Formal Curriculum Research Articles

Impact: Effects of a Formal Resident Research Curriculum and Dedicated Research Team.

Impact: Effects of a Formal Resident Research Curriculum and Dedicated Research Team.

Integrating Justice, Equity, Diversity, Inclusion & Indigeneity into an Informatics Curriculum.

In this case study, we present the inclusion of justice, equity, diversity, inclusion, and Indigeneity (JEDI-I) principles into a graduate certificate in clinical informatics. We specifically focus on two assignments that were created for the program: 1) journal club, 2) usability evaluation. We found that there was limited description of JEDI-I principles in journal club articles. New criteria for authentic resource evaluation were somewhat met in the usability evaluation of a sexual health website. Incorporating JEDI-I principles into the assignments supported fulsome conversations about end-user of technology in healthcare. Identifying examples of including JEDI-I would strengthen students' experiences in clinical informatics programs.

Perspectives of Multidisciplinary Faculty on the Design of Nursing Informatics Curriculum.

This study aimed to understand the experiences and challenges of interdisciplinary collaboration in nursing informatics curriculum design. The study was conducted from 9-20 August 2023 with 14 multidisciplinary faculty members. Surveys and interviews focused on perceptions of interdisciplinary communication, importance of collaboration, challenges encountered, and training needs to identify barriers to effective curriculum development. Participation was voluntary and anonymous. The results revealed significant challenges, including differences in terminology and thought processes between disciplines, role ambiguity, and cultural/methodological differences. The results of the study highlight the importance of collaboration, which is critical to the development of an effective and cohesive nursing informatics curriculum.

Multidisciplinary-Based Design of a Nursing Informatics Curriculum.

This paper explores the development of a multidisciplinary nursing informatics curriculum. The aim is to integrate multiple disciplines to meet the educational objectives of undergraduate nursing students. The curriculum design included a thorough needs assessment, curriculum development, and evaluation. Of the 29 undergraduate nursing students enrolled in the course, 21 completed the course evaluation with a response rate of 72.4%. The comprehensive assessment of the course (part 1) scored 93.7 out of 100, while the quality of the teacher's teaching (part 2) scored 93.4 out of 100. In addition, in response to the subjective questions, students expressed satisfaction with the course design and teaching methods, and emphasized the usefulness of the course for their future nursing practice.

Optimizing Formal and Non-Formal Education in Butuh Village, Kalikajar, Wonosobo: A Case Study on Balancing Religious Education and Formal Schools

This research explores the balance between formal and informal education in Butuh Village, Kalikajar, Wonosobo, focusing on children's interest in religious education compared to formal education. Using a qualitative approach with participatory observation and Focus Group Discussions (FGD), this study involved village government, community organizations, educators, community leaders, and Community Learning Centers (PKBM) as informants. The findings indicate a high interest among children in religious education, strong parental and community roles, and challenges in developing formal education, such as limited facilities. Based on the FGD results, programs are proposed for integrating religious values into the formal curriculum, enhancing the role of parents and the community, developing educational infrastructure, and empowering teachers. This research underscores the importance of involving all educational stakeholders in creating sustainable solutions to improve education quality and comprehensively optimize children's potential. Keywords. Formal Education, Informal Education, Religious Education

Scoping an interdisciplinary model of student dental therapists in maxillofacial trauma.

Introduction This paper outlines a short pilot programme to assess the feasibility of an interdisciplinary model of involving student dental therapists in the management of maxillofacial trauma patients. It involved dental therapy students attending an oral and maxillofacial surgery trauma review clinic at a major trauma hospital in London, UK.Approach The small cohort of 15 second-year dental hygiene and therapy (BSc in Oral Health) students attended the trauma clinic once a week in pairs, over a period of six weeks, after which they completed a survey questionnaire.Findings No students had previous experience of dealing with trauma patients. The majority (81.8%) had learnt something by attending the clinic. Almost all (91.7%) had not thought previously about the importance of oral hygiene in maxillofacial trauma patients. By the end of the pilot programme, ten students (83.3%) felt that they had a role to play in the care of these trauma patients and they felt valued as members of the wider team.Conclusion These initial findings suggest that the scheme has potential for incorporation of maxillofacial trauma experience within the formal dental therapy curriculum. This would prepare them for future involvement in the management of maxillofacial trauma patients to promote oral health benefits and more widely, to work as a team member in interprofessional health care.

261 PLASTICS-UK (Plastic Surgery Teaching in the Undergraduate Curriculum of Medical Students - United Kingdom): A UK National Collaborative Evaluation of Plastic Surgery in the Undergraduate Medical Curriculum

Abstract Aim Plastic surgery incorporates all anatomical regions, age groups and tissue types; clinical challenges vary from trauma and burns to congenital defects and cancer. Although ∼50% of workload is trauma, it is often misperceived to revolve around cosmetic work. This study investigated national undergraduate plastic surgery exposure and perceptions amongst UK medical students. Method Ethical approval was granted. Permission was obtained from 27 UK medical schools. A national survey was conducted (31/03/23-07/07/23). National trends were analysed, with comparisons between established and new medical schools, and surgical and non-surgical aspirants. Results Data included 2513 students from 27 UK medical schools. 29.2% had surgical career aspirations. Students perceived plastic surgery as challenging, competitive, and impacting quality-of-life, however most had no formal teaching (56.3%); merely 6.2% had clinical exposure. Breast reconstruction was the most recognised procedure; the least were head and neck cancer surgery, fasciotomy, and hand fracture repair. Students at new medical schools were more likely to overestimate private practice and pursue the profession, but less likely to have sutured (22.2% vs 34.7%). Surgical aspirants were less likely to overestimate private practice, but more confident in their understanding of plastic surgery, and more likely to pursue it (p<0.001). Conclusions This was the largest UK national plastic surgery undergraduate curriculum survey to-date. A greater need for undergraduate plastic surgery teaching was determined. Significant heterogeneity across medical schools was identified. Formation of a national undergraduate plastic surgery curriculum, led by professional bodies, may tackle disparities amongst medical schools, improve accessibility and facilitate knowledge in hand trauma and burns.

Unique practices in teaching affective learning in a higher education applied curriculum

AbstractAffective learning is important for the holistic development of students. Yet, not much is reported about how it is achieved in the higher education classroom. The purpose of this paper was to appraise the Hospitality and Tourism Management curriculum and pedagogical practices being utilized to deliver affective learning outcomes in Community Colleges in Jamaica. Adopting a qualitative tradition, involving analysis of the hospitality and tourism curriculum documents and personal interviews of 35 purposively selected academic and non‐academic participants, the study found that while affective learning practices were infused in pedagogy, the educational activities were not linked to clearly defined learning outcomes in the formal curriculum. Cognitive learning outcomes dominated the formal curriculum. Students' access to affective learning experience was facilitated through an improvised informal curriculum, that is, learning experiences that occurred outside the planned curriculum. The article theorized that design flaws in the planned curriculum contributed to the experience. This research has implications for staff professional development, practical‐based subject curriculum design and for standard setters who monitor alignment between higher education and industry requirements.

Robotic Surgery in Thoracic Training Programs: A National Needs Assessment

BackgroundCardiothoracic surgical trainees perceive a need for more instruction and exposure to robotic-assisted thoracoscopic surgery during their training. We sought to assess use and trainee exposure to robotic surgery in thoracic residency programs to identify areas for improvement. MethodsA voluntary electronic survey of 10 questions was distributed to surgeons working in all thoracic surgery residency programs in the United States. The survey asked respondents to provide the size of the residency, the availability and use of robots, and the trainee’s adoption of robotic surgery in their practice after graduation. Multivariable logistic regression was performed. ResultsOf a total of 76 cardiothoracic surgery training programs, surgeons from 69 training programs (90.8%) completed the survey. Most pulmonary lobectomy was performed using robotic surgery (55%). Approximately half of the training programs (35 of 69) have a formal robotic curriculum for the residents. Of 121 thoracic track trainees, 118 (97.5%) performed robotic surgery as part of their practice, whereas 62 of 110 (56.4%) cardiothoracic track and 16 of 158 (10.1%) cardiac track trainees performed robotic surgery. In a multivariate analysis, the adoption of robotic surgery was associated with having an established robotic training curriculum (odds ratio, 5.82; 95% CI, 1.32-35.7) and a larger training program (odds ratio, 3.78; 95% CI, 1.34-10.6). ConclusionsA disparity exists in robotic surgical training among the training programs. A standardized curriculum and formal case requirements may be needed to ensure optimal preparation for future graduates.

Empowering diversity: striving for inclusivity by leveraging the American Medical Informatics Association's "For Your Informatics" Podcast.

Starting in 2018, the 'Women in American Medical Informatics Association (AMIA) Podcast' was women-focused, in 2021 the podcast was rebranded and relaunched as the "For Your Informatics Podcast" (FYI) to expand the scope of the podcast to include other historically underrepresented groups. That expansion of the scope, together with a rebranding and marketing campaign, led to a larger audience and engagement of the AMIA community. The goals of this case report are to characterize our rebranding and expanding decisions, and to assess how they impacted our listenership and engagement to achieve the Podcast goals of increasing diversity among the Podcast team, guests, audience, and improve audience engagement. This descriptive case study is focused on the FYI Podcast team's processes to develop a revised mission, vision, and values, increase the diversity of guests, augment listenership through social media, and track the reach through the number of followers, downloads, and impressions. As of December 2023, 35 FYI Podcast episodes are available with 685 social media followers, over 20 000 downloads, and nearly 145 000 impressions. In addition to introductions to informatics and loyal listeners within AMIA, the FYI Podcast episodes have been used by students as teaching material in a graduate biomedical informatics curriculum, and as introductory material for student clubs and programs. The Podcast relaunching led to 98% of guests from underrepresented groups and growth in listenership by 329% since May 2021. The FYI Podcast supports AMIA's diversity mission, and gives voices to underrepresented groups, engages the clinical informatics community in critical conversations on justice, equity, diversity and inclusion, and supports education.

Vietnam’s STEM Education Landscape: Evolution, Challenges, and Policy Interventions

In Vietnam, national policies increasingly prioritize STEM education, recognizing its critical role in developing future workforce skills. However, significant gaps remain between policy and practice. Currently, STEM education in Vietnam is primarily found in extracurricular activities, with limited systematic integration into the formal curriculum. Key challenges include inadequate teacher capacity, insufficient resources, sociocultural biases, and difficulties in translating national STEM goals into classroom practices. Future research should focus on several key areas to further strengthen STEM education in Vietnam. Evaluating effective curriculum models will help integrate STEM into the core curriculum more systematically. Assessing professional development programs will ensure that teacher training initiatives are effective and impactful. Addressing sociocultural biases is necessary to promote diversity and inclusion in STEM fields. Analyzing regional collaboration networks can identify best practices and foster knowledge sharing among ASEAN countries. Implementing context-specific reforms will ensure that solutions are tailored to the unique challenges and opportunities in Vietnam. Addressing these priorities will enable Vietnam to make informed decisions, strengthen STEM education, and develop a skilled workforce for sustainable economic growth.

A Comparative Study of Trained and Untrained Science Students’ Attitude Towards Entrepreneurship, Innovation, Training, and Science Studies: Implications for Practical Education

This comparative study examines the attitudes of trained and untrained science students in advanced-level secondary schools towards entrepreneurship, innovation, training, and the relevance of science studies. Data were collected from eighty-five advanced-level secondary school students and analysed using descriptive and inferential statistics. In the inferential statistics, a t-test was used to establish the mean differences between the trained and untrained science students on their attitude towards the importance of entrepreneurship, innovation, science studies, and training. The findings revealed that trained students depicted a high attitude towards entrepreneurship (µ=8.72), innovation (µ=8.59), training (µ=8.29), and higher engagement with their science studies (µ=9.10) at a p < 0.05 significance level. The study underscores the importance of promoting scientific, entrepreneurial practices for sustainable scientific development. It also highlights the inadequacy of a formal education curriculum alone, advocating for supplementary entrepreneurial training to effectively translate formal knowledge into solutions for social problems.

Distance Learning through the Grand Egyptian Museum: Leveraging Modern Technology to Teach about Ancient Egypt among Schools and National Museums

By considering the increasing emphasis on lifelong learning and the ongoing significant debates over the value and utility of digital technologies in accelerating long-established learning tasks, the paper suggests new approaches for the national museums of Egypt to incorporate distance learning and museum-based online programs as a means to improve their traditional educational programs. This would significantly help school students better understand the ancient history of Egypt, “Pharaonic Egypt”, which is an essential part of their formal school curriculum. Moreover, it provides much-needed support to museums with limited or insufficient educational programs to promote more meaningful learning experiences. The proposed approach can be effectively implemented through the Grand Egyptian Museum (GEM), the world’s largest archaeological museum complex dedicated to the culture of ancient Egyptian Pharaonic Culture. The study discusses the GEM’s educational and digital infrastructure capabilities in creating a robust online learning platform that provides access to rich educational content and digital resources across Egypt’s various geographic regions, enhancing museum education concerning pharaonic Egypt in line with the state’s cultural policy to strengthen national identity among future generations. By analyzing both qualitative and quantitative data, the study investigates the potential benefits of integrating online digital technologies into the pedagogical and educational practices of Egypt’s national museums. It concludes by providing practical recommendations for future research and actions encouraging online learning among Egyptian museums, aligned with recent national efforts toward Egypt’s digital transformation.

Internalisation of Religious Moderation Values through Hidden Curriculum at Pondok Pesantren Modern Al-Fahd Jakabaring Palembang

Internalizing religious moderation values through the hidden curriculum in Islamic boarding schools refers to an indirect process in which religious moderation values are not explicitly taught to students through norms, habits, and culture observed and lived in the pesantren environment. In the context of Islamic boarding schools, hidden curriculum refers to the non-academic aspects of the learning experience, which are not explicitly taught through the official curriculum but are absorbed through daily experiences and social interactions. The internalization of religious moderation values through the hidden curriculum in pesantren shows how values such as tolerance, peace, inter-religious cooperation, and a moderate attitude in approaching differences in religious beliefs are reflected in the daily life of pesantren. The link between the hidden curriculum and the internalization of religious moderation values lies in the indirect influence exerted by norms, values, and culture that influence the educational environment. The hidden curriculum includes all aspects of teaching and learning that are not explicitly listed in the formal curriculum but still significantly impact the formation of student character, attitudes, and values. In religious moderation, this refers to internalizing values that create a moderate, tolerant, and open attitude toward religious differences.

A Framework to Identify Non-Achievers in eLearning Business Informatics Lab Courses

Learning Management Systems store valuable data in their repositories. Analyzing such data could contribute to identifying non-achievers in eLearning courses. This study presents an integrated framework (encompassing stages from a risk management process) to predict non-achievers in eLearning Business Informatics Lab Courses through a discriminant function analysis of student engagement data. In detail, data regarding with student interaction with the learning activities were elicited from the Moodle LMS log files. The paper also presents a specific eLearning Business Informatics Lab Course, designed upon Business Informatics competencies, tailored to a Business Informatics Curriculum for undergraduate Accounting Students. A discriminant function analysis was used to develop a competent prediction model. Linear discriminant functions were generated for achievers and non-achievers respectively. Students were classified into non-achievers or achievers according to the maximum score of the discriminant functions. The high classification percentage of our model indicates that our framework could be used to identify non-achievers in any eLearning Business Informatics Lab course sharing the same structure. A linear discriminant analysis (LDA) was also employed to indicate the training potential of our model. The evaluation metrics of our trained model indicate that our model could potentially be used to develop an alert system.

Implementing high-value, cost-conscious care: experiences of Irish doctors and the role of education in facilitating this approach

BackgroundAdopting high-value, cost-conscious care (HVCCC) principles into medical education is growing in importance due to soaring global healthcare costs and the recognition that efficient care can enhance patient outcomes and control costs. Understanding the current opportunities and challenges doctors face concerning HVCCC in healthcare systems is crucial to tailor education to doctors’ needs. Hence, this study aimed to explore medical students, junior doctors, and senior doctors’ experiences with HVCCC, and to seek senior doctors’ viewpoints on how education can foster HVCCC in clinical environments.MethodsUsing a mixed-methods design, our study involved a cross-sectional survey using the Maastricht HVCCC-Attitude Questionnaire (MHAQ), with a subset of consultants engaging in semi-structured interviews. Descriptive analysis provided insights into both categorical and non-categorical variables, with differences examined across roles (students, interns, junior doctors, senior doctors) via Kruskal-Wallis tests, supplemented by two-group analyses using Mann-Whitney U testing. We correlated experience with MHAQ scores using Spearman’s rho, tested MHAQ’s internal consistency with Cronbach’s alpha, and employed thematic analysis for the qualitative data.ResultsWe received 416 responses to the survey, and 12 senior doctors participated in the semi-structured interviews. Overall, all groups demonstrated moderately positive attitudes towards HVCCC, with more experienced doctors exhibiting more favourable views, especially about integrating costs into daily practice. In the interviews, participants agreed on the importance of instilling HVCCC values during undergraduate teaching and supplementing it with a formal curriculum in postgraduate training. This, coupled with practical knowledge gained on-the-job, was seen as a beneficial strategy for training doctors.ConclusionsThis sample of medical students and hospital-based doctors display generally positive attitudes towards HVCCC, high-value care provision, and the integration of healthcare costs, suggesting receptiveness to future HVCCC training among students and doctors. Experience is a key factor in HVCCC, so early exposure to these concepts can potentially enhance practice within existing healthcare budgets.

The mind of a maker: a learning framework for a continuum of K-12 invention education

Invention education offers an exciting combination of knowledge and skill-based learning that is intertwined with important social and emotional competencies, especially for youth engaged in structured programs. KID Museum in Bethesda, Maryland, is an experiential museum and K-12 makerspace whose offerings include a suite of invention programs implemented through formal curricula, field trips, and out-of-school time opportunities. KID Museum’s Mind of a Maker learning framework is a promising pedagogical model for conceptualizing the broad range of learning outcomes targeted in these programs. By comparing to other frameworks developed separately but concurrently, the Mind of a Maker offers insights into the underlying values and learning theories that shape invention education and can contribute to a field-wide understanding of this area of experiential learning. This article explores constructs that promote an inventive mindset that may be reproducible in other learning contexts, as well as the ways in which framework outcomes are integrated into the design, reach, and evaluation of KID Museum’s invention programs.

(071) IMPROVING TRAINEE COMFORT IN ASSESSMENT AND MANAGEMENT OF FEMALE SEXUAL HEALTH AND MENOPAUSE THROUGH AN INTERACTIVE WORKSHOP

Abstract Introduction Concerns related to female sexual health and menopause are common in clinical practice, but these topics are often inadequately covered during training. Many medical schools and residency programs lack a formal curriculum, and trainees in internal medicine, family medicine, and obstetrics and gynecology often graduate feeling uncertain in their management of these conditions. Objective Improve resident comfort with assessment and management of female sexual health and menopause through an interactive workshop. Methods We created a 90-minute, interactive workshop focused on female sexual health and menopause. Residents in internal medicine at a large academic medical center were invited to participate. A multidisciplinary group including physicians, advanced practice providers, registered nurses and a certified sex therapist were recruited to lead the workshop. Results Participants rotate through three 30-minute sessions targeted to learning objectives. One session focuses on conducting a symptom-based pelvic exam. A 3-dimensional model is used to review the anatomy of the female pelvic floor and demonstrate physical exam techniques to evaluate vaginal and vulvar symptoms, pelvic pain, and dyspareunia. Diagnostic skills include vulvar inspection to assess for skin and mucosal changes, cotton swab test of the vestibule, and assessment of pelvic floor musculature. A second session focuses on the genitourinary syndrome of menopause (GSM). The pathophysiology, presentation and treatment of GSM is introduced. Next, registered nurses with expertise in female sexual health and menopause lead an interactive demonstration of vaginal moisturizers and lubricants. Advice for counseling patients on the proper use and application of vaginal estrogens is also reviewed. The final session focuses on sexual health counseling, including sexual history-taking skills. Participants are taught about the domains of sexual function, female sexual response cycle, types of desire, patient resources, and sexual aids. Feedback following the initial iteration of this workshop was very positive. All participants felt that the experience was an effective use of time, would recommend it to others, and were confident in their ability to apply skills to their clinical practice. Conclusions This interactive workshop led by a multidisciplinary group of providers aims to improve trainee comfort in evaluation and management of female sexual health and menopause. Given the commonplace nature of these topics in primary care and paucity of existing curricula, consideration could be given to the inclusion of a similar educational experience into internal medicine, family medicine and/or obstetrics and gynecology residency programs. Disclosure No.

Peran Guru PAI dalam Membentuk Kecerdasan Spiritual Peserta Didik

An Islamic Religious Education (PAI) teacher is someone who teaches Islam by directing and educating students towards the process of physical and spiritual maturation. One of the roles of PAI teachers is to shape students' spiritual intelligence. Spiritual intelligence has an important role in shaping holistic individual well-being, especially in the context of education. This research will describe important aspects of spiritual intelligence that are often neglected in the formal education curriculum, especially amidst the complex challenges faced by today's young generation. This research is classified as qualitative descriptive research using in-depth interview methods with PAI teachers who have extensive experience in teaching and guiding students in aspects of spiritual intelligence. The research results show that the role of PAI teachers is very significant in shaping students' spiritual intelligence, such as teaching religious values, developing attitudes and mentality, guiding religious life, encouraging deep understanding, and providing role models. This aims to help students understand the spiritual values in Islam to be closer to Allah and form characters based on religious values. Meanwhile, the benchmarks for achieving spiritual intelligence development are development monitoring, participant observation, writing evaluation, discussions and interviews. PAI teachers themselves also have indicators that reflect the development of students in terms of spiritual awareness, understanding of religious values and the application of religion in daily life such as spiritual awareness, understanding of religious values, worship practices, moral attitudes and behavior, quality of relationships. interpersonal, self-development, and positive influence in society.

Comparative multi-objective optimization using neural networks for ejector refrigeration systems with LiBr and LiCl working agents

Education's evolution in the context of energy systems is essential for addressing sustainable energy challenges and developing a workforce equipped for future innovations, emphasizing both formal curricula and informal lifelong learning through successful energy case studies. As the global energy sector transforms to reduce carbon emissions and reliance on fossil fuels, innovations in renewable technologies like solar thermal are pivotal for promoting energy security and economic stability, supported by an educational foundation that fosters awareness and technical skills for sustainable development. Exposure to successful renewable energy systems, such as solar-powered refrigeration, offers an informal educational experience that enhances understanding and supports global educational goals, initiating with the innovative design and optimization of these systems using artificial intelligence (neural networks). Based on this formulation, the current article developed two sustainable energy systems by comparing the refrigeration cycles with two different operating fluids and various arrangements, and multi-objective optimization with an evolutionary genetic algorithm is performed for the proposed systems. The studied systems are refrigeration cycles using an ejector and without an ejector with two working fluids of lithium bromide and lithium chloride. The present work's main aim is to examine the working fluid and refrigeration system arrangements. Energy and economic modeling were performed for the proposed systems, and then parametric analysis and two-objective optimization were extracted. Parameters such as generator temperature, condenser temperature, absorber temperature, and evaporator temperature, which significantly impact the proposed system's performance, have been selected as decision parameters, and parametric analysis has been extracted for them. In addition to the mentioned parameters, diffusion mixing efficiency, nozzle efficiency, and heat exchanger have also been studied in the ejector asset system. To find the best values of decision variables, multi-objective optimization for both arrangements is conducted, and results are presented. The results have indicated that the refrigeration system using lithium chloride working fluid without an ejector achieves a coefficient of performance of 0.766 and a cost of 0.922 $/h at the optimal point, while the system with an ejector yields a higher coefficient of performance (1.047) and a slightly lower cost rate (0.991 $/h). The outcomes of this work can play a critical role for higher education institutions in advancing innovative solutions to pressing energy challenges. Lifelong learning, at the heart of educational innovation, can benefit from the integration of sustainable energy systems as a core component of informal education through the optimization of ejector refrigeration systems.