Program Curriculum Research Articles

Investigating the Impact of the AI-Supported 5E (AI-s5E) Instructional Model on Spatial Ability.

Improving students' spatial abilities is an important goal in education. Spatial ability is a skill needed in many fields, such as science, mathematics, engineering, and architecture. Since this ability can be improved through training, this study adopted a quasi-experimental design to investigate the effects of an artificial intelligence-supported 5E (AI-s5E) instructional model on students' spatial visualization, spatial relationships, and spatial orientation performances that explain their spatial abilities. A total of 43 students from two classes at a secondary school in western Turkey were recruited to participate in this study. One of the classes was the experimental group (f = 23), which adopted the AI-s5E approach, and the other class was the control group (f = 20), which adopted the traditional teaching model. The results showed that the integration of the AI-s5E instructional approach into education improved students' spatial abilities and sub-dimensions. In light of the findings, it can be recommended that AI applications, which have a positive and significant impact on spatial skills, can be integrated into teachers' lessons and even included in curriculum programs.

Evaluation the Merdeka Belajar Kampus Merdeka Programme in Indonesia:

This study aims to evaluate the MBKM (Merdeka Belajar Kampus Merdeka) Programme in Indonesia, describe sustainability, and challenges in implementing the programme. This research uses descriptive qualitative research by utilising data sources from books, articles, and related journals. The data collection technique was carried out by reviewing and analysing documents from several universities that have implemented the programme. The result of this study is that the universities that became the sample in the evaluation of MBKM implementation did not all implement the programme. Although there are universities that implement the programme, the percentage is still low. Therefore, universities need to do several things to improve it: 1) socialisation and inspire/motivate students to get involved in the programme. One of the strategies that can be anticipated to overcome the difficulties in producing outcomes that are aware of scientific and technological advances and able to compete in global progress is to design programme policies; 2) involve cooperation with several partners outside the college to equip students with MBKM programme experiences that are in accordance with student preferences; 3) colleges need to pay attention to the interests of students in implementing MBKM programmes, especially internship programmes that require extra funds. In addition, to support this programme, it is necessary to innovate learning models, collaborate with partners outside the campus, and adjust the study programme curriculum to be more adaptive in preparing graduates for the world of work.

Impact Assessment of Patient Experience Capacity-Building Program Using Kirkpatrick Model for Program Evaluation at a Regional Healthcare System.

The patient experience (PX) is central to improving the quality of healthcare services. We launched a PX capacity- and capability-building program at the Armed Forces Hospitals Taif Region, which is integral to our regional healthcare cluster transformation plans and is an initial step toward developing a culture of improvement in human experience in healthcare. A multidisciplinary PX committee recruited five frontline interprofessional PX heads, one from each of our regional healthcare hospitals. The Kirkpatrick model for program evaluation was used to assess the impact on four key levels: reaction, learning, behavior, and results. A pre-program competency assessment was conducted to evaluate the level of expertise across various PX competencies, and a program curriculum was developed accordingly. Participants underwent an intensive workshop-based PX capacity-building training program. A post-program competency assessment was performed along with a post-program survey. The PX-related activities led by interprofessional frontline PX heads at their respective hospitals' post-programs were tracked. The impact on the regional PX mean score across various settings, including inpatient, outpatient, and emergency settings, was measured using Press Ganey PX surveys. Our work is reported in accordance with the SQUIRE-EDU guidelines of the EQUATOR network. The PX capacity-building program led to a significant improvement in participants' expertise across various PX competencies. Significant improvements beyond the strategic targets were observed in the PX mean score in inpatient departments pre-program (83.31) vs. post-program (86.34), with a p-value of < 0.001 across the regional healthcare system. The PX capacity-building program is a first step toward major cultural change amid the healthcare cluster transformation in our regional healthcare system. The Kirkpatrick model helps evaluate the impact of PX capacity- and capability-building training programs comprehensively through an organizational approach. Sustainable improvements in PX over a long period through a capacity-building program alone remain challenging.

Kaua'i Rural and Public Health Selective: A Family Medicine Residency First.

Governmental public health professionals and community physicians often have limited understanding of each other's roles and responsibilities. To increase the connection between public health and primary care as well as to incorporate rural health care in graduate medical education training, a new "Kaua'i Rural and Public Health Selective" brings Family Medicine resident physicians (Residents) into the local health department on Kaua'i. This first-time collaboration between the Kaua'i District Health Office (KDHO) and University of Hawai'i John A. Burns School of Medicine (JABSOM) Family Medicine Residency Program advances Residents' understanding of public health and has been well-received by Residents and by department of health staff. Future plans include evaluation and continued incorporation of public health experiences into the core curriculum of a rural Family Medicine residency training program based on Kaua'i.

PECULIARITIES OF FORMING PROFESSIONAL FOREIGN LANGUAGE COMPETENCE IN HIGHER TECHNICAL EDUCATION STUDENTS /LEARNERS

In an increasingly globalized world, the development of professional foreign language skills is crucial for technical university students, but the actual level of teaching is frequently insufficient. This highlights the need for specialized foreign language teaching adapted to authentic work contexts. The paper explores the principles and methods for enhancing professional foreign language instruction, allowing for the creation of a teaching system customized to meet the future needs of students. The objective of this article is to examine the principles and methodologies for developing professional foreign language competence tailored to students specializing in technical specialties, with a focus on their future needs. This analysis draws on applied linguistics, discourse analysis, and language education theory. Main approaches involve utilizing corpus analysis and genre studies to identify target language usage, applying needs assessment and a competency model in curriculum design, and incorporating real-life technical tasks and texts to contextualize learning. The emphasis is placed on a multidimensional set of competencies, comprising communicative skills, analytical abilities, intercultural expertise, and strategic skills. Interactive project-based methods are provided to involve students in hands-on activities. Ongoing program evaluation is implemented to maintain relevance and ensure accountability. This research-driven strategy reshapes foreign language education into specialized training tailored for the international medium. The article offers useful insights on designing curricula, teaching strategies, and assessment methods with essential professional language competencies in focus. This approach can improve learning outcomes and better prepare future specialists for working in multicultural and multilingual settings. Additional applied research is necessary to refine this integrated system through job analyses, pedagogical oversight, and monitoring of prolonged learning upshots. The theoretical significance involves broadening and advancing existing research on language education principles, needs analysis, and communicative competence development, thereby providing a comprehensive framework for creating an optimized approach to professional language teaching. The practical relevance is found in offering guidance to curriculum developers, program coordinators, and educators aiming to enhance language competence outcomes and equip learners for the intricate demands of internationalizing professional careers.

Effective Communication and Group Cohesiveness in the Outdoor Recreation Program Curriculum

This research endeavor seeks to explore the correlation between effective communication and group cohesiveness within the framework of outdoor recreational programs' curriculum. The study delves into the two fundamental components of effective communication: external perception encompassing clarity and information dissemination, and internal dissemination focusing on conflict resolution. In addition, the analysis of group cohesiveness entails an examination of four dimensions: individual attractions towards the group in social contexts (ATG-S), individual attractions towards the group in task-oriented settings (ATG-T), group integration-social (GI-S) and group integration-task (GI-T). A set of questionnaires based on Interpersonal Communication Skills (ICS) and Group Environment Questionnaire (GEQ) was completed by 100 students who took an outdoor recreation program. The respondent in this study consists of male (n=58) and female (n=42) respondents. The result revealed that external perception is positively associated with group integration social (GI-S) but negatively associated with individual attraction to the group task (ATG-T). Internal disseverance is not associated with individual attraction to the group social (ATG-S) and group integration task (GI-T). Conversely, negatively associated with group integration social (GI-S) and individual attraction to the group task (ATG-T). The findings underscore the complex interplay between external factors (such as perception) and internal group dynamics (such as conflict management) in shaping overall group cohesiveness and member engagement. These findings could help students and academicians understand the elements of group cohesiveness which can lead to more effective group work and improved learning experience for better educational achievement.

Assessing graduates’ attributes and job performance for program curriculum enhancement

Assessing graduates’ attributes and job performance for program curriculum enhancement

Leading program curriculum reform: reflections on challenges and successes

ABSTRACT Major curriculum review and redesign at the higher education level demand transformative academic leadership and significant time commitment. However, the traditional university culture characterised by change aversion, complex bureaucratic processes, and a research dominated academic workload allocation and promotion system poses significant obstacles to teaching quality enhancement. This article presents the critical reflections of a Program Director (academic middle leader) at an Australian university on the challenges and successes experienced while leading a major accounting curriculum reform project. Conducted between October 2019 and May 2021, this project encountered constant disruptions due to the Global Covid-19 pandemic, organisational restructuring, the new external professional accreditaiton requirements. Academic middle leader’s insights on the positive impacts and obstacles of major curriculum reform at the whole of a program level within a constantly evolving institutional environment provide valuable perspectives for both business education practice and policy reforms. The reflection has policy implications for university management to reassess strategic priorities with more balanced support for teaching and research in practice.

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.

Evaluasi Program Pendidikan Karakter di Kelompok Bermain dan Taman Kanak-Kanak Candle Tree dengan Metode Context, Input, Process, dan Product (CIPP) [Evaluation of the Character Education Program in Candle Tree Playgroups and Kindergartens using the Context, Input, Process and Product (CIPP) Method

&lt;div&gt;&lt;p class="1eAbstract-text"&gt;It is crucial to instil character values from an early age, to have morally noble future generation, one is through character education program. The purpose of this study is to evaluate the character education program carried out by Candle Tree Kindergarten since 2018/2019, to improve, enhance and perfection. This evaluation adopts CIPP method, which is an acronym for Context, Input, Process, and Product. Qualitative and descriptive quantitative are employed to mutually promote evaluation results, questionnaire, interviews, observation, and documentation data collection methods were used. To interpret various standpoints of interest, different sources were taken, at the same time triangulation of sources were applied. The result on this study showed the evaluation of a) Context, it has potential and capability to implement the program, but the program objectives were integrated in school’s vision and mission; b) Input, in need of attention for program curriculum, budgeting, and variety of methods; c) Process, in need of improvement for virtual interaction, medium of instruction, assessment guides, frequency, and program documentation; d) Product, program results are in accordance with the characters instilled and it triggers other values. Therefore, it can be concluded that this evaluation can be useful for the management of KB-TK Candle Tree to develop character education programs.&lt;em&gt;&lt;/em&gt;&lt;/p&gt;&lt;/div&gt;

Critical Discourse Analysis of Pre-enrolment English Program Curriculum Documents: Preparing Students for University Registers

Objectives: Critiques in academic literature and Australian media focus on the English proficiency of international students in Australia, particularly those with EAL (English as an additional language) studying in Australia, raising doubts about their preparedness for university-level English studies (Arkoudis, et al., 2019). These concerns extend to pre-enrolment English program. To address this, the study examines the curriculum handbook of Australian universities' English programs. It reveals that this curriculum not only offers course and program information but also serves as a model for EAL students aspiring to enroll in Western universities. The study extends the analysis using the Verclaff Framework for Action (1989, 1995). Methods: Applying Fairclough’s framework, the study used a three-pronged critical discourse analysis of the English language program curriculum. This involved examining the text, interpreting the creation processes, and understanding the social and historical contexts influencing the text. Results: interestingly, the description reveals a clear and comprehensive structure, providing detailed information not only about the curriculum but also about staff, facilities, and the wider university and city environment students will engage with. Moreover, it delineates assessment tasks, with some fully detailed presentations. Conclusions: The curriculum document has become a comprehensive “book of rules” and a legal representation of the university. This study shows how the document prepares international students by teaching academic norms, complying with regulations, advertising courses, and providing curriculum information, while also addressing the socio-cultural aspects of their future studies at an Australian university.

A Tour Guide's Performance Model for Sustainable Heritage at Borobudur

Expanding the workforce in the tourism sector is a key aspect of the Rebuild Tourism for the Future via Sustainable Development initiative of which tour guides may become an essential part. Tour guide positions involve providing detailed explanations about heritage attractions and instructing tourists on acceptable behaviour during their investigation of these sites. This research is significant because tour guides play a crucial role in the preservation of tourism by safeguarding cultural treasures. Research on tour guides involves analyses that explore the subject from the viewpoints of their function, history, and structure. This study aims to enhance our understanding of the ecology of the tourism industry and heritage destinations by developing a model for the competent development of tour guides at Borobudur. Data was collected through participatory observation and in-depth interviews with six tour guides in Borobudur who are members of the Indonesian Tour Guides Association. The data were examined utilising Atlas Ti version 9. The study's findings suggest that implementing a high-quality curriculum and training programmes could lead to an exceptional performance model for tour guides at the Borobudur. The curriculum encompasses the implementation of four key components: (1) the scope of study, (2) content standards, (3) the teaching process, and (4) the assessment process. On the other hand, the training aspect covers four elements: (1) training needs, (2) types of training, (3) trainers, and (4) evaluation

Integration of curriculum for English-language educational program (ELEP) at maritime educational and training institutions (METIs)

The current Opinion article represents set of recommendations and piece of advice related to development and integration of curriculum of English-language educational program (ELEP) at maritime education and training institutions (METIs). The title of the article implies integration of curriculum of the educational program that would entirely be taught in the English language. In my opinion, such educational program and its alumni would help METI to meet demands of modern international maritime labour market. The paper could be interesting and useful for higher education institutions that are oriented on complete transition of educational process to English-language educational program that would be delivered only in the English language. Nowadays there are a lot of educational institutions in the world where educational process is mainly conducted in native language, and the recommendations given in the present Opinion article could be applied by these institutions for development of the curriculum of ELEP. Consideration of curriculum design is the main topic of the present paper that comprises the most significant issues and details of the topic.

Genetic counselors' awareness and attitudes regarding gene therapies.

There are 10 gene therapies (GTs) for hereditary conditions that are currently approved by the Food and Drug Administration (FDA). While prior research demonstrates that the majority of healthcare providers lack knowledge regarding GTs, this has not been explored within the genetic counseling profession. The authors hypothesize that the availability of GTs impacts the genetic counseling profession and that there is variable awareness on this topic among genetic counselors (GCs). We conducted a survey to assess GCs' familiarity with, comfort with, and frequency of discussing FDA-approved GTs at the time of the survey, as well as GCs' perceived impact of and educational experiences related to GT. The survey was distributed through listservs and word of mouth from January through March 2021. One hundred of the 109 responses met eligibility criteria. Respondents were more familiar with onasemnogene abeparvovec-xioi (ZOLGENSMA; Novartis Gene Therapies, Inc., Durham, NC, USA) than voretigene neparvovec-rzyl (LUXTURNA; Spark Therapeutics, Inc., Philadelphia, PA, USA; p < 0.001). Familiarity with, comfort with, and frequency of discussing both GTs varied by specialty but not by years of experience. Fifty-nine percent of respondents (58/98) reported that GTs impact their work, with differences by specialty but not by years of experience. The majority of respondents (93%; 90/97) felt that GCs should be comfortable discussing GTs with patients, and most respondents (83%; 79/95) were interested in additional GT training. Only 38% of respondents (36/95) recalled GT being included in their genetic counseling training program's curriculum, which may be skewed by recent growth of this field. Our results suggest that GCs feel that GTs impact their practice, have discrepant awareness and comfort in this area, and desire additional training on this topic. Further investigation into the actual impact and models for addressing training is warranted and will be critical as the number of approved GTs increases.

Effectiveness of basic gymathics as a math development program in the maritime curriculum

Effectiveness of basic gymathics as a math development program in the maritime curriculum

Changing a postgraduate certificate in academic practice to a postgraduate apprenticeship at one English university: impacts for academic identities and staff development practices

ABSTRACT Since 2018, new UK academics can enrol on a postgraduate Academic Professional Apprenticeship (APP) to become accredited higher education professionals. This new apprenticeship replaces or runs alongside traditional newer academic programmes such as Postgraduate Certificates of Academic Practice (PCAP). We share findings from a programme evaluation at one of the first adopters of the APP which explored the experiences of course participants and those supporting them. With 35 interview or focus group participants, findings show how the apprenticeship element adds more development and support opportunities for both, the apprentices and experienced academics supporting them. However, challenges around protecting time for development and balancing workload remained and there were challenges associated with the concept of being an apprentice. We also found some changes to the programme curriculum as a result of mapping it to the apprenticeship standard.

Student Engagement in Higher Education: With Special Reference to Teacher Education

This article firstly analysed the faculty members’ perspective and views about student engagement in teacher training and learning. The second part of the article explore and measure the student engagement in curriculum of teacher training program and the third part of the article presents a conceptual framework that overcomes these problems, incorporating valuable elements from each of the perspectives, to enable a better shared understanding of student engagement to frame future research and improve student outcomes.

Effects of same-year/level peer-assisted learning on academic performance of students in health sciences extended curriculum programmes at a University of Technology in South Africa

Peer-assisted learning (PAL) is a long-standing educational concept in higher education (HE) and has been subjected to ongoing development and ultimate implementation into so-called 'high-risk' programmes. Substantial literature and evidence are available to confirm that PAL is an effective tool for unlocking active learning in medical education. This paper focusses on the effects of same-year/level PAL implementation on the academic performance of tutors and tutees in a health sciences' extended curriculum programme (ECP) at a University of Technology (UoT) in South Africa (SA). A retrospective, longitudinal and quantitative analysis of pre- and post-intervention results of three consecutive ECP student cohorts (2017–209) was conducted to determine whether same-year/level PAL implementation enhanced academic performance. A total of 138 ECP students participated in this study and a statistically significant difference (p-value &lt;0.05) was found with the overall comparison between the pre- and post-intervention results. Although not all ECP students benefited from this same-year/level PAL intervention, the findings of the study suggest that for the majority of ECP students, same-year/level PAL can be considered as an innovative educational intervention to improve academic success and preparedness for future studies.

Supporting Care Transformation Through a Comprehensive Graduate Medical Education Curricular Program in a Department of Internal Medicine.

The imperative to train physicians in skills required to lead care transformation is increasingly recognized, yet few Graduate Medical Education (GME) programs exist to meet this need. Describe the development, outcomes, and lessons learned from a novel GME care transformation curricular program. Department of Internal Medicine (IM) at Dell Medical School at The University of Texas, Austin. Between 2020 and 2023, 33 IM residents and fellows completed training with participation in the Care Transformation program. Department leadership developed a comprehensive educational and experiential program that included (1) Dell Medical School-wide Distinction in Care Transformation curriculum; (2) Primary Care Residency track with care transformation projects; (3) participation in the national Veterans Affairs Chief Resident in Quality and Safety program; and (4) Hospital Medicine Fellowship in Quality and Safety. Each trainee led a care transformation project spanning a variety of topics and settings. Graduates who responded to a follow-up survey (22 of 33 graduates) reported they used skills learned through the program in their current roles and these experiences better prepared them for fellowship and/or faculty positions. The Care Transformation program provides real-world experiences and skillsets that are increasingly valuable in modern healthcare delivery.

Enhancing Bilingual/ESL Teachers’ STEM Instruction with Targeted Content and Disciplinary Literacy Professional Development: A Study on Knowledge and Practice Outcomes

Background: The increasing presence of English learners (ELs) in U.S. schools underscores the need for effective instructional strategies tailored to their diverse needs, especially in STEM subjects. Previous research primarily focused on self-reported teacher knowledge and specific curricular programs, often neglecting the integration of content and language knowledge. The study aimed to evaluate the impact of a professional development (PD) program aligned with a previously reported teacher training knowledge framework aimed at improving bilingual/ESL teachers’ subject matter knowledge (SMK), pedagogical knowledge (PK), and disciplinary literacy knowledge (DLK). Methods: This study employed a quasi-experimental design involving 30 teachers in three cohorts, each experiencing different levels of subject matter and disciplinary literacy knowledge. The program was assessed over four time points using multiple-choice tests on math and science knowledge and an instructional strategy rubric to evaluate teaching quality. Results: Significant improvements were observed in both content knowledge and instructional quality across all cohorts, with the greatest gains in cohorts that started the PD with a focus on SMK. Teachers’ understanding of disciplinary literacy and its integration with subject matter knowledge significantly enhanced their teaching effectiveness. Conclusions: The findings suggest that structured PD programs that integrate disciplinary literacy with content knowledge effectively enhance teacher professional knowledge and classroom practices. Starting PD with a strong focus on content knowledge prepares teachers to better apply disciplinary literacy strategies, thereby supporting more effective instruction for ELs. Implications: This study highlights the importance of considering the sequence of professional learning and the integration of content and disciplinary literacy strategies in PD programs. Future PD efforts should focus on these elements to maximize the impact on teacher development and student outcomes in bilingual/ESL settings.