Specific Curriculum Research Articles

Teaching English to Kurdish Students with Special Educational Needs: Challenges and Solutions

The present study aims to investigate teaching English language to Kurdish students with special educational needs in Sulaimani city. The study focuses on the challenges that the teachers and students with special need face in teaching/learning English. Furthermore, the researchers designed two different tools to collect data: an interview for the teachers of English language and a questionnaire to be answered by the students with special needs. The data is collected from Runaki Institute and Hiwa Institute in Sulaimani city during the academic year 2022-2023. Moreover, mixed-method research is used in this study. The quantitative collected data is analyzed using SPSS, meanwhile thematic analysis is used to analyze the qualitative data. The results show that there are many challenges of teaching English to students with special needs which are relevant to curriculum, shortage of resources, lack of teaching training courses, and so on. Finally, the study presents some possible solutions to overcome the challenges facing students and teachers; the solutions are limited to designing special curriculum for English, conducting different training courses by the national and international experts, setting classes in a special way so that the students can get benefit from, and treating each student as an individual.

Attitudes toward Patient-Centred Care, Empathy, and Assertiveness among Students in Rehabilitation Areas: A Longitudinal Study.

This study assessed attitudes toward patient-centred care, empathy, assertiveness, and subjective perception of communication skills and technical knowledge among Portuguese undergraduate students in healthcare. These students may develop rehabilitation activities with patients in their person-oriented or technique-oriented professions. Portuguese nursing and allied health students from two public higher education schools completed questionnaires in the first and third academic years: Patient-Practitioner Orientation Scale, Jefferson Scale of Physician Empathy, Scale for Interpersonal Behaviour, and a subjective perception of technical knowledge and communication skills. A total of 183 students completed the surveys. In the first year, students showed moderate to high scores on patient-centredness attitudes, empathy, and assertiveness and perceived themselves as having good communication skills. Students from person-oriented programmes significantly improved their Total and shared patient-centred attitudes in the third year compared with students attending technique-oriented professions. Significant differences in empathy were found between groups in the third year. Distress associated with assertive behaviours increased significantly across time in students from technique-oriented programmes compared with their peers in person-oriented programmes. The results suggest that the health profession's orientation and the programmes' specific curriculum might have a role in how some dimensions evolved in the two groups of students. The increasing assertiveness-related discomfort highlighted the importance of assessing and monitoring students' emotional wellbeing during their initial interactions with patients.

Design Thinking in Open and Distance Learning

Design thinking is a human-centred approach used in various fields, including the context of education, where it can be a powerful tool for reimagining and improving the learning experience. Educators can use design thinking to understand students' unique learning needs, interests and aspirations and tailor their teaching methods to better engage, support and inspire them. This paper is a reflective exploration of human-centred design in the context of open and distance learning (Open University of Sudan) and is particularly linked to specific curriculum design opportunities. In recent times, design thinking has gained significant importance in Open and Distance Learning. Professionals have embraced this approach to immerse themselves in students' perspectives, to understand how they think and solve problems. By adopting an innovative and creative mindset, educators seek effective solutions that cater to the unique needs of distance learners, enhancing the overall learning experience. This paper aims to delve into the strategies employed in ODL to establish more robust student engagement in the educational process, with a specific emphasis on the utilisation of Information and Communication Technology (ICT) in Open and Distance Learning (ODL). The future of design thinking in education is brimming with immense potential. It offers a transformative force, instilling students with indispensable 21st-century skills such as creativity, innovation, problem-solving, and collaboration. Design thinking can empower students to become active agents of positive change, paving the way for a brighter and more promising tomorrow. It, therefore, becomes a powerful catalyst for shaping a world of endless possibilities.

Bilişim Perspektifinden Eğitim ve Öğrenmede Uygulama ve Değerlendirme

Developments in the field of technology lead to the introduction of different concepts into the teaching-learning process. Various concepts such as web-based teaching, distance education and lifelong learning, 21. it has started to be used frequently with the developments in the field of technology experienced in the century. Web-based teaching offered on the Internet has started to be used as a teaching method in many commercial institutions as well as educational institutions. Course transfer via the web provides important convenience and efficiency in terms of creating and distributing information sharing. For example, course notes are becoming better organized, portable and storable. If an Internet lesson is to be prepared, in addition to all the problems that may be encountered during class planning, this web-based lesson should first of all be placed in a specific curriculum and spread to the web environment accordingly. Due to the increasing amount of information and the number of people who need to access information, the criterion for success in competition in education is to deliver the information obtained in the fastest way and in a demand-specific way not only to students, but also to large communities. Traditional teacher-classroom- lesson concepts are also changing in this direction. All kinds of students in very different places want to reach experts and course topics in different places. The way to do this is through web-based education. Key Words: Informatics, Internet, Web-Based Teaching, Multi-Learning Environment

Inclusion of Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, Asexual, and Other Related Identities Content in Australian Physical Therapy Curricula: Perceived Barriers and Priorities for Inclusive Education.

Providing culturally responsive, patient-centered care is crucial for ensuring safe and positive health care experiences for individuals with diverse gender identities and sexual orientations. Doing so requires adequate training and knowledge of the health professionals involved in those health care experiences. Individuals identifying as lesbian, gay, bisexual, transgender, queer, intersex, asexual, and other related identities (LGBTQIA+) experience significant barriers to health and positive health care experiences. In physical therapy, research has identified that individuals who identify as LGBTQIA+ experience discrimination, discomfort, and lack of practitioner knowledge about health needs. The aim of this study was to determine how, and to what extent, content related to LGBTQIA+ individuals is included in Australian physical therapy curricula as well as perceived barriers to inclusion. Physical therapy program directors (PDs) as of January 2022 for all Australian universities that deliver physical therapy programs (n = 24). A Qualtrics survey was emailed to PDs to collect quantitative and qualitative data regarding the inclusion and mode of delivery of LGBTQIA+ content, as well as the perceived importance, and barriers to inclusion, of LGBTQIA+ curricula. Twenty-four (100%) universities (PD or proxy) responded to the survey. More than 62% (15/24) of PDs reported that their programs included LGBTQIA+ content with 88% (21/24), indicating that LGBTQIA+ content is relevant to the physical therapy curriculum. Time devoted to LGBTQIA+ content ranged from 0 to 6 (median 2-4) hours across any year, delivered primarily in general or foundational courses (37%). Perceived lack of trained faculty (14/22; 64%) and time (13/22; 59%) were barriers to the integration of LGBTQIA+ specific content into the curriculum. Our results indicate that the physical therapy curriculum may be contributing to ongoing negative experiences of individuals identifying as LGBTQIA+ with physical therapy encounters. Although most (87%) physical therapy program leaders in Australia believe that LGBTQIA+ specific content is relevant to the training of new graduates, content is included in only 62% of curricula. Perceived barriers to inclusion of LGBTQIA+ specific curriculum were a lack of time and appropriately trained faculty. Externally developed content is available to address limited expertise within programs, but faculty may require guidance on how to overcome perceived lack of time (ie, space in the curriculum). Most Australian physical therapy programs include LGBTQIA+ content to a limited extent in their curricula, indicating a lack of perceived importance relative to other topics. In this way, Australian universities are maintaining the pervasive heteronormativity of the physical therapy profession and are complicit in the ongoing health disparities between the LGBTQIA+ and heteronormative communities.

Medical English Course Quality: A Study of Student and Instructor Perspectives

This study investigates the prevailing challenges in teaching English for Medical Purposes (EMP) within Chinese higher education institutions in Guangdong Province, intending to propose strategies for improving the quality and efficacy of EMP instruction. Based on comprehensive responses from EMP instructors and students, three primary issues emerged: a dearth of specialized teaching resources, insufficient medical knowledge among instructors, and limited professional development opportunities. In response to these challenges, the study suggests three core strategies: creating a specialized curriculum, implementing extensive instructor training, and establishing professional learning communities. The proposed specialized curriculum is a coordinated effort between medical professionals and English instructors, integrating timely, authentic, and professional medical content. The instructor training aims to enhance teachers’ medical knowledge and familiarity with the linguistic characteristics of medical English. Finally, establishing learning communities encourages reflective teaching and continual professional growth. The study underscores the importance of these targeted strategies in augmenting the quality of EMP instruction in higher education. Nonetheless, it is crucial to continually refine these recommendations in line with the evolving needs of the medical profession and advancements in language instruction.

Applying the Prism Model to design arts and humanities medical curricula

The arts and humanities (A&H) play a fundamental role in medical education by supporting medical learners’ development of core competencies. Like all medical curricula, those integrating the A&H are more likely to achieve the desired outcomes when the learning domains, goals, objectives, activities, and evaluation strategies are well-aligned. Few faculty development programs focus on helping medical educators design A&H curricula in a scholarly manner. The Prism Model, an evidence-based tool, supports educators developing A&H medical curricula in a rigorous way for maximum impact. The model posits that the A&H can serve four pedagogical functions for medical learners: 1) skill mastery, 2) perspective taking, 3) personal insight, and 4) social advocacy. Although this model has been described in the literature, no practical guidance exists for medical educators seeking to apply it to the development of a specific curriculum. This paper provides a step-by-step demonstration of how to use the Prism Model to design an A&H curriculum. Beginning with the first step of selecting a learning domain through the final step of curriculum evaluation, this paper helps medical educators apply the Prism Model to develop A&H curricula with intentionality and rigour to achieve the desired learning outcomes.

연극 교육을 통한 학교 특성화 교육과정 공유방안 연구 - K 초등학교 사례 연구를 통하여 -

연극 교육을 통한 학교 특성화 교육과정 공유방안 연구 - K 초등학교 사례 연구를 통하여 -

The Trends and Highlights of Mathematics Textbook Research in Korea via Topic Modelling

The purpose of this study was to analyze the overall trends of mathematics textbook research in Korea. For this purpose, we collected 455 research articles on mathematics textbooks from all the articles published in seven domestic professional journals of mathematics education. We used topic modelling based on latent Dirichlet allocation algorithms to extract topics that reflected not only overall trends but also the trends by each curriculum revision period, including the top 10 words and three representative papers that best indicated each topic. The most frequent topic that appeared across almost all curriculum periods was concept and term, which focused on specific concepts and their definitions, examples, and representations used in textbooks. Another topic, comparing textbooks, was also popular, recently including more foreign textbooks. Topics such as storytelling and mathematical competency were emergent in a specific curriculum period, indicating the close relationship between textbook research and curriculum revisions. Based on these findings, this paper concludes by sharing several implications for future mathematics textbook research in Korea, discussing which topics continue to be studied and in what directions, as well as which topics need to expanded and why.

“I have been pushed outside of my comfort zone and have grown as a result”: Teacher professional learning and innovation during the pandemic

AbstractThis study examines opportunities for teacher professional growth and innovation during the COVID-19 pandemic. Survey data, including responses to both closed and open-ended questions, were collected from 276 elementary-school teachers who taught online in two school districts in California. Quantitative and qualitative analyses document the extent to which teachers experienced opportunities for professional growth and innovation, how they described these opportunities, and what factors explained variability in teachers’ responses. Contrary to some extant research produced in the last few years, teachers overwhelmingly agreed that the transition to online instruction provided opportunities to be innovative and to learn to teach with new technologies. Specifically, they reported new approaches for connecting with students and their families as well as integrating technology into classroom practice beyond the period of remote learning. Consistent with prior theory related to teacher learning, factors that predicted perceived opportunities included their overall satisfaction with the support provided by their school/district, collaboration with colleagues, and their self-efficacy for using technology to teach specific concepts and curriculum. Findings suggest implications for how to leverage this period of professional growth beyond the pandemic.

E65 Assessment of Tunisian rheumatologists’ common practices towards children with rheumatic diseases

Abstract Background In the past few years, many advances have been made in the subspecialty of pediatric rheumatology in emerging countries. However, some gaps were identified requiring an update of rheumatologists' knowledge in this field [1]. Our study aimed to assess rheumatologists’ knowledge and common practices when managing children with rheumatic diseases. Methods We conducted an anonymous cross-sectional study including Tunisian rheumatologists. They were invited to answer an online questionnaire. The survey included demographic data, as well as outcomes of interest: rheumatologists’ knowledge and attitudes towards the management of patients with rheumatic diseases. We also inquired about the scores used to evaluate children with juvenile idiopathic arthritis (JIA). The level of confidence in the management of the pediatric population was assessed by the Likert scale. Results At the end of the survey, 51 responses were collected. The participants were rheumatology specialists (63%), university hospital assistants (21%), and residents (16%). Sixty-two percent of responders worked in the hospital. The mean number of years of practice (including years of residency) was 16.3 ± 5.9 [2–36]. Two rheumatologists reported that they managed over 10 children per month for rheumatic disorders. Four rheumatologists reported that they managed from 6 to 9 children per month for rheumatic disorders. Forty rheumatologists reported that they managed from 1 to 5 children per month for rheumatic disorders. And 5 rheumatologists reported that they do not manage any children with rheumatic disorders. Only 10 (20%) doctors received training in pediatric rheumatology during their curriculum: online training (6), national training program (2) and international training program (2). Regarding the scores used to assess the different subtypes of JIA, 23 (45%) rheumatologists were not aware of the JADAS 10 score and 39 (76%) did not know the JSPADAS score. When inquiring about the level of confidence in the management of the pediatric population the average level of confidence was 2.49 ± 1.82 [0–5]. Only 2% were not confident at all. A pediatric specialist was requested for a second opinion upon diagnosis in 51% of difficult cases and in 12% of less challenging cases. Only 19 respondents managed the patients by themselves without referring them to other specialists. The rheumatologists' apprehension regarding the management of the pediatric population was attributed to the lack of training in pediatric rheumatology (94%), the absence of pediatric internship during the specialization curriculum (43%) and the lack of mastery of children’s examination (12%). Conclusion Our study highlighted that only a few Tunisian rheumatologists considered themselves confident in the management of children with rheumatic disorders. The establishment of training programs in pediatric rheumatology could enhance rheumatologists' knowledge in this field and give them more confidence in the management of this population. [1] Zisman D, Samad A, Ardoin SP, et al. US Adult Rheumatologists' Perspectives on the Transition Process for Young Adults with Rheumatic Conditions. Arthritis Care Res (Hoboken). 2020; 72(3):432–40. This was an anonymous cross-sectional study. All subjects participated voluntary.

Focus on 10th grade students with learning problems: What influences their achievements?

AbstractThere is an increased interest in exploring the interaction between knowledge of foreign languages, Reading and Mathematics and correlation of students' achievement in Hungary (e. g. Szirmai, 2003; Garami, 2009; Hegedűs & Sebestyén, 2019). Special learner groups are rarely put in the focus of research, therefore in our paper, we examine achievements in Reading and Mathematics of students with learning disorder or integration, learning and behavioural difficulties (ILBD). We examine data in different types of classes, for example, in special classes with a high number of foreign language lessons. We analyse the data of National Competency Measurement (NCM) of 2019 in the 10th grade (N = 83,751) with SPSS. In this database, there are 3,029 students with learning disorder and 4,284 students with ILBD. 5.9% of the first group and 9% of the latter group learn in classes with a high number of foreign language lessons per week. According to our results, these students have better competence results from Reading and Mathematics than students who learn in classes with “normal” curriculum, and lower achievements than students in classes with a special curriculum.

Connecting Older Adults with Students Through Interprofessional Telecare (COAST-IT)

By 2030, it is projected that one in five people in the United States will be 65 years old and older. It is critical that future health care professionals are prepared to care for older adults. Students’ communication skills and attitudes toward older adults have been shown to benefit from a geriatric specific curriculum. Connecting Older Adults with Students Through Interprofessional Telecare (COAST-IT), a longitudinal program begun in 2020, pairs student partners (SPs) with older adult partners (OAPs) who have regular phone calls. This was implemented across various graduate health profession schools and aims to provide students the opportunity to learn and practice effective communication skills with older adults, while also decreasing social isolation and loneliness experienced by the older adult partner. This paper focuses on our initial results looking at the impact on students who participated. Students were surveyed pre- and post-participation in the COAST-IT program through a combination of open-ended questions and questions taken from the University of California, Los Angeles (UCLA) Geriatrics Attitude Scale. Students reported an improvement in their ability to communicate with older adults, increased confidence in their communication skills, and an improved understanding of ageism.Initially, OAPs were recruited from a variety of local facilities including the geriatric clinic associated with the University and the community of assisted living and long-term care facilities, senior living communities, and various community organizations that focus on serving older adults. The Director of Outreach Programs in the Multidisciplinary Center on Aging at the University of Colorado presented to civic organizations and older adults began volunteering. Word of mouth spread among OAPs, and they began recruiting their friends; there are now OAPs from nine states participating. The program received a Social Innovation Award from the National Area of Agencies in Washington D.C., which supported our university's Age Friendly University designation.Students are oriented to the program and process of conducting weekly phone calls by their faculty coordinator in each program. The COAST-IT mission, process information, and examples of communication techniques are provided to students through a student handbook and Learning Management System module. Students participate in an interdisciplinary formal orientation prior to engaging in their OAP encounters. Monthly synchronous online educational presentations are provided to all students. Topics include a variety of issues on aging with breakout sessions for discussion and networking among disciplines.

Content analysis of psychological first aid training manuals via topic modelling

ABSTRACT Background: Psychological First Aid (PFA) is practiced worldwide. This practice in English is guided through a small collection of training manuals. Despite ubiquitous practice and formal training materials, little is known about what topics are covered and in what depth in these influential manuals. As such, we analyzed the topic structure of these training manuals. Objective: To model the PFA manuals’ topics with the goal of identifying a set of topics with recurrent themes and evaluating the extent to which each manual demonstrated those themes. Method: This machine learning study employed an unsupervised topic modelling design using Latent Dirichlet Allocation. The variables are (1) the distribution of a word across documents and (2) the distribution of a word across topics. The level of measurement for all variables is continuous. The unit of analysis is words. Preprocessing and data analysis were carried out using the Orange Data Mining Toolbox (Demšar et al., 2013). This programme is a Python GUI. Results: Results indicated a ten-topic structure to the universe of the English PFA training manuals. These topics were: (1) Refugees, (2) Orientation Activities, (3) Community-Based Applications, (4) PTSD & Other Psychological Issues, (5) Training Materials, (6) Specific Helper Instructions, (7) PFA Scholarship, (8) MHPSS, (9) General Curriculum, and (10) Australian Specific Delivery. The depth of discourse on each topic varied widely between manuals. Conclusions: The Academics of the PFA topic shows a strong representation of the corpus and suggests current training manuals have stayed true to its evidence-supported practice. The topic of Community-Based Applications strongly represents the corpus and suggests that training models incorporate community-based applications. The scientific foundation and practical implementation of the training guides are essential elements. Limitations and implications were also discussed.

Implementing Long-Term Athletic Development Within K–12 Physical Education

Many adolescents lack the requisite physical preparation for sport participation and PA. Multi-sport participation and resistance training during youth (age 5-11) and adolescence (age 12-17) years can positively effect physical activity levels, health outcomes, and promote long-term athletic development (LTAD). The National Strength and Conditioning Association (NSCA) created a position statement regarding LTAD. K-12 schools provide an ideal environment to deliver LTAD programs. Limited literature exists regarding how best to implement LTAD within K-12 physical education. The purpose of this paper is to provide physical educators with strategies to implement LTAD within K-12 programming. In this paper, we have described how specific curriculum models are aligned with LTAD and can support developmentally appropriate progression of PE content across instructional levels. Implementation of LTAD programs within PE utilize standards based curriculum design to create multi-curricular offerings that include resistance training.

The Strategy of School Marketing in Admission New Students at MAS Ruhul Islam Anak Bangsa Aceh Besar District

Background. Technological developments require educational institutions to design strategies in order to determine the target of students or people parents of the right students, so that educational institutions can make it easier to adjust between programs or activities produced with the goals of educational institutions. Purpose. Research objectives In general, students or parents will be interested in educational institutions that have several superior marketing factors such as the activity programs offered, strategic location, and adequate facilities and infrastructure to support the implementation of effective learning. Method. his research uses a statute approach. In addition, a case approach is also used to find out the ratio decidendi used by the Constitutional Court judges in deciding cases of judicial review of laws related to indigenous peoples. Results. The results of this study are Various kinds of efforts have been made by MAS Ruhul Islam Anak Bangsa in providing the best service to new students, one of which is by offering a special curriculum and offering about the achievements that have been achieved by MAS Ruhul Islam Anak Bangsa and proclaiming its vision, namely realizing Islamic, intellectual, and superior leaders in 1). Faith and piety 2). Science and technology. Conclusion. The conclusion is that technological developments require educational institutions to design strategies in order to determine the right target for students or parents of students

Student information-seeking behavior in meeting Islamic information needs

The large number of Islamic tertiary institutions with a specific religious curriculum between one Islamic university and another. This curriculum is should be able to increase students’ knowledge of Islamic information for academic and non-academic needs. So, this study aimed to describe the behavior of Islamic students in Malang City using the Wilson model, including patterns of information-seeking behavior, sources used in seeking information, and evaluation of Islamic information. Method research was a qualitative study. Research subject involving nine informants consisting of students from UIN Maulana Malik Ibrahim, the Islamic University of Malang, and the University of Muhammadiyah Malang. This study described Islamic information-seeking behavior based on cognitive, affective, and physiological information needs. In addition, this study described information search patterns such as passive search, active search, and continuous search. This study concludes that students in seek Islamic information used diverse pattern. Information for academic purposes, primarily via books, scientific journal databases, and Google Scholar, and Islamic information to meet non-academic needs comes from YouTube, Instagram, and websites. Students can notice the information creator's background in examining online sources of information. Students evaluate Islamic information sources by comparing various sources obtained, asking friends who are considered qualified in religious knowledge, and directly asking the ustadz.

Implications of Pediatric Artificial Intelligence Challenges for Artificial Intelligence Education and Curriculum Development

Several radiology artificial intelligence (AI) courses are offered by a variety of institutions and educators. The major radiology societies have developed AI curricula focused on basic AI principles and practices. However, a specific AI curriculum focused on pediatric radiology is needed to offer targeted education material on AI model development and performance evaluation. There are inherent differences between pediatric and adult practice patterns, which may hinder the application of adult AI models in pediatric cohorts. Such differences include the different imaging modality utilization, imaging acquisition parameters, lower radiation doses, the rapid growth of children and changes in their body composition, and the presence of unique pathologies and diseases, which differ in prevalence from adults. Thus, to enhance radiologists’ knowledge of the applications of AI models in pediatric patients, curricula should be structured keeping in mind the unique pediatric setting and its challenges, along with methods to overcome these challenges, and pediatric-specific data governance and ethical considerations. In this report, the authors highlight the salient aspects of pediatric radiology that are necessary for AI education in the pediatric setting, including the challenges for research investigation and clinical implementation.

Studi Komparasi Teori Pembelajaran ‘Athiyah Al-Abrasyi dan Pendidikan Karakter Serta Relevansinya dengan Pendidikan Islam

AbstractLearning is basically a process, an organizing process, the process of regulating the environment around the student's environment, so that it can encourage and motivate students so that there is a willingness to carry out the learning process. Learning can also be said as a step in providing assistance or guidance to students in the learning process. To form intelligent people, schools not only develop mastery in the academic field, but also in accordance with national education goals. The use of media by children in the educational process must also be supervised by parents and educators, if the child is not supervised by parents or educators, the child will lose control over himself, including the child's religious character. Character education has experienced a decline in the quality of society, many incidents have happened to school children such as pornography, violence, brawls and others. To prevent this, character education must be implemented and implemented in formal education at all levels of education in Indonesia. The purpose of this study was to compare the learning theory of 'Athiyah Al-Abrasyi and Character Education and its relevance to Islamic education. This study uses library research methods (library research). Sources of data come from books and related journals. The results of this study state that the learning concept offered by 'Athiyah Al-Abrasyi is more directed to moral education based on spiritual/religious values, the learning theory of 'Athiyah Al-Abrasyi has shortcomings which are considered as problems in learning. education World. while the lack of character education theory is the absence of a special curriculum in the implementation of character education and the relevance of Islamic education to the learning theory of 'Athiyah Al-Abrasyi and character education is found in the learning method.Keywords: Learning, 'Athiyah Al-Abrasyi, Character Education, Islamic Education

Modeling Radiologist Decision Making for Paediatric Elbow Fractures by Deep Learning Multiview

Abstract: To detect an elbow fracture, patients typically need to take frontal and side views of diagnostic elbow radiographs. For the classification of elbow fracture subtypes, we propose a multiview deep learning technique in this work. Our strategy makes advantage of transfer learning by first training two individual models, one for the top view and another for the lateral position, and then moving the values to the relevant layers in the proposed multiview network design. Quantitative medical data has also been included into the training phase using a specific curriculum architecture that lets the model to initially learn from "easier" examples and then advance to "harder" examples to attain improved performance. Furthermore, our multiview network can work with both two simultaneous views as well as a single view as input. Using a database of 1,964 photographs for the classification of elbow fracture, we rigorously evaluate our methods. Results show that our technique may enhance the effectiveness of the tested methods and perform better than two comparable methods on broken bones investigation under various conditions.