Search

The article discusses postgraduate training and continuous medical education in endocrinology in Europe. It highlights the efforts of the European Society of Endocrinology (ESE) and the European Union of Medical Specialists (UEMS) in developing a common Curriculum and Training Recommendation in Endocrinology. The survey reveals variations in the duration of training, requirements for common trunk/internal medicine training, and the presence of exit exams across European countries. Additionally, it addresses the increasing trend of mandatory CME/CPD activities and the need for harmonization in endocrinology training programs across Europe. [Extracted from the article]

Background The Infectious Diseases Society of America (IDSA) developed the Core Antimicrobial Stewardship (AS) Curriculum to meet the increasing demand for infectious diseases (ID) providers with AS expertise. Notable diversity in implementation approaches has been observed among ID fellowship programs using the curriculum. We sought to describe individual approaches and develop a curriculum implementation roadmap. Methods We surveyed ID fellowship programs that had previously implemented the IDSA Core AS curriculum. The survey included questions regarding program characteristics, curriculum participants and presentation format, resources and barriers, and implementation strategies. Commonly reported program features were summarized in the context of the self-reported implementation strategies. Implementation guides were developed based on the most common characteristics observed. Results Of 159 programs that had purchased the curriculum, 37 responded, and 34 (21%) were included in the analysis. The curriculum was primarily taught by AS physicians (85%) and AS pharmacists (47%). The most common conference structure was a longitudinal conference series (32%), and eLearning was the most common presentation format. Limited AS faculty time (76%) and limited first-year fellow availability (62%) were frequently reported as barriers, and dedicated AS curricular time was a resource available to most programs (67%); implementation guides were created for these 3 program features. Conclusions Programs reported a variety of implementation barriers and resources, with several common themes emerging, allowing for the development of tailored curriculum planners for 3 commonly observed program characteristics. This work will equip fellowship programs with curriculum implementation strategies and guide future enhancements of the IDSA Core and Advanced AS curricula. [ABSTRACT FROM AUTHOR]

Objective The training competency of individual and cultural diversity is an advanced, fundamental competency to health service psychology since 2015. However, there is minimal instruction on how to integrate it into training curricula in neuropsychology, especially at the postdoctoral fellowship level. Our objective was to operationalize the individual and cultural diversity standard to provide a tangible application for educational programs on how to develop a competency-based training model for Latinx/a/o-Hispanic (L/H) cultural neuropsychology across the lifespan. Method The knowledge-based and applied-based competencies necessary to train to be a cultural neuropsychologist delivering services to L/H patients and families are defined. For learners to complete these competencies, training programs need to implement clinical, didactic, research, and professional development core guidelines grounded in cultural neuropsychology. We provide a framework on how to transform each core guideline, including a Didactics Core with foundational readings across a range of L/H topics, and a Report Template to guide the documentation of sociocultural information, language usage, normative data, and other relevant factors in a neuropsychological report. Conclusions These cultural neuropsychology competencies and core guidelines need to become a basic core requirement for all neuropsychologists in training. With focused education in culturally based competencies, training programs can cultivate a sense of responsibility, inclusion, justice, and equity to train a generation of neuropsychologists, who intentionally and consistently practice socially responsible neuropsychology. [ABSTRACT FROM AUTHOR]

Individuals with cancer and their families assume responsibility for management of cancer as an acute and chronic disease. Yet, cancer lags other chronic diseases in its provision of proactive self-management support in routine, everyday care leaving this population vulnerable to worse health status, long-term disability, and poorer survival. Enabling cancer patients to manage the medical and emotional consequences and lifestyle and work changes due to cancer and treatment is essential to optimizing health and recovery across the continuum of cancer. In this paper, the Global Partners on Self-Management in Cancer puts forth six priority areas for action: Action 1: Prepare patients and survivors for active involvement in care; Action 2: Shift the care culture to support patients as partners in cocreating health and embed self-management support in everyday health-care provider practices and in care pathways; Action 3: Prepare the workforce in the knowledge and skills necessary to enable patients in effective self-management and reach consensus on core curricula; Action 4: Establish and reach consensus on a patient-reported outcome system for measuring the effects of self-management support and performance accountability; Action 5: Advance the evidence and stimulate research on self-management and self-management support in cancer populations; Action 6: Expand reach and access to self-management support programs across care sectors and tailored to diversity of need and stimulation of research to advance knowledge. It is time for a revolution to better integrate self-management support as part of high-quality, person-centered support and precision medicine in cancer care to optimize health outcomes, accelerate recovery, and possibly improve survival. [ABSTRACT FROM AUTHOR]

The article discusses teaching college-level introductory courses in history at the California State University system and developing students' skills to align with those typically used by historians such as the use of primary sources, comparing and analyzing differing accounts of the same events, and the importance of building an understanding of American history as a part of citizenship and shared knowledge held by civic society. It also considers how aggregating data related to grades and classes can cause shifts in education policies related to core curricula.

An introduction is presented to a special section of articles on the teaching of undergraduate introductory history courses, which includes the article entitled "Beyond Big Data: Teaching Introductory U.S. History in the Age of Student Success," by Bridget Ford and others, the report "Many Thousands Failed: A Wakeup Call to History Educators.," by Andrew Koch, a paper of the John N. Gardner Institute for Excellence in Undergraduate Education. of the as well as two replies to these articles.

The article discusses a new law in Wales, the Curriculum and Assessment (Wales) Act 2021, which transforms the teaching of religion in schools. The act replaces the exclusive Christian instruction with a more pluralistic education in "Religion, Values, and Ethics" (RVE). All state schools in Wales, including faith-based private schools, are now required to offer RVE instruction, with some opt-outs allowed. The new law has been praised as a long overdue reform that aligns with European human rights standards. However, it has also faced criticism for not going far enough in terms of a common core curriculum and outdated regulations on religious worship. The article highlights the potential impact of these reforms and suggests that they may inspire similar changes in other parts of the British Isles and Commonwealth. [Extracted from the article]

Introduction: In 2018, the American College of Physicians formally acknowledged the importance of Point of Care Ultrasound (POCUS) to the practice of internal medicine (IM). For the military internist, POCUS training is critical for care of the trauma patient in austere environments, mass casualty events and natural disasters. While emergency medicine and critical care training programs have adopted POCUS education, few IM programs have integrated POCUS into their core curricula. We designed and implemented an iterative POCUS curriculum for trainees at a large military IM residency program over a two-year period.Methods: In collaboration with our critical care and simulation departments, we developed a pilot curriculum consisting of five, 60-minute courses offered on a voluntary basis at monthly intervals throughout 2017. Based on the pilot's success we incorporated a POCUS curriculum into the core academics received by all IM trainees during the 2017-2018 academic year. Trainees attended seven, 3-hour sessions during their scheduled academic time taught by subspecialists with POCUS expertise in an on-site simulation center. Baseline surveys and knowledge assessment examinations were administered during orientation and repeated at the end of the academic year. Comparison of results before and after the POCUS curriculum was the primary outcome evaluated.Results: Intervention #1: Pilot, 2016-2017 Academic Year45 trainees attended at least one course with an average of 1.8 sessions per trainee. Baseline survey data showed 91% of trainees believe POCUS is quite or extremely beneficial for their patients, but 73% feel slightly or not at all confident in POCUS knowledge. The pre-test mean and median scores were 71% and 77% respectively, which both increased to a post-test mean and median of 81%. Post-test mean percentage correct for trainees attending 1, 2, or 3 courses was 74%, 82%, and 91% respectively. Intervention #2: Incorporation of POCUS into Core Academics, 2017-2018 Academic YearAll 75 trainees participated in training with an average of 3.77 sessions attended per trainee. Survey analysis revealed significant improvement in confidence of performing ultrasound-guided procedures (p = 0.0139), and a 37% absolute increase in respondents who anticipate using ultrasound in their clinical practice (p = 0.0003). The mean pre-test score was 67.8% with median of 63.6% while mean and median post-test scores were 82.1% and 81.8%, with an absolute improvement of 14.3% and 18.2% respectively (p = 0.0004).Conclusion: A structured POCUS curriculum was successfully incorporated at a large multiservice military IM residency program, with demonstrated retention of knowledge, improved confidence in performance of ultrasound guided invasive procedures, and increased interest in the use of POCUS in future clinical practice. Similar programs should be implemented across all IM programs in military graduate medical education to enhance operational readiness and battlefield care. [ABSTRACT FROM AUTHOR]

Introduction: Modern health systems have to respond to a wide variety of catastrophic scenarios, from natural disasters to terror attacks. It is reasonable to already start educational approaches for physicians in this field at medical school level. An approach combining civilian disaster medicine and military deployment medicine can be beneficial both for clinical strategies and in undergraduate teaching.Materials and Methods: A curricular 4-week teaching module on "deployment and disaster medicine," interdisciplinarily combining over 12 medical specialties, was launched in the summer semester of 2016 at a civilian medical school. The course was integrated into the undergraduate curriculum by learning spirals. Teaching formats encompassed a total of 72 hours of seminars, clinical case discussions, group work, e-Learning, and practical training. The students' gain in knowledge was analyzed with pre/post-multiple-choice tests and their attitude towards the offer was evaluated.Results: A total of 51 students participated in the module over three semesters. The evaluation revealed that the students were highly satisfied with the offer and felt motivated to increase their engagement with the topic. The students additionally valued the course as a good means of deepening the core curriculum. The pre/post-tests showed a significant gain in knowledge among the students (p < 0.001).Conclusions: The course presented received an overall highly positive feedback from the participating students. The experience of this approach suggests that the combination of civilian and military knowledge and expertise in deployment and disaster medicine may lead to the creation of effective interdisciplinary course concepts. [ABSTRACT FROM AUTHOR]

Introduction: As urologists and sexual medicine specialists, we are the experts in treating sexual health issues. Female sexual dysfunction (FSD) receives considerably less attention than male sexual dysfunction (MSD). The AUA Core Curriculum includes lessons on FSD and MSD, and thus urology residencies should be providing education on both. Objective: We sought to evaluate all AUA accredited urology residency program websites in order to determine the availability of FSD and MSD information. Our group conducted a preliminary study on this subject in 2017 and now wish to see how this information has changed over time. Methods: Program websites of accredited U.S. urology residencies listed on the AUA website were analyzed. Two independent reviewers each collected information from the websites of the 147 residency programs. Information on FSD and MSD content, curricula, subspecialists on faculty, and program directors (PDs) were recorded, as well as the minimum number of clicks required to reach each topic. Data was stratified by AUA section. Chi-square analysis was performed to compare the proportion of programs with FSD and MSD content. Results: In 2023, 132 (89.8%) program websites included MSD content with a median of 1 click required to access that content, compared to 74 (58.2%) programs in 2017 when 2.5 clicks were required (p<0.01). In 2023, 43 (29.3%) program websites included FSD content with a median of 2 clicks, compared to 12 (9.4%) in 2017 with the number of clicks remaining at 2 (p<0.01). In 2023, all AUA sections are represented by programs containing both MSD and FSD content, although there are significantly fewer programs with FSD (43) compared to MSD content (132) across all sections (p <0.01). However, this is an improvement from 2017 when the Northeastern, Mid-Atlantic, and Southeastern sections contained no program websites with FSD content. Curricula with FSD is lacking; only 4 programs (2.7%) specifically include FSD, compared to MSD being included in 39 (26.5%) program's curricula (p<0.01). 127 (86.4%) residencies have MSD subspecialists on faculty compared to only 29 (19.7%) with FSD subspecialists on faculty (p <0.01). Interestingly, 15% of PDs (22/147) are FPMRS subspecialists compared to 8% (12/147) who are Andrology or Sexual Medicine subspecialists. Neither PD subspecialty of FPRMS vs Andrology/Sexual Medicine nor PD gender predicted FSD content. Conclusions: More urology residency program websites are including FSD and MSD content, although the number with MSD content has increased to a greater degree compared to the number with FSD content. MSD content is becoming more available, now requiring fewer clicks to access than FSD content. While increasing, FSD content still remains lower than MSD content in all analyzed domains. Although the gap is closing, the opportunity to increase FSD education still exists within urology residency programs. Disclosure: No. [ABSTRACT FROM AUTHOR]

Abstract Introduction This article discusses a blueprint for a sexual health communication curriculum to facilitate undergraduate medical student acquisition of sexual history taking skills and includes recommendations for important elements of a thorough sexual history script for undergraduate medical students. Aim To outline the fundamentals, objectives, content, timing, and teaching methods of a gold standard curriculum in sexual health communication. Methods Consensus expert opinion was documented at the 2012, 2014, and 2016 Summits in Medical Education in Sexual Health. Additionally, the existing literature was reviewed regarding undergraduate medical education in sexual health. Main Outcome Measures This article reports expert opinion and a review of the literature on the development of a sexual history taking curriculum. Results First-year curricula should be focused on acquiring satisfactory basic sexual history taking skills, including both assessment of sexual risk via the 5 Ps (partners, practices, protection from sexually transmitted infections, past history of sexually transmitted infections, and prevention of pregnancy) as well as assessment of sexual wellness—described here as a sixth P (plus), which encompasses the assessment of trauma, violence, sexual satisfaction, sexual health concerns/problems, and support for gender identity and sexual orientation. Second-year curricula should be focused on incorporating improved clinical reasoning, emphasizing sexual history taking for diverse populations and practices, and including the impact of illness on sexual health. Teaching methods must include varied formats. Evaluation may be best as a formative objective structured clinical examination in the first year and summative in the second year. Barriers for curriculum development may be reduced by identifying faculty champions of sexual health/medicine. Clinical Implications Medical students will improve their skills in sexual history taking, which will ultimately impact patient satisfaction and clinical outcomes. Future research is needed to validate this proposed curriculum and assess the impact on clinical skills. Strengths & Limitations This article assimilates expert consensus and existing clinical guidelines to provide a novel structured approach to curriculum development in sexual health interviewing in the pre-clinical years. Conclusion The blueprint for developing sexual history taking skills includes a spiral curriculum with varied teaching formats, incorporation of a sexual history script that incorporates inquiry about sexual wellness, and longitudinal assessment across the pre-clinical years. Ideally, sexual health communication content should be incorporated into existing clinical interviewing and physical examination courses. Rubin ES, Rullo J, Tsai P, et al. Best Practices in North American Pre-Clinical Medical Education in Sexual History Taking: Consensus From the Summits in Medical Education in Sexual Health. J Sex Med 2018;15:1414–1425. [ABSTRACT FROM AUTHOR]

General Animal Science is a core curriculum science class providing students with an overview of the livestock industry. This case study describes delivery of a high enrollment (n = 634) asynchronous core curriculum science class, General Animal Science, for nonanimal science majors. The class progresses from basic agriculture nomenclature, to reproduction, nutrition, genetics, food safety, and concludes with growth and development of beef, sheep, horses, swine, dairy, poultry, and provides a brief description of the companion animal industry. Asynchronous design requires clear and repetitive communication, organized course content, and effective faculty and student engagement. Use of multiple platforms including a learning management system (Canvas), email, and video announcements is helpful for communication and a detailed schedule creates expectations for course progression, vital in an asynchronous course. While content was delivered primarily via lecture and supplementary materials, optional zoom sessions and virtual office hours generate additional engagement opportunities. Learning outcomes were assessed via weekly topic-focused formative student activities and quizzes vs conventional summative exams. Automated grading of assessments provided students with frequent, real-time feedback. In a postcourse survey conducted among students enrolled in the Fall 2020 course (n = 634), 97.9% of respondents agreed that course participation was a valuable learning experience and the majority (50.5%) attributed it to lectures, 22% to assignments, 12.2% to group projects, 11.04% to supplementary materials, and 3.9% to optional office hours. Respondents indicated a mean score of 2.02 (SD 2.84) on a Likert scale (0-10) on likely to change their major to Animal Science. This was expected as Biomedical sciences, Agribusiness, Economics, Psychology, and Business were the most frequently declared majors. We concluded that structured schedule utilizing multiple methods of communication and formative assessments are valuable components of a large asynchronous core curriculum general animal science course, and that this course has potential to educate and engage non-animal science majors. [ABSTRACT FROM AUTHOR]

The article offers information on philosophy pertinence to education that have struck by the poverty of current discussions amongst practitioners on the topic of knowledge in the curriculum. Topics include examines that effects shifts in understanding of the way that the world comes to light, even in the understanding of what the world is; and, in finding new bearings in the philosophy of mind, it modifies the idea of human being itself.

Euclidean geometry has disappeared from some curricula at secondary school and university. This situation may change in the next few years. The power of geometry as a modelling tool, which allows a global representation of a system, is deeply reinforced by the availability of software packages of dynamic geometry such as like Cabri-géomètre. Such open-ended environments offer a large range of geometrical tools for creating dynamic geometrical figures which can be fully animated. [ABSTRACT FROM AUTHOR]

The article presents the author's views on the need to study, develop and put into use a curriculum for parents and early interventionists to offer young deaf children an active learning opportunity where they can master the language in all its forms. The strategy motivates students to see their own mistakes and to improve the clarity with which they express their thoughts. The author also believes that making linguistic competency significant is what young adults need for mastery.

The article offers information on modernizing the animal science curriculum. It mentions with new technological innovations and discoveries that modify, supplement, or change basic concepts and approaches; and also mentions because of the applied nature of animal science, the curriculum should be under continual scrutiny.

Today's student population comes from highly diverse cultural and socio-economic backgrounds, entering college with a range of life experiences and professional aspirations. The selection of and success upon entering a major is highly influenced by those factors. As society has progressed, the principle purposes of the animal science discipline have remained intact, but the industry scope has expanded as has the range of background knowledge and experience of students entering the major. To address these changes a data-driven, student-centered curriculum study was conducted. Stakeholder (comprised of industry members, faculty, current and former students) surveys (n = 289) served as a foundational component of the study. Survey responses revealed the existence of a gap between student knowledge and skills and faculty expectations upon entering disciplinary core courses, which were deemed necessary to gain proficiency in areas identified by industry stakeholders. To address that gap, collaborative efforts between Animal Science Department faculty and members of the University Center for Teaching Excellence, as well as findings from the data generated as part of the curriculum redesign process, were used to identify two new courses for development: Farm Animal Biosystems and Livestock Production Systems. Each course incorporates departmental learning outcomes, assessments, and specified teaching methods into their syllabi. Furthermore, they illustrate a novel approach to addressing the disparity in student background knowledge and skills. Rather than assuming a standardized level of skill and addressing only gaps in knowledge or vice versa, key areas have been identified and separated for individualized focus in order to provide students with a solid foundation in both the scientific and applied components of the discipline. Successful completion of these courses will enable students to enter the specialized disciplinary core classes with a more uniform knowledge base, thus promoting success throughout the curriculum [ABSTRACT FROM AUTHOR]

Perceptions of animal production industry and background knowledge of animal science vary greatly amongst students, particularly non-animal science majors. The objective was to assess the influence of a large asynchronous core curriculum science course, General Animal Science, on non-major student perceptions and knowledge of animal science. Student surveys (n = 634) were conducted (preceding and subsequent to course completion. The majority (57.66%) indicated no agriculture background. Among those reporting an agriculture background, 47.82% indicated having animal industry experience, and a mean score of 4.22 [SD 2.96; Likert scale (0-10)] evaluating perceived strength of their agriculture background. Of respondents, 34.77% indicated experience with companion animal, 13.6% beef cattle, 12.5% equine, 10.4% sheep and goats, 8.01% swine, 9.7% poultry, and 3.5% dairy cattle. Post-course responses were received from 71% of the enrolled students (n=541), and comprised of freshman (0-29 credit hours; n = 81), sophomore (30-59, n = 142), junior (60-89; n = 141), senior (90+; n = 48). Respondents indicated a mean score of 7.51 [SD 2.47; Likert scale (0-10)] that this course increased their interest in animal science and indicated a mean score of 6.71 (SD 2.97) on motivation to further their animal science knowledge. Students reported they felt more informed in beef cattle (40.10%), dairy cattle (15.05%), equine (14.56%), poultry (10.92%), swine (4.61%), and small animal (6.55%) production industries. Respondents (98.06%) indicated increased confidence as an educated consumer of animal products and a majority (92.2%) agreed this course helped eliminate misconceptions related to the animal production industry. In addition, 34.22% responded extremely likely, and 50.73% somewhat likely to utilize course knowledge in their everyday life. We concluded that enrollment in the asynchronous core curriculum science course, General Animal Science, reduced misconceptions related to animal production and increased knowledge of and appreciation of the animal production industry in non-animal science majors. [ABSTRACT FROM AUTHOR]

Background Novel strategies in medical education including the flipped classroom, test-enhanced learning, and gaming have proven to be effective for preclinical learners but little is known about their efficacy in post-graduate education. We implemented an educational tool in our Infectious Diseases (ID) Fellowship Training program called TACO (To Assess Cognitive Operations) Tuesday that utilizes aspects of the flipped classroom, test-enhanced learning, and gaming to improve ID fellow engagement, satisfaction, knowledge retention, and board examination preparation in association with a weekly ID core didactic curriculum. Methods One to three multiple choice clinical vignettes were emailed to ID fellows the day prior to their weekly didactic lecture. The first fellow to answer all questions correctly was the winner for the week. The correct answer choices along with detailed rationales were distributed to all fellows at the end of the week. After one year of using this educational tool, we surveyed fellows to evaluate its impact on their engagement with the weekly didactic sessions, self-perception of content retention, and sense of preparation for the ID board examination. Results We had a response rate of 82% with 9 of 11 fellows polled participating. Of those, two-thirds attempted to answer the multiple-choice questions prior to lecture and most (77%) reviewed the correct answer choices and rationales weekly. All participants felt the educational tool helped improve their engagement with the lectures and half felt it increased overall satisfaction with their educational experience. The majority felt the tool increased content retention and their level of preparation for the ID board examination. Implementation of this tool was associated with a higher mean IDSA in-training examination score compared with scores from the previous year (518 vs 469). Conclusion ID fellows found that an educational tool utilizing a flipped classroom, test-enhanced learning, and gaming in association with a weekly core didactic curriculum increased their engagement, satisfaction, knowledge retention, and board examination preparation. Future studies will investigate the impact of this tool on knowledge retention and ID board examination scores within our institution as well as across institutions. Disclosures All authors: No reported disclosures. [ABSTRACT FROM AUTHOR]