Curriculum Outcomes Research Articles

Empowering Pharmacy Graduates to Diagnose and Prescribe

This commentary underscores the diagnosis and prescribing skills essential to the pharmacists' role on the healthcare team. It advocates for the integration of these skills into pharmacy curricula and emphasizes the urgent need for collaboration among pharmacy educators and the academy to address the omission of diagnosis and prescribing from key frameworks and standards, including the Pharmacists' Patient Care Process (PPCP), the Curricular Outcomes and Entrustable Professional Activities (COEPA), and the Accreditation Council for Pharmacy Education (ACPE) Draft Accreditation Standards 2025. The commentary draws on a case study of one college of pharmacy's integration of diagnosis and prescribing skills into its PharmD curriculum, in a state where pharmacists were granted full diagnostic and prescriptive authority. The integration was achieved through faculty-led modifications to the PPCP and COEPA, making diagnosis and prescribing an explicit part of the curriculum. The commentary concludes with a call to action for educational organizations to recognize and include these aspects in educational outcomes, accreditation standards, and practice frameworks. By doing so, the future of pharmacy education can be reshaped to improve patient care and advance the profession forward.

Curriculum Management of Local Content in Fostering Religious Behavior: A Study at Madrasah Aliyah

This study investigates the management of local content curriculum in shaping religious behavior at MA Raden Paku Wringinanom. Specifically, the research addresses three key questions: (1) How is the local content curriculum planned to foster religious behavior at MA Raden Paku Wringinanom? (2) How is the local content curriculum implemented to shape religious behavior at MA Raden Paku Wringinanom? (3) What are the outcomes of the local content curriculum in fostering religious behavior at MA Raden Paku Wringinanom? The objectives of this study are to: (1) examine the planning of the local content curriculum, (2) explore the implementation process, and (3) analyze the outcomes in shaping religious behavior at MA Raden Paku Wringinanom. This research employs a qualitative method with descriptive analysis, utilizing an interactive model. The data analysis involves stages of data reduction, data display, and conclusion drawing. After collecting and categorizing the data, the researcher provides an in-depth description before concluding the findings based on available sources. The results of this study are as follows: (1) The planning of the local content curriculum involves adherence to the School Work Plan (RKT) and the Madrasah Work Plan and Budget (RKAM) to define local content programs, select subjects, assign teachers, and determine learning resources and funding. (2) The implementation phase includes syllabus review, lesson plan (RPP) development, and assessment. (3) The outcomes of the local content curriculum include program-specific local content initiatives and the evaluation of student learning outcomes.

Assessing ChatGPT’s impact on curriculum outcomes and Entrustable Professional Activities (EPAs) during Advanced Pharmacy Practice Experiences (APPEs)

Background: Chat Generative Pre-trained Transformer (ChatGPT) use in higher education has been controversial. The purpose of this study was to evaluate the impact of ChatGPT on pharmacy student achievement of educational outcomes and entrustable professional activities, as outlined by the American Association of Colleges of Pharmacy (AACP), during Advanced Pharmacy Practice Experiences (APPEs). Methods: A 20-question electronic survey was distributed to pharmacy students in the Class of 2023 and 2024. The survey evaluated the impact of ChatGPT on educational outcomes and student perceptions of the technology. Results were analysed using descriptive statistics. Results: A total of 69 students participated in the survey. Among them, 44% (17/39) used ChatGPT during their APPE rotations. Of those, 82% (14/17) of students agreed or strongly agreed that ChatGPT helped them find, analyse, and integrate foundational knowledge of medications. Similarly, 82% (14/17) agreed or strongly agreed that ChatGPT positively impacted their approach to work and research habits. Additionally, 89% (15/17) agreed or strongly agreed that they will use ChatGPT on future APPEs and in professional practice. Conclusion: The use of ChatGPT by pharmacy students during their APPE rotations demonstrates a potential benefit in student achievement of educational outcomes across all three domains during APPEs.

Evaluation of an Innovative Postgraduate Medical Education Model Incorporating Social Determinants of Health

Purpose Incorporating social determinants of health (SDH) into medical education is crucial. However, there are limited data on standard education models and comprehensive SDH curricula in Taiwan are insufficient. This study presents a systematic SDH curriculum instructed primarily by social workers for postgraduate doctors and aims to examine the training outcomes of the innovative curriculum. Method This study assessed training outcomes using Kirkpatrick model levels 1 and 2 regarding trainees’ satisfaction and improvement of their knowledge and skills in written and standardized patient (SP) pre- and posttests conducted between 1 August 2021 and 31 July 2022. Results A total of 28 trainees completed the training. The trainees’ overall satisfaction score regarding the curriculum was high (4.6 out of 5). The median pretest scores for the written and SP tests were 66.25 ± 14.38 and 14.50 ± 5.13, respectively, whereas the median posttest scores were 80.00 ± 7.50 and 20.50 ± 6.13, respectively. Both written and SP posttest scores were significantly improved compared to the pretest scores (p < .001). Conclusions The presented education model significantly improved postgraduate doctors’ SDH knowledge and biopsychosocial assessment skills, and received high satisfaction scores from the trainees. Adopting social workers as primary teachers may enhance interdisciplinary collaboration between social workers and trainee doctors.

Scotland's internal medicine simulation strategy: A 5-year journey

In 2019, the internal medicine (IM) stage 1 curriculum was implemented in the UK. This introduced a revised 3-year training programme for physicians in training. The new IM stage 1 curriculum emphasised simulation-based education, triggering the integration of simulation training on a national scale in Scotland. Bespoke training courses were developed for IM trainees in Scotland, spanning all 3 years of their training programme. Each course was meticulously designed with input from key stakeholders and trainees, aligning learning objectives with curriculum outcomes. The Scottish IM simulation strategy encompasses a 3-day bootcamp in IM year 1, a 1-day skills day in IM year 2, and a 2-day ‘registrar ready’ course in IM year 3. These courses, delivered at central locations, focus on immersive simulation, communication workshops, and simulation-based mastery learning of procedural skills. Evaluation of the programme includes pre- and post-course questionnaires, data tracking over the training programme, interviews with trainees and faculty, and annual review days to gather feedback and make necessary adaptations. The impact of the programme for trainees includes transfer to clinical practice of communication skills, improved non-technical skills, and increased confidence in procedural skills. Alignment with the IM stage 1 curriculum supports trainees’ annual reviews of competence progression. The IM simulation training also offers valuable social benefits and remains crucial, especially with increased pressure in the NHS. It is our belief that ongoing delivery of this training is invaluable to the IM stage 1 programme in Scotland.

Fostering fisheries futures: the promise of localized stewardship education in Nunatsiavut

Nunatsiavut is a self-governing Inuit territory in northern coastal Labrador, where cultural knowledge and social values are incorporated into co-managed subsistence and commercial fisheries. Snow crab (Chionoecetes opilio), known as Putjotik in Inuttitut (the Nunatsiavut dialect of Inuktitut), is a co-managed fishery through the Torngat Joint Fisheries Board (TJFB) and plays a crucial role in sustaining the community of Makkovik. Arctic Char (IKaluk) is also harvested in co-managed subsistence and commercial fisheries, and is a staple in local economies and culture. In 2022, the TJFB partnered with Inuit educators to foster youth stewardship in a project called Paigitsiaguk. The Paigitsiaguk project bridges Inuit and scientific knowledge to nurture cultural values and environmental stewardship through providing place and land-based resources to educators. The project team created a comprehensive database of curriculum outcomes required by the Newfoundland and Labrador school system, and then designed culturally relevant learning activities that presented Inuit knowledge with science and social studies for students in Nunatsiavut. These resources include learning activities that are organized into education kits: one of which is centered on Putjotik and another on IKaluk. The Putjotik kit has 23 activities tailored to meet grade-specific learning outcomes, while the IKaluk kit provides 12 place-based learning activities appropriate for multiple grade levels. By providing localized and culturally relevant education resources to teachers that revolve around stewarding local fish species and their ecosystems, youth are connecting to their communities and to the coastal environment. Educational resources and learning activities reflect Inuit and scientific knowledge systems, and position teachers as facilitators to encourage students to learn from the land and Elders, knowledge holders, fishers, scientists, and managers. This paper reflects the promising futures that this work can contribute to; from facilitating intergenerational knowledge transmission from knowledge holders to youth, to encouraging self-determined stewardship activities that encourage care for the ocean and its fisheries.

Understanding the social and emotional domains of physical literacy in post‐secondary education: A scoping review

AbstractWhile a variety of definitions persist, a common definition of physical literacy is that it encompasses the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities over the lifespan. While this perspective to physical literacy is broad, a great deal of curricular outcomes still focus on the physical competence, knowledge and understanding aspects of the framework leaving a gap in the holistic nature of the construct. This scoping review explores the construct of physical literacy within post‐secondary education, focusing on how social and emotional dimensions are integrated in teaching, delivery and assessment. This scoping review followed PRISMA‐ScR guidelines. Five online databases were used to identify papers published that used physical literacy in combination with post‐secondary as the educational setting with a focus on curriculum. The findings underscore a substantial gap in the literature. It was identified that the physical aspects of physical literacy were predominant with limited attention to the social and emotional domains. The gap implies that the comprehensive construct of physical literacy, which encompasses non‐physical facets, is often omitted in post‐secondary curricula. The review highlights an unexplored opportunity for post‐secondary institutions to intentionally construct more comprehensive physical literacy programmes. By incorporating social and emotional dimensions into these programmes, students gain a more holistic understanding of physical literacy. Subsequent research can delve into effective integration strategies and the potential benefits of such an approach.

Strategies to Integrate Content on Consensual Nonmonogamy and the Transition to Parenthood Into Perinatal Education Practice.

The aim of this clinical article is to provide perinatal educators with strategies on integrating content on consensual nonmonogamy (CNM) and parenthood into their perinatal education practice. The strategies are based on both authors' research programs and clinical practices. The article is divided into six sections: an overview of CNM and parenthood, perinatal education and CNM, perinatal educators' preparation for this integration, the three guiding principles underlying this integration, the nine strategies to adapt perinatal education for CNM and parenthood, and getting support and collaboration from different levels of associations for a successful integration curriculum outcome. Acknowledging and including all partners and family members in CNM-related perinatal education programs are part of providing inclusive and comprehensive education.

Pengembangan Media Smart Flashcard pada Muatan Pembelajaran IPAS untuk Meningkatkan Hasil Belajar Peserta Didik Kelas V SDN Bandar 03 Batang

This study carried out has the aim of developing and testing Smart Flashcard learning media in the context of the Science and Social Studies (IPAS) curriculum for fifth-grade students at SDN Bandar 03 Batang. The background of this research is based on the need for a innovative approach in teaching to enhance students' learning outcomes more effectively. Things to home of this research is to evaluate the effectiveness of the Smart Flashcard media in improving students' understanding of complex natural resource materials. The research method involves collaboration with subject matter experts and media specialists in the development process, as well as testing this media with small and large groups of students to obtain valid and reliable data. The findings of this study indicate a rapid improvement in students' learning outcomes, particularly in understanding previously challenging natural resource materials. This research concludes that is the applicatioan of the Smart Flashcard learning media is effective in enhancing students' learning outcomes in the IPAS curriculum. These findings provide a strong foundation for the development of innovative interactive learning media in the future to create a more engaging, interactive, and effective learning environment for students in the learning process.

Evidence-Based Medicine Culture, Curriculum, and Program Outcomes: A CERA Study.

Limited faculty development is a barrier to advancing evidence-based medicine (EBM) education. This study sought to describe program director perception of EBM culture in family medicine residency training and to assess the association among structured faculty roles, EBM curricula, and specific resident outcomes including publications in EBM. Members of the Society of Teachers of Family Medicine EBM collaborative drafted survey questions based on a literature review. The questions were electronically distributed in May 2023 to all US family medicine residency program directors who had not previously opted out by the Council of Academic Family Medicine Educational Research Alliance within its study of family medicine program directors. We analyzed results using descriptive and comparative statistics. The overall response rate was 44.7% (309/691). We found that 260/281 (92%) of program directors reported an EBM curriculum of some kind, and 253/281 (90%) of program directors agreed/strongly agreed that EBM was accepted by residents. Of the respondents, 72/281 (25.6%) reported that no specific faculty member was responsible for their EBM curriculum. Most program directors reported that less than 50% of residents will leave their programs with the ability to detect an error in original research (23.8%; 67/281), detect an important omission in an UpToDate article (16%; 45/281), or author a narrative review for American Family Physician (10%; 28/281). Program directors reported strong acceptance of EBM among residents and a high prevalence of a formal curriculum. However, many lacked a specific faculty lead, and few reported that residents had strong EBM skills. This study identified gaps in residency training to support future EBM-skilled family physicians as well as concerns about pathways for the development of future EBM faculty.

Achieving Education for Sustainable Education Learning Outcomes: An Integrated Model for Higher Education in the Global South

As education for sustainable development learning outcomes are gaining traction in education, an integrated curriculum model that recognizes Indigenous cultural practices is imperative to align global development indicators with higher education curriculum. The study adopted a purposive sampling approach targeting 11 university students sharing their experiences on sustainability and core competencies. NVivo Version 10 was used for the narrative data coding and analysis with findings showing students’ ambivalence toward their curriculum outcomes and twenty-first-century skills development. In conclusion, as students exhibited high awareness about competency-based learning, curriculum developers in higher education institutions must be intentional about pedagogical approaches and sustainability targets.

Teacher Trainers’ and Curriculum Development Experts’ Perspectives on Information Technologies Curriculum in Teacher Education

This mixed-method study had two purposes: (1) to explore the appropriateness of the learning outcomes of information technologies (IT) course curriculum in teacher education programs based on the opinions of curriculum development experts and (2) to evaluate the opinions of the academics about the adequacy of this curriculum. Curriculum development experts (n = 5) evaluated the learning outcomes of the IT course curriculum followed by the education faculties of 25 universities in Türkiye in terms of their qualitative relevance. We also obtained the opinions of 10 academics in these faculties for the evaluation of the IT course curriculum. To collect data, we used the “Qualitative Eligibility Form for Learning Outcomes” and “Evaluation Form for IT Curriculum”. We employed descriptive statistics in the analysis of quantitative data while qualitative data were analysed using content analysis. The results showed that most of the learning outcomes in the IT course curriculum were not sufficient for the criteria of formal spelling conformity, necessity, and encouragement of higher-order thinking. The academics’ perspectives revealed that course sessions and practical learning activities in the IT curriculum were not sufficient. They suggested that emerging technologies such as artificial intelligence, Web 2.0/3.0 tools, robotics, coding, and augmented/virtual reality should be integrated into the curriculum. The implications for IT curriculum in teacher education programs and recommendations for future research were also discussed.

Memodifikasi Sistem Pendidikan di Sekolah Menengah dengan Pemberdayaan Media Digital dan Keterampilan Informasi dalam Kurikulum Merdeka

This research aims to analyse the impact of modifications to the education system at Vocational School Darussalam Banyuwangi through empowering digital media and information skills in the Merdeka Curriculum. The main aim of this research is to analyse how digital media integration affects teaching methods, curriculum, and educational outcomes, as well as assess students' readiness to face future challenges. The research method used is a qualitative approach with a case study design. Data was collected through in-depth interviews with school principals, teachers, and students, classroom observations to observe the implementation of digital media in the learning process, and analysis of curriculum documents and teaching materials. Data analysis was carried out using thematic analysis techniques to identify main patterns and themes from interviews, observations, and documents. The research results show that integrating digital media into the Merdeka Curriculum has improved teaching methods by increasing interactivity and student involvement. In addition, empowering information skills helps students manage and utilize information sources effectively. Although there are challenges to implementation, such as the need for additional training for teachers and technical issues, this research identifies strategies that can overcome these obstacles and increase the effectiveness of the curriculum. This research provides valuable insight into the adaptation of the education system in the digital era and offers recommendations for improving the implementation of the Merdeka Curriculum in secondary schools.

The curriculum and learning outcomes of a short course in urodynamics

Quality diagnostics require good staff training. In urodynamics, it is helpful to have an introductory training course in both technical and clinical skills before patient clinics commence. It is also beneficial to revise the basic principles and practices after some initial clinical experience. To this end, our Institute has been running short courses in urodynamics for over a decade. These have taken place at the annual scientific meetings of the International Continence Society and of the European Urological Association. In the hope that the structure, curriculum and learning points will be useful for other centres who want to run a similar course, we share these here. We emphasise that a practical, hands-on approach with demonstration equipment and urodynamic traces has been well received.

Feasibility of Material and Media Aspects in the Development of Read Rangers Application as Reading Teaching Media for Deaf Children

This research aims to develop a game-based learning application called Read Rangers, specifically to test the feasibility of the media and material aspects of the application. This application is implemented in helping deaf children's reading skills in class 5 of the Deaf Department of SLBN 1 Bantul, Yogyakarta. This study used a research and development approach adapted from Borg &amp; Gall. The research stages began with (1) an initial study to explore the existing conditions of reading learning and the relevance of using technology in the context of inclusive education. (2) Application development based on the findings from the initial study, including the integration of Javanese traditional games and augmented reality technology to facilitate interactive learning. (3) Field testing of the app, involving evaluation by material experts, media experts, as well as individual testing by deaf children. (4) Revision of the app based on feedback from the field test to improve the quality and effectiveness of learning. The results showed that the Read Rangers app obtained valiation with a decent category and very good predicate from material and media experts, as well as positive responses from field testing. This application is considered very feasible and valid to be used to improve the reading skills of deaf children in accordance with the curriculum and learning outcomes set. The implication of this research is the potential of similar applications in supporting the education of deaf children.

Teaching and Learning Social Innovation and Entrepreneurship in Higher Education: A Scoping Review

Social innovation and entrepreneurship (SIE) has emerged as a well-recognised field of practice and research amidst the intensified societal focus on complex social and environmental problems. Universities, as critical producers of knowledge and talents, are increasingly expected to create academic offerings that nurture leaners’ capacities for positive social change. However, research on SIE educational processes remains scant and is scattered among various disciplines. There is a lack of understanding of the overall development of SIE education in universities. This scoping review fills this gap by providing an overview of what drives universities’ adoption of SIE education and the current SIE curricula. It integrates studies that describe various SIE courses, focusing on curricular content, pedagogical practice, and outcome assessment. The review (1) identifies the major educational aims underpinning universities’ SIE offerings, (2) develops an integrative framework that specifies four approaches to SIE education, (3) synthesises and illustrates SIE teaching and learning practices, and (4) outlines opportunities for future research. The framework differentiates between education ‘about’, ‘for’, ‘through’, and ‘embedded with’ SIE. These approaches differ in the way educators conceptualise SIE and the way students engage with societal problems. The review also points to substantial gaps in our understanding of how to assess the impact of SIE education and how to sustain these novel educational practices within the university. It provides a base for integrating and advancing knowledge across the largely disparate literature on SIE education and highlights avenues for future research that can unpack SIE educational processes.

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

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

Reimagining HR education: The impact of technology on curriculum, pedagogy, and student outcomes in Bangladesh

Reimagining HR education: The impact of technology on curriculum, pedagogy, and student outcomes in Bangladesh

The Influence of Curriculum Changes on Learning Methods at SDN Development 9

This study aims to analyze the impact of curriculum changes on teaching methods at SDN Pengembangan 9. Although curriculum changes are expected to improve the quality of education, their implementation often poses challenges for teachers and students. Using a qualitative approach with a case study method, data were collected through observations, in-depth interviews with teachers, and document analysis related to the curriculum and student learning outcomes. The results of the study indicate that the curriculum change has a significant impact on teaching methods in the classroom. Teachers at SDN Pengembangan 9 faced difficulties in adjusting their teaching methods to meet the demands of the new curriculum, including understanding updated materials and teaching strategies. Some teachers required additional training to effectively implement the curriculum. Furthermore, students also experienced challenges in adapting to these changes, which affected their motivation and learning performance. These findings emphasize that the successful implementation of the new curriculum requires comprehensive support for teachers, including training, guidance, and adequate resources. In conclusion, curriculum changes have the potential to improve the quality of education, but they require effective support strategies to ensure their positive impact can be optimally realized in the primary school environment..

Comparative analysis of course prerequisite networks for five Midwestern public institutions

We present the first formal network analysis of curricular networks for public institutions, focusing around five midwestern universities. As a first such study of public institutions, our analyses are primarily macroscopic in nature, observing patterns in the overall course prerequisite networks (CPNs) and Curriculum Graphs (CGs). An overarching objective is to better understand CPN variability and patterns across different institutions and how these patterns relate to curricular outcomes. In addition to computing well known network centrality measures to capture courses of importance in the CPNs studied, we have also formulated some newer methods with specific relevance to the curricular domains and corresponding graph types at hand. We have discovered that a new graph theoretic measure of node importance which we call reach, based on the well-known concept of reachability, is needed to more accurately express the critical nature of some introductory courses in a university. Another analytical novelty that we introduce and apply to the subject of CPNs is the Longest Paths Induced sub-Graph (LPIG) of the CPN, which yields information on relatively constrained programs and pathways. Finally, we have established a new connection between clustering of the CG and meta-majors at Southern Illinois University Edwardsville (SIUE), providing clusterings of the other public institution CGs as useful heuristics of major groupings as well. This work is borne from collaboration between academic units and academic advising with hopes of practical benefits towards aiding student advising.