Formal Education Curriculum Research Articles

Survey of epilepsy and seizure awareness in Manitoba: An evaluation

BackgroundEpilepsy and seizure awareness is gradually improving across Canada. With the strategic proposal for a Comprehensive Epilepsy Program in Manitoba (including formation of a new Pediatric Epilepsy Monitoring Unit (EMU)), a provincial strategy has been recommended outlining a path towards improved access to epilepsy care. We sought to qualify the current state of clinician knowledge and comfort towards diagnosis and management of this condition. MethodsA qualitative online survey (Survey of Epilepsy and Seizure Awareness in Manitoba: An Evaluation (SESAME)), comprised of 36 short-answer questions, was delivered to primary care and specialist physicians in Manitoba. ResultsOne hundred and eight subjects responded across varying medical disciplines. One hundred and one (93.5%) had previously managed patients with epilepsy, and 87 (80.6%) had previously ordered an electroencephalogram (EEG). A total of 63 (59.4%) had referred to a neurologist, with a lower proportion (30, 28.3%) referring specifically to an epileptologist. Only 36 respondents (33.3%) had heard of the International League Against Epilepsy (ILAE) guidelines. A total of 61 (56.5%) were unaware of invasive EEG techniques. Most (85, 78.7%) understood a role for surgery in treating epilepsy, with 12 (11.1%) unaware of surgical therapies beyond vagal nerve stimulation (VNS). Finally, less than half (44.2%) had heard about the Comprehensive Epilepsy Program in Manitoba, with nearly two-thirds (62.8%) indicating that they would like to have more information on epilepsy management. ConclusionsThe SESAME successfully identified strong awareness towards epilepsy, with identifiable lapses in knowledge that will benefit from a formal provincial-wide educational curriculum.

Identifying the needs for teaching fundamental knowledge of laparoscopic surgery: a cross-sectional study in Japan.

Recently, laparoscopic surgery (LS) has become a more common procedure than traditional open surgery. Although LS-related adverse events have been reported, there is no formal, standardized curriculum to teach the fundamentals of LS in Japan. Understanding surgeons' knowledge regarding LS is crucial for developing an educational curriculum. The purpose of this study was to determine the baseline knowledge on LS of surgeons and surgical trainees in Japan. Participants completed 24 multiple-choice questions testing basic cognitive knowledge of LS and a questionnaire regarding the status of laparoscopic education. The examination was developed according to the 13 content domains of the Fundamentals of Laparoscopic Surgery (FLS) program. Scores were compared between post-graduate year (PGY) > 5 and PGY 1-5 participants. Data are expressed as median scores and interquartile ranges. Wilcoxon signed-rank test was used for statistical analysis. A total of 195 surgeons and surgical trainees from 10 teaching hospitals (PGY1-5: 66, PGY > 5: 129) across Japan completed the examination. The median score in the entire cohort was 75 [67; 83] %, with significantly higher scores in the PGY > 5 group compared to the PGY1-5 group (79 [75; 83] % vs. 67 [58; 75] %, p < 0.001). The differences in performance were due to better scores for PGY > 5 group on the sections "equipment," "patient considerations," "abdominal access," "tissue handling," "hemorrhage and hemostasis," "tissue approximation," and "exiting the abdomen." Overall, the median scores in the "energy sources" and "establishment and physiology of the pneumoperitoneum" subsections were lower than in other domains. All participants agreed on the need for fundamental knowledge and a formal educational curriculum. Compared to experienced surgeons, surgical trainees had lesser knowledge about performing LS. Regardless of the years of experience, there are crucial knowledge gaps in specific areas regarding safe LS that should be addressed by implementing an educational curriculum.

P.014 Survey of epilepsy and seizure awareness in Manitoba: an evaluation (SESAME)

Background: Epilepsy/seizure awareness is improving across Canada. With the formation of a Comprehensive Epilepsy Program in Manitoba (including a new Pediatric Epilepsy Monitoring Unit), a provincial strategy has been proposed outlining a path towards improved access to epilepsy care. We now sought to qualify the current state of clinician knowledge and comfort towards diagnosis and management of this condition. Methods: A qualitative online survey, comprised of 36 short-answer questions, was delivered to primary care and specialist physicians in Manitoba. Results:108 subjects responded, across varying medical disciplines. 101 (93.5%) have previously managed epilepsy patients, and 87 (80.6%) have previously ordered an EEG. A total of 63 (59.4%) have referred to a neurologist, with a lower proportion (30, 28.3%) referring specifically to an epileptologist. 36 respondents (33.3%) have heard of the ILAE guidelines, with 43 (63.2%) reporting refractory epilepsy to be -defined by the failure of 3 (or more) medications. 61 (56.5%) were unaware of invasive EEG techniques. Most (85, 78.7%) understood a role for surgery in treating epilepsy, with 12 (11.1%) unaware of surgical therapies beyond VNS. Conclusions: SESAME successfully identified strong awareness towards epilepsy, with small lapses in knowledge that will benefit from a formal provincial-wide educational curriculum.

Trauma Quality Improvement: Reducing Triage Errors by Automating the Level Assignment Process

Trauma patients are triaged by the severity of their injury or need for intervention while en route to the trauma center according to trauma activation protocols that are institution specific. Significant research has been aimed at improving these protocols in order to optimize patient outcomes while striving for efficiency in care. However, it is known that patients are often undertriaged or overtriaged because protocol adherence remains imperfect. The goal of this quality improvement (QI) project was to improve this adherence, and thereby reduce the triage error. It was conducted as part of the formal undergraduate medical education curriculum at this institution. A QI team was assembled and baseline data were collected, then 2 Plan-Do-Study-Act (PDSA) cycles were implemented sequentially. During the first cycle, a novel web tool was developed and implemented in order to automate the level assignment process (it takes EMS-provided data and automatically determines the level); the tool was based on the existing trauma activation protocol. The second PDSA cycle focused on improving triage accuracy in isolated, less than 10% total body surface area burns, which we identified to be a point of common error. Traumas were reviewed and tabulated at the end of each PDSA cycle, and triage accuracy was followed with a run chart. This study was performed at Vanderbilt University Medical Center and Medical School, which has a large level 1 trauma center covering over 75,000 square miles, and which sees urban, suburban, and rural trauma. The baseline assessment period and each PDSA cycle lasted 2 weeks. During this time, all activated, adult, direct traumas were reviewed. There were 180 patients during the baseline period, 189 after the first test of change, and 150 after the second test of change. All were included in analysis. Of 180 patients, 30 were inappropriately triaged during baseline analysis (3 undertriaged and 27 overtriaged) versus 16 of 189 (3 undertriaged and 13 overtriaged) following implementation of the web tool (p = 0.017 for combined errors). Overtriage dropped further from baseline to 10/150 after the second test of change (p = 0.005). The total number of triaged patients dropped from 92.3/week to 75.5/week after the second test of change. There was no statistically significant change in the undertriage rate. The combination of web tool implementation and protocol refinement decreased the combined triage error rate by over 50% (from 16.7%-7.9%). We developed and tested a web tool that improved triage accuracy, and provided a sustainable method to enact future quality improvement. This web tool and QI framework would be easily expandable to other hospitals.

Artistas en el aula: estudio de un caso sobre trabajo colaborativo en el ámbito de las artes plásticas y visuales

Este artículo es producto de la investigación llevada a cabo por miembros del grupo HUM816: Arte y Literatura, sobre un proyecto educativo que cada año realiza el CEIP Miguel de Cervantes, de la provincia de Málaga, con la intención de llevar el arte a las aulas de educación infantil y primaria, gracias a la colaboración de un grupo de artistas que se convierten en docentes durante unos días por invitación del centro. Utilizando la información obtenida mediante recursos cualitativos, -observación, entrevistas y grupos focales- en los que han participado los protagonistas de esta experiencia -artistas, profesorado y alumnado-, los objetivos del estudio de caso realizado son: identificar las condiciones contextuales -legislativas, sociales, culturales, formativas- que determinan el desarrollo del currículum artístico en la enseñanza formal, analizar la participación del artista profesional en el proceso formativo y descubrir las ideas previas que maneja el profesorado para abordar el área artística. Con este planteamiento, el artículo relata una iniciativa que saca a la luz las carencias del sistema educativo en materia artística, pero también las ganas de una comunidad educativa que pone todo su empeño en lograr que la Educación Artística esté orientada hacia la comprensión social y cultural del mundo.

Education Agendas and Resistance With the Teaching and Learning of Freshwater and Extreme Freshwater Events

AbstractDespite the essentiality of freshwater to all life on the planet, the populous has inadequate understandings of water. Formal education plays a key role in shaping how individuals and communities make sense of water, its accessibility, management, consumption, and hazards. This article seeks to bring attention to the influence of cultural framings of freshwater and extreme freshwater events (such as flood and drought) in government-mandated school curricula in two water-vulnerable geographical regions of Australia and Canada. We seek to identify and respond to hegemonic social constructions that become naturalised if left unexamined. By examining the agendas and language around freshwater and extreme freshwater events in formal educational curricula, we gain a better understanding of the perceptions and assumptions made about freshwater. The results highlight that freshwater and extreme freshwater events are minimally conceptualised within these curricula as ‘nature-based’, rather than being part of a dialectical relationship with societal agendas and practices. This article discusses the implications of this framing and the psychological barriers that may affect the acknowledgment and investigation of extreme freshwater events. We conclude by offering curricular suggestions that invite community-based understandings of the dialectic relationship freshwater has with communities and regional ecosystems.

School Leaders’ and Teachers’ Perceptions of Learning Disabilities: Implications for Support in Inclusive Schools in the Sultanate of Oman

ABSTRACTThe study examined school leaders’ and teachers’ perceptions of Learning Disabilities (LDs) in Key Stage1 Schools in a sample drawn from schools in Muscat, the capital city of Oman. A sample of 175 school leaders and 175 teachers completed The Survey on Learning Disabilities (SLD), an instrument developed to explore beliefs and perceptions of the causes of LDs. A principal component analysis indicated that six factors underlie perceptions of LDs: The governmental formal educational system, repertoire of teachers’ skills and school support, familial and cultural background, students, academic curriculum, and social change. Multivariate analyses showed that school leaders perceive more strongly than teachers that the governmental formal educational system and academic curriculum as main causal factors for LDs. Implications for support of students with LDs in inclusive settings in Oman are discussed.

The Effectiveness of a Formal Physical Education Curriculum on the Physical Ability of Children in a Preschool Context

Studies have pointed to the benefits of physical activity (PA), yet the level of PA participation among preschoolers islow. This in turn could have resulted in the limited research literature on the PA level or physical educationcurriculum (PEC) of preschool children. Those reviewed here are mostly from countries in the West, as those fromAsia are unavailable. To fill this gap, the present study was carried out to investigate the effectiveness of a formalPEC on the physical ability of a sample of five-year old children from several preschools in Singapore. Using aPhysical Ability Assessment (PAA) tool with five variables, a pre-test/post-test quasi-experimental design was usedto measure the effectiveness of the PEC with control and experimental groups for the comparative analysis. Theresults of the PAA are presented and the implications from the findings and analysis are discussed.

Ilmu Ladunni Dalam Perspektif Pendidikan Islam; Telaah Atas Pemikiran Abu Hamid Al-Ghazali

As a knowledge that is derived from eternal ray of light (TranscendentalGod) into majazi light (with different potentials) included in four human’sspirituality: mind, soul, spirit, and heart, Ladunni is an the innate and internal part ofhuman being that wait to be re-actualized. Therefore, the right perspective about thebirth of Ladunni is it becomes real because of the human’s effort and emanation ofGod’s gift. Since the mediator of Ladunni actually has been stored in variouspotentials that belong to human beings since they were born, the role of education isto activate those innate abilities from potentials into the real human’s identity. Anactualization of human’s potential which is systematized in the learning process iscalled as humanistic curriculum. The objectives of this research were (1) determiningthe essence of Ladunni, (2) determining the method that was offered by Abu Hamidal-Ghazali to obtain the knowledge of Ladunni, and (3) determining the contributionof the knowledge of Ladunni towards Islamic education. This research was a libraryresearch with qualitative-descriptive approach. It used documentation as the datacollection, and content analysis to explore various data from the books written byAbu Hamid al-Ghazali which were then composed into systematic narration. Theresult of this research are (1) Ladunni is a product of actualization from varioushuman’s potential which has been integrated in human’s spirituality; (2) everybodyis able to obtain the knowledge of Ladunni; (3) two methods which are used to obtainthe knowledge of Ladunni are internal and external methods. The coverage ofinternal method is learning, thinking, riyāḍatun nafsi, mujāhadah also being patient,and the external method is by consuming halal food; (4) the access of Ladunni is alsodivided into external and internal, where external access is mirrored through aknowledge access called as divine revelation and divine inspiration while internalaccess can be seen from human’s spirituality; (5) humanistic curriculum is the mostsuitable curriculum in formal education to reflect the knowledge of Ladunni.Keyword: Ladunni in the Perspective of Islamic Education

Strengths, weaknesses, opportunities, and threats analysis of integrating the World Health Organization patient safety curriculum into undergraduate medical education in Pakistan: a qualitative case study.

PurposeThe purpose of this study was to conduct a strengths, weaknesses, opportunities, and threats (SWOT) analysis of integrating the World Health Organization (WHO) patient safety curriculum into undergraduate medical education in Pakistan.MethodsA qualitative interpretive case study was conducted at Riphah International University, Islamabad, from October 2016 to June 2017. The study included 9 faculty members and 1 expert on patient safety. The interviews were audiotaped, and a thematic analysis of the transcripts was performed using NVivo software.ResultsFour themes were derived based on the need analysis model. The sub-themes derived from the collected data were arranged under the themes of strengths, weaknesses, opportunities, and threats, in accordance with the principles of SWOT analysis. The strengths identified were the need for a formal patient safety curriculum and its early integration into the undergraduate program. The weaknesses were faculty awareness and participation in development programs. The opportunities were an ongoing effort to develop an appropriate curriculum, to improve the current culture of healthcare, and to use the WHO curricular resource guide. The threats were attitudes towards patient safety in Pakistani culture, resistance to implementation from different levels, and the role of regulatory authorities.ConclusionThe theme of patient safety needs to be incorporated early into the formal medical education curriculum, with the main goals of striving to do no harm and seeing mistakes as opportunities to learn. Faculty development activities need to be organized, and faculty members should to be encouraged to participate in them. The lack of a patient safety culture was identified as the primary reason for resistance to this initiative at many levels. The WHO curriculum, amended according to local institutional culture, can be implemented appropriately with support from the corresponding regulatory bodies.

INTEGRATION OF VALUE BASED EDUCATION INTO THE FORMAL EDUCATION SYSTEM FOR PEACEFUL SOCIETY: PERSPECTIVE OF BUDDHISM

The peaceful mind and environment morals and values are equally important to the life. But all these elements are degrading these days. However, the students should be taught the peace, morals and values in twenty first century education. This can be done through the integration of curriculum between formal and Buddhist education system. Here, the paper analyses the meaning of peace from general view and Buddhist view. It discusses the imbalances in the peace and morals/values through both the general and Buddhist view. Lastly and mainly, it proposes the teaching of peace, morals and values education through the integration of formal education curriculum and Buddhist education. Therefore, incorporating the core human values exemplified in Buddhism into the school curriculum (formal education) aims to first, promote values-based education and, second better equip future generations to live a moral and ethical life which directly contributes for making the Peaceful society.

Planning and support materials in teaching story comprehension from the interbehavioral approach

Despite the latest changes in educational reforms within the country, curriculum plans and ongoing program renewals aimed at resolving the educational gap reflected in national statistics, the results remain unfavorable. This leads to reflection and analysis to generate and implement new forms and teaching strategies. The purpose of this paper is to present the design of an alternative proposal for planning and the development of support materials, developed according to the second block of sixth grade primary education, in two expected learning contained in the formal basic education curriculum. Centered on the interaction in teaching-learning and according to different levels of functional aptitude. Subsequently it underwent a process of piloting and revision by experts to prove the pertinence of the planning and precisions for its implementation. As results, the support materials and the planning proposal are presented and discussed with the authors who have worked on planning proposals from the inter-behavioral approach.

How Korean Language Arts Teachers Adopt and Adapt Open Educational Resources: A Study of Teachers’ and Students’ Perspectives

&lt;p class="3"&gt;Since 2005, open educational resources (OER) have played a key role in K-12 education in South Korea; so far, however, there has been little discussion about OER efficacy in South Korean K-12 education. In the meantime, South Korean education has been attracting a lot of interest around the world. Former U.S. President Obama’s comments about South Korean education might also be caused by South Korean students’ academic performance evaluated by international large-scale assessments such as the Program for International Student Assessment (PISA). This article uses an ethnographic perspective to explore the experiences of teachers and students in the Korean context. The analysis of the findings shows how teachers adopt and adapt OER for their 12&lt;sup&gt;th&lt;/sup&gt; grade (the final year of secondary school) Korean language arts classes. Through classroom observations, interviews, and questionnaires, this exploration revealed that nearly 92% of the students perceived OER as beneficial to their studies and that teachers were spurred on to orchestrate differentiated instructional plans by OER. We argue that there is significant value to using OER in the formal educational curriculum, but that a lack of knowledge of how to adapt OER restricts how their potential is realized in practice. We identify implications for maximizing OER adaptation and successful usage of OER in K-12 education.&lt;/p&gt;

Developing a grounded theory for interprofessional collaboration acquisition using facilitator and actor perspectives in simulated wilderness medical emergencies.

Interprofessional collaboration is a complex process that has the potential to transform patient care for the better in urban, rural and remote healthcare settings. Simulation has been found to improve participants' interprofessional competencies, but the mechanisms by which interprofessionalism is learned have yet to be understood. A rural wilderness medicine conference (WildER Med) in northern Ontario, Canada with simulated medical scenarios has been demonstrated to be effective in improving participants' collaboration without formal interprofessional education (IPE) curriculum. Interprofessionalism may be taught through rural and remote medical simulation, as done in WildER Med where participants' interprofessional competencies improved without any formal IPE curriculum. This learning may be attributed to the informal and hidden curriculum. Understanding the mechanism by which this rural educational experience contributed to participants' learning to collaborate requires insight into the events before, during and after the simulations. The authors drew upon feedback from facilitators and patient actors in one-on-one interviews to develop a grounded theory for how collaboration is taught and learned. Sharing emerged as the core concept of a grounded theory to explain how team members acquired interprofessional collaboration competencies. Sharing was enacted through the strategies of developing common goals, sharing leadership, and developing mutual respect and understanding. Further analysis of the data and literature suggests that the social wilderness environment was foundational in enabling sharing to occur. Medical simulations in other rural and remote settings may offer an environment conducive to collaboration and be effective in teaching collaboration. When designing interprofessional education, health educators should consider using emergency response teams or rural community health teams to optimize the informal and hidden curriculum contributing to interprofessional learning.

Competing and contested discourses of citizenship and civic praxis

In this paper, I utilize complementary features of critical discourse analysis (CDA) and Actor-Network Theory (ANT) to trace and investigate issues of power, materiality, and reproduction embedded within notions of citizenship and civic engagement. I interrogate the often narrow and conservative political and public discourses in Arizona, as well as the xenophobic-driven civics education policy. To these, I juxtapose the enactment of citizenship by youth who use, produce, and share language materials and counter authoritative citizenship and civic discourses, especially, but not exclusively, in online contexts. I explore the questions: In what ways are discourses of civic engagement and citizenship assembled, interpreted, understood, enacted, and contested in Arizona? What are the relationships between the civics education policy, discursive enactments of citizenship, and the youth of Mexican descent’s online civic practices? I draw on a mixture of textual (language materials) and discursive (events, acts, and practices) data collected in Arizona to argue that youth are doing critical, yet unrecognized and undervalued, forms of civic engagement online, which could be incorporated in the formal civics education curriculum.

Antecedents to leisure participation among people with physical disability in Ghana

ABSTRACTNotwithstanding the complex relationships between antecedents to leisure participation among people with disabilities, limited empirical studies have explored these relationships. This study analyses the interactional relationships between the antecedents to leisure participation among people with physical disability in the Kumasi Metropolis, Ghana, with data obtained from 322 people with physical disability. The results indicate that intellectual motivation, competence mastery and social motivation positively influenced participation while interpersonal and structural constraints negatively influenced participation. Specific dimensions of motivation influenced the conception of specific types of constraint, while specific types of constraint influenced the choice of specific negotiation strategies. Meanwhile, only cognitive negotiation strategy had a significant positive effect on participation, while participation had a positive influence on psychological, educational and social satisfaction. It is recommended that leisure and disability education should be introduced in both formal educational curriculum and public education fora so as to reduce the interpersonal and structural constraints encountered by people with physical disability.

Cambodian Remarried Women Are at Risk for Domestic Violence.

Divorce rates continue to rise, especially in urban centers, which in turn contributes to increasing numbers of women who remarry. While remarriage is one of the only options for survival for divorced women, especially those from low socioeconomic status, remarriage also brings with it increased stressors of financial strain and the strain of blended families. This study tested the hypothesis that remarried women compared with first-time married and divorced women are at increased risk for domestic violence. The sample was drawn from the Cambodia Demographic and Health Survey, consisting of 1,560 women with the average age of 31.64. Results showed that 20% of women reported emotional violence and 14%, physical violence. Based on hierarchical multiple regressions, this study found that remarried women were more likely to experience physical and emotional abuse than women in their first marriage or women who remain divorced/not in union. Further interaction analyses showed that domestic violence varies depending on place of residence, number of children younger than 5 years, partners' education, and wealth index. Rural residents who were in poorest and poorer groups and urban residents in their poorer and middle groups of their wealth index showed high risk of domestic violence. Remarried women with two or three children younger than 5 years showed highest risk of domestic violence. Additional three-way interaction analysis revealed that remarried women residing in rural/urban areas with a spouse having no education and/or primary level of education were at highest risk of domestic violence. The study lends support to the structural role of the power of male dominance on women's social and emotional well-being. This study suggested that to reduce men's perceived domination, structural intervention that includes implementing gender-responsive curriculum in formal education, as well as strengthening domestic violence law enforcement would help reduce domestic violence against women.

Viral Institute of Performance Architecture

The economic repression and moral crisis of the 1970s encouraged the experimentation in architecture with its concept, influenced widely by the art scene of the decade. Educational programmes in art and architecture schools were widely affected by the alternative spirit of the era, experimenting with the form of the classroom and the institution as well as the curriculum and the core subject of the discipline. The establishment and development of performance art throughout the decade introduced the genre into the architectural education, extending the practice into new pathways. This collaboration that started between architecture and performance art is revisited today under the new prism of performance architecture.The Viral Institute of Performance Architecture (VIPA) was launched in June 2016 as an alternative body that promotes the experimental connection of architecture with the human body. Adopting the title of an institute the members of the group are suggesting the emergence of performance architecture as a critical and transformative movement in the architecture of the twenty-first century. The institute takes a viral form, as it is housed in the bodies of all its members, a transient and fluid international assembly of performance architects, including Alex Schweder, Kyveli Anastasiadi and Aliki Kylika.Among its activities, VIPA participates in the architectural education, seeking to infiltrate performance practices and theories within the formal educational curriculum of architecture schools, by running workshops and small projects. In this attempt VIPA is inspired by the paradigms of many educators who experiment with the medium of performance in teaching architecture. Outside of schools, VIPA exercises an architectural education of the wider public, revitalizing the DIY cultures of the 1960s and 1970s in architecture. In collaboration with performance groups, communities and other practices VIPA explores the limits and mutations of the performance architecture genre by designing and building spaces through performance practices (participatory, improvisational, playful, performative).

Her beauty and her terror: A case study exploring the framing of water and extreme water events within formal education in Queensland, Australia and Saskatchewan, Canada

The existence of freshwater is fundamental to all life on the planet. Water and society constantly shape and reshape each other. Historically and contemporarily, freshwater exists in dialectical relationship with societies. Despite this, most people seem to have an inadequate understanding of water. To explore this problem, this paper investigates how the concept of ‘water’ is constructed through the discursive practice of formal education in Queensland, Australia and Saskatchewan, Canada. A review of formal education curricula was chosen because schooling integrates students into a knowledge community focused on defined social and cultural knowledge. In other words, formal education shapes how individuals, communities and societies make sense of water. This analysis shows that water is constructed as a predominantly nature-based phenomenon and offered decontextualized. Understandings of extreme water events are virtually non-existent. This paper concludes with recommendations for future curriculum development, specifically ensuring that what is taught and how it is taught directly relates to the lives of the students and their community.

Pulmonary and Critical Care Medicine Program Directors’ Attitudes toward Training in Medical Education. A Nationwide Survey Study

Many pulmonary and critical care medicine (PCCM) fellows are interested in improving their teaching skills as well as learning about careers as clinician educators. Educational opportunities in PCCM fellowship programs designed to address these interests have not been well characterized in U.S. training programs. We aimed to characterize educational content and structure for training fellows to teach in PCCM fellowship programs. We evaluated three major domains: (1) existing educational opportunities, (2) PCCM program directors' attitudes toward the importance of teaching fellows how to teach, and (3) potential components of an optimal teaching skills curriculum for PCCM fellows. We surveyed program and associate program directors who were members of the Association of Pulmonary and Critical Care Medicine Program Directors in 2014. Survey domains included existing teaching skills content and structure, presence of a formal medical education curriculum or clinician educator track, perceived barriers to teaching fellows teaching skills, and open-ended qualitative inquiries about the ideal curricula. Data were analyzed both quantitatively and qualitatively. Of 158 invited Association of Pulmonary and Critical Care Medicine Program Directors members, 85 program directors and associate directors responded (53.8% response rate). Annual curricular time dedicated to teaching skills varied widely (median, 3 h; mean, 5.4 h; interquartile range, 2.0-6.3 h), with 17 respondents (20%) allotting no time to teaching fellows to teach and 14 respondents (17%) dedicating more than 10 hours. Survey participants stated that the optimal duration for training fellows in teaching skills was significantly less than what they reported was actually occurring (median optimal duration, 1.5 h/yr; mean, 2.1 h/yr; interquartile range, 1.5-3.5 h/yr; P < 0.001). Only 28 (33.7%) had a formal curriculum for teaching medical education skills. Qualitative analyses identified several barriers to implementing formal teaching skills curricula, including "time," "financial resources," "competing priorities," and "lack of expert faculty." While prior work has demonstrated that fellows are interested in obtaining medical education skills, PCCM program directors and associate directors noted significant challenges to implementing formal educational opportunities to teach fellows these skills. Effective strategies are needed to design, implement, sustain, and assess teaching skills curricula for PCCM fellowships.