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Neurogastroenterology and motility (NGM) disorders are common in childhood and are often very debilitating. Although pediatric gastroenterology fellows are expected to obtain training in the diagnosis and management of patients with these disorders, there is an ongoing concern for unmet needs and lack of exposure and standardized curriculum. In the context of tailoring training components, outcome and expressed needs of pediatric gastroenterology fellows and programs, members of the North American Society for Pediatric Gastroenterology, Hepatology and Nutrition (NASPGHAN) and American Neurogastroenterology and Motility Society (ANMS) developed guidelines for NGM training in North America in line with specific expectations and goals of training as delineated through already established entrustable professional activities (EPAs). Members of the joint task force applied their expertise to identify the components of knowledge, skills, and management, which are expected of NGM consultants. The clinical knowledge, skills and management elements of the NGM curriculum are divided into domains based on anatomic regions including esophagus, stomach, small bowel, colon and anorectum. In addition, dedicated sections on pediatric functional gastrointestinal (GI) disorders, research and collaborative approach, role of behavioral health and surgical approaches to NGM disorders and transition from pediatric to adult neurogastroenterology are included in this document. Members of the NASPGHAN-ANMS task force anticipate that this document will serve as a resource to break existing barriers to pursuing a career in NGM and provide a framework towards uniform training expectations at 3 hierarchical tiers corresponding to EPA levels.

Background and purpose Spirometry is often technically challenging for patients. Previous studies have demonstrated the potential benefits of spirometry in the community pharmacy setting. This study compared pharmacy students' perceptions and attitudes toward performing spirometry, as well as implementing spirometry in clinics and community pharmacies through experiencing spirometry first-hand versus completing paper-based active learning exercises. Educational activity and setting First-year (N = 102) and second-year (N = 70) pharmacy students were provided with the same pre-class materials to learn about the spirometry process. During class, first-year (P1) students performed spirometry tests, while second-year (P2) students completed paper-based active learning exercises about spirometry without performing the test. A survey was provided to each group at the end of the class to: (1) compare students’ perception of the difficulty of performing spirometry, and (2) identify patient, clinic, and pharmacy barriers to implementing spirometry testing. Findings P1 students perceived performing spirometry as significantly more difficult compared to P2 students. Both P1 and P2 students perceived correct posture and breathing technique, and patient discomfort as the most difficult parts of performing spirometry. Significantly more P1 students (91.1%) perceived spirometry as a “helpful and noninvasive tool to screen for pulmonary diseases” than P2 students (54.1%). Summary Students who experienced spirometry perceived it to be more difficult than those who completed paper-based active learning exercises. Incorporating spirometry into a pharmacy curriculum could be an opportunity to increase students’ insight of the difficulty of performing spirometry and their appreciation for the clinical services pharmacists can provide.

Fifty years after the 1969 White Paper, and 4 years after the Truth and Reconciliation Commission’s final report and calls to action, teacher educators in Canada are engaged in the profound work of decolonizing a series of notions and frameworks underpinning their work, their institutional cultures and student expectations. This chapter explores some of the premises and frames of equity, antiracism and social justice education that come into question when educators take up pedagogies oriented towards reconciliation, decolonial, anticolonial, or treaty education. A turn to settler colonial studies and theories of racial and colonial capitalism points to the ways racism figures within colonial modernity and the implications for antiracism and decolonial education. The discussion is springboarded from the question, Are Canadian teacher educators getting past the White Paper? Or are we working within a framework that equates the struggles and aspirations of Indigenous people with those of other communities facing racial discrimination or that presumes the ameliorability of this settler-colonial society, through the curricular and pedagogical removal of barriers to Indigenous student empowerment, educational success, and upward mobility? Are our projects—supporting teachers to engage in curriculum inclusion and culturally responsive pedagogy—framed within settler futurities or Indigenous ones? What’s the difference, and why does it matter?

This study was conducted as part of the curriculum monitoring program to determine the level of student performance in English, specifically on letter recognition of Royal International School, 2nd Semester, SY 2014-2015.The experimental method was utilized using the Pre Test and Post Test Equivalent Group Design where the lowest performing class was the focus of the study of preschool department. The study involved a total of fourteen (14) students randomly selected from the kindergarten class. Seven (7) samples were identified as control group and seven (7) as experimental group using fish bowl technique to avoid bias, each with an equal chance of being selected. The researcher made sure that both groups were almost identical based on their Pre-Test results, and parameter such as the means were taken into consideration. Findings showed that the use of Sand Paper Letters in the experimental group has a significant effect on student performance. Article DOI: https://dx.doi.org/10.20319/pijtel.2018.23.5562 This work is licensed under the Creative Commons Attribution-Non-commercial 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/ or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.

Older adults account for 25% of all emergency department (ED) patient encounters. One in five Americans will be 65 or older by 2030. In response to this need, geriatric emergency medicine (GEM) has developed into a robust area of academic and clinical interest, with extensive evidence-based research and guidelines, including clear undergraduate and postgraduate GEM competencies. Despite these developments, GEM content remains underrepresented in curricula and licensing examinations. The complex reasons for these deficits include a perception that care of older adults is not a core emergency medicine (EM) competency, a disjunction between traditional definitions of expertise and the GEM perspective, and lack of curricular capacity. This White Paper, prepared on behalf of the Academy of Geriatric Emergency Medicine, describes the state of GEM education, identifies the challenges it faces, and reviews innovations, including research presented at the 2018 Society for Academic Emergency Medicine (SAEM) Annual Scientific Meeting. The authors propose a number of recommendations. These include recognizing GEM as a core educational priority in EM, enhancing academic support for GEM clinician-educators, using social learning and practical problem solving to teach GEM concepts, emphasizing a whole-person multisystem approach to care of older adults, and identifying ageist attitudes as a hurdle to safe and effective GEM care.

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.

This white paper argues that formal methods need to be better rooted in higher education curricula for computer science and software engineering programmes of study. To this end, it advocates

Objectives Unlike the technological advances in cross-sectional imaging, the adoption of CR and DR has been relatively overlooked in terms of the additional radiographer skills and competences required for optimal practice. Furthermore, projection radiography is often referred to as basic, plain or other words suggesting simplicity or entry-level skill requirements. Radiographers’ professional identity is connected with the discourse expressed via the language used in daily practice and consequently, if the perception of projection radiography is regarded as simple practice not requiring much reflection or complex decision-making, apathy and carelessness may arise. The purpose of this narrative review was to raise projection radiography from its longstanding lowly place and re-position it as a specialist imaging field. Key findings Danish pre-registration radiography curricula contain little mention of projection radiography and a low proportion (n = 17/144; 11.8%) of Danish radiography students chose to focus on projection radiography within publicly available BSc. theses between 2016 and 2020 as compared to topics related to CT and MRI (n = 60/144; 41.7%). Conclusion By changing how we as the profession perceive the role and position of projection radiography, we can start to rebuild its lost prestige and demand a greater, more detailed and clinically relevant educational offering from academic partners. For this to commence, the language and terminology we use to describe ourselves and tasks undertaken must reflect the complexity of the profession. Implications for practice Regardless of imaging modality, every patient should be assured that a radiographer with expertise in acquiring images of diagnostic quality undertakes their examination. Reclaiming the prestige of projection radiography may lead students and radiographers to recognize projection radiography as a demanding specialist field for the benefit of the patients.

Governmental and educational organizations advocate for the adoption of inquiry-based, student-centered educational strategies in undergraduate STEM curricula. These strategies are known to benefit students by increasing performance, enhancing mastery of class content, and augmenting affect, particularly in underrepresented racial/ethnic minority students. Among these strategies, case study and project-based learning allow students to master course content while collectively tackling relevant, real-world societal problems. In particular, environmental pollution with paper-based products provide a current problem by which microbiology students learn about the role of microorganisms in paper waste management as well as the microbiological and biochemical processes involved in protein secretion, nutrient uptake, and energy metabolism. Delivered in a flipped, hybrid class in a Technology-Enabled Active Learning (TEAL) laboratory, this lesson taught students about exoenzyme secretion, biopolymer hydrolysis, intracellular transport of sugars, and sugar catabolic reactions. Students demonstrated increased comprehension of exoenzyme function and secretion, as well as how cells uptake the products of exoenzyme hydrolysis. However, students had challenges in placing the transported exoenzyme products within metabolic processes. Our results show increased perceived learning from the students as well as an understanding of the societal implications of these microbiological concepts. Our lesson deviated from knowledge silos in which students learn information in discrete topics. While departing from employing traditional, compartmentalized learning approaches, this student-centered guided lesson frames the systemic nature of the microbiological and biochemical processes underlying the decomposition of organic matter in a real-world context.

Ultrasound is becoming a fundamental first-line diagnostic tool for most medical specialties and an innovative tool to teach anatomy, physiology and pathophysiology to undergraduate and graduate students. However, availability of structured training programs during medical school is lagging behind and many physicians still acquire all their ultrasound skills during postgraduate training.There is wide variation in medical student ultrasound education worldwide. Sharing successful educational strategies from early adopter medical schools and learning from leading education programs should advance the integration of ultrasound into the university medical school curricula. In this overview, we present current approaches and suggestions by ultrasound societies concerning medical student educa-tion throughout the world. Based on these examples, we formulate a consensus statement with suggestions on how to integrate ultrasound teaching into the preclinical and clinical medical curricula.

This White Paper presents the foundational domains with examples of key aspects of competencies (knowledge, skills, and attitudes) that are intended for curriculum development and accreditation quality assessment for graduate (master’s level) education in applied health informatics. Through a deliberative process, the AMIA Accreditation Committee refined the work of a task force of the Health Informatics Accreditation Council, establishing 10 foundational domains with accompanying example statements of knowledge, skills, and attitudes that are components of competencies by which graduates from applied health informatics programs can be assessed for competence at the time of graduation. The AMIA Accreditation Committee developed the domains for application across all the subdisciplines represented by AMIA, ranging from translational bioinformatics to clinical and public health informatics, spanning the spectrum from molecular to population levels of health and biomedicine. This document will be periodically updated, as part of the responsibility of the AMIA Accreditation Committee, through continued study, education, and surveys of market trends.

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).

The use of online learning and subsequent online testing has expanded rapidly in pharmacy programs across the United States. Numerous published studies have compared online learning with traditional methods in pharmacy. However, no such studies have been published in pharmacy. This study's objective is to compare first-professional year student preferences for computer-based vs. traditional paper-and-pencil testing for a required social and administrative pharmacy class.All students enrolled in the class were invited to complete one brief survey at the end of the semester to determine their testing preference.Of the 138 first-professional year students completing the survey, 79% (109 of 138) preferred computer-based testing, 9% had no preference, 6% (8 of 138) preferred paper-and-pencil testing, and the remainder (8 of 138) stated it depended on what was being tested. Ninety-one percent of students did not perceive the testing method to impact their grades. Students preferred computer-based testing over traditional paper-and-pencil as a convenient testing method (mean 4.73 vs. 3.4, P.001), providing immediate feedback (mean 4.87 vs. 1.91, P.001), and as a more effective testing method (mean 4.57 vs. 3.96, P.001).First-professional year students preferred computer-based over traditional paper-and-pencil testing for a social and administrative science class, with the method of testing not perceived to impact grade. This finding is timely, given the recent required transitioning of all pharmacy classes and subsequent testing to an online format due to the coronavirus disease of 2019 pandemic.

This paper describes how an anatomy and physiology laboratory class transitioned from a paper-based lab to an online learning platform that updated the curriculum to rely more on face-to-face small group collaboration and peer teaching. Student perceptions of the new format were positive, but halfway through the transition a global pandemic challenged the new instruction method. The face-to-face curriculum had to be adjusted to a virtual format that lacked in-person interaction between the instructor and the students. This switch to virtual labs had an adverse effect on both student perception and student performance in the second half of the semester. Our observations underscore the importance of creating an interactive community when teaching virtually.

Current US health policy through the Office of the National Coordinator (ONC) of health information technology (Health IT) of the Department of Health and Human Services ( http://www.healthit.gov/ ) indicates that the standard practice for biomedical engineering (BME) roles in health care will include managing and dealing with comprehensive medical device interoperability with electronic health records. A recent workforce forecast from the US Department of Labor predicts that the United States will have a workforce of 25,000 biomedical engineers by 2022, and another 60,000 technicians and 100,000 related IT staff. This White Paper addresses the limited amount of appropriate curriculum and hands-on laboratory resources among the 87 US university-based BME programs to prepare the field to manage medical device interoperability and fully engage our current workforce for the transitions occurring today. We conclude that the field is not ready for this challenge, but some leading universities have begun this transition. We are ready to assist in this development.

OBJECTIVES Across Europe there are significant variations in the fundamental structure and content of cardiothoracic surgery (CTS) training programmes. Previous efforts have been made to introduce a Unified European Training System, which outlined the fundamentals of the ideal programme and supported a paradigm shift from an apprenticeship to a competency-based model. This article’s goal was to define key structural, administrative and executive details of such a programme to lay the foundations for the standardization of cardiothoracic surgical training across Europe. METHODS The European Association for Cardiothoracic Surgery Residents Committee had previously conducted a residents’ training survey across Europe in 2020. Training curricula from the twelve most represented countries across Europe were either searched online or obtained from the countries’ national trainee representative and reviewed by the committee. Information was collated and placed into one of the following categories to develop the position paper: (i) selection of eligible candidates, (ii) guidance for an outcome-based syllabus, (iii) documentation and evaluation of training progress, (iv) mandatory rotations and training courses, (v) number of independent or assisted cases and (vi) requirements and quality assurance of teachers. RESULTS An independent professional body should promote an outcome-based syllabus and take responsibility for the training programme’s quality assurance. Trainees should be selected on merit by an open and transparent process. Training should be delivered within a defined period and supervised by an appointed training committee to ensure its implementation. This committee should review the trainees progression regularly, provide feedback and offer trainees the opportunity to experience various training environments and trainers. A common electronic portal be used by trainees to record their agreed objectives and to evidence their completion. Trainees should regularly attend specialty-relevant courses and conferences to promote professional and academic development. The end of training is reached when the formal requirements of the training programme are met and the trainee is able to perform at the level expected of a day-1 independent surgeon. CONCLUSIONS This article defines the key structural, administrative, and executive principles for CTS training. Programmes are encouraged to review and modify their training curricula, if necessary, to ensure the delivery of high-quality, standardized, outcome-orientated CTS training across Europe.

Many Higher Education Institutions (HEIs) in Africa face challenges that require the intervention of national governments, development partners and other stakeholders. HEIs also require new investment paradigms to maximize students’ acquisition of work-ready skills, knowledge and attitudes to enable students to contribute effectively to the workforce. The objective of this study was to identify reforms and investments needed to strengthen Higher Education (HE) in Africa and to inform the design and implementation of future investments and policy for sustainable development. A systematic review approach, involving a synthesis of literature on this theme in Africa in recent years, by African governments, education networks, academia and international bodies, was employed. The study used data from UNESCO and World Bank databases which were blended with the synthesis of the literature. The obtained literature was analysed and synthesized on the basis of its relevance and value to the HEIs study discourse. Textual and thematic analysis tookcentre stage with a view to establishing current reforms in HEIs and the concomitant investments that national governments and other key stakeholders need to make to have robust HEIs. The study used the Human Capital Theory that postulates that the most efficient path to the national development of any society lies in the improvement of its population, which is considered as the human capital. Despite criticisms of the human capital theory at the individual level on the extent to which education is directly related to improvements in occupation or income, human capital theorists generally assume that after all the known inputs into economic growth have been explained, much of the unexplained residual variance represents the contribution of the improvement of human capital, of which education is seen as most important (Merwe, 2010). The results of the study show that HEIs have done very little to promote Intra-Africa Academic Mobility and nurture HEI-industry partnerships to address demand and supply aspects of the labour force. The massification of higher education, resulting in a democratization of education, and the advent of the knowledge economy and globalization, among other factors, are being experienced without commensurate planning and with no corresponding accompanying increase in resources to enable the HEIs cope with the increased student population. HEIs in Africa are sub-optimally capacitated to combat Africa’s pressing challenges such as unemployment, climate change and COVID-19 pandemic. The study points out that HEIs need to evolve in tandem with continental and global market needs to achieve Sustainable Development Goal (SDG) number 4 on quality education. Further, it recommends that HEIs should encourage Intra-Africa Academic Mobility and foster HEI-industry partnerships to address demand-and-supply aspects of the labour force. In this respect, HEIs in Africa should be developing curricula aimed at building capacity of leaders and professionals to respond to the need to decarbonize and dematerialize development in Africa and leverage on the Fourth Industrial Revolution. Consequently, HEIs must prepare students to be entrepreneurial and resilient; able to continue to learn and reinvent themselves and their careers throughout their lives. Indeed, HEIs should view themselves as creative hubs where partners come together and harness each other’s synergy to innovate and solve societal problems.

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.

This study deals with the alignment between National Curriculum, Textbooks, and Question papers of Board of Intermediate and Secondary Education (BISE) in the subject of English at secondary level. The purpose of the study was to check the alignment of National Curriculum for English Language, 2006 with the Textbooks of English for Grade IX-X, and to evaluate the Board of Intermediate and Secondary Education (BISE) question papers with reference to cognitive domain of Bloom’s taxonomy and with the corresponding textbooks. This study was done through document analysis. The documents analyzed for the study were the National Curriculum for English Language, Textbooks of English for Grade IX-X, and question papers of BISE of year 2014 and 2015. The instruments used for this study were the 1) Curriculum Textbook Alignment Framework and 2) Curriculum Textbook Alignment Rubric. The question papers of Board of Intermediate and Secondary Education were analyzed through the checklist developed by researcher. It was validated through expert opinion. Findings of the study depict that the SLOs stated in the textbooks of English were not completely matched with the SLOs narrated in National Curriculum Furthermore, the textbooks are not very helpful in achieving those SLOs with the help of the assessment exercises given in the textbook because most of the questions given in the textbook are not related to SLOs of National Curriculum. Findings further report that the all the question papers of Board of Intermediate and Secondary Education (BISE) for year 2014 and 2015 focused on knowledge and understanding level of Bloom’s taxonomy of cognitive domain and very less focus were given on application, analysis, synthesis and evaluation abilities. It was recommended that the same SLOs of National Curriculum of English Language for Grade IX-X should be included in the textbooks otherwise the alignment will suffer and the SLOs of higher order thinking skills should also be included in the textbooks. There should be a balance between the higher level and lower level cognitive skills Paper setters should be well aware of the Bloom’s taxonomy of cognitive domain and question papers should include items of all cognitive levels in accordance with assessment scheme of Board of Intermediate and Secondary Education, and specifications mentioned in the National Curriculum of English.

Background: Basic palliative care teaching should be included in training curricula for health care providers (HCPs) at all levels of the health service to ensure that the goal set by the South African (SA) National Policy Framework and Strategy for Palliative Care, to have an adequate number of appropriately trained HCPs in South Africa, is achieved. Furthermore, palliative learning objectives for nurses and doctors should be standardised. Many SA medical schools have integrated elements of Palliative Medicine (PM) teaching into undergraduate medical training programmes for doctors; however, the degree of integration varies widely, and consensus and standardisation of the content, structure and delivery of such PM training programmes are not yet a reality.Aim: This joint position paper aims to describe the current state of undergraduate medical PM teaching in South Africa and define the PM competencies required for an SA generalist doctor.Setting: Palliative Medicine programme leads and teachers from eight medical schools in South Africa.Methods: A survey exploring the structure, organisation and content of the respective medical undergraduate PM programmes was distributed to PM programme leads and teachers.Results: Responses were received from seven medical schools. Through a process of iterative review, competencies were defined and further grouped according to suitability for the pre-clinical and clinical components of the curriculum.Conclusion: Through mapping out these competencies in a spiralled medical curriculum, the authors hope to provide guidance to medical curriculum designers to effectively integrate PM teaching and learning into current curricula in line with the goals of the SA National Policy Framework and Strategy on Palliative Care (NPFSPC).

Summary Background & aims Nutrition education is necessary in the training of healthcare professionals, including medical students. However, recent surveys showed that there is a high variability within Medical Schools in different countries. The aim of this ESPEN position paper is to identify a minimum curriculum knowledge in nutrition that serves to improve the training of the future doctors and how to solve the main barriers of its implementation in university centres. Methods In 2017, the ESPEN Executive Committee launched the Nutrition Education in Medical Schools (NEMS) Project and formed a core working group including members of the ESPEN Nutrition Education Study Group (NESG) and representatives of several European Medical Schools. This group met in Brussels, on 19th July 2018 and decided to prepare a position paper on this topic. Results Five main learning objectives and twenty-one topics on human nutrition, within its three domains (basic, applied and clinical nutrition) were identified to be fulfilled at the end of training in all Medical Schools. The experts showed the following key factors for its implementation: establish a nutrition curriculum committee, use different models of integration of the contents in the curriculum (vertical and horizontal), have a multidisciplinary and experienced faculty, incorporate a variety of teaching models, and evaluate the programme periodically. Conclusions Nutrition Education is necessary and should be mandatory in all Medical Schools. This position paper aims at improving this gap knowledge and gives some clues for a successful implementation of the changes in the medical curriculum at university centres.

This paper reports on the recent activity of the pan‐European consensus of the ADEE Special Interest Group for Pre‐Clinical Operative Skills. Following the previous recommendations from the group, and in order to support teachers and to harmonise the delivery of skills training across Europe, a more formal curriculum relating to pre‐clinical operative skills needs to be created.\ud \ud This paper reports European consensus surrounding the categorisation (level of importance, and difficulty) of basic operative dental clinical skills within the undergraduate curriculum, and provides recommendations relating to session structure and timing of curricular elements for basic operative dental clinical skills teaching

Curriculum-based measurement (CBM) tools are increasingly administered through technology-based modalities such as computers and tablets. Two studies were conducted to examine whether students perf...

Education is a process of gaining knowledge and is important for all as it plays a vital role in shaping the life of a student. The knowledge that we gain through education is evaluated through examinations that the teachers conduct periodically. Performance in an examination is an indication of a student’s proficiency in a particular subject. Courses of an educational curriculum are defined with learning objectives. Question papers consist of questions belonging to different cognitive levels. Generation of a quality question paper is essential as performance in it can influence the career decisions the students take in their life. It is difficult for the teachers to maintain the same level of complexity across the set of question papers that are generated. In this paper, we present a model where the questions are tagged automatically to their respective cognitive levels. It also helps in creating different sets of question papers containing unique questions and also provides a pictorial representation of the percentage of various cognitive levels present in the question paper. The pictorial representation helps the evaluation panel to have an overview of the distribution of cognitive levels in the question paper.

The COVID-19 pandemic calls for educators to deliver learning experiences that are relevant in order to empower students to adapt to these unprecedented times. Science, Technology and Society (STS) is an interdisciplinary social science course included in the undergraduate general education curriculum in the Philippines that can potentially be designed to help students make sense of the coronavirus crisis. This study aims to describe the insights on the COVID-19 pandemic among undergraduate students enrolled in STS classes through the textual analysis of their reflection papers. A total of 74 reflection papers were qualitatively textually analysed using thematic analysis. Four themes emerged from the data: (1) appreciation of the science and medical community; (2) sensitivity to the barriers of scientific progress during the COVID-19 pandemic; (3) gaining social consciousness about the impacts of the pandemic, and; (4) enrichment of critical thinking and social engagement. Educators are encouraged to incorporate STS approaches in their lessons to foster students’ critical understanding of current socio-scientific issues.

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.

Objectives The Institute for Quality in Medicine (IQM) is one of the arms of the IMA (Israeli Medical Association, representing professionally physicians in Israel). The institute publishes position papers and guidelines written by professional societies of the IMA. These documents are part of the curriculum for specialization qualification and considered as guidelines for common practice by the courts. The Israel Society for the Reduction of Overdiagnosis and Overtreatment (ISROD) was founded in 2016 under the auspices of the IMA. A position paper, written by a multidisciplinary team, was recently published by ISROD and IQM. The paper addresses all professional societies and guideline writing panels; detailing rationale and need to address overdiagnosis and overtreatment (OdX), elaborating mechanisms which lead to OdX and giving recommendations aimed at implementation of methods for reducing OdX in new clinical guidelines. We aimed to write a new position paper for the clinicians. Method A new multidisciplinary team was established……. In order to understand and relate to the different clinical contexts in which overdiagnosis happens. (as many types of clinical settings and dilemmas:) The team members come from various fields of medicine: internal medicine, emergency medicine, hematology, orthopedic, urology, general surgery, family medicine, pediatrics. Results Key points that will be included in the position paper are: Use of time as a diagnostic tool and as a strategy to prevent overdiagnosis, engaging patients in shared decision making, asking themselves and encouraging patients to ask the ‘4 questions’ about offered test and treatments (natural history, benefits, harms, alternatives), next step consideration, keeping some healthy skepticism relating to benefits of medical interventions, looking for opportunities for Quaternary Prevention in each interaction with patients, offering deprescribing and ‘undiagnosing’ when appropriate, coping with mistakes, CME, and role of the medical director. Conclusions The target of ISROD’s first position paper was guideline’s writing panels within the scientific societies. The target of the second position paper is actually each Israeli physician. We hope to provide individual doctors across medical specialties with tools to reduce overdiagnosis on a daily basis.

Over the past decades, South Africa has undergone rapid demographic changes, which have led to marked increases in specific cardiac disease categories, such as rheumatic heart disease (now predominantly presenting in young adults with advanced and symptomatic disease) and coronary artery disease (with rapidly increasing prevalence in middle age). The lack of screening facilities, delayed diagnosis and inadequate care at primary, secondary and tertiary levels have led to a large burden of patients with heart failure. This leads to suffering of the patients and substantial costs to society and the healthcare system. In this position paper, the South African Heart Association (SA Heart) National Council members have summarised the current state of cardiology, cardiothoracic surgery and paediatric cardiology reigning in South Africa. Our report demonstrates that there has been minimal change in the number of successfully qualified specialists over the last decade and, therefore, a de facto decline per capita. We summarise the major gaps in training and possible interventions to transform the healthcare system, dealing with the colliding epidemic of communicable disease and the rapidly expanding epidemic of non-communicable disease, including cardiac disease.

Purpose: The primary objective was to inventory what is currently known about faculty development (FD) for competency-based medical educations (CBME) and identify gaps in the literature.Methods: A ...

Biology education should be relevant to young students so that they can become interested in biology and understand biological topics in their everyday and vocational lives. We conducted interviews...

Purpose Scope and clinical importance of interventional radiology markedly evolved over the last decades. Consequently it was acknowledged as independent subspecialty by the „European Union of Medical Specialists“ (UEMS). Based on radiological imaging techniques Interventional Radiology is an integral part of Radiology. Materials und Methods In 2009 the German Society for Interventional Radiology and minimally-invasive therapy (DeGIR) developed a structured training in Interventional Radiology. In cooperation with the German Society of Neuroradiology (DGNR) this training was extended to also cover Interventional Neuroradiology in 2012. Tailored for this training in Interventional Radiology a structured curriculum was developed, covering the scope of this modular training. Results The curriculum is based on the DeGIR/DGNR modular training concept in Interventional Radiology. There is also an European Curriculum and Syllabus for Interventional Radiology developed by the “Cardiovascular and Interventional Radiological Society of Europe” (CIRSE). The presented curriculum in Interventional Radiology is designed to provide a uniform base for the training in Interventional Radiology in Germany, based on the competencies obtained during residency. Conclusion This curriculum can be used as a basis for training in Interventional Radiology by all training sites. Key Points: Citation Format

The emerging of information technology (IT)and operational technology (OT) convergence has driven the smart grid technology adoption in the European (EU) energy system for better visibility and automated controllability. On the other hand, the energy system infrastructures can be threaten by the cyber attacks due to the increasing of information and communication technology integration. The cyber vulnerabilities are caused by the increasing of internet connection and the application complexities. It is crucial to identify essential skills in the field of cyber security protection and defense for the students. This paper presents the outcome of a literature review and a workshop with stakeholders from industry and academia about the state of the art and trends in the education of cyber security in smart grids.

Although reading is considered to be one of the most fundamental skills socially as well as educationally, it is also “the most daunting language skill to acquire and master” (Al-Mahrooqi, 2014, p. viii). In the context of EAP, acquiring adequate reading skills is a must to succeed after exiting the program because students are constantly required to read a large amount of academic materials assigned in almost every content course. In Japan, students at the secondary school level still predominantly learn English mainly through an intensive reading approach, “deciphering” the language and being trained to translate between Japanese and English. However, adding extensive reading components to the ordinary curriculum has become a new trend as more research has found a variety of benefits of including extensive reading in language programs (Beglar et al. 2012; Tanaka and Stapleton 2007). Waring (2009) even asserts, “graded reading, or extensive reading, is a completely indispensable part of any language program, if not all language programs (para. 2).” Day and Bamford (1998) define extensive reading as “an approach to the teaching and learning a second language reading in which learners read large quantities of books and other materials that are well within their linguistic competence” (p. xiii), and the approach involves completely separate goals and tasks from intensive reading. While many language programs, including EFL, ESL, and EAP programs at different educational levels, now adopt extensive reading and assign students to read graded readers as part of their curriculum, how to motivate students to read more and how to monitor their progress are still discussed continuously, with the most effective strategy still being sought. One of the suggested methods of assessment traditionally has been assigning a book report or summary writing. Another possibility is the use of an online extensive reading program. One such innovative program is Xreading, which is “an online virtual library with hundreds of graded readers” (Xreading.com). Because Xreading is still new, no research has investigated whether utilizing different evaluation methods affects learner perceptions toward extensive reading or not.

Objectives Compassionate care is a core value of healthcare practice. In the post-Francis arena, the Shape of Caring review scrutinised healthcare education and training. The aim of the review was to better enable healthcare providers in delivering compassionate care and support to people with complex challenging health needs today and in the future. The review also reiterated the role of educators and universities in developing curricula capable of promoting compassionate care. Despite the review focussing upon the nursing profession, this paper suggests there is a similar role for radiography educators in delivering curricula suitable for promoting compassionate care. Potential pedagogic methods and their suitability within the radiography education setting will be considered. Key findings Relationships and emotions were noted as important aspects of promoting compassionate care. The themes ‘practising compassionately’ and ‘individual and relationship factors …’ are of particular relevance to education. Conclusions Compassion remains a priority in policy which must be promoted to students as an integral aspect of healthcare education. A facilitated discussion of students' reflections around practice experiences to promote compassion is suggested. Supplemented by service user stories, students would be able to develop the skills needed to ‘practise compassionately’.

The existing and further scientific studies about the nature, development and evaluation of mathematical efficacy will direct mathematics teaching. Scientific proofs will provide making improvements, making effective decisions, updating curriculums in mathematics teaching. At this point, it can be stated that national and international scientific meetings have an effective role. International Classroom Teaching Education Symposium (USOS) held in Turkey in the field of elementary teaching education is an important scientific event where the studies conducted about the field are shared with scientists, undergraduates and graduates, and teachers. In this research, it is aimed to evaluate the papers towards mathematics teaching presented within the scope of USOS and published in proceeding book in last five years via descriptive content analysis. Thus, it is considered that contributive information can be presented to the researchers by providing a holistic viewpoint to mathematics teaching in primary school. As a consequence of the research, it has been determined that the number of studies conducted about mathematics teaching has increased in last five years. In terms of publishing language, the studies are in Turkish. The studies were generally conducted by academics and two authors. All of the researches related to mathematics education were conducted by Turkish researchers although USOS is an international scientific event. In terms of research field, it has been seen that the number of the studies done in the field of geometry and examining mathematics and geometry together is quite few. Mostly the studies related to problems and numbers were focused in terms of mathematics subject. In terms of study group/sample, the researches were conducted with elementary students, pre-service elementary teachers and elementary teachers. In terms of research model/pattern, survey and case studies were preferred by a majority. Besides, it has been recognized that the information of research model/pattern was not stated in a majority of researches. As a data collection tool; test, interview form, scale, open-ended question and questionnaire were mostly used. Again in some studies, the information about data collection tool was not given. As data analysis technique, content analysis and predictive statistical techniques were most commonly used. In a majority of the studies, the information about data analysis technique was not given.

This paper shares our experience in developing information literacy skills through a framework based on writing papers in the IEEE format conference. The framework gave students, in an active learning style, a set of activities to identify the need for information, procure the information, evaluate the information and subsequently revise the strategy for obtaining the information, and to use it in an ethical manner to produce a technical paper. We followed the ACRL’s Information Literacy Competency Standards for Higher Education in the development of an assessment tool, course content, and exercises. Initial results show that the proposed framework developed information literacy skills in a maturing stage. We believe that this experience and the design of the framework could be replicated or adapted to different Engineering Careers.

Teaching research-paper writing in a step-wise and interactive fashion exposes students to methodology and empowers them. Contemporary undergraduates have generally not learned how to write research papers, and teaching methodology has long been a challenge. Seeking to accomplish both simultaneously gives students an applied way to better understand their political science courses and, more importantly, provides them with experiences that transform them as learners. The process includes high-impact educational practices which compel students to (a) integrate across the curriculum; (b) engage in “real” research; (c) experience learning as a social process; and (d) make revising and rethinking habitual. Undergraduates thus become more capable and confident learners with a greater ability to succeed in future endeavors.

Short answer tests (SAT) are an assessment that examines nursing students' knowledge and can be used to evaluate expectations for student educational success. The purpose of this literature review is to combine the best available evidence as to whether short answer test papers meet nursing facility curricula learning outcomes. A literature review was performed consisting of data bases which included; ERIC, SCOPUS, CINAHL MEDLINE, COCHRANE LIBRARY and JOHANNA BIGGS INSTITUTE (JBI). The following keywords were used: Short answer test, written assessment, quiz, organisations, university, higher degree education, tertiary education, nursing, perceptions, attitude, opinions, thoughts, feeling and belief. The majority of studies demonstrated that short answer tests equip nursing students with the knowledge and critical thinking skills for the clinical setting. Three major themes were identified: the effects of increasing class sizes; authenticity and the validity of short answer tests. Short answer tests are commonly used in undergraduate nursing programs to evaluate students’ level of knowledge which consists of their ability to critically analyse and problem solve. To maintain authenticity and validity of an assessment, there is a need for an evidence-based approach to their design to meet the core learning objectives within the curriculum.

In this article I begin by discussing the persistent problem of relations between educational inequality and the attainment gap in schools. Because benefits accruing from an education are substantial, the ‘gap’ leads to large disparities in the quality of life many young people can expect to experience in the future. Curriculum knowledge has been a focus for debate in England in relation to educational equality for over 40 years. Given the contestation surrounding views about curriculum knowledge and equality I consider the thinking of two philosophers, Jacques Derrida and Emmanuel Levinas, and their work on justice, to trouble the curriculum framework and discourse of knowledge promoted through the policy text of The Importance of Teaching: The Schools White Paper (2010) and later associated policy reforms to the General Certificate of Secondary Education (GCSE) curriculum in England. The Schools White Paper aims to make the curriculum more challenging to students by introducing tight controls in terms of the assessment framework and curriculum knowledge. I argue that, when considered through Derrida's perspective on language and meaning and Levinas' view on the ethical responsibility for the other, the reforms present obstacles to the search for a just curriculum. I look to the work of Sharon Todd and Paul Standish for a re-imagination of curriculum as or through relations in the light of Derrida's and Levinas' philosophies.

In many European countries, paediatric junior staff has no formal training in adolescent medicine and is ill-equipped to deal with issues and health problems such as substance use, unprotected sex, eating disorders and transition to adult care. This position paper of the European Academy of Paediatrics proposes a set of competency-based training goals and objectives as well as pedagogic approaches that are expected to improve the capacity of paediatricians to meet the needs of this important segment of the paediatric population. The content has been developed from available publications and training programmes and mostly covers the generic aspects of adolescent healthcare, such as how to communicate effectively, how to review and address lifestyles, how to perform a respectful and relevant physical examination, how to address common problems of adolescents and how to support adolescents in coping with a chronic condition. Conclusion: The European Academy of Paediatrics urges national bodies, paediatric associations and paediatric teaching departments to adopt these training objectives and put them into practice, so that paediatricians will be better prepared in the future to meet the challenge of delivering appropriate and effective healthcare to adolescents.

In this chapter, we show the evolution of resources devoted to the professional development of mathematics teachers in Italy, who have migrated from paper to the online environment, up to MOOCs. Based on the theoretical framework of meta-didactical transposition, we begin by reviewing the main changes in the official and implemented Italian curriculum of mathematics. Two of the authors (F. Arzarello and O. Robutti) took a relevant part in these events. On the basis of these experiences, together with the third author (E. Taranto), they contributed to the realization of the Math MOOC UniTo project for online professional development for mathematics teachers, aimed at increasing their professional competencies and improving their classroom practices. We will base the discussion on showing examples of teachers’ online interactions and sharing the guidelines we have followed to set the module design of the MOOCs. We share with the research community the design and monitoring practices that our experience has and is continuing to work on.

This concept paper aim to propose a new model of innovative teaching that can be implemented in pondok institution without neglecting its traditional learning system. Qualitative approach by using in-depth interview will be conducted to explore the acceptance of the proposed innovative teaching model. The sample in this study will include the management of pondok institution registered with Department of Islamic Development of Malaysia (JAKIM). It is hope that finding from this study will help the pondok management to consider the proposed innovative teaching model in improving and reforming their learning system in order to remain pondok sustainability in facing with challenges related to Industrial Revolution 4.0 and globalisation. It is hope that the results of this study could help the Malaysian government develop a model for strengthening the pondok institution curriculum in line with mainstream education.

Children and young people make extensive and varied use of digital and online technologies, yet issues about how their personal data may be collected and used by online platforms are rarely discussed. Additionally, despite calls to increase awareness, schools often do not cover these topics, instead focusing on online safety issues, such as being approached by strangers, cyberbullying or access to inappropriate content. This paper presents the results of one of the activities run as part of eleven workshops with 13-18 year olds, using co-designed activities to encourage critical thinking. Sets of 'data cards' were used to stimulate discussion about sharing and selling of personal data by online technology companies. Results highlight the desire and need for increased awareness about the potential uses of personal data amongst this age group, and the paper makes recommendations for embedding this into school curriculums as well as incorporating it into interaction design, to allow young people to make informed decisions about their online lives.

This paper presents an analysis of all 1295 full papers and 129 working group reports presented and published at ITiCSE since the conference began in 1996. Working group reports are analysed separately from full papers, in recognition of the particular process by which they are created. The analysis shows that nearly 40% of ITiCSE's full papers concern programming education, and that more than half of them present work conducted in single courses. In contrast, most of the working group reports have a context that extends beyond specific topic areas, and report on work that was not conducted in any courses. About half of the full papers focus on techniques of teaching and learning or tools for teaching and learning, whereas two thirds of the working group reports focus on techniques of teaching and learning or curriculum. With both full papers and working group reports there has been a steady increase in the proportion of papers that clearly present educational research. The findings from our analysis provide valuable insights for potential authors, attendees, chairs, and the whole ITiCSE community.

My concern in this presentation is with the falling standard of papers, particularly primary research articles, in the scientific and medical literature. Few of our younger generation of scientists (and many older ones) have never had specific training in how to write a good article, and yet this is the major product of all research effort that has been done, perhaps over a year or more. This is a situation that has to be corrected by all institutions, universities, and similar bodies, who need to introduce into the curriculum a course (not just a token lecture) that deals with the complexity of writing a lucid article that is succinct and written with style. To assist in this exercise, I have now produced a manual (1) that goes step-by-step through the process of writing and publishing scientific papers in such a way that they have much greater chance of being accepted by learned journals. Anat Rec, 301:1493-1496, 2018. © 2018 Wiley Periodicals, Inc.

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.