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Curriculum Development (curriculum + development)
Selected AbstractsApplying the Collective Causal Mapping Methodology to Operations Management Curriculum Development,DECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 2 2007Julie M. Hays ABSTRACT Although the field of operations management has come a long way since its beginnings in scientific management, the field still appears somewhat amorphous and unstructured to many. Introductory operations management textbooks usually include a number of largely disjointed topics, which leave many students (and their instructors) without a coherent framework for understanding the field. As a result, the importance and sequencing of topics varies widely between courses and instructors, even within the same university. This article applies the newly developed Collective Causal Mapping Methodology to create a causal map for the entire field of operations management. The causal map is built on expert opinions collected from over 250 academics and practitioners representing many areas of expertise, schools, organizations, and countries. This collective causal map is then used to create a new framework for understanding and teaching operations management. This framework can aid instructors in determining which topics should be taught in an operations management course, how these topics might be grouped and sequenced, and the important interrelationships among the topics that should be stressed to students. [source] Curriculum Development and Sustainable Development: practices, institutions and literaciesEDUCATIONAL PHILOSOPHY AND THEORY, Issue 2 2001Stephen Gough First page of article [source] Core competencies in hospital medicine: Development and methodologyJOURNAL OF HOSPITAL MEDICINE, Issue S1 2006Daniel D. Dressler MD Abstract BACKGROUND The hospitalist model of inpatient care has been rapidly expanding over the last decade, with significant growth related to the quality and efficiency of care provision. This growth and development have stimulated a need to better define and characterize the field of hospital medicine. Training and developing curricula specific to hospital medicine are the next step in the evolution of the field. METHODS The Core Competencies in Hospital Medicine: A Framework for Curriculum Development (the Core Competencies), by the Society of Hospital Medicine, introduces the expectations of hospitalists and provides an initial structural framework to guide medical educators in developing curricula that incorporate these competencies into the training and evaluation of students, clinicians-in-training, and practicing hospitalists. This article outlines the process that was undertaken to develop the Core Competencies, which included formation of a task force and editorial board, development of a topic list, the solicitation for and writing of chapters, and the execution of multiple reviews by the editorial board and both internal and external reviewers. RESULTS This process culminated in the Core Competencies document, which is divided into three sections: Clinical Conditions, Procedures, and Healthcare Systems. The chapters in each section delineate the core knowledge, skills, and attitudes necessary for effective inpatient practice while also incorporating a systems organization and improvement approach to care coordination and optimization. CONCLUSIONS These competencies should be a common reference and foundation for the creation of hospital medicine curricula and serve to standardize and improve inpatient training practices. Journal of Hospital Medicine 2006;1:48,56. © 2006 Society of Hospital Medicine. [source] Curriculum development: The venous thromboembolism quality improvement resource roomJOURNAL OF HOSPITAL MEDICINE, Issue 2 2006Sylvia McKean MD Abstract BACKGROUND The role of the hospitalist has evolved over the last decade, with hospitalists increasingly being asked to lead systems-based initiatives to improve the quality of inpatient care. The educational strategy of the Society of Hospital Medicine (SHM) includes development of practice-based resources to support hospitalist-led improvement in clinically important measures of hospital care quality. OBJECTIVE To develop a resource at the SHM Web site to present quality improvement (QI) principles for systems-based care in the hospital and to help individual hospitalists improve specific patient outcomes. DESIGN The SHM defined the role of the hospitalist in QI, performed an assessment of the educational needs of hospitalists, and executed a Web-based educational strategy to address these needs. The organization identified the most common cause of preventable inpatient deaths, hospital-acquired venous thromboembolism (VTE), and prioritized the need to improve prophylaxis. RESULTS This new resource at the SHM Web site presents principles for conducting QI in the hospital. To enable learning that is practice based, the VTE Quality Improvement Resource Room (QI RR) features Ask the Expert, an interactive discussion community, and an original Improvement Workbook, a downloadable project outline and tutorial that hospitalists can use to guide and document steps in an effort aimed at reducing hospital-acquired VTE. CONCLUSIONS This QI resource serves as a template for the development of subsequent hospital-based resources. User feedback will refine the QI RR and its format so that similar offerings can target other significant inpatient problems. Additional research is needed to evaluate learning and the clinical impact of this quality improvement resource on hospital performance measures and patient outcomes. Journal of Hospital Medicine 2006;1:124,132. © 2006 Society of Hospital Medicine. [source] Education and Social Change: The Case of Israel's State CurriculumCURRICULUM INQUIRY, Issue 4 2007AMOS HOFMAN ABSTRACT The aim of this article is to explore, through the case of the official Israeli state curriculum, how the educational system is affected by social changes and how it responds to them, and to suggest curricular directions that go along with the new social reality that has emerged in Israel during the past decade. We offer a conceptual-theoretical analysis based on the examination of 10 subject areas taught at Israeli schools by leading experts who investigated the curriculum documents of the Ministry of Education in their disciplines. We identify three stages of curriculum development in Israel since its establishment: promotion of hegemonic national goals, emphasis on academic structure of knowledge, and in recent decades, multiple conflicting goals. Changes in the Israeli state curricula indeed reflect a response to broader social changes, yet these changes are partial, irresolute, and scattered. There is a need for a transcultural approach, promoting a core curriculum common to all groups in Israel, beyond which each group may express its uniqueness. [source] Kanada: Deutschstudien im Wandel , von neuen Gegebenheiten zu Ansätzen einer SelbsterneuerungDIE UNTERRICHTSPRAXIS/TEACHING GERMAN, Issue 1 2010Anette Guse This contribution describes the situation of the German profession in Canada, by presenting the latest trends in trans-institutional cooperation, curriculum development, the job market, and promotion of the discipline. The author suggests that the adaptation to new realities, such as changes in student interests and the continuing cutbacks of resources, has resulted in the modernization of German programs and more effective strategies of self-marketing. Rather than succumbing to resignation, the article highlights the need to capitalize on traditional strengths as well as the demand to pursue interdisciplinary work and to embrace the concept of collaboration with other departments. [source] Students' clinical experience on outreach placementsEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 1 2010M. Smith Abstract Primary care outreach placements increasingly feature in UK undergraduate dental curricula. The profile of clinical work undertaken on placement may differ from traditional hospital-based programmes and between outreach settings. An appreciation of any differences could inform curriculum development. Objective:, To compare the profiles of clinical work experienced on a traditional hospital-based programme and outreach placements in different settings. Setting:, One dental hospital and eight existing primary care block placements in England. Subjects and methods:, Subjects were four cohorts of senior dental students in one UK dental school. Departmental records provided data on students' clinical experience in different settings and their achievement of placement learning objectives. Descriptive statistics for groups were compared. Main outcome measures:, (1) Counts of patients encountered and of clinical procedures completed in the following categories: simple plastic restorations, endodontics, cast restorations, dentures, extractions and children's dentistry. (2) Student perceptions of placement learning reported via Likert scales. Results:, Outreach students encountered twice as many patients and typically completed about three times as much clinical work as students in the hospital, e.g. 44 cf 16 simple plastic restorations, seven cf two endodontic procedures. There were variations in profiles by setting. For example, amalgam being more likely to be used on outreach especially in the General Dental Service; more children's dentistry in community services and more extractions in Dental Access Centres. Students reported learning outcomes generally being achieved (average 94%) although with some variation by setting. Conclusion:, Dental outreach training greatly increases the quantity of students' clinical experience in everyday dentistry compared to a hospital-based programme. Placements also increase awareness of service delivery and develop clinical skills. There are appreciable variations between outreach settings possibly reflecting their purposes. Multiple contrasting outreach placements for each student might increase the uniformity of learning experiences. [source] Development and implementation of new educational concepts in a dental curriculumEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 1 2007H. W. Kersten Abstract, The Academic Centre for Dentistry Amsterdam introduced a fully renewed 5-year dental curriculum in September 2003. In this article, the educational principles and didactic choices that form the basis of the curriculum development are presented and attention is given to the process of development and the implementation strategy that constitute such an important part of the success of introducing a new curriculum. Special characteristics of the new curriculum are the clinical training practice, professional conduct, the elective profiles and academic education. In clinical practice, groups of students from different levels run a group practice in which they learn to work together, delegate tasks, solve clinical problems and apply evidence-based dentistry. In the new curriculum students learn to conduct themselves as professionals. In the third and in the fifth year, students choose an elective profile oriented, respectively, on research and on clinical knowledge and skills. Academic education is an important spearhead in this curriculum in which students not only learn why research is important to dentistry but also how dentists can use research to their own benefit. In development and implementation, a stepwise approach was used in which as many people as logistically possible were involved. [source] Evaluation by dental students of a communication skills course using professional role-players in a UK school of dentistryEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 1 2005P. Croft This paper reports student (n = 180) feedback on the role-play teaching methodology used in behavioural sciences teaching at The School of Dentistry in Birmingham (UK). The feedback received on this well-established (since 1995) educational programme was collected via questionnaire (100% response rate), requiring Likert scale and free text responses. Generally students reported that they had enjoyed and valued the session. Over two-thirds (69.7%) of students rated the role-players as ,very real' and over three-quarters (78.9%) rated their feedback as ,very fair'. The data collected from this study will inform future curriculum development. Student feedback was very positive and demonstrated that the cohort (86% of all students studying in years 1, 2 and 3) found the use of professional role-players involved in behavioural sciences teaching to be both acceptable and valuable. [source] Using NANDA, NIC, and NOC (NNN) Language for Clinical Reasoning With the Outcome-Present State-Test (OPT) ModelINTERNATIONAL JOURNAL OF NURSING TERMINOLOGIES AND CLASSIFICATION, Issue 3 2006CRRN-A, Donald D. Kautz RN PURPOSE.,To analyze the degree to which standardized nursing language was used by baccalaureate nursing students completing Outcome-Present State-Test (OPT) model worksheets in a clinical practicum. METHODS.,A scoring instrument was developed and 100 worksheets were retrospectively analyzed. FINDINGS.,NANDA nursing diagnoses were correctly stated in 92% of the OPT models. Nursing Outcomes Classification (NOC) outcomes were explicitly stated in 22%, and implied in 72%. Interventions matched appropriate Nursing Interventions Classification (NIC) activities in 61%. CONCLUSIONS.,NANDA, NIC, and NOC (NNN) language was used inconsistently by students in this sample. IMPLICATIONS FOR PRACTICE.,If NNN language is to advance nursing knowledge, its promotion, representation in curriculum development, and active use is necessary. Educational research is needed on the facilitators and barriers to NNN language use. [source] Promoting creative thinking through the use of ICTJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 3 2002S. Wheeler Abstract A great deal has been written about the use of web-based technologies such as the Internet in promoting learning in education. In schools, research has focused primarily on social interaction and group work, student achievement levels and curriculum development. Very little study seems to have been brought to bear upon the promotion of creative thinking by the use of online technologies, and this paper attempts to contribute to this field of study. This paper reports on a pilot study which has investigated the creative impact of information and communication technology (ICT) in a rural primary school in South-west England. The school is unique because it provides a personal networked computer for each of its 41 Year 6 students (aged 10,11 years). A small group of students were interviewed about the learning activities they engaged in over the year, and this paper reports on initial findings with a special emphasis on creative working and thinking (n = 6). A model of creativity is presented with three discrete but related modes of activity , problem solving, creative cognition, and social interaction. The paper provides new findings about the nature of creativity in the context of computer based learning environments. [source] Public health in the undergraduate medical curriculum , can we achieve integration?JOURNAL OF EVALUATION IN CLINICAL PRACTICE, Issue 1 2000David H. Stone MD, FFPHM, FRCP (Glasg) Abstract Public health is widely regarded by medical students as peripheral or even irrelevant to the acquisition of clinical knowledge and skills. This paper attempts to set out some of the reasons for this, to encourage innovative approaches to integrating public health with clinical teaching and to offer a theoretical framework of integrated public health education for curriculum development and evaluation. The points of convergence between public health and clinical practice should not be regarded as self-evident. A practical demonstration of the application of public health principles to clinical problem solving may be the most effective means of overcoming resistance. Almost anywhere that clinical services are provided is suitable for this purpose. Community clinics, health centres or general practices have obvious appeal but acute hospitals have important advantages arising from students' preoccupation with clinical medicine. The main aim of integrated public health teaching is to facilitate the students' acquisition of knowledge, skills and attitudes that promote the effective application of public health approaches to clinical practice. The interrelationships between clinical practice and public health may be represented in the form of a grid. The vertical headings are the clinical skills that relate to the different stages of the natural history of disease , from the pre-disease state through diagnosis, treatment and follow up. The horizontal headings describe four key public health dimensions: epidemiology, behaviour/lifestyle, environment and health policy. The text in the boxes suggests appropriate topics for discussion. The grid is also potentially useful for course documentation and content evaluation. [source] The core competencies in hospital medicine: A framework for curriculum development by the society of hospital medicineJOURNAL OF HOSPITAL MEDICINE, Issue S1 2006Article first published online: 6 FEB 200 [source] How and when does complex reasoning occur?JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 6 2009Empirically driven development of a learning progression focused on complex reasoning about biodiversity Abstract In order to compete in a global economy, students are going to need resources and curricula focusing on critical thinking and reasoning in science. Despite awareness for the need for complex reasoning, American students perform poorly relative to peers on international standardized tests measuring complex thinking in science. Research focusing on learning progressions is one effort to provide more coherent science curricular sequences and assessments that can be focused on complex thinking about focal science topics. This article describes an empirically driven, five-step process to develop a 3-year learning progression focusing on complex thinking about biodiversity. Our efforts resulted in empirical results and work products including: (1) a revised definition of learning progressions, (2) empirically driven, 3-year progressions for complex thinking about biodiversity, (3) an application of statistical approaches for the analysis of learning progression products, (4) Hierarchical Linear Modeling results demonstrating significant student achievement on complex thinking about biodiversity, and (5) Growth Model results demonstrating strengths and weaknesses of the first version of our curricular units. The empirical studies present information to inform both curriculum and assessment development. For curriculum development, the role of learning progressions as templates for the development of organized sequences of curricular units focused on complex science is discussed. For assessment development, learning progression-guided assessments provide a greater range and amount of information that can more reliably discriminate between students of differing abilities than a contrasting standardized assessment measure that was also focused on biodiversity content. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 610,631, 2009 [source] Accuracy of scale conceptions in science: Mental maneuverings across many orders of spatial magnitudeJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 10 2006Thomas R. Tretter The use of unifying themes that span the various branches of science is recommended to enhance curricular coherence in science instruction. Conceptions of spatial scale are one such unifying theme. This research explored the accuracy of spatial scale conceptions of science phenomena across a spectrum of 215 participants: fifth grade, seventh grade, ninth grade, twelfth grade, and doctoral students in science. Conceptions spanning sizes from one nanometer to one billion meters were investigated through use of written assessments and individual interviews. Results showed that accuracy of conceptions at small scale were not symmetrical with respect to conceptions at large scale. Large scale accuracy tended to decline in a smooth, uniform fashion as the scale increased, whereas small scale accuracy displayed a discontinuity at the microscopic level. To conceptually interact with scales far removed from human scale, experts used strategies of mentally jumping to a new scale-world. Experts tended not to transition smoothly between the differently scaled worlds but rather to make a discontinuous leap, maintaining abstract linkages between the worlds via mathematics. Implications of these findings for curriculum development and classroom instruction are discussed. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 1061,1085, 2006 [source] Structural characteristics of university engineering students' conceptions of energy,JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 5 2002Xiufeng Liu This study examined structural characteristics of university engineering students' conceptions of energy elicited through paragraph writing and their relations with categories of their conceptions specific to energy in solution processes identified through interviews. We found that structures of students' conceptions are characterized primarily by characteristic, example-of/type-of, and lead-to types of relations, and these relations correspond with categories of students' conceptions. More specifically, categories of students' conceptions are exclusively related to energy transformation, and students failed to apply the notion of energy conservation demonstrated in structures of their conceptions to explain the temperature change in solution processes. It is concluded that although paragraph writing and interviews solicit different student conceptions, the conceptions identified from the two sources are related and paragraph writing tends to provide a more holistic picture of students' conceptions. This conclusion has clear implications for science curriculum development and instruction. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 423,441, 2002 [source] Developing Court-Connected Parent Divorce Education Programs: Guidelines For CommunitiesJUVENILE AND FAMILY COURT JOURNAL, Issue 4 2000MARY LOU CAMBRON MSSW ABSTRACT This article answers a myriad of questions that program providers and communities might consider when developing a divorce education program for parents. Questions and answers are considered for the following areas: a) purpose and objectives; b) needs assessment; c) curriculum development; d) program support; e) personnel matters; f) money matters; g) program participants and participation; h) special needs; and i) evaluation. Communities that build consensus around these issues are more likely to develop successful programs. [source] Instructional Pragmatics: Bridging Teaching, Research, and Teacher EducationLINGUISTICS & LANGUAGE COMPASS (ELECTRONIC), Issue 10 2010Noriko Ishihara Pragmatics deals with meaning in context that is the meaning conveyed often indirectly beyond what is literally communicated. Ever since Hymes (1972, Sociolinguistics: Selected readings, Penguin, Harmondsworth, England, 269,93) highlighted the importance of socially appropriate language use, ability to use language in context has been identified as an essential component of communicative competence (e.g., Canale and Swain, 1980, Applied Linguistics, 1: 1,47; Canale, 1983, Language and communication, Longman, Harlow; Bachman, 1990, Fundamental considerations in language testing, Oxford University Press, Oxford; Bachman & Palmer, 1996, Language testing in practice: Designing and developing useful language tests, Oxford University Press, Oxford; Celce-Murcia, 2008, Intercultural language use and language learning, Springer, The Netherlands, 41,58; Celce-Murcia et al. 1995, Issues in Applied Linguistics, 6: 5,35), and there has been rigorous research investigating the pragmatic competence of second/foreign language (L2) learners. This paper aims to provide an overview of research conducted in the area of interlanguage pragmatics with a focus on its pedagogical component, instructional pragmatics. The primary emphasis of this paper will be placed on the introduction of current resources in instructional pragmatics and recent efforts that empirically inform pragmatic-focused instruction and classroom-based assessment. The paper concludes with the discussion of the issues associated with future pragmatics-focused instruction and curriculum development, along with a suggested direction for future research and teacher education in support of instructional pragmatics. [source] Long-term follow-up of a 10-month programme in curriculum development for medical educators: a cohort studyMEDICAL EDUCATION, Issue 7 2008Aysegul Gozu Context, There is an ongoing need for curriculum development (CD) in medical education. However, only a minority of medical teaching institutions provide faculty development in CD. This study evaluates the long-term impact of a longitudinal programme in curriculum development. Methods, We surveyed eight cohorts of participants (n = 64) and non-participants (n = 64) from 1988 to 1996 at baseline and at 6,13 years after completion of a 10-month, one half-day per week programme offered annually, which included a mentored CD project, workshops on CD steps, a final paper and a presentation. Results, Fifty-eight participants (91%) and 50 non-participants (78%) returned completed follow-up surveys. In analyses, controlling for background characteristics and baseline self-rated proficiencies, participants were more likely than non-participants at follow-up to report having developed and implemented curricula in the past 5 years (65.5% versus 43.7%; odds ratio [OR] 2.41, 95% confidence interval [CI] 1.03,5.66), to report having performed needs assessment when planning a curriculum (86.1% versus 58.8%; OR 5.59, 95% CI 1.20,25.92), and to rate themselves highly in developing (OR 3.57, 95% CI 1.36,9.39), implementing (OR 3.04, 95% CI 1.16,7.93) and evaluating (OR 2.74, 95% CI 1.10,6.84) curricula. At follow-up, 86.2% of participants reported that the CD programme had made a moderate or great impact on their professional careers. Responses to an open-ended question on the impact confirmed continued involvement in CD work, confidence in CD skills, application of CD skills and knowledge beyond CD, improved time management, and lasting relationships formed because of the programme. Conclusions, Our results suggest that a longitudinal faculty development programme that engages and supports faculty in real CD work can have long-lasting impact. [source] Putting teamwork in contextMEDICAL EDUCATION, Issue 11 2000Noel Boaden Multidisciplinary teamwork is becoming more important in both the delivery of health care and in the organization and management of that delivery. The first of these has been accepted but traditional professional education has done little to address the challenge it presents to professionals. Recent reforms in the British NHS have made the challenge more urgent. Professionals must work together but in increasingly flexible and innovatory ways. They are also required to play more formal roles in NHS management and policy. Where teamwork has been addressed in professional education it has concentrated on the inter-personal dynamics of working teams. This remains important but to respond effectively to the new challenges curricula and educational practice will have to be clearer about the variety of teams involved and the importance of the context within which teams work. One view is offered as to how that context might be understood in order to map team diversity. Two models are offered to help develop multidisciplinary team learning. One of these deals with key aspects of the organizational setting and the other with factors that affect team processes. It is argued that both should help to facilitate multidisciplinary curriculum development but also suggest learning needs to be met within unidisciplinary professional education. Concentration on team dynamics alone will not deliver the teamwork required in the new NHS. [source] A national medical education needs' assessment of interns and the development of an intern education and training programmeMEDICAL EDUCATION, Issue 4 2000Frances B Hannon A needs' assessment of interns was undertaken using a self-completion questionnaire and a semistructured interview. The questionnaire explored to what degree graduates had been helped to acquire a range of competencies and professional characteristics. In the interviews graduates discussed their self-perceived learning needs, their educational and training experiences and made suggestions. A 25% random sample of 1996 graduate doctors was selected from the five medical schools in Ireland (n=95). The overall response rate was 88% (n=84). The software package SPSS was utilized to carry out descriptive statistics on the questionnaire data while the interview data were analysed qualitatively. Of the responders, 91% reported that they were not prepared for all the skills needed as an intern. History taking and clinical examination were considered well covered at the undergraduate level but little training was received in a range of professional competencies and personal characteristics. Formal education and training during the intern year was found to be poor. However, some skills and characteristics improved during the year as a result of work experience. In the interviews the graduates explored educational issues. They considered an improved clinical experience throughout the undergraduate years to be at the heart of curriculum development but stressed that, in order to succeed, it would have to be accompanied by leadership within the healthcare system and efforts to improve the learning environment. [source] Writing in the Secondary Foreign Language Classroom: The Effects of Prompts and Tasks on Novice Learners of FrenchMODERN LANGUAGE JOURNAL, Issue 2 2000Denise Paige Way This study investigated the effects of 3 different writing tasks (descriptive, narrative, and expository) and 3 different writing prompts (bare, vocabulary, and prose model) on 937 writing samples culled from 330 novice learners enrolled in 15 classes of Levels 1 and 2 high school French. In order to assess the quality, fluency, syntactic complexity, and accuracy of the writing samples, the researchers employed 4 evaluation methods: holistic scoring, length of product, mean length of T-units, and percentage of correct T-units. Results indicate that the descriptive task was the easiest and the expository task the most difficult. The prose model prompts produced the highest mean scores, and the bare prompts produced the lowest mean scores. Based on these findings, the researchers question whether the description of a novice writer in the ACTFL Proficiency Guidelines(1986) should be used as a blueprint for curriculum development and textbook construction for secondary novice foreign language learners. [source] A model for facilitating curriculum development in higher education: A faculty-driven, data-informed, and educational developer,supported approachNEW DIRECTIONS FOR TEACHING & LEARNING, Issue 112 2007Peter Wolf This chapter explores the processes that have been developed and refined by educational developers in Teaching Support Services at the University of Guelph to support faculty-driven curriculum assessment and development initiatives. [source] Traces of the secondary Geography curriculumNEW ZEALAND GEOGRAPHER, Issue 2 2005Lex Chalmers Abstract:, Expressions of dissatisfaction about the post-compulsory Geography curriculum in the early 1970s were unusually concerted, leading to the creation of a National Geography Curriculum Committee. This essay reviews this history and the resulting Syllabus for Schools: Geography Forms 5,7 as a prelude to a discussion of contemporary curriculum development. The essay argues that curriculum development from 1975 and the ,education reforms' of the late 1980s failed to produce conditions in which satisfactory outcomes for a Geography curriculum can be assured in 2005, and that a new and concerted period of participation in curriculum discussion is required. Some goals for this process are outlined in the final section of the paper. [source] Off-service Resident Education in the Emergency Department: Outline of a National Standardized CurriculumACADEMIC EMERGENCY MEDICINE, Issue 12 2009Chad S. Kessler MD Abstract Although many residency programs mandate at least one rotation in emergency medicine (EM), to the best of our knowledge, a standardized curriculum for emergency department (ED) rotations for "off-service" residents has not been developed. As a result, the experiences of these residents in the ED tend to vary during their rotations. To design an off-service EM curriculum, we adopted Kern's six-step approach to curriculum development as a conceptual framework. The resulting program encompasses clinical experience and didactic sessions through which residents are trained in core topics and skills. This knowledge will be applicable in the clinical settings in which residents will continue to train and ultimately practice their specialty. It is flexible enough to be applicable and implementable without being limited by resource availability or faculty strengths. [source] Promoting Diversity in Emergency Medicine: Summary Recommendations from the 2008 Council of Emergency Medicine Residency Directors (CORD) Academic Assembly Diversity WorkgroupACADEMIC EMERGENCY MEDICINE, Issue 5 2009Sheryl L. Heron MD Abstract Although the U.S. population continues to become more diverse, ethnic and racial health care disparities persist. The benefits of a diverse medical workforce have been well described, but the percentage of emergency medicine (EM) residents from underrepresented groups (URGs) is small and has not significantly increased over the past 10 years. The Council of Emergency Medicine Resident Directors (CORD) requested that a panel of CORD members review the current state of ethnic and racial diversity in EM training programs. The objective of the discussion was to develop strategies to help EM residency programs examine and improve diversity in their respective institutions. Specific recommendations focus on URG applicant selection and recruitment strategies, cultural competence curriculum development, involvement of URG faculty, and the availability of institutional and national resources to improve and maintain diversity in EM training programs. [source] Collaborative curriculum development: Clinicians' views on the neurology content of a new occupational therapy courseAUSTRALIAN OCCUPATIONAL THERAPY JOURNAL, Issue 1 2000Annie McCluskey Academics are often accused of being out of touch with clinical practice. This can result in graduates who are poorly prepared to work in local health-care systems. To avoid this scenario, occupational therapy clinicians in New South Wales were invited by mail to list 10 topics related to neurology, which they felt should be included in a new undergraduate curriculum. Fifty-two clinicians responded. A modified nominal group technique was then used with 10 expert clinicians, to further explore the written responses. Content analysis revealed four areas which clinicians felt needed attention in the new curriculum. These areas or themes have been named: (i) Integrated Foundation Studies; (ii) The Art of a Thorough Assessment; (iii) Treatment Approaches in Neurology; and (iv) Building Confidence. Clinicians felt that neuroscience material needed to be better integrated with professional subjects; that observational skills and activity analysis should receive more class time, and that three different approaches to motor training should be taught. More practical student experience was also recommended, on and off campus, to help increase confidence when conducting initial assessments and upper limb retraining. Information from this study will be of interest to clinicians in neurology and to occupational therapy educators across Australia. [source] Core Curricular Elements for Fellowship Training in International Emergency MedicineACADEMIC EMERGENCY MEDICINE, Issue 7 2010Jamil Bayram MD ACADEMIC EMERGENCY MEDICINE 2010; 17:748,757 © 2010 by the Society for Academic Emergency Medicine Abstract Objectives:, The objective was to describe the common educational goals, curricular elements, and methods of evaluation used in international emergency medicine (IEM) fellowship training programs currently. IEM fellowship programs have been developed to provide formal training for emergency physicians (EPs) interested in pursuing careers in IEM. Those fellowships are variable in scope, objectives, and duration. Previously published articles have suggested a general curriculum structure for IEM fellowships. Methods:, A search of MEDLINE, EMBASE, and CINAHL databases from 1950 to June 2008 was performed, combining the terms international, emergency medicine, and fellowship. Online curricula and descriptive materials from IEM fellowships listed by the Society for Academic Emergency Medicine (SAEM) were reviewed. Knowledge and skill areas common to multiple programs were organized in discrete categories. IEM fellowship directors were contacted for input and feedback. Results:, Eight articles on IEM fellowships were identified. Two articles described a general structure for fellowship curriculum. Sixteen of 20 IEM fellowship programs had descriptive materials posted online. These information sources, plus input from seven fellowship program directors, yielded the following seven discrete knowledge and skill areas: 1) emergency medicine systems development, 2) humanitarian relief, 3) disaster management, 4) public health, 5) travel and field medicine, 6) program administration, and 7) academic skills. Conclusions:, While IEM fellowships vary with regard to objectives and structure, this article presents an overview of the current focus of IEM fellowship training curricula that could serve as a resource for IEM curriculum development at individual institutions. [source] International Emergency Medicine and the Role for Academic Emergency MedicineACADEMIC EMERGENCY MEDICINE, Issue 5 2007Kumar Alagappan MD International emergency medicine continues to grow and expand. There are now more than 30 countries that recognize emergency medicine as a specialty. As the field continues to develop, many physicians are reaching across borders and working with their colleagues to improve patient care, education, and research. The future growth and success of the specialty are based on several key components. These include faculty development (because this is the key driver of education), research, and curriculum development. Each country knows what resources it has and how best to utilize them. Countries that are developing the specialty can seek consultation from successful countries and develop their academic and community practice of emergency medicine. There are many resources available to these countries, including distance learning and access to medical journals via the Internet; international exchanges by faculty, residents, and medical students; and physicians who are in fellowship training programs. International research efforts require more support and effort to be successful. This report discusses some of the advantages and hurdles to such research efforts. Physicians have a responsibility to help one another succeed. It is the hope of the authors that many more emergency physicians will lend their skills to further global development of the specialty. [source] Felt tip pens and school councils: children's participation rights in four English schoolsCHILDREN & SOCIETY, Issue 4 2001Dominic Wyse The United Nation Convention on the Rights of the Child has created practical challenges for nation states and institutions particularly in relation to children's rights to participation. The limited research that is available has tended to use survey methodology; qualitative accounts of children's daily lives are rare. The present study investigated the nature of children's participation in their education in two primary and two secondary schools; in particular the right to express views freely in all matters affecting the child. The study found that children's opportunities to express their views were extremely limited even when school councils were in place. It is concluded that the goal of active citizenship espoused by recent national curriculum developments will remain illusive unless educational practice changes to a focus on school processes rather than products. Copyright © 2001 John Wiley & Sons, Ltd. [source] | |||||||||||||||||||