Intentional Curriculum Research Articles

Utilizing a Curriculum Development Process to Design and Implement a New Integrated Clinical Education Experience

Background and Purpose. Intentional curriculum development processes have been described in the literature but application of such processes has not been described specific to the clinical education (CE) component of a doctor of physical therapy (DPT) curriculum. The article describes one DPT program's application of David Kern's Six-Step curriculum development approach to the creation of a unique integrated clinical education (ICE) curriculum. The development of the ICE curriculum, a component of a larger curriculum revision of the DPT program, began in 2010. The details of Kern's steps are provided and their application to the development of the new ICE curriculum is described. Method/Model Description and Evaluation. The DPT program used Kern's 6 steps, beginning with a general and targeted needs assessment (Steps 1 and 2). The DPT program collaborated with clinical faculty in these early steps to gather information and feedback. The program consulted with a strategic planning committee and reviewed student and clinical instructor (CI) feedback on the existing ICE experience in the prerevision curriculum. The DPT program also reviewed the literature and consulted with another DPT program during this phase. The needs assessment resulted in the basic structure and design of the new ICE, employing innovative characteristics, such as use of the collaborative model, reimbursement to clinical sites, and early placement in the clinic with a focus on hands-on experience. The DPT program continued with the development process by creating goals and objectives for the ICE (Step 3), followed by educational methods (Step 4) to meet these objectives. The program planned for implementation (Step 5) and evaluation (Step 6) of the new ICE curriculum by following Kern's recommendations to continue to collaborate with key stakeholders in these final steps of curriculum development. Outcomes. The result of this process was the new ICE curriculum implemented in 2014 with 17 clinical sites and 24 CIs participating. Survey data and feedback revealed that students believed ICE was essential to their learning and the collaborative model enhanced overall learning. CIs indicated feeling adequately prepared for the unique experience and described feeling more connected to the DPT program as a result of participation in ICE. Discussion and Conclusion. This curriculum development process highlighted the importance of a strong academic-clinical partnership in the creation of a unique ICE model. Utilization of a systematic approach to development of an ICE curriculum can support DPT programs in meeting the recent call for innovation and partnership in CE. Kern's approach engages key stakeholders—in this case academic and clinical faculty—throughout the development process, which ultimately leads to increased intentionality and quality of the ICE curriculum.

PRESERVATION AND REVITALISATION OF THE ENDANGERED GĨKŨYŨ FLUTE

Based on observations, interviews, and recordings collected in Kenya in May-June 2015, this article presents a summary of the search for a nearly “extinct” musical instrument and the need for advocacy research. The mũtũrĩrũ, originally an oblique bark flute of the Agĩkũyũ of Kenya, is also made from more durable bamboo and plastic. Initial investigations suggested that the flute was no longer played due to urbanization, modernization of farming techniques, and the loss of certain rituals and dances. Discovery of several elders who still play mũtũrĩrũ and the process of watching them build and play bark, bamboo, and spider web mũtũrĩrũs is narrated. The challenges of preserving a tradition when the cultural context for performance no longer exists and potential opportunities for a re-introduction of the mũtũrĩrũ to contemporary Kenyan culture through intentional curriculum, traditional performances and advocacy in Kenyan cultural centers are discussed.

A Peer Mentoring Group for Junior Clinician Educators

To study the effect of a peer mentoring group (PMG). Six junior clinician educator faculty and one senior faculty at the University of Washington Medical Center's Department of Psychiatry formed a PMG in 2006. The PMG had 30 meetings during 2006-2010. Group format, goals, and meeting agendas were determined solely by participants. Feedback about positive and negative outcomes of participation in the PMG was determined by open-ended response to three sets of questions; qualitative analysis was performed by an outside research consultant. Program evaluation revealed benefits and undesirable or unintended outcomes. Reported benefits were increased workplace satisfaction; improved social connection; increased professional productivity and personal growth/development through accountability, collaboration, mutual learning, support, and information sharing; synergy, collaboration, and diversity of thought; increased involvement in professional activities; opportunity for peer discussions in a safe environment; and increased accountability and motivation. Undesirable or unintentional outcomes were exclusivity, lack of hierarchy, scheduling of meetings, absence of an intentional curriculum, diverse and competing interests, personal-professional enmeshment, and occasional loss of focus due to overemphasis on personal matters. Every member of the PMG was retained, and scholarly productivity increased, as did collaboration with other group members. Participants in this PMG experienced qualitative benefits and perceived advantages in career advancement and scholarly productivity. Negative consequences did not deter participation in the PMG or outweigh benefits. The self-sufficient and low-cost structure makes it particularly portable.

Graduate Attributes: Intentional Mapping and Assessment Portfolios

In 1987, the University of Guelph introduced Learning1. CurricKit Outcomes Mapping has been created to support intentional curriculum development through aggregating faculty input on course outcomes to a program perspective.2. Progression Maps have been created to aid in the visualization of a program’s curriculum structure, through courses, semesters and program years3. A Portfolio System has been developed to permit student, educator and program portfolios to be built. These portfolios allow for reflection and for assessment of learning outcomes based on the artefacts of student work.This presentation will share current status and Guelph’s visions for the future - a future in which every student has a learning outcomes based portfolio and every program has an intentional curriculum map and a program level portfolio.By the end of this session, participants will be able to:• Describe the processes and tools being used at the University of Guelph,• Consider how to apply or adapt them for use in theirObjectives for all of its undergraduate programs. In 2004, the NSERC Chairs in Design Engineering released a white paper on Engineering Design Competencies. In 2009, the Province of Ontario mandated University Undergraduate Degree Level Expectations (UUDLEs). And finally, in 2010, the Canadian Engineering Accreditation Board (CEAB) began reviewing and assessing progress towards twelve graduate attributes. These initiatives are based on an outcomes philosophy towards curriculum development that is distinctly different from our historical, and still common, inputs based approach. Success in a learning outcomes approach relies on engaging students,educators and program leaders and is data-informed, educator- and student-driven, intentional and assessed. Guelph has been developing a combination of tools and processes to advance learning outcomes pedagogy:local context.

Changing our Thinking: Empirical Research on Law Student Wellbeing, Thinking Styles and the Law Curriculum

In 2010 six Threshold Learning Outcomes (TLOs) for law were developed by the Australian Learning and Teaching Council’s Discipline Scholars: Law. One of the TLOs concerns selfmanagement. This paper considers the importance of this TLO for legal education in the context of recent research which has established elevated levels of psychological distress in law students. The paper offers a conceptual framework centred on student engagement for intentional curriculum design in relation to the implementation of the self-management TLO. It also suggests some practical strategies for implementing this TLO through the adoption of approaches focused on supporting student autonomy and reflective practice.

A New Look at Established Therapies

Current evidence shows early initiation of insulin therapy in type 2 diabetes mellitus (T2DM) improves glycemic control, responsiveness to subsequent oral antidiabetic therapies, beta-cell function, and possible cardiovascular outcomes. The American Diabetes Association (ADA)/European Association for the Study of Diabetes (EASD) 2008 algorithm introduces insulin therapy earlier in the treatment of T2DM with prompt intensification to achieve therapeutic goals. Agent selection and insulin regimens are based on patient A1C levels and willingness to monitor blood glucose, use of previous medications, blood glucose patterns, diet, and lifestyle. Practical considerations offered for diabetes educators and clinicians include creating strategies for early initiation of insulin, addressing patients' psychosocial barriers and quality of life concerns, understanding pharmacokinetic properties of insulin formulations, selecting appropriate therapy and patient-based regimens, and intensifying therapy to achieve glycemic control. Diabetes education, including intentional curriculum design, for patients with T2DM who are initiating or intensifying insulin therapy, addresses patient barriers to care, reduces the burden of treatment, improves adherence to treatment protocols, and helps optimize clinical outcomes.

Past and present challenges to enquiry learning in tertiary science education

Early last century, educators bemoaned the quality of science learning, stating that it should be a process of enquiry where students learn a way of thinking, and knowing, rather than a process of rote memorisation of science content and facts to be regurgitated in exams. Dewey, Schwab and Bruner stated that for meaningful learning to occur students must engage in experiences reflecting the way science is done. In the 21st century, this narrative has re-emerged in curriculum documents worldwide and there is now a broader acceptance that science learning should be in some way reflective of the “doing” and “discovery” in science as well as meet the needs of citizens living in a supercomplex world. To create such an enquiry curriculum at the tertiary level we need academics who can develop learning and teaching experiences which provide enquiry research experiences for students that demonstrate the contestable and rigorously uncertain nature of scientific knowledge. This study asked academics for their perceptions of the success of implementing an enquiry pedagogy and developing an intentional curriculum. We found that although academics perceive certain curriculum drivers, such as enquiry, to be important, they perceived their own effectiveness in delivering these qualities in their teaching to be poor. It may be that academics cannot change the curriculum because they are restrained by structures, but the literature on science identity highlights that academics also reproduce structures. If we are to create a more enquiry and investigatory experience for students learning science then we need to surface any “defensive cynicism” and hidden disciplinary processes. Learning how to do the learning in the discipline will move our students forward into science research careers and produce graduates and citizens who are scientifically literate.

La enseñanza de las ciencias y la formación de profesores de enseñanza primaria para la reforma curricular : de la teoría a la práctica

This papers presents a qualitative study aiming to investigate how new Portuguese curriculum proposals from primary school (the intentional curriculum) are translated in the teaching of science of four prospective teachers (the operational curriculum).The research adopted a case study methodology in order to describe main features of the pedagogical profile of classroom practices of those teachers. Three different profiles were identified. Some interpretative aspects are outlined and important implications for pre-service education are put forward.

An Analysis of Student Teachers’ Intentional, Perceived, and Operational Motor Skills and Physical Fitness Curriculum

This study examined the congruence of time usage in the areas of motor skill and physical fitness among three curriculum perspectives: the intentional (teacher’s ideal curriculum), the perceived (teacher’s recall), and the operational (observations by an outsider). Data were collected on 5 randomly selected days for each of 6 student teachers and were summarized in percent time per week for fitness instruction, skill instruction, motor skill activity, physical fitness activity, and nonactivity. Results revealed that skill and fitness activities were present in the existing curriculum as described from each perspective. However, the actual curriculum taught as perceived by the student teachers differed from the curriculum they ideally intended to teach. Student teachers varied in the accuracy of their perceptions of what occurred during class. In general, the curriculum as observed by the investigators differed from both the intentional and perceived domains. Reasons are proposed, but questions remain as to how the intentional domain is developed and why the three domains (perceived, operational, and intentional) are different.