University Curriculum Research Articles

Adding Life to Years: Comprehensive end-of-life care for all

This study builds upon our 2019 End-of-Life Care (EoLC) research, focusing on enhancing the quality and accessibility of EoLC in Hong Kong. With the introduction of the Advance Decision on Life-sustaining Treatment Bill, we identified the need for a more comprehensive approach to address the full spectrum of care needs beyond medical decisions. Our methodology leveraged insights from diverse stakeholders across various sectors and disciplines. The study revealed critical gaps in the system, service provision, and education related to EoLC. We propose six key recommendations: (1) develop a territory-wide standardised advance care planning (ACP) framework, (2) formulate an EoLC service strategy, (3) establish clear communication pathways to connect EoLC services, (4) promote public life and death education, (5) equip community professionals with ACP training, and (6) enhance university curriculum and on-the-job training in health and social care. These recommendations aim to create a cohesive EoLC ecosystem that respects individual preferences, optimises resource allocation, and addresses the challenges of an aging population. By implementing changes at system, service, and education levels, we envision EoLC in Hong Kong to be delivered in a person-centred, dignified, and coordinated manner, ensuring compassionate care at the final stage of life.

Engaging students as partners (SaP) in a collaborative inquiry to develop a course

Aiming to develop a course with students as partners and to explore the process, two faculty initiated a curriculum development partnership with graduate students to design a new field study course. Applying a collaborative inquiry approach, we engaged in a research collaboration with graduate students online. The data collection was organised and facilitated using MURAL, a digital whiteboard that enabled synchronous and asynchronous visual collaboration with pictures, text, links, emojis, diagrams, and drawings. The study concluded with an exploration of the students’ experiences in the project. The co-created course design and pedagogy informed the development of a new field study course which was subsequently approved through the university curriculum approval process. Students shared that they appreciated reflecting, sharing, and contributing together as a group; they felt important and valued; and that it was meaningful to them to contribute to the learning of future students entering the program.

A Discussion Related to the Impact of Incorporating Standardised Individualised Strength Training in the Physical Education Curriculum of Colleges and Universities on the Mental Health of College Students

This study explores the far-reaching impact of standardised personalised strength training on college students' mental health. With the continuous improvement of the comprehensive quality requirements for college students in modern society, mental health problems have gradually come to the forefront and become an important issue to be solved in the field of higher education. Traditional physical education programmes tend to be designed and implemented in a ‘one-size-fits-all’ teaching mode, ignoring the significant differences between students in terms of physical condition, athletic ability and interest preferences. This neglect not only limits the overall development of students' physical abilities, but may also adversely affect their mental health. In response to this challenge, standardised and individualised strength training has been developed. The core of this approach is ‘personalisation’, i.e., a training programme that is tailored to the specific needs of each student. The individualised training programme not only takes into account the student's physical condition and athletic ability, but also respects their preferences. In this way, students are able to train at an intensity and tempo that suits them, thus improving the training effect and reducing the risk of sports injuries.

Satisfaction of medical and health science students with their clinical learning environment and its determinant factors at Debre Markos University, northwest Ethiopia

BackgroundUnderstanding the student’s perspective of their clinical learning environment (CLE) might assist to discover solutions to improve the learning process and increase engagement. However, there is a lack of information on this issue, particularly in Ethiopia. The purpose of this study was to assess the satisfaction of undergraduate medical and health science students with their clinical learning environment, as well as to identify the factors that affect it.MethodsInstitutional-based cross-sectional study was conducted using a self-administered questionnaire among 412 medical and health science students from Debre Markos University in 2023 through a simple random sampling technique. Mean, median, frequencies, and percentages were used to describe the data. A multivariate logistic regression model was fitted to test the association of dependent and independent variables. The Hosmer-Lemeshow goodness-of-fit test was used to check the fitness of the model. Variables with a p-value < 0.05 with a 95% confidence interval were considered statistically significant.ResultsThe questionnaire was completed by 394 individuals in total, generating a response rate of 95.63%. Approximately half (49.7%) of the participants were satisfied with their CLE. Age (AOR = 1.12; 95%CI = 1.02, 1.22), university positive perceptions (AOR = 1.60; 95%CI = 1.04, 2.43) and curriculum positive perception (AOR = 2.70; 95%CI = 1.73, 4.10) were all positively associated with CLE satisfaction.ConclusionIn this study, approximately half of the respondents were satisfied with their CLE. Age, positive perceptions of the university and positive perceptions of the curriculum were all positively associated with CLE satisfaction. The university and clinical facilitators should work together to improve infrastructure, and the facilities at the university, build dormitories at the clinical placement sites, as well as the curriculum review should involve students to increase their academic performance, self-esteem, and satisfaction with CLE.

Study Madani Club and Formation of Professional Competence of Prospective Educators

This study examines the role of the Madani Club Study as a platform for developing the professional competence of prospective Islamic Religious Education educators at the Faculty of Tarbiyah and Teacher Training, State Islamic University of North Sumatra. The focus of the study is how the Madani Club Study helps in improving pedagogical skills and internalizing Islamic values. This study uses a qualitative method with data collection techniques obtained through observation, in-depth interviews, and document analysis related to the Madani Club Study activities. The results of the study indicate that the Madani Club Study is effective in improving students' pedagogical competence through collaborative learning and self-reflection, as well as helping internalize Islamic values ??in the context of modern education. The interaction between students and supervising lecturers in the Madani Club Study also creates an environment that supports personal and social growth. This study emphasizes the importance of extracurricular programs based on collaboration and Islamic values ??to be integrated into the curriculum of Islamic universities in order to prepare prospective educators who are competent in facing the challenges of contemporary Islamic education.

Evaluation of Awareness, Knowledge, and Attitude Toward Basic Life Support Among the General Population in Saudi Arabia: A Nationwide Survey.

Background Basic life support (BLS) is the key component in changing the outcome from death to survival when cardiac arrest occurs. It involves providing cardiopulmonary resuscitation (CPR) and utilizing an automated external defibrillator (AED) to help restore the normal cardiac rhythm. By equipping more individuals with BLS training, it will enhance community preparedness and public health. Aim This study aimed to evaluate the general population's awareness, knowledge, and attitude toward BLS in Saudi Arabia. Subject and methods This cross-sectional study was conducted among the Saudi general population covering all five main regions in Saudi Arabia (Central, Eastern, Western, Southern, and Northern). A self-administered questionnaire was sent through volunteer data collectors in every area in which they live to the population using a Google (Google, Inc., Mountain View, CA) survey. The questionnaire includes socio-demographic characteristics (i.e., age, gender, region of residence, etc.) to assess the awareness, knowledge, and attitude toward BLS using a 20-item questionnaire based on the American Heart Association (AHA). Results Of the 992 participants, 615 (62%) were females, and 325 were aged between 26 and 35 years (32.8%). Four hundred eleven participants (41.4%) attended training related to BLS. The most common source of training information was a resuscitation society course (51.8%), followed by the university curriculum (24.6%) and school (10.7%). The overall mean knowledge score was 9.64 (SD 2.92) out of 20 points. Among them, 487 (49.1%) had moderate knowledge levels, 466 (47%) were poor, and only 39 (3.9%) had good knowledge. Factors associated with increased knowledge include younger age, living outside Central Region, better education, being a healthcare worker, knowing how to give a cardiac massage, previous participation in BLS training, and witnessed of sudden death. The biggest barrier that would prevent participants from providing a cardiac massage is fear of making a mistake (63.1%). Conclusion The general population's knowledge of BLS was found to be inadequate. However, younger participants who had a better education and worked in a healthcare institution tended to be more knowledgeable about BLS than the rest of the groups. The gaps in the knowledge are evidently seen in this study. Hence, appropriate measures are needed to bridge knowledge gaps. Healthcare authorities should devise a program to deliver necessary information about the basic facts of BLS throughout the community.

Adapting a Longitudinal Structured Program to Enhance Research Skills in Undergraduate Medical Students: A Key Advancement in Competency-Based Medical Education

Background: Abundant literature signifies the imperative role of evidence-based research in the health sector which underpins the importance of training medical graduates in research skills early in their medical journey. Low awareness, less knowledge, and minimal practical involvement of undergraduates (UGs) in research have been identified all over India. The lack of structured delivery of research curriculum in the UG period has been the basis of uptaking this project with the aim of developing research competency in medical UGs. Materials and Methods: The study was conducted as a participatory action research with a mixed-method approach in the department of community medicine at a medical college. A structured validated module was developed by the core committee and then pilot tested. The 5 years’ journey through module development, pilot testing, longitudinal delivery, and then adapting it into a value-added course program at the university curriculum level was attempted. Results: “UG Medical Research” has been adopted as value-added course in the curriculum of MBBS in the university. The research program is being run in a longitudinal structured manner with all MBBS UGs being trained using the “Module for UG Medical Research” module followed by research mentoring by faculty and subsequently academic scholarships in Electives Research Block 1. Interdisciplinary voluntary faculty pool has been created for research mentoring of UG students. The research environment of the institute has improved in terms of the increase in the number of research projects being carried out by UG students, Short Term Studentship (STS) Indian Council of Medical Research (ICMR) research scholarships, conducting annual UG research exhibition/conferences in the campus, awards for best research works, and providing intramural research grant for UGs. Conclusions: The longitudinal structured research program was successfully incorporated into the UG curriculum which enabled UG students to demonstrate acquisition of research competency.

The Impact of a Shared University's Curriculum, Administrative Support Service, and Educational Support System on the Self-efficacy of Participating University Students: Focus on the K-Shared University

The Impact of a Shared University's Curriculum, Administrative Support Service, and Educational Support System on the Self-efficacy of Participating University Students: Focus on the K-Shared University

Essential core competencies for health policy graduates: a multi-method consensus type study

BackgroundIn light of the multi-faceted challenges confronting health systems worldwide and the imperative to advance towards development goals, the contribution of health policy graduates is of paramount importance, facilitating the attainment of health and well-being objectives. This paper delineates a set of core skills and competencies that are requisite for health policy graduates, with the objective of preparing these graduates for a spectrum of future roles, including both academic and non-academic positions.MethodsThe study was conducted in three phases: a scoping review, qualitative interviews and the validation of identified competencies through brainstorming with experts. In the initial phase, a scoping review was conducted on the databases. The following databases were searched: PubMed, Scopus, Web of Science and Google Scholar search engine. Additionally, the WebPages of universities offering health policy programmes were manually searched. In the second phase, 36 semi-structured interviews were conducted with students, graduates and distinguished academics from Iran and other countries. These interviews were conducted in person or via email. In the third phase, the draft version of the competencies and their associated learning objectives, derived from the preceding stages, was subjected to independent review by an expert panel and subsequently discussed. In light of the expert panel’s findings, the authors undertook a subsequent revision of the list, leading to the finalization of the core competencies through a process of consensus.ResultsIn the scoping review phase, the analysis included six studies and nine university curricula. The results of the scoping review could be classified into five domains: health system understanding, health policy research, knowledge translation, multidisciplinary work and knowledge of public health. In the second phase, six core competencies were extracted from the interviews and combined with the results of the first phase, which were then discussed by the expert panel at the third phase. The final five core competencies, derived from the brainstorming session and presented in no particular order, encompass health policy research, policy analysis, educational competencies, decision-making and multidisciplinary work.ConclusionsIt is essential that the curriculum is appropriate and contextually tailored, as this is crucial to foster multi-dimensional competencies that complement the specific disciplines of future health policy scholars. These scholars must possess the ability to genuinely serve their health systems towards achieving health-system goals and sustainable development.

Research on the Path and Strategy of School-based of College Labor Education Curriculum from the Perspective of Ideological and Political Education

With the continuous construction of socialism with Chinese characteristics in the new era, labor education in institutions of higher education, as a key link in the cultivation of morality and talents, has gradually been paid attention to in all fields of society. Labor education is not only the key link to students all-round growth in moral, intellectual, physical, aesthetics and labour education, but also the core path to mold students correct labor concept and excellent labor quality. In the educational structure of universities, the practice of localization of labor education not only has far-reaching practical significance, but also has significant value of The Times. School-based labor education courses combine the uniqueness of higher education institutions and the local actual needs, and integrate labor education into daily teaching and life practice, which is very beneficial to cultivate students labor consciousness, innovative thinking and practical skills. This paper aims to explore the concrete path and implementation strategy of school-based labor education curriculum in colleges and universities, hoping to provide theoretical support and practical guidance for the reform and development of labor education in colleges and universities, further improve the scientific and practical effectiveness of labor education, and promote colleges and universities to fully implement the fundamental task of cultivating morality and educating people.

Efisiensi Kurikulum Perguruan Tinggi Islam di Indonesia: Tinjauan Literatur tentang Peningkatan Kompetensi Intelektual dan Kesiapan Kerja Melalui Pendidikan Agama Islam

This study aims to analyze the efficiency of the curriculum of Islamic universities in Indonesia in ensuring the readiness of students to enter the workforce, by reviewing the role of Islamic religious education in improving intellectual competence. Through a literature study approach, this study identifies the challenges and opportunities faced by Islamic universities in integrating religious values ​​with the intellectual and professional needs of students. The main focus of this study is the effectiveness of the curriculum in balancing theoretical aspects of religion and practical skills needed in the workplace. This study found that the curriculum of Islamic universities in Indonesia has attempted to adopt an integrative approach that combines religious education with the development of soft skills and hard skills that are relevant to professional careers. However, there are still some weaknesses in the implementation, such as the lack of curriculum adjustment to the dynamics of the labor market, as well as the imbalance between religious education and practical skills. The results of this study indicate that Islamic religious education has an important role in shaping the character and professional ethics of students, which are the main capital in entering the workforce. Therefore, increasing the efficiency of the curriculum through collaboration between academics, industry practitioners, and policy makers is needed to ensure that students' intellectuality is in accordance with the demands of the workplace. This study contributes to the academic discussion on the reform of Islamic higher education curriculum and emphasizes the importance of Islamic religious education in producing graduates who are not only intellectually competent, but also have strong ethical values ​​to face professional challenges. The implication of this study is the need for a more flexible and adaptive curriculum strategy to improve the competitiveness of Islamic higher education graduates in the global job market.

Exploring Marine Literature in University Curriculum Development from the Perspective of a Maritime Power

Exploring Marine Literature in University Curriculum Development from the Perspective of a Maritime Power

Interesting, oftentimes even trendy! Attitudes of medical students regarding spa medicine

The popularity of balneology and medical climatology among medical students has scarcely been investigated but may represent a pertinent topic for the field. Methods: A survey was conducted among 53 German medical students (80% female; mean age 22.5 years; 39% pre-clinical stage) on attitudes and interest in spa medicine, their associations with the German terms ‘Kur’ (cure) and ‘Kurortmedizin’ (spa medicine; health resort medicine) and their own health behaviour. Associations with cures were recorded using a visual analogue scale (vas). Results: A majority (72%) of the sample indicated support for the inclusion of more information about spa medicine in university curricula. Spa medicine is associated with older individuals, but with less association to overweight and psychiatric patients. The data for the statements "a spa treatment is up-to-date" and "spa treatment is effective" exhibited a normal distribution in the sample. A significant proportion of respondents reported practicing thermal baths, healthy nutrition, sauna, and Kneipp medicine themselves. Implications: The majority of medical students classified spa medicine as interesting and relevant and do not see it as old-fashioned. This interest should be encouraged in university teaching. Interesting points of reference also arise in relation to predictors of career choice among future physicians.

Enacting Business Education Employability Skills Through a UDL Lens

This article introduces the notion of synergies between employability skills embedded within the university curriculum and the Universal Design for Learning (UDL) framework. It draws on a previous study which examined the disjuncture between espoused and that of actual teaching and assessment practice of employability skills within the business curriculum. While that study produced a typology to aid in the development of these skills, this paper now considers how a UDL perspective might make the teaching more relevant to individual students and in doing so more inclusive. We argue that employability skills applied through a UDL lens is particularly appropriate since they have a common goal – to create expert learners. As defined by the UDL guidelines (CAST, 2018) such learners are purposeful and motivated, resourceful and knowledgeable, as well as being strategic and goal-directed. While this is one example of UDL underpinning effective teaching and assessment practice, it also reflects a growing awareness around the potential of UDL within higher education curriculum design.

Examining academics’ changing approaches to teaching in response to the pandemic disruption: a phenomenographic approach

ABSTRACT University curriculum systems are complex, and their modification requires coordinating multiple processes and broad consultation with teaching academics and leaders. Strong influences including policy changes and external disruptions can bring about rapid system-wide change, but these are not without stress and may not be sustainable. To appreciate how disruptions influence university teaching and learning over the longer term, we need to better understand how teachers respond. We examined the experiences of teaching academics during the disruption of COVID-19, using the relational 3P model as a guiding framework. Using phenomenographic analyses, we defined three key categories within which academics’ experiences varied: Teaching & Learning; Support, and their Role. Teachers’ perceptions of support and role were intertwined, forming a broader context than described by the relational 3P model. We suggest a modified model to better align with academics’ experiences during change, upon which supportive structures and processes can be designed.

Artificial intelligence in academic writing: composing a for-and-against essay

Over the past years, Artificial Intelligence (AI) and Chat Generative Pre-Trained Transformer (ChatGPT) as its type have been extensively investigated and proved to be effectually employed within various spheres including education, offering promising opportunities for enhancing teaching and learning processes. However, the realization of these opportunities within the realm of Academic Writing (AW) instruction have not yet been thoroughly studied. Therefore, this article addresses this matter and exposes the results of a conducted analysis of the potential for integrating ChatGPT into AW instruction within the University curriculum. Specifically, it focuses on the issue of teaching master students how to create a successful for-and-against academic essay. Besides, the aim of this article is to develop an overarching framework for the incremental incorporation of ChatGPT into the AW course. To achieve this aim, the article resorts to such methods as theoretical positioning, comparative analysis, and qualitative research. Accordingly, the presented study expounds on the phenomenon of ChatGPT, its attributes, merits, and shortcomings, while also outlining the notion, features, key elements, and stages of producing for-and-against academic essays. In addition, it delineates the possibilities of ChatGPT’s application at various stages of essay writing, which may appear challenging for students. Furthermore, it recognizes potential drawbacks of ChatGPT, such as the risk of its overutilization and overreliance, which may result in obliterating students’ cognitive capabilities and AW skills. The presented study also underscores the necessity for additional immersion in the matter under discussion to address the issue related to long-term effects of integrating ChatGPT into AW instruction. Ultimately, the article sheds light on the AI’s dynamic integration in modern educational settings and provides implications for further research in this field.

Aspects Considered Relevant in Higher Education Curriculum to PRODUCE Business innovative Graduates

Higher Education Institutions (HEIs) have been tasked with the responsibility to generate knowledge through research and educate students and PRODUCE graduates with the capability to innovate and develop business innovation through entrepreneurial teaching. Therefore, it is significant for a university to align itself with the needs of the industry to PRODUCE graduates with the capability to PRODUCE business innovation. The purpose of this research was to determine aspects considered relevant in the Higher Education curriculum to PRODUCE graduates ready to develop business innovation and become entrepreneurs. The mixed-method research approach was deemed suitable for this research, therefore both qualitative and quantitative data were collected through the use of semi-structured interviews with 11 participants from the University of Johannesburg commercialisation units and an online questionnaire from 69 innovation experts from the South African Business Innovation Community (Innovation Summit), and the Innovation, Sustainability, and Visionary Leadership Group. The data collected was then analysed through descriptive content analysis and statistical analysis. This study is part of a PhD study completed in 2022 and only the results about the aspects considered relevant in the Higher Education curriculum to PRODUCE graduates ready to develop business innovation are presented and discussed. Based on the findings it is significant to note that aspects, such as creativity; originality and initiative; critical thinking and analysis; analytical thinking and innovation complex problem solving; and entrepreneurship are relevant and suitable for the university curriculum. In conclusion, more emphasis should be reflected in the Higher Education curriculum on these aspects mentioned above to PRODUCE graduates ready and capable of developing and producing business innovation. Higher Education Institutions should regularly implement interventions to improve their curriculum to best suit the needs of the industry or the business sector.

Impact of the curriculum system on the quality of stomatology graduates: a multivariable analysis

BackgroundThe curriculum system is a central component in achieving the goals and specifications of talent training schemes. However, problems and difficulties exist in curriculum provision due to a lack of curriculum system design logic. This study aimed to investigate the correlation between the university curriculum system and graduate quality and to reveal the design logic of the curriculum system.MethodsA total of 699 stomatology graduates from a university in Zhejiang were selected as research subjects from 2015 to 2022. The students’ curriculum system and graduate quality data were collected and classified. The graduate quality information contained (1) the National Board Dental Examination (NBDE) pass rate and score, (2) the postgraduate entrance rate and destination, and (3) the employment rate and work institution. Regression analysis was also conducted to assess the correlation between the curriculum system and graduate quality.ResultsRegression analysis revealed significant associations between general education, specialization, and stomatology X courses and NBDE score, postgraduate entrance rate and destination, and work institution. All courses except public elective courses had significant impacts on NBDE score. General basic, medical English, and employment guidance courses significantly influenced the postgraduate entrance rate and destination. Restricted elective and public elective courses had significant effects on employment rate and work institution.ConclusionsIncreasing the quality of specialized and stomatology X courses in the curriculum system is beneficial for deepening graduates’ expertise and enhancing their education. Moreover, English courses are suggested to be offered in the early stage to lay a better language foundation.

Analysing University Students’ Digital Skills Gap and Its Implications for SDGS: an Empirical Investigation

Objective: This paper aims to provide further insight into digital skills and analyse the digital skills gap among university students. Theoretical Framework: The underpinning framework of this study is the digital skills measurement framework and tools that can be used to measure students' digital skills to find the digital skills gap. Method: Data were collected from a sample of international university students using an online questionnaire designed specifically for this purpose. The collected data were analysed using the statistical package for the social sciences (SPSS). Results and Discussion: The main findings show that the common digital skills gap falls between 10% to 48%, the work digital skills gap falls between 14% and 40%, and the advanced digital skills gap falls between 8% to 54%; where the majority of the related areas to advanced digital skills gap exceeds 30%. The results indicate that reducing the digital skills gap requires a combination of digital skills categories (common, work, and advanced digital skills) to be possessed by university students which are essential for everyday life and the workplace. Research Implications: The practical and theoretical implications of this research are discussed, providing insights into how the results can be applied or influence practices in university education. These implications could encompass modifications in the university curriculums to be compatible with SDGs. Originality/Value: This study contributes to the literature by providing further insight to the digital skills gap, and recommends incorporating knowledge and skills for the digital skills activities in universities’ curriculums.

Internal and external contexts influencing future accountants: The lens of experienced auditors

This study examines the factors influencing future accountants from the lens of experienced auditors. This study employs a qualitative case study design, focusing on the challenges and issues faced by future accountants, with the aim of enhancing career opportunities that align with employer needs. Interviews with eight experienced auditors, along with the analysis of public documents from the respective accounting regulatory authority and the Ministry of Higher Education, provided the data for this case study. Based on the insights of the experienced auditors, this study developed two contexts, namely an internal and an external context, which could benefit employers and future accountants. The internal context includes attitude and behaviour, continuous learning and adaptability, technical skills, technical knowledge, and career development. The external context includes university standards, the needed IT skills, lack of soft skills, and inability to acquire technical knowledge. The specific factors for both the internal and external contexts could be employer expectations, university requirements, and graduate interest in this area of accounting, which tailor the HalaTuju 4 and MIA competency frameworks. The findings of this study provide new insights in accounting education that can contribute to future research. Furthermore, this study can provide insights into skills, knowledge, and potential factors that are important for future accounting professionals, which could also be included in the university curriculum to accommodate Hala Tuju 4.