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PubMed1994

A food-safety curriculum for second- and third-grade elementary students.

OBJECTIVE: To create and implement a food-safety curriculum for second- and third-grade elementary students. DESIGN/SUBJECTS: One pilot study and one expanded study were conducted in two elementary schools (106 students) and nine elementary schools (455 students), respectively. In both studies the subjects selected were determined by their enrollment in the classes. The expanded program targeted third-grade students and fourth-grade students in the English as a Second Language program in ethnically and racially diverse areas. INTERVENTION: An educational curriculum entitled "Discovering Food Safety--Detective Mike Robe's Fantastic Journey" was administered to the target audiences. OUTCOME MEASURES: A pretest and a posttest containing the same questions were delivered to the students before and after curriculum administration. Students were not given the answers to the questions, that is, the graded tests were not returned. Different evaluation sheets were designed for students and teachers and the program was rated using a hedonic scale. STATISTICAL ANALYSES: Results were analyzed using the Student's t test. RESULTS: Pretests and posttests were administered in each study. Test scores increased significantly in the expanded study and the pilot study after the programs were implemented. Student and teacher evaluations indicated that they were extremely satisfied with the curriculum. APPLICATIONS/CONCLUSIONS: A food-safety curriculum was designed that met the needs of the target audience and had successful results. The program appeared to be effective for populations of diverse backgrounds.

Child↗

PubMed1993

The fourth-year medical school curriculum: recommendations of the Association of Professors of Gynecology and Obstetrics and the Council on Resident Education in Obstetrics and Gynecology.

OBJECTIVES: The Association of Professors of Gynecology and Obstetrics and the Council on Resident Education in Obstetrics and Gynecology have proposed a fourth-year medical school curriculum for a student interested in pursuing a residency in obstetrics and gynecology. STUDY DESIGN: Faculty members and residents in North Carolina, Illinois, and Michigan were surveyed as to the ideal curriculum that they would recommend for fourth-year students. The committee members representing the Council on Resident Education in Obstetrics and Gynecology and the Association of Professors of Gynecology and Obstetrics then reviewed these surveys and proposed a final curriculum. RESULTS: A core curriculum of general medicine as an acting internship, an intensive care unit rotation, neonatology, and emergency medicine was recommended. Additional courses strongly considered were ambulatory obstetrics-gynecology, acting internship in obstetrics-gynecology, endocrinology, and general surgery. CONCLUSION: The committee recommends a curriculum that is broad and balanced in general medical education.

Curriculum↗

PubMed1985

Survey of purchasers of The APIC Curriculum for Infection Control Practice: findings and recommendations.

A survey of purchasers of The APIC Curriculum for Infection Control Practice was conducted in early 1985 by the APIC Curriculum Committee to determine characteristics of purchasers, usability of the text, reasons for purchase, and availability of references cited. Data were obtained from 342 (54.3%) respondents to a nationwide mail survey sent to a 20% sample (630) of all who were purchasers prior to January 1985. The average purchaser was an Infection Control Practitioner (ICP) who was a nurse employed by an acute care community hospital and had 6.9 years experience in infection control practice; 41% of purchasers worked in hospitals with greater than 300 beds. APIC members represented 93% of the respondents, and their disciplines were similar to those of the membership. Primary reasons for purchasing the Curriculum were to use it as the major reference for infection control information and to study for the Infection Control Certification Examination. Almost half of the respondents had taken and passed the examination. The overall satisfaction with format and style suggests that it was well-received and usable. Purchase of the Curriculum was strongly associated with hospital size. ICPs practicing in hospitals with less than 100 beds were less likely to have purchased the book than those in larger hospitals. Availability of references was also associated with hospital size. Future editions of the Curriculum need to reflect consideration of the relationship between hospital size and availability of references in their approach to completeness of information.(ABSTRACT TRUNCATED AT 250 WORDS)

Adult↗

PubMed2005

A new curriculum for hysteroscopy training as demonstrated by an objective structured assessment of technical skills (OSATS).

OBJECTIVE: The purpose of this study was to develop an effective curriculum to teach hysteroscopy, as well as to develop an objective assessment instrument (OSATS). STUDY DESIGN: All 24 residents in our training program attended a 3-hour hysteroscopy curriculum in each of 3 years. Each year after the curriculum, an OSATS was administered consisting of an assembly and operative task. Each task was evaluated with a task-specific checklist and a previously validated global assessment form. Twenty-four residents from an outside institution served as controls. All residents were examined by blinded and unblinded examiners. RESULTS: The reliability coefficient was .7857 for the checklist and .9763 for the global scale. Interrater reliability for the checklist was .7478 and ranged from .4222 to .9329 for the global instruments. Evaluation of construct validity revealed that the junior residents at both locations did significantly worse on the checklist and global scale than the senior residents for all 3 years of the study (P < .001). Those residents provided the curriculum did significantly better on both the checklist and the global scale than the resident controls with a mean of 45% versus 63% for the checklist and 18.3 versus 24.9 for the global score. (P = .001 checklist, P = .007 global scale). CONCLUSION: This curriculum is an effective way to impart knowledge and skill in the assembly and use of the operative hysteroscope. The checklist developed for this OSATS has excellent reliability and construct validity.

Clinical Competence↗

PubMed2006

Effects of the Sunny Days, Healthy Ways curriculum on students in grades 6 to 8.

BACKGROUND: There are few effective sun-safety education programs for use in secondary schools. Project aims were to create a sun-safety curriculum for grades 6 to 8, and to test whether exposure to the curriculum would increase children's sun-protection behavior. DESIGN: A pair-matched, group-randomized, pre--post test, controlled trial was performed with middle schools as the unit of randomization. Teachers implemented the six-unit sun-safety curriculum in 2001-2003, and analyses were performed in 2003-2004. SETTING/PARTICIPANTS: A total of 2038 children from 30 middle schools in Colorado, New Mexico, and Arizona. MAIN OUTCOME MEASURES: Self-reported sun-protection behavior using frequency ratings and diary. RESULTS: Compared to control schools, children receiving the curriculum reported more frequent sun protection (p=0.0035), and a greater proportion wore long-sleeved shirts during recess (p<0.0001) and applied sunscreen (p<0.0001). Exposure to the curriculum improved knowledge (p<0.0001), decreased perceived barriers to using sunscreen (p=0.0046), enhanced self-efficacy expectations (p=0.0577) about sun safety, and reduced favorable attitudes toward sun tanning (p=0.0026 to <0.0001). In intent-to-treat analyses, the treatment effect was eliminated only under the most conservative assumptions about dropouts. CONCLUSIONS: Educational approaches to sun safety in middle school may be effective for improving children's sun safety. Potential trial limitations include measuring short-term outcomes, focusing on young adolescents, using active parental consent, and testing in the American Southwest.

Adolescent↗

PubMed2006

Art, Chaos, Ethics, and Science (ACES): a doctoring curriculum for emergency medicine.

ACES (Art, Chaos, Ethics, and Science) is a curriculum developed by 2 residents and a faculty mentor at the Denver Health Medical Center Emergency Medicine Residency Program. The goal of the ACES curriculum is 2-fold: (1) to discuss areas of clinical consequence typically outside the scope of the regular academic curriculum, such as ethical dilemmas and the challenges of professionalism; and (2) to encourage reflection on our roles as caregivers on a personal, public health, and political level. Each bimonthly "doctoring roundtable" session focuses on one of these goals, bringing local and national leaders in the field to the forum to enrich discussion. Attending physicians from academic and private settings within the residency, residents at all levels, rotating medical students, and, for the past year, emergency department nurses participate in the meetings. Thus far, regular voluntary participation has been the only measure of the ongoing program's success. In this descriptive article, we discuss the aim of the program, the curriculum, and how the ACES program enriches the residency's educational goals. Recent accreditation requirements for residency training programs mandate educational experiences that allow residents to demonstrate competency in professionalism and ethical principles. The ACES curriculum developed a unique niche in our residency, creating an open forum for passionate discussion of challenging clinical encounters, unpressured reflection on ethics and decisionmaking, and constructive personal and professional development.

Colorado↗

PubMedDate not supplied

A PGY1 curriculum--meeting a need for changing times.

A systematic process is described that produced a PGY1 curriculum for the surgical residents at Medical College of Wisconsin. The process involved faculty and residents. Topics were selected based on the six general competencies. Objectives were developed for all topics. The curriculum was delivered to the residents while they were off clinical duty. This Protected Block Curriculum approach was chosen to facilitate the learning structure of the curriculum. Feedback was positive, learning objectives appeared to be achieved and the plan is to continue to develop the PGY1 curriculum in the same format.

Clinical Competence↗

PubMed2004

ASTRO's core physics curriculum for radiation oncology residents.

In 2002, the Radiation Physics Committee of the American Society of Therapeutic Radiology and Oncology (ASTRO) appointed an Ad-hoc Committee on Physics Teaching to Medical Residents. The main initiative of the committee was to develop a core curriculum for physics education. Prior publications that have analyzed physics teaching have pointed to wide discrepancies among teaching programs. The committee was composed of physicists or physicians from various residency program based institutions. Simultaneously, members had associations with the American Association of Physicists in Medicine (AAPM), ASTRO, Association of Residents in Radiation Oncology (ARRO), American Board of Radiology (ABR), and the American College of Radiology (ACR). The latter two organizations' representatives were on the physics examination committees, as one of the main agendas was to provide a feedback loop between the examining organizations and ASTRO. The document resulted in a recommended 54-h course. Some of the subjects were based on American College of Graduate Medical Education (ACGME) requirements (particles, hyperthermia), whereas the majority of the subjects along with the appropriated hours per subject were devised and agreed upon by the committee. For each subject there are learning objectives and for each hour there is a detailed outline of material to be covered. Some of the required subjects/h are being taught in most institutions (i.e., Radiation Measurement and Calibration for 4 h), whereas some may be new subjects (4 h of Imaging for Radiation Oncology). The curriculum was completed and approved by the ASTRO Board in late 2003 and is slated for dissemination to the community in 2004. It is our hope that teaching physicists will adopt the recommended curriculum for their classes, and simultaneously that the ABR for its written physics examination and the ACR for its training examination will use the recommended curriculum as the basis for subject matter and depth of understanding. To ensure that the subject matter and emphasis remain current and relevant, the curriculum will be updated every 2 years.

Curriculum↗

PubMed2006

Undergraduate allergy teaching in a UK medical school: mapping and assessment of an undergraduate curriculum.

BACKGROUND: Concerns have been expressed by patient and professional bodies, and the UK Parliamentary Health Select Committee, about the poor standard of allergy teaching in UK medical schools. It is argued that this deficiency is an important contributing factor to the generally poor quality of care experienced by patients with allergic disorders. Allergy services are currently being reviewed by the Scottish Executive and Department of Health for England. OBJECTIVE: To describe and map the teaching of allergy-related topics in the formal undergraduate curriculum of a UK medical school. METHODS: We undertook a systematic analysis of learning objectives and other electronic documentation of modules taught during the five years of undergraduate medical training at the University of Edinburgh. RESULTS: Allergy and allergy-related topics are mentioned within the learning objectives of 11 (26%) of the 43 modules in the five-year MBChB curriculum. Our overall assessment reveals significant gaps in the described curriculum regarding allergy-related topics. CONCLUSION: Although formal teaching on allergic disorders has been identified in a number of modules throughout the five years, it is not comprehensively described in the course documentation and significant gaps exist. We accept that the delivered curriculum may not be captured by the level of detail present in the learning objectives and recommend that further mapping and triangulation is undertaken through student focus groups and information gathering from teaching staff. We also recommend that in the absence of informal and clinical attachment opportunities in allergic disorders, the stated learning objectives be developed into a coherent vertical element throughout the medical curriculum. This, together with an advocate and suitable assessment, would increase the impact of allergy training on students and emphasise the knowledge and skills required to deliver high quality allergy care.

Clinical Competence↗

PubMed2005

Associate in science degree education programs: organization, structure, and curriculum.

After years of discussion, debate, and study, the respiratory care curriculum has evolved to a minimum of an associate degree for entry into practice. Although programs are at liberty to offer the entry-level or advanced level associate degree, most are at the advanced level. The most popular site for sponsorship of the associate degree in respiratory care is the community college. The basis for community college sponsorship seems to be its comprehensive curriculum, which focuses on a strong academic foundation in writing, communication, and the basic sciences as well as supporting a career-directed focus in respiratory care. Issues facing the community college are tied to literacy, outcomes, assessment, placement,cooperation with the community, partnerships with industry, and articulation arrangements with granting institutions granting baccalaureate degrees. Community colleges must produce a literate graduate capable of thriving in an information-saturated society. Assessment and placement will intensify as the laissez-faire attitudes toward attendance and allowing students to select courses without any accountability and evaluation of outcome become less acceptable. Students will be required to demonstrate steady progress toward established outcomes. Maintaining relations and cooperation with the local community and the health care industry will continue to be a prominent role for the community college. The challenge facing associate degree education in respiratory care at the community college level is the ability to continue to meet the needs of an expanding professional scope of practice and to provide a strong liberal arts or general education core curriculum. The needs for a more demanding and expanding respiratory care curriculum and for a rich general education core curriculum have led to increased interest in baccalaureate and graduate degree education. The value of associate degree education at the community college level is well established. It is affordable, accessible, and responsive to the local health care industry it serves. It is likely to enjoy acceptance and popularity until its curricular limitations and time constraints no longer allow it to meet the needs of the respiratory care profession.

Allied Health Personnel↗

PubMed2002

Improving oral presentation skills with a clinical reasoning curriculum: a prospective controlled study.

PURPOSE: The oral case presentation is an essential part of clinical medicine, but teaching medical students to present clinical data remains difficult. Presentation skills depend on the ability to obtain, process, and organize patient data. Clinical reasoning is fundamental to the development of these skills. We compared a clinical reasoning curriculum with standard ward instruction for improving presentation skills and clinical performance. SUBJECTS AND METHODS: Between October 1998 and May 1999, 62 third-year medical students at three hospitals were assigned to a 4-week clinical reasoning curriculum (n = 27) or a control group (n = 35) that underwent routine instruction. The curriculum consisted of four 1-hour group sessions and 1 hour of individual videotaped instruction, and taught students to use the principles of clinical reasoning, such as generation and refinement of diagnostic hypothesis, interpretation of diagnostic tests, and causal reasoning, to determine data for inclusion in the oral presentation. We videotaped students presenting two standardized case histories; one at baseline and a second 4 weeks later. Two independent evaluators who were blinded to the group assignments reviewed the videotapes and scored them for presentation quality and efficiency, and general speaking ability. RESULTS: Mean (+/- SD) presentation times at baseline were similar in the two groups (intervention group: 8 +/- 2 minutes; control group: 8 +/- 2 minutes; P = 0.74). Presentation time in students who were taught clinical reasoning decreased by 3 +/- 2 minutes, but increased by 2 +/- 2 minutes in control students. The difference in the changes between the groups was statistically significant (mean difference = 4 minutes; 95% confidence interval [CI]: 3 to 5 minutes; P <0.001). Presentation quality scores at baseline were similar in both groups (intervention group: 17 +/- 8 points; control group: 20 +/- 7 points; P = 0.11). Students who were taught the clinical reasoning curriculum had an improvement of 9 +/- 6 points in the quality of their presentations, while control students had an improvement of 2 +/- 7 points (on a scale of 4-36). The difference in the changes between the groups was statistically significant (mean difference = 4 points; 95% CI: 1 to 7 points; P = 0.04). CONCLUSION: A clinical reasoning curriculum, in combination with video-based individual instruction, improves the efficiency and quality of oral presentations, and may augment clinical performance.

Adult↗

PubMed2003

Teachers' views on curriculum development in health promotion in two Finnish polytechnics.

This study describes teachers' views on how to improve the health promotion element in the curricula of two health care polytechnics in Finland. The theoretical background of this study draws on curriculum development in nursing education and how to promote a human- or resource-centred approach in health promotion. The research data were collected by interviewing 10 teachers from both the schools involved in nursing or public health nursing education since August 1997. The data were analysed using content analysis. The findings showed that most of the teachers interviewed were involved in local curriculum development. This work was impeded by lack of time and real commitment, as well as the teachers' desire to protect their own teaching domains. In both polytechnics, they regarded the curriculum mainly as a document guiding their own and students' work. Teachers in one of the polytechnics emphasised the importance of national guidelines in ensuring professional competence, but no one stressed the importance of their school as a regional educational institution. Almost all agreed that health promotion was adequately included in their curriculum. The project "Health for all by year 2000" was taken as the basis for the curriculum in both schools, but some teachers expressed a need for an additional study unit. The findings revealed teachers' traditional views on health promotion in curricula and that there was no evidence of a new approach being adopted.

Attitude of Health Personnel↗

PubMed2003

Incorporating sexual and reproductive health care in the medical curriculum in developing countries.

Medical educators have a responsibility to train physicians and other health professionals in the core competencies needed to improve the sexual and reproductive health of their communities. Yet sexual and reproductive health care is significantly under-represented in the basic educational curriculum for medical and other health professionals, as well as in continuing medical education and professional development programmes for practising physicians and other health professionals. The Commonwealth Medical Association Trust is developing a model curriculum on sexual and reproductive health that can be integrated into undergraduate medical education and used with appropriate amendments for continuing medical education. This paper outlines topics for inclusion in the curriculum and three strategies for incorporating core components of sexual and reproductive health in the curriculum--by developing themes that can be integrated into the general curriculum in a multi-disciplinary fashion, adding free-standing modules as electives, and delegating cross-cutting issues such as gender issues and adolescent reproductive health to courses run by other departments. It argues for the use of problem-solving and case-based learning methodologies, as well as lectures, as the best way to teach health professionals how to provide information, counselling and support for sexual and reproductive health, as well as to cover the range of prevention and treatment needs of women and men seeking these services.

Curriculum↗

PubMed2006

Developing an innovative undergraduate curriculum--responding to the 2002 National Review of Nursing Education in Australia.

The Australian government responded to the recent global critical shortage of registered nurses by initiating a national review into nursing education. The 36 recommendatons of the review report published in 2002 supported one or more of three strategies: building a sustainable workforce throuh partnership; maximising health outcomes through quaality education; and capacity building. The review drew extensively on the international research literature, invited submissions, previous reviews and commissioned research. This paper articulates the key features of a new innovative undergraduate nursing curriculum that incorporates several of the recommendations of the national review, specifically a new approach in delivery of the clinical component of the curriculum. The curriculum model emerged from a strategically planned partnership between a university and heath care providers committed to improving graduate outcomes and transition into professional practice. The curriculum was implemented in 2004 in a Faculty of Health Sciences that had not previously offered nursing programs. It is anticipated that the newly implemented undergraduate nursing program, modelled on a clinical schools partnership approach, will graduate registered nurses able to face the challenges of a rapidly changing health sector. The objective of this paper is to describe the key features of the program and share new insights that might challenge traditional curriculum approaches in undergraduate nursing.

Australia↗

PubMedDate not supplied

Curriculum revision isn't just change: it's transition!

Curriculum revision is being considered or is in process at most nursing programs across the country in response to the dynamic changes occurring in the health care industry. Any curriculum revision process necessarily causes a variety of faculty responses ranging from uneasiness to active resistance. Nursing curricula can be viewed as an extension of the faculty's psychological self, collectively and individually. Focusing on curriculum revision as a process of transition, rather than change, may assist faculty to more readily engage in the thinking necessary to develop a new curriculum for the 21st century. The outcomes of curriculum revision with planned strategies based on the process of transition include new curricula, redefined individual and faculty collective self, a renewed sense of psychological effectiveness, and role and environmental mastery and well-being.

Curriculum↗

PubMedDate not supplied

Curriculum trends in nurse practitioner programs: current and ideal.

The purpose of this study was to ascertain the extent to which nurse practitioner (NP) education programs are addressing curriculum topics related to practice competencies needed for the next century as recommended by the Pew Health Professions Commission and other professional organizations, including the American Association of Colleges of Nursing and the National Organization of Nurse Practitioner Faculties. The study was part of a comprehensive survey of 11 health professions education programs. NP program directors indicated greatest dissatisfaction with curriculum coverage of "use of electronic information systems" and "business management of practice." The three most important curriculum topics identified by respondents were "primary care," "health promotion/disease prevention," and "effective patient-provider relationships/communication," identical to the three topics rated most important by all groups combined. The most significant barriers to change identified by the respondents included "an already crowded curriculum" and "limited availability of clinical learning sites." Findings show that NP program directors perceive that they are doing an effective job addressing most of the 33 curriculum topics, but they also recognize a need to continue to improve their curricula in response to the ever-changing health care environment. Barriers to achieving the desired curricular improvements, however, may be significant. Recommendations for overcoming these barriers to change are offered.

Clinical Competence↗

PubMed2001

Report on the development of a new dental curriculum at Helsinki.

A review of the dental curriculum was undertaken in Helsinki in the mid 90s. The objectives of the new curriculum were to reinforce the links between basic biomedical and dental sciences in order to give more emphasis to oral medicine and comprehensive dental care. Furthermore, the curriculum needed to promote an interdisciplinary approach and encourage students to understand dental diseases in relation to the community at large. A two-year, topic-based, preclinical curriculum, fully integrated with medical students, was started. For didactic teaching in the clinical phase, new learning entities were established to promote an inter-disciplinary approach. For the first time in Finland, objectives were formulated for attitudes and interpersonal skills. Clinical training was conducted in a comprehensive clinic, based on the team concept, where emphasis was given to proven competency instead of to the number of procedures performed. The time spent in the clinic was kept the same as previously (1440 h). Students' learning process was assessed with a portfolio. The majority of students welcomed the comprehensive care clinic, especially its team concept and treatment planning seminars. However, feedback seminars after treatment of the patient were not in favour. As part of the evaluation process, a DENTED visitation took place in Helsinki in March 1999. The results obtained in the student questionnaire were consistent with the aims of the undergraduate training and with the present patient treatment range. In conclusion, the curriculum change enabled the school to broaden the biomedical aspects by increasing the period of preclinical studies. Although the extent of these studies was greater than in the past, and meant postponement of clinical skills courses by one semester, it did not jeopardise the competency in clinical dentistry, owing to the effective integration of the clinical phase teaching.

Attitude↗

PubMed1993

Biological sciences and the nursing curriculum: a challenge for educationalists.

In recent years there has been considerable emphasis on the social and behavioural sciences in the nursing curriculum, with a corresponding tendency to devalue the role of the biological sciences. This paper argues the case for the biological sciences as being essential to the development of 'intelligent practitioners' and the progress of nursing. The notion of 'intelligent practice' is discussed against the background of a historical perspective which seeks to present a brief comparison of the traditional expectations of nursing practice with those for practice in the future. It is suggested that the application to nursing practice of relevant knowledge from the biological sciences is central to skillful practice and a 'caring' philosophy. Without such knowledge, nurses are unable to deliver safe, high-quality care and, in addition, 'handmaiden status' is perpetuated. In the past, the biological science component of the nursing curriculum was derived from medicine and the biomedical model: its teaching was, largely, inadequate and ineffective. If knowledge of biological science is crucial to 'intelligent practice' then there is an urgent need to review how this knowledge is structured and taught in the nursing curriculum. The conceptual model of 'bionursing' is suggested as a possible framework for developing a new approach to the structuring and teaching of biological sciences in the curriculum. Finally, consideration of biological sciences as an educational task, and the challenge of implementing a coherent, structured curriculum, are addressed.

Biological Science Disciplines↗