School Curriculum Research Articles

Historical seismicity of the province of Chimborazo

This study analyzes the impact of gamification as a methodological strategy in the teaching of mathematics at the Basic General Education level. The research is based on the need to transform traditional pedagogical practices through innovative approaches that promote meaningful learning and the development of logical-mathematical skills. A qualitative approach with a descriptive design was used, applying interviews and direct observation with teachers and students from an educational institution in Ecuador. The results show that gamification enhances student motivation, engagement, and active participation in the classroom. Additionally, improvements were observed in the understanding of mathematical concepts, problem-solving, and collaborative work. It is concluded that integrating playful elements into teaching activities strengthens the teaching-learning process and contributes to a more dynamic, inclusive, and student-centered education. The study recommends training teachers in the use of digital tools and gamification strategies, as well as promoting educational policies that support active methodologies within the school curriculum.

Can educators distinguish between medical student and generative AI-authored reflections?

Reflection is integral to the modern doctor's practice and, whilst it can take many forms, written reflection is commonly found on medical school curricula. Generative artificial intelligence (GenAI) is increasingly being used, including in the completion of written assignments in medical curricula. We sought to explore if educators can distinguish between GenAI- and student-authored reflections and what features they use to do so. This was a mixed-methods study. Twenty-eight educators attended a 'think aloud' interview and were presented with a set of four reflections, either all authored by students, all by GenAI or a mixture. They were asked to identify who they thought had written the reflection, speaking aloud whilst they did so. Sensitivity (AI reflections correctly identified) and specificity (student reflections correctly identified) were then calculated, and the interview transcripts were analysed using thematic analysis. Educators were unable to reliably distinguish between student and GenAI-authored reflections. Sensitivity across the four reflections ranged from 0.36 (95% CI: 0.16-0.61) to 0.64 (95% CI: 0.39-0.84). Specificity ranged from 0.64 (95% CI: 0.39-0.84) to 0.86 (95% CI: 0.60-0.96). Thematic analysis revealed three main themes when considering what features of the reflection educators used to make judgements about authorship: features of writing, features of reflection and educators' preconceptions and experiences. This study demonstrates the challenges in differentiating between student- and GenAI-authored reflections, as well as highlighting the range of factors that influence this decision. Rather than developing ways to more accurately make this distinction or trying to stop students using GenAI, we suggest it could instead be harnessed to teach students reflective practice skills, and help students for whom written reflection in particular may be challenging.

Study protocol of a cluster randomized controlled trial on oral health promotion programs for adolescents in Iran

To design and evaluate oral health promotion programs for high school students in underprivileged areas of Tehran Province. A multilevel intervention based on the PRECEDE-PROCEED model will target students aged 13–15 years across 18 schools in Southern Tehran, Iran. This randomized controlled trial is being conducted using multistage random sampling, 435 students in grades 7–9 will be divided into three groups: Comprehensive Intervention (CI), Less Comprehensive Intervention (LCI), and a control group. The CI group will receive interventions including group motivational interviewing for students and teachers, parental education, free oral hygiene kits, peer-supervised tooth brushing, and access to educational videos through the school learning management system. The LCI group will receive similar interventions, excluding supervised tooth brushing. The control group will follow routine oral care practices. Primary outcomes will include oral health knowledge, attitudes, and practices; secondary outcomes will comprise plaque and CAST (caries assessment spectrum and treatment) indices. Data collection will occur at baseline, and at 3- and 12-months post-intervention. Statistical analysis will assess the effectiveness of the interventions. This study aims to provide evidence for embedding oral health promotion in school curricula. Results could inform national public health strategies to improve adolescent oral health.

Christian Morality for the Nordic Nation—A Circulating Knowledge in Times of Crisis

Abstract This article discusses the role of Christianity in Nordic nation-building and the development of the democratic welfare state in the nineteenth and twentieth centuries. The theoretical concept of circulation of knowledge is used to analyze how ideas of Christianity and morality circulated within and between two Nordic countries, Finland and Sweden, in periods of perceived crisis and how they were incorporated into national narratives and images of ideal citizens. Three historical examples are examined: the Finnish author Zacharias Topelius’s public literary nation-building, the promulgation of a new curriculum for Swedish primary schools during the interwar period, and the efforts to safeguard Swedish political independence, culture, and national identity during the Second World War.

Optimising standard setting in medical education: The critical role of the assessment committee

Introduction: The effective implementation of changes in medical school curricula requires modifications to assessments alongside teaching strategies. The World Federation for Medical Education emphasises the need for assessment policies to align with educational outcomes. In Myanmar, the Defence Services Medical Academy (DSMA) has adopted an outcome-based curriculum since 2017, but the standard setting in assessments remains pending. This study explores concerns and challenges for enhancing assessment practices. Methods: An explanatory sequential design was used. For a quantitative approach, 36 assessment committee members were surveyed using questionnaires, and pre-and post-test analyses were conducted using SPSS Statistics Version 25. Qualitatively, eight committee members were selected through purposive sampling for in-depth interviews using interpretative methodology with thematic analysis by MAXQDA Software 2022. Results: It shows that most committee members acknowledge the advantages of standard settings, such as improved teaching and learning defect identification, staff knowledge application, enhanced educational programs, and personal contributions to education quality. Half of the committee members expressed concerns about the increased workload and administrative burden, while another half-supported standard-setting implementation. They all appreciate the integration of standard setting in the outcome-based curriculum, recognising its positive impact on student quality and accreditation standards. Challenges include limited human resources, resistance to change, time-consuming, and an increased workload. Conclusion: Committee members suggested that targeted interventions are needed to improve awareness, collaboration, and successful implementation. These should consider perspectives, enhance understanding, define roles, and address resources and resistance. This will optimise standard setting, ensure educational quality, and meet accreditation standards. Keywords: Assessment, Standard Setting, Integrated Curriculum, Awareness, Perception, Attitude, Lifelong Learning

Zoonoses Under the Radar: What Do High School Students Really Know?

Zoonotic diseases are a persistent public health concern, especially in low- and middle-income countries like Brazil. This cross-sectional study evaluated the knowledge and perceptions of 132 high school students (70 public and 62 private) in Goiânia, Brazil, regarding zoonoses, using a structured questionnaire. Statistical analyses (Chi-square and Fisher’s exact tests) revealed significant differences (p < 0.05) between public and private school students in knowledge levels, pet care practices, and the awareness of zoonotic risks. While pet ownership was common in both groups, only 53% of private and 21% of public school students correctly defined “zoonosis.” Rabies, taeniasis, leptospirosis, tuberculosis, cysticercosis, cutaneous larva migrans, and leishmaniasis were the most frequently cited diseases, with private school students demonstrating greater recognition across all categories. However, most participants lacked detailed knowledge about transmission routes and prevention. Misconceptions—such as zoonoses affecting only low-income populations—were also identified. Preventive actions like sanitation, public education, and vaccination were commonly suggested but not consistently linked to zoonoses. These findings highlight critical educational gaps and emphasize the need to incorporate One Health principles into school curricula to improve youth understanding and support public health strategies for zoonosis prevention.

Defining an Undergraduate Radiation Oncology Microclerkship Using the Delphi Method.

Defining an Undergraduate Radiation Oncology Microclerkship Using the Delphi Method.

The erosion of plastic surgery from UK medical school curricula: A cross-sectional current-state analysis.

The erosion of plastic surgery from UK medical school curricula: A cross-sectional current-state analysis.

Addressing multiple long-term conditions in the undergraduate medical school curriculum: a focus group study

BackgroundPatients with a chronic physical disease accompanied by other disease types or biopsychosocial factors– multiple long-term conditions (MLTC)– represent a major and growing clinical challenge. 17% of the population of England are forecast to fit this definition by 2035. The aim of this study was to understand and explore desirable MLTC-related learning outcomes identified by newly graduated doctors in the UK.MethodsFocus groups were conducted across sites at two NHS trusts in Northern England with doctors in their second postgraduate year (Foundation Year 2 (FY2)). An iterative thematic analysis was applied to transcripts to identify and organise key themes.ResultsTwenty-six participants across three focus groups reported their experience in primary and secondary care placements. The two overarching themes identified were: 1) ‘Practice needs’ for managing patients with MLTC. 2) ‘Education needs’ including limitations in undergraduate curricula. FY2s emphasised the concepts of uncertainty and complexity in practice, the variability of undergraduate learning experiences and gaps left by single-disease models of learning. Senior clinicians were highlighted as being key sources of support who modify learning experiences.ConclusionsNewly qualified doctors find MLTC care challenging and feel ill-prepared to manage patients on entering the medical workforce. Suggested improvements for undergraduate curricula include enhancing interprofessional methods of learning and ensuring consistency of exposure to, and focus on, MLTC patient-related complexity across undergraduate placements and curricula.Trial registrationClinical Trial Number: Not applicable.

A multicenter study on the perspectives of jordanian medical students on patient safety

Patient safety is intended to prevent harm or to halt accidents and negative side effects that patients may experience because of various treatment options. The aim of this study is to monitor the responses of medical students towards patient safety issues, introduce the term and practice to medical students, and fill the gap between clinical education and quality control. Medical therapy breakthroughs have resulted in an increase in side effects and hazards. Patient safety should be taught in medical schools from the beginning. This cross-sectional study was conducted in August 2022 at the School of Medicine at Mutah University, Jordan. 468 medical students from all academic years from six different Jordanian medical institutions are participating with their medical schools. all six Jordanian medical schools from different six universities were recruited. A questionnaire was used for collecting data, which was then analyzed using Pearson Chi-square test, ANOVA, and Spearman correlation. coefficient. A total of 454 questionnaires were completed (response rate 97%), and 58.4% of the students demonstrated knowledge about patient safety, and their attitude was enhanced (over 90%). 76.9% of students believe there is a gap between what medical professionals consider “best care” and what is offered daily, and 61.0% believe medical errors are unavoidable. The relationship between the student’s demographic and all knowledge, attitude, and practice was not significant (P > 0.05). Medical students’ inadequate patient safety knowledge exemplifies the failure of unorganized education to keep up with new safety ideas, therefore, it is advised that patient safety topics be covered from the very beginning of the medical school curriculum. This can be achieved through lectures, discussion groups, practice-based learning rounds, case study, simulation, patient tracking and other formats.

Beyond the urban lure: factors associated with medical students’ intentions to practice in LMICs disadvantaged areas

Healthcare disparities in low- and middle-income countries (LMICs) are exacerbated by the uneven distribution of healthcare professionals, with a higher concentration in urban areas. This study investigated factors influencing medical students’ intentions to practice in disadvantaged, frontier, and outermost regions (DFORs). Key findings revealed that: (1) students perceiving the medical school curriculum as relevant to DFOR practice were significantly more likely to intend to serve there; (2) strong ties to DFOR, including birthplace, high school attendance, and local university pathways, significantly increased the likelihood of service intention; and (3) financial support from local governments and recognition from local authorities significantly incentivized students to serve in their home regions. These findings highlight the critical roles of curriculum relevance, community engagement, and financial incentives in attracting and retaining physicians in DFORs. The study contributes valuable insights into strategies for improving healthcare access and addressing health disparities in underserved areas, particularly within the LMICs context.

Reconciling competencies in undergraduate medical genetics education: APHMG versus PCME competencies.

Reconciling competencies in undergraduate medical genetics education: APHMG versus PCME competencies.

He Civic Identity of Graduates (11th Grade Students) of Secondary Schools at the Current Historical Stage of Kazakhstan’s Development: the Results of a Quantitative Study

This article presents the results of a quantitative study on the civic identity of high school students in Kazakh-stan. The analysis is based on survey data collected from final-year students across schools in all regions of the country, conducted in both Kazakh and Russian languages. The study explores how high school students perceive their civic identity and highlights differences influenced by the language of instruction and regional contexts. The findings reveal that the majority of students endorse the concept of a civic nation. It becomes evident that students’ civic and patriotic attitudes are shaped by their linguistic environment, social engage-ment, and educational policies. The authors argue that state policies regarding civic education should take in-to account the socio-cultural and linguistic characteristics of different regions, address existing language bar-riers, and actively involve Russian-speaking youth in civic socialization processes. Furthermore, the study underscores the crucial role of educational institutions in fostering civic identity and advocates for the inte-gration of intercultural interaction into school curricula and student activities. The results are valuable for ed-ucational institutions, regional policymakers, and specialists in contemporary Kazakhstan history and regional studies.

MEDIATING EFFECTS OF SOCIAL SUPPORT ON FACTORS AFFECTING YOUTH LEADERSHIP SKILLS AMONG POLYTECHNIC STUDENTS

Positive social support, social interaction, and vocational studies are key to understanding how leadership skills develop in adolescents. With half of the global population under 30years, fostering youth leadership is crucial for societal progress. Despite its importance, various regional barriers limit young people's ability to develop leadership skills. This study examines the relationship between social interaction, vocational studies, and youth leadership skills, and explores the mediating role of social support in these relationships. Quantitative approach was employed, using questionnaires to collect data from 381 Lagos State Polytechnic students through multistage random sampling. Data were analyzed using partial least square structural equation modeling (PLS-SEM). Findings showed no significant relationship between social interaction and leadership skills. However, vocational studies positively influenced leadership skills. Social support also had a positive relationship with youth leadership skills and mediated the link between vocational studies and leadership. Surprisingly, social support did not mediate the relationship between social interaction and leadership skills. Findings reveal vocational studies significantly predict youth leadership skills, while social interaction does not. Additionally, social support mediates only the relationship between vocational studies and leadership skills. These findings highlight the need to integrate leadership development into school curricula, enabling students to cultivate leadership skills through structured academic programs.

The role and importance of the physiotherapists in educational institutions

This research aimed to introduce at least one physiotherapist in the interdisciplinary team of the schools, including teachers, doctors, dentists, psychologists, psychotherapists, and auxiliary staff, for the assessment and, if necessary, the periodic postural treatment of the students. The study included 25 students aged between 16 and 18, of which 12 were female and 13 were male. The subjects were divided as follows: 13 students represented the experimental group, and the other 12 constituted the control group. Individuals from the first group followed an individualized kinetic program, and those from the second group followed Physical Education classes within the educational unit. The final results of the research confirmed the hypothesis of our study, namely, the subjects in the experimental group who followed a personalized rehabilitation program developed by a pediatric physical therapist, which contains specific exercises to correct postural deformities for whole body prophylaxis, obtained significantly better results in terms of posture compared to the subjects in the control group who followed the Physical Education class in the school curriculum. Following the initial assessment at the beginning of the study, we concluded that students show multiple postural variations that could be prevented in educational establishments in the presence of at least one pediatric physiotherapist

Sport Burnout in Student-Athletes: The Role of Cognitive Flexibility, Task and Ego Orientation in Sport and Sport Anxiety

This study examined the mediating role of sport anxiety, task, and ego orientation in the relationship between cognitive flexibility and sport burnout. The study participants consisted of 397 sport high school students, 155 female (39%) and 242 male (61%). The ages of the students participating in the study ranged from 13 to 19 (x̄=16.26, SD=1.218). Cognitive Flexibility Inventory, Task and Ego Orientation in Sport Questionnaire, Sports Anxiety Scale, and Sports Burnout Inventory were used to collect data for the study. According to the findings of this study, sport anxiety and ego and task orientation factors mediate the relationship between cognitive flexibility and sport burnout. Sport high school students with high cognitive flexibility effectively cope with the anxious situations they encounter in sport. These students with reduced sport anxiety and increased ego and task orientation tend to experience reduced sport burnout due to perceiving stimuli in their environment as less disturbing. To protect students from sport burnout, the school curriculum and preventive strategies should be designed to reduce sport anxiety and ego orientation and increase task orientation. Extending cognitive flexibility and task orientation learning outcomes in high school sport programs can help protect students from burnout and improve their functionality in sport. Considering the effect of team sport enhancing task orientation, including more team sport in addition to individual sport in sport high schools will be effective in preventing sport burnout.

Research on the Implementation Strategy of Large Unit Teaching of High School Mathematics in Ethnic Areas—Taking Probability and Statistics as a Case Study

The Standards for Mathematics Curriculum for Ordinary High Schools (2017 Edition, Revised in 2020) [1] points out that it is necessary to develop students’ core mathematical literacy. Under the guidance of this concept, large-unit teaching as a holistic teaching model has gradually attracted attention. Based on the actual situation of high school mathematics teaching in ethnic minority areas, this study selected the “Probability and Statistics” unit through the interpretation of the new curriculum standards, aiming to explore the implementation strategy of large-unit teaching suitable for the learning situation in ethnic minority areas, and provide a reference for high school mathematics teachers in ethnic minority areas to carry out teaching.

Deportations of Poles to the USSR in 1940-1941 in Polish History Textbooks for Secondary Schools: Selected Examples

This article presents the presentation of the deportation of Poles to the Soviet Union, including Kazakhstan, carried out in the years 1940 to 1941 in Polish history textbooks for secondary schools. The chronological framework of the study covers the years from the end of communist rule to the present. The issue of interest will be shown through selected examples. In the first part of the text, the author presented one of the most tragic events in the history of Poland in the 20th century, i.e. deportations of civilians from the eastern territories of the Second Polish Republic occupied by the USSR. They were part of the mechanism of extermination of the Second Polish Republic’s society by the Stalinist authorities.The author’s intention was to present the mechanism of falsification of history during the communist period and the process of restoration of memory after the change of political system. Some Polish history textbooks from the communist period mentioned deportations, but lacked information about the death toll, violence and destruction of the Polish nation. It was only stated that the number of Polish victims was 60 %, and that the local population in Kazakhstan, among other places, was friendly towards the displaced. Not even the Soviet occupation was written about. Among other things, the period of communist rule was characterised by strict censorship. The core curriculum was subordinated to the political line of the communist party. It was only after the change of the political system that it was possible to speak and write openly about Soviet crimes against Polish citizens. This information was included in the core curriculum for secondary school and appeared in all textbooks. The authors of the textbooks conveyed the knowledge about the Stalinist crimes against Polish citizens in various ways in more or less detail, usually to a limited extent. The focus was on the extermination of Polish officers by the Soviet NKVD — the Katyn Massacre

Does Play Belong in Primary Schools? Australian Teachers’ Perspectives

Teachers’ conceptualisations of play significantly influence its integration in school contexts, yet these perceptions remain understudied. This study employs Parker et al.’s (2022) Framework for Quality Learning through Play as a theoretical lens to examine how Australian primary school teachers conceptualise play within educational contexts. Data collected from 238 practicing teachers across Australia was analysed through descriptive statistics, supported by participant written responses. Results revealed clear acknowledgement of the developmental benefits of play, aligning with the learning outcomes dimensions of the framework, while beliefs about implementing play into classroom practice and teacher’s facilitation roles varied substantially, reflecting tensions identified in the framework’s facilitation dimension. These findings highlight the complexity of implementing play as a pedagogical tool in primary education illustrating complexities of school contexts and curriculum requirements, tensions between child-led activities and teacher involvement in children’s play.

Breaking a 100-Year Tradition: The Historic Reform of Korea’s Medical Education System and Its Educational Implications

In 2024, marking the first structural change in nearly a century, South Korea revised the Enforcement Decree of the Higher Education Act, eliminating the rigid “2-year premedical and 4-year medical” structure and allowing universities to autonomously determine their medical school curricula through internal regulations. This legal change was the outcome of a 6-year collaborative effort by the Korean medical education community, involving empirical research, national surveys, policy proposals, and multi-stakeholder consensus-building since 2018. Led by the Korean Association of Medical Colleges, academic and professional societies organized structured discussions and published critical reports demonstrating an urgent need for reform. The newly revised policy provides a foundation for more flexible and integrated 6-year medical programs that align with international standards and respond to rapidly evolving societal needs. Reforms to the medical school system must extend beyond structural adjustments and become a catalyst for establishing a learner-centered educational environment that nurtures individual potential and meets changing societal expectations. The core principles of medical education must be effectively translated into practice. To ensure that reform leads to genuine educational innovation, strategic implementation is crucial. This includes revisiting institutional learning objectives, redesigning curricula, engaging stakeholders, enhancing faculty competencies, and securing administrative and financial support to promote student-centered learning.