Related Curriculum Research Articles

Substance Use Disorder and Harm Reduction Curriculum in United States and Canadian Undergraduate Medical Education: An Online Survey.

Substance use disorders (SUD) are a significant public health challenge, necessitating that clinicians are trained in SUD treatment and harm reduction (HR) strategies. Despite this, no studies have assessed the extent of SUD and HR training across all medical schools. This study assesses the current state of SUD and HR curriculum among medical students in the United States and Canada. From May to July 2023, we conducted an anonymous online survey via email invitation to student affairs' offices of all 220 accredited US and Canadian medical schools. The survey assessed the curricula students were exposed to related to SUD treatment, HR, and stigmatizing attitudes. A sample of 568 students from 52 medical schools (23.6% of all US and Canadian medical schools) completed the survey. Participants reported that in their medical school they were taught about: recognition of an opioid overdose (80.0%), identifying and treating opioid withdrawal (68.2%), principles and practices of HR (60.6%), administering naloxone (56.6%), the importance of syringe service programs (51.8%), prescribing methadone and/or buprenorphine (29.5%), and counseling patients on safe injection practices (11.4%). In addition, participants reported that they were taught: how to identify drug-seeking behavior (36.4%), that people who use heroin are "drug abusers" (24.4%), to withhold opioid pain medication from patients who are known or suspected to use drugs (15.9%), and that medication for opioid use disorder is another form of addiction (12.6%). We found large curricular gaps related to the administration of medications for opioid use disorder and treating opioid overdose and withdrawal, as well as a significant prevalence of stigmatizing attitudes. Renewed efforts are needed to implement comprehensive and destigmatizing SUD curricula. The study is limited by response bias and is expected to overestimate the extent of HR related curriculum, indicating the true gap is likely higher than reported.

Comprehensive Evaluation of Naval Architecture and Marine Engineering Curricula in Relation to Sustainable Development Goals and IMO Agenda Topics

Comprehensive Evaluation of Naval Architecture and Marine Engineering Curricula in Relation to Sustainable Development Goals and IMO Agenda Topics

만화 콘텐츠 창작 교육을 위한 일본 대학 교과과정 분석 및 제언

Recently, as the educational demand for cartoon contents containing a webtoon has increased, new departments related to cartoon contents are increasing in universities, but research is insufficient related to refer to in establishing the curriculum. For this reason, the purpose of this study is to analyze related curriculum at universities in Japan to derive contents that can be applied to related departments in Korea as this study is a follow-up study of related curriculum analysis at universities in United states. The analysis process is as follows. an individual analysis of selected three universities in Japan are conducted by the analysis criteria set, and then a comprehensive analysis based on collected results of individual analyses is conducted. As final, Including the analytical result of the U.S. University in previously published paper, the implications for education direction that can be considered when constructing the curriculum at a university in Korea are suggested. It is hoped that the analysis results of this study can be a basic study that can contribute to cartoon content education.

Exploring the Teaching and Learning of Qualitative Analysis in Ghanaian Senior High Schools

This qualitative study investigates the instructional practices and learning outcomes of qualitative analysis in Ghanaian senior high schools. Data was collected through classroom observations, teacher and learner interviews. The schools' profiles and infrastructure revealed varying levels of resources, with School X having non-functional laboratory equipment, School Y lacking a functional science laboratory, and School Z boasting six well-equipped science laboratories. Non-participant classroom lesson observations were conducted to garner authentic insights into the teaching and learning of qualitative analysis. A total of 16 lessons were observed, followed by debriefing sessions with teachers to clarify instructional practices. The study aimed to explore the enacted chemistry curriculum in relation to the intended curriculum, shedding light on the challenges and opportunities faced by teachers and learners. The findings provide valuable implications for teacher education, professional development, and chemistry education policy in Ghana. By understanding the complexities of teaching and learning qualitative analysis, educators and policymakers can develop targeted interventions to improve student learning outcomes in science education.

Landasan Kurikulum Indonesia dalam Sistem Pendidikan dengan Studi Literatur

The curriculum is a main element in education that influences all educational activities. With its very important strategic role, curriculum development must be carried out carefully and not haphazardly. This process requires a solid foundation, supported by thorough research and deep thinking. This research aims to understand the foundations of curriculum development in Indonesia. In general, four foundations will be discussed in this study, namely the philosophical foundation, psychological foundation, sociological foundation, and organizational foundation. The method used is literature study. This research is a type of study that collects data from literature. The data collection technique in this research is documentation, which involves searching for written sources that contain information on the discussed topic. Primary data is obtained from reading references such as books, journals, and websites. Philosophical foundations, philosophical views are very much needed in education, especially in determining the direction and goals of education.The sociological foundation directs the study of the curriculum in relation to society, culture, and the development of knowledge. The organizational foundation pertains to the organization of material, which includes the scope of the material and the arrangement of each material, as well as the material as a whole, organized and arranged systematically according to the phases of physical-psychological growth and development of the learners based on in-depth and sufficiently comprehensive thinking. Curriculum developers must consider the psychological condition of individuals, in this case, the students, especially in designing and implementing the curriculum so that educational goals can be achieved optimally. Based on the explanation above, it can be concluded that there are four foundations for curriculum development, which include the philosophical foundation, sociological foundation, organizational foundation, and psychological foundation.

Teacher Collaboration for Student-Centered Project-Based Curriculum Development in the Supplementary School: What Do Teachers Need?

ABSTRACT This study explores what teachers need to collaboratively create student-centered, project-based learning (PBL) curriculum for learners in a congregational school. Participatory action research methods including GLA/GLU (group-level assessment/group-level understanding) were used to inform the outcomes of this study. Analysis of the data suggests four areas of focus: time (structured time for planning, sharing, and reflection); content studies (curriculum study and core content topics); technology-building skills; and continued PBL methodology. The findings of this study suggest a growth mindset for teachers empowering them to create robust, authentic, relational curriculum with positive outcomes for both them and their learners.

교원양성기관의 생활지도 영역 교육과정 개선에 관한 합의적 질적연구

Purpose: This study aimed to examine the experiences and perceptions of in-service teachers and pre-service teachers regarding the Life Guidance Curriculum in teacher training institutions, in order to obtain insights for improving the related curriculum at these institutions. Methods: This study used a consensual qualitative research method targeting a total of thirty people from February to July 2024. Individual interviews were conducted with twenty-one current and prospective teachers, and focus group interviews were conducted with nine educational experts. Relevant research reports and policy documents were also referenced in this study. Results: As a result of analyzing the collected data, each area, category, and subcategory were derived with a total of four topics. The category of the research participants' experiences and perceptions was first, 'difficulties experienced in teaching life guidance ', second, 'life guidance competency that pre-service teachers need to qualify', and third, 'experience of taking lectures related to life guidance at teacher training institutions', and finally, 'proposal for improvement of lectures related to life guidance at teacher training institutions'. Conclusion: This study revealed a change in the field where the term of 'life guidance' was being transitioned by the concept of 'life education', and it was possible to examine the necessity of developing teachers' community leadership competencies, and the importance of life guidance linked to the subject. Through this, we propose the necessity of changing the guidance-related courses, currently categorized as elective courses in teacher training institutions, to required courses. We urge academia and teacher training institutions to pay close attention to ensuring that future guidance-related courses in teacher training programs are improved to adequately reflect the relevance and applicability to school settings.

Sociodemographic Factors and Students’ Attitudes towards Integrated Instruction

The primary objective of the study was to ascertain the attitudes of final-year students in undergraduate academic and master’s academic studies at the University of Nis Faculty of Sport and Physical Education and the University of Pristina - Kosovska Mitrovica Teacher Education Faculty in Prizren - Leposavic toward the possibilities of integrating the learning contents of the subjects Serbian Language and Physical Education. The study aims to investigate views about integrated instruction and the incorporation of Serbian Language and Physical Education in the integrative curriculum based on several demographic criteria such as gender, age, faculty major, overall grade point average, and socioeconomic status. The research was conducted on a sample of 179 students. Descriptive techniques were used to determine the level of expression of basic variables, while a Linear Regression Model was employed for statistical inference testing of established hypothesis. The results obtained indicate a statistically significant correlation between attitudes towards integrated instruction and the incorporation of the Serbian Language in the integrative curriculum in relation to sociodemographic characteristics (Hypothesis 1 and 2). However, no statistically significant associations were found for attitudes towards the incorporation of Physical Education in the integrative curriculum concerning sociodemographic variables (Hypothesis 3).

Osteopathic health care in aged care facilities: The experience of practitioners in an emerging practice setting.

Residential aged care facilities (RACFs) are an emerging practice setting for osteopaths in Australia. This study explored the experiences of osteopaths working in Australian RACFs, reviewed current trends and challenges and considers future developments. Purposive and snowball sampling were used to recruit osteopaths with experience working in RACFs. This was a qualitative descriptive study derived from verbatim interview transcripts. Data were analysed using a six-step thematic analysis. Eight interviews were conducted during January 2023. Thematic analysis identified common experiences between participants. These included positive aspects of aged care, perceived challenges of working in aged care, exposure to age-specific conditions, benefits of working in multidisciplinary teams and perceived gaps in university education curricula in relation to geriatric populations. Employment in RACFs may offer a satisfying employment experience for osteopaths, albeit hindered by policy and funding inadequacy. The respondents suggested enhancing pre- and postgraduate education to better prepare and encourage the profession to engage in this health service.

EXPLORING COGNITIVE ABILITIES: A QUALITATIVE INQUIRY INTO THE EXPERIENCES OF MOTHERS RAISING CHILDREN WITH INTELLECTUAL DISABILITIES

The aim of this study is to explore the experiences and perceptions of parents regarding the development of cognitive abilities in their children with intellectual disability (ID) with a focus on understanding parental perspectives, challenges, and strategies employed in fostering cognitive growth in their children with ID. Understanding how parents perceive the abilities of their children with (ID) in Pakistan is crucial for developing effective diagnostic tool, educational programs and support services tailored to their needs. Given the lifelong limitations associated with ID, gaining insight into parental perspectives can serve as a gateway to implementing targeted interventions that aim to enhance cognitive development and overall well-being in this population. The study employed a qualitative research paradigm, with a purposive sample of 15 participants selected. Data collection involved conducting focus group discussions, and analysis was conducted using Reflexive Thematic Analysis (RTA). The findings highlighted two primary themes: Impaired Cognitive Abilities, specifically focusing on reasoning, problem-solving, and the consequences of these impairments. Mothers expressed concerns about their children with ID demonstrating limited planning, problem-solving, and reasoning abilities in daily life, which significantly affects their integration into society. Consequently, there is a strong emphasis on the necessity to develop an indigenous tool for diagnosing and measuring progress, along with a related curriculum that prioritizes these core skills.

Towards human-AI collaboration in the competency-based curriculum development process: The case of industrial engineering and management education

Towards human-AI collaboration in the competency-based curriculum development process: The case of industrial engineering and management education

Health science students’ preparedness for climate change: a scoping review on knowledge, attitudes, and practices

IntroductionClimate change (CC) is a global public health issue, and the role of health professionals in addressing its impact is crucial. However, to what extent health professionals are prepared to deal with CC-related health problems is unclear. We aimed to evaluate the knowledge, attitudes, and practices of health students about the CC.MethodsWe conducted a scoping review through systematic searches in PubMed, Scopus, Web of Science, Proquest, and EBSCO. We included original scientific research with no language or time restrictions. Two authors independently reviewed and decided on the eligibility of the studies, then performed data extraction.Results21 studies were included, with a total of 9205 undergraduate nursing, medical, pharmacy, and public health students mainly. Most health science students (> 75%) recognized human activities as the main cause of CC. However, they perceived a lack of knowledge on how to address CC. Moreover, we found inadequate coverage or limited development of CC in related curricula that may contribute to incomplete learning or low confidence in the theoretical and practical concepts of students.ConclusionThe findings of our scoping review suggest that while health sciences students possess a general understanding of CC, there is a significant gap in their knowledge regarding its specific health impacts. To address this gap, there is a need for targeted education and training for future health care professionals that emphasizes the health effects of CC.

Compassionate Release: A Call to Social Workers.

An increase in the number of older people incarcerated in prisons has given rise to increased costs of correctional health care. Despite the many benefits of compassionate release, it is rarely used. Citing barriers at the micro, mezzo, and macro levels, we contend that social workers are uniquely suited to increase the number of people released through this mechanism owing to a unique knowledge and skill set. We offer eight specific strategies for how social workers can increase the use of compassionate release by working with individuals, conducting and disseminating research, and engaging in advocacy as shaped by core professional principles and values and related curricula.

Justifying the position and implementation of English language education in Finland: ‘Circling around hot porridge’?

ABSTRACT This paper addresses ‘distractions’ in the way English language education is discussed and practiced in one of the most debated systems of education in the world today: Finnish primary education. Distractions are considered as ‘makers of disturbance’ in educational ideologies by the authors. Examining the 2014 National Core Curriculum and positionings in relation to languages available in schools through an inductive textual as well as a dialogical discourse analysis, this paper shows that English dominates Finnish primary education under the influence of different economic-political and global reasons. Contradictions around the values of, e.g. equality, justice and access to knowledge are identified. Focusing on ideologies (‘orders’, ‘agendas’ and ‘windscreens’), the polysemy and ‘fuzziness’ of many of these ‘unquestionable’ values and expected outcomes associated with both education and English are found to also represent major distractions in Finland. By urging pupils to focus on themselves, their ‘community’ and culture, the media and (marginally) the market, important problems posed by the omnipresence of English are ignored such as neo-colonialism and a lack of epistemic diversity. English also seems to be presented as ‘problem-free’, a-political, a mere tool for communication, thus reinforcing the status quo.

Asking students how to best teach statistics virtually: results of focus group discussions

ABSTRACT Objective The unique circumstances of COVID-19 have raised questions of best practices for how to teach statistics virtually. The present study evaluated which characteristics of statistics learning activities in the virtual environment increase undergraduate psychology students’ (a) engagement, (b) satisfaction, and (c) knowledge of statistics. Method Semi-structured focus groups (N = 13 participants, aged 21–58, 64.3% female, 28.6% male, 7.1% gender fluid) were conducted. The focus group conversations were transcribed and analysed using reflexive thematic analysis. Results The findings indicate three main themes: catering to/supporting external students, why learning statistics online does not work, and how to make teaching and learning statistics online work. Social norms that prioritise time efficiency over engagement and interaction mean that the immediacy of learning and engaging with an instructor is often lost virtually. Suggestions for how to improve teaching and learning statistics online centred on readily accessible content, statistical software access, a teaching delivery that is methodical and flexible, immediacy of instructor response, and prioritising student-student and student-instructor connection. Conclusion These findings illustrate key challenges specific to teaching and learning statistics virtually, with real implications for how to better design and implement related curriculum.

Non-western theorizing: the challenge of International Relations curriculum in Indonesia

Non-western theorizing: the challenge of International Relations curriculum in Indonesia

Creationism and climate skepticism: power and public understandings of science in America

This FORUM article is written in response to ‘Evolutionary Stasis: creationism, evolution and climate change in the Accelerated Christian Education curriculum’ by Jenna Scaramanga and Michael J. Reiss published in CSSE in 2023. Starting from a sociological rather than pedagogical standpoint, the article aims to situate Accelerated Christian Education’s curriculum in relation to evolution and climate change in its broader context. This broader context comprises a national situation of Culture Wars where views on science and religion are politically polarized and morally inflected. Creationism and climate change denial/skepticism occur together and connect to right-wing politics. Climate change denial also clearly connects to corporate interests. Struggles for political, economic, ideological, and epistemic power all pertain. Reference is then made to recently collected focus group data to illustrate how non-creationist publics may also define science narrowly and inaccurately and yet still support it. The influence of evolution and climate change denialists must not be overstated. However, the harm of inaccurate, pseudoscientific education also requires examination. Nothing less than the Earth’s future is at stake, and education is a key battlefield. Science educators have an important role to play, working with patience, empathy, and awareness.

Construction management students’ perception of BIM adoption and its implications in a non-mandated country

Building information modeling (BIM) is increasingly being recognized and gradually adopted by the construction industry in India, even though it is still not mandated by the Government. As the demand for trained BIM professionals grows, many educational institutes in India have started including BIM in their respective architecture, engineering, and construction (AEC) related curriculum courses, mostly at a beginner level. This study tries to access the perceptions of these AEC students towards various aspects related to the BIM practice and its adoption in India. It aims to provide a reference point, and help bridge the gap between the industrial BIM proficiency requirements, and the institutional BIM teaching-learning approach. As students are the prospective BIM professionals, this study gives important insights for the BIM practice stakeholders to understand the learners’ individual motivation, bias and experience. The methodology consisted of conducting an online questionnaire survey to collect the students’ demography and background data; as well as their perceptions (on a five-point Likert scale) towards BIM benefits, BIM functionalities, BIM as a career option, and challenges to BIM implementation in India. The 188 responses were divided into subgroups and statistically compared based on two-sample t-test and analysis of variance (ANOVA). Findings are discussed with their possible implications in the academia as well as the industry. The study emphasizes having a better engagement of the academia with the BIM industry and policy makers to develop a synergic BIM learning ecosystem.

Exploring the declared and the formal and informal taught curricula at a UK dental school through the lens of pulp management.

Introduction This paper explores the declared and formal and informal taught endodontic curriculum within an undergraduate dental programme in the UK as part of a wider study, which also investigates the learned curriculum. Management of the dental pulp was chosen due to the availability of clear internationally recognised guidelines.Method The declared curriculum was identified through existing course guides and seminar and practical session plans. The formal taught curriculum was identified by cataloguing all lectures, practical teaching sessions, seminars and handouts available to dental students. Questionnaires using clinical vignettes were used to explore the informal taught curriculum.Results Valid responses to the questionnaire were received from 25/40 (62.5%) clinical supervisors. Disparities between national guidelines and the declared and taught curriculum were primarily due to broad learning objectives and disparate information from lectures and supervising clinicians. Although the majority of formal teaching aligned with national guidelines, the main deviation occurred within the informal taught curriculum.Conclusion This study highlights disparities between current evidence-based guidelines and the declared and taught curriculum in relation to pulp management in a UK dental school. Recommendations are that all policies, procedures and protocols are updated and aligned to a contemporaneous evidence base annually, plus engagement with clinical lecturers, to enable more standardised teaching.

The Merdeka Curriculum Reform on Aspects of Historical Thinking Skills in History Subjects in Senior High Schools

The aims of this research are (1) to plan history learning using the Merdeka curriculum for historical thinking skills, (2) to improve the Merdeka curriculum in relation to aspects of history learning for historical thinking skills, and (3) As an evaluation of history teaching and learning activities based on thinking skills. Merdeka Curriculum Aspects of Historical Thinking Skills in SMA Pasundan 2 Cimahi, Especially in Schools that Implement the Merdeka Curriculum. This research applies qualitative methods with a case study approach. The data sources are informants: teachers, students, documents, curriculum, and historical thinking skills. Research findings show that (1) Merdeka Curriculum history learning planning is carried out by teachers who prepare their own ATP and learning modules; However, one of the schools where he could use KOSP was closed, and the teachers at both schools did not know the whereabouts and contents of his KOSP. (2) Implementation of history learning depends on student performance. There are several learning processes that do not follow learning principles, such as Education modules that are not prepared. PLP students take classes based on a unique curriculum. There are no student teaching evaluations for teachers. There are also monotonous learning methods, less situational learning, and unused social studies books. (3) In evaluating teaching and learning activities, there are several cases where the implementation does not follow the principles of teaching and learning evaluation based on the Merdeka Curriculum. Teaching and learning activities in history classes are not in line with assessment principles. There are no student self-assessments or peer assessments, no in-module assessment rubrics, and no post-test quizzes. However, teachers have tried to adhere to some principles and implement their own curriculum as closely as possible. Implementing the Merdeka Curriculum from the perspective of historical thinking skills in history education can be adapted to the implementation of the Merdeka Curriculum established by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia.