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Background: The COVID‐19 pandemic motivated considerable educational innovation in technology‐enhanced learning (TEL), and educators must now thoughtfully apply identified best practices to both in‐person and virtual learning experiences through instructional design and reflective practice. This paper describes the development and evaluation of an innovation utilising TEL to enhance our core curriculum content and students' learning. Approach: The curriculum‐linked media (CLM) was introduced as a part of a doctoring and clinical skills course for pre‐clinical medical students as a structured curriculum that pairs audio and/or video‐based content with reflection prompts designed to prime students for active, in‐person learning upon arrival to their classrooms. The CLM aimed to help students (1) gain a deeper understanding of the course content, (2) partake in reflective practice and (3) explore diverse perspectives on a particular topic. Evaluation: All students completed a survey at the end of their academic year to evaluate the activity. Some students found the innovation helpful in that it facilitated perspective taking and prepared them for their in‐person class. The reflection questions that paired with the media prompted discussion in class and a deeper connection with the materials. Making the content relevant to the local community and highlighting regional issues made the activity more relatable. Implications: Our experience demonstrated that the CLM model can be a helpful and efficient tool to stretch the educational reach of the classroom. Future applications may consider the implementation and evaluation of the model with clinical students and postgraduate trainees. [ABSTRACT FROM AUTHOR]

Introduction: Oral health professional (OHP) education is likely to vary across Europe in accordance with an EU directive that is open to broad interpretation. It is not clear how OHP curricula are structured or delivered across Europe. The objectives of Part 2 of this paper series are: (i) to provide an overview of common practices in curriculum structure, the availability of facilities, staffing (faculty) and quality assurance processes and (ii) to consider how the existing programme structures align to stakeholder guidance documents. Methods: A total of 27 questions from a 91‐item questionnaire were used for this manuscript. The questionnaire was developed following the Delphi method to establish consensus from a group of experts. Members of the research team and colleagues from other countries in Europe completed a multi‐step piloting process. An online data hub was created to allow the respondents to be data controllers and respond to the questionnaire. ADEE member schools (n = 144) were invited to provide data. Results: Totally, 71 institutions from 25 European countries provided data between June 2021 and April 2023, which represents a response rate of 49.3% of ADEE members. Data on curriculum approaches, teaching methods, integration of topics of interest, clinical education, staff–student ratios, access to facilities and new technologies, teaching staff (faculty) and quality assurance processes are presented for Primary Dental Degree Programmes. Conclusion: To the best of our knowledge, this series of papers are the first attempts to provide a comprehensive overview of OHP education in Europe. Results showed that the majority of European dental programmes are engaged in providing innovative and scientifically grounded education in order to develop quality future OHPs. Nevertheless, significant variability in the delivery of clinical education across the European OHP schools was notable in this dataset. A comprehensive view of the state of OHP education in Europe is not yet available but the O‐Health‐Edu data hub provides a means for all education providers in Europe to contribute data to reach this goal. It is anticipated that the data hub will be updated and built upon over time to continually establish a clearer picture of the state of OHP education in Europe. [ABSTRACT FROM AUTHOR]

Cardio‐oncology is a rapidly growing field of cardiovascular (CV) medicine that has resulted from the continuously increasing clinical demand for specialized CV evaluation, prevention and management of patients suffering or surviving from malignant diseases. Dealing with CV disease in patients with cancer requires special knowledge beyond that included in the general core curriculum for cardiology. Therefore, the European Society of Cardiology (ESC) has developed a special core curriculum for cardio‐oncology, a consensus document that defines the level of experience and knowledge required for cardiologists in this particular field. It is structured into 8 chapters, including (i) principles of cancer biology and therapy; (ii) forms and definitions of cancer therapy‐related cardiovascular toxicity (CTR‐CVT); (iii) risk stratification, prevention and monitoring protocols for CTR‐CVT; (iv) diagnosis and management of CV disease in patients with cancer; (v) long‐term survivorship programmes and cardio‐oncology rehabilitation; (vi) multidisciplinary team management of special populations; (vii) organization of cardio‐oncology services; (viii) research in cardio‐oncology. The core curriculum aims at promoting standardization and harmonization of training and evaluation in cardio‐oncology, while it further provides the ground for an ESC certification programme designed to recognize the competencies of certified specialists. [ABSTRACT FROM AUTHOR]

Decision-making in fetal cardiology is fraught with ethical issues yet education in bioethics for trainees is limited or nonexistent. In this innovation report, we describe the development of a fetal cardiology bioethics curriculum designed to address this gap. The curriculum was developed to supplement the core curriculum for cardiology fellows and fetal cardiology subspecialty trainees. The series combines didactic and interactive teaching modalities and contains 5 key components: (1) introduction to bioethics and its role in fetal cardiology, (2) counseling and pathways for compassionate terminal care, (3) case vignette-based ethical analysis and discussion cases, (4) fetal counseling considerations for shared decision-making and recommendations, (5) facilitated communications role play. The curriculum was refined using session evaluations from end users. This report describes the innovative curriculum as a starting point for further incorporation and study of bioethical education in pediatric cardiology and fetal training programs. [ABSTRACT FROM AUTHOR]

To survey current UK radiology trainee experiences and opinions regarding the quality of paediatric radiology training encountered in their core years, and assess their career ambitions with regards to paediatric radiology. A 22-question online survey, approved by the BSPR committee, was promoted over 12 months (1 February 2022 to 31 January 2023) across current radiology trainees and fellows via regional radiology training programme directors (TPDs), Junior Radiology Forum (JRF) trainee representatives, at BSPR Junior Forum webinar teaching sessions, and via social media/word of mouth. Eighty-three UK survey responses were received from 17/19 (89%) training schemes. Sixty of the 83 (72%) had taken or were due to take a 2–4 month core paediatric radiology placement partly at tertiary centres (66/83, 80%), with 67/83 (81%) receiving dedicated didactic teaching. Only 26/83 (31%) reported fulfilling core curriculum competencies and 32/83 (39%) reported not receiving enough paediatric radiology training. Almost a quarter (18/83, 22%) reported <2 months of paediatric radiology rotation during core training and 12% (10/83) across six training schemes, reported no dedicated paediatric teaching sessions. Respondents who left negative comments around their experience were more likely to reject paediatric radiology as a future career option (p <0.05). Only 31% of UK radiology trainees reported having enough paediatric radiology training to achieve core competencies. Standardised training, teaching, and increased on-call support could improve confidence in dealing with emergency cases and encourage interest in paediatric radiology beyond junior years. • Paediatric radiology faces a severe workforce shortage. • Paediatric radiology training quality and quantity varies widely across the UK. • Only 31% respondents felt they fulfilled their paediatric competencies. • Poor training deters trainees from pursuing careers in paediatric radiology. • Trainees call for standardised training and better clinical support. [ABSTRACT FROM AUTHOR]

Purpose: Higher education plays an essential role in achieving the United Nations sustainable development goals (SDGs). However, there are only scattered studies on monitoring how universities promote SDGs through their curriculum. The purpose of this study is to investigate the connection of existing common core courses in a university to SDG education. In particular, this study wanted to know how common core courses can be classified by machine-learning approach according to SDGs. Design/methodology/approach: In this report, the authors used machine learning techniques to tag the 166 common core courses in a university with SDGs and then analyzed the results based on visualizations. The training data set comes from the OSDG public community data set which the community had verified. Meanwhile, key descriptions of common core courses had been used for the classification. The study used the multinomial logistic regression algorithm for the classification. Descriptive analysis at course-level, theme-level and curriculum-level had been included to illustrate the proposed approach's functions. Findings: The results indicate that the machine-learning classification approach can significantly accelerate the SDG classification of courses. However, currently, it cannot replace human classification due to the complexity of the problem and the lack of relevant training data. Research limitations/implications: The study can achieve a more accurate model training through adopting advanced machine learning algorithms (e.g. deep learning, multioutput multiclass machine learning algorithms); developing a more effective test data set by extracting more relevant information from syllabus and learning materials; expanding the training data set of SDGs that currently have insufficient records (e.g. SDG 12); and replacing the existing training data set from OSDG by authentic education-related documents (such as course syllabus) with SDG classifications. The performance of the algorithm should also be compared to other computer-based and human-based SDG classification approaches for cross-checking the results, with a systematic evaluation framework. Furthermore, the study can be analyzed by circulating results to students and understanding how they would interpret and use the results for choosing courses for studying. Furthermore, the study mainly focused on the classification of topics that are taught in courses but cannot measure the effectiveness of adopted pedagogies, assessment strategies and competency development strategies in courses. The study can also conduct analysis based on assessment tasks and rubrics of courses to see whether the assessment tasks can help students understand and take action on SDGs. Originality/value: The proposed approach explores the possibility of using machine learning for SDG classifications in scale. [ABSTRACT FROM AUTHOR]

The integration of the arts and humanities into the core of curriculum along with the sciences and technological disciplines is an emerging issue in educational research. This article seeks to contribute to this research and curricular approach, for which we analyze the emergence of the STEAM movement, its implementation in class, and its social, economic, and educational consequences. The main conclusion reached is that, without ignoring the economic rationality in education, it is necessary to go further in order to embrace a more social and democratic conception of schooling, trying to take advantage of this historical moment to transform education toward a more humanistic approach–without neglecting the scientific facet–that offers a well-rounded education to new generations while, at the same time, responds to the social and economic demands of our current world. [ABSTRACT FROM AUTHOR]

Background/Aim: Several publications highlight the insufficient knowledge possessed by dentists and dental students regarding the management of traumatic dental injuries (TDIs). A lack of clinical experience during Undergraduate (UG) education could explain the reported deficits in managing dental trauma post‐graduation. Despite its importance in dentistry, there are very few reports on how, where and who teaches Dental Traumatology (DT) in the UG curriculum. The aim of this study was to investigate teaching practices in DT around the world in UG education. Materials and Methods: UG educators involved in DT teaching activities were invited to complete an online questionnaire hosted on Qualtrics®. The survey consisted of close‐ended and open‐ended questions on their teaching practices in DT. Only one answer per institution was included in the final descriptive analysis. Results: A total of 203 responses from 164 institutions were obtained from 69 countries. All institutions reported that DT is included in their UG curriculum, and is mainly taught within Paediatric Dentistry and Endodontics. Most teaching and evaluation was delivered in traditional format. The number of contact hours dedicated to DT teaching activities ranged from 2 to 185 h (median = 10). Only 35% of institutions had a unified approach across disciplines. DT was taught as a separate course/module in 23% of the universities. Insufficient exposure to emergency care and the lack of formal clinical exposure to TDI was highlighted by many institutions. The need for a core curriculum was supported by 84% of the institutions with agreement on essential topics required at UG level. Conclusions: Teaching practices in DT varied internationally. Very few teaching hours were devoted to DT and many institutions identified a need for increased clinical exposure. There was a desire for a standardised coherent approach to DT in the UG education with suggestions to improve educational resources. [ABSTRACT FROM AUTHOR]

We investigated the effects of a major revision of the differential and integral calculus curriculum, the primary goal of which was to improve STEM retention. The revamped curriculum has greater emphasis on the power of computing to help visualize patterns and gain insights to better prepare students for STEM majors, and less emphasis on traditional and theoretical calculus content, such as the limit definition of the derivative. We investigated a comparison between 338 students who had taken the traditional sequence and 328 who had taken the revamped sequence during the Fall 2020 and Spring 2021 semesters. STEM retention, i.e., following through with the initial intent to major in a STEM field, was enhanced by 7% in the revamped group. STEM majors in the traditional group were found to over-perform in their other STEM classes by a 0.18 GPA margin, while non-STEM majors in the revamped group over-performed in their other STEM classes by a 0.17 GPA margin. Both differences are statistically significant. Focus groups were also conducted to gather and synthesize student perceptions. Results may encourage similar innovations to core math curricula in other universities to foster enhanced STEM retention. [ABSTRACT FROM AUTHOR]

The American Association of Physicists in Medicine Radiation Oncology Medical Physics Education Subcommittee (ROMPES) has updated the radiation oncology physics core curriculum for medical residents in the radiation oncology specialty. Thirteen physicists from the United States and Canada involved in radiation oncology resident education were recruited to ROMPES. The group included doctorates and master's of physicists with a range of clinical or academic roles. Radiation oncology physician and resident representatives were also consulted in the development of this curriculum. In addition to modernizing the material to include new technology, the updated curriculum is consistent with the format of the American Board of Radiology Physics Study Guide Working Group to promote concordance between current resident educational guidelines and examination preparation guidelines. The revised core curriculum recommends 56 hours of didactic education like the 2015 curriculum but was restructured to provide resident education that facilitates best clinical practice and scientific advancement in radiation oncology. The reference list, glossary, and practical modules were reviewed and updated to include recent literature and clinical practice examples. ROMPES has updated the core physics curriculum for radiation oncology residents. In addition to providing a comprehensive curriculum to promote best practice for radiation oncology practitioners, the updated curriculum aligns with recommendations from the American Board of Radiology Physics Study Guide Working Group. New technology has been integrated into the curriculum. The updated curriculum provides a framework to appropriately cover the educational topics for radiation oncology residents in preparation for their subsequent career development. [ABSTRACT FROM AUTHOR]

This article explores the need for reform in undergraduate psychology education, specifically in the introductory psychology course. The American Psychological Association (APA) has recommended a core curriculum that integrates students' knowledge and experiences, allowing them to apply psychological knowledge in their respective fields. The article criticizes the traditional structure of textbooks used in the course, which treat different areas of psychology as separate entities. The authors propose an integrative approach that highlights the interconnectedness of psychology's subject matter, the mental-behavioral system. They argue that this approach will lead to a better understanding of psychology and its application to real-world situations. The article presents a dynamic model of fundamental aspects in psychology, explaining that behavior is both a product and a cause of effects, and it influences the context. The model integrates concepts such as cognition, motivation, and emotion into two lines of current processes: receiving and influencing. The text provides examples of how the model can be applied to phenomena like reading, emotions, motivation, and conditioning. It emphasizes the importance of an integrative approach in teaching psychology and promoting coherence in psychological thinking. The model can be used as a diagnostic guide and to facilitate the transfer of knowledge to unfamiliar topics and real-life scenarios. [Extracted from the article]

This study examines the impact of parental support and course teachers on students' physical exercise behavior. It aims to provide insights for improving the physical education curriculum and enhancing its effectiveness. The purpose of using a Political education perspective in guiding physical education in colleges and universities is to assess the influence of physical education on college students' mental health and provide relevant information for physical education programs in these institutions. A random sampling method was used to survey 1000 college students in A City. The mental health of college students was assessed using the List 90 (SCL-90) developed by L.R. Derogatis, and their physical performance was evaluated using the Physical Performance Test (par-3) conducted by Liang Deqing and colleagues. The results were analysed. Statistically significant differences were found between the experimental and control groups in compulsion, interpersonal relationships, depression, hostility, fear, disorder, and emotion. Physical exercise showed a strong correlation of91.7% with college students' mental health. By analysing the disparities, it is evident that various forms of physical education exert distinct impacts on mental well-being. The Political education perspective positively influences the guidance of college students' physical exercise. Regular physical exercise significantly benefits the overall health of college students, with a notable emphasis on its positive impact on their mental well-being. Firstly, broaden the scope of the study population and enhance the diversity of the research sample. While there is a substantial body of research on exercise behaviour among college students and adults, there is a scarcity of studies focusing on exercise behaviour among middle school children, particularly in the middle school age group. This study will contribute to the research field of exercise behaviour and expand the research group's scope. Secondly, interdisciplinary research. Physical exercise behaviour is a concern in both physical education and sociology. Children's mental health issues involve multiple disciplines, including psychology, sociology, economics, and demographics. Combining the two requires interdisciplinary knowledge to explain mechanisms and influencing factors comprehensively and reasonably. [ABSTRACT FROM AUTHOR]

The article "D3G-certified core curriculum for psychodynamic group therapy - an update" reports on the revision of the core curriculum for psychodynamic group therapies. The aim of the core curriculum is to provide a common basic literature for training and to standardize the training content. It is emphasized that further education and supervision in psychoanalytic group psychotherapy is often inadequate. The need for group psychotherapies for mentally and psychosomatically ill children and adolescents is also mentioned. Studies have confirmed the effectiveness of group psychotherapies compared to individual psychotherapies. The article deals with the diversity and differences of group psychotherapies in terms of praxeology and theory. Various aspects such as patient preparation, different settings, admission of new patients, group leadership, frequency, indication, and type of supervision are considered. It is emphasized that high flexibility and ambiguity tolerance are required from the teachers. Furthermore, the requirements for further training regulations for specialist psychotherapists and the importance of inpatient and day clinic concepts in group psychotherapy are explained. The clinic and day clinic management plays an important role in conceptualizing the therapeutic milieu and preparing for group psychotherapy. The tasks of group therapy supervisors and the core curriculum for psychodynamic group therapy are also discussed. The given text presents various concepts and literature for modules on group analysis and group psychotherapy. Recommendations for literature on psychoanalysis, group analysis, attachment theory, and group psychotherapy are given. Various concepts and interventions in group leadership and in inpatient and day clinic settings are also discussed. The literature includes works by authors such as Bion, Foulkes, Schultz-Venrath, and Yalom. Specific topics such as psychoeducation, structural disorders, and online group therapy are also addressed. The present list contains a variety of books and articles on the subject of group analysis and group psychotherapy. The works cover various aspects such as the application of group analysis in children and adolescents, the implementation of online group therapy, intercultural aspects, and ethical issues. Topics such as diagnosis, supervision, and research are also addressed. The list includes both theoretical works and practical guides and recommendations for the implementation of group psychotherapy. [Extracted from the article]

In Turkey, the Tevhid-i Tedrisat Law (March 3, 1924), which came into force with the establishment of the Republic and aimed at bringing education completely under the control of the state within the framework of a common curriculum, and the process of transition from the Arabic to the Latin script, the so-called 'Letter Revolution" in 1928, led to radical changes in book printing and literacy. This paper analyzes the basic characteristics and changes in the practice of selling books in Arabic script from peddlers to booksellers. The study is limited to Diyarbakır. For the study, in-depth interviews were conducted with three booksellers in Diyarbakır, with people who worked in bookselling at different times, and with madrasa teachers who visited the bookstores. As places of religious and, to some extent, literary education, madrasas were one of the most important institutions that contributed to the formation of an literate community. Bookstores were one of the places where this community socialized. They served as a place where madrasa teachers could exchange ideas about books and, in case of disagreement, take the relevant books from the shelves and discuss them. For this reason, changes in the book trade will also make important contributions to the analysis of changes in the literacy tradition. [ABSTRACT FROM AUTHOR]

Background and purpose: In 2021, the European Academy of Neurology's training requirements were updated to include functional neurological disorder (FND) as a core topic for the first time. To reinforce these changes, we aimed to understand the proportion of inpatients (in non‐neurology settings) who are diagnosed with FND. Methods: We prospectively collected data on diagnoses made after inpatient ward reviews from neurology trainees at three tertiary neurology centres in Scotland from April to September 2021. We assessed healthcare utilization data for patients with a diagnosis of FND, epilepsy and epileptic seizures, or a neuroinflammatory disorder over the preceding 12 months. Results: There were 437 inpatient reviews for 424 patients by 13 trainees. The largest single diagnosis was FND (n = 80, 18%), followed by epilepsy (n = 64, 14%), primary headache disorder (n = 40, 9%) and neuroinflammatory disorders (n = 28, 6%). There was an uncertain diagnosis for 48 reviews (11%). Compared to patients with epilepsy or neuroinflammatory disorders, patients with FND had a similar number of admissions (2 vs. 2 vs. 1) and brain/spine imaging studies (2 vs. 1 vs. 2). Conclusions: In Scotland, FND was the most common diagnosis made after a request for an inpatient review by a neurologist from another department in the hospital. Patients with FND have similar health resource needs to those with other common neurological disorders when they present to hospitals with tertiary neurology centres. This data supports the inclusion of FND as a core curriculum topic in neurology training. [ABSTRACT FROM AUTHOR]

The study aimed to investigate students' final grades in a linked course or chain course to determine any effect on students' academic performance in their next linked course. Courses with high D, F, and W grades were selected with their subsequent linked courses to form a chain so that each chain consisted of two courses or more. More specifically, Arabic (n = 11,780), English (n = 7,714), and mathematical (n = 1,367) chains were investigated through the years 2012 to 2016. High positive correlations between the grades of the chain courses and the transitional grade are C. Factors were examined to identify any effects on final grades. Findings indicate that 60% to 75% of low-performing students in one link of any chain will demonstrate low performance in the following link. [ABSTRACT FROM AUTHOR]

The European population is strongly affected by cancer. Radiotherapy is roughly used in 50% of cancer patients in European countries. The increased cancer burden demands a new generation of radiation/clinical oncologist (RO/CO) that, besides a strong evidence-based oncological knowledge, will be ready for leadership in cancer care. The mutual recognition of professional qualifications of Radiation/Clinical Oncology in the EU needs training harmonization. The European Society of Radiotherapy and Oncology (ESTRO) and the European Union for Medical Specialties (UEMS) made important efforts toward a European Common Curriculum for RO/CO leadership in cancer care. If qualifications are mutually recognized, the training supporting these qualifications should be also harmonized. Since 1991, ESTRO produced several editions of the Core Curriculum in Radiation Oncology (1991, 2004, 2012, 2019). These Core Curricula were endorsed as European Training Requirements by the UEMS in 2004, 2013, and 2019. A core curriculum for clinical oncology was also produced to provide this harmonization tool to countries where radiation oncology is practiced inside the broader specialty of clinical oncology. New initiatives are in place to continuously adapt the training programs to the rapidly evolving cancer care organization. [ABSTRACT FROM AUTHOR]

Introduction: A dental technologist is one of the most essential allied dental health professionals and the dental technology curriculum should be comprehensively reviewed on a regular basis. This study aims to compare the only existing Bachelor of Dental Technology (BDT) curriculum in Malaysia with BDT programmes offered by other well‐established universities, and map out the similarities and differences, as well as to explore future recommendations and propose a new curriculum framework. Materials and Methods: A descriptive analysis was carried out using Laurie Brady's four‐stage strategy. First, available curriculum materials were collected from four different institutions' electronic webpage: AIMST (Malaysia), GU (Australia), UO (New Zealand) and CMU (United Kingdom), and then compared based on three key domains: curriculum contents, teaching and learning strategies and assessments. Following that, the similarities and differences between various curricula were identified. Future recommendations and a curriculum framework were then proposed. Results: The core BDT curriculum content is concurred upon by all four universities, with an emphasis on basic sciences, laboratory materials, practical sessions and research projects. However, the credit weightage for each course or module varied across the four institutions, with some offering unique subjects and implementing different teaching methods and assessments. A simple BDT curriculum framework with a proposed syllabus was designed based on the three key domains and future recommendations for curriculum improvement were explored. Conclusion: The present study identified several areas for Malaysian BDT curriculum development and improvement. The proposed framework can be a guide for Malaysian dental schools in designing a comprehensive dental technology programme. [ABSTRACT FROM AUTHOR]

Aim: The Japanese government defined integrative/integrated medicine (IM) as "medical practice led by physicians, cooperating with other specialists." Therefore, the basics of comprehensive medical education should be provided in medical universities. We investigated the situation of IM with special reference to Kampo medicines in the national core curricula, national examination standards and the syllabuses for lectures published on the universities' websites. Methods: In the published documents regarding the core curriculum, national examination standards and syllabuses in the academic year 2018, we analyzed whether they include IM. Results: Four kinds of universities offered "Kampo medicine" (Japanese traditional herbal medicine) as their core curriculum. Pharmaceutical universities included "health food", and nursing universities included "alternative medicine". National examination standards for dentists and pharmacists included Kampo medicine, but those for doctors and nurses did not. In the syllabuses of medical universities, 85% included Kampo medicine, but the percentage for IMs was low. The situation was similar in dental universities. All pharmaceutical universities included Kampo medicines and health foods; other IMs were low. The number for all IMs in nursing universities was lower than half. Conclusion: Based on the definition of IM in this paper, we investigated the actual situation of IM education including Kampo in all universities. There were considerable differences between all the faculties. For medical doctor, the Kampo medicines listed in the model core curriculum that are not included in the national examination standard should be rectified. For pharmacists, it is important to deepen the educational contents in this field. [ABSTRACT FROM AUTHOR]

The present work has as its object of analysis the National Common Curricular Base - BNCC in the final years of elementary school and its interface with Geography. We assume as a focus of questioning the constitution of a curricular discourse articulated with two prominent elements in the policy under debate, which are the projected meanings on the names competences and national that try to define behavioral, disciplinary and homogenizing referrals on Geography. In this investigation, we use a discursive perspective, especially in the Foucauldian discussion about discourse, truth and power, in which it is possible to problematize the constitution of discursive hegemonies in the politics of the BNCC. In the articulated analysis between curricular policies and Geography, we seek in dialogue with actors from the disciplinary community to argue that the negligent and emptying character that characterizes the proposal for Geography in the Final Years of Elementary School is an effect of a curricular policy centered on a watertight notion, homogeneous and limiting on a national scale training project for competent subjects. [ABSTRACT FROM AUTHOR]

Promoting equitable access to the arts may depend on structures that support teachers in integrating arts into core curricula. We describe an arts-integration design that spotlights attention within and beyond one teacher credential program to one arts field–drama–engaging 24 new non-arts teachers across grades and subjects who participated in a drama academy. Our project shines the light on contributions of early-career teachers to generating conceptions derived from immersion in drama and inquiry into classroom practice. We focus on teachers' developing repertoires of drama-based pedagogy (DBP) practices for use among wwdiverse learners, and on engagements in ongoing inquiry and reflective cycles. Drawing upon teachers' reflections and classroom inquiry projects from a multiyear experience, we mapped teachers' drama conceptions and practices in three interactive tiers: foundational, core, and critical literacies. We illustrate themes with teachers' reflections and reports of practice, including a vignette of a Mexican-American/Chicana teacher with children ages 9–10, a number of them native-Spanish speaking emergent bilinguals. The study informs teacher efforts in diverse classrooms to integrate and sustain classroom drama. Drawing upon insights and themes from results, we offer policy implications and recommendations for others wishing to design for and learn from innovative drama integration efforts. [ABSTRACT FROM AUTHOR]

Curriculum is the core element of talent cultivation, the concrete carrier of achieving moral education, and the function of imparting knowledge, cultivating ability and shaping value. The curriculum ideological and political education further highlights the value guidance and education role of the curriculum, deeply understands its connotation and practical difficulties, and explores the implementation path suitable for the actual situation of the university, which has important guidance and practical significance for colleges and universities to implement the "three complete education", promote the "five education simultaneously", and cultivate qualified socialist builders and successors. This paper expounds the overall design, program measures and specific implementation of the ideological and political construction system and the promotion of the ideological and political curriculum construction in Beijing Institute of Petroleum and Chemical Technology, which contains five aspects, including clear objectives, policy promotion, demonstration and guidance, perfect mechanism and comprehensive implementation. Through the continuous innovation and practice of the implementation path of ideological and political construction in the curriculum, the good situation of "ideological and political construction in all curriculums and guidance and education by all teachers" has been basically realized. [ABSTRACT FROM AUTHOR]

The majority of community college entrants aspire to earn a bachelor's degree; yet fewer than a third do. States use several strategies to support community college's transfer function, including a transferrable core curriculum, a block of pre-major coursework universally accepted at public postsecondary institutions. In this study, we used statewide administrative data from Texas—a state with a transferable core—to examine pre-transfer credit accumulation and how pre-transfer core credits predict bachelor's degree attainment and time to degree for community college transfer students. Our results illuminate high variation in pre-transfer core credit accumulation among community college transfer students. Each additional pre-transfer core credit improves students' probability of earning a bachelor's degree, but only up to core completion status. Soon after students are core complete—at which point universities are no longer required to transfer in additional core credits, students experience a negative relationship between core credits and bachelor's degree attainment. [ABSTRACT FROM AUTHOR]

The objective of this review is to critically evaluate the Area Health Education Center Scholars' didactic curricula and determine whether the goal of developing a sustainable rural healthcare workforce is achievable under the program. The didactic curricula from the Alabama, Florida, and South Carolina programs were evaluated using a context-input-process-product model and a mixed-methods approach. Modules were assessed for their content and mode of delivery, and whether the eight competency domains from the Council on Education for Public Health were incorporated. Student evaluations from the 2019–2020 cohort were also examined to identify themes from each module. On average, across modules, nearly all students strongly agreed or agreed that the facilitator had been responsive (97%); that the modules had been clearly outlined (95%), easy to understand (96%), not overly time-consumptive (96%), and relatable to their career (96%); and felt that their understanding had improved (97%) and felt satisfied overall (96%). Some argued, however, that parts of the content may have been lengthy and dense, and that there were insufficient materials tailored toward healthcare professionals, including the cultural barriers of populations they are expected to attend to and actionable ways to advocate for patients. Public health policy, leadership, and communication competencies were noticeably absent in several modules. It is recommended that modules be amended to include components that students felt were instructive. It is also suggested that a committee standardize the core curricula; local programs may then tailor them as needed. [ABSTRACT FROM AUTHOR]

Background: There have been challenges in deciding the curricular content in obstetrics and gynecology (Ob/Gyn) for medical students because the core knowledge, competencies, and duration of Ob/Gyn clerkships, varies widely by country. Objectives: To investigate current recommendations for Ob/Gyn curricula for medical students globally, in a rapid review of the literature and websites of a selection of medical schools. Search Strategy: A targeted search of selected databases (PubMed and Google Scholar) using relevant key words and a search of university websites. Selection Criteria: Studies that applied to medical or undergraduate students in Ob/Gyn. Data Collection and Analysis: A standardized extraction form on Microsoft excel to extract and chart data. Main Results: We identified recommendations from national professional bodies (Royal College of Obstetricians and Gynaecologists, Royal Australian and New Zealand College of Obstetricians and Gynaecologists, Association of Professors of Gynecology and Obstetrics, and the Turkish‐National Core Curriculum), and descriptions from five university websites. We also identified additional objectives, including teaching on intimate partner violence, health priorities in low‐ and middle‐income countries, and a variation in practical skills recommended. Conclusions: Fitting all the recommended curricula content into medical student Ob/Gyn clerkships is a challenge. A framework to address this, for consideration by the International Federation of Gynaecology and Obstetrics and other stakeholders, is proposed in which priority is given to topics related to emergency Ob/Gyn, history taking, and examination of the pregnant and non‐pregnant patient. Synopsis: Fitting all the recommended curricula content into undergraduate clerkships in obstetrics and gynecology is a challenge. A framework to address this is proposed. [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]

Background: Problem-Based Learning (PBL) has become an integral part of medical student education for preclinical curricula, but few studies have evaluated the benefits of a PBL curriculum for clinical education. This study aims to assess the 1-year experience after implementing a resident-led PBL program for the third-year (MS3) surgery clerkship and compare students' self-reported preparedness following PBL sessions to traditional faculty-led lectures. Methods: Surgical faculty and residents developed a PBL curriculum to address common topics in surgical education. Pandemic requirements necessitated a switch from in-person to virtual sessions during the experience. Students enrolled in the MS3 surgical clerkship were asked to participate in a survey. Demographics and clerkship data were obtained. Quality of PBL and faculty-led lectures were assessed using a ten-point Likert scale, and standard statistical analyses were performed. Results: During the study period, 165 students rotated through surgery, of which 129 (78%) responded to the survey (53% female, 59% white). PBLs were held in-person (53%), exclusively virtual (32%) or hybrid (15%) platforms. In-person PBLs were preferred to faculty-led lectures for preparing students for NBME examinations (6.9 vs 6.0), oral examinations (7.8 vs 6.3), and surgical cases (6.3 vs 5.8), all P <.001. Virtual PBLs were also preferred to lectures for preparing students for NBME examinations (6.8 vs 5.8, P <.001) and surgical cases (5.6 vs 4.8, P =.05). Conclusions: PBL is a valuable adjunct for medical student education. Resident-led PBLs were preferred to faculty-led lectures for preparing students for examinations and clerkship experiences and may be useful adjuncts to clinical education. [ABSTRACT FROM AUTHOR]

A United States (US) radiation oncology curriculum, developed 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 aimed to define US radiation oncology EPAs and curricular content domains using a deliberative process with input from multiple stakeholder groups. The Radiation Oncology Education Collaborative Study Group Core Curriculum Project Leadership Committee developed initial content domains and EPAs. Following recruitment of stakeholders, a Delphi process was used to achieve consensus. In the first round, content domains and EPAs were reviewed for inclusion and exclusion, clarity, time allocation (content domains), and level of training (EPAs). Participants submitted additional content domains and EPAs for consideration. Any content domains or EPAs 1 standard deviation below the median for inclusion and exclusion underwent Leadership Committee review. All participants completing the first Delphi round were invited to the second round. Percent curriculum time allocated for content domains and a single subdomain were finalized. New EPAs or EPAs undergoing major revisions were reviewed. A total of 186 participants representing diverse stakeholder groups participated. One hundred fourteen completed the first Delphi round (61.3%). Of 114 invited, 77 participants completed the second round of the Delphi process (67.5%). Overall, 6 of 9 content domains met consensus, 1 content domain was removed, and 2 content domains were combined. Four subdomains of a single content domain were reviewed and met consensus. Consensus on percent time allocated per content domain and subdomain was reached. Of 55 initial EPAs, 52 final EPAs met consensus. Deliberative curriculum inquiry was successfully used to develop a consensus on US radiation oncology content domains and EPAs. These data can guide the allocation of educational time in training programs, help inform weighting for qualifying examinations, and help guide clinical training and resident assessment. [ABSTRACT FROM AUTHOR]

The article presents opportunities and challenges connected with teaching the mother tongue in contemporary secondary schools in Poland. The subject of reflection is the concept of language teaching included in the newest core curriculum for high schools, technical schools, and vocational schools as well as its implementation in the series of coursebooks (7 volumes) published by the Operon Publishing House in 2019–2022. Both the school content and the detailed realization in coursebooks as well as additional materials reflect the tendencies in contemporary didactics. The adopted solutions functionalizing the language knowledge and shaping the students’ language skills were analyzed. There have been pointed out difficulties that the authors of coursebooks and Polish teachers encounter while not being able to identify the detailed school content in the core curriculum. The suggested conclusions are to complete the content described in the core curriculum by giving more details about set readings. That way, students would be informed about issues in the areas of language teaching in accordance with the current language scientific knowledge. [ABSTRACT FROM AUTHOR]

Within LIS education, information organization (IO) and information retrieval (IR) are two well-established, foundational, and conceptually interlinked areas of study. They have long maintained a strong presence in the core curriculum, through either dedicated or combined courses. Recent trends in LIS education have seen a greater reliance on a smaller, more condensed core, raising questions about the presence, role, and format of these foundational topics. This study aims to provide a clearer picture of how IO and IR currently manifest in the LIS core, along with which particular IO and IR topics are most prevalent. Through content analysis, course syllabi for 58 IO and/or IR related courses from 38 different, ALA-accredited LIS programs were examined. Course descriptions and schedules of topics were assessed using the ISO 5127 controlled vocabulary as an analytical framework. Findings revealed three main course types: IO dedicated courses, IR-related courses typically in the context of reference services, and combined courses that often presented IO and IR alongside other fundamental topics. Though dedicated courses showed little leveraging of topics from the other areas, combined courses leveraged topics from both IO and IR. Among all courses, the prevalence of the topics of access, classification, databases, and metadata suggests a common area of crossover among IO and IR. Overall, findings point toward greater diffusion of IO and IR content throughout the core curriculum while demonstrating the continuing relevance of these areas. [ABSTRACT FROM AUTHOR]

Parental involvement, as one of the most widely researched and discussed issues. It has been characterized by a variety of meanings, definitions and frameworks. Such notions and definitions provide a foundation for solving parental involvement challenges in the education of the visually impaired learners. This study provides a literature review on a quite number of related theories and models in regard to this study. However, Epstien parental involvement theory, Hoover-Dempsey and Sandler parental involvement model, Turnbull, Summers, and Brotherson parental involvement model, and Rieser social model of disability are discussed. These theories are connected significantly and linked closely to the main focus of this study. Hence, the current study finds the relevance of employing the four perspectives of the theories with the conviction that the involvement of parents can be deeply examined and explained if the four interrelated theoretical perspectives will be jointly employed for better understanding and representation of the phenomenon. [ABSTRACT FROM AUTHOR]

The objective of this review is to critically evaluate the Area Health Education Center Scholars' didactic curricula and determine whether the goal of developing a sustainable rural healthcare workforce is achievable under the program. The didactic curricula from the Alabama, Florida, and South Carolina programs were evaluated using a context-input-process-product model and a mixed-methods approach. Modules were assessed for their content and mode of delivery, and whether the eight competency domains from the Council on Education for Public Health were incorporated. Student evaluations from the 2019-2020 cohort were also examined to identify themes from each module. On average, across modules, nearly all students strongly agreed or agreed that the facilitator had been responsive (97%); that the modules had been clearly outlined (95%), easy to understand (96%), not overly time-consumptive (96%), and relatable to their career (96%); and felt that their understanding had improved (97%) and felt satisfied overall (96%). Some argued, however, that parts of the content may have been lengthy and dense, and that there were insufficient materials tailored toward healthcare professionals, including the cultural barriers of populations they are expected to attend to and actionable ways to advocate for patients. Public health policy, leadership, and communication competencies were noticeably absent in several modules. It is recommended that modules be amended to include components that students felt were instructive. It is also suggested that a committee standardize the core curricula; local programs may then tailor them as needed. [ABSTRACT FROM AUTHOR]

The European population is strongly affected by cancer. Radiotherapy is roughly used in 50% of cancer patients in European countries. The increased cancer burden demands a new generation of radiation/clinical oncologist (RO/CO) that, besides a strong evidence-based oncological knowledge, will be ready for leadership in cancer care. The mutual recognition of professional qualifications of Radiation/Clinical Oncology in the EU needs training harmonization. The European Society of Radiotherapy and Oncology (ESTRO) and the European Union for Medical Specialties (UEMS) made important efforts toward a European Common Curriculum for RO/CO leadership in cancer care. If qualifications are mutually recognized, the training supporting these qualifications should be also harmonized. Since 1991, ESTRO produced several editions of the Core Curriculum in Radiation Oncology (1991, 2004, 2012, 2019). These Core Curricula were endorsed as European Training Requirements by the UEMS in 2004, 2013, and 2019. A core curriculum for clinical oncology was also produced to provide this harmonization tool to countries where radiation oncology is practiced inside the broader specialty of clinical oncology. New initiatives are in place to continuously adapt the training programs to the rapidly evolving cancer care organization. [ABSTRACT FROM AUTHOR]

Traditionally, Sufis, jurists, philosophers, and theologians, are known as different schools of Islamic thought, each of which has its own approach to Islamic education. However, from the 19th century onwards, another powerful approach emerged: political Islam, which also had a different conception of Islamic education. The present study tries to explain how the political conception of Islamic education was formulated in this approach. To achieve this goal, al-Afghani's ideas have been examined. Al-Afghani was one of the first Islamic theologians who formulated modern political Islam and called for accepting modern values because of their consonance with Islamic values. This article, interprets Al-Afghānī's political theology as an emancipatory proclamation that aimed at the liberation of Muslims. His emancipatory attitude concentrated on the cultural reform; and the education of the nation was the core of this cultural reform. He believed that a general education system must be established that all people enjoy from childhood; and the core of the curriculum of this education should be based on political education with the theme of the greatness of the nation. [ABSTRACT FROM AUTHOR]

Since 2017, the Homework Done in Colleges program has been in place to help every student succeed. But what success are we talking about? In this article, we refer to educational success, referring to academic criteria as well as to well-being, self-confidence, sociability or personal development. To measure this success, we are building on area 2 (work organisation and cooperation) of the common curriculum of knowledge, skills and culture. We seek to identify how Homework Done promotes student educational success. In this review, the results of research and reports highlight the impact of this device on student behaviour, leading to progress and a sense of well-being. This is made possible by working conditions, by interactions between pupils or between pupils and teachers and by the importance attached to continuity between school and family times. [ABSTRACT FROM AUTHOR]

When referring to cognitive skills, the National Common Curriculum Base (BNCC) highlights the concern with Socioemotional Competencies (SSEs) because only cognitive ability prevailed for a long time in the teaching process, however, it does not equip teachers for the development of these competencies. This article presents an insection of the results of a master's survey, qualitative approach with descriptive explanatory design, whose objective was to analyze the conceptions of teachers about socioemotional learning and the construction of moral values for the construction of intellectual and moral autonomy of high school students of a technical school. Semi-structured interviews with teachers were used, using Discursive Textual Analysis in the interpretation of the data. The results point to the importance of continuing teacher education focused on education in values supporting the construction of socioemotional learning, because teachers experience difficulties in the development of planned and intended pedagogical work, with a formative gap. [ABSTRACT FROM AUTHOR]

The basis for this documentary study is the Critical Theory of Society, to analyze the formative proposal that underpins the National Common Curriculum Framework for physical education in secondary schools, with emphasis on overhauling this level of education. The proposal for physical education in secondary schools to be based on ability and skills, relegating the specific content in the area to a second plane, unveils a formative model that operates at the limits of adaptation of individuals to unstable working conditions, under the technological fetish of flexible production, instead of striving for an education that leads to the development of independent, self-reflective individuals, although the document does emphasize a supposed critical education. [ABSTRACT FROM AUTHOR]

This research aims to analyze how the theoretical and empirical research developed in the last decade (2012 - 2022), in the literacy cycle (1st and 2nd year), which reinforce or refute the proposal of the National Common Curricular Base (BNCC), on the Teaching Statistics. For this, a Systematic Literature Review was carried out, of research developed in Brazil and published in journals. The results indicate that even if highlighted in official guiding documents, the proposal for Statistical Education is not always implemented in a way that favors student protagonism. Sometimes it is limited to passive observation of shared information, not always referenced. Such points clash with the proposal to favor a critical analysis by students of data that are consumed daily. Such gaps can be grouped into three focal points: a) lack of ongoing teacher training to work with statistical content; b) elaboration of didactic materials that approach such contents in a "shallow" way; c) scarcity of research that shows the gap when dealing with the teaching-learning of statistics in Brazil. The relevance of resolute actions for the points raised is also highlighted, considering that the Teaching of Statistics provides the progressive development of skills such as critical thinking and argumentation based on facts, providing a work articulated with the general competences of the BNCC. [ABSTRACT FROM AUTHOR]

Teaching is challenging and exciting for those who are willing to see it far beyond the transmission of content, especially when recognizing students, educators and everyone who constitutes the school and academic curricula, as sociocultural, political and historical subjects. The curriculum went through several definitions, being the subject of discussions about the theoretical-analytical perspectives and influences in the teaching and learning process, until today. In this study, we understand that the curriculum goes beyond content, activities, assessments, teaching and learning, theory and practice, mainly because it consists of a cultural artifact that encompasses the multiple identities/differences that permeate the school environment. Thus, the main objective was to problematize the discourses of Biology teachers about curriculum and the National Common Curricular Base (BNCC), from the perspective of post-structuralist cultural studies. For this purpose, we conducted semi-structured interviews with eleven (11) male and female cisgender teachers, who teach Science/Biology subjects in the municipal and state public schools in Ceará. We adopted Foucauldian discourse analysis as a theoretical-analytical tool. The results showed that some/but teachers have already built a more comprehensive view of the curriculum, but the majority still do not question the universalist, content and technical discourses that underpin the BNCC. Thus, we emphasize the importance of educational public policies that encourage the (re)construction of pluralistic and democratic school curricula, not enclosed in "grids", but that contribute to the incessant sociocultural and political formation of "learners and learning subjects" beyond of scientific knowledge. [ABSTRACT FROM AUTHOR]

The Jesuits know the importance of words and their delivery, both on the page and orally, which is why they place heavy emphasis on "perfect eloquence," or eloquentia perfecta. It was in the spirit of the adjustment of words with a sensitivity to patients' needs that inspired, Eloquencia Perfecta - Speaking in Public, a public speaking performance class session within the graduate pharmacy curriculum at Regis University. The courses described herein are part of the core curriculum within the School of Pharmacy. They place emphasis on not only understanding the science of what the students are communicating, but how they communicate. Students are taught to focus on their communication soft skills (written, verbal, listening) which are intimately connected to the building of empathy and trust with peers and patients. These communication goals are achieved, in part, because the instructors utilize eloquentia perfecta. This article provides the details of the development process and iterations of changes that led to the current version of the performance class that keeps our students focused on the unique human connections and virtues in their work. The class has been well-received by students and an enhancement to their thought process on how to prepare for presentations in person and virtually. [ABSTRACT FROM AUTHOR]

The advocacy for writing in science and STEM‐related fields through reasoning‐based writing, critical thinking and argumentation has been accentuated as a core competence in curriculum documents. In South Africa, the CAPS document for Physical Sciences acknowledged the importance of writing and consequently, call on teachers to engage in teaching language across the curriculum. This study examined the characteristics of writing prompts in three selected samples of textbooks to understand how writing is addressed in the Physical Sciences textbooks. Specifically, the study examined the frequency and characteristics of writing prompts included in the chemistry component of three selected Physical Sciences textbooks for Grade 12 learners. A total of 533 writing prompts were identified and analyzed using a coding scheme adopted for the study. Findings revealed that learners are prompted to write in variety of ways, with prompts that positioned them to explain why, discuss your ideas, explain how and explain what. While the prompts that ask learners to explain why and discuss your ideas were the most frequently coded, the press to write their reasoning with specific features that are inherent in the respective topics were inadequate. The implications for curriculum developers are the need for explicit instructions on the length of writings required, and for authors to develop adaptable guidelines to enable textbook users understand the writing expectations. [ABSTRACT FROM AUTHOR]

This study, conducted within the interpretive paradigm, aimed to understand how democratic education is constructed around the theme of 'responsible and active citizen' in the national core curriculum in Northern Cyprus. An in-depth document analysis was conducted, to examine the extent to which the learning outcomes across the curriculum are aligned with the competence descriptors in the Council of Europe's Reference Framework of Competences for Democratic Culture (RFCDC). This framework was used as a guide and a tool to obtain a European and global perspective. The findings revealed that there is alignment, to a certain degree, between the learning outcomes and the RFCDC competences. This confirms that some of the major concepts of democratic education are incorporated in the core curriculum. The findings also indicated that in this curriculum, democratic education focuses on knowledge and engagement at a basic level. In doing so, it undermines the experiential side of citizenship learning, and active participation in democratic life. The study also sheds light on the use and nature of the RFCDC. [ABSTRACT FROM AUTHOR]

Objectives: To develop a novel "bootcamp" simulation-based curriculum to introduce common urologic procedures and to improve readiness for performing them at bedside.Methods: Three hundred twenty-five third-year medical students at our single institution participated in a hands-on simulation "boot camp" over a 2-year accrual period. This curriculum was designed to teach basic urologic bedside procedures (ie, Foley catheter placement, Bladder irrigation) to third year medical students prior to the start of their surgical clerkships in a live instructional setting with direct feedback from instructors. The objective aspects of the study consisted of a survey administered to study participants following participation in the simulation boot camp, as well as pre- and post-module assessments.Results: Medical students self-reported knowledge gains following the simulation session (P < .001), with 45.8% increase in procedural confidence. Additionally, students reported that the educational intervention was beneficial to their understanding of the subject matter (P < .001), were "very likely" to recommend the session to another medical student (P < .001), and felt that educational intervention better prepared them for an upcoming national exam (P < .001). Finally, the greatest gains were seen for those students who self-reported lower precurriculum knowledge (P < .001).Conclusions: Findings from our M3 "boot camp" led to self-reported gains in subject matter knowledge following the hands-on simulation curriculum, indicating that this type of educational intervention can be beneficial in preparing medical students for common bedside procedures. [ABSTRACT FROM AUTHOR]

Introduction: There has been a significant change noticed in the way in how anatomy is taught and learned in last two decades. The use of teaching approaches such as body painting, peer physical examination, medical imaging, and virtual anatomy software in the teaching and learning of living anatomy was made possible by advancements in medical technology. This study focuses on a review of the historical context and contemporary developments in teaching and learning of live and surface anatomy with a special emphasis on its pedagogical elements, some opinions of medical educationists, and undergraduates. Conclusions: It is suggested that living anatomy be included as a core subject in the curriculum. Learning about living anatomy will be improved in an integrated and pertinent framework with the inclusion and execution of teaching and learning modalities such as body painting, peer physical examination, medical imaging, and virtual anatomy software. [ABSTRACT FROM AUTHOR]

Background: Public health advocacy is a fundamental part of health promotion practice. Advocacy efforts can lead to healthier public policies and positive impacts on society. Public health educators are responsible for equipping graduates with cross‐cutting advocacy competencies to address current and future public health challenges. Problem: Knowledge of the extent to which students are taught public health advocacy is limited. To determine whether advocacy teaching within public health degrees matches industry needs, knowledge of pedagogical approaches to advocacy curricula is required. This study sought to understand the extent to which advocacy is taught and assessed within Australian public health degrees. Methodology: Australian public health Bachelor's and Master's degrees were identified using the CRICOS database. Open‐source online unit guides were reviewed to determine where and how advocacy was included within core and elective units (in title, unit description or learning outcomes). Degree directors and convenors of identified units were surveyed to further garner information about advocacy in the curriculum. Results: Of 65 identified degrees, 17 of 26 (65%) undergraduate degrees and 24 of 39 (62%) postgraduate degrees included advocacy within the core curriculum, while 6 of 26 (23%) undergraduate and 8 of 39 (21%) postgraduate offered no advocacy curriculum. Implications: Australian and international public health competency frameworks indicate advocacy curriculum should be included in all degrees. This research suggests advocacy competencies are not ubiquitous within Australian public health curricula. The findings support the need to advance public health advocacy teaching efforts further. [ABSTRACT FROM AUTHOR]

BACKGROUND: Imaging plays a crucial role in the day-to-day clinical working of the emergency department. Currently, there is no dedicated emergency radiology rotation at our university to prepare the residents for independent call coverage. OBJECTIVE: To determine the effect of an emergency radiology core curriculum training module on the preparedness of residents for on-call coverage. METHODS: The study was conducted in the Department of Radiology, using a Quasi-experimental design comprising of one group pretest-posttest design. A dedicated course on emergency radiology was developed and delivered to radiology residents of year II and year III. A computer-based test was conducted. Paired t-test was applied to assess the difference between pre-and post-test scores. A survey was also conducted to measure the perceived confidence gained by the residents. RESULTS: A total of 10 residents comprised the final sample for the study; Overall the mean pretest total score was 93.60 - 15.06 and the mean post-test total score was 122.60 - 11.80 and a highly significant difference between the pre-and post-scores was observed (p-value=0.001). The results of the survey also showed an improvement in the perceived confidence of residents for on-call coverage with a significant p-value (<0.05). CONCLUSION: The study reveals improvement in knowledge and overall perceived confidence of radiology residents after attending the course covering topics from whole body trauma. The study also highlights the importance of implementing dedicated teaching and learning strategies that can lead to enhanced preparedness for on-call coverage. [ABSTRACT FROM AUTHOR]

In this paper, the authors question the value of a required calculus class for undergraduate business students. We use the tenets of Transfer of Learning theory along with the Theory of Formal Discipline to evaluate whether the value of calculus may be overstated. Using data from business faculty, students, and alumni, we look at the degree to which these constituents believe that taking a calculus class is important to their future success. Findings indicate that while some groups believe calculus is important to business students, most results suggest that the value of a required calculus class to business student success is limited. [ABSTRACT FROM AUTHOR]