SEARCH · PubMed Health

Results for “Curriculum”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 523 records · Page 29Linked to original sources

PubMed1988

Philosophy and rationale of curriculum change.

There are several factors in curriculum design of universal importance. Faculty members at all levels must be free to contribute but it must be recognized that decisions have to be made at department, school and university levels. Programme goals must be defined so that there is adequate education of dental practitioners and not just training for dental students. Preclinical teaching should not be an end in itself but should be closely relevant to clinical practice. Basic concepts must be taught; factual overload should be avoided and outdated material eliminated. The curriculum should meet local needs and not be based on one developed for another part of the world. In re-designing a curriculum, attention should be paid to new content, new teaching methods, the introduction of early clinical experience, evaluation methods and the effects of specialization in practice. Above all, curriculum revision must be an ongoing process.

Curriculum↗

PubMed1988

A comparison of student satisfaction with their preclinical environment in a traditional and a problem based curriculum.

Students in a problem based and a traditional preclinical curriculum rated descriptors three times in terms of what they expect to experience, what they would like, and what they actually experienced. The problem based students were satisfied with the essential aspects of their curriculum; the traditional curriculum students were less satisfied with the essential elements of their curriculum.

Career Choice↗

PubMedDate not supplied

Understanding chronic illness: a curriculum using nonmedical literature.

This is a report on the development of a curriculum designed to meet the need to teach residents a caring model of medicine for effective management of the growing chronically ill population. A central unifying theme in this curriculum is the use of nonmedical literature, specifically Heartsounds, to provide a common experience and focus for discussion. The goal of the curriculum is to help residents increase their understanding of the meaning of chronic illness to the patient, family, and physician. Objectives and a structured conference series are described, including the use of nonmedical literature as required reading. Long-term evaluation of the effect of the curriculum on attitude and behavior is in progress.

Chronic Disease↗

PubMedDate not supplied

Developing an advanced radiographer curriculum at the baccalaureate level.

Curriculum design for the baccalaureate degree in radiologic technology has been the subject of discussion for many years. Several investigators have identified the need for such a curriculum in radiologic technology; however, a definitive official statement has yet to surface concerning the purpose of the degree. A conceptual model for the baccalaureate curriculum in radiologic technology is presented as well as the process used to develop such a curriculum.

Curriculum↗

PubMed1985

Curriculum change in the 1980s. A report of 40 southern US medical schools.

Forty southern medical schools were surveyed to evaluate the nature and mechanisms of curricular change during 1980 to 1983. Ninety percent of schools experienced change in some aspect of curriculum. Faculty, curriculum committees, the dean, and external forces were stimuli for change. Internal self-review or self-criticism seemed to be the most important reasons for change. Proposals were considered by curriculum committees and the dean, but veto power often rested with the dean, although departmental chairmen and faculty occasionally had veto power. Types of change were divided equally between content, timing of courses, and the educational process. Half the schools stated that they had evaluated the changes or planned to do so. Thirteen of 38 changes in curriculum were in the direction of curricular innovations of the 1960s and 1970s and 25 were in the opposite direction.

Curriculum↗

PubMed1982

Pediatric training in family practice: a core curriculum.

Official residency guidelines for pediatric training of family practice residents focus on the number of months of block time on pediatric rotations and the percentage of pediatric patients in the resident's model practice. These guidelines do not ensure competence in pediatrics. Family practice residencies need a competency-based curriculum derived from actual pediatric experience in family practice. Such a curriculum should define specific knowledge, skills, and attitudes required, define the family physician's role in handling each issue or condition, be used on a daily basis, and form a basis for evaluation of residents and curriculum. This paper describes the development and implementation of such a pediatric core curriculum at the University of Colorado Family Practice Residency.

Clinical Competence↗

PubMed1977

Media for an integrated nursing curriculum.

In conclussion, the media decision-making process for an integrated nursing curriculum is based upon the following steps: - An analysis of the philosophy and unifying strands in the conceptual framework of the curriculum model, - An evaluation of currently owned media in terms of the theoretical framework and educational objectives of the model, - An assessment of commercial media with realistic planning for purchase and/or production, and - The development of a systematic ongoing evaluation process by students, faculty, and nursing service personnel. The focus of this discussion has been clarification of the assessment and planning steps necessary in the media decision-making process for an integrated nursing curriculum. While these steps are applicable to any educational model, they have particular relevance to a curriculum model in which concept learning and interrelationships are stressed.

Audiovisual Aids↗

PubMed1980

Curriculum intent and the graduate's perception of professional needs: a critical analysis.

Curriculum evaluation has been advocated since the early 1920s, yet few professional curriculum evaluation studies have been done. Thus, educators with the responsibility for the development of professional curricula have little empirical evidence to support rational decision making. This research study represents one approach to curriculum evaluation--providing empirical evidence to support rational curriculum decisions.

Anesthesiology↗

PubMedDate not supplied

A curriculum for teaching faculty budgeting and financial management skills.

BACKGROUND: As funding sources diminish, it is critical for faculty members in primary care residency programs to better utilize available resources. The curriculum presented here, a practice management course for academicians, can provide fellows and new faculty with some of the budgeting and financial management skills necessary to perform in an academic environment. METHODS: The curriculum described is a 6-hour seminar series that relates essential budgeting and financial management concepts with academic practice. RESULTS: Pre- and postassessments displayed a statistically significant increase in the learner's fund of knowledge. One year after instruction, six of seven participants had used an aspect of the curriculum. All seven recommended its continuation. CONCLUSION: This curriculum should be considered for implementation in all fellowship programs that train future faculty.

Budgets↗

PubMed1994

[The background of the "Certification System for Certified Clinical Laboratory Physicians" and "Curriculum for Postgraduate Training in Clinical Pathology/Laboratory Medicine"].

Recent developments in medical care have required certified clinical laboratory physicians. The background of the "Certification System for Certified Clinical Laboratory Physicians" and the "Curriculum for Postgraduate Training in Clinical Pathology/Laboratory Medicine" was reviewed. The Education Committee of the Japan Society of Clinical Pathology is offering a new curriculum. The curriculum is planned on the basis of "General Instructional Objectives (GIOs)" and "Specific Behavioral Objectives (SBOs)". The "Guidelines for Basic Postgraduate Clinical Training" has already offered. The advanced training program includes seven required courses which will be planned according to seven basic GIOs as well as specific GIOs and SBOs. This forum is expected to be useful in planning the new curriculum.

Certification↗

PubMed1994

Twenty years medical informatics education at Heidelberg/Heilbronn: evolution of a specialized curriculum for medical informatics.

The medical informatics curriculum at University of Heidelberg/School of Technology Heilbronn started in 1972 as a specialized university curriculum. In this paper, we report on 20 years of experience and the evolution of this educational approach with respect to structure and content of the curriculum. We emphasize that this evolution parallels the development of medical informatics to a medical discipline in its own right, with distinct application domains and specific methodological approaches. Based on our experience and on recommendations from the national and international community, we describe and discuss the features of the curriculum.

Curriculum↗

PubMed1994

Guidelines for medical student education in community-based pediatric offices. American Academy of Pediatrics Council on Pediatric Education Subcommittee on Medical Student Curriculum.

The special constellation of knowledge, skills, and attitudes that are necessary to practice general pediatrics should be an integral part of the curriculum of all medical schools. Community-based pediatric educational experiences should be integrated into the medical school curriculum starting in the first year. The curriculum should be developed as a joint undertaking of clerkship directors and community pediatricians. Implementation of the curriculum requires ongoing faculty development to learn to use focused teaching, to establish educational objectives, and to adapt educational experiences to the unique characteristics of the office setting. Methods and techniques for the ongoing evaluation of the students' performance, and evaluating faculty members' abilities to implement an effective educational program must also be developed.

Ambulatory Care↗

PubMed1993

RN-BSN curriculum development: a dynamic, student-centered approach.

A student-centered curriculum is possible to design which does not compromise quality. However, the mechanics of creating and operationalizing such a program are a complex matter and require the ongoing support, assistance, and involved commitment of everyone involved under the broad umbrella of curriculum. Given the highly specific learning needs of RRNs, a student-centered curriculum is most easily implemented in an RN only program, where each element of the curriculum can be tailored expressly to match learning style. RRNs describing the attributes of RN only designed programs cite the support of independence that is the hallmark of such programs. For these reasons, RN only programs best address the needs of adult learners.

Adult↗

PubMed1996

AIDS education for college students: review and proposal for a research-based curriculum.

The history of AIDS education for college students in the U.S. is reviewed. Wide agreement concerning the goals and overall content of the AIDS-education curriculum is found. However, the context and location of AIDS education within the curriculum vary considerably. Increased knowledge about AIDS is a frequent outcome, but improvements in attitude and reported sexual behaviors are more difficult to achieve. The conceptual frameworks used in AIDS education include the health belief model, social learning theory, and theory of reasoned action; each has contributed to the design of an AIDS-prevention curriculum. A proposed research-based AIDS-education curriculum would utilize the theory of planned behavior from attitude research, the elaboration likelihood model from persuasion research, and the conceptual change model from science education research.

Acquired Immunodeficiency Syndrome↗

PubMed1996

"The profession of dentistry:" the University of Kentucky's curriculum in professional ethics.

Among the most important learning that occurs in our nation's colleges of dentistry is learning to be a professional. While knowledge, perceptual-motor skills, and problem-solving abilities are basic to becoming a dentist, helping aspiring colleagues to apply their newly developing skills with integrity must be a fundamental concern. Increasingly, we are realizing that the quality of health care depends as significantly on the character of the health professional as it does on the individual's knowledge and skills. Concern for character, virtue, and integrity is the domain of ethics. This paper advances a justification for including a curriculum in professional ethics in our dental educational programs. The professional ethics curriculum at the University of Kentucky, "The Profession of Dentistry," extends through all four years of the Doctor of Dental Medicine program. The paper describes the major goals pursued in the curriculum and outlines the content of each of the four, sixteen-clock-hour courses. Learning ethics experientially through living in a college community is reviewed in the context of the College of Dentistry's comprehensive Code of Professional Conduct and Academic Responsibility. An assumption of the curriculum is, if the professional relationship of dentistry with society is to be sustained, each new generation of dentists must understand the nature of the profession and the ethical obligations of becoming a member of the dental profession.

Clinical Competence↗

PubMed1997

Pediatric Emergency Medicine (PEM) fellowship: essentials of a three-year academic curriculum. Three-Year Academic Subcommittee of the PEM Fellowship Committee of the Section of Emergency Medicine, American Academy of Pediatrics.

This committee of fellowship directors has proposed guidelines for an academic curriculum for training fellows in PEM. The curriculum should be modified to each unique program, but is based on current expectation of the American Board of Pediatrics and the ACGME for graduate education. This is the first PEM academic curriculum document in publication. Ongoing refinement and adaptation based on feedback from fellows and directors is essential to provide the best fellowship experience to our trainees. The proposed curriculum is also subject to further change as more details are given for ACGME approval of the fellowship programs.

Curriculum↗

PubMed1996

[Curriculum evaluation as implemented by the Ann Latsky Nursing College].

Comprehensive curriculum evaluation, based on Roos's curriculum evaluation model, was completed at the Ann Latsky Nursing College. This project was planned and implemented by means of a curriculum evaluation plan. In this article, the authors discuss the methodology that was followed during curriculum evaluation and that can serve as a guideline for tutors from other colleges.

Curriculum↗

PubMedDate not supplied

[Educational objectives in medical school: curriculum].

The author discuss in this paper the different options for a curricular reform in medical education presenting the difficulties to implement a curriculum with a broad abrangence. He consider the different possibilities for a curricular structure and evaluated the advantages and disadvantages of each (discipline-centered, body-system-based, problem-oriented and clinical presentation curriculum). He argue that most of the critical determinants of physician identity operate not within the formal curriculum but in a more subtle, less officially recognized hidden curriculum. He finish discussing that a significant component of medical training involves the development of a medical morality.

Curriculum↗