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The main purpose of the living technology curriculum is to cultivate students' interest in learning science and technology, and further to utilize their experience of learning instructions and develop their ability to integrate interdisciplinary knowledge and skills. In recent years, as countries have begun to emphasize the concept of interdisciplinary integration in the school education, STEM (Science, Technology, Engineering, and Mathematics, STEM) focuses on cultivating interdisciplinary talents. With this, STEAM highlights the role of ART because other dimensions of STEM are expected to be effectively integrated through the cultivation of aesthetics; the purpose of this study is to design a STEAM curriculum for elementary school children and to explore the impact of STEAM education on the creativity. The content of this course is based on the PBL (Project-Based Learning) with the teaching activities combining with “Chinese Paper-cutting” and “BBC micro: bit”. The teaching process is used the strategy of creative thinking instruction. The research method adopts a one-group pretest–posttest design based on a purposive sampling of 21 students from one class in an elementary school. The research tools included the records of learning feedback and the creativity assessment. The empirical findings show that the project-based learning incorporating STEAM activity has a positive significant influence on students’ development of creative recognition. Since the empirical results are constricted by the short-term STEAM course, the STEAM course with the art-oriented still benefits the STEAM education and Learning effectiveness of elementary school students. The implication of interdisciplinary interactive Lamp of Paper Carving with Micro:Bit is expected to contribute to further development of STEAM course. Since the curriculum is only last for few weeks, it is too short to affect the emotional facet of creativity. Future researches are suggested to extend the teaching period and evaluate the long-term influence of PBL STEAM on students' learning attitude.

Scientific writing is an important skill in both academia and clinical practice. The skills for writing a strong scientific paper are necessary for researchers (comprising academic staff and health-care professionals). The process of a scientific research will be completed by reporting the obtained results in the form of a strong scholarly publication. Therefore, an insufficiency in scientific writing skills may lead to consequential rejections. This feature results in undesirable impact for their academic careers, promotions and credits. Although there are different types of papers, the original article is normally the outcome of experimental/epidemiological research. On the one hand, scientific writing is part of the curricula for many medical programs. On the other hand, not every physician may have adequate knowledge on formulating research results for publication adequately. Hence, the present review aimed to introduce the details of creating a strong original article for publication (especially for novice or early career researchers).

Graphing is an important practice for scientists and in K-16 science curricula. Graphs can be constructed using an array of software packages as well as by hand, with pen-and-paper. However, we have an incomplete understanding of how students’ graphing practice vary by graphing environment; differences could affect how best to teach and assess graphing. Here we explore the role of two graphing environments in students’ graphing practice. We studied 43 undergraduate biology students’ graphing practice using either pen-and-paper (PP) (n = 21 students) or a digital graphing tool GraphSmarts (GS) (n = 22 students). Participants’ graphs and verbal justifications were analyzed to identify features such as the variables plotted, number of graphs created, raw data versus summarized data plotted, and graph types (e.g., scatter plot, line graph, or bar graph) as well as participants’ reasoning for their graphing choices. Several aspects of participant graphs were similar regardless of graphing environment, including plotting raw vs. summarized data, graph type, and overall graph quality, while GS participants were more likely to plot the most relevant variables. In GS, participants could easily make more graphs than in PP and this may have helped some participants show latent features of their graphing practice. Those students using PP tended to focus more on ease of constructing the graph than GS. This study illuminates how the different characteristics of the graphing environment have implications for instruction and interpretation of assessments of student graphing practices.

The concept of pediatric emergency medicine (PEM) is virtually nonexistent in India. Suboptimally, organized prehospital services substantially hinder the evaluation, management, and subsequent transport of the acutely ill and/or injured child to an appropriate facility. Furthermore, the management of the ill child at the hospital level is often provided by overburdened providers who, by virtue of their training, lack experience in the skills required to effectively manage pediatric emergencies. Finally, the care of the traumatized child often requires the involvement of providers trained in different specialities, which further impedes timely access to appropriate care. The recent recognition of Doctor of Medicine (MD) in Emergency Medicine (EM) as an approved discipline of study as per the Indian Medical Council Act provides an unprecedented opportunity to introduce PEM as a formal academic program in India. PEM has to be developed as a 3-year superspeciality course (in PEM) after completion of MD/Diplomate of National Board (DNB) Pediatrics or MD/DNB in EM. The National Board of Examinations (NBE) that accredits and administers postgraduate and postdoctoral programs in India also needs to develop an academic program - DNB in PEM. The goals of such a program would be to impart theoretical knowledge, training in the appropriate skills and procedures, development of communication and counseling techniques, and research. In this paper, the Joint Working Group of the Academic College of Emergency Experts in India (JWG-ACEE-India) gives its recommendations for starting 3-year DM/DNB in PEM, including the curriculum, infrastructure, staffing, and training in India. This is an attempt to provide an uniform framework and a set of guiding principles to start PEM as a structured superspeciality to enhance emergency care for Indian children.

Based in part on our work in adapting existing paper textbooks for secondary schools for a digital format, this paper discusses paper form and the various electronic platforms with regard to the presentation of five aspects of mathematics that have roles in mathematics learning in all the grades kindergarten-12: symbolization, deduction, modeling, algorithms, and representations. In moving to digital platforms, each of these aspects of mathematics presents its own challenges and opportunities for both curriculum and instruction, that is, for the content goals and how they connect with students for learning. A combination of paper and electronic presentations may be an optimal solution but some difficulties with such a complex solution are presented.

Using curriculum vitae (CVs) or Short Bios in published resources such as the Internet enables us to analyze many issues concerning researchers' careers. However, analysis of CVs or Short Bios concerning researchers' life history, such as movement between countries, has rarely been conducted. In this paper, we pursue two purposes: to demonstrate which conditions (citation impact, countries or sectors) are favorable for the analysis, and to show structures of production of highly cited papers. To grasp more obvious tendencies, we compare two "extreme" samples: highly cited and uncited papers. First, we assess the identification rates of researchers' origin broken down by researchers' affiliation (countries and sectors). Then, we analyze the influence of these researchers' international movement based on their origin. The results show the full landscape of the movement's influence on national publication, the characteristics of each country in terms of researchers' countries of origin and the research experience of both internationally moved and domestic researchers. Moreover, we analyze the contributions of researchers who returned from abroad to their home countries. Finally, we assess the limitations of our research method and the topic to be addressed concerning this method.

The recently expanding educational movement, writing across the curriculum, has encouraged instructors in all disciplines to require more undergraduate writing assignments, including research papers. A five-stage process for managing the research paper assignment is described. Students are instructed in gathering sources, organizing findings, and using a standard format. Progress is closely monitored at each stage with specific feedback. Student reaction to this technique was measured in upper-division courses using a 14-item questionnaire with Likert-type scaling and free-response narrative. Responses were overwhelmingly favorable, indicating that students would have less hesitancy and anxiety in completing future writing assignments.

Sketching is becoming an irrelevant activity of engineering studies. The availability of many software that aids designers in all phases of design, not only analytic but synthetic, push technicians, designers to use such tools, giving up the employment of a simple pencil and eraser on a sheet of paper. The productivity of software tools is obliged to speed and manage the whole design process; even freehand sketching remains the fundamental means to communicate the first ideas immediately. During Brainwriting sessions, the ability to explain by sketches first elaborations of a possible solution, that must be understood by co-designers, is the first step that allows more fruitful discussion and immediate adjustment towards a quick embodiment of valid proposals. The paper describes how such techniques has been introduced in the mechanical engineering curriculum. The case of study reports the experience of the Brainwriting online, which has been tested during lockdown due to the pandemic disease of COVID-19. Further in the paper it is suggested a new interpretation of the de Saussure general linguistic studies, in term of a communication that is associated to a drawing.

This paper explores the authors’ efforts to design and deliver a Venture Creation Programme (VCP) at the University of Worcester between 2015 and 2017. The purpose of the paper is to present critical insights into the manner in which learning can be facilitated through VCPs using our own experiences as an example. The paper begins with a discussion of the authors' methodology before moving to a literature review addressing VCP’s and related elements of entrepreneurial education best practice. It then shifts to a critical discussion of the authors' experiences based on insights, student and staff evaluations, and course data. In the process of conducting this review the authors found that good pedagogical design, in a VCP context, needs to focus on ensuring that academics promote constructive alignment between the curriculum that is ‘taught’, the teaching methods used, the learning environment chosen and the assessment procedures adopted. Only by minimising inconsistencies which link these factors will students’ experiences of venture creation be fully engaging, promoting more effective, experiential and entrepreneurial development. This paper provides educators with an original and experiential insight into the design of a VCP programme and the pedagogical developments required for their successful implementation. There is considerable value herein for higher education institutions which want to design a new VCP, especially with reference to the curriculum design, experiential learning activities, types and methods of assessments and online learning environments for entrepreneurial students.

The paper traces the gradual adoption of squared paper from its exclusive use as a research tool in the early 19th century to its universal use for a variety of purposes in mathematical education by the end of the first decade of this century. Three underlying causal factors are explored—the growth of new educational philosophies; the development of science teaching and the associated need for mathematics correlation; and the growing demands of engineering and technical education. Whilst the focus on squared paper is a narrow one, it is argued that its adoption in education generally was symptomatic of a much wider transformation of mathematical curricula in response to various demands which, significantly, arose outside the academic mathematical community.

Diversity work is an area of growing interest for organisations in both the private and public sectors. In a nutshell, the term refers to the work conducted within an organisation that promotes inclusive and equitable engagement with people and communities across social differences such as gender, race, ethnicity, sexuality and religion. Related research has generated relatively more knowledge about the challenges and problems of diversity initiatives than about effective practices that genuinely foster social equity and inclusion. This article contributes to the latter with a partnership case study involving the United Chinese Community Enrichment Services Society (S.U.C.C.E.S.S.), a large non-profit immigrant services organisation headquartered in Vancouver, Canada. Specifically, the study presented here focuses on the organisational practices that are constitutive of frontline workers’ engagement with diversity work and learning. It shows that (1) building a diverse and inclusive organisation, (2) supporting continuous learning opportunities at work, and (3) providing diversity training, both directive and generative, form the organisation’s diversity “curriculum”. This study also demonstrates that the strength of this workplace curriculum is that it has the potential to challenge the boundary between instrumentalism (harnessing diversity work to business success) and equity activism (prioritising diversity work in its own right), and that it creates space for collective reflection in the presence of others. Conceptually drawing on the practice turn in social sciences, particularly Steven Billet and Jennifer Newton’s learning practice, and what David Boud terms “the reflective turn”, this article positions diversity work as a reflective and iterative process of lifelong learning for both organisations and individual workers.

Medical schools are developing global health programmes, and medical students are requesting global health training and creating opportunities when these are not provided by medical schools. This article described the Wolisso Project (WP), a medical experience on clinical electives in Sub-Saharan Africa, driven by a collaboration between a student organisation and a Nongovernmental Organization (NGO). Preclinical medical students spent 4 weeks as part of a multidisciplinary medical team in Africa. Post-elective questionnaires were administered to all subjects who participated in the project. Of all, 141 students responded to the questionnaire. The participants came from 30 Italian universities. The main difficulties reported are due to the lack of resources for the exercise of the medical activity, and difficulties related to language and communication. The African experience had a positive impact on the progress of the studies upon return, with an increase in determination and motivation. The experience had also positive influences on the future professional choices and carriers. The experience seems to contribute not only to the professional growth, but also to the personal development. A key factor in the positive outcomes of this experience is it being implemented by an NGO with long-term working relationships with the African populations. Another is that the project is carried out in health facilities where NGO staff have been working for a long time. These factors reduce the potential risks connected with this type of experience. They ensure a satisfactory level of supervision, the lack of which has been a serious problem in many similar experiences. A well-structured, mentored experience in international health can have a positive impact on preclinical students’ attitudes, including their compassion, volunteerism, and interest in serving underserved populations. Only a small number of Italian universities facilitate pre-graduate medical elective experiences in LMICs. The WP seems to be attempting to compensate for the lack of international experience in LMICs offered by universities. Italian medical schools should incorporate changes in their curricula to train socially responsible physicians. Supplementary Information The online version contains supplementary material available at 10.1007/s10900-021-01045-5.

Differences were identified in students' performance of similar arithmetic tasks in two media: paper-and-pencil (PP in two types of practice-either mixed from a variety of types of exercises or of fixed-type exercises; with two types of task arrangement-either strictly or loosely hierarchical; and with two criteria-either level of performance as defined in the CAI curriculum or the percent of correct answers. Results show that for both CAI systems, for both criteria, for both types of task arrangement, and for either type of practice, the majority of students performed with P&P better than in their simultaneously current CAI work. However, there were students who achieved the opposite results for tasks arranged in loose hierarchy. These two contradictory trends are discussed and explained on the basis of prolonged observations of several students working with the two CAI systems involved.

Health professions education (HPE) is built on a structural foundation of modernity based on Eurocentric epistemologies. This foundation privileges certain forms of evidence and ways of knowing and is implicated in how dominant models of HPE curricula and healthcare practice position concepts of knowledge, equity, and social justice. This invited perspectives paper frames this contemporary HPE as the "Master's House", utilizing a term referenced from the writings of Audre Lorde. It examines the theoretical underpinnings of the "Master's House" through the frame of Quijano's concept of the Colonial Matrix of Power (employing examples of coloniality, race, and sex/gender). It concludes by exploring possibilities for how these Eurocentric structures may be dismantled, with reflection and discussion on the implications and opportunities of this work in praxis.

Objectives This study evaluates the effectiveness of a mindfulness-based intervention (MBI), called Koru mindfulness, among college students. Methods Undergraduate students (N = 34) participated in a 4-week mindfulness curriculum embedded within a college course, while a control group (N = 35) taking a different course did not. Notably, the intervention coincided with the start of a state-wide lockdown due to the COVID-19 pandemic. Results Despite the additional external stress, there was a significant main effect and a significant interaction between the intervention and time for state mindfulness, (the treatment group experienced increased state mindfulness). There was a significant main effect (higher for the control group) on coronavirus worry and a significant interaction between the intervention and time for perceived stress, with the treatment/control group experiencing decreased/increased stress over time. There was also a significant interaction between the intervention and time for sleep problems with the intervention group experiencing declines in sleep problems over time and also being more likely to experience optimal amounts of sleep over time. Conclusions The Koru intervention effectively increased state mindfulness, decreased stress, and improved sleep, suggesting that it is robust even under extremely stressful conditions. This study adds to the growing evidence that MBIs can play an important role in addressing rising concerns regarding the mental health of college students.

In the United States, Black communities face a complex mental health burden, with growing attention on addressing these disparities through the lens of holistic wellbeing. Given the dearth of research on faith-based interventions focused on mental health through the lens of holistic wellbeing, this study evaluates the impact of a spirituality-based, peer-led one-group pre-test post-test pilot intervention in a sample of Black individuals in the Bronx, New York City. The eight-session creating healthy culture curriculum, focused on improving mental health and spiritual wellbeing, was collaboratively developed through community partnerships. Post-intervention results indicated significantly reduced odds of moderate to severe depression (AOR:0.20), and increased sense of community, social support, role of religion in health, flourishing, and reduced trouble sleeping. In-depth interviews with participants further highlighted the interconnected role between psychosocial and mental health indicators. Findings support importance of holistically developing, implementing, and evaluating spirituality-based mental health interventions in Black communities.

To evaluate the moral awareness of college students regarding artificial intelligence (AI) systems, we have examined 467 surveys collected from 152 Japanese and 315 non-Japanese students in an international university in Japan. The students were asked to choose a most significant moral problem of AI applications in the future from a list of ten ethical issues and to write an essay about it. The results show that most of the students (n = 269, 58%) considered unemployment to be the major ethical issue related to AI. The second largest group of students (n = 54, 12%) was concerned with ethical issues related to emotional AI, including the impact of AI on human behavior and emotion and robots’ rights and emotions. A relatively small number of students referred to the risk of social control by AI (6%), AI discrimination (6%), increasing inequality (5%), loss of privacy (4%), AI mistakes (3%), malicious AI (3%), and AI security breaches (3%). Calculation of the z score for two population proportions shows that Japanese students were much less concerned about AI control of society (− 3.1276, p

Social and Emotional Learning (SEL) programs seek to enhance social and emotional competencies in children, including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. By means of direct instruction regarding social and emotional competencies, SEL programs have the potential to strengthen resilience in children and thus their capacity to effectively cope with life’s challenges. Strengthening resilience in children who are repeatedly exposed to adverse experiences, particularly those from economically disadvantaged minority backgrounds, is of particular importance and has implications for the prevention of a multitude of problems later in life. Our study reports the result of an investigation of the SPARK Child Mentoring program, a resilience-focused SEL program designed to reduce risk factors, uncover innate resilience, promote natural emotional well-being, and facilitate school success. We employed a randomized controlled trial comprising 94 elementary school students that included pre- and post-intervention measurements. After controlling for pre-intervention levels, we found a significant difference between students’ understanding of underlying program principles; communication, decision making, and problem-solving skills; emotional regulation; and resilience for students who received the intervention compared to students who did not receive the intervention. These results provide initial evidence for the efficacy of the SPARK Child Mentoring program with a diverse sample of elementary school students and adds to the existing literature base concerning positive outcomes associated with SEL programs. We discuss implications for future research focused on long-term preventive effects of the program and the characteristics of students most likely to benefit from it.

Artificial Intelligence (AI) is reshaping the world in profound ways; some of its impacts are certainly beneficial but widespread and lasting harms can result from the technology as well. The integration of AI into various aspects of human life is underway, and the complex ethical concerns emerging from the design, deployment, and use of the technology serves as a reminder that it is time to revisit what future developers and designers, along with professionals, are learning when it comes to AI. It is of paramount importance to train future members of the AI community, and other stakeholders as well, to reflect on the ways in which AI might impact people’s lives and to embrace their responsibilities to enhance its benefits while mitigating its potential harms. This could occur in part through the fuller and more systematic inclusion of AI ethics into the curriculum. In this paper, we briefly describe different approaches to AI ethics and offer a set of recommendations related to AI ethics pedagogy.

This article makes the case for why higher education institutions should take the teaching of peacebuilding seriously. It is co-authored by a team from four countries (Bosnia and Herzegovina, Rwanda, Colombia and the United Kingdom) who were involved in a small international research project looking at "Pedagogies for Peacebuilding". Together they are trying to answer questions about the legitimacy of bringing these discussions into higher education and lecturer/student relationships. The authors discuss the spaces in which peacebuilding can be usefully considered within higher education curricula; the significance of higher education in helping young people develop habits of peace; and how the citizens and leaders of the future might be helped to understand the meaning and importance of peacebuilding. In the course of their argument, the authors consider the intention and impact of different pedagogical approaches.Pédagogies de consolidation de la paix dans l’enseignement supérieur : comment et pourquoi les établissements d’enseignement supérieur devraient-ils se consacrer à l’enseignement pour la paix ?Pedagogías para la construcción de paz en educación superior: Cómo y por qué la educación superior debe involucrarse en la enseñanza para la paz? –El presente artículo analiza por qué las instituciones de educación superior deberían tomar en serio la enseñanza en construcción de paz. Es un escrito en coautoría con un equipo de cuatro países (Bosnia y Herzegovina, Ruanda, Colombia y el Reino Unido) que participaron en un pequeño proyecto de investigación internacional sobre “Pedagogías para la construcción de paz”. Juntos tratan de responder a preguntas sobre la legitimidad de llevar dichas discusiones a la educación superior y a las relaciones profesor-estudiante. Los autores discuten los espacios en los que la construcción de paz puede ser útil dentro del currículo de educación superior; la importancia de la educación superior para ayudar a los jóvenes a desarrollar hábitos de paz; y cómo se podría ayudar a los ciudadanos y líderes del futuro a comprender el significado y la importancia de la construcción de paz. En el curso de su argumentación, los autores consideran la intención y el impacto de diferentes enfoques pedagógicos.

The concept of Just-In-Time Training (JITT) is to provide critical information specific to a public health crisis, allowing individuals to understand and respond to an urgent situation. The design of the JITT curriculum appropriate for school-aged children during the COVID-19 pandemic is vital, as every individual has a role to play in mitigating the spread of SARS-CoV-2. When working with various communities, considering culture and religion is essential, as aligning values and beliefs with the JITT curriculum’s objectives may significantly change the community’s behavior toward a public health crisis. In this narrative, we describe how a JITT curriculum for the COVID-19 pandemic, created in Maryland, US, and implemented in a Catholic school system, aligned with core Catholic social teachings. This alignment allowed for implementing and delivering the COVID-19 curriculum in Maryland’s Archdiocese Catholic school system, culminating in a medical-religious partnership that serves as a model for future public health crises.

The number of patient-doctor appointments carried out using telemedicine has surpassed in-person appointments. In spite of this, it is unclear that telemedicine curricula in undergraduate medical education reflect the real importance by means of the effectiveness of these approaches. We aimed to systematically search and review the studies that are on undergraduate telemedicine curricula. We searched the Web of Science, PubMed, and Scopus using the keywords such as telemedicine, medical education, and curriculum. Our search was limited to publication dates between January 1, 2000, and February 1, 2020. We elicited the information of the curricula as to their countries, participants, aims or objectives, teaching methods, and evaluation of effectiveness. We also evaluated the quality of the studies using the Joanna Briggs Institute Qualitative Appraisal and Review Instrument. Out of 461 studies, seven articles were selected based on selection criteria for further review. The studies were mostly from the USA. The participant numbers were between seven and 268. There were several modes of delivery but lectures and patient encounters were used mostly. In four studies, the effectiveness was evaluated only by using satisfaction surveys, and the results were satisfactory. A study reported the acquisition and application of skills as a result. There is no well-established telemedicine curriculum in the undergraduate years. The methods vary but the effectiveness of the educational programs does not have a robust evidence base. It is evident that undergraduate medical education needs a curriculum backed by strong scientific data on its effectiveness.

High school equivalency (HSE) is a recognised alternative to a high school diploma in the United States. It offers an opportunity to a range of disadvantaged adult learners such as school dropouts, refugees etc. to attain an educational certificate enabling them to move on in their life. This article presents an autoethnographic case study of a non-profit HSE programme in Philadelphia during the COVID-19 pandemic. The four authors of this article, all of them instructors on the front line of the youth crisis in adult education, explore the broader context of non-governmental organisation (NGO) management and privatised HSE exams. In their research and their reflections, they found that the pandemic exacerbated existing economic and social inequalities, with both pre-pandemic and current delivery of their HSE programme failing to address the survival needs of a population which has long been living in crisis. Juxtaposing relevant youth-in-crisis literature with narratives both from before the pandemic and whilst living through it, the authors of this article discuss the funding and institutional constraints around the environment in which they teach. Their case study sheds light on competing priorities within the non-profit education landscape, highlighting both pitfalls and successes in HSE curriculum and administration. The authors conclude that rapid adaptation to online teaching tools, platforms and products is not the panacea that many outcomes generators would like it to be.Des crises de santé publique aggravées : l’équivalence des études secondaires en période de pandémie – Aux États-Unis, l’équivalence des études secondaires (High school equivalency/HSE) est une alternative reconnue au diplôme de fin d’études secondaires. Elle permet à des apprenants adultes défavorisés, par exemple à des décrocheurs scolaires, des réfugiés, etc. d’obtenir un diplôme grâce auquel ils pourront progresser dans la vie. Cet article présente une étude de cas autoethnographique portant sur un programme à but non lucratif d’équivalence des études secondaires, mené à Philadelphie pendant la pandémie de COVID-19. Les quatre auteurs de l’article, tous enseignants en première ligne de la crise de la jeunesse dans l’éducation des adultes, se penchent sur la situation plus générale de la gestion, par des organisations non gouvernementales (ONG), des programmes d’équivalence des études secondaires et de la privatisation des examens dans ce cadre. Au fil de leurs recherches et réflexions, ils ont découvert que la pandémie exacerbait les inégalités économiques et sociales existantes, leur programme d’équivalences des études secondaires n’ayant pas réussi, tant avant que pendant la pandémie, à prendre en compte les besoins pour survivre d’une population frappée depuis longtemps par la crise. Les auteurs ont juxtaposé des documents avec des récits sur la jeunesse en crise, datant d’avant et de pendant la pandémie, pour aborder la question des contraintes financières et institutionnelles que subit l’environnement dans lequel ils enseignent. Leur étude de cas dévoile des priorités concurrentes au sein du secteur de l’éducation à but non lucratif, mettant en évidence les écueils et les réussites du curriculum d’équivalence des études secondaires et de la gestion de cette dernière. Ils concluent que l’adaptation rapide à des outils, plateformes et produits d’enseignement en ligne n’est pas la panacée que nombre d’obsédés des résultats aimeraient voir en elle.

In recent years, gender mainstreaming in education has been discussed and studied. In the Philippines, however, research has tended to focus on extreme ends of the implementation process such as the awareness of educators about the gender perspective or the success in incorporating gender in their pedagogical practices, rather than an in-depth analysis on the overall experience of educators in the government’s attempt to mainstream gender-and-development education in schools. Also, there is a gap in the literature concerning Filipino English language teaching (ELT) practitioners' views on integrating the gender perspective into English language education. Through semi-structured interviews, the present study explores how a group of 71 Filipino college teachers of English perceive the benefits, ways, and challenges of incorporating the gender dimension in ELT. The thematic analysis of interview responses revealed the following benefits: enhancement of learners’ critical thinking skills, promotion of an inclusive and supportive learning environment, and increased awareness on the critical role of language (i.e., English) in recognizing diversity. Further, it was found that the teacher-participants incorporate gender knowledge in ELT in two ways: instructional materials and teaching-learning activities, and teacher-student interaction. In terms of challenges, three major themes emerged: learner factor, teacher factor, and institutional constraints (which were further categorized as curriculum, resource, and belief).

Key summary points Aim UK medical schools are required to teach about frailty but the term is open to interpretation. This national survey aims to understand how frailty has been perceived and approached by schools. Findings Frailty is perceived and approached in a broad variety of ways ranging from a long term condition to geriatric medicine in its entirety. A range of educational approaches have been used to teach and assess, with little constructive alignment to match learning outcomes. Teaching is most commonly opportunistic, by a student observing geriatric ward rounds. Message Frailty is open to individual interpretation. Expert consensus should be reached regarding the core areas to include in UGME around the topic of frailty. It would be prudent to explore which frailty-related educational strategies enhance student knowledge, attitudes and values towards frailty., Purpose All UK medical schools are required to include frailty in their curriculum. The term is open to interpretation and associated with negative perceptions. Understanding and recognising frailty is a prerequisite for consideration of frailty in the treatment decision-making process across clinical specialities. The aim of this survey was to describe how frailty has been interpreted and approached in UK undergraduate medical education and provide examples of educational strategies employed. Methods All UK medical schools were invited to complete an electronic survey. Schools described educational strategies used to teach and assess frailty and provided frailty-related learning outcomes. Learning Outcomes were grouped into categories and mapped to the domains of Outcomes for Graduates (knowledge, skills and values). Results 25/34 Medical schools (74%) participated. The interpretation of what frailty is vary widely and the diversity of teaching strategies reflect this. The most common Learning outcomes included as “Frailty” are about the concept of frailty, Comprehensive Geriatric Assessments and Roles of the MDT. Frailty teaching is predominantly opportunistic and occurred within geriatric medicine rotations in all medical schools. Assessments focus on frailty syndromes such as falls and delirium. Conclusion There is variation regarding how frailty has been interpreted and approached by medical schools. Frailty is represented in an array of teaching and assessment methods, with a lack of constructive alignment to related learning outcomes. Consensus should be agreed as to what frailty means in medical education. Further research is required to explore which frailty-specific educational strategies in undergraduate medical education enhance learning.

Scholars from a range of disciplines including medicine, sociology, psychology, and philosophy have addressed the concepts of ambiguity and uncertainty in medical practice and training. Most of this scholarship has been descriptive, focusing on defining and measuring ambiguity and uncertainty tolerance or tracking clinicians’ responses to ambiguous and uncertain situations. Meanwhile, scholars have neglected some fundamental normative questions: Is tolerance of uncertainty good; if so, to what extent? Using a philosophical approach to these questions, we show that neither tolerance nor intolerance of uncertainty is necessarily a good or bad trait. Rather, both tolerance and intolerance of uncertainty can give physicians advantages while at the same time exposing them to pitfalls in clinical practice. After making this case, we argue that cultivating certain virtues—like courage, diligence, and curiosity—could help clinicians avoid the dangers of excessive tolerance and intolerance of uncertainty. Finally, we suggest that medical educators develop curricula and career counseling beginning with matriculation and proceeding through specialty choice and residency training that explicitly address trainees’ responses to clinical uncertainty. These programs should encourage trainees, students and residents, to be mindful of their reactions to uncertainty and help them develop virtues that will allow them to avoid the hazards of extreme tolerance or intolerance of uncertainty.

The increasing number of technological devices available in schools, aligned with curriculum guidance, set an expectation for mathematics teachers to incorporate these devices into their teaching. This qualitative study investigated prospective teachers’ use of TPACK and mathematical action technologies as they created screencast video lessons using iPads. Results showed prospective teachers’ effective use of pedagogical techniques and the screencast app as an amplifier tool, according to the amplifier-reorganizer metaphor. Half of the participants used mathematics technology to confirm and expand the results they had found without technology. The other half had mathematics technology integrated into their solution exercising the balance among TPACK components. For some, their use of the mathematical tool had the potential of expanding the mathematical repertoire of virtual students. We conclude by making recommendations for teacher educators to implement cycles of learning for pre-service teachers to design, enact, and reflect upon the creation of screencast video lessons. Supplementary Information The online version contains supplementary material available at 10.1007/s11528-020-00578-1.

Racist policies and inequity are prevalent in society; this includes higher education institutions. Many behavior-analytic training programs have been complicit in omitting cultural humility and antiracist ideas from their curricula and institutional practices. As societal demands for allyship and transformational change increase, programs must rise to the challenge and act as agents of change in our clinical, professional, and personal communities. The current article offers a multitude of strategies for institutions to develop an antiracist and multicultural approach. These recommendations encompass policies that may be promoted at the following levels: (a) in organizational infrastructure and leadership, (b) within curricula and pedagogy, (c) in research, and (d) with faculty, students, and staff.

Health professions education is that part of the education system which applies educational philosophy, theory, principles and practice in a complex relationship with busy clinical services, where education is not the primary role. While the goals are clear—to produce the health workforce that society needs to improve health outcomes—both education and healthcare systems continue to evolve concurrently amidst changes in knowledge, skills, population demographics and social contracts. In observing a significant anniversary of this journal, which sits at the junction of education and healthcare systems, it is appropriate to reflect on how the relationship is evolving. Health professions educators must listen to the voices of regulators, employers, students and patients when adapting to new service delivery models that emerge in response to pressures for change. The recent COVID-19 pandemic is one example of disruptive change, but other factors, such as population pressures and climate change, can also drive innovations that result in lasting change. Emerging technology may act as either a servant of change or a disruptor. There is a pressing need for interdisciplinary research that develops a theory and evidence base to strengthen sustainability of change.

Gunn and Berry (1989, this issue) show courage. They are amongthe few researchers to face, with objectivity, the benefits literature on early intervention (EI) or Infant-Stim for Down Syndrome (DS) children. They find it wanting. Others before them have also raised the EI program efficacy issue, most notably Piper and Pless (1980), Harris (1981), Gibson and Fields (1984), Cunningham (1984, 1986), Dunst (1985), Sloper, Glenn and Cunningham (1986), Piper (1986), Weisenfeld (1987), Gordon (1987), and Gibson and Harris (1988). Notwithstanding, the effectiveness of Infant-Stim for DS infants and children continues to be vigorously supported by parent groups and career-invested professionals. By so insulating the Infant-Stim enterprise from critical evaluation, program accountability has degenerated to mere curriculum delivery system monitoring while the internal defence structure of the converted appeals increasingly to quasi-ideological positions. Yet early intervention, much more than Infant-Stim or early behavioral intervention, has enjoyed wide endorsement. There are successful surgical methods for cardiac and speech related problems, medical management for middle ear infection, vision defects, thyroid disorder, and muscular hypotonia. General health, greater alertness and increased longevity for members of the syndrome are also evident as a result of appropriate diet, guided physical activity, and watchful parenting for respiratory and other immuno-system disease risks. These «hard sciences» early interventions have produced a generation of young DS persons who project a more positive image to parents and public than did the DS child or adult during those times when «usual» treatments were not undertaken, all or most DS children were in institutions, and early mortality approached 50 percent. By comparison, the paucity of verifiable short term and more durable gains attributable solely to compensatory education techniques, especially for the cognitive and linguistic growth domains of the DS child, has generated various reformulations of Infant-Stim outcome goals to reflect whatever gains are most evident. Examples of the new enterprise of program benefits revisionism include a «system of maturational intervention» (Buckley & Sacks, 1987), a «functional model of effects assessment» (Simeonsson 1982), the «social systems benefits model» (Dundst, 1985; Zigler, 1983), an «ecological enhancement approach» (Bronfenbrenner, 1979; Marfo & Kysela, 1985) and a «personal life satisfactions concept» (Landesman, 1986). The later may prove to be the most attractive alternative if the cognitive growth goals of Infant-Stim are not eventually met by more sophisticated behavioural or biological intervention. Of these alternatives to the traditional benefits objectives for Infant-Stim, Gibson and Harris

Rheumatic and musculoskeletal diseases (RMDs) encompass a spectrum of degenerative, inflammatory conditions predominantly affecting the joints. They are a leading cause of disability worldwide and an enormous socioeconomic burden. However, worldwide deficiencies in adult and paediatric RMD knowledge among medical school graduates and primary care physicians (PCPs) persist. In October 2017, the World Forum on Rheumatic and Musculoskeletal Diseases (WFRMD), an international think tank of RMD and related experts, met to discuss key challenges and opportunities in undergraduate RMD education. Topics included needs analysis, curriculum content, interprofessional education, teaching and learning methods, implementation, assessment and course evaluation and professional formation/career development, which formed a framework for this white paper. We highlight a need for all medical graduates to attain a basic level of RMD knowledge and competency to enable them to confidently diagnose, treat/manage or refer patients. The importance of attracting more medical students to a career in rheumatology, and the indisputable value of integrated, multidisciplinary and multiprofessional care are also discussed. We conclude that RMD teaching for the future will need to address what is being taught, but also where, why and to whom, to ensure that healthcare providers deliver the best patient care possible in their local setting.

Contemporary bioethics education has been developed predominately within Euro-American contexts, and now, other global regions are increasingly joining the field, leading to a richer global understanding. Nevertheless, many standard bioethics curriculum materials retain a narrow geographic focus. The purpose of this article is to use local cases from the Asia-Pacific region as examples for exploring questions such as ‘what makes a case or example truly local, and why?’, ‘what topics have we found to be best explained through local cases or examples?’, and ‘how does one identify a relevant local case?’ Furthermore, we consider the global application of local cases to help extend the possible scope of the discussion, opening new avenues for the development of practical bioethics educational materials. We begin with a background description and discussion of why local cases enhance bioethics education, move to an overview of what is currently available and what is not for the region, and then outline a discussion of what it means to be local using example cases drawn from Hong Kong, Australia, Pakistan, and Malaysia. We are not creating a casebook but rather constructing by example a toolbox for designing active and dynamic learning cases using regional diversity as contextualised cases with generalised principles.

Purpose Recently, some attempts have been made to integrate lung ultrasound (LUS) teaching into medical curricula. However, current education studies of LUS are extremely heterogeneous due to the lack of evidence-based guidelines on LUS education. In particular, the assessment of competencies is poorly standardized and mostly relies on non-validated scales. A new validated tool, the objective structured assessment of lung ultrasound skills (LUS-OSAUS), has the potential to overcome these limitations. Therefore, we adopted the LUS-OSAUS tool to assess the competencies of a group of LUS-trained undergraduates. Existing no prior practical applications of the LUS-OSAUS, our aim was to investigate the practical utility of this tool and its applicability in the evaluation of US-trained medical students. Methods Eight undergraduates (two males, six females) were enrolled on a voluntary basis to receive a theoretical and practical training in LUS. Once completed their training, each student performed an LUS examination on a different patient hospitalized for respiratory symptoms. The same eight patients were also scanned by a senior resident in emergency medicine for a comparison with students’ results. Students and the senior resident were tested by an examiner using the LUS-OSAUS tool. We compared the scores obtained by operators in all areas of competence of the LUS-OSAUS, the total scores, and the time needed to complete the sonographic task. Results Median students’ score in the single items of the scale was significantly lower than the ones obtained by the senior resident (4.0 [3.3–5.0] vs. 5.0 [5.0–5.0]; p

This study explored the challenges faced by mathematics teachers in promoting social justice in teaching and learning in mathematics in high schools in Nepal. An interpretive qualitative research method was employed for collecting, analyzing, and interpreting data in an iterative process. An in-depth interview method was implemented to collect data from three mathematics teachers on challenges of social justice in mathematics classrooms at three public secondary schools in Kathmandu. A multi-layered thematic analysis and interpretation of the participant narratives from the interview data produced eight emergent themes: diverse students, working-class children, students' absenteeism, disengaging curriculum, students' different interests, non-participatory teaching, insufficient skills in using technology, and cultural differences. Pedagogical and policy implications are additionally considered.

Introduction As the role of robot-assisted surgery continues to expand, development of standardised and validated training programmes is becoming increasingly important. We aim to compare current robotic training curricula with training in aviation, to evaluate current similarities and to provide insight into how healthcare can further learn from replicating initiatives in aviation training. Methods A systematic literature review of the current evidence was conducted online and relevant publications and information were identified. Evaluation and comparison between training in robotic surgery and the aviation industry was performed. Results There are significant similarities between modern robotic training curricula and pilot training. Both undergo basic training before proceeding to advanced training. Aviation training methods include classroom instruction, e-learning and practical training, in both the aircraft and flight simulation training devices. Both surgeon and pilot training include technical and procedural instruction as well as training in non-technical skills such as crisis management, decision making, leadership and communication. However, there is more regulation in aviation, with international standards for training curricula, simulation devices and instructors/trainers that are legally binding. Continuous learning with re-qualification with benchmarked high stakes tests are also mandatory throughout a pilot’s and instructor’s career. Conclusion Robotic surgeons and pilots roles have many fundamental similarities. Both work with expensive and complex technology requiring high levels of skills, within working environments with high physiological and psychological stress levels. Whilst many initiatives in aviation training have already been replicated in surgical training there remain considerable differences in regulation. Adopting established and proven aviation methods of assessment and regulation could help robotic surgical training become more efficient, more effective and ultimately safer.

Purpose With non-technical skills (NTS) deficits being recognised as a major cause for error in surgery, there is an increasing interest in their training and evaluation. A growing number of training courses are emerging and some NTS curricula have also been created. Many different training methods are described in the literature but there is still uncertainty with regards to their optimum combination within a curriculum. Methods A literature review of the electronic database Medline was performed. All articles published before December 2018 were screened by abstract and included if deemed relevant by the author. The included articles’ reference lists were also screened for further relevant studies. Results Simulation training is accepted as the most effective way to train NTS. Within simulation training, it is shown that the ‘igloo’ full immersion/distributed simulation environment is appropriate for teaching NTS in urological scenarios where a designated operating room or space is not available. The use of multiple settings, for example wards and clinics as well as the operating room, is advantageous, as is training in an interprofessional team. Classroom teaching also plays a role in NTS training as an adjunct to simulation, with evidence that it improves some parameters of NTS. All levels, including qualified surgeons, benefit from NTS training; however, adaptation to both trainee level and specialty is important. Although less time consuming, training juniors and seniors together mainly benefits juniors, and training NTS at the same time as technical skills detracts from the quality of teaching. Debriefing is an important part of training and should be well structured; there are many debriefing models in existence, allowing for choice of method based on examiner preference and participant demographic. Furthermore, examiners should be well briefed in their task and trained in NTS assessment. Conclusion To move forward, studies should combine tried and tested learning techniques into a curriculum covering all training levels, which should then be validated and followed up long term to ensure a positive impact on patient safety.

Navigating the current STEM agendas and debates is complex and challenging. Perspectives on the nature of STEM education and how it should be implemented without losing discipline integrity, approaches to incorporating the arts (STEAM), and how equity in access to STEM education can be increased are just a few of the many issues faced by researchers and educators. There are no straightforward answers. Opinions on how STEM education should be advanced vary across school contexts, curricula, and political arenas. This position paper addresses five core issues: (a) perspectives on STEM education; (b) approaches to STEM integration; (c) STEM discipline representation, (d) equity in access to STEM education, and (e) extending STEM to STEAM. A number of pedagogical affordances inherent in integrated STEM activities are examined, with the integration of modeling and engineering design presented as an example of how such learning affordances can be capitalized on.

Research has shown that environmental classroom variables affect academic performance and student behavior, and appropriate behavior is often related to the presence of effective teaching practices and classroom management (Moore Partin, Robertson, Maggin, Oliver, & Wehby Preventing School Failure, 54, 172–178, 2010). For behavior analysts consulting in elementary education, some referrals for assessment and treatment of individual student behavior can be resolved by helping teachers establish effective class-wide practices. For this reason, some researchers suggest that behavior analysts should assess baseline classroom conditions as part of a functional behavior assessment (FBA; Anderson & St. Peter Behavior Analysis in Practice, 6(2), 62, 2013; Sutherland & Wehby Journal of Emotional and Behavioral Disorders, 11, 239–248, 2001). Through a literature review on effective classroom practices, we identified four specific classroom variables that have large effects on both learning outcomes and student behavior; we suggest consultants consider these four variables in baseline classroom assessments: (a) rates of active student responding (ASR), (b) appropriateness of the curriculum, (c) feedback and reinforcement, and (d) effective instructions and transitions. In this article, we will discuss each of these variables, describe how they can affect classroom behavior, and provide recommended targets from the research literature. We also provide a data-collection form for practitioners to use in their assessments of baseline classroom ecology, and for situations when these practices are not in place, we suggest potential resources for antecedent- and consequence-based interventions to decrease challenging classroom behavior. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (10.1007/s40617-018-0269-1) contains supplementary material, which is available to authorized users.

This paper takes three important preliminary steps towards the development of undergraduate curricula in entrepreneurship. First, it provides one of the first analyses comparing the entrepreneurship education standards proposed by the Consortium for Entrepreneurship Education and the European Commission’s Education and Training in Entrepreneurship initiative. Next, it presents an analysis of results of a workshop of entrepreneurship educators regarding development of an undergraduate entrepreneurship standard for business schools. With these two elements in place, the paper makes recommendations for model undergraduate entrepreneurship curricula for majors and concentrations, and concludes with a discussion of the issues in developing and implementing model curricula in a manner consistent with emerging standards in US business schools.

In spite of the acknowledged importance of professional ethics, technical students often show little enthusiasm for studying the subject. This paper considers how such engagement might be improved. Four guiding principles for promoting engagement are identified: (1) aligning teaching content with student interests; (2) taking a pragmatic rather than a philosophical approach to issue resolution; (3) addressing the full complexity of real-world case studies; and (4) covering content in a way that students find entertaining. The use of these principles is then discussed with respect to the specific experience of developing and presenting a master's module in Ethical and Legal Issues in Cyber Security at Queens University Belfast. One significant aspect of the resulting design is that it encourages students to see ethical issues in systemic terms rather than from an individual perspective, with issues emerging from a conflict between different groups with different vested interests. Case studies are used to examine how personal and business priorities create conflicts that can lead to negative press, fines and punitive legal action. The module explores the reasons why organisations may be unaware of the risks associated with their actions and how an inappropriate response to an ethical issue can significantly aggravate a situation. The module has been delivered in three successive years since 2014 and been well received on each occasion. The paper describes the design of the module and the experience of delivering it, concluding with a discussion of the effectiveness of the approach.

Near-peer teaching (NPT) involves senior students teaching junior students and provides opportunities for peer teachers to develop a number of skills such as public speaking, mentoring and facilitating small groups. These skills are all important for paramedic students to develop throughout their undergraduate studies. The objective of this study was to examine the perceptions and satisfaction levels of students participating in NPT over a 3-year period at a large Australian university. A cross-sectional study using a short paper-based self-reporting questionnaire was administered to second- and third-year peer-teachers during October 2011–2013. At the completion of their peer-teaching, all students were invited to complete the peer-teaching experience questionnaire (PTEQ). The PTEQ consists of 14 items using a five-point Likert scale for responses (1 = strongly disagree, 5 = strongly agree). A total of n = 74 peer-teachers participated in the study over 3 years. There were n = 23 (31.1 %) in 2011, n = 18 (24.3 %) in 2012 and n = 33 (44.6 %) in 2013. Overall, results were positive with the majority of items reflecting high levels of satisfaction, for example, ‘What I have learnt in this unit will help with my graduate paramedic role’ (mean = 4.47, SD = 0.60), and ‘I have developed skills for teaching basic clinical skills’ (mean = 4.28, SD = 0.69). Results from the 3-year study have shown that the NPT programme has been effective in the education of the paramedic students who participated, developing teaching, mentoring and learning skills to adopt during their graduate year and future career in the paramedic discipline.

The use of Big Data--however the term is defined--involves a wide array of issues and stakeholders, thereby increasing numbers of complex decisions around issues including data acquisition, use, and sharing. Big Data is becoming a significant component of practice in an ever-increasing range of disciplines; however, since it is not a coherent "discipline" itself, specific codes of conduct for Big Data users and researchers do not exist. While many institutions have created, or will create, training opportunities (e.g., degree programs, workshops) to prepare people to work in and around Big Data, insufficient time, space, and thought have been dedicated to training these people to engage with the ethical, legal, and social issues in this new domain. Since Big Data practitioners come from, and work in, diverse contexts, neither a relevant professional code of conduct nor specific formal ethics training are likely to be readily available. This normative paper describes an approach to conceptualizing ethical reasoning and integrating it into training for Big Data use and research. Our approach is based on a published framework that emphasizes ethical reasoning rather than topical knowledge. We describe the formation of professional community norms from two key disciplines that contribute to the emergent field of Big Data: computer science and statistics. Historical analogies from these professions suggest strategies for introducing trainees and orienting practitioners both to ethical reasoning and to a code of professional conduct itself. We include two semester course syllabi to strengthen our thesis that codes of conduct (including and beyond those we describe) can be harnessed to support the development of ethical reasoning in, and a sense of professional identity among, Big Data practitioners.

The University of East London (UEL) offers a BSc and MSc of Public Health (PH). The programmes are designed to build the workforce capacity by enabling access to higher education (HE) for future PH practitioners and specialists, and facilitating promotion possibilities within current employment. In 2009/10, the MSc and BSc programs had 143 and 70 students respectively, with 209 students undertaking PH combined degrees at the BSc level. This paper presents methods and outcomes of aligning the programs with the United Kingdom Public Health Skills and Career Framework (UK PHSCF). The realigned MSc programme is a 1.5 year (full-time), six module (180 credits) programme with strong emphasis on epidemiology and research. The BSc programme lasts three years (full-time) and consists of 36 modules (360 credits) providing an introductory overview of the core functions of PH. The programmes’ modules were mapped against the 9 UK PHSCF PH areas. Additional activities were built into the programs to enhance the learning experience and augment transferable skills. After the realignment, the UK Government published in 2010 the White Paper for PH and, in spite of this, announced budget cuts to HE funding along with increased tuition fees. The programme changes are likely to contribute to PH capacity building but in a time when political reform adversely impacts on the development of the PH workforce.

Background and purpose Xavier University of Louisiana is a historically Black and Catholic university that is nationally recognized for its science, technology, engineering and mathematics (STEM) curricula. Approximately 73% of Xavier’s students are African American, and about 77% major in the biomedical sciences. Xavier is a national leader in the number of STEM majors who go on to receive M.D. degrees and Ph.D. degrees in science and engineering. Despite Xavier’s advances in this area, African Americans still earn about 7.5% of the Bachelor’s degrees, less than 8% of the Master’s degrees, and less than 5% of the doctoral degrees conferred in STEM disciplines in the United States. Additionally, although many well-prepared, highly-motivated students are attracted by Xavier’s reputation in the sciences, many of these students, though bright and capable, come from underperforming public school systems and receive substandard preparation in STEM disciplines. The purpose of this article is to describe how Xavier works to overcome unequal education backgrounds and socioeconomic challenges to develop student talent through expanding biomedical training opportunities and build on an established reputation in science education. Program and key highlights The National Institutes of Health (NIH)/National Institute of General Medical Sciences (NIGMS)-funded BUILD (Building Infrastructure Leading to Diversity) Program at Xavier University of Louisiana, Project Pathways, is a highly-innovative program designed to broaden the career interests of students early on, and to engage them in activities that entice them to continue their education towards biomedical research careers. Project strategies involve a transformation of Xavier’s academic and non-academic programs through the redesign, supplementation and integration of academic advising, tutoring, career services, personal counseling, undergraduate research training, faculty research mentoring, and development of new biomedical and research skills courses. The Program also focuses on mentor training and providing faculty members with opportunities to improve their teaching skills as well as their research competitiveness. In addition to the wide range of activities supported by BUILD within the institution, Xavier University is partnering with a number of major research universities across the nation to achieve Project Pathways’ goals. Implications The strategies developed by Project Pathways are designed to address the challenges and barriers Xavier students face as they work towards graduate studies and entering the biomedical workforce. Xavier University of Louisiana has a long history of providing high quality, rigorous education to African American students in a very supportive environment with highly dedicated faculty and staff. The program highlighted here could be used by other institutions as a model program for assisting students in STEM and other biomedical fields of study to successfully matriculate through college and graduate school and develop their research careers.

Background and purpose As part of the NIH BUILD initiative to diversify the scientific workforce, the EXITO project is a large multi-institutional effort to provide comprehensive support and training for undergraduates from traditionally underrepresented student populations who aspire to health-related research careers. Portland State University, a major public urban university that prioritizes student access and opportunity, and Oregon Health & Science University, a research-intensive academic health center, lead the EXITO network comprised of eleven 2-year and 4-year institutions of higher education spanning Oregon, Washington, Alaska, Hawaii, Guam, American Samoa, and the Northern Mariana Islands. The EXITO project aims for impact in biomedical research by training diverse scholars from indigenous and underserved communities affected by adverse health disparities. Project approach Guided by socio-ecological theory, the EXITO project is a multi-level intervention offering a three-year research training pathway for scholars in the biomedical, behavioral, health, and social sciences. Fundamental components of the model include student outreach and engagement, integrated curricular enhancements, intensive research experiences, multi-faceted developmental mentoring, supportive community and services, and rigorous evaluation and quality improvement. EXITO also advances faculty and institutional development in these domains by holding curriculum development conferences, creating research learning communities, awarding pilot project research funding, providing mentor training and ongoing support, collaborating with other research equity programs, and developing campus infrastructure and services to support scholars with diverse backgrounds and needs. Highlights The large and geographically broad network of EXITO institutions engages a range of diverse students, including indigenous populations and students beginning post-secondary education at community colleges. The EXITO model specifically accommodates many students transferring from 2-year partner institutions and facilitates seamless transfer to the 4-year institution. EXITO features several approaches to research training, including supported summer entry into research placements, the incorporation of responsible conduct of research content into general education curriculum, and the intentional matching of scholars with three types of mentors (e.g., peer, career, research). Implications EXITO provides an example of a comprehensive research training initiative for traditionally underrepresented students that can be implemented across a diverse range of 2-year and 4-year institutions.

For decades, the internal medicine (IM) subinternship has served as a critical interface between undergraduate and graduate medical education. As such, the vast majority of U.S. medical schools offer this rotation to help students prepare for post-graduate training. Historically an experiential rotation, a formal curriculum with specific learning objectives was eventually developed for this course in 2002. Since then, graduate medical education (GME) has changed significantly with the regulation of duty hours, adoption of competency-based education, and development of training milestones and entrustable professional activities. In response to these and many other changes to residency training and medical practice, in 2010, the Association of Program Directors in Internal Medicine (APDIM) surveyed its members-with input from the Clerkship Directors in Internal Medicine (CDIM) Subinternship Task Force-to determine which core skills program directors expected from new medical school graduates. The results of that survey helped to inform a joint CDIM-APDIM committee's decision to re-evaluate the goals of the IM subinternship in an effort to enhance the transition from medical school to residency. This joint committee defined the minimum expectations of what constitutes an IM subinternship rotation, proposed recommended skills for IM subinterns, and discussed challenges and future directions for this crucial course.

Die Notaufnahmen der Krankenhauser spielen in Deutschland eine zentrale Rolle bei der ambulanten und stationaren Versorgung von Patienten mit medizinischen Notfallen. In diesem Positionspapier werden allgemeine finanzielle und organisatorischen Probleme der deutschen Notaufnahmen aufgezeigt und die Forderung aufgestellt, der medizinischen Notfallversorgung in den Notaufnahmen als einem Element der Daseinsvorsorge einen hoheren Stellenwert in dem deutschen Gesundheitssystem zu geben. Die entsprechenden Reformvorschlage beinhalten eine Anpassung der Krankenhausfinanzierung mit Berucksichtigung der Vorhaltekosten der Notaufnahmen, eine verstarkte Strukturplanung fur die regionale und uberregionale Notfallversorgung, eine intensivierte Kooperation mit den kassenarztlichen Notdiensten, eine bessere organisatorische Abbildung der Notfallversorgung innerhalb der Krankenhauser sowie eine Forderung der notfallmedizinischen Aus- und Weiterbildung.

In this paper, we discuss the use of role plays in ethics education for engineering students. After presenting a rough taxonomy of different objectives, we illustrate how role plays can be used to broaden students’ perspectives. We do this on the basis of our experiences with a newly developed role play about a Dutch political controversy concerning pig transport. The role play is special in that the discussion is about setting up an institutional framework for responsible action that goes beyond individual action. In that sense, the role play serves a double purpose. It not only aims at teaching students to become aware of the different dimensions in decision making, it also encourages students to think about what such an institutional framework for responsible action might possibly look like.

Biomedical engineering (BME) is a practical discipline and laboratory courses that teach the practice of this discipline are an integral component of an effective undergraduate curriculum. Laboratory courses provide students with the opportunity to observe how the physical world compares to the quantitative descriptions of that world taught in the classroom. They also should provide students with the skills necessary for enhancing our descriptions of the physical world, for developing the tools required to interact with that world on a variety of scales, for designing experiments to accomplish these goals and for effectively communicating the results of these experiments. The purpose of this document is to outline the critical components of an effective BME laboratory curriculum and teaching methodologies most appropriate for delivering the content of that curriculum. The content is based upon a white paper submitted in advance of the second Biomedical Engineering Education Summit (BEES II) sponsored by the Whitaker Foundation, and on the discussions that occurred at that summit. BME is a broad discipline that integrates knowledge from the physical, chemical, and engineering sciences for application to the study of biology and medicine. The challenge in developing an undergraduate BME curriculum is determining how to provide students with the breadth required to understand the interdependence of these disciplines as well as the depth necessary to apply the acquired knowledge throughout their careers. Laboratory courses can provide hands-on exposure to the practice of BME. However, because of limited time and resources, it is not possible to cover the tools and techniques spanning the entire field in any undergraduate curriculum. Hence, it is imperative that laboratory courses deliver a foundation to support the skills