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AbstractSingapore, located strategically at the meeting point of the Malacca Strait and the South China Sea, has established itself as a global financial and economic hub. Despite its small geographical size, Singapore is home to over 5 million people from diverse cultural backgrounds. The city-state’s medical education landscape has evolved significantly over the past century. Originally, Singapore had only one undergraduate medical school, the NUS Yong Loo Lin School of Medicine, established in 1905. Over time, this institution has grown into Singapore’s largest and oldest medical school. NUS Medicine’s vision centres on developing highly competent, values-driven, and inspired healthcare professionals to transform the practice of medicine and improve health worldwide. A curriculum overhaul in 2020 introduced new educational components to prepare future healthcare professionals for the challenges of Singapore’s resilient healthcare system. This includes proficiency in integrated care, collaboration across disciplines, and leveraging AI and data science in clinical decision-making. The introduction of a common curriculum in August 2023 for Medicine, Nursing, Dentistry, and Pharmacy undergraduates further aligns with Singapore’s 'Healthier SG' vision, ensuring that graduates are well-equipped to meet the evolving needs of the healthcare landscape. The common curriculum aims to address professional hierarchies and foster interprofessional collaboration among students from diverse academic backgrounds. By promoting frequent interaction and a team-oriented mindset, the curriculum seeks to instil a collective approach to healthcare, emphasising the importance of interprofessional practice in achieving the broader goals of healthcare delivery. This paper describes the reforms that took place and how the challenges were mitigated in a research-intensive top-ranked academic medical institution. This strategic alignment of medical education with national healthcare priorities underscores NUS Medicine’s commitment to transforming medical practice and improving health outcomes in Singapore and beyond. [ABSTRACT FROM AUTHOR]

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: Global variations in women's health outcomes, increased international migration, and an increase in the number of medical schools underpin the need for global standardization in obstetrics and gynecology curricula for medical students. However, there are currently no recommendations regarding the content of a common curriculum. The aim of this project was to agree the objectives for a common curriculum in obstetrics and gynecology for medical students globally. Methods: The curriculum was developed and agreed by an international taskforce of obstetricians and gynecologists. Published curricula for medical students in a variety of regions globally were reviewed and discussed, and the objectives for a common curriculum in obstetrics and gynecology for medical students were agreed by consensus. Results: The content of the proposed curriculum is classified into three domains: clinical skills, professional behaviors, and knowledge. The recommended curriculum covers health conditions that affect women globally in different social and cultural contexts, and addresses important global health issues of relevance to obstetrics and gynecology. Conclusion: The methods and outcomes of a project by an international taskforce of obstetricians and gynecologists to develop a common curriculum in obstetrics and gynecology for medical students globally are presented. More work is required to identify ways in which the curriculum may be adapted to a minimum essential required curriculum in times of man‐made or natural disasters. Achieving these will facilitate the intended long‐term aims of this curriculum, to improve women's health outcomes globally. Synopsis: This article describes the methods and outcomes of a project by an international taskforce to develop a common curriculum in O&G for medical students globally. [ABSTRACT FROM AUTHOR]

The research was conducted in the Tumu Municipality. The study looked into the concerns teachers had regarding the JHS Common Core Programme (CCP). Government training sessions for Junior High School (JHS) teachers on the common core programme English language curriculum (CCPEC) were criticized for lacking the instructional resources and friendly environment needed for a successful rollout. The study used a descriptive research design and a quantitative approach to gather information from English language teachers and head teachers in public Junior High Schools' (JHSs). The results of the study show that teachers had difficulties when putting the Common Core Programme into practice. They expressed interest in useful evaluation techniques, realizing the importance of assessing students' skills outside of the box. The study highlights the value of monitoring and assessment even in the face of budgetary limitations. In conclusion, addressing these issues requires fostering a collaborative school culture to ensure the successful implementation of the Common Core Programme English curriculum in Ghana. The study suggests the conduct of a longitudinal study to examine the long-term effect of the implementation of the Common Core Programme JHS English curriculum. [ABSTRACT FROM AUTHOR]

Teacher education (TE) in Singapore has undergone regular reviews and reforms over the years within the National Institute of Education (NIE). The main impetus tended to be to ensure continual relevance of TE to the educational landscape in Singapore, as well as to incorporate new evidences in pedagogical and assessment practices. The 2004–2005 TE review in NIE, while operating within similar considerations, incorporated a then new perspective into teacher preparation. It introduced the Group Endeavour in Service-Learning as a core curriculum component, so as to more firmly link the work of a teacher to communities in Singapore. This established a conduit through which student teachers could "practise" values, representing one of the three key parts of the Values, Skills and Knowledge framework that guided TE in NIE. This paper aims to not only revisit key aspects of the curriculum review done in 2004–2005 but, more importantly, to examine current contexts within which TE operates to provide insights on how TE can and may evolve in the near future. [ABSTRACT FROM AUTHOR]

AbstractIntroduction: The prospect of death is everywhere, but seldom directly addressed, in undergraduate medical education (UGME). Despite calls for UGME curricula to address the complex social and emotional aspects of death and dying, most curricula focus on biomedical, legal, and logistical aspects, or concentrate these topics within palliative care content and/or in simulations with simulated patients and manikins. We aimed to add to death education scholarship by exploring the complexities of death and dying within two dimensional simulations—i.e., in the text-based cases used in Case-Informed-Learning (CIL). Method: We conducted a critical discourse analysis exploring how death and dying were discursively constructed in the formal, planned curriculum at one medical school. We used two methods: (1) Document Analysis: We developed a template to analyze 127 cases regarding their discursive constructions of death and dying; (2) Longitudinal Interviewing: We conducted semi-structured interviews with a cohort of 12 medical students, twice annually throughout their medical program (total 92 interviews). We collectively analyzed data, attuning to how the format, content, and purpose of each case discursively constructed death and dying. Results: There were 127 tutorial cases included in the undergraduate, pre-clerkship case-informed curriculum. In the five (4%) cases featuring a patient who dies, death and dying were discursively constructed as: (1) predictable; (2) a plot device; (3) a cautionary tale; (4) an epilogue; (5) deliberate and careful; and (6) an absence. Very few cases highlighted death and dying in their titles, learning objectives, or questions, and where it did feature, it was framed a biomedical fact or outcome. Only one case allowed for a nuanced, in-depth and open-ended discussion of patient death and dying, but it was scheduled at a time that prevented meaningful engagement. This glossing over the complexities of death was identified as a missed opportunity by students, who, as their clinical placements loomed, were eager to broach this topic in detail with tutors and other teaching faculty. Discussion: Death was often a conspicuous absence in this CIL curriculum. In the few cases that featured the death of the main patient character, multiple discourses were mobilized that worked together to construct death as something that happens elsewhere, outside the parameters of core curriculum. In other words, death happens—predictably, slowly, as a means to an end and the result of moral failures, in the case or somewhere in the future—but was not the primary concern. To deepen engagement with these subjects in CIL, we encourage medical educators to attend to representations of patient death by considering the format, content, purpose, and timing of these cases. Conclusion: Carefully rendered cases thoughtfully embedded in the curriculum offer tremendous potential. We suggest nuanced cases featuring patient death, with plenty of space and time for discussion, reflection, and storytelling may help address gaps in formal UGME preclinical curricula addressing death and dying. [ABSTRACT FROM AUTHOR]

Problem: Unlike other aspects of Obstetrics and Gynecology (OBGYN) residency training, the research education curriculum and requirements are not standardized. It is unclear what constitutes core curricula in educational research programs, which components are most useful and efficacious, and how to use these findings to adapt existing programs. Approach: A multi-phase approach to (1) garner cross-sectional data from United States OBGYN Residency Program Directors and review previously published literature, (2) use Phase I and input from clinical, research and education faculty to develop a comprehensive program, and (3) evaluate the program for resident research productivity, knowledge and satisfaction. Outcomes: Phase I: Sixty-one (31%) Program Directors completed the survey. Most reported ≤ 4 research didactics per year and no dedicated research rotation. Programs with post graduate year (PGY) level specific didactics, a research rotation, or allocated time for the Research Director role noted higher odds of resident research resulting in peer-reviewed publication. Phase II: A Resident Research Program was adapted to include a clinical and research faculty co-directorship and seven additional didactics (all of which were PGY-specific). A departmentally funded resident research grant and a repository to monitor completion of milestones and program requirements have been developed. Surveys were used to track residents' research competence and satisfaction with the research program. While resident involvement in research activities and satisfaction with opportunities for scholarly activity have improved, resident self-evaluations and mentor evaluations have not. In addition, we have not seen an increase in publications or presentations. Conclusion: Implementation of components of a research program associated with increased productivity did not result in increased productivity in our program, however, resident satisfaction with scholarly activity did improve. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the efficacy of a new middle-school-classroom forgiveness curriculum in promoting forgiveness and reducing anger. The students in this study were 153 fourth through eighth graders in three regional parochial schools. The students were assigned to forgiveness education or control groups in the fall semester and reassigned to the opposite group in the spring semester. Before-and-after assessments of forgiveness and anger were collected in both the fall and spring semesters. The quantitative results showed that levels of forgiveness increased as expected in both semesters, but anger did not change in expected ways. The qualitative results showed that the children's conceptualizations of the forgiveness process aligned closely with the core forgiveness curriculum content. The results suggest that meaningful work can be accomplished to promote forgiveness in the middle school classroom using this newly developed, efficient, and effective curriculum that can be implemented by teachers and staff. [ABSTRACT FROM AUTHOR]

This study investigated availability of teaching facilities and utilization of instructional procedures for implementation of Chemistry core curriculum (CCC) in senior secondary schools (SSS) in Ebonyi State. Specifically, it determined level of availability of stipulated facilities and extent of utilization of instructional procedures by teachers for implementation of CCC in SSS in Ebonyi State. Design of the study was descriptive survey. Population was made up of all 216 senior secondary schools in Ebonyi State. Proportionate random sampling was used to draw a sample of 120 schools. Chemistry teachers and laboratory attendants participated in the study. Instruments for data collection were checklist and questionnaire. Results show that good examination halls, chalk board and classrooms were 100% very highly available, standard Chemistry laboratory(16%), projector(16%), chemicals and reagents(14%), water and electricity(33% each) were lowly available. Utilization of lecture and laboratory instructional procedures (IP) was of a very high extent with a mean of 3.78 and 3.70 respectively, activity based IP 2.98 and project IP has a mean of 2.73. Analogy and programmed IPs were very lowly utilized with a mean of 1.20 and 1.08 respectively. The study recommended among others, that government should make available teaching and learning facilities as stipulated in CCC to secondary schools for better achievement and implementation of the curriculum. [ABSTRACT FROM AUTHOR]

This research aims to analyse how curriculum management is integrated within the scope of Islamic boarding schools, focusing on Islamic character formation. This research uses a qualitative approach, a case study type, at the Zumrotus Salamah Islamic Boarding School in Tulungagung, East Java, Indonesia. Researchers chose the research location here because it is unique from other schools that still adhere to Javanese Islamic culture, from extracurricular activities to formal clothing. Data collection techniques use in-depth interviews, participant observation, and documentation. Data analysis techniques: Data presentation, reduction, and concluding data checking were done through diligent observation and triangulation tests. The analysis results concluded that curriculum integration was carried out by correlating the core curriculum, namely the government, with the Islamic boarding school curriculum, whose primary reference was the book "Aqidatul Awwam" and the involvement of senior education experts and humanists. Furthermore, the integration strategy is to instill "tafaqquh fid dien" (taqwa that does not lose cultural identity), provide regular evaluation according to stakeholder needs, and integrate a curriculum with a modern Islamic character, especially in extracurricular activities. From this conclusion, there is a diametric relationship between morals and culture, which influence students' speaking styles and manners; formal school clothing using traditional Javanese clothing; extracurricular activities with ancient Javanese games such as "engrang, dakonan, coblak-coblak suweng, etc." which instill the values of tolerance and togetherness; foster mutual trust (honesty); fairness; and patience. [ABSTRACT FROM AUTHOR]

The purpose of this study was to understand the nature of writing instruction across time and grade bands. We used quantitative and qualitative analyses of teacher interviews and video records of classroom instruction of English language arts writing instruction in 97 fourth- through eighth-grade classrooms in 2010 and 2018. Video records showed a decline in writing instruction across time and grade bands. Teacher lessons focused on the first five Common Core Writing Standards with little attention to the latter five. The lessons included aspects of a writing process approach that used instructional scaffolding, models, student practice, and teacher feedback. Lessons were less likely to include the use of authentic texts, text analysis, and student discussion. Teacher interviews pointed to curricular constraints, a view of writing as peripheral, and comfort with teaching writing as hindrances to quality writing instruction. These findings demonstrate a need for curricular and instructional resources to support teachers in offering consistently quality writing instruction. [ABSTRACT FROM AUTHOR]

This study examines business core courses of schools receiving high rankings in both 2018-2019 and 2023-2024 from two or more of four national ranking surveys of undergraduate business schools. The result is a list of 20 undergraduate business programs. An in-depth comparison of these programs reveals a model business core. Authors thoroughly examined each ranked school’s website to gather current (2023-2024 academic year) requirements for an undergraduate degree in business. Actual course descriptions rather than simply course titles have been evaluated for each course included in the business core. An additional analysis includes a comparison of undergraduate programs at public and private schools. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

University core curricula and accreditation standards for healthcare profession programs can be challenging to align. Additionally, interprofessional education (IPE) requirements for healthcare professions curricula have been designed to prepare learners for future practice. This paper describes alignment of an introductory IPE course with embedded Interprofessional Education Collaborative core competencies to specific university Core Curriculum attributes. A cross-sectional, mixed methods design was used to examine 117 learners’ reflections on the IPE course content and learning outcomes. Learners from seven pre-licensure health professions programs provided responses on aspects of their IPE learning experience through reflections, surveys, written examinations, and optional focus groups. Open-ended responses were interpreted thematically from a constructivist lens. Results revealed positive perceptions of the course with feedback for areas of consideration for future course activities. Learners reported more engagement with the Core Curriculum attribute of Identities in Context than that of Global Interdependence. Additionally, responses indicated a perception of task work versus teamwork within the interprofessional team activities. Outcomes provided data that enabled continuous quality improvement of the course. Educators seeking to align IPE courses with institutional core curricula and accreditation standards may use this work to inform structure, assessment, and delineation of teamwork as compared to task work. [ABSTRACT FROM AUTHOR]

AbstractThis study explored K-12 core content area teachers’ experiences teaching digital citizenship. It specifically examined how teachers define digital citizenship and integrate it into their core content area. A basic qualitative approach was used including interviews with a follow-up questionnaire to gather data. The data was analyzed using a six-step, hybrid approach of inductive and deductive coding and theme development. The S3 Guiding Principles for digital citizenship were use to summarize how core content area teachers define digital citizenship. Teachers’ experiences integrating digital citizenship into their core content curriculum revealed three major themes: Responsibility, Student Behavior, and Non-Cognitive Competencies. [ABSTRACT FROM AUTHOR]

Background Objective Methods Results Conclusions The Japanese medical educational model core curriculum requires an understanding of the characteristics of Kampo medicine. However, there are few reports on the methods of evaluating the skill levels of Kampo medicine practitioners.This study investigated the utility of objective structured clinical examination (OSCE) for evaluating the skills of Kampo medicine practitioners, exploring its relationship with other medical skills.The 2022 post‐clinical clerkship OSCE assessed the accuracy of Kampo‐related tasks, specifically abdominal examinations. In addition, correlation coefficients and factor analysis were used to analyze the relationship of Kampo tasks with other tasks (three clinical‐reasoning tasks, electrocardiogram attachment task, joint examination task).Medical students showed significant variation in their ability to accurately assess different abdominal regions. The epigastric region had the highest accuracy (92.0%), while the para‐umbilical region had the lowest (45.1%). Correlation analysis between Kampo tasks and other clinical tasks (clinical reasoning, electrocardiogram attachment, joint examination) yielded coefficients ranging from 0.10 to 0.19, suggesting a low relationship. Factor analysis confirmed the independence of Kampo skills from other assessed medical skills across four distinct factors.Since Kampo diagnostic skills are highly unique, it is possible that Western medicine OSCE tasks alone may not sufficiently assess competency in Kampo medicine. Therefore, it is necessary to consider incorporating Kampo tasks into the OSCE. [ABSTRACT FROM AUTHOR]

Background: Point of care ultrasound (POCUS) education has grown significantly over the past two decades. Like most curricular items, POCUS education is siloed within individual graduate medical education (GME) programs. The purpose of this study was to evaluate the effectiveness of a shared GME POCUS curriculum between five GME programs at a single institution. Methods: Post-graduate-year-1 (PGY-1) residents from emergency medicine (EM), family medicine (FM), internal medicine (IM), combined internal medicine-pediatrics (IM-Peds) and combined emergency medicine-pediatrics (EM-Peds) residency programs were enrolled in a core POCUS curriculum. The curriculum included eleven asynchronous online learning modules and ten hands-on training sessions proctored by sonographers and faculty physicians with POCUS expertise. Data was gathered about the curriculum's effectiveness including participation, pre- and post-curricular surveys, pre- and post-knowledge assessments, and an objective skills assessment. Results: Of the 85 residents enrolled, 61 (72%) participated in the curriculum. Engagement varied between programs, with attendance at hands-on sessions varying the most (EM 100%, EM-Peds 100%, FM 40%, IM 22%, Med-Peds 11%). Pre- and post-knowledge assessment scores improved for all components of the curriculum. Participants felt significantly more confident with image acquisition, anatomy recognition, interpreting images and incorporating POCUS findings into clinical practice (p < 0.001) after completing the curriculum. Conclusion: In this shared GME POCUS curriculum, we found significant improvement in POCUS knowledge, attitudes, and psychomotor skills. This shared approach may be a viable way for other institutions to provide POCUS education broadly to their GME programs. [ABSTRACT FROM AUTHOR]

A Multi-Tiered System of Supports (MTSS) framework features a structured problem-solving process and the use of assessment data to develop, identify, and evaluate the impact of instruction and intervention to meet the needs of all students proactively. The purpose of this process evaluation was to examine the implementation of a novel problem-solving approach for analyzing literacy practices across the tiers of an MTSS framework (i.e., core instruction, strategic intervention). The aim of the initiative was to build the capacity of teachers to provide effective instruction based on the science of reading in two elementary schools. The findings from this process evaluation study provide evidence that a problem-solving approach for analyzing literacy practices resulted in improvements in the core curriculum, instruction, and intervention supports. Implications for improvement efforts at the school district and state department of education levels are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Based on the learning characteristics of the higher quality professional farmer students, this article had taken the course of production technology and equipment of facility agriculture as an example, which was one of the core curriculum of the major of facility agriculture of Beijing Vocational College of Agriculture. The course teaching overall plan was elaborated in this paper in terms of teaching objectives, course content, teaching mode, curriculum politics and assessment program. Also, with the teaching implementation process analysis of the learning module task of installation and operation of soilless culture facilities, the teaching exploration and practice of the teaching team for this course was displayed in the paper, which provided profitable experience and reference for the deeper curriculum reform. [ABSTRACT FROM AUTHOR]

It is the responsibility of the federal entities to implement the curriculum of the National Common Curricular Base (BNCC). In the case of Religious Education, the curricula of the States present a plurality of understandings and strategies that result in disparate references. This article aims to point out curricular variations between BNCC and state curricula, and problematize the epistemological understanding of this component, as an area of knowledge. The research methodology used is the hermeneutics of official texts of Religious Education, from a point of reference: otherness as an itinerary of the ethical subject in the construction of respect for diversities as a precondition. The following results are observed: the curricula show differences in understanding the object of Religious Education; the reference to ethics and citizenship emerges as a panacea for the uproar between Religious Education and the Secular State; the epistemological reference of the Science(s) of Religion(s) proposed by the BNCC of Religious Education does not hold; the emancipation of confessionality does not occur or is fragile; the relationship with the Human Sciences is not systematic; the epistemological displacement towards a subjectivity anchored in a theological anthropology is frequent; the Religious Teaching class is a therapeutic strategy. [ABSTRACT FROM AUTHOR]

The current Finnish core curriculum requires all teachers in basic education to be linguistically responsive. However, studies on the linguistically responsive practices used by teachers are scarce. The frequency with which teachers (N = 820) use 21 linguistically responsive practices was investigated through data that were gathered via an online survey. Based on factor analysis, teachers' practices formed four categories: identifying language demands, linguistic scaffolding, explicit attention to language, and additional semiotic systems scaffolding. Teachers reported using the latter the most. Of teachers' background factors, teaching experience of 2–5 years was linked to more frequent use of students' interests to plan teaching compared to 0–2 or more than 10 years of experience. The results point out a need for more training in linguistically responsive teaching practices for in-service teachers, as experience is not linked to growth trajectories. [ABSTRACT FROM AUTHOR]

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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]

Objective: The notion of revision has garnered considerable attention across various sectors of society, with higher education institutions also placing significant emphasis on it as a key performance evaluation metric. The burden of cultivating educators and facilitators for an evolving educational framework in society predominantly falls on universities and educational establishments. Consequently, there is a pressing need for this university to approach curriculum revision with heightened seriousness. Thus, the primary aim of this manuscript is to provide a succinct overview of the curriculum revision frameworks employed by Farhangian University, highlighting their shared characteristics as identified through research conducted in Iran, Turkey, and Australia. Methods: The methodology adopted for the study is both descriptive and analytical in nature. The study's participants consist of a panel of experts, with 13 individuals selected for interviews and 20 individuals chosen to respond to the questionnaire (which assesses indicator importance). Results: The study's results have indicated that the fundamental features common to curriculum revision models include: a strategic, long-term perspective on the revision process; a cyclical and continuous nature; an emphasis on interpretative and analytical procedures; recognition of the role played by organizational structure and stakeholders; and an approach to revision that integrates management principles with a research-oriented outlook. Conclusions: The findings reveal that effective curriculum revision models, as exemplified by Farhangian University and corroborated by research in Iran, Turkey, and Australia, share several key characteristics. [ABSTRACT FROM AUTHOR]

This research analyzes the importance of academic writing in Albania and suggests introducing it as a mandatory course in all fields of study. The study aims to identify students' perceptions of academic writing and the importance of clear structure and guidelines in academic writing templates. The research collected data through 253 online questionnaires from students of private and public HEIs (Higher Education Institutions) in Albania, revealing that students lacked adequate skills in primary writing forms and were unaware of the steps required to use resources. 253 Albanian university students participated in a study on academic writing abilities and methods. The study used a structured questionnaire with 23 closed-ended questions related to statements relevant to the concepts provided by the Literature Review on the issues of writing skills, methodology, and the required steps of academic writing. The study found that over half of the students surveyed did not study academic writing, which was mainly offered as an elective course for the undergraduate level. Less than half of the students confirmed that their universities offered a template for them to guide themselves through the studying process. The research also found a connection between the lack of academic writing in the curricula and academic integrity. The Ministry of Education and HEIs should provide theoretical and methodological guidelines for designing academic writing courses in Albanian. Academic writing programs in Albanian and English should be offered to faculty members and researchers. Academic Writing should be mandatory for every study program, collaborating with disciplinary professors and linguistics to improve the existing curricula and creating opportunities for students to express their critical thinking through writing skills. Due to the COVID-19 pandemic, this research faced limitations in accessing the syllabi of some faculties and restricted student gatherings. Therefore, the questionnaire was delivered online, and the results presented in the paper refer to the respondents' self-regulation while answering online. The survey revealed that students from public and non-public higher education institutions lack basic writing skills, prefer internet guidance over professor's assistance, struggle with paraphrasing, summarizing, and referencing, and lack academic integrity. However, students showed a high interest in academic writing as a mandatory course in higher education institutions. [ABSTRACT FROM AUTHOR]

The article discusses the successful partnership between the European Society of Gastroenterology and Endoscopy Nurses and Associates (ESGENA) and the European Society of Gastrointestinal Endoscopy (ESGE). ESGENA was established in 1995 with the support of Professor Jean Francois Rey, and it now has over 7,000 members from 29 European countries. The organization focuses on expanding and harmonizing continuing education for nurses in endoscopy and gastroenterology, and it has been involved in the development of guidelines, curricula, and position statements. The collaboration between ESGENA and ESGE has led to the establishment of annual conferences and workshops, as well as the promotion of teamwork and improved patient care in GI endoscopy. [Extracted from the article]

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]

Introduction: The Core Curriculum in Cariology (CCC) was developed by ORCA and ADEE in 2010. This article summarizes challenges for the implementation of the CCC at university/country level identified at the "Education Platform" of the ORCA 2022 conference in Cagliari, Sardinia. Methods: Participants from universities from 3 European (Italy, Poland, and UK), 2 Asian (India and Russia), and 3 American countries (Brazil, Colombia, and USA) led the presentations, discussion, and generation of statements. Presentations were transcribed and summarized through qualitative content analysis. Key themes were identified, transformed into key topics, and sent to the panel for agreement. Results: Regardless of the wide variety of dental schools per country, from few (Poland n = 10) to many (India n = 318, Brazil n = 563) or from country/continent itself, frequent challenges to CCC implementation were highlighted. These included lack of agreement on a basic CCC as standard (96%), insufficient support or reimbursement for caries prevention and management (90%), separation between cariology and restorative dentistry (68%), focus on restorative/surgical management with prevention and nonoperative management being disconnected (73%). The group agreed that the integration of cariology and restorative dentistry remains essential to enhancing evidence-based decision-making, resulting in a shift of emphasis from cure to care. Conclusion: There is variation in the level of implementation of the CCC. A frequent challenge is the disconnect between cariology and restorative dentistry. The CCC should be disseminated and promoted as a uniform blueprint/framework to facilitate the implementation of a common cariology curriculum among universities within each country, as well as internationally. [ABSTRACT FROM AUTHOR]

Purpose: This research sought to determine if there existed a common set of courses amongst undergraduate leadership degree programs, provide guidance for new program development and program revision, promote discussion about future leadership curriculum development and provide a starting point for developing common leadership curriculum expectations nationally. Design/methodology/approach: Content analysis was performed. Findings: Program course similarities appear to represent the organic development of unofficial common core requirements within undergraduate leadership programs. Further, there appeared to be no significant trend as to which academic department leadership programs were placed. Originality/value: This study identifies commonly occurring classes in traditional leadership degrees, offering insights for the development of new programs and assessment of current leadership degrees. [ABSTRACT FROM AUTHOR]

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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]

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]

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]

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]

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]

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]

Public administration courses often use the pillars of public administration (e.g., efficiency, effectiveness, equity, economy, accountability, responsiveness) as foundational concepts across our core curriculum. However, our public administration curriculum is alarmingly absent of conversations about emotional labor. Put simply, emotional labor is emotion management and life management combined, which is unpaid, invisible work we do to keep those around us happy (Rinfret et al., 2022). In this paper we detail a semester-long research project focused on emotional labor, and why it is necessary for how we work in a diverse and changing workforce. Our pilot study examines original data collected during the spring and summer 2022 to document the experiences of 36 students enrolled in a core public administration course. The findings illustrate that using the emotional labor project (ELP) provides opportunities for us to engage in conversation with our students to change the narrative in our discipline and practice. [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]

This article is an introduction to the rich domain of curriculum studies with specific reference to science teaching and learning. It is designed not as a systematic review or theoretical treatise but rather as an overview for those charged with transforming science content and processes into a classroom curriculum. In other words, while written from the scholarly perspective of curriculum studies, the hope is that it will be seen by teachers as a set of possibilities rather than recommendations while reminding educators that what happens in classrooms to students and their parents is the curriculum, but it is only one of many that might have been delivered. To accomplish this, this paper explores the complex definition of curriculum including the notions of the kinds of curriculum from null, to formal, received, and learned with an emphasis on what occurs as a specific curriculum design results in effective and even faulty learning, a unique consequence proposed here. Next, we explore the common curriculum ideologies or orientations including those focused on academic advancement, tradition, student-centeredness, and social improvement. Finally, a formal recommendation for the content of science instruction in the U.S.—the Next-Generation Science Standards, is are considered as a conclusion by applying the expansive perspective of the term and nature of curriculum discussed throughout. [ABSTRACT FROM AUTHOR]

The article discusses the revision of the AESOP Core Curriculum for planning education in Europe. The original curriculum was established in 1995 and needed to be updated to reflect changes in planning practice and the profession, such as climate change, sustainable development, and the digital revolution. A working group was formed to update the curriculum, and two sub-groups were created to establish the motivation for updating and the process for the update. The new Core Curriculum aims to provide a common identity for AESOP member schools, set minimum requirements for planning schools, increase the quality and visibility of planning education, and support knowledge transfer and collaboration. The working group sought input from various stakeholder communities through meetings and discussions. The final draft of the updated curriculum was approved unanimously and can be accessed on the AESOP website. The Core Curriculum outlines the role of the curriculum, knowledge, competencies, and values for planning education, and the program structure. [Extracted from the article]

Academic literacy skills are universally considered as a valuable and integral part of academic development in higher education, yet they often remain peripheral to or are completely absent from many qualifications. At the presently selected institution, there is little consensus on the most effective model to design for and implement as far as academic literacy is concerned, and whether this should be embedded within core curricula, or as a stand-alone, credit-bearing subject. Conspicuously absent in conversations on this matter however, is the student voice, which is what the present study seeks to draw on. An analysis of students' reflections on an integrated model of learning and teaching of academic literacy was evaluated, where the skills are taught within the context of an academic discipline. The academic literacy component was embedded within a single course taught in a Biotechnology qualification. Upon completion of the learning activities, ten students were interviewed, and a questionnaire was administered to a further fifteen students, to gauge feedback on the usefulness of the integrated model of academic literacy. We report that the pedagogy improved and enriched the overall learning experience. Students reflected that the approach enabled better access to Biotechnology content and made the discourse of the discipline more explicit, as they unlocked academic literacy skills, compared to if an academic literacy course was taken alone. More broadly, the study highlights the need to draw on student reflection and experiences in the design and implementation of pedagogies and the value of remaining responsive to student voices. [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]

The purpose of this study was to gain a deeper understanding of preservice music educators' perceptions of elementary general music (EGM), pedagogical competencies, and specialization preference. Preservice music teachers responded to a survey about perceptions of personal experiences with EGM, preparation and comfort related to EGM, and confidence in the ability to teach content and skills common in EGM curricula. Participants (n = 203) also answered questions about their preferred specialization and about factors that would influence their choice of job in the future. Most participants remembered having positive personal experiences with general music in elementary school and believe it is important for future musical success. Confidence in content and skills common in teaching EGM increases as they progress through their degree program. Most identify ensemble teaching and middle and high school grades as their future aspirations. Significant predictors of future career choice included undergraduate major and comfort teaching. [ABSTRACT FROM AUTHOR]

Nowadays, there is an increase in attention to the college student's mental health, and to enhance the awareness related to college students' mental health, colleges and universities have executed an immense range of mental health publicity activities. In order to better combine deep learning with classroom teaching, this paper puts forward a deep learning algorithm formulated on convolutional neural networks. The purpose of this research is to investigate the development and use of a cultivation mechanism for mental health education of college students in campus culture creation from the perspective of deep learning. The study's primary goal is to comprehend college students' mental health training in campus culture creation. The study's objective is to develop experimental outcomes of college students utilizing mental health education courses as an optional or mandatory course. Finally, investigations related to college students' mental health from the current situation in China, the investigation, statistics and analysis related to the college students in China are carried out in this situation. The experimental results of this study show that 62 of the 156 schools and universities assessed provide courses on mental health education for college students that are both obligatory and optional. According to the students questionnaire survey, 86.7% of respondents believe that it is critical to establish mental health related educational courses, 61.9% believe that compulsory courses should be established, and students want to add group guidance or activities to the teaching process to improve their experience and participation. [ABSTRACT FROM AUTHOR]

The development of students' core competencies for the future society has become a shared goal in curriculum reform worldwide. Efforts are being made to investigate which core competencies should be cultivated and how they relate to the curriculum content. Specifically, designing core competency-oriented intended curriculum and translating it into implemented curriculum are common concerns and challenges encountered by countries during curriculum reform. In order to promote mutual sharing and learning among different countries and regions, the Organization for Economic Co-operation and Development (OECD) developed an analytical comparison framework and standards based on The Future of Education and Skills project. This study conducted a comparison between the 2011 edition and 2022 edition of the Compulsory Education Chemistry Curriculum Standards (CECCS) for students in grade 7 to grade 9. It identified 737 coding units for five learning themes and conducted a specific analysis and comparison using the Curriculum Content Mapping (CCM) and Theme Content Mapping (TCM). Heat maps are generated to reflect the correlation between China's grade 7 to grade 9 CECCS and the twenty-eight competencies identified in the OECD project, as well as the main emphasis before and after the revision of the curriculum standards. A mixed research method of qualitative and quantitative analysis was conducted to explore the characteristics of Chinese chemistry curriculum structure. This study provides insights into experiences regarding embodying core competencies, designing competency-oriented intended curriculum, and providing guidance for curriculum implementation in grade 7 to grade 9. It allows both teachers and educators to identify areas for improvement. [ABSTRACT FROM AUTHOR]