Modular Curriculum Research Articles

Switching Trends in Medical Education: Faculty Perception

Objective: To determine the level of awareness among faculty members of Sindh Medical College regarding switching trends in medical education from traditional to integrated modular system. Study Design: Qualitative study (Phenomenology). Place and Duration of Study: Sindh Medical College, Karachi Pakistan, from Nov 2019 to Jan 2020. Methodology: The perception of 32 faculty members working in Sindh Medical College regarding Integrated Modular System (IMS) was explored through interviews, where participants were asked 12 open-ended questions, responses were coded, and theme and subthemes were drawn. Results: Based on the participant’s view, an integrated modular curriculum offers a more comprehensive approach to teaching. The majority of faculty believed that if only horizontal mode of IMS is implemented, it will be more effective and helpful for students to acquire in-depth knowledge. Conclusion: The findings of the study suggest that IMS is a better option for medical education with the majority of faculty favoring horizontal IMS.

Research on the Optimization of Practical Teaching System under the Mode of Integration of Production and Teaching in Institute of Navigation Technology and Industry

Under the background of global economic integration and the rapid development of shipping industry, navigation technology education is facing challenges such as the disconnection between theory and practice and limited practical opportunities. In order to meet these challenges, this paper deeply analyzes the implementation status of the integration mode of production and teaching in Maritime Technology Industry College, and discusses its advantages and disadvantages in personnel training, curriculum system construction, teacher team development, training base construction and teaching quality monitoring. Through the strategies of modular curriculum design, virtual simulation training, enterprise internship opportunities, double-qualified teachers training and diversified evaluation system, this paper puts forward a set of plans to comprehensively optimize the practice teaching system. The program aims to enhance students' practical ability, innovation ability and professional accomplishment, make them better adapt to the needs of the industry, and provide high-quality talent guarantee for the sustainable development of the navigation technology industry. At the same time, this paper also emphasizes the importance of school-enterprise cooperation, and realizes the deep integration and sharing of educational resources and industrial resources through co-construction of curriculum system, teaching staff and training base. Finally, this paper looks forward to the potential contribution of the optimized practical teaching system in improving teaching quality, promoting industrial upgrading and technological innovation.

A modular curriculum to teach undergraduates ecological forecasting improves student and instructor confidence in their data science skills

Abstract Data science skills (e.g., analyzing, modeling, and visualizing large data sets) are increasingly needed by undergraduates in the life sciences. However, a lack of both student and instructor confidence in data science skills presents a barrier to their inclusion in undergraduate curricula. To reduce this barrier, we developed four teaching modules in the Macrosystems EDDIE (for environmental data-driven inquiry and exploration) program to introduce undergraduate students and instructors to ecological forecasting, an emerging subdiscipline that integrates multiple data science skills. Ecological forecasting aims to improve natural resource management by providing future predictions of ecosystems with uncertainty. We assessed module efficacy with 596 students and 26 instructors over 3 years and found that module completion increased students’ confidence in their understanding of ecological forecasting and instructors’ likelihood to work with long-term, high-frequency sensor network data. Our modules constitute one of the first formalized data science curricula on ecological forecasting for undergraduates.

Implementation of Coaching to Address Burnout in Emergency Clinicians

BackgroundFactors including sleep disturbances, shift work, secondary traumatization, and workplace violence make emergency nurses uniquely susceptible to burnout. A recent study cited nearly half of emergency registered nurses (49.3%) experienced moderate to severe burnout. There is an urgent need for evidence-based solutions to address burnout and turnover in emergency nurses. The objective of this quality improvement project was to determine the effectiveness of a wellness coaching program for reducing burnout and turnover in emergency nurses and advanced practice providers. MethodsBaseline assessments of burnout and turnover intention were measured at the beginning of the coaching program and measured again upon completion of the coaching program. InterventionEight registered nurses and 2 advanced practice providers from an emergency department in a west coast community hospital completed 6 to 8 weeks of wellness coaching led by a board-certified nurse coach. The wellness coaching program was an evidence-based, modular curriculum in which participants chose the number and length of sessions. ResultsAn average of 6 hours of individualized, 1-on-1 wellness coaching was completed over 7.5 weeks. The project resulted in a large reduction in emotional exhaustion and turnover intention, no effect on depersonalization, and a small reduction in lack of personal achievement (Cohen’s d = 0.79, 1.53, −0.18, and −0.35). Ninety percent of clinicians agreed or strongly agreed that coaching helped improve their burnout and said they would consider it again in the future. ConclusionThis quality improvement project demonstrates wellness coaching was an evidence-based solution for improving burnout and turnover in emergency nurses. More investigation is needed to determine duration of reduction of these outcomes.

Integrating Theory and Practice Through Innovation in Civil Engineering Education: A Course Based on Project Learning and the CDIO Approach

Objective: The aim of this study is to examine the effectiveness of an introductory civil engineering course employing the CDIO approach and project-based learning integrated with agile methodologies in developing practical skills and competencies among first-semester students. Theoretical Framework: Drawing on contemporary trends in engineering education, the study emphasizes active, experiential learning and the integration of theory with practice, enhancing both technical abilities and soft skills such as innovation, creativity, and problem-solving. Method: The course uses a modular curriculum involving four projects: a provisional emergency bridge, a student residence building, a 3D printed truss, and a functional prototype of photovoltaic pavement. Each project involves design, planning, budgeting, construction, and rigorous testing, combining CDIO standards with project-based learning supported by agile methodologies. Results and Discussion: The course has successfully fostered essential engineering and soft skills in first-semester students, improving competencies in innovation, teamwork, communication, leadership, and resilience through hands-on projects. Research Implications: Integrating project-based learning with the CDIO approach significantly improves educational outcomes, preparing students for real-world engineering challenges and transforming traditional teaching roles into mentorship-based approaches. Originality/Value: This study provides empirical evidence on the benefits of combining the CDIO framework with project-based learning, highlighting the need for practical, challenge-based learning opportunities to prepare students for modern engineering professions.

마이크로디그리에 대한 학습자 수요 분석

Although the introduction of modular curriculum is being discussed rapidly in university education, there is a lack of in-depth discussion on the awareness and demands of Microdegrees by learners.In this study, we attempted to provide implications for Microdegree curriculum design through a survey of college students' perceptions of Microdegrees. A survey was conducted separately between non-engineering and engineering majors on topics such as awareness of Microdegrees and willingness to participate in Microdegrees by type, and the results were analyzed. As a result of the analysis, many students responded that they did not know much about Microdegrees,while many students responded that Microdegree werea necessary system. Compared to non-engineering students (M=3.92), engineering students (M=4.11) thought it was an opportunity to improve their capabilities in their area of interest, and they also thought it would be helpful in career development. In a survey on the intention to participate in Microdegrees by type, the intention for ‘Company-linked Microdegree’ was the highest, regardless of whether it was a non-engineering or engineering field. This suggests that it is important for universities to discover Microdegrees that can demonstrate practical capabilities through close industry-academic linkages. In order for Microdegrees, which are limited to 12 credits, to be operated effectively and attractively, classesneed to be carefully designed. Microdegreesshould be operated as an effective curriculum for university education, reflecting learner awareness and some concerns about Microdegrees.

Challenges, opportunities, and priorities for tier-1 emergency medical services (EMS) development in low- and middle-income countries: A modified Delphi-based consensus study among the global prehospital consortium

IntroductionThough the disease burden addressable by prehospital and out-of-hospital emergency care(OHEC) spans communicable diseases, maternal conditions, chronic conditions and injury, the single largest disability-adjusted life year burden contributor is injury, primarily driven by road traffic injuries(RTIs). Establishing OHEC for RTIs and other common emergencies in low- and middle-income countries(LMICs) where the injury burden is disproportionately greatest is a logical first step toward more comprehensive emergency medical services(EMS). However, with limited efforts to formalize and expand existing informal bystander care networks, there is a lack of consensus on how to develop and maintain bystander-driven Tier-1 EMS systems in LMICs. Resultantly, Tier-1 EMS development is fragmented among non-governmental organizations and the public sector globally. MethodsA steering committee coordinated a 9-round, modified Delphi-based expert discussion to identify current challenges, opportunities, and priorities in Tier-1 EMS development globally. 11 panelists represented seven Global Prehospital Consortium(GPC) member organizations with a mean 9.57 years of organizational Tier-1 EMS development/implementation experience(median = 9 years). The consortium represents the largest collaboration between organizations directing Tier-1 EMS programs globally across 12 countries on 3 continents(Americas, sub-Saharan Africa, and South Asia) with 22,000 first responders. ResultsThe GPC identified seven priority areas for Tier-1 EMS development: infrastructure/operations, communication, education/training, impact evaluation, financing, governance/legal, and transportation/equipment. A high level of consensus exists regarding priorities for investigation, including Tier-1 responder density/distribution, Tier-1 patient data variable standardization for trauma registries/quality improvement, dispatch technologies/protocols, modular curricula, broader cost-effectiveness and impact evaluation indices capturing secondary impacts of EMS, standardizing legal protections for first responders, and transportation/equipment standards. DiscussionConsensus is necessary to avoid duplicative and disorganized efforts due to the fragmented nature of parallel Tier-1 EMS efforts globally. A Delphi-like multi-round expert discussion among the members of the largest collaboration between organizations directing Tier-1 EMS programs globally generated relevant priorities to direct future efforts.

The First Year of Successful Execution & Examination of Integrated Modular Curriculum 2k23 by UHS Pakistan.

The First Year of Successful Execution & Examination of Integrated Modular Curriculum 2k23 by UHS Pakistan.

Research on the reform of the modularized curriculum of “Cultivation Technology of Northern Taoist Medicinal Herbs” in the context of the new version of GAP

Abstract This study explores the reform of the modularized course “Cultivation Technology of Northern Daoji Medicinal Herbs” in the context of the new version of the “Good Agricultural Practice for the Production of Chinese Medicinal Herbs” (GAP). The research methods include skill mapping and knowledge structure analysis, formal context theory, ensemble and analytic models, and learning path planning algorithms based on KL dispersion and matrix eigenvector similarity. These methods aim to construct course knowledge structures, clarify teaching and learning priorities, and generate personalized learning paths. RESULTS SURFACE: The established course knowledge network reveals the relationship between knowledge points through skill mapping and knowledge structure analysis. The network density is 0.0624, indicating fewer connections between knowledge points. The course contains 68 knowledge and skill points, among which the Degree of centrality of the skill node “Dewhead Cultivation” is the largest. Based on the analyzed knowledge networks and learning paths, the course was divided into several modules, each tailored to specific teaching objectives and students’ learning needs. Through the effective integration of skill mapping and knowledge structure, the modularized curriculum reform of “Cultivation Technology of Northern Medicinal Herbs” in the context of the new GAP not only improves the quality of teaching, but also meets the personalized learning needs of the students, and provides a new direction for future education.

신입생 기초 학업 능력 교육을 위한 교양 글쓰기 교육과정 연구

The purpose of this study is to propose a plan to organize a liberal arts writing curriculum to educate first-year college students on basic academic skills. To this end, the discussion on the nature of liberal arts writing lectures as a basic liberal arts essential subject was broadly examined, and it was revealed that the perspective of focusing as a tool subject was useful in enhancing academic ability. In addition, discussions on the WAC curriculum, which is a curriculum that looks at writing ability as a basic academic ability, and the writing curriculum by division were analyzed. The WAC curriculum has the advantage of securing practicality in that it is a writing curriculum prepared around tasks to be written in the academic performance process. However, it is difficult to operate as an essential liberal arts curriculum due to the need for individualized operation, and alternatives are needed in that it is challenging to design and operate the entire university curriculum to operate the subject. The writing curriculum for each category is somewhat easier than the WAC curriculum to apply as a basic liberal arts essential curriculum. However, criticism is raised over whether there is a distinct writing type by academic field, while at the same time whether there is a common writing type that can be agreed upon within the academic field. Accordingly, this study suggested that the curriculum model that integrates the common curriculum and the modular curriculum could be an alternative to applying the academic-centered writing curriculum model to the realistic operating context.

AN OVERVIEW OF INTEGRATED MODULAR CURRICULUM FOR UNDERGRADUATE MEDICAL PROGRAMMES IN SOME IMPORTANT COUNTRIES

Several medical schools in the world including but not limited to the University of California, San Francisco (UCSF), the University of Michigan Medical School, the University of Liverpool, the University of Manchester, the University of Dundee, the University of Western Australia (UWA), and the University of Adelaide first adopted and then moved to a more integrated curriculum because of the concerns about the effectiveness of the integrated modular curriculum (IMC) and because IMC was not providing the necessary depth of knowledge. The All-India Institute of Medical Sciences (AIIMS), and the Christian Medical College (CMC) in Vellore, adopted but later reverted to the traditional curriculum. Other medical schools that have adopted and then left the IMC include the Armed Forces Medical College (AFMC) in Pune and the Maulana Azad Medical College (MAMC) in Delhi. History of IMC in medicine in some important countries is summarized here. Pak J Pysiol 2023;19(3):1–2

Competencies and beliefs of Swiss teachers with regard to the modular curriculum ‘Media and ICT’

Ajzen's Theory of Planned Behaviour emphasises that a person's beliefs and competencies are crucial in terms of their behavioural intentions. When transferred to the implementation of a new curriculum, it can thus be hypothesised that teachers’ competencies and beliefs would be the core antecedents of a successful implementation. The context of this study is the new module curriculum ‘Media and ICT (M&I)’ that was introduced in the German-speaking part of Switzerland in 2017. It requires teachers to possess media didactics and technological competencies. This study investigates the current state of teachers’ competencies as well as their beliefs about the new module curriculum M&I. In addition, the relationship between these competencies and beliefs and the teachers’ intention to implement this new curriculum in the classroom is tested. An online survey was administered to 203 teachers. The results show that teachers' competencies only have an indirect effect on their intention to teach M&I when it is mediated by their beliefs (i.e., their readiness to innovate and self-efficacy). Direct effects were found between teachers' readiness and their M&I-related self-efficacy and their intention to implement the new curriculum in their classrooms. The current study contributes to the promotion of digitalisation in the educational field by highlighting the effects of teachers' beliefs and their competencies. Regarding practical relevance, the findings of this study can guide and support the professionalisation of teachers and their initial and further training pertaining to M&I.

THE EXPERIENCE OF BUILDING THE EDUCATIONAL PROCESS IN THE MASTER’S DEGREE PROGRAMME AS A RESOURCE FOR THE DEVELOPMENT OF HIGHER PEDAGOGICAL EDUCATION

The article substantiates the relevance of analysing the experience of teacher training under the Master’s degree programme as a resource for the development of domestic pedagogical education. The authors reveal the conditions for successful construction of the process of professional training, whose implementation contributes to the professional formation of a specialist’s competitiveness: formation of integrated competence, a modular curriculum, selfregulated learning strategies.

Dimensions of challenges in transformation from traditional to integrated modular curriculum - Experiences from Pakistan.

The scarcity of successful implementation of integrated modular curriculum in Pakistan created a lack of evidence-based insight into the process of curriculum transformation. We explored the issue by exploring challenges faced by faculty in implementing integrated modular curriculum. An exploratory qualitative study was conducted in 2019-2020, data collected from November 2019 to August 2020, at undergraduate medical colleges in Lahore and Rawalpindi, with semi-structured online interviews of well experienced 11 faculty members. Two levels of faculty were sampled; one completed a successful implementation in two medical colleges, and another in transition process. Transcribed interviews were analyzed on Atlas.ti software. Challenges were identified in five inter-connected dimensions: integrated modular curriculum (IMC) development, implementation, faculty transformation/change, institutional and regulatory body context. The curricular shift precipitates demoralizing challenges at multiple levels & directions. The identified themes and connections provide the framework for a well-informed curricular shift.

A CRITICAL REVIEW OF UNIVERSITY OF HEALTH SCIENCES INTEGRATED MODULAR CURRICULUM FOR MBBS

The University of Health Sciences Lahore has recently introduced an integrated modular curriculum (IMC) for its undergraduate MBBS program. There is no specific international obligation on Pakistan to follow an integrated modular curriculum for MBBS. Many medical schools in USA, UK, Australia and India have adopted and then left the integrated modular curriculum for undergraduate medical courses. Basic to clinical (vertical) integration is the problem of medical schools where basic medical sciences are taught by non-medical teachers. Pakistani medical colleges have physician teachers in all basic medical sciences. UHS curriculum has many flaws in designing, implementation and assessment. Without proper training of teachers, IMC is not suitable for Pakistan. Pak J Physiol 2023;19(2):1–2

Physical Therapy Students Experience Reductions in Physical Activity and Social Interaction During Coronavirus-Related Curricular Changes: A Cohort Study

Purpose: The Coronavirus disease 2019 (COVID-19) pandemic challenged physical therapy students and faculty. The faculty at this institution implemented a modular curriculum progressing from in-person to remote learning to parallel a predicted autumn COVID-19 surge. This study compares the effect of varying educational models on physical therapy students’ physical activity and social isolation outcomes during their program’s response to the COVID-19 pandemic. We hypothesized that changes in students’ physical activity and social interaction would be observed throughout the semester as the curriculum became more distance based. Methods: This prospective cohort investigation of 42 students from a single physical therapy program was conducted from August through December of 2020. Students’ physical activity [International Physical Activity Questionnaire (IPAQ)] and social isolation [Lubben Social Network Scale-6 (LSNS-6)] were assessed at four timepoints. Each timepoint included progressively less in-person interaction and more remote learning. Repeated-measures ANOVAs were performed for each measure, with associated post hoc timepoint comparisons. Results: Students’ IPAQ scores were significantly affected by time, F(2.54, 104.18) = 6.71, p = .001, ɷ2 = .19, as were their scores on the LSNS-6, F(2.48,101.48) = 4.09, p = .013, ɷ2 = .060. Conclusions: Statistical reductions in physical activity and social interactions were observed; however, on average the cohort did not drop below at-risk levels on either the IPAQ or LSNS-6. Faculty can rest assured that any curricular model will not adversely affect students; however, should be aware of the adverse effects observed in a minority of students who may be at increased risk.

“To teach or not to teach- that is the question” The educational and clinical impact of introducing an outcome based, modular curriculum in Social Emergency Medicine (SEM) at a private tertiary care center in Karachi, Pakistan

IntroductionAn enhanced knowledge of Emergency Medicine (EM) personnel regarding negative Social Determinants of Health (SDH) can impact EM service provision in a resource limited country like Pakistan. Interventions to build capacity in identifying and addressing these SDH through education in Social Emergency Medicine (SEM) can be one of the ways in which EM key performance indicators (KPIs) can be improved.MethodA SEM based curriculum was administered to the EM residents at a tertiary care center in Karachi, Pakistan. Pre, post and delayed post-test was conducted for knowledge of EM residents and analyzed using Repeated Measures ANOVA (RMANOVA). Clinical impact of this intervention was assessed through the ability of the residents to identify the patients’ SDH and determining appropriate disposition. Comparison of the bounce-back of patients in the pre-intervention (2020) and post-intervention year (2021) year was appreciated to see the clinical impact of this intervention.ResultA significant improvement was seen in post intervention (p < 0.001) and follow up knowledge (p < 0.001) of residents regarding negative SDH. Bounce-back rate was higher in the pre-SEM curriculum (43%) as compared to the post-SEM curriculum year (27.7%). Post-intervention, the residents were able to identify the unique Pakistani SDH, however appropriate patient disposition needs further reinforcement.ConclusionThe study highlights the beneficial impact of an educational intervention in SEM upon the knowledge of EM residents and the bounce-back of patients in the emergency department (ED) of a low resource setup. This educational intervention can be scaled up to other EDs across Pakistan for potential improvement in knowledge, EM process flow and KPIs.

Postgraduate training in anaesthesiology - A modular curriculum.

The primary objective of postgraduate medical education is to produce specialists who provide highest quality of health care to suffering patients and return them to the community in the most functional capability. The secondary objective is to advance the cause of science through research and training. A postgraduate, after undergoing the required training in anaesthesiology, should be able to recognise the health needs of the community and apply cognitive and psychomotor skills to provide optimal anaesthetic care. Additionally, the anaesthesiologist should function as a perioperative physician being adept in perioperative care, pain medicine and critical care medicine. The 3-year postgraduate curriculum comprises experience in basic, subspeciality and advanced anaesthesia training. This structured training programme with a curriculum of increasing difficulty and learning incorporates ascending grades of difficulty, posing a challenge to the trainee's intellect and technical skills. Experience in basic anaesthesia training is aimed to lay stress on basic and fundamental aspects of anaesthetic management. Subspeciality anaesthesia training is needed to lay stress on the theory, special considerations and practice of subdisciplines of anaesthesiology. This document proposes a modular-structured, continuous, objectively evaluated, systematic training process that is monitored frequently and periodically, such that the trainee, at the end of training, is capable of appropriate anaesthetic management of disease conditions in a wide variety of situations.

Development of the “1+2+X” Modular Course System for Information Technology Majors from the Perspective of Dual-Mode IT

As the third generation of IT is developing rapidly, higher education institutions in China are looking to produce innovation-minded talent who can adapt to the dual-mode IT work environments of modern enterprises to meet the demands of the intelligent manufacturing national development strategy. So, this research aims to specify the hierarchical talent training system and mechanism for information technology majors in the higher education system. A 1+2+X modular curriculum system was proposed for the information technology majors based on the group-chain development model that focuses on combining discipline and industry (also known as vertical and horizontal integration). The data analysis was performed through a comparative analysis of the talent training objectives of the Chinese institutes and course systems’ national development strategies. The results support the idea that the 1+2+X modular curriculum system can help universities produce innovation-minded talent by designing their curriculum based on the industry and trends rather than just focusing on specialization training. The novelty of this research is that it promotes the idea of professional development along with course training. This paper recommends that future researchers implement the concept in vocational institutes. Doi: 10.28991/ESJ-2023-07-03-024 Full Text: PDF

Multicultural education: Teachers’ perceptions in Hosanna College of Education, southern nations, nationalities, and peoples’ region (SNNPR), Ethiopia

This study was intended to explore how the perceptions of teachers affect multicultural education (MCE) in diversified classrooms at Hosanna College of Education. A descriptive textual narration with a qualitative case study and purposive sampling research design were employed in this study. Semi-structured interviews and document analysis were used to collect data. The respondents were teachers at Hosanna College of Education. The findings confirmed that the perceptions of teachers were positive toward the teaching of a diverse student population. This is to say that it was evident that teachers felt a desire to provide experiences for their students to help them understand cultural diversity. Inevitably, the study acknowledged that MCE is crucial for nation-wide integration through peace building and sustaining progressive development. However, teachers had no sufficient skills and motivation to investigate studies to encourage and promote MCE because of the reluctant commitment of the College administration. Due to the absence of a strategic plan and a lack of purposeful preparation and content selection for the modular curriculum, the dimensions of MCE were not applied and incorporated into the curriculum as required. As MCE and diversity are not yet meaningfully implemented, it is recommended that teachers, regional education bureaus, policymakers, and the MoE should play a decisive role in efficiently enhancing diversity and tackle the acute problems related to MCE.