Curriculum Standards Research Articles

Perceived discrepancies in neurosonology training and certification across Europe: a RRFS/EAN survey

IntroductionNeurosonology is a vital paraclinical investigation in modern neurology. However, access to education and certification in neurosonology for neurology residents and young specialists in Europe is challenging, and comprehensive data regarding this topic are scarce. Information regarding difficulties in neurosonology training across Europe may help bring this topic under the spotlight and act as a call for the harmonization of curricula across the continent.MethodsWe performed an online survey targeting European neurology residents and young specialists, focusing on neurosonology training and certification. The survey was conducted between May and September 2023 and received responses from 282 participants representing 37 European countries.ResultsThere were disparities in neurosonology training during residency, with 6 (16.2%) out of 37 countries reporting a dedicated curriculum. The respondents expressed an overall lack of satisfaction with theoretical knowledge (rating their experience as very poor 28.0%, poor 20.2%, neutral 25.9%, good 19.3%, and very good 6.6%) and practical skills gained during their training (rating their experience as very poor 30.9%, poor 18.9%, neutral 22.6%, good 18.1%, and very good 9.5%). A total of 282 respondents (5.7%), 16 held a national certification in neurosonology, claiming obstacles such as high costs of certification and a limited number of certifying centers.DiscussionThis survey reveals significant variations in neurosonology training across Europe, indicating difficulties in obtaining certification. Despite the increasing importance of neurosonology, many neurologists feel inadequately prepared and lack practical training during residency, emphasizing the need for better and more standardized access.ConclusionThe survey underscores challenges and disparities in neurosonology training and certification in Europe. Standardization of curricula and increased awareness about available certifications are crucial to address these issues. The interest in European Certification suggests a potential solution for enhancing neurosonology training at the international level.

Sustainability of a dual language program during and beyond COVID-19 challenges

ABSTRACT This study evaluates the Dual Language Program (DLP) implemented at a Title I public school in Baltimore City during the 2019–2020 and 2020–2021 school years. Building on previous research, the DLP's implementation, sustainability, and effects on students’ learning outcomes were examined. Utilizing a mixed-methods approach, the study’s second phase included participants from the school’s mainstream, English-only program (MP), enriching the overall understanding of the school community’s perception of the program. Data were collected through surveys, classroom observations, and standardized assessments—the DIBELS and the iReady Diagnostic assessments. Findings showed challenges with curriculum standardization and prevalent misconceptions about bilingualism. Nevertheless, the program's successes were evident in DLP students’ enhanced engagement, parental involvement, and community support. Despite the challenges of the COVID-19 pandemic, the DLP demonstrated its capacity for scaleability and sustainability. During the 2020–2021 school year, regardless of virtual learning, DLP students not only maintained but, in the case of Cohort 1, showed greater growth in reading skills compared to MP students, with Cohort 3 DLP students improving to reach statistically similar performance levels to their MP peers. Findings indicate that the DLP has the potential to serve as a sustainable educational program, fostering both dual language proficiency and academic outcomes.

Impact of a Case-Based Sleep Apnoea Education on the Knowledge, Attitudes and Confidence of Dental Hygiene Students-A Multicentre Intervention Study.

This pilot study aimed to explore knowledge, attitudes and confidence levels of Obstructive Sleep Apnoea (OSA) before and after case-based education among dental hygiene students. Moreover, to give an international perspective, this study included students from the US and Scandinavia. A longitudinal multicentre study assessed dental hygiene students' OSA knowledge, attitudes and confidence through a case-based education model. Students from six dental hygiene programmes in the US, Norway and Sweden participated from 2021 to 2022. The intervention group (N = 89) received preview material, live synchronous OSA lecture, case-based screening of fictitious patients and clinical practice using the STOP-Bang screening tool. Controls (N = 70) followed the standard curriculum. The Obstructive Sleep Apnoea Knowledge and Attitudes (OSAKA) questionnaire, comprising 18 knowledge and five attitude/confidence questions, was used. Reliability was assessed and nonparametric tests determined OSAKA knowledge score differences among the baseline, 6 months and 12 months intervals. The intervention increased OSA knowledge with the largest increase in proportions of correct responses occurring between the baseline and 6 months and all single items showing a higher proportion of correct answers at 12 months compared to the baseline. Students' attitudes regarding the importance of OSAKA and confidence in managing patients increased from the baseline to both 6 months and 12 months. The case based educational intervention increased OSA knowledge and improved attitudes and confidence among dental hygiene students. The results also determined that the OSAKA questionnaire can be used in a setting with dental hygiene students to provide an overview of their knowledge, attitudes and confidence toward OSA. Current sleep medicine education in dental hygiene programmes is limited, suggesting the need for enhanced and sustained educational interventions to address this knowledge gap.

The impact of a metacognition-based course on school students’ metacognitive skills and biology comprehension

The fast-paced and intricate nature of the current society, coupled with the ongoing changes in educational requirements, calls for the cultivation of higher-order thinking skills. To that end, adopting metacognitive strategies could be instrumental. This paper aimed to evaluate the effects of a 10-week-long metacognition-based biology course on school students’ metacognition and biology comprehension. Employing a mixed-methods quasi-experimental design, the study involved 120 eighth-graders from two public schools. One group was exposed to metacognitive questioning, while the other one continued with regular classroom activities. The results showed that participants who received metacognition-guided instruction achieved higher scores on the biology test and reported improved metacognition as compared to those who followed the standard curriculum. These outcomes were consistent across genders and regardless of whether a student reported a deep or surface learning approach. Qualitative analysis extracted themes of collaboration and understanding among the students. They appreciated the specificity of tasks, which deepened their comprehension, and valued collaborative learning facilitated by metacognitive prompts. These prompts not only enhanced their understanding but also contributed to fostering a positive classroom environment. This research underscores the effectiveness of metacognitive support in enhancing biology education. It advocates for the integration of metacognitive strategies into classroom practices, emphasizing the positive impact they can have on students’ learning experiences and outcomes.

Building bridges - Fostering collaborative education in training dental informaticians.

Dental informatics is an emerging discipline. Although the accreditation agency governing dental education programs asserts the importance of informatics as foundational knowledge, no well-defined dental informatics courses currently exist within the standard predoctoral dental curriculum. There is a nationwide lack of dental informatics academic programs. This training gap is due to a lack of qualified dental informaticians to impart knowledge on dental informatics. This paper aims to introduce a novel conceptual framework for an interdisciplinary dental informatics program in preparing students to become dental informaticians. In 2023, we developed a standalone graduate certificate program in dental informatics at Indiana University (IU) School of Dentistry in collaboration with IU Luddy School of Informatics, Computing, and Engineering and IU Fairbanks School of Public Health. Feedback was collected through online surveys to assess course quality from students who took Introduction to Health Information in Dentistry. Feedback was analyzed qualitatively, utilizing a thematic analysis approach. Common responses relevant to dental informatics education were grouped into themes. Five major themes emerged during our analysis of the students' feedback: foundational knowledge and skills; experiential learning: learning by doing; access to resources and working on clinical information systems; health promotion through team-based learning; and retention of knowledge assessment and application. A conceptual framework was formulated through these themes as a guideline for future program improvement. This interdisciplinary educational program framework showed how students and faculty from various disciplines could collaborate, learn from each other, and bring in expertise from different domains. The collaboration happens in clinical, laboratory, and virtual settings to acquire hands on learning through practice and research projects. The developed conceptual framework aligned with the interdisciplinary nature of dental informatics. It can potentially be adopted by other interdisciplinary informatics programs in health and non-health care disciplines.

Issues and Countermeasures in Chinese FLTRP Primary School Textbooks under the New Curriculum Standard

The New Curriculum Standard (NCS) is the norm and quality requirement of the Chinese national educational curriculum as well as the basis of teaching management, curriculum evaluation, and textbook compilation. In textbook design, the selection of textbook materials should meet the objectives and requirements of the NCS. Since appropriate teaching materials are essential to curriculum standards and effective teaching, we must follow the consistency between textbook materials and curriculum standards to achieve an ideal degree of conformity with the textbook system and teaching objectives and promote the sustainable development of the English curriculum reform. However, the current primary school English textbooks fall short of the NCS, which leads to difficulties in implementing teaching tasks and achieving teaching goals. Given these difficulties, we should analyze the causes from three dimensions: linguistic knowledge, cultural awareness, and learning strategies. In addition, a high recurrence of phonetic knowledge, systematic grammar presentation, diversified learning styles, level grading, and in-depth involvement of cultural factors are keys to the perfect conformity of the NCS and English textbooks.

What are future doctors learning about sex? An assessment of sexual health curricula across medical schools in the Northeastern United States.

Sexual health is an imperative area of study in medical school education, yet many medical schools do not offer a comprehensive curriculum nor is it standardized across the United States (US). This study aims to assess written curriculum materials from sexual health curricula in medical schools across the northeast region of the US and compare the current teachings to suggested standards. A compilation of academic resources including lecture materials and syllabi were systematically reviewed utilizing a standardized and validated rubric with variables assessed including: biological and psychological aspects of human sexual development, anatomy and physiology of the human sexual response cycle, sexual health in relation to human reproduction, and contraceptive options. We analyzed our data from the document analysis to look at the frequency of inclusion and exclusion of the sexual health topics included in our rubric. The outcomes of our data set were in line with our hypothesis that there is significant variance between sexual health curricula across institutions as well as an overall lack in material covering sexual health topics. The data show significant sex specific differences such that male-specific topics were covered more frequently than female-specific information. Additionally, only one of the 10 schools examined taught about vulvar conditions. There was also a paucity of information about sexuality in the post-partum period. The clinical implications of this study aim to highlight the discrepancy between an ideal sexual health curriculum and what is actually being taught in medical schools and help to guide future work of creating a comprehensive and standardized sexual medicine education in US. medical schools. The validity of this study was strengthened by analyzing direct curricula materials as opposed to previous use of subjective, self-reported questionnaires. However, the sample location being restricted to the Northeast was a limitation to generalize findings across the country. Future studies would aim to analyze medical school curricula across different regions in the US. This study shows that there is a lack of comprehensive and standardized sexual health curriculum in medical schools in the Northeastern US and serves as initial evidence for further investigation of this topic across American medical schools.

핵심역량 함양을 위한 초⋅중등학교 교육과정기준 개발 연구: 핵심프로젝트 중심으로

Objectives The purpose of this study is to develop core-project curriculum standards for elementary and middle school schools by assuming the elementary and middle school curriculum for cultivating core competency as a ‘core project’ and exploring the curriculum standard development model for this purpose. Methods To this end, according to the ABCD (A Bridge Curriculum Development) procedure, the basic questions of the core-project curriculum standards for elementary and middle school schools were set and a draft plan was designed, and a draft and revised plan were prepared by reflecting the opinions of elementary and middle school teachers and experts. The final draft was finalized through an expert council and applied to the general outline of the 2015 revised curriculum. Results Firstly, in order to discover core-projects that fit the characteristics of the subject, the ‘10 characteristics’ of core projects that represent the characteristics of core-projects were derived. Secondly, the research and development of the core-project curriculum standards for elementary and middle school schools was materialized through the process of draft, draft, revision, final draft, and application plan. Thirdly, it was confirmed that the elementary and middle school curriculum standards for cultivating core competencies are universally applicable to various subjects such as technology and science. Conclusions Firstly, core-projects can become an important curriculum that allows students to comprehensively learn subject matter and core competencies. Secondly, It was confirmed that there was a need to maximize educational effectiveness by clearly establishing the function, form, and contents of elementary and middle school curriculum standards for cultivating core competency. Thirdly, it was emphasized that the development of curriculum standards should reflect the diverse needs of society, learners, and academics.

2022 개정 특수교육 기본 교육과정 수학과 성취기준 분석: Bloom의 신교육목표분류학에 기초하여

Objectives This study aims to provide implications for the achievement standards of the basic curriculum for mathematics in the 2022 Revised Special Education Basic Curriculum by analyzing them based on Bloom's revised taxonomy of educational objectives. Methods To this end, a total of 182 mathematics achievement standards of the revised 2022 special education basic curriculum were analyzed for five grade groups and five mathematics areas based on Bloom's new taxonomy of educational objectives. Results First, the achievement standards for each grade were analyzed. As a result, among Bloom's knowledge dimensions in all grade groups, ‘factual knowledge’ was the highest with 104 (57.1%), and among the cognitive process dimensions, ‘Understanding’ was the highest with 89 (48.9%). A binary classification analysis of knowledge and cognitive process levels, the achievement standards for remembering factual knowledge were found in 55 achievement standards(30.2%). There were no achievement standards for ‘Meta-cognitive knowledge’, ‘Evaluation’, and ‘Create’. Second, as a result of analyzing the achievement standards by mathematics area, ‘Factual knowledge’ was the highest in the knowledge dimension with 45 achievement standards (48.9%) for numbers and operations, 28 (87.5%) for shapes, and 24 (92.2%) for measurement. ‘Conceptual knowledge’ was the highest with 12 (70.5%) in the regularity area and 9 (60%) in the data and probability area. In the cognitive process, ‘Remember’ was the highest with 29 (31.5%) in the number and calculation areas and 18 (56.3%) in the measurement areas was the highest with 17 achievement standards (65.3%), the regularity area with 7 achievement standards (41.1%), and the data and probability area with 9 achievement standards(60.0%). There were no achievement standards for ‘Meta-cognitive knowledge’, ‘Evaluation’, and ‘Create’. Conclusions Based on the results of this study, implications for the development of mathematics achievement standards of the basic curriculum for special education and suggestions for future research were made.

ANALISIS KESESUAIAN SKL, KI, KD, DAN INDIKATOR KURIKULUM PAI

ABSTRACT A thorough analysis of the alignment between SKL, KI, KD, and curriculum indicators of Islamic Education (PAI) is crucial to ensure that the curriculum developed is truly relevant to the needs of students and can significantly contribute to character building and a good understanding of Islam. This study aims to analyze the alignment between Graduate Competency Standards (SKL), Core Competencies (KI), Basic Competencies (KD), and indicators in the Islamic Education Curriculum (PAI). The alignment between these elements is a critical aspect in ensuring the effectiveness of the learning process and the achievement of the desired educational goals. The research method used is literature study with a descriptive qualitative approach. The results indicate that, in general, there is good alignment between SKL, KI, KD, and indicators; however, some discrepancies were found that could affect the achievement of student competencies. Some KD do not fully reflect the competencies expected in the SKL, and some indicators do not clearly measure the achievement of the set KD. These findings provide recommendations for improvements in the development and implementation of the PAI curriculum to be more integrated and consistent in achieving educational goals. Keywords : Curriculum Alignment, SKL, KI, KD, Indicators, Islamic Education

Innovative Design and Practical Exploration of Junior Middle School English Unit Teaching Under the Guidance of New Curriculum Standards

This paper aims to explore the innovative design and practice of junior middle school English unit teaching under the background of new curriculum standards. Under the guidance of the new curriculum standards, the establishment of unit teaching objectives should be guided by core literacy, focusing on cultivating students' ability and quality of doing things in English, and improving their language ability, cultural awareness, thinking quality and learning ability in the process of problem solving. When designing the unit teaching content, we should take the big concepts as the core, refine and focus on these big concepts according to the teaching objectives, and build the logical structure and timing structure of the teaching content around them, so as to effectively promote students' understanding of the big concepts. When arranging the unit teaching process, English practice should be taken as the path, and practical English teaching process should be built through project-oriented, task-based and activity-based design methods, so that students can achieve comprehensive improvement of core literacy in the complete English practice process.

On the Integration of "Teaching, Learning and Evaluation" from the Perspective of Core Literacy and its Construction Paths

In the curriculum standards for various subjects in compulsory education issued in April 2022, it is advocated that the "teaching, learning, and evaluation" be integrated, and teachers are required to transform their educational approach and pay attention to the educational function of evaluation. The integration of "teaching, learning and evaluation" is not only the basic requirement of the new curriculum scheme, but also an important path to deepen the reform of basic education curriculum teaching, but also an important measure to develop students' core quality and implement the fundamental task of cultivating morality and people. However, from the current teaching practice, there are still many problems in the integration process of "teaching, learning and evaluation". This study makes a specific analysis of this, and tries to put forward the strategy of constructing the integration of "teaching, learning and evaluation", explore the effective path to promote teaching, so that the integration of "teaching, learning and evaluation" can be implemented.

The effects of school-based hygiene intervention programme: Systematic review and meta-analysis.

Children are susceptible to infections due to frequent participation in school group activities and their often-suboptimal hygiene practices. Frequent infections in children affect school attendance, academic performances, and general health. The effectiveness of school-based hygiene-related intervention programmes need to be informed by updated high-quality synthesised evidence. In this systematic review, we searched PubMed and Cochrane CENTRAL for randomised and non-randomised interventional studies that evaluated school-based hygiene-related interventions. We assessed risk-of-bias (Cochrane risk-of-bias 2 tool), performed random-effect meta-analysis (RevMan 5.4) and rated certainty-of-evidence (GRADE). Thirty-nine trials (41 reports), published from 2011 to 2024 from 22 countries were included. Twenty-three studies contributed data for meta-analysis. All school-based interventions were compared with standard curriculum and demonstrated very low to low certainty-of-evidence due to study methodological limitations and imprecision. Hand-body hygiene interventions may improve knowledge, attitudes and practices (SMD 2.30, 95%CI 1.17 to 3.44, 6 studies, 7301 participants), increase handwashing practices (RR 1.75, 95%CI 1.41 to 2.17, 5 studies, 5479 participants), and reduce infection-related absenteeism (RR 0.74, 95%CI 0.66 to 0.83, 5 studies, 1017852 observations). Genital hygiene interventions may improve attitude (SMD 6.53, 95%CI 2.40 to 10.66, 2 studies, 2644 participants) and practices (RR 2.44, 95%CI 1.28 to 4.68, 1 study, 1201 participants). However, intervention effects on oral hygiene appeared mixed, with worsening of the oral hygiene score (SMD 3.12, 95%CI 1.87 to 4.37, 2 studies, 652 participants) but improved dental hygiene (SMD -0.33, 95%CI -0.53 to -0.13, 3 studies, 4824 participants) and dental caries scores (SMD -0.34, 95%CI -0.52 to -0.16, 4 studies, 2352 participants). Limited evidence suggests that interventions targeting hand-body and genital hygiene practices may improve knowledge, practices, and infection-related absenteeism. However, the effects on oral hygiene intervention appeared mixed. Future research should strengthen randomisation and intervention documentation, and evaluate hygiene-related behaviour, academic performances and health outcomes.

Access to dental care among individuals with intellectual and developmental disabilities in India: A scoping review.

Individuals with intellectual and developmental disabilities (IDDs) face numerous challenges in accessing dental care. Despite difficulties, more evidence exploring difficulties among this cohort in India is needed. This study aims to conduct a scoping review of articles published in India exploring access to dental care among individuals with IDD. We followed the Arksey O'Malley framework for scoping reviews and the PRISMA guidelines for reporting studies. Findings were analyzed based on Levesque's framework for access. Seventeen articles were collated from five databases. The perceived need for dental care was low, and dental visits were mainly need-based and infrequent. Knowledge regarding dental care did not translate to dental visits. Patient-related barriers were cost, transportation difficulties, fear, lack of dentist skills, patient behavior, and cooperation. From the providers' perspective, most dentists were willing to treat but noted infrastructural and knowledge-based limitations. Access to dental care was limited due to infrastructure constraints and a lack of dentist training. Caregivers and individuals with IDD did not prioritize dental health, faced communication barriers, and were afraid of dental procedures. It is important to improve preventive dental care and raise awareness among caregivers of individuals with IDD in India. Training dentists and incorporating special care dentistry into the standard dental curriculum will improve access.

Building Inclusive Learning Communities in Multicultural Classrooms: The Role of the CTL Model in Learning Interpersonal Skills

This study explores the effectiveness and challenges of implementing the Contextual Teaching and Learning (CTL) model in multicultural classrooms, particularly focusing on its impact on interpersonal skills development. The primary aim is to investigate how the CTL model enhances student engagement by connecting academic content to real-world contexts and to identify the barriers that impede its effective application. This research utilized a qualitative approach with a case study method to examine the application of the CTL (Contextual Teaching and Learning) model in building inclusive learning communities and fostering interpersonal skills in multicultural classrooms. The data collection techniques used in this study included interviews, observations, and document analysis. The findings indicate that while the CTL model significantly enhances student engagement and fosters the development of interpersonal skills, its implementation is fraught with challenges. Key obstacles include insufficient teacher training, misalignment with existing curriculum standards, limited resources, and institutional barriers such as rigid schedules and lack of administrative support. Despite these challenges, the research highlights the importance of sustained professional development and a supportive learning community to overcome these barriers. By addressing these issues, educators can better leverage the CTL model to create inclusive and effective learning environments. Overall, this study underscores the potential of the CTL model to transform teaching practices and improve student outcomes in multicultural settings. It calls for a concerted effort to provide the necessary support and resources for educators to implement the CTL model successfully, thereby enhancing educational experiences and fostering inclusive learning communities.

The Numerically Leveled Performance Assessment Framework (NLPAF): A Literature-Based Evaluation of Acceptability

ABSTRACT The purpose of this study is to present a literature-based, initial “evaluation of acceptability” (American Educational Research Association et al., 2014, p. 7) of the Numerically Leveled Performance Assessment Framework (NLPAF). Its results enable confidence in continuing its use in the authors’ professional development work and in making it available to professional developers and researchers. The authors developed the NLPAF to guide elementary mathematics teachers enrolled in a professional development program in constructing performance assessments they then administer up to three times annually to their students. These assessments measure growth across time in mathematical proficiency relating to the domain of whole number operations most prominent in the curriculum standards for the grade level taught. Numerically leveled refers to the process teachers learn and apply to estimate the size and numerical complexity of computations to be used in designing performance tasks for their students’ unique levels.

A comprehensive undergraduate experiment: preparation and chromatographic evaluation of a core-shell stationary phase based on a covalent organic framework

Continuously promoting new curriculum standards is a key aim of the Ministry of Education of China. With this in mind, this paper introduces a comprehensive teaching experiment for undergraduate instrumental analysis courses that aims to improve students' material-preparation and instrumental-analysis skills through practice. Herein, a covalent organic framework-based core-shell stationary phase material (SiO2@COFTTA-DHTA) is prepared via a one-pot method and characterized in detail, after which its chromatographic properties are evaluated by high performance liquid chromatography (HPLC). The experimental process includes material synthesis and characterization, as well as studying the chromatographic-retention behavior and chromatographic-separation performance of the material. By the combining theoretical science and experimental teaching, this experiment not only deepens students' understanding of the properties of functional materials and their applications, but also improves their experimental-design and critical-thinking skills. This experiment not only cultivates students' interests in scientific research, but also exercises their experimental, operational, innovative-thinking, and practical abilities, while concurrently enhancing their sense of social responsibility and historical mission, thereby delivering the all-round educational goals of experimental teaching.

Training in Transplantation and Cellular Therapy in Latin America: A Cross-Sectional Study of the LABMT

Hematopoietic cell transplantation (HCT) is a complex and resource-intensive procedure that has become a critical treatment for certain hematologic conditions. However, in Latin America, access to HCT is limited compared to high-income countries, in part due to a lack of standardized training programs for HCT professionals. To address this gap, the Latin-American Bone Marrow Transplantation Group conducted a cross-sectional study to assess the current state of training programs in HCT and cellular therapy across the region. This study aimed to describe and analyze the availability, characteristics, and challenges of HCT training programs in Latin America, with a focus on identifying barriers and proposing solutions for improvement. A cross-sectional survey was sent to 127 recognized HCT centers across 14 Latin-American countries in December 2022. The survey collected data on institutional characteristics, training program structure, costs, and barriers to program development. Descriptive statistics were used to summarize the data, and comparative analyses were performed using Chi-square and Mann-Whitney tests. Of the 127 centers surveyed, 50 (39%) responded, with the majority located in Brazil (34%) and Mexico (30%). Among the respondents, 64% (n = 32) offered formal training programs lasting 6 months or longer. The most significant barriers reported were lack of funding (n = 21), limited number of transplant procedures (n = 15), and a shortage of qualified professors (n = 11). Proposed solutions included increasing student mobility opportunities (n = 28), enhancing program quality (n = 27), and improving access to funding (n = 15). Only 6% of programs offered exposure to CAR-T therapy, and fewer than half of the centers provided international rotations. This study highlights significant disparities in HCT training programs across Latin America, with most countries lacking access to formalized training. While Brazil and Mexico serve as regional hubs, other nations have limited or no training opportunities. Addressing these gaps through increased funding, international collaborations, and standardized curricula is essential to improving HCT training and ultimately patient care in the region.

ACTUAL PROBLEMS OF DEVELOPING SAFE BEHAVIOR SKILLS IN CHILDREN OF THE SENIOR PRESCHOOL GROUP

In the article, the authors consider the problems that hinder the development of safe behavior skills of children of the senior preschool group. A literary review of the works of foreign and Kazakhstani teachers and scientists on the safe behavior of older preschool children is made. The definitions of “safety” and “safe behavior” are analyzed. The current state of work on the development of safe behavior skills in a preschool organization, at home, on the street is studied; the characteristic of behavioral reactions of senior preschool children is given; the normative legal documents, the State mandatory standard of preschool education and training of the Republic of Kazakhstan and the Standard curriculum of preschool education and training of the Republic of Kazakhstan in the educational direction “Formation of socio-emotional skills” are analyzed. The purpose of the study is to identify current problems that hinder the development of safe behavior skills in children of the senior preschool group. The authors analyzed the types of child safety (social, physical and psychological, information, transport, educational, environmental, medical, legal and others), which are currently debatable. Based on the analysis of psychological and pedagogical literature, the current problems of ensuring and threatening the safety of children at home, on the street, in a preschool organization are identified. The ways of solving the problems reflected in foreign and Kazakhstani studies on ensuring the safety of older preschool children are considered. In the perspective of our research, determining the effectiveness of “playful learning” in the development of safe behavior skills and its implementation in the educational process of a preschool organization.

Musculoskeletal Learning and Knowledge Retention Among Postgraduate Physicians: Evaluating the Long-Term Impact of a New Preclerkship Curriculum at a Nationally Accredited Medical Program.

Musculoskeletal (MSK) injuries and disorders are exceptionally prevalent in the clinical setting. Despite this, physician training in MSK medicine has been historically inadequate contributing to a lack of MSK knowledge, confidence, and clinical skills among postgraduate physicians. The goal of this investigation was to examine the long-term impact of a new preclerkship MSK curriculum implemented by a nationally accredited medical program on postgraduate physician's learning and knowledge retention in the area of MSK medicine. Five hundred sixty-eight postgraduate physicians (years 1-6) who had previously completed the new curriculum over a 6-year period were recruited to complete a standardized and validated MSK examination that consisted of 30 multiple-choice questions on core or must-know topics in MSK medicine that could be directly mapped to learning objectives within the new preclerkship MSK curriculum. Ninety postgraduate physicians completed the examination, obtaining an average score of 75.0% (±10.2; range 57.0-100.0). Physicians who completed MSK-related electives during clerkship training or specialized in fields related to MSK medicine (i.e., orthopaedics, PM&R, sports medicine, and rheumatology) performed significantly better on the MSK examination (p ≤ 0.01). Data indicated that the program's new preclerkship curriculum supports high levels of MSK learning and knowledge retention among postgraduate physicians. These findings are expected to assist with the establishment of minimum curriculum standards and can be used to guide MSK curricular reform at other medical programs.