Support Curriculum Development Research Articles

The Development and Initial Validation of the Perinatal Mental Health Awareness Scale in Student Midwives

Background & aim: Perinatal mental health problems have been demonstrated to impact upon maternal, and fetal/child outcomes. Despite the global evidence and a policy-driven responsibility for identification of these problems, research demonstrates that student midwives/midwives lack knowledge and confidence to assess, identify, and manage them. A similar context is evident for learning disabilities, despite the holistic care philosophy of midwifery. A brief assessment tool to identify knowledge and confidence defecits and strengths within a holistic care framework could support curriculum development. This study sought to develop a Perinatal Mental Health Awareness scale and evaluate its psychometric properties in student midwives. Methods: We employed a cross-sectional and exploratory instrument development and evaluation design to determine the measurement veracity of the new scale. Results: The scale demonstrated good psychometric properties, revealing three subscales mapping onto (i) mental health symptoms, (ii) physical/medical issues and (iii) learning disability. Results indicated a clear differentiation in scores across the subscales, indicating comparative deficits in mental health domains. Conclusion: Our findings facilitate confidence in the psychometric robustness of the measure. The scale enables student midwives to assess and compare different domains of midwifery practice, in line with a holistic model of midwifery care. A focus on physical health in midwifery education appears to disadvantage knowledge and confidence for managing mental health problems in a midwifery context. This valuable finding highlights the potential need for curriculum rebalancing. The measure offers the opportunity to assess and develop curriculum/training provision and monitor the effectiveness of subsequent curricular developments.

The Mastery Rubric for Evidence-Based Medicine: Institutional Validation via Multidimensional Scaling

ABSTRACTConstruct: In this study we describe a multidimensional scaling (MDS) exercise to validate the curricular elements composing a new Mastery Rubric (MR) for a curriculum in evidence-based medicine (EBM). This MR-EBM comprises 10 elements of knowledge, skills, and abilities (KSAs) representing our institutional learning goals of career-spanning engagement with EBM. An MR also includes developmental trajectories for each KSA, beginning with medical school coursework, including residency training, and outlining the qualifications of individuals to teach and mentor in EBM. The development was not part of the validation effort, as our curriculum is focused at a single stage (undergraduate medical students). Background: An MR comprises the desired KSAs for an entire curriculum, together with descriptions of a learner's performance and/or capabilities as they develop from novice to proficiency of the curricular target(s). The MR construct is intended to support curriculum development or refinement by capturing the KSAs that support the articulation of concrete learning goals; it also promotes assessment that demonstrates development in the target KSAs and encourages reflection and self-directed learning throughout the learner's career. Two other MRs have been published, and this is the first one specific to teaching and learning in medicine; this is also the first one created specifically to evaluate an existing curriculum. Approach: To validate the dispersion of the elements of the EBM curriculum, the nine clinical instructors in the EBM two-course curriculum completed an MDS exercise, rating the similarities of the 10 curricular elements. MDS is a mathematical approach to understanding relationships among concepts/objects when these relationships are difficult to quantify. Eliciting similarity ratings biased the responses toward the null hypothesis (that the elements are not different). Results: MDS results suggested that the MR represents 10 different, although related, facets of the construct “evidence-based medicine.” The results support the makeup of the MR-EBM, and its use to revise our EBM curriculum so that it is more closely aligned with this MR. Conclusions: An MR is a tool, and the MR-EBM that we describe can be useful to develop or evaluate a curriculum in EBM. The MR tool is particularly compatible with the objectives of training for EBM and practice and can be applied to create or evaluate a curriculum using any topical KSA framework. The MR-EBM we describe could be adopted or adapted to represent other institutional objectives for EBM training.

Using ICT competence frameworks to support curriculum development

Using ICT competence frameworks to support curriculum development

Using the Delphi technique to support curriculum development

Purpose – The purpose of this paper is to present an analysis of the use of the Delphi technique to support curriculum development with a view to enhancing existing literature on use of the technique for renewal of business course curricula. Design/methodology/approach – The authors outline the Delphi process for obtaining consensus amongst a diverse expert group, provide an overview of the results of the study to demonstrate its value and present an analysis of participants’ reflections on the Delphi process experience. Drawing on participants’ reflections and the experience of using the technique the authors present a “good practice guide” for others seeking to apply the technique and discuss implications for practice and research. Findings – Analysis of participants’ feedback identified strengths and limitations of the process. Participants perceived that the process was efficient and fostered reflection on their own practice. The technique’s capacity to draw out varied views due to absence of dominant voices was highlighted. Limitations were perceived to be restrictiveness of the process and potential inability to address varying understandings. Participant feedback suggests the process may provide a fragmented approach to curriculum design. Research limitations/implications – The findings suggest avenues for future research, including examining how the Delphi technique can be incorporated into a holistic set of curriculum design field studies that are linked and ultimately lead to a well-designed curriculum. Originality/value – Current literature on the Delphi technique does not provide participants’ perspectives on the process nor researcher reflections on use of the technique. The authors address this gap and generate good practice guidelines for using the Delphi technique as a tool for curriculum renewal.

A Survey of Key Opinion Leaders to Support Curriculum Development in Advanced Medical Science Liaison Training.

Medical science liaisons (MSLs) are field-based pharmaceutical or biomedical industry professionals whose role demands specialized product knowledge and skill in executing customer-facing activities. This report describes a survey of key opinion leaders (KOLs) to identify MSL skills most highly valued and those in need of enrichment with the objective of designing an advanced training curriculum for experienced MSLs. A total of 66 MSLs representing diverse therapeutic areas verbally administered a 9-question survey at the conclusion of a routine MSL-KOL interaction. There were 296 surveys completed, with most respondents (239 of 281; 82%) indicating that they meet with MSLs from other companies. Ninety-five percent (218 of 230) responded that the value provided by MSLs was comparable to that offered by other companies. When asked about top MSL attributes, KOLs mentioned product knowledge, scientific credibility, therapeutic area knowledge, timeliness of response, and communication skills. In terms of resources provided by MSLs, KOLs most often mentioned scientific information, unbiased product information, therapeutic area developments (including pipeline discussions), disease state information, and potential involvement in research or as an advisor. Based on the quantitative and qualitative results of this survey, a workshop curriculum focusing on advanced communication skills and networking techniques was developed and conducted successfully.

From Teacher Professional Development to the Classroom: How NLP Technology Can Enhance Teachers' Linguistic Awareness to Support Curriculum Development for English Language Learners

This article reports on two studies using Language MuseSM (LM), a web-based, teacher professional development (TPD) application designed to enhance teachers' linguistic awareness and to support teachers in the development of language-based instructional scaffolding for English language learners (ELL). In Study 1, in-service teachers enrolled in certification courses learned how to use the natural language processing (NLP) component of LM to support their knowledge, awareness, practice, and application in designing instruction to ELLs. Measurement outcomes from the TPD study indicated that productive use of linguistic feedback in Language Muse led to some increases in teachers' linguistic knowledge and awareness, and in their ability to develop appropriate language-based instruction for ELLs. In Study 2, a school-based study was conducted to evaluate the feasibility of implementing LM in authentic settings. Outcomes from the study demonstrate the feasibility of implementing the Language Muse program in applied school and classroom contexts.

Using knowledge visualisation techniques to support the development of curriculum for employability: exploring the capability tree representation

'Employability' has enjoyed attention in the literature over the last 10-15 years, yet, developing timely and efficient quality control mechanisms in this context is a challenge for institutions of higher education (Stoker, 2012). Embedding the concept of employability in the curriculum affects the three key areas that make up Biggs's (2003) constructive alignment of curriculum design: outcomes, assessment, and delivery. In this paper, 'employability' and its relation to curriculum are explored by means of a short literature review. We will identify limitations of current practices to enhance curricula for employability and the use of knowledge visualisation for curriculum development. Finally this paper will present in a theoretical and exploratory manner, how the visualisation technique 'capability tree' can be used to support curriculum development for employability by tackling current shortcomings. This paper is a starting point for further exploration of the use of visualisation in curriculum development for employability.

589 A Participatory Approach to Online Education and Support Curriculum Development for Parents of a Child with a Heart Transplant

Purpose: Pediatric heart transplant (HTx) offers life-saving outcomes; however it also introduces complex care requirements. Families must navigate care demands and multiple health care relationships associated with HTx follow up. The provision of effective education and support may be critical in determining how well families manage care demands. To support parents and their families, this project comprised an evidenceinformed process of developing pediatric HTx support curriculum. This curriculum was ultimately used in a pediatric online parent support intervention trial that is currently underway. Methods and Materials: Development of this curriculum reflected a mixed methods approach drawing from participatory action research. This comprised an initial extensive review of the pediatric HTx family education and social support literature, and subsequent qualitative interviews with key informants regarding (i) informational and educational needs of families, and (ii) optimal means to convey that information. Participants included n 10 interdisciplinary team members (medicine, surgery, nursing, social work, rehabilitation medicine, nutrition, education and research methodology) and n 8 patients and parents. Results: Key domains included: HTx care management, innovation in HTx treatment, quality of life, transitions, impacts on family relationships, and strategies for moving forward. Participants recommended information and support that is evidence-informed, user-friendly, interactive and suited to both novice and experienced families in HTx. Participants strongly supported the use of web applications in order to increase information and support accessibility. Conclusions: These findings inform curriculum development, knowledge translation and capacity building for families, online application in social support provision, and parent experience relative to pediatric HTx.

Case Western Reserve University School of Medicine and Cleveland Clinic

Case Western Reserve University School of Medicine and Cleveland Clinic

Book Scarcity In Nigerian University Libraries:A Menace To Effective Research, Teaching And Learning

Book scarcity is an unhealthy development any university library would want to disassociate from. This ill wind started blowing around the libraries in 1982 when Nigeria's economy started nose-diving. Books are indeed very useful in a child's healthy upbringing, exploration into the lives of a people, development of thinking ability, determination of a nation's value system, supporting curriculum development and provision of yardstick for assessing quality of scholarship in the universities. Book scarcity has persisted due to poor funding of education by Federal Government, frustration of authors, violation of copyright laws and committing of library crimes by library staff and users. This situation has affected educational standards such that over 100 courses offered in the universities in 2005 were refused accreditation. Nevertheless, the internet and electronic publishing promise modification, Recommendations were made for improvement. JORIND Vol. 4 (2) 2006: pp. 92-97

Supporting curriculum assessment and development: Implications for the faculty role and institutional support

AbstractThis chapter argues that increased curriculum assessment and development activities are both essential and inevitable. The question is how best to support them?

Strategic Corporate Philanthropy: Addressing Frontline Talent Needs Through an Educational Giving Program

Corporate philanthropy describes the action when a corporation voluntarily donates a portion of its resources to a societal cause. Although the thought of philanthropy invokes feelings of altruism, there are many objectives for corporate giving beyond altruism. Meeting strategic corporate objectives can be an important if not primary goal of philanthropy. The purpose of this paper is to share insights from a strategic corporate philanthropic initiative aimed at increasing the pool of frontline customer contact employees who are performance-ready, while supporting curriculum development and infrastructure improvement for selected university business programs, creating a win-win situation for the company and the universities. This paper will address three objectives. First, we will examine the evolution of strategic philanthropy from the traditional view to its current position as a strategic option. Second, we will address the recruitment of front line talent needs (customer facing jobs in sales, customer service, and marketing) based on the profit maximization model of strategic philanthropy. Finally, we will offer conclusions and issues for future research.

Finding the niche? Competition and collaboration for sixth form colleges

This paper reports on aspects of a Nuffield‐funded study carried out in 2001‐2002 into the impact of government policy upon sixth form colleges. Case study research was carried out at five colleges, following regional and national surveys of sixth form colleges, general further education colleges and schools. This paper examines the environment for competition and collaboration within which the colleges work. It defines and discusses examples of positive and negative competition, and offers evidence of collaboration, largely to support curriculum development and provision. The implications of working within a market‐driven environment are examined.

Computer support for curriculum developers: CASCADE

This paper examines research on a family of computer-based tools, CASCADE (Computer ASsisted Curriculum Analysis, Design and Evaluation), designed to assist in the complex task of curriculum development. It begins with discussion of curriculum developers and their activities, followed by examination of how the computer can offer support for their tasks. The main elements of four related systems for computer supported curriculum development are discussed and approaches to designing tools of this nature are considered. Following an overview of main findings, this article concludes with thoughts on fruitful directions for research on computer supported curriculum development, emphasizing the need for increased attention to implementation and impact studies.

Internationalising the Curriculum for Vocational Education: problems and possibilities

This paper deals with the discrepancy between the stated national curricular goals for vocational education in Norway regarding the teaching of “International co‐responsibility” values to students, and the failed strategy for implementation throughout the curriculum. The paper investigates possible reasons for the existence of negative attitudes towards immigrants and development aid among vocational students, male students in particular. It also describes some of the historical and sociological background of the vocational curriculum that pertains to these issues. The paper suggests there is an urgent need to support curriculum development in such a way that “International co‐responsibility” can be realised within a vocational learning context, and puts forward some ideas in this direction.

Use of a terminology server to support a concept-based approach for medical curriculum development

This paper reports on the development and evaluation of a prototype application to support concept-based curriculum development. The application was implemented as a client of a terminology server. This application was developed as part of the CoMET project (Conceptual Modeling Environments for Teachers). The terminology server (TeS) used in this study was developed in the European Union project GALEN and although it has supported clinical applications, this was its first use as a source of conceptual knowledge to support curriculum development. The application was designed to allow the user to search, locate and bookmark concepts. It could also report on the relationships between two individual sets of concepts. The application was used in a preliminary study of concept based course development. In this empirical study, 16 subjects worked in pairs to produce and compare a list of concepts from two related areas of medical curriculum. Most subjects concluded that the application was relatively easy to use and gave useful information. They also made several suggestions about improvements to the tools and the value of the concept based approach for team based curriculum development. The requirements for the next generation of tools are discussed.

The Laboratory-Based Economics Curriculum

The liberal arts, computer laboratory-based economics program at Denison University is described. This National Science Foundation–supported curriculum development project is one of those highlighted in the article on the economics major in this issue.

Survey of software engineering education

This study summarizes the software engineering course offerings of nearly one hundred universities responding to a recent survey. Information to determine the current state of software engineering education is tabulated and analyzed in order to support curriculum development and to determine deficiencies and future needs.Characteristics of the institutions are used to compare relative numbers, types and academic levels of course offerings. A history of course startups provides insight into the growth and direction of new classes. Instructor background is examined to determine current and future faculty support needs. Similarly, the use and availability of textbooks, automated tools, and other teaching materials are investigated for cours support requirements. Information on course format and project organization provides additional understanding of the structure of current software engineering courses.