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PubMed2004

Implementation and assessment of a spiritual history taking curriculum in the first year of medical school.

BACKGROUND: The Association of American Medical Colleges has recommended addressing spirituality in the medical curriculum. DESCRIPTION: To evaluate the impact of a spiritual history-taking curriculum on the skills, knowledge, and attitudes of 1st year medical students. The study implemented a spiritual history-taking curriculum in the 1st year of medical school that included reading assignments, practice history taking, and standardized patient (SP) scenarios with spiritual content. It assessed students' performance in three ways: (a) using a videotaped SP interview, (b) a survey of students' attitudes regarding incorporating patients' religious and cultural views into medical decision making, and (c) a written test question on their first examination. EVALUATION: Students (146) took part in the medical school's spirituality curriculum, which included participation in videotaped interviews; 98% completed the initial survey, and 75% completed the follow-up survey. On the final videotaped SP interview, 65% of students were able to recognize the patient's spiritual concern according to trained faculty observers. On the attitude survey, there was an increased desire to accommodate patients' beliefs, although the magnitude of the increase was generally quite small. Ninety-four percent of students answered the test question correctly. CONCLUSION: Spiritual history taking can be integrated effectively into the existing history-taking curriculum in 1st year medical training.

Curriculum↗

PubMed2002

The neurology clerkship core curriculum.

Neurologic symptoms are common in all practice settings, and neurologic diseases comprise a large and increasing proportion of health care expenditures and global disease burden. Consequently, the training of all physicians should prepare them to recognize patients who may have neurologic disease, and to take the initial steps in evaluating and managing those patients. We present a core curriculum outlining the clinical neurology skills and knowledge necessary to achieve that degree of preparation. The curriculum emphasizes general principles and a systematic approach to patients with neurologic symptoms and signs. The ability to perform and interpret the neurologic examination is fundamental to that approach, so the curriculum delineates the essential components of the examination in three different clinical settings. The focus of the curriculum is on symptom-based rather than disease-based learning. The only specific diseases selected for inclusion are conditions that are common or require urgent management. This curriculum has been approved by the national organization of neurology clerkship directors and endorsed by the major national professional organizations of neurologists. It is intended as a template for planning a neurology clerkship and as a benchmark for evaluating existing clerkships. It should be especially helpful to clerkship directors, neurology chairs, deans of medical education, and members of external accreditation groups.

Clinical Clerkship↗

PubMed2004

Positively influencing student nurse attitudes toward caring for elders: results of a curriculum assessment study.

Exposure to gerontological content has been shown to positively influence student attitudes toward elders. Our School of Nursing recently phased out one curriculum while implementing a new integrated curriculum. In the former, aging content was presented in a first-semester senior course. In the new curriculum, students were introduced to aging concepts in first-semester junior courses and additional content was integrated throughout the program. The purpose of this study was to evaluate the effectiveness of the new integrated curriculum compared to the former in positively influencing attitudes toward caring for elders. An attitudes questionnaire was administered at 3 time points to students in each curriculum. Both groups, but particularly the integrated group, demonstrated statistically significant improvements in attitudes over time.

Adult↗

PubMedDate not supplied

[Creating an integrated nursing curriculum].

During the last two decades, Brazilian society has gone through great changes into political, ideological and economical fields. These changes left their strings into society, specially in population health. The nurse formation based on the Law n(o) 5540/68 and on the Statement n(o) 163/72, no more meets population demands. Since 1992, the Nursing Faculty of UERJ-FEUerj intensifies the reflection movement upon teaching-learning process searching for transforming its own reality. The making of this project presents two complementary and important reasons: FEUerj docents and discents' desire in elaborating a curriculum which searches for nurses' formation that articulates teaching-work-community, theory and practice, based on a Critical Theory of Education, on the line of PROBLEMATIZATION, and the accomplishment of Statement n(o) 314/94 from the CFE and from the Letter of Order MEC n(o) 1171/15/dez/94. From debating, the professional profile has been defined from the social environment where the profession is performed and the alumnate's characteristics; area determination or group of attributions, according to professional praxis adequation, concept hierachization, processes, etc., which in the process of 'classification and syntheses' of knowledge results into a netlike chained and related tree. In the first phase of the curriculum study, it has diagnosed as principal condition, the actual curriculum 'DECONTEXTUALIZATION' and the 'US' to be faced to lead it to an end the Curriculum Reformulation Proposal. The Process of Pedagogical Abilitation for professors, workshops, researches on the desirable and present profile, seminars, performance, abilities and principles systematization, identification of areas which compose the integrated curriculum, subjects localization into areas and articulation between professional subjects and other activities, has been implemented. Based on this work on the problematized pedagogy first step, an instrument 'Research on the Professional Profile for the Nursing Graduation Course', was built, identifying the performances and principles which sustain them on each subject making the present profile clear and desirable to docents and discents.

Brazil↗

PubMed2004

Project FLAVOR: 1-Year Outcomes of a Multicultural, School-Based Smoking Prevention Curriculum for Adolescents.

To evaluate a multicultural smoking prevention curriculum, 16 schools were randomized to receive the multicultural curriculum or a standard curriculum and program effects on 1-year smoking initiation among 1430 never smokers were assessed. Hispanic boys who received the multicultural curriculum were less likely to initiate smoking than were those who received the standard curriculum; effects were insignificant among other groups. The prevention effect among Hispanic boys is encouraging, but additional research is needed to improve prevention effects among other groups.

Adolescent↗

PubMed1999

A 5-year residency curriculum in obstetrics, gynecology, and family medicine.

OBJECTIVE: To develop a curriculum for residents in obstetrics and gynecology that also provides training in family medicine. METHODS: We designed a 5-year curriculum with 36 months of obstetrics and gynecology, 12 of which are as chief resident, with a 4-month rotation through family medicine to meet the primary care requirements, and rotations of 1 month each in geriatrics and emergency medicine. The curriculum includes the 30 months of required rotations mandated by family medicine (three of which are in obstetrics and gynecology), with the 6 months' available elective time allocated to obstetrics and gynecology. RESULTS: The Residency Review Committee for Obstetrics and Gynecology accredited the curriculum, which meets the Accreditation Council for Graduate Medical Education Special Requirements for Family Medicine, in August 1996. CONCLUSION: This 5-year residency curriculum educates physicians in both obstetrics and gynecology, and family medicine, and graduates are eligible to pursue board certification in both specialties.

Curriculum↗

PubMed2000

A structured curriculum for improved resident education in statistics.

Many resident physicians do not receive sufficient education in statistical theory and study design to allow them to effectively interpret and apply the medical literature to patient care. A survey of 62 surgical residency programs identified that only 33 per cent include formal statistics teaching in their curricula. A structured curriculum was formulated to introduce surgical residents to basic statistical theory, common statistical tests, and study design. Lectures were integrated into an existing monthly journal club in which manuscripts reviewed were used to illustrate the statistical concepts taught. Knowledge improvement was determined using a multiple choice test given before and after completion of the curriculum. Mean test scores increased significantly as a result of the curriculum (P < 0.004). Formal statistics education using a structured curriculum significantly improves resident physician knowledge of statistical theory and study design. Such teaching can be easily integrated into a residency program's existing curriculum.

Curriculum↗

PubMed2000

Switzerland: new medical informatics curriculum.

Swiss Society for Medical Informatics (SSMI) started to build a postgraduate curriculum in medical informatics a year ago. The aim is to build a curriculum with different modules allowing the healthcare professionals to follow individual path in order to fulfill their objectives. The professionals who could benefit from the curriculum are physicians, nurses, medical assistants, computer specialists in the healthcare domain. Different levels of certificates or diplomas will be given depending on the number of modules taken and the professional background. Modules can be taken in different ways: universities, hospitals, distance learning.... The kickoff meeting for the leading group of this curriculum chaired by Dr Denz from Zurich was held on June 5 and 6 1998 was Swiss Nursing informatics group is active in this field. Working Group 5 (WG5) "Nursing Informatics in Europe" is supporting countries efforts in building nursing informatics curriculum. Promoting links between specialists in this domain in different countries. Selecting relevant Websites to be used. Disseminating information to country members of WG5.

Curriculum↗

PubMed2000

[Responses in a questionnaire by medical school students who participated in the new curriculum of the clinical learning in clinical pathology].

The clinical learning taken by medical students are an important part of their medical education. To develop a new, effective curriculum for the clinical learning in Clinical Pathology, the instructors defined clear general instructional objectives and specific behavioral objectives, and discussed the learning strategies and evaluation methods. The medical students at our medical school took this new curriculum in Clinical Pathology in 1999. As an evaluation method of this new curriculum, we asked all students to fill out a questionnaire that asked their opinions about the length of each component in the Clinical Pathology rotation, the content of the rotation, etc. Over 80% of the respondents answered that the rotation in Clinical Pathology was useful. Ninety-six percent of the students felt that the experience and knowledge they gained in this Clinical Pathology rotation will be useful in the clinical learning in other departments. Based on the high percentage of favorable responses from the students, we concluded that the new curriculum, which was developed after intensive planning, was successful. In summary, the feedback from students who took the new curriculum in Clinical Pathology showed that this new course was well-accepted by the students and that it created an excellent relationship between the instructors and students. Some of the responses in the questionnaires will be used to improve the Clinical Pathology rotation in the future.

Consumer Behavior↗

PubMed2000

Undergraduate curriculum reform in Saudi medical schools. Which direction to go?

Curriculum reform in undergraduate medical education is quite essential for the success of the educational process. Saudi medical schools have been involved in curriculum reform over the past 2 decades. Review of the existing literature identifies the following as problems with today's curriculum including: Overcrowding of the curriculum, over presentation of some subjects, presence of relatively non-relevant subjects, dissociation between basic and clinical sciences, repetition of lectures and exams, need for new subjects of clinical relevance, predominantly hospital based medical education with minimal community-based practice, as well as non-optimal use of resources. The authors put forth suggestions for reform of the current curriculum to meet today's problems and future demands.

Curriculum↗

PubMed2004

[Integration of training in pharmacology and pharmacotherapy in the medical curriculum in Leiden, the Netherlands].

In the new medical curriculum at Leiden University Medical Centre, the Netherlands, two aspects of the training in pharmacology and pharmacotherapy--the acquisition of knowledge and its application--have been integrated. On the basis of the approved subject matter and goals, four computer programmes were developed: the Teaching Resource Centre (TRC) Pharmacology database, the interactive TRC teaching programme, the Individual Therapy: Evaluation and Plan (ITEP), and the relational curriculum database. Together, these programmes provide the necessary knowledge in pharmacodynamics and pharmacokinetics, pharmacotherapy and the mechanisms of drug action, as well as possibilities for monitoring the educational process. The figures are created with the aid of a symbolic language, assuring a uniform presentation of all the information throughout the curriculum. Attention is also paid to the integration of these aspects with other subjects in the medical curriculum. Implementation of the teaching system in pharmacology was started at the beginning of 2001. Currently, the TRC database contains almost all the subject matter that is planned to be included. The next step in the process will be the assessment of both the knowledge and its application. TRC Pharmacology is a new method of integrating basic knowledge of pharmacology and pharmacotherapy in a medical school curriculum.

Clinical Competence↗

PubMed2004

[Adapting the "Curriculum of Evidence-based Medicine" to different target groups. Experiences with postgraduate studies in public health (Hanover) and medical education (Luebeck)].

In 2002 the German "Curriculum Evidence-based Medicine" was made available by the Agency for Quality in Medicine and the German Network for Evidence-based Medicine. Its primary aim was to train practising medical doctors. We adapted the curriculum for participants of a postgraduate Master of Public Health course and a course for medical students. The two groups differ from the main target group regarding both their baseline knowledge and the objectives of their respective training courses. Here we report how the curriculum was adapted. The curriculum was adjusted in several ways: The postgraduate course focused on case studies with public health relevance. Beyond the obligatory modules, the focus was on training skills in searching and assessing secondary and tertiary evidence like systematic reviews or health technology assessments. In addition, the health policy context for evidence based medicine in Germany was analysed. In the course that aimed at medical students we included the module "Critical Appraisal of a Survey". At the beginning of each case study, the frequency and relevance of the health problems were elaborated. Apart from case studies on therapeutic interventions we also presented studies on diagnosis, prognosis and screening to demonstrate that evidence-based clinical decision making is feasible for the whole spectrum of questions arising from patient care. The curriculum proved to be adaptive to the needs of heterogeneous groups of participants. In this article we provide a detailed list of practical recommendations for courses for students of Public Health and Medicine.

Curriculum↗

PubMed2004

Implementation of dermato-epidemiology curriculum at Case Western Reserve University dermatology program.

Dermato-epidemiology curriculum has been identified by the American Academy of Dermatology (AAD) as an important foundation for dermatology residency training. However, no one has yet reported implementation of dermato-epidemiology curriculum. To evaluate and relate our experience carrying out a dermato-epidemiology resident education initiative, based on recommendations by the AAD Epidemiology Committee. Monthly lectures based on topics suggested by the AAD Epidemiology Curriculum. Pre- and post-test multiple choice and free-form question measures were employed to examine performance, assess resident enthusiasm, and solicit feedback from the initiative. Quantitative achievement on multiple-choice items improved slightly, but insignificantly, from 53 percent to 58 percent. Resident level of enthusiasm and perceived efficacy for the intervention varied from 3.3 to 4.0 on a 5-point Likert scale where "1" indicates strongly disagree and "5" indicates strongly agree with measures of effectiveness. Dermato-epidemiology curriculum is desirable and achievable even in dermatology programs without full-time epidemiologists. A successful epidemiology curriculum should be clinically and board-examination relevant, incorporating aspects of problem-based, interactive learning.

Curriculum↗

PubMed2006

Ethics instruction in the dental hygiene curriculum.

PURPOSE: Dental hygiene ethics is an essential component of the dental hygiene curriculum. The accreditation standards for dental hygiene education state that graduates must be competent in applying ethical concepts to the provision and/or support of oral health care services. Although the standards for entry into the profession of dental hygiene emphasize the importance of ethical reasoning, there is little published research specific to ethics instruction in dental hygiene programs. The purpose of this study was to assess how ethics is taught in the dental hygiene curriculum. METHODS: A 17-item survey was designed and distributed to 261 accredited dental hygiene programs in the United States for a response rate of 56% (N=147). The survey requested that participants provide information on teaching and evaluation methodologies, didactic and clinical hours of instruction, individuals responsible for providing instruction, and the degree of emphasis placed on ethics and integration of ethical reasoning within the dental hygiene curriculum. RESULTS: Results of the survey reflect that dental hygiene programs devote a mean of 20. hours to teaching dental hygiene ethics in the didactic component of the curriculum. With regard to the clinical component of the curriculum, 63% of respondents indicated that 10 or less hours are devoted to ethics instruction. These results show an increase in didactic hours of instruction from previous studies where the mean hours of instruction ranged from 7 to 11.7 hours. Results showed 64% of respondents offered a separate course in ethics; however, 82% of programs surveyed indicated that ethics was incorporated into one or more dental hygiene courses with 98% utilizing dental hygiene faculty to provide instruction. Most programs utilized a variety of instructional methods to teach ethics with the majority employing class discussion and lecture (99% and 97% respectively). The type of institution-technical college, community college, four-year university with a dental school, and four-year university without a dental school-had little influence on the degree of emphasis placed on teaching ethics. Although the number of hours devoted to ethics instruction has increased, 43% of respondents indicated that they would like to see more emphasis placed on ethics in the program with which they are affiliated. CONCLUSION: This study reveals that programs have taken measures to employ a variety of teaching strategies to ensure that students are competent in applying ethical concepts in the provision of oral health care. However, programs continue to rely primarily on traditional methods of instruction and evaluation such as lecture, discussion, quizzes, and written assignments. Inferential analysis focusing on the influence of the type of institution, showed that in general, the type of institution has little influence on the level of emphasis placed on teaching ethics in dental hygiene curricula. It is recommended that dental hygiene programs continue to implement and evaluate instructional methods that simulate real life experiences and emphasize ethical concepts that promote comprehensive oral health care. Future studies should investigate the effectiveness of ethics instruction within dental hygiene curricula.

Analysis of Variance↗

PubMed2006

Application of an interactive computer program to manage a problem-based dental curriculum.

Managing the change from traditional to problem-based learning (PBL) curricula is complex because PBL employs problem cases as the vehicle for learning. Each problem case covers a wide range of different learning issues across many disciplines and is coordinated by different facilitators drawn from the school's multidisciplinary pool. The objective of this project was to adapt an interactive computer program to manage a problem-based dental curriculum. Through application of a commercial database software--CATs (Curriculum Analysis Tools)--an electronic database for all modules of a five-year problem-based program was developed. This involved inputting basic information on each problem case relating to competencies covered, key words (learning objectives), participating faculty, independent study, and homework assignments, as well as inputting information on contact hours. General reports were generated to provide an overview of the curriculum. In addition, competency, key word, manpower, and clock-hour reports at three levels (individual PBL course component, yearly, and the entire curriculum) were produced. Implications and uses of such reports are discussed. The adaptation of electronic technology for managing dental curricula for use in a PBL curriculum has implications for all those involved in managing new-style PBL dental curricula and those who have concerns about managing the PBL process.

Curriculum↗

PubMed2001

Dental education in Queensland: II. Principles of curriculum design.

A modern dental curriculum must produce graduates who are competent to practise in a variety of settings immediately upon graduation; cognisant of community needs and the social milieu in which they serve their patients' health needs; able to anticipate and cope with changes following graduation; committed to self-improvement, willing to change to reflect best clinical practice; and equipped with skills for self-assessment and lifelong learning. This requires the appropriate balance of emphasis on educational content and educational process. This paper outlines the design considerations underlying the new BDSc curriculum at the University of Queensland. This curriculum uses an integrated rather than subject-based approach, with student-centred modes of learning as the principal learning style. Active learning strategies develop critical thinking and clinical problem-solving skills. Learning occurs in the context of a clinical situation (either overt or implied). Year 2 provides the major scientific foundations, and later years build upon this base, particularly through problem-based learning. Senior clinical staff involved in teaching in earlier parts of the course, help provide an overt clinical context to learning activities. The integrated curriculum model provides clinically relevant education in basic sciences and scientifically based education in clinical care. The curriculum has a focus on outcomes and on preparation for general practice. Importantly, it has an open and transparent structure, and each component is linked explicitly with the competencies expected of the new dental graduate.

Clinical Competence↗

PubMed2006

Canadian multidisciplinary core curriculum for musculoskeletal health.

OBJECTIVE: To determine the level of agreement among the Bone and Joint Decade Undergraduate Curriculum Group (BJDUCG) core curriculum recommendations for musculoskeletal (MSK) conditions targeted for undergraduate medical education and what the physicians and surgeons of Canada thought to be important at the postgraduate level of education. METHODS: An 80-item questionnaire was developed. A cross-sectional survey of educators representing 77 Canadian accredited academic programs representing 6 disciplines in medicine that manage patients with MSK conditions was completed. Histograms, Kruskal-Wallis, and principal component analyses were computed. RESULTS: In total, 164/175 (94%) respondents participated in the study. All 80 curriculum items received a mean score of at least 3.0/4.0. Sixty-four out of 80 items were ranked to be at least 3.5/4.0, and 35 items were ranked to be at least 3.8/4.0, suggesting that these items may be core content for all disciplines. CONCLUSION: The World Health Organization declared the years 2000 to 2010 as The Bone and Joint Decade. The main goal is to improve the quality of life for people with MSK disorders worldwide. One aim of the BJD is to increase education of healthcare providers at all levels. The BJDUCG established a set of core curriculum recommendations for MSK conditions. Our study gives reliable statistical evidence of agreement among what the BJDUCG recommended for an MSK core curriculum for medical schools and what the physicians and surgeons of Canada thought to be important for residency education in several disciplines.

Adult↗

PubMed1990

Effects of the new undergraduate dental curriculum of 1979.

A new curriculum for dental education was introduced in Sweden in 1979. Among other things the basic training was cut down from 10 to 9 semesters and a preregistration year in the Public Dental service was added. In this study two cohorts of dentists, one having studied under the old and one under the new curriculum, having 1 to 3 years practical experience of the dental profession, were asked to evaluate their undergraduate education as seen from a practising dentist's point of view. The results showed that the dentists trained under the new curriculum regarded their theoretical knowledge, clinical skills, and the relevance of their training generally higher than those trained under the old curriculum. However, the correlations between the old and the new curriculum with respect to the rankings of the individual subjects were high, indicating that no radical changes had occurred in the preference orders of the subjects. The self-estimated importance of different subjects for the dental profession may reflect the dentists' present working situation, e.g. the Public Dental Service or private practice.

Adult↗