Curriculum Research Research Articles

Research and practice of biochemistry curriculum reform to serve the cultivation of innovative talents among engineering majors

On the basis of the enlightenment of international engineering education accreditation for the reform and development of higher education in China, combined with the important measures of the national “double first-class” construction, new challenges have been proposed for innovative talent cultivation among engineering majors in the context of promoting national development. These challenges also promote the reform of science-oriented courses among engineering majors. As a core mandatory course for engineering majors, biochemistry plays a crucial role in the entire educational process at universities, serving as a bridge between basic and specialized courses. To address challenges such as limited course resources, insufficient development of students’ advanced thinking and innovation skills, and overly standardized assessment methods, the bioengineering major from Guilin University of Technology restructured the biochemistry course content. A blended teaching model termed “three integrations, three stages, one sharing”, was implemented. This effort has yielded significant results, providing a research foundation for constructing an innovative talent cultivation system that is oriented toward industry needs within modern industrial colleges. It also offers valuable insights into and reference points for the cultivation of engineering talents and curriculum reform in local universities.

Current Situation and Countermeasures for the Development of Sculpture Speciality in Higher Education Institutions

The purpose of this paper is to discuss the development status quo of sculpture majors in China's higher education institutions and the challenges and problems they are facing, and to put forward corresponding countermeasures and suggestions. Firstly, through sorting out the historical evolution, scale and distribution, educational content, faculty, academic research and creative activities of sculpture majors in China's institutions of higher learning, the basic development status of the current sculpture majors is summarised. Secondly, we analyse the problems and challenges of the sculpture majors in China's institutions of higher education in terms of education concept, faculty, curriculum, and combination of production, learning and research. Finally, in view of these problems and challenges, it puts forward countermeasures and suggestions such as updating the educational concept, strengthening the construction of faculty, optimising the curriculum, promoting the combination of industry, academia and research, and focusing on the cultivation of students' innovative ability and comprehensive quality, with a view to providing references to the development of sculpture majors in China's institutions of higher learning.

Issues in Curriculum Research in Upper Secondary Science Comprehensive Subjects from the Perspective of Proposed Changes in the Recommendations of the Council of Science Education Related Societies

Issues in Curriculum Research in Upper Secondary Science Comprehensive Subjects from the Perspective of Proposed Changes in the Recommendations of the Council of Science Education Related Societies

Student Engagement in Medical Research Curriculum Development Strategies: A Comprehensive Approach Utilizing Mixed-Methods Study and SWOT-TOWS-AHP Analysis

Student Engagement in Medical Research Curriculum Development Strategies: A Comprehensive Approach Utilizing Mixed-Methods Study and SWOT-TOWS-AHP Analysis

Teachers as macro curriculum makers: Mandate and influence in the Norwegian LK20

AbstractThis study investigates teacher participation in Norway's most recent national curriculum reform. During the reform period, teachers were invited to take part in macro curriculum making as members of national curriculum committees. In policy documents, teacher participation is emphasised as key to the legitimacy of the curriculum. In this study, what the teachers were expected to contribute to the process and the extent to which they were able to influence the final national curriculum are examined. Through interviews and document analysis, the study investigates teachers' mandate as macro curriculum makers and their perception of their own influence on the final curriculum. The findings show that the teachers' mandate is unclear and that official documents are vague regarding teachers' influence. The interviewed teachers believed they had some degree of influence on the final curriculum; however, they were largely excluded from the final decision‐making, which may have impacted their influence. The study contributes to the field of curriculum research by illuminating the complexity of participatory approaches and by discussing what teachers can contribute to national reform work. Implications for future reform include the need for clearly defined roles, as well as transparency and accountability in decision‐making on behalf of central authorities.

미래 학교 교육과정 체제로서의 다중심성 교육과정 생성·공유 체제

Objectives This study recognizes the need to explore a school curriculum system that responds to the changes brought about by the future hyper-connected networks, artificial intelligence era, and intelligent information society. As an alternative to the traditional Research, Development, and Dissemination (RDD) system of curricu-lum, we investigated the creation and sharing system of a polycentric curriculum. Methods To achieve the research objectives, we conducted two rounds of Delphi surveys with 50 education ex-perts, based on scenario construction for the future school curriculum system. Additionally, we carried out a per-ception survey targeting a total of 3,409 participants, including students, parents, teachers, and educational professionals. This was complemented by a semantic network analysis. Results The results of the first and second rounds of Delphi surveys with experts confirmed seven scenarios re-lated to the development and creation of future curricula. There was a high response rate of agreement on the an-ticipated scenarios related to curriculum development and creation in response to societal changes. Additionally, the semantic network analysis revealed that keywords such as individual student curricula, online networks, con-vergence and fusion curricula, online open markets, and digital and artificial intelligence technologies best repre-sent the characteristics of future curriculum development and creation. Conclusions In a future hyper-connected network society built on the integration of advanced digital information and artificial intelligence technologies, the traditional curriculum research, development, and dissemination sys-tem will transition to a polycentric curriculum creation and sharing system. Consequently, future curricula will be based on connected networks, establishing a unified system that will activate network-based curricula. This net-work curriculum system will form an educational ecosystem centered around educational stakeholders, function-ing through connected networks like a living organism.

Sexual Assault and Domestic Violence Prevention Programming During the Pandemic: How Prevention Educators Navigated COVID-19

Abstract Purpose Domestic violence and sexual assault (DVSA) primary prevention programming is often implemented during the school year, but the delivery of such programming was radically altered during the first year of the COVID-19 pandemic when traditional in-person classrooms were often replaced by virtual learning. The immediate issue facing schools was getting academic content to students in this new environment, but there has been little research into what those priorities meant for supplementary programming like DVSA prevention education. How DVSA prevention education was affected by the switch to virtual learning remains largely unknown, but prevention educators’ experiences navigating virtual learning environments can offer insight into the implementation and delivery of virtual programming by community agencies. Method We conducted 20 interviews with DVSA prevention educators across the midwestern region of the United States. Reflexive thematic analysis was used to understand how DVSA prevention programming was impacted during the COVID-19 pandemic. Results We identified four themes through our analysis: Disconnection, New Expectations, Reduced Access, and Safety Concerns. Interviews with prevention educators highlighted the many challenges of delivering DVSA prevention programming online, as well as ways that they adapted and even made improvements in this new environment. Conclusion Many students lost access to DVSA prevention education during the COVID-19 pandemic or received a version strongly impacted by social distancing protocols. Findings indicate that students who would have received DVSA prevention programming during the 2020–2021 school year likely did not receive the full dose of intended programming. Curriculum researchers should develop programming suitable for remote delivery for future incidental and fully online learning environments.

Integrating a Longitudinal Course on the Principles of Research in an Outcomes-Based Undergraduate Medical Education Curriculum.

Teaching and learning approaches can support medical students in developing the research skills necessary to be adept consumers of scientific research. Despite various influencing factors, existing literature on effective strategies in undergraduate medical education remains limited. Using a spiraled curriculum, we created and evaluated a longitudinal course to enhance medical students' research abilities. During a recent curriculum renewal at one medical school, a three-year longitudinal course on the principles of research was developed and implemented. The innovation of this course includes the sequential nature and deliberate redundancy of curriculum content, how new knowledge is linked to prior learning, and the progressive level of difficulty in knowledge application and skill development. The authors analysed faculty members' and students' satisfaction and their perceptions of each session of the course using program evaluation data collected between 2019 and 2021. Both faculty members and students recognized the benefits of revisiting concepts and highlighted learning outcomes like improved synthesis of information, explaining findings to patients, and enhanced critical thinking. The adoption of a spiraled curriculum in undergraduate medical education offers a systematic approach for developing students' research skills. The positive reception of this innovation underscores its potential to help future health professionals form a professional identity as adept researchers. However, its implications demand careful consideration and ongoing evaluation to ensure that the desired outcomes are sustained.

Protocol to develop a specialised curriculum in primary care cancer research in an Irish medical school

Background The increasing necessity for specialised training in primary care cancer research stems from GPs' pivotal role in cancer detection and holistic care coupled with the unique primary care context. This has led to the development of the PRiCAN Scholars Network, an initiative to enhance the research capabilities of Graduate Entry Medicine (GEM) students in RCSI University of Medicine and Health Sciences, Dublin, Ireland. This protocol outlines a proposal for the systematic development, implementation, and evaluation of a curriculum aimed at improving the primary care cancer research skills of this cohort. Methods The curriculum development process will be guided by Kern’s six-step approach. Initial stages involve comprehensive needs assessments via surveys and focus groups to identify educational needs. Subsequently, targeted learning objectives and aligned educational strategies will be defined to maximise learning opportunities and impact. The curriculum’s impact will be evaluated in a pilot phase with selected students and faculty, utilising both qualitative and quantitative feedback to drive continuous improvements. Conclusion This protocol describes a detailed method for establishing a primary care cancer research curriculum within the PRiCAN Scholars Network. Designed with a focus on sustainability and adaptability, the curriculum will be structured to develop and support a generation of medical professionals' literate in primary care research, contributing to the advancement of medical education and cancer research.

Application of Outcome-Based Education Instructional Theory Based on Artificial Intelligence in the Design and Practice of Research Curriculum

Research curriculum design is to arrange instructional links in an orderly manner in the course of teaching according to the requirements of course standards and the characteristics of instructional objects,so as to determine the plan of appropriate instructional scheme.The establishment of a reasonable assessment system of teachers' instructional level aims at correctly and reasonably distinguishing the differences of instructional level among teachers,enabling excellent teachers to discover their own advantages in time so as to improve their own shortcomings.Based on the concept of Outcome-based education,this article puts forward a instructional assessment model based on big data from the perspective of the education of new media.In the application effect,it can be seen that with the support of OBE instructional theory,students' creative ability and practical ability are obviously improved.The application of ANN in instructional level assessment is completely feasibleand it can meet the accuracy requirements,providing assistance for the design and practice of research curriculums.

An Innovative Integrated Geospatial Information Systems & Quality Improvement Residency Research Training Program

Introduction Participation in scholarly activity during residency has posed barriers to departments that include: research mentorship, an active and supportive research community, formal research infrastructure and programming, and diverse and accessible opportunities for scholarly activity with faculty, staff and communities in our service region. In response to these barriers our team has created a formal QI research training program for psychiatry residents.2 Our solutions include: assembling a dedicated team, which contains both department leadership and a GIS faculty expert, an expanded interdisciplinary team which includes research librarians and grant support, GIS as a tool and science to best orient residents to the regional landscape and needs of our service populations, formal research training covering GIS, Cultural Psychiatry, and Psychometrics in Psychiatry as curricular themes, and a Chief Resident for Research role to facilitate bridges between residents and faculty and to promote a continuous research community. Methods An inquiry-based approach is applied to our formal research curriculum. Year 1 is an inquiry theme focused on basing resident QI research on the needs of our service region. Year 2 is themed research wherein literature reviews, dashboards and Storymaps are the emphasized outputs. Year 3 is themed implementation and residents are supported to use their dashboards with community to aid community organizations in making decisions for and with populations they serve. Lastly, year 4 is themed construct wherein residents are supported to complete and submit manuscripts and grants. Results Our pre-pilot phase was underway as of July 1st, 2023. To begin integrating within the Psychiatry & Neuroscience department as a formal program our team targeted core departmental programming; Grand Rounds, Journal Club, and didactics. We presented our curriculum to department staff, faculty, leadership and some residents during Grand Rounds in a detailed PowerPoint presentation. We worked with the faculty and staff directors of Journal Club to have our 2nd year deliverable of a StoryMap or Dashboard become the presentation for each PGY2. We presented it to all residents at a didactic session. As a follow-up to the didactic presentation we sent residents a QI attitudes and interest survey, which was an adaptation from the BASiC-QI. An estimated 20% of residents responded to the survey. From the residents who responded to the survey, the majority have followed-up with starting regular research mentor meetings with the Vice Chair for Research and advancing their projects. Findings/Conclusions Our pre-pilot year is nearing an end. Our full pilot year will begin on July 1st 2024. Thus far we have accomplished increasing buy-in for the program, and selecting a Chief Resident for Research and Wellness. We have also invited our new cohort of residents to our first annual QI/GIS conference showcase enabling a group of interns to begin a new year within our formal curriculum. We will also formalize the tracking of our increases in scholarly activities and our effectiveness with promoting and supporting scholarly activities within our department. Results from the integration of this program into the department and residency training program will be more evident in phases to come.

Adapting a Longitudinal Structured Program to Enhance Research Skills in Undergraduate Medical Students: A Key Advancement in Competency-Based Medical Education

Background: Abundant literature signifies the imperative role of evidence-based research in the health sector which underpins the importance of training medical graduates in research skills early in their medical journey. Low awareness, less knowledge, and minimal practical involvement of undergraduates (UGs) in research have been identified all over India. The lack of structured delivery of research curriculum in the UG period has been the basis of uptaking this project with the aim of developing research competency in medical UGs. Materials and Methods: The study was conducted as a participatory action research with a mixed-method approach in the department of community medicine at a medical college. A structured validated module was developed by the core committee and then pilot tested. The 5 years’ journey through module development, pilot testing, longitudinal delivery, and then adapting it into a value-added course program at the university curriculum level was attempted. Results: “UG Medical Research” has been adopted as value-added course in the curriculum of MBBS in the university. The research program is being run in a longitudinal structured manner with all MBBS UGs being trained using the “Module for UG Medical Research” module followed by research mentoring by faculty and subsequently academic scholarships in Electives Research Block 1. Interdisciplinary voluntary faculty pool has been created for research mentoring of UG students. The research environment of the institute has improved in terms of the increase in the number of research projects being carried out by UG students, Short Term Studentship (STS) Indian Council of Medical Research (ICMR) research scholarships, conducting annual UG research exhibition/conferences in the campus, awards for best research works, and providing intramural research grant for UGs. Conclusions: The longitudinal structured research program was successfully incorporated into the UG curriculum which enabled UG students to demonstrate acquisition of research competency.

Application Study of 5E Teaching Mode in Junior High School English Reading Teaching

The applied research of 5E teaching mode in English reading teaching in junior middle school is an important topic aimed at improving students reading ability and thinking quality. This teaching mode, derived from the constructivist teaching concept developed by American Biology Curriculum Research (BSCS), mainly includes five links: attraction (Engage), inquiry (Explore), interpretation (Explain), migration (Elaborate) and evaluation (Evaluate), which provides a platform for students to actively participate, deep thinking and cooperative learning.

A Ghanaian Approach to Disability Literature in Picture Books

In this study, we examined how Ghanaian picture books present disabilities. Using a content-analysis approach, the primary goal was to deduce how picture books serve to promote positive attitudes and inclusion of students with disabilities in schools in Ghana. Data included the text and visuals of seven picture books published in 2016 by Curriculum Research and Development Division of Ghana Education Services (now known as the National Council for Curriculum and Assessment), a branch of the Ghana Ministry of Education. The findings show that picture books provide an opportunity to address issues of stigma related to learning and physical disabilities, while explaining disability to non-disabled readers and disabled readers, who identify with stories about children who are like them. The process of reading stories to and with children can act as a cultural-awareness indicator. This study of children’s literature, and others like it, serve as an educational support for the inclusion of students with disabilities in inclusive classroom settings. Picture books can help to increase disability awareness in young people.

예비유아교사의 잠재적 역량 발전을 위한 마이크로티칭 경험에 대한 이야기

Objectives In this study, micro-teaching was conducted to develop potential teaching competencies of pre-service early childhood teachers, and these experiences were analyzed. Methods For this purpose, micro-teaching was conducted to 10 students among the subjects of early childhood curriculum research and guidance law operated by the Department of Early Childhood Education at a university located in Gyeongsangbuk-do, and their experiences were analyzed. Results As a result of this study, the pre-service early childhood teachers recognized the micro-teaching experience as an activity of personal reflection opportunity, understood their own class activity form, and tried to improve their class activity attitude and teaching skill from the perspective of others. Second, pre-service early childhood teachers were thinking more practically about the meaning of becoming a teacher by breaking away from their subjective perception through microteaching. Third, the improvement process through trial and error showed the possibility that the pre-service early childhood teachers themselves could improve by experiencing several trial and error processes. Finally, the pre-service early childhood teachers were expecting improvement of teaching efficacy through microteaching experience. This shows that it is an opportunity to improve class competencies by having opportunities for peer supervision as well as self supervision. As a result, it was found that pre-service early childhood teachers recognized the micro-teaching experience as an opportunity for personal reflection, an activity based on escape, an improvement process through trial and error, and an expectation for improvement of teaching efficacy. Conclusions This study presents the findings of preservice early childhood teachers taking a semester-long course in early childhood materials research and teaching methods at a university's early childhood education department, which may have implications for future preservice early childhood teacher education.

Changes in medical students’ research-related perceptions through student-engaged medical research curriculum experience

BackgroundThis study investigated changes in students’ perceptions related to research following a student-engaged medical research curriculum.MethodsThree surveys were administered to 112 medical students to examine the changes in their perceptions of the need for research competence, research interest, and research self-efficacy after each Medical Research Practice course.ResultsThe results revealed a decline in the perception of the need for research competence and research interest after Medical Research Practice 2, with a subsequent increase after Medical Research Practice 3. Conversely, research self-efficacy showed steady improvement throughout the curriculum. Additionally, students with prior research experience exhibited higher levels of perception of the need for research competence, research interest, and research self-efficacy than those without such experience.ConclusionThis study provides insights into how medical students’ perceptions change in relation to student-engaged medical research course experiences, supporting expanding research-related curricula and assisting in the development and systematic implementation of similar programs in other medical schools.

Erratum：A Practical Study of Integrating Chinese Traditional Culture into the Research Curriculum Mode

Erratum：A Practical Study of Integrating Chinese Traditional Culture into the Research Curriculum Mode

A Practical Study of Integrating Chinese Traditional Culture into the Research Curriculum Mode

A Practical Study of Integrating Chinese Traditional Culture into the Research Curriculum Mode

Demand and Analysis of Clinical Research Curriculum in Medical Universities

Demand and Analysis of Clinical Research Curriculum in Medical Universities

Editorial: New perspectives on curriculum: Rethinking collaborative enquiry and teachers' professional learning

AbstractIn BERA's 50th anniversary, this special issue of the Curriculum Journal recognises the debt to the work of Lawrence Stenhouse, former BERA President, and founder of the British Curriculum Forum (BCF), and his influence on teachers' work in researching and developing the curriculum. Papers in this issue address what Stenhouse called the central problem of evidence‐informed practice: ‘the gap between our ideas and our aspirations and our attempts to operationalise them’ (Stenhouse, 1975, 2–3). Stenhouse's legacy for curriculum models and thinking, both within the four home countries and internationally, highlights the methodologies and theoretical perspectives that inform teachers as researchers and how we understand and evaluate such frames of reference. Approaches to involving teachers as researchers examined in this collection resonate with BERA's strategic plan to build on its links with practitioners, set in the context of BCF and its work to support teachers' curriculum research.