading to a different definition of research success. This could result in only end-goal-focused individuals being successful and the curriculum being changed to align with their impact ambitions, the unintended consequence being that Higher Education stops being a genuine mechanism for education and instead becomes inadvertent indoctrination. (4) Conclusions: Only by having student benefit as the primary focus of pedagogy (process view) can the inter-generational feedback loop be safeguarded, regardless of how noble other sentiments may appear to be for related practical purposes (end-product view).

Efforts of Islamic Boarding Schools in Enhancing the Quality of Education at MTs Tahfidz Yanbu'ul Qur'an, Menawan, Kudus

This study aims to elucidate the management of madrasah-Islamic boarding schools (pesantren) at MTs Tahfidz Yanbau'ul Qur'an, Menawan, Kudus, which is compatible with education quality management. This field research employed a qualitative approach involving the research subjects of Islamic boarding school leaders, madrasah heads, and teachers. Data collection techniques were carried out through interviews, observation, and documentation. The method of analysis used was that after the data were obtained, they were then analyzed inductively using descriptive qualitative analysis, i.e., by describing various phenomena in education management as one of the standards for quality management in education. The results of this research highlight that Islamic boarding schools, or more specifically, Islamic boarding school-based madrasahs, are madrasahs that become one institution with Islamic boarding schoolsin their management. This madrasah combines the formal madrasah curriculum with the Islamic boarding school curriculum, with a mutually synergistic blend. The Islamic boarding school curriculum strengthens the madrasah curriculum, and conversely, the madrasah curriculum complements the Islamic boarding school curriculum. The Islamic boarding school curriculum is implemented with the Qur'an memorization and is religiously oriented, while the madrasah curriculum applies a general knowledge and science orientation. These two curricula are inseparable as achievement criteria or graduation standards for santri. The integration of these two curricula suggests that the existence of madrasahs is still relatively in line with the changing times that force all elements to adapt to the needs of educational service users.