Need For Curriculum Research Articles

Being phished and reporting phishing emails: emotional and knowledge antecedents and training gaps

ABSTRACT Research on phishing, a prevalent cybercrime, has not addressed which dispositional and knowledge antecedents are related to reporting suspicious emails to their organizations and has provided limited attention to emotions as a predictor of being phished. Our prospective design involved two phases where employees and students at a university (N = 538) first completed a survey and then, after 1 month, were sent three phishing emails spaced weeks apart without their knowledge. Trained members were more likely to have knowledge about safe URLs and this accurate knowledge was associated with a lower rate of being phished and a higher rate of reporting phishing emails. Untrained members had a higher rate of clicking on links and a lower rate of reporting suspicious emails than recently trained members, though training efficacy dissipates over time. Members with high generalized anxiety were more likely to click on links and less likely to report phishing emails, suggesting a gap in training curriculum. High avoidant cognitive styles were less likely to report phishing emails, and these styles are more prevalent among those with high anxiety. Policies and training curriculum need to address anxiety to create a stronger defense against phishing and hacking attacks.

Proceed with Caution! Trigger Warnings in Online Book-related Information Grounds

Online book-related communities serve as information grounds where individuals gather to recommend and discuss reading material of interest to them. The information flow within these groups often evolves to include the sharing and receiving of warnings about content that some readers may find distressing or triggering. Although intended to be helpful, the sharing of trigger warnings could lead to a reader’s decision to avoid content that may elicit trauma responses, resulting in a forfeiture of the potentially therapeutic benefits of such content. Therefore, it is necessary to investigate the role of trigger warnings within online book-related information grounds. This pilot study seeks to explore the upward trend of trigger warning usage by utilizing text analysis to determine the frequency at which GoodReads users include trigger warnings in their book reviews. By shedding light on the prevalence of trigger warnings in platforms like GoodReads, these early findings suggest that while newer titles in the sample contain 20 times more trigger warnings than older titles, the presence of trigger warning in reviews of classics has also been steadily increasing in the last five years. These results serve to initiate broader conversations about the impact of trigger warnings in book-related virtual information grounds, the need for curriculum on trauma informed LIS practices in iSchools, and implications regarding readers’ advisory and collection development in library settings.

Beyond the Language: Arabic Language Textbooks in Arab–Palestinian Society as Tools for Developing Social–Emotional Skills

Social–emotional learning (SEL) is recognized as an important component of the educational system, significantly impacting student success. This study aims to examine how Arabic language textbooks used in Arab elementary schools in Israel serve as tools for developing social–emotional skills, beyond their role in language instruction. Using a content analysis and semiological analysis on nine ‘Arabic Our Language’ textbooks for Grades 1 to 6, the findings revealed that all categories of social–emotional skills defined by CASEL were represented, but with an imbalance in their prevalence. Interpersonal relationship skills were the most frequent, while social awareness was the least represented, despite its importance in the Israeli context, which is the context in which this study takes place. Additionally, lower grades (1–3) showed a lack of SEL content compared to higher grades (4–6), even though an early integration of these skills is more effective. Furthermore, the SEL content did not always align with the fundamental principles for optimal implementation. This study emphasizes the need for curricula and textbooks in Arabic language education that are adapted to each developmental stage and tailored to the Israeli socio-cultural context. The findings underscore the critical role of Arabic language textbooks in fostering a holistic educational experience, preparing students for both academic and social success, and serve as a call to action for curriculum designers and textbook authors to integrate social–emotional learning in linguistic educational materials.

Preparing Adaptive Graduates, Islamic and Professional in the Era Society 5.0

Abstract. The evolution of Society 5.0, characterized by advancements in Artificial Intelligence (AI) and the Internet of Things (IoT), necessitates that Islamic higher education institutions adapt to these changes. General Background: The Faculty of Islamic Studies at Universitas Muhammadiyah Sidoarjo (UMSIDA) aims to produce graduates who possess both Islamic values and professional competencies, particularly in AI. Knowledge Gap: However, there is a lack of curricula that effectively integrate AI with ethical considerations rooted in Islamic teachings. Aims: This paper proposes a development plan to enhance curricula, faculty competencies, and the responsible integration of AI. Results: The findings emphasize the need for graduates to collaborate effectively with AI while maintaining ethical standards. Novelty: This study introduces a strategic vision for 2032, focusing on innovative curriculum design and faculty development in line with Islamic principles. Implications: By equipping graduates with the necessary skills and ethical awareness, this framework ensures the relevance of Islamic education in a technologically advanced society, preparing them for future challenges with integrity and competence. Highlights: Curriculum Integration: Emphasizes the need for curricula that blend AI skills with Islamic ethical teachings. Graduate Competence: Aims to prepare graduates for collaboration with AI technologies while upholding professional integrity. Strategic Vision: Proposes a framework for 2032 focused on innovation and adaptability in Islamic higher education. Keywords: Profesional, Islamic Value, Adaptation, Era Society 5.0, Artificial Intelligence, Curriculum Development

Transition From Graduate Medical Education to Independent Practice: A Scoping Review.

This study examines the gaps in early career physician readiness for independent practice after graduating from their final graduate medical education (GME) program. The authors conducted a literature search of 4 online databases (PubMed, Scopus, Health Business Elite, and Education Resources Information Center) using the following terms: population terms (GME, fellow, resident, and others), early career terms (onboarding, hiring, early career, ready, and others), readiness terms (readiness, preparedness, knowledge, skills, competence), and independence terms (attending, physician, independent practice). The databases were searched on March 12, 2024, for articles that explored GME graduate gaps in readiness for independent practice; assessment tools, curricula, or curricular need aimed at gaps in early career physician readiness; or an area where GME graduates need more knowledge and skills. They extracted specific gaps in preparedness and categorized them using existing competency frameworks. The search returned 116 articles addressing gaps in preparedness for independent practice among recent GME graduates. Surgery yielded more articles than any other specialty (43 [37%]). Overall, 192 individual gaps were extracted; the greatest number of gaps came from patient care (75 [39%]) followed by personal and professional development (44 [23%]). The most frequently identified gaps were procedural independence (10 occurrences), practice management (9 occurrences), and billing (7 occurrences). Despite advances in GME, learners still struggle when transitioning to independent practice. Personal and professional development is a useful categorization for many gaps and should be considered for inclusion as a GME competency. Systematic assessment of new-to-practice attendings could help stakeholders better understand the true outcomes of GME programs. Concerted investment by specialty societies may drive greater understanding and innovative solutions. Additional study could help address the challenges in the GME-to-practice transition.

International students and social work education: a scoping review

ABSTRACT With increasing numbers of international students across the globe, it is essential that social work education continually adapts and innovates in ways that are inclusive of and responsive to this diverse group of students. Innovations in social work education with international students requires an understanding of the existing perspectives and knowledge base. This scoping review investigates published peer-reviewed articles written in English from January 2003-March 2023 on international students’ experiences of entry-to-practice social work courses. Twenty-four relevant articles are reviewed, with the majority examining experiences of students located in Australia. Prominent in the reviewed articles are discussions about the impacts of cultural and language differences, as well as the impacts of international students’ knowledge of local systems on their educational and everyday experiences. Findings highlight the need for the social work curriculum to promote diverse perspectives and ways of learning, and to effectively leverage students’ and educators’ knowledge of international systems. Evident is also the need for more strengths-based practice and research, for better understand and promote the diverse strengths and contributions that international students bring to their social work communities.

The Impact of a Student-Taught Point-of-Care Ultrasound Workshop on Confidence in Medical and Pre-Medical Students

Background: The vast utilization of Point-of-Care Ultrasound (POCUS) across medical specialties has increased the need for enhanced undergraduate medical education in image acquisition and interpretation among medical students. However, challenges such as the need for a standardized medical school curriculum and limited trained faculty preceptors restrict its implementation. The literature highlights the potential of student-taught POCUS workshops in expanding access and enhancing learning. This study seeks to evaluate the efficacy of a student-run POCUS workshop for medical and pre-medical students. Methods: A prospective, cross-sectional study assessed the efficacy of first and second-year medical students teaching a POCUS workshop on the Focused Assessment with Sonography for Trauma (FAST) exam. Student workshop participants were asked to complete pre- and post-workshop surveys to assess their confidence in utilizing POCUS and identifying relevant organs and landmarks. Surveys employed a standardized five-point Likert Scale. Results: Of the 43 initial participants, 29 completed both surveys. Results showed a significant increase in self-reported ultrasound experience (1.7 to 3.2, p < 0.001) and confidence in performing the FAST exam and organ identification (2.2-fold increase, p < 0.001). Both medical and pre-medical student cohorts exhibited similar confidence improvements in confidence. Conclusion: This study supports the literature that student-taught POCUS programs may be a viable adjunct to an institution's ultrasound curriculum. Implementing medical student-led workshops could help address current training gaps, enhance students' teaching and leadership skills, and improve confidence in utilizing and interpreting ultrasound images.

Adapting accounting education to evolving business paradigm-an Indian perspective

PurposeThis study examines the need for an accounting curriculum to evolve in response to the changing business landscape. Specifically, this study aims to explore the relationship between various market forces, the shifting dynamics of business, and the importance of adapting accounting education to these changes.Design/methodology/approachThis study is a combination of both quantitative and qualitative research. A structured questionnaire was administered to 320 professionals to gather data, and the study employed descriptive analysis, one-sample t-tests, and structured equation modeling to analyze the relationship between the variables.FindingsThe findings reveal a strong correlation between business transformation and the imperative to adapt accounting education. This study emphasizes the significance of modifying accounting curricula to align with the current market trends. Furthermore, this study addresses the pressing concern of sustainability and the triple bottom line (TBL), advocating specialized education in sustainability accounting programs.Research limitations/implicationsDespite its contributions, this study acknowledges a limitation in its focus solely on the perceptions of professionals and academicians regarding the impact of business transformation on accounting education, without directly examining the prevailing accounting education system. Future research should address this limitation by undertaking a qualitative exploration of the actual accounting education landscape and market requirements.Practical implicationsThe implications of the study span the theoretical, regulatory, environmental, and social domains, stressing the need for educational institutions, regulatory bodies, and industry to collaborate in shaping competent and future-ready accounting professionals. A systematic approach would validate and extend the findings of this study, providing deeper insights into the transformative processes necessary to enhance accounting education in response to evolving business landscapes and environmental dynamics.Originality/valueThe outcome of the study assists educational institutions and regulatory bodies in framing policies to adapt accounting education to the evolving business landscape by updating the accounting curriculum as per the changes in the market forces to make graduates relevant and competent.

A National Survey to Assess Lesbian, Gay, Bisexual, Transgender, Queer/Questioning Curricular Needs in Pediatrics Residency Programs

ObjectiveDespite incremental increases in lesbian, gay, bisexual, transgender, queer/questioning (LGBTQ+) health education, there are no uniform training requirements in graduate medical education and the extent to which pediatrics residency programs incorporate LGBTQ+ curricula remains unknown. We aimed to assess the current state of LGBTQ+ health education in pediatrics residency programs. MethodsWe surveyed all 202 Accreditation Council for Graduate Medical Education (ACGME)-accredited categorical pediatrics program directors (PDs) in the United States. PDs were contacted via the Association for Pediatrics Program Directors (APPD) listserv with a link to an anonymous electronic survey. ResultsWe had a 53.4% response rate (107/202) with representation from all regions, sizes, and settings. Only 7.5% of programs have robust LGBTQ+ curricula, but many (71%) offer some sessions. About half (54.2%) believe their residents are not at all or somewhat prepared to care for LGBTQ+ patients after training. Many PDs are not at all or somewhat confident their residents learn about gender affirming care (49.5%) or are aware of community resources for LGBTQ+ youth (54.2%). In 91% of programs, 0–25% of faculty educate trainees about LGBTQ+ health. The majority (74.8%) of PDs are very or moderately likely to implement a standardized LGBTQ+ health curriculum. The most prominent barriers were inadequate time (55.1%) and lack of faculty training (51.4%). ConclusionMany pediatrics programs have implemented some LGBTQ+ health education; however, PDs lack confidence in residents’ abilities to independently care for LGBTQ+ youth after training. An accessible and standardized curriculum is not only needed but desired by programs.

A support framework to facilitate social learning and integration skills of first-year undergraduate medical students

Background. Limited research exists on medical students’ coping and adjustment skills, especially in the South African context. Stakeholders planning medical curricula need to be aware of emotional and communication skills that allow students to cope and adjust to stress associated with transitioning to medical studies. Objective. To design a support framework to facilitate first-year undergraduate medical students’ social learning and integration skills. Methods. This descriptive qualitative case study used multiple data collection methods, nominal group meetings and Delphi questionnaires to explore and understand undergraduate medical students’ challenges with social learning and integration factors. These insights were then used to develop the support framework. Results. The support framework articulates levels of engagement and actions required to address social learning and integrated factors, namely under- preparedness, peer support, confidence, self-management, alienation and academic advice. Conclusion. Implementing the proposed support framework on social learning and integration could facilitate the successful transition of first-year undergraduate medical students from high school to university. This framework aids students in dealing with social learning and integrated factors, such as under-preparedness, peer support, confidence, self-management and alienation as well as academic advice using contextualised and appropriate skills and tools.

Beyond the curriculum: A gay medical student's perceptions of health sciences education and healthcare access in KwaZulu-Natal.

The prevailing social constructs of cis-heteronormativity and endosexism have structurally marginalised sexual and gender minorities, leading to their limited representation and inclusion in mainstream health systems and health sciences education. The study aimed to explore a gay medical student's perceptions of the health sciences curriculum and their experiences in accessing and utilising healthcare services offered both by the university and externally. At a university in KwaZulu-Natal, South Africa. This study originates from a larger qualitative study conducted in 2018, involving 12 Lesbian, Gay, Bisexual, Transgender (LGBT)-identifying participants who were selected using purposive and snowball sampling techniques. The larger study used a case study approach to explore how healthcare services meet the sexual health needs of LGBT youth. Among the 12 sampled participants, one participant self-identified as 'gay' and was pursuing a Bachelor of Medicine and Bachelor of Surgery. This participant was specifically selected for analysis in this study because of their knowledge of health sciences education and pursuit of a career in healthcare. Three themes were identified in the participant's interview, including: (1) navigating healthcare services as a young gay man, (2) silenced voices: the impact of the limited Lesbian, Gay, Bisexual, Transgender, Intersex, Queer, Asexual and + (LGBTIQA+) health education, and (3) challenging the silenced voices. There is a need for a well-planned curriculum that includes LGBTIQA+ issues to equip healthcare professionals with the knowledge to provide high-quality care to all patients, regardless of their sex, gender, or sexuality. The study provides solid proposals for developing an inclusive healthcare curriculum that considers identities beyond binary going forward.

Educational approach for public health ethics in nursing: Focusing on COVID-19.

Background: With the increasing ethical challenges and dilemmas faced by nurses due to various disasters such as COVID-19 worldwide, there is a need for a new public health ethics education curriculum to strengthen competencies for ethical responses in the nursing field. Objectives: This study was aimed to identify the impact of a teaching method utilizing news articles and panel discussion material in the public health ethics education program on nursing students' thinking regarding ethical issues. Design: This was an exploratory study to identify the thinking styles inherent in ethical reflection by analyzing the reflection contents written by nursing students using text mining techniques. Participants: 73 among the students taking a nursing ethics course at a university in Seoul, South Korea, voluntarily participated in this study after providing informed consent. Methods: The public health ethics program was conducted with sessions held once a week for a total of 7 weeks, and reflections written by nursing students were collected as text files during session 5 to 7. In this study, data preprocessing process, keyword analysis, and LDA topic modeling were sequentially conducted utilizing the R program according to the data analysis procedure of text mining techniques. Ethical considerations: This study was conducted under ethics approval from the institution where participants were recruited. Findings and discussion: The results of this study show that the teaching method utilizing news articles enhanced rational ethical deliberation from the cognitive aspect, whereas the teaching method utilizing panel discussion material strengthened the response to emotions on a more internal level. Conclusions: The teaching method utilizing news articles and panel discussion materials in public health ethics education is expected to be mutually complementary and effective, so further studies are recommended.

Clinical Sociology and Community Interventions

At least 235,000 people experience homelessness in Canada each year, with over 35,000 experiencing homelessness on any given night (Gaetz et al. 2013a). For many, maintaining housing is challenging due to the absence of essential life skills. This paper departs from a community-identified problem with conventional life skills programming and uses sociological tools to address it. Community partners have expressed a need for a life skills curriculum that is inclusive, representing the intersecting needs and experiences of a diversity of clients, and that will address budgetary constraints of not-for-profit (NFP) organizations in the region. The Community-Ideas Factory: The Life Skills Project consists of an interdisciplinary research team and 16 NFPs collaborating to build a comprehensive, inclusive, relevant, and effective online life skills intervention. Adopting a clinical sociological and community-engaged research approach, our findings emphasize the importance of recognizing that essential life skills are diverse and shaped by the larger social, political, and economic context, such as social inequities. Notably, social justice is identified as a crucial life skill, uncovering the intersectionalities that shape individuals' lives and that must be integrated into life skills programming. This ground-breaking finding is facilitated by our methodology, deviating from the positivist research approaches prevalent in life skills studies. Significantly, the entire life skills curriculum is Equity, Diversity, and Inclusion (EDI)-informed. The intervention addresses immediate financial strains for partner organizations. We anticipate that the intervention will interrupt current cycles of homelessness while holding promise as a preventative measure.

Leveraging a Podcast Series for Nutrition Education in Medical Curriculum

Background: Malnutrition is a worldwide problem. Despite the paradoxical global prevalence of both an obese and underfed population, physicians have historically fallen short in their efforts to combat this epidemic. Unfortunately, medical education has only recently prioritized nutrition curriculum, and its incorporation has been slow. The Culinary Medicine Interest Group (CMIG) at New York Medical College (NYMC) aims to expand access to nutrition education in medical school. Methods: The CMIG podcast was conceived as an adjunct to the preclinical curriculum. Podcasts were distributed via the NYMC learning-management system in parallel with pre-clinical curriculum and made widely available via Spotify, YouTube, and Google Podcasts. A pre-podcast survey was conducted to establish a baseline of nutrition knowledge in the NYMC student population, and a post-podcast survey was also distributed. Results: During 2022-2023, twelve episodes covering various nutrition-related subspecialty topics were released. We received 76 pre-podcast survey responses which made the need for nutrition curriculum clear: 37% reported no experience with nutrition, less than half took coursework that covered nutrition, 59% were uncomfortable discussing eating disorders, and only 21.5% reported feeling comfortable discussing diet in relation to menopause. Post-podcast survey responses could not be analyzed due to low participation. Conclusion: Limited survey responses hinder conclusions about the podcast's potential impact; we believe this is related to the lack of value conferred upon content beyond the scope of mandated material. Nevertheless, baseline data support the need for more nutrition curriculum; we present a novel approach to expanding access to nutrition curriculum in medical education.

Development and Validation of a Trauma-Informed Care Communication Skills Assessment Tool

BackgroundTrauma-informed care (TIC) is growing in medical education as health care systems recognize trauma’s impact on health outcomes. TIC acknowledges and responds to the effects of trauma on physical, psychological, and emotional health. As TIC trainings are developed and delivered to health care professionals across the learner continuum, curricula need evaluation beyond learner satisfaction and knowledge to better assess changes in skills. We developed the Gap Kalamazoo Communication Skills Assessment Form for Trauma-Informed Care (GKCSAF-TIC) to evaluate pediatric trainees' communication skills in TIC. We describe the development and validity evidence of the GKCSAF-TIC in assessing pediatric residents' TIC skills during standardized patient encounters. MethodsWe developed and implemented the TIC communication skills assessment tool in a one-year prospective cohort study involving pediatric residents. We conducted simulated patient encounters conducted before and after TIC training, with two pediatric faculty attendings assessing each encounter. We gathered validity evidence using Messick’s framework, focusing on content, response process, internal structure, and relationship with other variables. ResultsWe analyzed 57 standardized patient encounters with 33 pediatric interns, including 23 pre-post matched pairs. The development process and rater training supported content and response process validity. Internal consistency, measured by Cronbach’s alpha, ranged from 0.93 to 0.96, while inter-rater reliability, measured by intraclass correlations, ranged from 0.80 to 0.83. There was a significant improvement in scores from pre-training to post-training (3.7/5 to 4.05/5; P < 0.05). ConclusionThe GKCSAF-TIC demonstrated strong preliminary validity and offers educators a valuable means to assess and provide formative feedback to pediatric trainees about TIC.

Comparing the effects of problem- and task-based learning on knowledge and clinical decision-making of nursing students concerning the use of transfusion medicine in pediatric nursing: An educational quasi-experimental study in Iran

BackgroundIn the pediatric care field, ensuring safe and effective blood transfusions, promptly identifying adverse reactions, and implementing appropriate interventions are crucial. Therefore, undergraduate nursing curricula need to be structured to meet these professional standards and prepare nursing students, as future team members, to respond to relevant clinical situations. The objective of this study was to investigate how problem- and task-based learning affects knowledge and clinical decision-making of undergraduate nursing students concerning the use of transfusion medicine in pediatric nursing. Material and methodsThis quasi-experimental study involved 82 nursing students recruited from two nursing schools in Iran using convenience sampling. Participants received educational content through either problem- (n = 40) or task-based learning (n = 42) methods. A researcher-made tool, comprising three parts and proven to be valid and reliable, was utilized for data collection. The tool was administered both before and immediately after the intervention. Data were analyzed using Wilcoxon rank-sum, Mann-Whitney U, Spearman's correlation and multivariate analysis of covariance tests via SPSS v16.0. A p-value of <0.05 was considered significant for all tests. ResultsThe median post-test knowledge and clinical decision-making scores within problem- and task-based learning groups were 62.68 vs. 74.65 and 53.33 vs. 76.67, respectively. Significant differences were observed between the mean pre- and post-test scores of both variables within both intervention groups (p < 0.05). Multivariate analysis of covariance revealed that task-based learning resulted in significant differences between the two groups in terms of knowledge (F = 87.9 %, p = 0.002, Eta2 = 0.114) and clinical decision-making (F = 99.9 %, p < 0.001, Eta2 = 0.271). ConclusionsGiven the greater effectiveness of task-based learning, nursing schools are advised to utilize this method in undergraduate nursing curricula to ensure the adequacy of the clinical skills acquired by nursing students prior to graduation.

간호대학생의 노인간호의도에 미치는 영향요인

Purpose : This study the factors influencing nursing students’ intentions to care for the elderly. Methods : The data was collected from 144 nursing students from December 1 to December 20, 2023. Data were analyzed using SPSS/WIN 23.0 by descriptive statistical analysis, independent t-test, ANOVA, Scheffe's test, Pearson's correlation coefficient, and multiple regression. Results : There was a significant difference in nursing students’ intentions to care for the elderly, depending on needs in gerontological nursing curriculum. Intentions to care for the elderly was significant positive correlation with frequency and quality of contact with older adults, significant negative correlation with ageism and a significant positive correlation with empathy. Factors influencing for Intentions to care for the elderly was needs in gerontological nursing curriculum(β＝.18, p＝.025) and ageism( β＝－.33, p＜.001), explained 18% of the total variance. Conclusion : This study confirmed the need for a gerontological nursing curriculum to increase nursing students' willingness to care for the elderly and the need to develop various educational environments and programs to alleviate discrimination against the elderly.

The international league against epilepsy primary healthcare educational curriculum: Assessment of educational needs.

To assess the need for an epilepsy educational curriculum for primary healthcare providers formulated by the International League Against Epilepsy (ILAE) and the importance attributed to its competencies by epilepsy specialists and primary care providers and across country-income settings. The ILAE primary care epilepsy curriculum was translated to five languages. A structured questionnaire assessing the importance of its 26 curricular competencies was posted online and publicized widely to an international community. Respondents included epilepsy specialists, primary care providers, and others from three World Bank country-income categories. Responses from different groups were compared with univariate and ordinal logistic regression analyses. Of 785 respondents, 60% noted that a primary care epilepsy curriculum did not exist or they were unaware of one in their country. Median ranks of importance for all competencies were high (very important to extremely important) in the entire sample and across different groups. Fewer primary care providers than specialists rated the following competencies as extremely important: definition of epilepsy (p = .03), recognition of seizure mimics (p = .02), interpretation of test results for epilepsy care (p = .001), identification of drug-resistant epilepsy (0.005) and management of psychiatric comorbidities (0.05). Likewise, fewer respondents from LMICs in comparison to UMICs rated 15 competencies as extremely important. The survey underscores the unmet need for an epilepsy curriculum in primary care and the relevance of its competencies across different vocational and socioeconomic settings. Differences across vocational and country income groups indicate that educational packages should be developed and adapted to needs in different settings.

A framework for the incorporation of digital scholarship contents in South African Library and Information Science Schools

Education curricula need constant updates in response to job market requirements, which may be influenced by the changing technological environment. In the library and information science (LIS) job market there are dynamics brought about by the Fourth Industrial Revolution (4IR). These dynamics call for LIS schools to reconsider their curricula in line with the job market. The job markets expect the education system to reflect their demands, as they are the primary clients. This study explored the education and training of LIS professionals on digital scholarship in line with the LIS curriculum in higher education institutions of South Africa. This was to enable the development of a framework for incorporating digital scholarship into the LIS curriculum. Wolf’s (2007) curriculum development model and an aspect of the customer satisfaction model (Zeithaml et al., 1993) informed the study. The models assisted in producing a framework that can be used to incorporate digital scholarship content into the LIS curriculum in South Africa. The framework suggests that when developing digital scholarship, consultation with relevant stakeholders both internal and external should be considered. Relevant infrastructure and resources should also be in place when developing a digital scholarship curriculum. The relevant infrastructure should include the 4IR-driven infrastructure such as smart sensors, three-dimension (3D) modeling, and cybersecurity tools, among others. Relevant documentation such as resources in the form of policies, course outlines, and other curriculum-related documents should also be consulted. This model, if adopted, could assist LIS schools in developing a curriculum that is driven by digital scholarship, leading to the production of LIS graduates that meet the requirements of the current LIS job market.

Radiation Oncology Education Collaborative Study Group Physics Curriculum Needs Assessment for Radiation Oncology Residents

Radiation Oncology Education Collaborative Study Group Physics Curriculum Needs Assessment for Radiation Oncology Residents