Specific Curriculum Research Articles

Implementation of Inclusive Education in Regular Schools

Implementation of inclusive education is currently a necessity for students who need special guidance in regular schools. Students with Special Needs (PDBK) have the same rights in obtaining education. For the good of the development and social needs of students with special needs, the government must prepare regular schools that accept students with special needs to study together with regular students in general in classes at the same school, these schools as Schools Providing Inclusive Education (SPPI). SPPI must be well prepared, starting from PPDB technical guidelines, curriculum, facilities and infrastructure, financing, learning methods, Special Guidance Teachers (GPK) to meet students with special needs in learning activities at school adapted to the conditions of students with special needs. City/district education offices need to prepare a ULD (Disability Services Unit) which functions as an important institution to facilitate and seek educational adjustments for students with special needs in the implementation of inclusive education. The city/district education office appoints one of the SPPIs to be a Learning Resource for SPPI schools as a source of support in developing learning for students with special needs in schools. Students with special needs, apart from studying in regular classes, also study with a special curriculum called the Individual Learning Program (PPI). PDBK are also taught about life skills accompanied by GPK in inclusive and scheduled rooms.

(223) Specific Training Needs of Student Midwives in Sexual Health and Clinical Sexology

Abstract Introduction According to the WHO, sexuality is an integral part of human life, encompassing all dimensions of human beings: physical, emotional, mental, and social well-being associated with sexuality, involving a positive and respectful approach. It is essential to educate and train health professionals such as midwives to address sexual problems and provide the necessary information to their clients, in order to ensure comprehensive and quality care. There is still a lack of specific sexual health training programs in the midwifery curriculum in several countries worldwide. Objective This study aims to assess the student midwives’ training needs in sexual health and clinical sexology. Methods It is a knowledge, attitudes, and practices cross-sectional online study that took place over 5 weeks starting March 1st, 2023. All enrolled student midwives in public and private midwifery schools in the country were contacted through the schools’ social media groups. The online questionnaire was a 29-item Google form elaborated in concertation with the Frequency, Gravity Problem (FGP) grid of questions. Results The study included 206 student midwives (answer rate: 87%). The participants were representative of the population of student midwives (31% 1st, 33% 2nd, and 36% 3rd year and 31% from the North, 38% from the center, and 31% from the South of the country). The participants’ mean age was 22,1± 1,04 years and 96% were single. When asked about their experience with sexual interviews, 60.7% felt uncomfortable. The reasons for that feeling were the absence of previous learning simulations and experiences (84%), the lack of confidence in their knowledge (70%), the fear of a potential lack of interest of the clients about sexual health (59%), sexuality is taboo (28%). Regarding their training and education in sexual health and clinical sexology, 94% declared that it was only theoretical, 47% considered it as unorganized and 68,5% thought that there was a lack of correlation between the time allowed and the content of the sessions. The instructors were judged as qualified by 36% of the participants. The resources were considered useful by 19%. And 23.3% of the students enrolled in other non-academic training in sexology during the previous year. The expressed need for specific sexology training was expressed in 94%. The needs were regarding knowledge in 55%, Attitudes in 80%, and practices in 55%. Conclusions A specific academic curriculum in sexual health and clinical sexology is a necessity within the student midwives' training. This educational program needs to reinforce some knowledge and practices and mainly address the attitudes of healthcare professionals toward clients asking for information and/or help regarding their sexual health. Prevention has also to be integrated into this program. Role-playing and simulations in small groups seem the most adapted pedagogical techniques to re-enforce attitudes within students. Disclosure No.

Shared Space: promoting teachers’ academic understanding of inter-religious dialogue through a teacher fellowship model for religious education (RE)

We report on the design of a close-to-practice research project situated in Southwest England exploring the relationship between developing teachers’ ‘powerful knowledge’ of inter-religious dialogue in religious education (RE) through a teacher fellowship model for RE specialists, including a specialist curriculum development programme and co-constructed evaluation of an intervention seeking to promote ‘warmer’ community relations. This current phase of the ‘Shared Space’ project combines insight from two existing subject-specific knowledge exchange projects—undertaken by us—with a Teacher Fellowship approach to pedagogical and curriculum knowledge development pioneered by the Historical Association, and an emerging one, ‘After RE’. The current Shared Space project addresses two established concerns in RE that are not normally connected: (1) the lack of rigorous subject knowledge held by RE teachers in England; (2) the assumption that good RE in schools can promote community relations, a widely accepted assumption hitherto without much evidence to support it. Here we set out a justification for the project and the form it will take, based on established Shared Space principles of how best to support in-service teachers’ ongoing professional development through knowledge exchange with academics, mindful of equal power relations. While appreciating aspects of the notion of ‘powerful knowledge’ on which ‘theory-rich’ Teacher Fellowships have been based, we cite thinking from the emerging After RE project to suggest a modified theoretical framework for our investigation which will innovate methodologically when evaluating its impact in partnership with teacher participants.

CROSS-CULTURAL AWARENESS IN DEVELOPING COMMUNICATIVE FOREIGN LANGUAGE COMPETENCE OF MAJORS IN AVIATION

Professionally oriented training implies involvement of professional knowledge and job-related skills. Therefore, the National English for Specific Purposes Curriculum focuses on integrated approach to the formation of linguistic and specialism-related competence. Communication factors (media, terminology and language) are of primary importance in Aviation English as communication failures pose serious threats to flight safety.

Considering the Lessons of Curriculum Studies in the Design of Science Instruction: Varieties of Meaning and Implications for Teaching and Learning

This article is an introduction to the rich domain of curriculum studies with specific reference to science teaching and learning. It is designed not as a systematic review or theoretical treatise but rather as an overview for those charged with transforming science content and processes into a classroom curriculum. In other words, while written from the scholarly perspective of curriculum studies, the hope is that it will be seen by teachers as a set of possibilities rather than recommendations while reminding educators that what happens in classrooms to students and their parents is the curriculum, but it is only one of many that might have been delivered. To accomplish this, this paper explores the complex definition of curriculum including the notions of the kinds of curriculum from null, to formal, received, and learned with an emphasis on what occurs as a specific curriculum design results in effective and even faulty learning, a unique consequence proposed here. Next, we explore the common curriculum ideologies or orientations including those focused on academic advancement, tradition, student-centeredness, and social improvement. Finally, a formal recommendation for the content of science instruction in the U.S.—the Next-Generation Science Standards, is are considered as a conclusion by applying the expansive perspective of the term and nature of curriculum discussed throughout.

Competencies and fighting syllabusism

For decades, mastery ambitions related to processes like problem-solving, modelling, and reasoning have been incorporated in mathematics curricula around the world. Meanwhile, such ambitions are hindered by syllabusism, a term I use to denote a conviction that results in mastery of a subject being equated with proficiency in a specific subject matter and making that equation the fulcrum of educational processes from teaching to curriculum development. In this article, I argue that using an open two-dimensional structure for curricular content that comprises a set of subject-specific competencies and a modest range of subject matter can help fight syllabusism. I explore and motivate the concept of syllabusism, using the development of a width-depth model of possible curricular ambitions within a given period of time to visualise the detrimental consequences for the attained depth of student learning. In the final part of the article, I illustrate the use of the width-depth model by analysing a specific mathematics curriculum. This analysis leads to two conclusions. Firstly, by highlighting mastery ambitions at the structural level, an open two-dimensional content structure is a powerful means to fight syllabusism. Secondly, using such an approach requires the explicit expression of these mastery ambitions and their conceptualisation independent of the subject matter. In the case of mathematics education, this has taken the form of a set of mathematical competencies.

How should we change teaching and assessment in response to increasingly powerful generative Artificial Intelligence? Outcomes of the ChatGPT teacher survey

There has been widespread media commentary about the potential impact of generative Artificial Intelligence (AI) such as ChatGPT on the Education field, but little examination at scale of how educators believe teaching and assessment should change as a result of generative AI. This mixed methods study examines the views of educators (n = 318) from a diverse range of teaching levels, experience levels, discipline areas, and regions about the impact of AI on teaching and assessment, the ways that they believe teaching and assessment should change, and the key motivations for changing their practices. The majority of teachers felt that generative AI would have a major or profound impact on teaching and assessment, though a sizeable minority felt it would have a little or no impact. Teaching level, experience, discipline area, region, and gender all significantly influenced perceived impact of generative AI on teaching and assessment. Higher levels of awareness of generative AI predicted higher perceived impact, pointing to the possibility of an ‘ignorance effect’. Thematic analysis revealed the specific curriculum, pedagogy, and assessment changes that teachers feel are needed as a result of generative AI, which centre around learning with AI, higher-order thinking, ethical values, a focus on learning processes and face-to-face relational learning. Teachers were most motivated to change their teaching and assessment practices to increase the performance expectancy of their students and themselves. We conclude by discussing the implications of these findings in a world with increasingly prevalent AI.

Situated enactments of global competence in three schools in Victoria

ABSTRACT The OECD’s PISA is seen as a ‘global yardstick’ against which countries measure the quality of their education systems. In 2018 PISA included an assessment of global competence. This paper starts with the premise that in using a single global instrument to ‘measure’ this phenomenon, PISA claims standardisation over contextually rich data that can then inform policy and, arguably, in turn practice. Data for this study is based on tracking ‘global competence’ through documentary analysis, interviews, and then ‘survey encounters’ where PISA global competence questionnaire items were discussed by principals and teachers in three schools in Victoria, Australia. The analysis illustrates that schools and teachers variously educate for global competence according to the specific cultural context, policy and curriculum in ways that highlight the inadequacy of a global metric. With the growing attention to educating for global citizenship and the OECD’s development of global measures, this investigation of localised understandings of global competence magnifies the ‘situatedness’ of knowledge (and therefore assessment practices). Questions are raised about what is ignored in metrics when such a contested concept is operationalised, and points to the lack of validity of this metric because it de-contextualises how global competence is understood by teachers and enacted in curriculum.

Metaverse: A Paradigm Shift in STEM Education for Science Learning Beyond the Review

The integration of the Metaverse into innovative education has the potential to transform traditional teaching methods, offering new opportunities for both in-person and remote learning, ultimately making education more engaging and effective. This research aims to provide a cutting-edge assessment of how the Metaverse is integrated into education specific to science learning in the context of future employment. This article highlights its contemporary relevance and novel insights. This qualitative descriptive study uses data-gathering procedures based on the library research method. Metaverse platforms offer immersive and interactive experiences that enhance students’ understanding of scientific concepts. Metaverse-based science learning is not confined by geographic limitations, enabling a broader audience to access quality educational content. Researchers are increasingly interested in investigating the effectiveness of metaverse-based science learning, and industry support and investment drive innovation in this field. However, this study is limited in its reliance on Scopus as the sole source of articles. Nevertheless, this research is a valuable resource for educators seeking to integrate the Metaverse into science education. Researchers recommend that future researchers conduct more targeted literature reviews focusing on specific learning models, subjects, educational levels, and curriculum variations.

Perceptions and readiness of high school mathematics teachers for integration of ICT tools in the teaching and learning of mathematics

This paper seeks to gain insights into teachers’ perceptions, and readiness to integrate information and communication technology (ICT) tools in mathematics instruction. A mixed-methods approach was employed, involving surveys and interviews with a sample of high school mathematics teachers. The study involved 90 mathematics teachers working in three senior high schools in Kumasi metropolis in Ghana. The study revealed that teachers generally hold positive perceptions of the benefits of ICT tools in mathematics teaching. They strongly agree that ICT tools enhance students’ understanding of mathematical concepts and improve their engagement and motivation in mathematics classes. Teachers also recognize the potential of ICT tools in promoting problem-solving skills and providing opportunities for differentiation and personalized learning. However, opinions regarding student-centered learning, exploration, and creativity through ICT tools were more varied, suggesting a need for further investigation and support in these areas. In addition teachers expressed the need for continuous training on specific tools, curriculum alignment, and assessment methods.<i> </i>

THE EMPLOYABILITY OF PEOPLE WITH VISUAL IMPAIRMENT IN MANZINI REGION OF ESWATINI

The purpose of this study was to investigate the employability of people with visual impairment (PVI) in the Manzini region of Eswatini. The study was located within the interpretivist paradigm. It was qualitative in approach and took a phenomenological research design. Twelve participants were selected using convenience and snowball sampling techniques. Individual indepth interviews and a focus group discussion were used to collect data that was thematically analysed. The results of the study indicates that PVI have low academic qualifications due to unconducive learning conditions that they face in school and lack of properly-equipped vocational training centres that can train visually impaired people. It was also revealed that their employability is further affected by negative attitude by possible employers, poor independent living and mobility skills. Consequently, PVI resort to begging on the streets to earn a living. The study concludes that establishing properly equipped schools, with postschool training facilities for PVI and hiring well trained personnel to teach them, would be mediatory strategies that could better the situation. Thus the study recommends that a special curriculum to cater for the PVI’s unique needs be designed and be coupled with a disability scholarship fund to cater for their tuition and boarding fees so that they would access quality education and training which will increase their chances of employability in the labour market.

Contribution of Confessional Religious Education to Intercultural Education in the Republic of Croatia

For a long time, the religious dimension was neglected within the framework of intercultural education, but during the last two decades, it has become its indispensable part. The inclusion of the religious dimension in intercultural education was triggered by the growing awareness of the importance of the religious dimension for the political, social, cultural and educational future of Europe and the development of the culture of coexistance. The need to further deepen knowledge of the religious phenomenon and to implement interreligious education and dialogue is becoming increasingly obvious. The fundamental school subject that systematically mediates religious knowledge in the Croatian education system is confessional Religious Education. The goal of this research is to analyse, present and evaluate the elements that indicate the openness of the confessional Religious Education curriculum to education for interculturality. The research results are based on a comparative analysis of Catholic, Orthodox and Islamic Religious Education curricula. The subject of the analysis were the following curriculum categories: domains, purpose, goals and outcomes. Although all three curricula show openness to the religious dimension of intercultural education, when it comes to the level of specific curriculum content, there is a noticeable difference in the percentage of outcomes and topics related to knowledge of other religions and the promotion of interreligious learning and dialogue.

Pendidikan Politik Santri Dipondok Pesantren Jabal Rahmah Anau Kadok Talang

This research is motivated by the importance of political education among students (santri) of the Jabal Rahmah Anau Kadok Talang Islamic Boarding School. The aim of political education at this boarding school is to shape the character of the students, enabling them to become citizens with ethical and polite political behavior, as well as a deep understanding of political issues. Although there is no specific curriculum for teaching political education, it is integrated through subjects such as Civic Education (PPKN), the activities of the Student Executive Board (BES), discussions, democratic culture practices, and the study of the Prophet's biography (Siroh Nabawiyah). This research employs a qualitative approach, collecting data through in-depth interviews. The objective is to analyze how political education at the Jabal Rahmah Islamic Boarding School shapes the political perspectives and thought patterns of the students, as well as the role of the school leaders in forming the students' political understanding. The research findings indicate that political education at this boarding school focuses on knowledge transfer, consciousness-raising, political identity, and organizational skills development. Through democratic spaces within the Student Council (OSIS) and lectures, the students acquire an understanding of positive political values. The students are also engaged in organizational activities that allow them to develop leadership skills. The political education at this boarding school successfully shapes good behavior, teaches ethical and wise political conduct, and equips the students to respond to political issues. The conclusion drawn from this research is that political education at the Jabal Rahmah Islamic Boarding School effectively molds the character and political understanding of the students. By employing an approach that involves various aspects of knowledge, orientation, behavior, and political action, the political education at this boarding school is capable of producing students who are aware of their rights and responsibilities as citizens, possess political ethics, and can approach political issues wisely. This research provides fresh insights into how political education can shape the character and political perspectives of students, and have an impact on their involvement in political and social life in Indonesia..

On the Importance and Necessity of Implementing Modern Educational Technology in Applied Curriculum of Higher Vocational Colleges

Since the outbreak of the novel coronavirus epidemic, the country has carried out a teaching reform, rapidly using a variety of modern educational technologies to achieve cross-space and cross-time teaching. The research on the application of modern educational technology in teaching has become a hot topic. Taking the course of Nutrition Science as an example, this paper summarizes the relevant teaching and research focuses at home and abroad. The main points are that the application research on the combination of modern educational technology and specific curriculum content is not deep enough in terms of the content that needs special attention in the development of education and teaching. Then it analyzes the disadvantages of traditional teaching and the superiority of modern educational technology applied in teaching, affirms the importance of modern educational technology, traditional teaching and modern educational technology should complement each other and integrate each other. Finally, some suggestions are put forward on the application of modern education technology in classroom teaching, focusing on the details of teaching work, paying attention to comparative analysis, practice, effectiveness, research refinement, the data of teaching effect, school-enterprise cooperation and curriculum digitization etc. Any new educational technology is only a teaching tool and auxiliary means, which cannot completely replace traditional teaching forms, let alone be implemented for the sake of implementation. The importance and necessity of modern educational technology are built on the basis of better serving students. Everything is "student-centered", and teachers can reasonably apply modern educational technology to teaching design and leading classroom implementation.

Interests and Barriers to Medical Students Participation in a Dedicated Global Surgery Curriculum

IntroductionDespite many institutions establishing global surgery (GS) programs to support clinical care and education in resource-limited settings, few have established a specific curriculum in GS. This study's objective was to assess medical student interest in such a curriculum and prospects for future careers in GS/global health (GH), and to define the barriers to pursuing an international rotation. MethodsWe conducted an anonymous online survey of all 495 medical students at a major academic medical center in the mid-South that collected demographic data, country of origin, interest in a GS/GH elective, and barriers to pursuing a GS/GH rotation abroad. The data were analyzed using SPSS software. ResultsPrior international experience increased the likelihood of a student's involvement in GS/GH and more preclinical (years 1 & 2) students (90%) than clinical students. (years 3 & 4) (70%) felt strongly about the value of a GS/GH experience. Of the 163 students who completed the survey, 80% expressed interest in a GS/GH elective, with preclinical students expressing more interest (90%) than clinical students (71%). This interest strongly correlated with an interest in pursuing a career in GH (94%) and/or GS (100%). Identified barriers to engagement in a GS/GH experience abroad included financing (74%), scheduling (58%), family obligations (23%), and personal safety (19%). ConclusionsThe students we surveyed were very interested in a GS/GH curriculum that included a rotation abroad, especially if they were to receive financial support. Preclinical students expressed more willingness to self-fund such experiences. The findings of this survey further strengthen the need to incorporate GS/GH in medical school curricula.

Conceptualizing bioinformatics education in STEM literacy development for pre-service biology teachers

This study aimed to create a basic plan for adding bioinformatics education into STEM (Science, Technology, Engineering, and Mathematics) learning, particularly for future biology teachers. By reviewing studies from 2019 to 2023 in the ERIC Database with the key terms "Bioinformatics Education" and "STEM Literacy," the research highlighted important areas in this subject. It organized the findings into four main themes related to bioinformatics education: levels of education, challenges faced, teaching methods, and methods for research or evaluation. Additionally, it identified three themes in STEM literacy: educational levels, challenges, and definitions or ways to measure it. The review pointed out a critical need for teaching materials, tools, and strategies in bioinformatics for future biology teachers at the college level. It also found a lack of research on STEM literacy at this level, with just three articles addressing it. These articles examined STEM literacy through skills such as general knowledge, career awareness, and communication skills. The suggested basic plan promotes combining bioinformatics education with real-world biological issues, career preparation, and addressing educational shortcomings. It recommends a bioinformatics module with specific curriculum content, tools, and teaching methods to improve STEM literacy, including knowledge, attitudes, and skills in STEM. This plan could guide future research in classrooms to improve STEM literacy among future biology teachers through bioinformatics education.

Promoting citizenship education in the mathematics curriculum: The Malawi secondary school experience

Background: Malawi recognises the importance of citizenship education (CE) as evidenced by its stated goals of education. In secondary schools, CE is offered explicitly in an elective subject called Social Studies. Consequently, some students do not study it. Mathematics is a compulsory subject; therefore, integrating CE would benefit all learners.Aim: Investigating the extent to which the Malawi secondary school mathematics curriculum promotes CE.Setting: Urban classroom with two experienced mathematics teachers.Methods: The first phase involved document analysis of the intended curriculum’s ability to promote CE. The second phase focussed on analysing mathematics lessons and how they extent they promoted CE.Results: The findings show that the curriculum promotes CE to a large extent, but this varies in the specific curriculum materials and the mathematics topics. The teaching also varies; learner-centred lessons offered more opportunities for CE than teacher-centred lessons.Conclusion: We argue that providing for CE in mathematics should go beyond listing in the school curriculum. There should be more clear guidance on how to integrate it into mathematics teaching.Contribution: Our study contributes in at least two ways: (1) Adds to literature on mathematics and CE drawn from Malawi context, which differs from contexts in most literature. (2) Adds to methodology by introducing a rating for CE in curriculum materials and analysis of lessons for CE through the lens of learner-centred continuum.

Trainees' Perspectives on Components of Sickle Cell Specific Education

Background Sickle cell disease (SCD) is at the intersection of social, racial, and healthcare equity in the US. It is a socially and medically complex disease associated with increased morbidity and mortality when compared to age, race, and sex matched persons without SCD. Despite a historically high prevalence, it has not been a priority in healthcare, which contributes to healthcare inequities in this population. Patients and clinicians consistently identify lack of clinician knowledge about SCD as a barrier to quality care. Providers describe discomfort managing patients and have a poor understanding of its complications. The number of physicians trained and available to treat adults with SCD is insufficient to meet population needs. With most hematology/oncology trained physicians choosing careers in oncology, the pool of practitioners with expertise in SCD is shrinking. This underscores the time-sensitive need for building an effective, sustainable, and patient-centered sickle cell educational curriculum early in training. At present, there is no widely used resource for SCD-specific education, and little research has been published describing physician education for this complex disease. This qualitative study is the first part of a two-part study which aims to serve as a needs assessment to understand the SCD specific educational demands of trainees and set the stage for survey development for wider distribution. Methods Residents applying for hematology/oncology fellowship and current fellows were recruited to participate in focus groups to explore trainees' preferences and attitudes for education on the management of patients with SCD. Trainees were recruited via email from seven academic institutions in the US from regions with a high prevalence of SCD. A focus group guide was developed inquiring about trainee perspectives on facilitators and barriers to obtaining sickle cell specific education. Using an inductive and iterative thematic analysis coding approach, all focus group transcripts were coded by an academic hematologist specializing in SCD (LV) and an academic psychiatrist specializing in SCD (EP). Codes were categorized and themes and subthemes developed. Results Four focus groups were conducted with a total of 15 participants (2 PGY 3 residents, and 13 hematology/oncology fellows PGY 4-6). Three themes were identified (Table): 1. Discomfort caring for patients with SCD. Trainees experienced feelings of fear, frustration, and powerlessness when caring for patients with SCD. 2. Challenges managing SCD. Trainees described the complexity of SCD management, limited treatment options and evidence-based practice, and navigating bias in healthcare as contributing to the challenge of treating patients with SCD. 3. Desire for SCD specific education during fellowship.Trainees noted ideal components of education should include exposure to patients longitudinally and in multiple settings, access to SCD expertise in the form of experts and expert guidelines, and SCD specific didactic content. Conclusions This study examined the experience of trainees with regards to SCD education and clinical care. Participants described how a lack of SCD specific education reinforced a cycle of discomfort and difficulty caring for patients with SCD (Figure). Lack of exposure to patients and access to experts impedes developing a sense of mastery in treating SCD. SCD education was underemphasized even at institutions with a high prevalence of SCD and a SCD program. Evidenced-based guidelines based on low evidence hinders self-directed learning. Overall, SCD specific education is under-emphasized in fellowship. Trainees who felt the most comfortable had a SCD specific curriculum integrated throughout the fellowship experience. A SCD specific curriculum in the form of case-based didactics and a SCD rotation, where feasible, should be built into hematology/oncology fellowship training to increase trainees' knowledge, comfort and therefore desire in caring for patients with SCD. This qualitative research study is the first of its kind and serves to set the stage for survey development to capture a larger needs assessment of the SCD specific educational demands of hematology/oncology fellows. Optimizing the care of persons with SCD requires a competent and confident workforce. This study provides key insights into the development of infrastructure to support such training.

Analysis of the Doctor of Public Health (DrPH) training and identity needs in the United States: a qualitative study

BackgroundThe Doctor of Public Health (DrPH) is the highest attainable degree in the field of public health, specifically designed to prepare professionals to address complex public health challenges in practical settings. This study was designed to explore the importance of achieving a shared and uniform understanding of DrPH education, assess the optimal direction for DrPH training, and investigate the specific curriculum requirements by gathering insights from current DrPH students and alumni in the United States.MethodsA total of 13 focus group discussions and two in-depth interviews (total participants: 50) were conducted through Zoom to see how DrPH students and alumni assessed their DrPH educational programs.ResultsThree overarching findings emerged from the analysis of focus group discussions and in-depth interviews. First, participants expressed a preference against a national DrPH board examination, but advocated for a standardized common core curriculum that extends across the entire nation. Second, the ideal direction for DrPH training was perceived to involve a practice-based approach, emphasizing the importance of multi-, inter-, and trans-disciplinary instruction delivered by faculty with practical experience. Last, there was a demand for a DrPH-specific unique curriculum encompassing areas such as mixed method analysis, leadership and management, applied communication, crisis and change management, proficiency in addressing contemporary topics, and tailored applied and integrative learning requirements specific to the DrPH program.ConclusionsWe explored a range of DrPH training and identity needs among 50 participants, comprised of students and alumni who directly benefit from DrPH education. By considering these inputs, individuals from institutions that offer the DrPH degree can further enhance the quality of public health practice training and make significant contributions to the overall advancement of the field of public health.

Abstract 18223: The Afro-DPP Program: A Pilot Cluster-Randomized Virtual Cardiometabolic Health Program to Improve Hypertension and Glycemic Control Among African Immigrants

Background: Black persons and immigrants in the US are disparately impacted by poor cardiometabolic health (CMH). We hypothesized that combining lifestyle intervention with culturally specific curriculum and remote monitoring will improve CMH. Aim: To test the effectiveness of a culturally tailored intervention on blood pressure (BP) and hemoglobin (Hb) A1ccontrol among African Immigrants. Methods: Afro-DPP is a pilot cluster-randomized trial (NCT05144737) that compared effectiveness of a multicomponent CMH intervention in 60 adults with ≥2 CMH risk factors attending two churches (first intervention or delayed intervention arms). First intervention arm began the lifestyle intervention with a Lifestyle Coach; delayed intervention arm began 6 months later. The outcomes were 6-month change in BP, body weight, and HbA1c. Results: There were 30 adults in each arm, mean age was 50.6(±11.9) years. At 6 months, in the first intervention arm, systolic BP and diastolic (BP decreased by 11.32 mmHg and 9.73 mmHg, respectively; in the delayed intervention arm SBP and DBP decreased by 9.31 mmHg and 5.34 mmHg, respectively ( Figure ). In the first and delayed intervention arms, we observed a 2.6kg and 2.4kg weight reduction, respectively. HbA1c reduction was greater in the first compared to delayed intervention arm (-0.29, 95% CI, -0.58 to 0.01%). Likelihood of BP (<130/80mmHg) and HbA1c (<7%) control were 2.00 (95% CI 1.73 to 2.29) and 1.57 (95% CI 1.02 to 2.42) times higher in the first compared to delayed intervention arm. Conclusions: The improvement in BP and body weight supports effectiveness of a culturally specific multicomponent intervention in improving CMH among African immigrants.