Search

Resumen En Brasil hemos visto varias fuerzas del movimiento empresarial actuando como protagonistas en la discusión de las políticas educativas formuladas en los últimos siete años. Esta injerencia pretende explorar la educación como una nueva frontera económica con el objetivo de formar una nueva generación de trabajadores para hacer frente a las exigencias del capitalismo del siglo XXI. Entonces, nuestro objetivo será explorar el papel del movimiento empresarial brasileño en la construcción de un consenso en torno a la necesidad de crear una nueva política curricular, la Base Común Curricular Nacional (BNCC); en especial, la actuación de los actores del Movimiento Todos por la Base (MBNC). Para ello, presentaremos una breve historia que demuestra cómo este segmento fue un catalizador en este debate y, además, abordaremos el concepto de calidad que ha planteado esta reforma. Resumo No Brasil temos visto diversas forças oriundas do movimento empresarial atuando como protagonistas na discussão das políticas educacionais formuladas nos últimos sete anos. Essa ingerência tem como objetivo explorar a educação como a nova fronteira econômica e com o intuído de formar uma nova geração de trabalhadores para atender as demandas do capitalismo do século XXI. Nesse sentido, nosso objetivo será explorar a atuação do movimento empresarial brasileiro na construção de um consenso em torno da necessidade de criação da nova política curricular, a Base Nacional Comum Curricular (BNCC), especialmente a atuação dos atores do Movimento Toda pela Base (MBNC). Para tal, apresentaremos um breve histórico que demonstra como esse segmento foi um catalisador nesse debate e, ainda, abordaremos o conceito de qualidade que tem sido posto por essa reforma. Abstract In Brazil, we have witnessed several business movements acting as key players in the discussion of educational policies formulated over the last 7 years. The purpose of this intervention is to explore education as a new economic frontier and to train a new generation of workers to meet the demands of 21st-century capitalism. Our objective is to explore the role of the Brazilian business movement in building a consensus around the need to create a new curricular policy, the Base Nacional Comum Curricular (BNCC), particularly the actors’ role in the Mobilization for the National Learning Standards (MNLS). We will present a brief history that demonstrates how this sector has been a catalyst in this debate and will address the concept of quality proposed by this reform.

Student-staff partnership advocates the active involvement of students' voices in the design of education. Although the concept of student-staff partnership is rapidly gaining momentum in health professions education, the current practices are more outcome-focused and pay less attention to the partnership process itself. Students' involvement in most of the claimed partnerships has been viewed as input information to the educational design process rather than inviting them to the more pronounced role as partners. In this commentary, we elaborate on different levels of students' involvement in educational design, before highlighting the possible dynamics between students and staff in partnership. We propose five key features of dynamics involved in the process of real student-staff partnerships and a Process-Outcome Model for Student-staff Partnership. We advocate that moving beyond outcomes and diving deeper into the partnership processes is the way forward to establishing true student-staff partnerships.

This study aimed to determine the differences in curriculum between two countries, namely Indonesia and Malaysia, in their implementation, especially in learning Arabic. In this case, the Arabic curriculum in Indonesia used the 2013 curriculum regulations or known as K13 (Kurikulum 2013), while Malaysia uses KSSR (Kurikulum Standart Sekolah Rendah) and KSSM (Kurikulum Standart Sekolah Menengah) regulations in its implementation. The curriculum is a series of plans to streamline teaching and learning. The Arabic curriculum is a set of Arabic learning plans, objectives, and materials systematically compiled to carry out the learning process properly. This research used a qualitative approach. The research method used is library research. The data used as a source for writing are archives obtained from the ministries of Indonesia and Malaysia. Data collection techniques are obtained from documentation by selecting, searching and analyzing data from the literature or sources related to the problem under study. Based on the study's results, it is known that the presentation of material in the K13 and KSSR/KSSM curricula has differences. In its production, K13 emphasizes more on memorizing Arabic vocabulary and grammatical and morphological abilities. In contrast, the KSSR / KSSM curriculum emphasizes four primary skills: listening, reading, speaking, and writing. This is, of course based on the objectives of each curriculum.

Purpose/Objective(s) A United States (US) radiation oncology (RO) curriculum, developed by key stakeholders using best practices for curriculum inquiry, is needed to guide residency education and qualifying examinations. Competency-based training, including entrustable professional activities (EPAs), provides an outcomes-based approach to modern graduate medical education. This study developed the first list of US RO EPAs and curricular content domains (CDs) to guide resident training and assessment in the modern era. Materials/Methods The Radiation Oncology Education Collaborative Study Group (ROECSG) Core Curriculum Project Leadership Committee (LC) developed initial EPAs and CDs. Following recruitment of stakeholders, a Delphi process was used for consensus. In the first Delphi, EPAs and CDs were reviewed for inclusion/exclusion, clarity, level of training (EPAs only), and time allocation (CDs only). Participants submitted additional EPAs/CDs for consideration. Any EPA or CD one standard deviation below the median underwent LC review. All participants completing the first Delphi were invited to the second. New EPAs or EPAs undergoing major revisions were re-reviewed. Percent allocated curriculum time was finalized for CDs and for a single subdomain (SD). Results 186 participants representing diverse RO stakeholder groups volunteered to participate. 114 completed the first Delphi (61.3%): 6/9 CDs met consensus, 1 CD was removed, 2 CDs were combined (Table 1). Of 114 invited, 77 participants completed the second Delphi (67.5%). Of 55 initial EPAs, 52 final EPAs met consensus. 4 SDs of a single CD (Applied Sciences) were reviewed and met consensus. Consensus on percent time allocated per CD and SD was reached (Table 1). Conclusion Deliberative curriculum inquiry was successfully used to develop a consensus on US RO CDs/SDs and EPAs. These data can guide educational time in training programs and help inform weighting for qualifying examinations. CDs are not exclusive; educators must ensure all CDs are considered when delivering curriculum content, regardless of the primary CD. RO-specific EPAs can guide clinical training and resident assessment. The Delphi should be used to reach consensus recommendations for SD content breakdown. Given the evolving nature of RO and the need for curriculum renewal, the Delphi process will be repeated on an interval basis.

Professional accreditation criteria around sustainability are an important consideration in the delivery of accredited (chemical) engineering programmes. This paper looks at the sustainability related criteria required by a number of professional bodies, while considering the evolution of such criteria over the past decades. It is seen that the scope and breadth of sustainability criteria has expanded among many accreditation bodies, including the Institution of Chemical Engineers, in line with institutional and professional imperatives. This has promoted the incorporation of a far broader range of sustainability related attributes than was previously envisaged. There are nevertheless large differences between the requirements of the various professional bodies considered, and in programmes across the world. The impact of societal imperatives and norms, including those of employers is reflected upon, as is the awareness and concerns of young people, who as graduates will be working through mid-century, directly engaging with sustainability related imperatives. IChemE accredited programmes are increasingly obliged to actively engage with contemporary sustainability related requirements more broadly, requiring increased integration of sustainability attributes across the curriculum, in terms of knowledge, skills and values. This evolution is important in remaining relevant as a profession, and in playing a key role in addressing societal challenges.

The aim of the study was to investigate a perceived severity of religious intolerance, and reasons behind it, among different religious groups in Pakistan. A questionnaire measuring religious intolerance was completed by 199 university students (females M = 23.8 yrs, SD 5.3, and males M = 24.6 yrs, SD 5.6) from four religious groups: Sunni, Shia, Ahmadi, and Christian. Questions regarding the severity of intolerance were included as well as the following seven scales measuring possible causes for it: impact of the school curriculum, lack of knowledge about other groups, impact of hate literature, lack of social justice, family background and peer pressure, media impact, as well as external power influence and history. Respondents of all groups agreed upon the severe level of religious intolerance towards Ahmadis. Regarding the other religious groups, opinions differed. Sunni respondents rated the seven causes for religious intolerance as lower than the others. Sunni and Shia respondents rated the impact of the school curriculum as the significantly most important reason behind religious intolerance, whereas the Ahmadis and Christians rated hate literature as the most important reason. The results suggest that there is a need for further research into social factors that could reduce religious intolerance in Pakistan. Views of different religious groups need to be taken in consideration.

RESUMO A partir dos estudos pós-críticos de currículo, o artigo objetiva discutir como operam os livros didáticos para docentes de creche, a partir de uma epistemologia do infantil. Tal epistemologia é uma racionalidade que funciona por meio da enunciação de uma perspectiva organicista de desenvolvimento humano. O corpus analítico é constituído por cinco livros. Metodologicamente, é realizada uma análise do discurso foucaultiana, em que são mapeadas as tecnologias presentes nos livros. Infere-se que as obras analisadas incidem na regulação da docência, por meio da epistemologia do infantil em pauta. ABSTRACT Based on postcritical curriculum studies, the article aims to discuss how textbooks for daycare teachers operate from an epistemology of childhood. Such an epistemology is a rationality that works through the enunciation of an organicist perspective of human development. The analytical corpus consists of five books. Methodologically, a Foucauldian discourse analysis is performed, in which the technologies present in the books are mapped. It is inferred that the analyzed works have an impact on the regulation of teaching, through the epistemology of the child in question.

The Faculty of Medicine at Mandume Ya Ndemufayo University began teaching in 2009, taking on the challenge of outcomes-based education and aiming to train qualified professionals according to the needs of the community. This article aims to describe and analyze how the teaching of physiology is organized in the medical program at this university. This is a descriptive study of the course pedagogical plan from 2009 to 2020. The results revealed that there is a correspondence between learning outcomes of the Physiology course, the competencies set out in the Profile of the Angolan Doctor, and internationally established sets of competencies. Some weaknesses were identified in relation to the development of skills, pedagogical methodology, and the evaluation process. The recent educational context of this medical school poses great challenges, which require the contextualization and periodic adjustment of its pedagogical plans.

Linking teaching with research in any stream is the need of the hour. Homoeopathy, being an integral part of health care delivery system in India and many other countries, goes no exception to it. Both teaching and research are inter-related, dependent and complementary to each other. Without quality teaching, research is like learning without curiosity, or like cataract surgery without restoring visual equity, or like studying Materia Medica without knowledge in Organon of Medicine. Similarly, sans high standard research, teaching in any medical discipline is like searching without direction, or like operating upon a human subject without knowing anatomy. In spite of the fact that some of the teaching institutions have taken up research projects and the outcomes of such research studies have been published in reputed medical journals, yet the quality of such articles needs further improvement. Many homoeopathy research organisations as well as the researchers, on certain aspects, have failed to update with the recent advancements in the field of education. Absence of mandatory provision for conducting research in teaching curriculum at undergraduate (UG) level and lack of proper training on research methodology and biostatistics at postgraduate (PG) level have led to the non-involvement of academicians and students in research studies. As a result, a void has been created in scientific publications by the faculty and students of homoeopathic colleges. The latest progresses in the field of research are useful for teaching of the individual subjects of UG and PG courses. The academicians as well as the researchers have to sit and discuss across the table the modalities of meaningful integration of teaching and research for mutual benefit. Hence, different facets of connecting teaching and research need to be deliberated upon to find out mutually acceptable solutions.

Mentoring is emphasised as a professional requirement by national bodies which administer the registration of new graduate medical radiation professionals. ‘Near-peer’ mentoring, where the mentor and mentee are similar in social or professional status, has the potential to develop necessary mentoring skills and attitudes in the undergraduate setting. This is in addition to the positive benefits experienced by the mentee, who is beginning to navigate the university environment. In this educational perspective, the concept and value of near-peer mentorship within undergraduate medical radiation curriculum is discussed. Based on the literature, recommendations and strategies are described for educators looking to implement near-peer mentoring programs within their universities or healthcare institutions. Refereed/Peer-reviewed

The purpose of this study was to evaluate the effect of group discussion on the learning of mammalian physiology by nonmajor undergraduate students. Combining traditional lectures with group discussions increased the active participation of students in class and improved their learning of physiology, as measured by the results of in-semester and final examinations. The active learning technique benefited all class ranks on average.

Objective With the completion of the Human Genome Project and swift development of genomic technologies, public health practitioners can use these advancements to more precisely target disease interventions to populations at risk. To integrate these innovations into better health outcomes, public health professionals need to have at least a basic understanding of genomics within various disciplines of public health. This descriptive study focused on the current level of genomics content in accredited master of public health (MPH) programs in the United States. Methods We conducted an internet search on all 171 Council on Education for Public Health (CEPH)–accredited MPH programs in the United States for genomics content in required and elective courses using the search terms “genetics,” “genomics,” and “molecular.” Results Of the 171 CEPH-accredited MPH programs examined, 52 (30.4%) schools and programs in 34 states offered some type of genomics education. Thirty-five (20.5%) schools and programs had a course in genetic epidemiology, 29 (16.9%) had a course in genetic biostatistics or bioinformatics, and 17 (9.9%) had a course in general public health genomics. The remaining 119 offered no course with a focus on genetics or genomics. In addition, some electives or specifically focused courses related to genomics were offered. Conclusion We found inadequate training in public health genomics for MPH students. To realize the promise of precision public health and to increase the understanding of genomics among the public health workforce, MPH programs need to find ways to integrate genomics education into their curricula.

Background In response to surges in demand for intensive care unit (ICU) care related to the COVID-19 pandemic, health care systems have had to increase hospital capacity. One institution redeployed certified registered nurse anesthetists (CRNAs) as ICU clinicians, which necessitated training in ICU-specific electronic health record (EHR) workflows prior to redeployment. Under time- and resource-constrained settings, clinical informatics (CI) fellows could effectively be lead instructors for such training. Objective This study aimed to deploy CI fellows as lead EHR instructional trainers for clinician redeployment as part of an organization's response to disaster management. Methods CI fellows led a multidisciplinary team alongside subject matter experts to develop and deploy a tailored EHR curriculum comprising in-person classes and online video modules, leveraging high-fidelity simulated patient cases. The participants completed surveys immediately after the in-person training session and after deployment. Results Eighteen CRNAs participated, with 15 completing the postactivity survey (83%). All felt the training was useful and improved their EHR skills with a Net Promoter score of +87. Most (93%) respondents indicated the pace of the session was “just right,” and 100% felt the clarity of instruction was “just right” or “extremely easy” to understand. Twelve participants (67%) completed the postdeployment survey. The training increased comfort in the ICU for all respondents, and 91% felt the training prepared them to work in the ICU with minimal guidance. All stated that the concepts learned would be useful in their anesthesia role. Fifty-eight percent viewed the online video library. Conclusion This case report demonstrates that CI fellows with dual domain expertise in their clinical specialty and informatics are uniquely poised to deliver clinician redeployment EHR training in response to operational crises. Such opportunities can achieve fellowship educational goals while conserving physician resources which can be a strategic option as organizations plan for disaster management.

Physicians are playing a growing role as clinician-innovators. Academic physicians are well positioned to contribute to the medical device innovation process, yet few medical school curricula provide students opportunities to learn the conceptual framework for clinical needs finding, needs screening, concept generation and iterative prototyping, and intellectual property management. This framework supports innovation and encourages the development of valuable interdisciplinary communication skills and collaborative learning strategies.Our university offers a novel 3-year-long medical student Longitudinal Interdisciplinary Elective in Biodesign (MSLIEB) that teaches medical device innovation in 4 stages: (1) seminars and small-group work, (2) shared clinical experiences for needs finding, (3) concept generation and product development by serving as consultants for biomedical engineering capstone projects, and (4) reflection and mentorship. The MSLIEB objectives are to: create a longitudinal interdisciplinary peer mentorship relationship between undergraduate biomedical engineering students and medical students, and encourage codevelopment of professional identities in relation to medical device innovation.The MSLIEB enrolled 5 entering cohorts from 2017 to 2021 with a total of 37 medical student participants. The first full entering cohort of 12 medical students produced 8 mentored biomedical engineering capstone projects, 7 of which were based on clinical needs statements derived from earlier in the elective. Medical student participants have coauthored poster and oral presentations; contributed to projects that won WolfieTank, a university-wide competition modeled after the television show Shark Tank; and participated in the filing of provisional patents. Students reflecting on the course reported a change in their attitude towards existing medical problems, felt better-equipped to collaboratively design solutions for clinical needs, and considered a potential career path in device design.The MSLIEB will be scaled up by recruiting additional faculty, broadening clinical opportunities to include the outpatient setting, and increasing medical student access to rapid prototyping equipment.

Poor sleep impedes children's cognitive, emotional, and psychosocial development. Pediatric sleep dysregulation is common, and children who live in communities of low socioeconomic status experience additional risk factors for short sleep duration and poor sleep quality. School-based training in mindfulness and yoga-informed practices can improve children's behavior and well-being, but effects on objectively measured sleep are unknown.Effects of a school-based health and mindfulness curriculum, which taught practices such as paced breathing, on sleep and stress were examined in 115 children (49 girls, ages 8 to 11 at baseline). Fifty-eight children in a community of low socioeconomic status received the curriculum twice weekly for 2 years. Fifty-seven children in a socioeconomic status-matched community engaged in their usual physical education class instead. In-home ambulatory polysomnography and perceived social stress were measured in all children at 3 time points: at baseline (ie, prior to curriculum exposure) and at 2 yearly follow-ups.Children receiving the curriculum gained an average of 74 minutes of total sleep time, and 24 minutes of rapid eye movement sleep, per night over the 2-year study period. Children not receiving the curriculum experienced a decrease in total sleep time averaging 64 minutes per night, with no changes in rapid eye movement sleep. Sleep improved within the first 3 months of curriculum exposure, in a dose-dependent fashion. Higher curriculum engagement (eg, using the breathing exercises outside of class) was associated with larger gains in total and rapid eye movement sleep duration. Aggregate within-group changes in social stress were not significant. However, among children receiving the curriculum, those who experienced larger gains in total and rapid eye movement sleep duration also experienced larger increases in perceived social stress.A school-based health and mindfulness curriculum improved children's objectively measured sleep over 2 years. Social stress did not mediate these effects; instead, mindfulness training may have increased awareness of environmental stressors, while developing tools to reduce stress vulnerability.Chick CF, Singh A, Anker LA, et al. A school-based health and mindfulness curriculum improves children's objectively measured sleep: a prospective observational cohort study.

In all levels of schooling there exist disparities in terms of class and gender. The research presented in this article contributes to the study of how gender, class and curriculum influence the aspirations of students who are the first-in-family to attend university. Drawing on a study of 48 students over a three-year period, we are interested in the gendering and classing of the first-in-family experience according to their chosen area of study, as a proxy for their future aspirations. In making connections between their journeys and international research on class, gender and inequality, the article highlights how curriculum offerings in lower socio-economic contexts often have implications for how non-traditional student populations negotiate higher education. Refereed/Peer-reviewed

Training of students and residents in outpatient settings requires adequate exposure to a broad range of neurologic diseases. A competency-based method has been frequently used to provide a framework for the design and assessment of medical curriculums. However, it is the responsibility of the faculty within a medical school to design the curriculum and ensure its quality. In this article, we review learning objectives, assessment of core competencies, the current status of outpatient neurology education, and the flaws that may affect its quality. We also discuss potential strategies and approaches for the improvement of education and learning process in the outpatient setting, including early clinical exposure of students, cross-disciplinary courses, balancing case mix, near-peer teaching, active learning, electronic and online education, and virtual modules.

Early introduction to essential communication skills is important. We sought to determine if a handoff curriculum (HC) would improve confidence, decrease anxiety, and increase participation in clinical handoffs during the surgical clerkship.A multi-center prospective cohort study was performed at two medical schools. Training in the intervention group (HC) consisted of a didactic lecture, video review, and practice session. Students completed a pre-clerkship knowledge test and confidence/anxiety/handoff experience questionnaire pre- and post-clerkship.There were no significant differences in pre-clerkship handoff experiences between institutions except having previously witnessed a verbal handoff (School A 96.4% versus School B 76.2%, P = 0.01). While there were no significant differences in post-clerkship confidence or anxiety, HC students were significantly more involved with written sign-outs (52.9% versus 18.2%, P = 0.02) and verbal handoffs (29.4% versus 4.6%, P = 0.03).Medical students exposed to handoff training shared similar confidence and anxiety scores compared to those that were not, however, they were more involved in handoff experiences during their surgical clerkship. Early introduction to handoff skills may encourage greater participation during subsequent clinical experiences.

This paper describes the creation of a theme-based first quarter, of a two quarter sequence, general chemistry laboratory course following an argument driven inquiry format and employing specifications grading. The course contains four, two-week projects investigating the chemistry of a popular sports drink. The sugar content, dye concentration, buffering capacity, and the kinetics of dye decomposition are investigated for various flavors of Gatorade. Specifications grading is used to foster teamwork and to provide an opportunity for revision and resubmission of student work. A modified LCAS survey measured student perception of course content.

The advances in information technology have brought dramatic changes to the means and methods of learning, making it possible to learn everywhere and every time. In line with educational transformations, e-Learning has gained additional significance. Educational CDs and multimediasoftware have triggered substantial changes in education (Zandi, 2009). Given the importance of language skillsin every academic level, especially the primary level, the proper instructions of these skills should be a concern to educational authorities. Writing, as it plays a crucial role to sustain language, is of significance importance and should be heeded (Birjandi, 2002). While the direct instruction of spelling on the basis of psychologicalprinciples is highly recommended in today’s educational systems, spelling is still assumed to be an assessment instrumentrather than an educational one in Iran’s curriculum. Investigating the educational texts and reliable websites, the present study aims to plan an e-learning curriculum for spelling based on cognitive approach. Key Keywords: Curriculum, E-learning, Cognitive Approach, Spelling.

To overcome the many barriers faced by the long-lasting pandemic, the development of new ways to deliver cardiac rehabilitation (CR)'s components was needed.This mixed-methods study describes the process to create a virtual education curriculum and assess the level of user engagement and acceptability in CR participants.A 4-phase approach was used to develop the new virtual education curriculum for CR and collect feedback regarding patients' engagement with and acceptability of the curriculum in a convenience sample of 80 CR participants. Data were analyzed using a reflexive thematic analysis approach and mapped to the evidence-based implementation strategies, followed by stakeholder engagement. Considering all information gathered and applying best practices in patient education and curriculum development, a 16-week virtual education curriculum was established.Five themes were identified on how the current education could be improved: focus on self-management, emphasize emotional wellbeing, improve facilitation, incorporate existing resources, and improve content flow. The recommendations associated with each theme informed the new curriculum and a tailored implementation plan to support the use of virtual education as part of routine care within the program. A toolkit that included a screening tool for comfort with/access to technology, patient-centered manuals with weekly learning plans, and a facilitator's manual was created. Overall, all recommended weekly education was completed by more than 70% of the participants, with greater acceptability.The present study offers an example of a collaborative approach to tailoring strategies for the development of a new group-based virtual education model of CR.

Learning to interpret thoracic images requires intensive instructor support. Given current cohort sizes at teaching hospitals in North America, instructor availability is rare. A Learning-by-concordance of perception (LbCP) online tool was introduced in a second-year course on lung and oxygenation. The LbCP tool presents thoracic images, students must point or outline abnormal structures directly on the screen and name the lesion. Thereafter, images with correct outline are superimposed on student's work and three key-messages are provided. We aimed to measure student perception of LbCP tool's usefulness and ease of use.The online tool was developed and implemented for second year students for cohorts in 2016, 2017 and 2018 (n = 296; 303; and 280; N = 879). A survey, comprisingsix questions on a Likert scale was designed to measure perceptions about tool utility and ease of use. An ANOVA analysis was carried out to ensure the normality of the data, and a principal axis factor analysis was used to confirm the presence of the two expected clusters corresponding to our two dimensions.The ANOVA conducted on the combined three year data set revealed an F value of 7.688 (p = 0.001), and principal axis factorial analysis revealed a one factor solution. The percentage of variance explained by the factor was 44.5%, with factor loadings leaning heavily in favor of the tool's perceived utility. A second factor was just shy of the eigenvalue threshold of 1.0 and could provide support for the tool's ease of use.The online LbCP tool shows promising impact over three cohorts of students in three consecutive years. Students recognize the pedagogical value of the tool and express their willingness to use more of it in their training.

OBJECTIVE: The objective of this study was to describe the implementation of Clinical Anatomy Mentorship Program (CAMP), a novel near-peer surgical anatomy teaching program, into the KU School of Medicine (KUSOM) Surgery Clerkship curriculum. DESIGN: Prospective qualitative and quantitative study. SETTING: Single institution, tertiary care hospital. PARTICIPANTS: All M3s at KUSOM on their surgery clerkship were eligible for inclusion for the learner cohort, n = 106. A group of M4s self-identified as CAMP mentors were eligible for inclusion for the teacher cohort, n = 40. RESULTS: M3s have statistically significant higher self-efficacy (p < 0.001) scores after participating in CAMP. Among open-ended comments written by M3s, significant themes highlighted that CAMP taught them a much-needed refresher on anatomy, gave them an introduction to surgical anatomy, and felt peer-to-peer teaching created a safe environment to ask questions. M4 mentors reported statistically significant (p < 0.001) increases in self-efficacy and confidence in teaching skills after teaching CAMP sessions. Among open-ended comments written by M4 mentors, significant themes highlighted that CAMP helped them develop their teaching skills and confidence in the operating room. CONCLUSIONS: In line with current medical education practices, KUSOM has significantly decreased anatomy in the curriculum. We responded to this shift by implementing CAMP, designed to address specific medical student needs for a surgically oriented anatomy instruction. CAMP has been effective at addressing student concerns about anatomy knowledge gaps. CAMP has enhanced self-efficacy, anatomy knowledge, and operating room exposure in M3s, and self-efficacy, teaching skills, surgical anatomy knowledge, and surgical confidence in M4s.

Effective educational strategies to train and assess residents' skills in behavioral health competencies have been limited. We hypothesized that a training curriculum using virtual reality (VR) simulations would enhance residents' evidence-based skills related to behavioral health anticipatory guidance (BHAG) and motivational interviewing (MI).We conducted a randomized controlled pilot trial of our curriculum within an urban academic clinic. Intervention and control groups received four 15-minute, monthly didactics on BHAG and MI followed by VR simulations to 1) deliberately practice delivering BHAG by verbally counseling avatars, who responded real-time (intervention group) or 2) assessing pediatric respiratory distress (control group). Two months post-VR training, all residents participated in a unique VR behavioral health scenario which was recorded and coded by pediatric psychologists via an observation instrument to assess residents' skills. Differences in BHAG and MI competencies were assessed via independent samples t tests for continuous variables and Fisher's exact tests for categorical variables.Sixty-six percent (n = 55) of eligible residents completed all study protocols comprising 35 intervention and 20 control participants. Intervention participants demonstrated an increase in BHAG skills (P = .002), percentage of open-ended questions asked (P = .04), and percentage of MI adherent behaviors (P = .04) when compared to the control group.VR may be an effective educational strategy for residents to acquire BHAG and MI skills though deliberate practice. Next steps will focus on assessing the generalizability of the VR curriculum as well as exploring the opportunities to enhance its scalability through artificial intelligence.

The first transition to fellowship course for incoming pediatric surgery fellows was held in the US in 2018 and the second in 2019. The course aimed to facilitate a successful transition in to fellowship by introduction of the professional, patient care, and technical aspects unique to pediatric surgery training. The purpose of this study was to evaluate the feasibility and effectiveness of the first two years of this course in the US and discuss subsequent evolution of this endeavor.This is a descriptive and qualitative analysis of two years' experience with the Association of Pediatric Surgery Training Program Directors' (APSTPD) Transition to Fellowship course. Course development and curriculum, including clinical knowledge, soft skills, and hands-on skills labs, are presented. Participating incoming fellows completed multiple choice, boards-style pre- and post-tests. Scores were compared to determine if knowledge was effectively transferred. Participants also completed post-course evaluations and subsequent 3- or 12-month surveys inquiring on the lasting impact of the course on their transition into fellowship. Standard univariate statistics were used to present results.The first APSTPD Transition to Fellowship course was held at the Johns Hopkins Hospital in Baltimore, Maryland in 2018, and the second course was held at the Oregon Health and Science University in Portland, Oregon in 2019.All fellows entering ACGME-certified Pediatric Surgery fellowships in the United States were invited to participate. Twenty fellows accepted and attended in 2018, and fourteen fellows participated in 2019.There were 34 incoming pediatric surgery fellow participants over 2 years. Faculty represented more than 10 institutions each year. Pre- and post-test scores were similar between years, with a significant improvement of scores after completion of the course (67±10% vs 79±8%, p0.001). Feedback from participants was overwhelmingly positive, with skills labs being attendees' favorite component. When asked about usefulness of individual course sessions, more attendees found clinical sessions more useful than soft skills (93% vs 73%, p = 0.011). Almost all (90%) of participants reported the course met its stated purpose and would recommend the course to future fellows. This was further reflected on 3 and 12 month follow up surveys wherein 85% stated they found the course helpful during the first few months of fellowship and 90% would still recommend it.A transition to fellowship course in the US for incoming pediatric surgery fellows is logistically feasible, effective in transfer of knowledge, and highly regarded among attendees. Feedback from each course has been used to improve the subsequent courses, ensuring that it remains a valuable addition to pediatric surgical training in the US.

Purpose: Mastering technical procedures is a key component in succeeding as a newly graduated medical doctor and is of critical importance to ensure patient safety. The efficacy of simulation-based education has been demonstrated but medical schools have different requirements for undergraduate curricula. We aimed to identify and prioritize the technical procedures needed by newly graduated medical doctors.Methods: We conducted a national needs assessment survey using the Delphi technique to gather consensus from key opinion leaders in the field. In the first round, a brainstorm was conducted to identify all potential technical procedures. In the second round, respondents rated the need for simulation-based training of each procedure using the Copenhagen Academy for Medical Education and Simulation Needs Assessment Formula (CAMES-NAF). The third round was a final elimination and prioritization of the procedures.Results: In total, 107 experts from 21 specialties answered the first round: 123 unique technical procedures were suggested. Response rates were 58% and 64% in the second and the third round, respectively. In the third round, 104 procedures were eliminated based on the consensus criterion, and the remaining 19 procedures were included and prioritized. The top five procedures were: (i) insert peripheral intravenous catheter, (ii) put on personal protection equipment, (iii) perform basic airway maneuvers, (iv) perform basic life support, and (v) perform radial artery puncture.Conclusion: Based on the Delphi process a final list of 19 technical procedures reached expert consensus to be included in the undergraduate curriculum for simulation-based education. Purpose: Mastering technical procedures is a key component in succeeding as a newly graduated medical doctor and is of critical importance to ensure patient safety. The efficacy of simulation-based education has been demonstrated but medical schools have different requirements for undergraduate curricula. We aimed to identify and prioritize the technical procedures needed by newly graduated medical doctors.Methods: We conducted a national needs assessment survey using the Delphi technique to gather consensus from key opinion leaders in the field. In the first round, a brainstorm was conducted to identify all potential technical procedures. In the second round, respondents rated the need for simulation-based training of each procedure using the Copenhagen Academy for Medical Education and Simulation Needs Assessment Formula (CAMES-NAF). The third round was a final elimination and prioritization of the procedures.Results: In total, 107 experts from 21 specialties answered the first round: 123 unique technical procedures were suggested. Response rates were 58% and 64% in the second and the third round, respectively. In the third round, 104 procedures were eliminated based on the consensus criterion, and the remaining 19 procedures were included and prioritized. The top five procedures were: (i) insert peripheral intravenous catheter, (ii) put on personal protection equipment, (iii) perform basic airway maneuvers, (iv) perform basic life support, and (v) perform radial artery puncture.Conclusion: Based on the Delphi process a final list of 19 technical procedures reached expert consensus to be included in the undergraduate curriculum for simulation-based education.

During the emergence of Data Science as a distinct discipline, discussions of what exactly constitutes Data Science have been a source of contention, with no clear resolution. These disagreements have been exacerbated by the lack of a clear single disciplinary 'parent.' Many early efforts at defining curricula and courses exist, with the EDISON Project's Data Science Framework (EDISON-DSF) from the European Union being the most complete. The EDISON-DSF includes both a Data Science Body of Knowledge (DS-BoK) and Competency Framework (CF-DS). This paper takes a critical look at how EDISON's CF-DS compares to recent work and other published curricular or course materials. We identify areas of strong agreement and disagreement with the framework. Results from the literature analysis provide strong insights into what topics the broader community see as belonging in (or not in) Data Science, both at curricular and course levels. This analysis can provide important guidance for groups working to formalize the discipline and any college or university looking to build their own undergraduate Data Science degree or programs.

This article focuses on extending, disseminating and interpreting the findings of an IEEE Control Systems Society working group looking at the role of control theory and engineering in solving some of the many current and future societal challenges. The findings are interpreted in a manner designed to give focus and direction to both future education and research work in the general control theory and engineering arena, interpreted in the broadest sense. The paper is intended to promote discussion in the community and also provide a useful starting point for colleagues wishing to re-imagine the design and delivery of control-related topics in our education systems, especially at the tertiary level and beyond.

There is no formalized communication curriculum for surgical training. The aim of this study is to determine the benefit of annual communication skill-building workshops for surgical residents over several years.The general surgery and the integrated cardiothoracic surgery residents in a tertiary care, urban academic center participated in a 2-hour communication skill-building workshop each year from July 2017 to June 2021. Each participant was administered an anonymous pre-session and post-session survey with a 5-point Likert scale to assess their self-reported preparedness and their evaluation of the workshop. Survey responses were divided into three groups based on their experience in this workshop; no experience (Experience 0), 1 y of experience (Experience 1), and two or more years of experience (Experience 2+). They were compared among groups.Seventy-one surgical residents participated in the workshop generating 124 survey results (Experience 0, 71 [57.3%], Experience 1, 41 [33.1%], and Experience 2+, 12 [9.7%]). Self-reported preparedness scores improved for the overall group as well as for each experience group. While scores decreased significantly in the following years, they improved after each workshop. Scores were significantly better with more experience (4, interquartile range [IQR] 3-4 in Experience 0, 4, IQR 3-5 in Experience 1, 4, IQR 4-5 in Experience 2+, P 0.001 between Experience 0 and Experience 1, P = 0.041 between Experience 1 and Experience 2+). All residents reported an overwhelmingly positive review of the curriculum.Yearly 2-hour communication skills practice increased surgical residents' self-reported preparedness, and the repetition helped the improvement. Annual workshops are important for residents to be more prepared for serious illness communication.

A goal in radiology undergraduate medical education is to improve exposure to the field. In 2022, the Canadian Association of Radiologists' Medical Student Network hosted for the first time "RADGames," an interactive image interpretation contest for medical students across Canada. This program was aimed to spark interest in radiology and improve students' image interpretation skills through gamification with expert guidance.Volunteers from Radiology Interest Groups in Canadian medical schools set up a virtual event for the competition using breakout rooms and a quiz platform. Participant recruitment was through social media and advertisement by medical student associations. Participants were surveyed anonymously for feedback following the event. Data about previous exposure to and knowledge of radiology, and an evaluation of the event including self-perceived impact on participants' understanding of the field were collected.Eighty seven medical students from 15 of Canada's 17 medical schools competed against one another virtually. Forty seven (54%) responded to the post-event evaluation survey. All responses about the event itself were favourable. Respondents overwhelmingly indicated that RADGames increased their interest in radiology (38, 81%), their understanding of the work of a radiologist (31, 66%) and their knowledge about medical imaging (46, 98%), and improved their confidence in basic imaging interpretation (36, 77%).The Canadian Association of Radiologists' Medical Student Network hosted Canada's first national image interpretation competition for medical students, RADGames. Feedback was overwhelmingly positive, with perceived benefits to participants on their understanding of and interest in radiology.

The paper provides a diachronic overview of curricula for Serbian Language and Literature courses in secondary schools from 1990, when comprehensive secondary schools were reinstated into the education system of the Republic of Serbia, to present day. The structure and contents of the literary elements were monitored, analyzed, and contrasted. The aim of the curricula analysis in the indicated period is to ascertain and explain the positive and negative aspects of previous reforms to which literary content was exposed, and to, in accordance with the obtained results, draw appropriate conclusions and provide recommendations for their future improvements.

The Centers for Disease Control and Prevention (CDC) developed a workforce training on sexual and gender minorities (SGMs).This article describes the evaluation of the training.Participants completed pre- and posttest surveys. After the pilot evaluation, some improvements were made to the curriculum and to the pre- and posttest questionnaires. Participants in subsequent (implementation) training were similarly asked to complete pre- and posttest questionnaires.CDC.CDC staff.Participants' knowledge, ally identity, and perceptions of SGMs.Pilot and implementation training data showed increases in participant knowledge of 44% and 49%, respectively, increases in ally identity of 11% and 14%, respectively, and increases in positive perceptions of SGM of 25% and 31%, respectively.These results suggest that the CDC Ally Training may be a useful tool for improving staff knowledge and perceptions of SGM people.

El presente ensayo tiene como objetivo revisar las tendencias relacionadas al curr?culo escolar y a las caracter?sticas de las tendencias curriculares contempor?neas, adem?s de presentar las nuevas disposiciones curriculares basadas en las tendencias educativas actuales determinadas por las problem?ticas recientes del contexto mundial. Se inicia explicando el recorrido hist?rico que han tenido las tendencias curriculares contempor?neas, posteriormente se plantean cuatro interrogantes: ?Cu?les son las tendencias curriculares contempor?neas? ?Cu?les son las caracter?sticas del contexto actual a la que est?n respondiendo las tendencias curriculares? ?Qu? tendencias curriculares responden a los desaf?os de la sociedad de hoy y a la del ma?ana? y ?Cu?les son sus caracter?sticas?, Luego de la revisi?n documental y en respuesta al primer interrogante se citan distintas tendencias educativas contempor?neas desde la perspectiva de varios autores, y posteriormente, como respuesta al tercer interrogante se establecen como nuevas tendencias: (1) descolonizaci?n del curr?culo, (2) la flexibilidad curricular para una formaci?n educativa multimodal, inclusiva y tecnol?gica, (3) el enfoque por competencias, un aprendizaje para la vida, (4) la inclusi?n de la educaci?n socioemocional, (5) la explotaci?n del potencial de las tecnolog?as digitales en la educaci?n, (6) el enfoque curricular ecol?gico para un planeta da?ado y (7) la inclusi?n de la investigaci?n y la innovaci?n como ejes transversales del curr?culo; a continuaci?n se detallan las definiciones, caracter?sticas y cr?ticas de cada una de ellas en respuesta al cuarto interrogante. This essay aims to review trends related to the curriculum and the characteristics of contemporary curricular trends, in addition to presenting the new curricular provisions based on current educational trends determined by recent problems in the global context. It begins by explaining the historical journey that contemporary curricular trends have had, then four questions are raised: What are the contemporary curricular trends? What are the characteristics of the current context to which the curricular trends are responding? What new curricular trends respond to the challenges of today?s and tomorrow?s society? and What are its characteristics? After the documentary review and in response to the first question, different contemporary educational trends are cited from the perspective of several authors, and later, in response to the third question, new trends are highlighted: (1) decolonization of the curriculum, (2) curricular flexibility for a multimodality, inclusive and technological educational training, (3) competency-based approach, learning for life, (4) inclusion of socio-emotional education, (5) digital technologies potential exploitation in education, (6) ecological curriculum for a damaged planet and (7) inclusion of research and innovation as a transverse axis of the curriculum; Below definitions, characteristics and criticisms of each of them in response to the fourth question are found.

O presente artigo tem por objetivo apresentar um ensaio genealógico da natureza histórica e discursiva sobre a educação profissional no Brasil, refletindo sobre a construção dos regimes de verdade do currículo do ensino médio integrado ofertado pelos Institutos Federais e as relações de poder estabelecidas nesse processo. As considerações apresentadas dialogam com as teorias pós-críticas do currículo e com o movimento pós-estruturalista ao problematizar algumas condições históricas e discursivas do currículo do ensino médio integrado e observar de que maneira padrões disciplinadores penetram na organização do conhecimento escolar. A argumentação foca no currículo como dispositivo de saber e poder e a ênfase nas repercussões das relações de poder e suas práticas discursivas. Ao dimensionar o tempo, com a marcação histórica do ensino médio integrado, não intencionamos demarcar itinerários históricos, mas os acontecimentos discursivos que se tornam significativos para esse exercício analítico e genealógico., This article aims to present a genealogical essay of the historical and discursive nature of professional education in Brazil, reflecting on the construction of regimes of truth in the integrated secondary education curriculum offered by Federal Institutes and the power relations established in this process. The considerations presented dialogue with the post-critical theories of the curriculum and with the post-structuralist movement by problematizing some historical and discursive conditions of the integrated secondary education curriculum and observing how disciplinary standards penetrate the organization of school knowledge. The argument focuses on the curriculum as a device of knowledge and power and the emphasis on the repercussions of power relations and their discursive practices. By dimensioning time, with the historical marking of integrated secondary education, we do not intend to demarcate historical itineraries, but the discursive events that become significant for this analytical and genealogical exercise.

There is no separate course in the medical curriculum summarizing all aspects of human reproduction in most medical school curricula. At the same time, such a course would logically connect knowledge from clinical embryology and assisted reproduction, encompassing the issue of female and male infertility, mechanisms of birth defect formation, their prenatal diagnosis and subsequent specialized neonatal care. The aim of a wide team of university teachers comprising embryologists, gynecologists, neonatologists, endocrinologists, geneticists and others was to create and implement a new course entitled "Clinical Embryology and Reproductive Medicine" into the fourth-year curriculum of the study program General Medicine at the Faculty of Medicine, Comenius University in Bratislava. There has been a great interest in the course, as evidenced by the number of medical students enrolled. The lecture syllabuses have been divided into several thematic areas: 1) Clinical embryology including a laboratory part of assisted reproduction, 2) Cause and treatment options of female and male infertility, 3) A comprehensive view of the issue of birth defects, 4) The issue of preconception education, prenatal and childbirth training, family planning, 5) Reproductive immunology and endocrinology. Despite the complexity of human reproduction being a mainstay of gynecology and obstetrics, it is underemphasized in the medical school curricula worldwide. It is often reflected in shorter hospital / practical trainings during undergraduate studies and lower requirements at the final exam. Therefore, as students almost unanimously valued, this new course is extremely helpful in preparing for the final state exam.

In this article, I discuss a provocative recommendation by the American Association of Colleges of Nursing for research doctorate education as it relates to nursing education and the broader question whether nursing scientists should be nurse scientists. I use tools from the tradition of analytic philosophy to examine issues and language underlying this discussion about nursing science, knowledge, and practice. I draw some conclusions based on my review of the association’s documents and from philosophical perspectives on nursing science and practice.

Curriculum Mutters is, for me, a long overdue publication. Its genesis is due to the thinking of our colleagues in the Ministry of Education who wanted to encourage debate about curriculum, in particular with the current review of curriculum, and those at the New Zealand Council for Educational Research who recognised the need for such a publication. Both groups knew that many papers were being prepared for the Ministry and that these could be modified for more general circulation. The Ministry agreed to contribute to some of the production costs in the initial years while the publication was being established. It was with pleasure that I accepted the invitation to edit Curriculum Mutters, as I also felt there was a need for more debate on curriculum, and my pleasure has continued as I found many contributors very willing to share their ideas. While each of us has our own ideas about curriculum, I am confident this journal will raise issues we have not all considered, that will stimulate further thinking about curriculum in schools, early childhood services, and other areas of education, and will become a resource for the further study of curriculum theory and practice. However, curriculum matters are not merely subjects for academic study; they are central to the making of educational policy at government, institutional, and classroom levels. The curriculum determines what is taught and emphasised, and sometimes how it is taught. Indeed, one matter of interest to me is how a curriculum document might best serve these dual and sometimes competing purposes--representing government policy and guiding teachers. My aim in this editorial is to raise two matters--the purposes of education that underpin curriculum, and the related development processes. This is intended to complement the \work of other contributors who are considering more specific aspects of curriculum. Before starting on these two foci, it is germane to consider what is meant by the word curriculum. Most of my work has been in mathematics education. From that perspective my first inclination is to define terms--however, defining curriculum is difficult. Different people working in different contexts construct different meanings for the word, and many think of a particular form of curriculum as the total curriculum (for example, national curriculum, textbooks, school scheme, lesson plans, taught curriculum, learnt curriculum, or assessed curriculum). One definition that covers most of these forms is all planning for the classroom, though this leads to a discussion about whether the curriculum should focus only on what is to be taught, or also on how such topics are to he taught. In using the word planning in my definition, I am reminded of what Davis (1996, p. 273) wrote: ... an enacted curriculum is one that should be planned, but not predetermined. It involves a complex weaving of intended and chance happenings, of deliberate and accidental actions. At times the teaching is based on careful analysis and thoughtful decision: more often it is simply a consequence of the way the teacher stands in the world. Curriculum exists in both educational and societal environments, but the aspirations within such environments are not always well summarised by the aims of education; sometimes a broader paradigmatic statement can better serve this purpose. Beeby (1986) described these statements as "educational myths". He said: ... educational myths, if they are deep-rooted in the community from which they spring, are the very means by which an educational system matures. A myth is far more than a temporary view of 'reality'. It embodies ideals and aspirations ... And, if myths stimulate us to alter 'reality, the consequent practical changes then lead us to adopt new myths. (p. xvi) Within New Zealand education Beeby described the pre-1920 myth as "survival of the fittest", the period 1920-1935 as representing the movement from the survival of the fittest to "progressive" education, an(] the myth for the 1935-1965 era as being "equality of opportunity". …

The New Zealand early childhood curriculum, Te Whāriki, encourages teachers to intentionally implement learning experiences so children learn about and through the visual arts. Acknowledging the tensions between intentional teaching and play-based learning, teachers are urged to be neither hands-off nor very structured in designing visual arts learning experiences. In the absence of practical guidance on how this might be achieved, this article synthesises a range of national and international research on early childhood (EC) arts education. Suggestions are given around purposeful provision of visual arts resources and spaces, connecting children’s home and early childhood education (ECE) art experiences, collaborations between teachers and children, extending artistic vocabulary, utilising picture books and art exhibitions, encouraging reflections and discussions about children’s artworks, establishing appreciative audiences for children’s artworks, and teachers being truly present with children in their visual-art-making endeavours.

Revisões de literatura são utilizadas para levantamento de evidências de intervenções na área de saúde. Estudos têm apresentado problemas relacionados à busca de bibliografia para levantamento de evidência na Análise do Comportamento. O objetivo do presente estudo foi avaliar a utilização de uma plataforma de currículos acadêmicos (Plataforma Lattes) para busca de artigos fundamentados na Análise do Comportamento que se relacionavam com temas da área de saúde. Uma busca foi realizada para as áreas do conhecimento por meio dos descritores “Psicologia da Saúde” e “Análise do Comportamento”. Os currículos encontrados na Plataforma Lattes foram explorados para busca de artigos publicados nos últimos cinco anos. O uso de um repositório de currículos acadêmicos mostrou-se uma ferramenta possível para levamento de literatura — evidências.

The surge and expansion of Private Higher Education Institutions (PHEIs) in South Africa is an indication that the private sector education is making significant progress. As a result, the PHEIs are considered as being in competition with Public Higher Institutions. This situation is envisaged to influence the Department of Higher Education and Training (DHET) to tighten its policies in order to control the PHEIS. Using the Octet quality theory, developed by Zaki and Zaki Rashidi. and the documentary content analysis research method, this study analyses ways in which quality assurance is used to curtail the growth of PHEIS. The findings of the study showed that some of the contributions of PHEIs are driven by the demand for higher learning opportunities in the republic, though faced by various challenges and barriers in fulfilling the quality assurance requirements in respect of accreditation the DHET. The paper submits that PHEIS are not in competition with Public Higher Educational Institutions, rather they are to be seen as complementing the vision of the DHET in its efforts to improve the South African Higher Education System. Thus, partnership between the private and the public institutions is recommended for the achievement of desired positive impacts.

This article details the pedagogical praxis developed for promoting English as literature and didactic resources and materials were implemented alongside. In fact, it describes the experiences and perceptions of the research participants in terms of their thoughts and reflections towards the process and its effect in terms of their academic development. This was qualitative research, specifically, a case study, which was developed in two courses: Children’s Literature and Didactic Resources and Materials, where the linguistic and pedagogical fields were integrated to foster the learning of English. These courses belong to the Bachelor’s Degree of Teaching English for elementary school, from Universidad Nacional (UNA), Costa Rica. The results of this study show that the students’ considered the implementation of literary texts in the English class as well as the use of varied didactic resources and materials valuable since they were helpful for developing dynamic, engaging, and interesting lessons, which may be a source of motivation for their future language learners. Este artículo describe la praxis pedagógica desarrollada para promover el idioma inglés a través de la implementación de obras literarias y de recursos y materiales didácticos. De hecho, se describen las experiencias y percepciones de las personas participantes en relación con sus pensamientos y reflexiones hacia el proceso y su efecto en términos de su desarrollo académico. Esta investigación es de tipo cualitativa, específicamente, un estudio de caso, que se desarrolló en dos cursos: Literatura Infantil y Recursos y Materiales Didácticos, en donde el área lingüística y la pedagógica fueron integradas para fortalecer el aprendizaje del inglés. Estos cursos pertenecen al Bachillerato en la Enseñanza del Inglés para I y II ciclos (primaria), de la Universidad Nacional (UNA), Costa Rica. Los resultados de esta investigación muestran que el estudiantado consideró la implementación de textos literarios en inglés y la utilización de recursos y materiales didácticos valiosa, ya que el proceso fue útil para desarrollar lecciones dinámicas, atractivas e interesantes, las cuales pueden ser una fuente de motivación para su población estudiantil futura. Cet article décrit la praxis éducative développée pour promouvoir la langue anglaise moyennant la mise en place des œuvres littéraires, des ressources et des matériels didactiques. Également, l’article décrit les expériences et les perceptions des personnes participantes en rapport avec leurs pensées et leurs réflexions sur le processus et son effet dans leur développement académique. Cette recherche qualitative a été menée dans deux cours: Ressources et matériels didactiques et Littérature d’enfance dans lesquels les domaines linguistique et pédagogique ont été intégrés afin de renforcer l’apprentissage de l’anglais. Ces cours font partie de la filière d’Enseignement de l’Anglais pour les cycles I et II (école primaire) de l’Université Nationale du Costa Rica (UNA). Les résultats de cette recherche ont mis en évidence que les étudiants ont considéré très précieux la mise en place des textes littéraires en anglais ainsi que l’utilisation de ressources et matériels didactiques car cela a permis de développer des leçons dynamiques, attirantes et intéressantes, lesquelles peuvent être une source de motivation pour leurs futurs apprenants.

3D printing is an emerging trend in medical care [1]. Medical libraries can play a key role in advancing this new technology [2]. Using a National Library of Medicine (NLM) grant, the medical library was able to purchase a basic 3D printer to create models for patient care and medical education. Despite a slow rollout for the new technology, there was a strong need once word of mouth spread about the new 3D printer. The one-year grant cycle, as well as the following three years, provide supporting evidence that even a basic 3D printer can advance patient care for clinicians and improve medical education for students [3]. The popularity of the technology, clinical support and demand, as well as student interest can drive the program forward on its own and support the medical library’s mission to improve community care and create an environment of enhanced learning [1].

This article describes how an unfolding case study can be used to promote the development of clinical reasoning through students' self-reported perceptions, although at the same time facilitating collaboration among providers from various specialties. An unfolding case (evolving case) provides sequential information about a patient's illness trajectory as they experience the illness and related symptomology. An unfolding case study was implemented during a college skills laboratory immersion experience for 33 nurse practitioner (NP) students who were in their final year of the NP program. Students were invited per email to complete a confidential REDCap survey after the case presentation and discussion. Twenty-three students completed the survey. More than half of the students (52%) stated the review of the unfolding case offered "significant learning value" and 78% rated the unfolding case as being "very to extremely" helpful in creating opportunities for critical thinking and engagement in clinical reasoning. Implementing unfolding case studies in NP student program curricula promotes critical thinking, clinical reasoning, and allows opportunities to engage in interprofessional collaboration.

Implementation of evidence-informed educational interventions (EEI) involves applying and adapting theoretical and scientific knowledge to a specific context. Knowledge translation (KT) approaches can both facilitate and structure the process. The purpose of this paper is to describe lessons learned from applying a KT approach to help implement an EEI for clinical reasoning in medical students.Using the Knowledge to Action framework, we designed and implemented an EEI intended to support the development of students' clinical reasoning skills in a renewed medical curriculum. Using mixed-methods design, we monitored students' engagement with the EEI longitudinally through a platform log; we conducted focus groups with students and stakeholders, and observed the unfolding of the implementation and its continuation. Data are reported according to six implementation outcomes: Fidelity, Feasibility, Appropriateness, Acceptability, Adoption, and Penetration.Students spent a mean of 24 min on the activity (fidelity outcome) with a high completion rate (between 75% and 95%; feasibility outcome) of the entire activity each time it was done. Focus group data from students and stakeholders suggest that the activity was acceptable, appropriate, feasible, adopted and well-integrated into the curriculum.Through the process we observed the importance of having a structuring framework, of working closely and deliberatively with stakeholders and students, of building upon concurrent evaluations in order to adapt iteratively the EEI to the local context and, while taking students' needs into consideration, of upholding the EEI's core educational principles.

The modern era’s wicked problems create an impending need to develop leaders through graduate education, professional degree programs, and campus-wide efforts. Shifts to leadership-as-practice and an ecoleadership discourse may help transform leadership education and surface new signature pedagogies for the professions. How might the current reality drive leadership educators toward collaborative learning that aligns with these frameworks? Published version

Objective To present a multifaceted approach to ophthalmology undergraduate medical education and to assess the efficacy of an eye dissection laboratory in enhancing medical student learning. Design Curriculum review, validation, and student feedback evaluations. Participants Year 2 medical students enrolled in the University of Toronto's Doctor of Medicine Program. Methods Student feedback evaluations were compiled from the University of Toronto undergraduate medical education student surveys before 2012–2016 and following introduction of the redesigned foundations ophthalmology curriculum at the University of Toronto (2017–2018). Students who participated in the Eye Dissection Lab as part of the newly designed curriculum completed the pre- and postsession satisfaction and overall interest in ophthalmology questionnaires and a knowledge-based test. Results Analysis of 1640 student evaluations demonstrated an increase in ophthalmology curriculum rating following the launch of the foundations ophthalmology curriculum (p = 0.015). Among the 335 students who completed the eye dissection lab, there was a significant increase in the average scores for the satisfaction questionnaire, knowledge-based test, and level of interest in the field of ophthalmology from before and after the session, with improvements in scores noted in 91%, 42%, and 36% of the educational parameters of the participants, respectively (p Conclusions The newly designed foundations ophthalmology curriculum and the eye dissection lab at the University of Toronto serve as effective means for enhancing ophthalmology teaching in medical schools across Canada.