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Traditional Curriculum (traditional + curriculum)
Selected AbstractsUse of Simulation Technology in Forensic Medical EducationACADEMIC EMERGENCY MEDICINE, Issue 2009Heather Rozzi Although the emergency department often provides the first and only opportunity to collect forensic evidence, very few emergency medicine residencies have a forensic medicine curriculum in place. Most of the existing curricula are composed only of traditional didactics. However, as with any lecture-based education, there may be a significant delay between the didactic session and clinical application. In addition, traditional curricula lack the opportunity for residents to practice skills including evidence collection, documentation, and use of a colposcope. At York Hospital, we have developed a forensic curriculum which consists of both traditional lectures and practical experience in our Medical Simulation Center. As part of their educational conference series, residents receive presentations on domestic violence, child abuse, elder abuse, evidence collection, sexual assault, ballistics, pattern injuries, documentation, forensic photography, and court testimony. Following these presentations, residents have the opportunity to apply their knowledge of forensic medicine in the Simulation Center. First, they interview a standardized patient. They then utilize the mannequins in the Simulation Center to practice evidence collection, photo documentation, and use of our specialized forensic medicine charts. After evidence collection and documentation, the residents provide safety planning for the standardized patients. Each portion is videotaped, and each resident is debriefed by victim advocates, experienced sexual assault nurse examiners, and emergency department faculty. The use of simulation technology in resident education provides the opportunity to practice the skills of forensic medicine, ultimately benefiting patients, residents, and law enforcement, and permitting teaching and evaluation in all six core competency areas. [source] Contextualising Craft: Pedagogical Models for Craft EducationINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 3 2009Sinikka Pöllänen Craft education in Finland is, in many aspects, in a state of change. This concerns the independent position of craft as a school subject, the content of the compulsory craft courses containing textiles and technical work, the implementation of the new concept of a holistic craft process in the National Core Curriculum and so on. This bears relevance to the question of how craft should be taught at school. This article explores the ways in which teachers can strengthen the relevance and meaningfulness of craft education at school. Teachers are challenged to provide more authentic instructional contexts and activities beyond the traditional curriculum in order to address successful living in today's society. One solution is to contextualise this teaching with the help of pedagogical models that realise the concept of holistic craft. The pedagogical models discussed in this article are based on curriculum publications, materials in print and research by other scholars. [source] Problem-based learning improves the academic performance of medical students in South AfricaMEDICAL EDUCATION, Issue 4 2005Jehu E Iputo Objectives, To compare the academic performance of students on the previous, classical, discipline- and lecture-based, traditional curriculum with that of subsequent students who followed an innovative, problem- and community-based curriculum. Methods, This was a retrospective study that analysed the records of students who enrolled on the doctor training programme between 1985 and 1995, and the records of students who graduated from the programme between 1989 and 2002. Outcomes, The educational outcomes assessed were the attrition and graduation rates on the traditional curriculum and those on the innovative curriculum. Results, A total of 149 students on the traditional curriculum and 145 students on the innovative curriculum were studied. Overall, 23% of the traditional cohort as opposed to 10.3% of the innovative cohort dropped out of the course (P = 0.0041) and 55% of the traditional cohort as opposed to 67% of the innovative cohort graduated within the minimum period of 6 years (P < 0.001). The mean throughput period was 6.71 (0.09) years in the traditional cohort and 6.44 (0.07) years in the innovative cohort (P = 0.014) Conclusion, The introduction of the problem-based learning/community-based education (PBL/CBE) curriculum coincided with improved academic performance. The PBL/CBE approach to medical education may have contributed to this improvement. [source] The impact of a new educational strategy on acquiring neonatology skillsMEDICAL EDUCATION, Issue 5 2002I Treadwell Overview A shortage of staff for teaching neonatology skills to large numbers of students, in small groups and following a new curriculum, necessitated an innovative educational strategy. This entailed the development and implementation of an interactive multimedia program (CD-ROM) to deliver information about skills and to demonstrate them. Methods Students had to study a specific skill using the CD-ROM and then practise in the Skills Laboratory, supported by lecturers who provided formative evaluation. Objectives The aims of this study were to assess the students' perspectives on the new strategy, and to compare the skills of students following the new curriculum to those of students following the traditional curriculum, who do not follow structured programmes on practical skills but experience a practical neonatology rotation. Results The evaluation of the CD-ROM program was very favourable. The majority of students still preferred live demonstrations but found the CD-ROM useful for revision purposes. With the exception of one skill, endotracheal intubation, the new curriculum students were found to be as competent as the students following the traditional curriculum and performed mask ventilation and cardiac massage significantly better than them. [source] Problem-based learning: why curricula are likely to show little effect on knowledge and clinical skillsMEDICAL EDUCATION, Issue 9 2000Mark Albanese Objectives A recent review of problem-based learning's effect on knowledge and clinical skills updated findings reported in 1993. The author argues that effect sizes (ES) seen with PBL have not lived up to expectations (0.8,1.0) and the theoretical basis for PBL, contextual learning theory, is weak. The purposes of this study were to analyse what constitutes reasonable ES in terms of the impacts on individuals and published reports, and to elaborate upon various theories pertaining to PBL. Design Normal theory is used to demonstrate what various ESs would mean for individual change and a large meta-analysis of over 10 000 studies is referred to in identifying typical ESs. Additional theories bearing upon PBL are presented. Results Effect sizes of 0.8,1.0 would require some students to move from the bottom quartile to the top half of the class or more. The average ES reported in the literature was 0.50 and many commonly used and accepted medical procedures and therapies are based upon studies with ESs below 0.50. Conclusions Effect sizes of 0.8,1.0 are an unreasonable expectation from PBL because, firstly, the degree of changes that would be required of individuals would be excessive, secondly, leading up to medical school, students are groomed and selected for success in a traditional curriculum, expecting them to do better in a PBL curriculum than a traditional curriculum is an unreasonable expectation, and, thirdly, the average study reported in the literature and many commonly used and accepted medical procedures and therapies are based upon studies having lesser ESs. Information-processing theory, Cooperative learning, Self-determination theory and Control theory are suggested as providing better theoretical support for PBL than Contextual learning theory. Even if knowledge acquisition and clinical skills are not improved by PBL, the enhanced work environment for students and faculty that has been consistently found with PBL is a worthwhile goal. [source] ALTERNATIVE CURRICULUM: The integration of an alternative curriculum: Skill ForceBRITISH JOURNAL OF SPECIAL EDUCATION, Issue 3 2009Lynne Rogers The introduction of alternative curricula in the UK for students in the secondary phase is one of a number of strategies designed to improve attendance at school, reduce exclusion and improve attainment. Skill Force is a charitable youth initiative that offers 14- to 16-year-old students a key skills based vocational alternative to the traditional curriculum. In this article, Lynne Rogers, Susan Hallam and Jacquelene Shaw of the Institute of Education, University of London, and Jasmine Rhamie of the University of Southampton set out to explore the views of Skill Force instructors and team leaders, school staff and Skill Force Regional Directors. These participants perceived the critical factors in the successful integration of Skill Force to be: effective introduction of the programme to pupils and parents; careful selection of students; clear introduction of the programme to staff; integrated discipline policies; strong support from senior management; good communication; and a willingness to resolve practical difficulties. [source] | |||||||||||||