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Results for “Curriculum”

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PubMed1988

A longitudinal study of the impact of a school heart health curriculum.

This paper presents the findings of a study testing the impact of the Chicago Heart Health Curriculum on the behavior and attitudes towards cardiovascular disease prevention of 325 sixth graders residing in rural, suburban and residential suburban, northeast Ohio regions. Using a pre-test/post-test control group experimental design, data were gathered with a Student Health Questionnaire testing self-reported attitudes and behaviors regarding heart disease factors, at three points in time: 1) Pre-test: before implementation of the Heart Health Curriculum; 2) Post-test: immediately following implementation; and 3) FOLLOW-UP: one year later. Using an analysis of variance procedure, treatment effects were evidenced for only one of the outcome variables, Heart Health Knowledge (F = 26.80, df = 2/638, p less than .00005). Results revealed that while the Chicago Heart Health Curriculum contributed to an increase in cardiovascular knowledge among the sixth graders tested, it did not affect attitudinal/behavioral preference change among the students.

Analysis of Variance↗

PubMedDate not supplied

Enhancing learning during a clinical clerkship: the value of a structured curriculum.

Third-year clerkships, organized around clinical experiences, may provide students with an uneven or narrowly focused fund of clinical knowledge. This paper describes the results of a comparative trial in which a structured curriculum, based on learning objectives, was introduced into an internal medicine clerkship at one of three teaching hospitals of a single medical school; the other two hospitals, providing similar patient care experiences, were used for comparison purposes. Students who did their clerkship at the hospital using the structured curriculum scored significantly higher on the Medicine section of the National Board Part II examination when scores were adjusted for past academic performance. The structured curriculum was very well received and, according to student perceptions, achieved the goal of expanding their basic clinical knowledge beyond that derived from reading only in connection with patient care. These results support the use of curricular guidelines and objectives as a means of enhancing students' cognitive experience during clinical clerkships.

Clinical Clerkship↗

PubMedDate not supplied

Teaching residents to read the medical literature: a controlled trial of a curriculum in critical appraisal/clinical epidemiology.

OBJECTIVE: To teach internal medicine residents key principles of clinical epidemiology that are necessary to read critically the medical literature. DESIGN: Two-phase, non-randomized, controlled educational trial. SETTING: University-based training program for residents (PGY-l-PGY-3) in internal medicine. PARTICIPANTS: All 83 residents participated in the trial. Seventy residents completed a test in clinical epidemiology at the end of Phases I and II. INTERVENTIONS: Residents were assigned to one of eight ambulatory care clinics for half a day each week. A literature-based curriculum in critical appraisal was the subject of a weekly pre-clinic conference for four clinics (Group A). The other four clinics (Group B) had a weekly conference on topics in ambulatory care medicine. At the end of Phase I, both groups were given a test of basic knowledge of clinical epidemiology. The curriculum was then modified with the addition of written questions to emphasize important educational points and to stimulate resident participation. The modified curriculum became the subject of the pre-clinic conference for Group B, while Group A changed to topics in ambulatory medicine. At the end of Phase II both groups were again tested on basic knowledge of clinical epidemiology. RESULTS: Group B performed significantly better on the second test than on the first, 68.5% vs. 63.3% (p = 0.034), while Group A did not improve (64.5% vs. 65.9%). The differences in test scores for Test II minus Test I were +5.17% in Group B and -1.44% in Group A (p = 0.019). Twenty-one percent of Group B residents vs. 5% of Group A residents improved their scores by 18% or more. CONCLUSIONS: The residency period is a difficult but important time to teach critical appraisal skills. Educational gains may be small and need to be critically evaluated to stimulate the development of more effective educational programs.

Ambulatory Care↗

PubMed2006

[The Berlin reformed medical curriculum at the Charité. Experiences with the first cohort].

At the end of the 2004 summer term the first students of the Berlin reformed curriculum finished their education and took their first state examination. With regard to the questions to be answered by the "Berlin Model" the results of the first cohorts were presented and discussed. Overall the Berlin curriculum was successful. The results led to some important considerations concerning adaptation by other faculties, the requirements to start off a problem-based curriculum or an enlargement of the class.

Curriculum↗

PubMed2001

[Teaching and learning in surgery--The Gottingen curriculum].

The study of medicine in Germany is in need of reform. Oversubscribed courses, the lack of practical reference, scarce patient contact and cancelled lessons define the educational landscape for many students. Since at present we cannot carry out global reforms, the quality of medical education is highly dependent on the commitment of those responsible in the individual institution. The aim of the revised surgical curriculum in Göttingen is to demonstrate how medical education with a high didactic level including multimedia teaching can be realised despite large student numbers. Duties both in patient care and education are coordinated through integrated organisation. Educational content and structure are made transparent by online guidebooks. In the surgical examination course and the practical course in surgery, patient-oriented tuition takes place consistently in small groups. The Teaching Studio provides additional aids such as interactive CD-ROMs, online research, textbooks, ultrasound equipment, examination and suturing dummies. Curriculum-relevant information, including the weekly case examples and instruction guides for clinical practical experience, is presented on an Internet website. Constant evaluation of the curriculum not only documents student motivation, but also serves to improve the educational concepts on a continuous basis. On completion of the practical course in surgery, 65% of participants maintain that they have reached the defined learning objectives "well" or "very well" (prior to reform only 17%). In the summer semester 2000, 46% of students gave top marks in the practical course in surgery with respect to tuition in patient contact. The results of the evaluations verify the positive feedback from the student body.

Clinical Competence↗

PubMed2002

Towards a core curriculum in clinical pharmacology for undergraduate medical students in Europe.

Undergraduate medical education has been under the spotlight for many years in Europe. In the United Kingdom the General Medical Council, which validates the final medical examination in all UK Medical Schools, has been trying to influence the curriculum for at least the last 50 years. Following their publication of the document "Tomorrow's Doctors" in 1993 many medical schools in the UK have completely changed their curriculum design away from didactic learning and towards an integrated problem-orientated or problem-based approach. There has been concern that, as the process continues, some of the more traditional learning of pharmacology and clinical pharmacology may be lost with nothing to replace it. This manuscript describe two ways of developing a core curriculum for clinical pharmacology. The first uses a drug orientated approach (almost an essential drug list) where drugs are listed according to whether they are essential for students to know about with just over 120 chemical entities; and a shorter list of drugs that students would be expected to know about but not know in any detail. The second approach is a disease-orientated one with three types of disease process: a list of 67 disease states that students must know how to manage (category M), a list of 158 diseases that students must be able to diagnose (category D) and a list of 36 diseases that students should be aware of. The disease orientated approach, though designed in one EU country (the UK) has been field tested in a second (Germany) with little difficulty in transfer.

Curriculum↗

PubMed1998

A core curriculum for child and adolescent psychiatry.

This paper suggests that it will be increasingly necessary to have a core curriculum for training in child and adolescent psychiatry. The reasons include the growth of knowledge, need for selection of information, the influence of evidence-based practice and accountability, and recognition of training across the European community. The principles for organising a curriculum are coherence, accessibility, and the context of professional development. Implementation of these principles is illustrated by the St Mary's training programme in London. Important components are the reading seminars in developmental psychopathology and the psychological treatments course. Implementing a core curriculum nationally and internationally would have difficulties, which could be overcome by a compromise of central control and local interests and initiatives.

Adolescent↗

PubMed2004

Reviews in radiology informatics: establishing a core informatics curriculum.

The advent of digital imaging and information management within the radiology department has prompted the growth of a new radiology subspecialty: Radiology Informatics. With appropriate training, radiologists can become leaders in Medical Informatics and guide the growth of this technology throughout the medical enterprise. Radiology Informatics fellowships, as well as radiology residency programs, provide inconsistent exposure to all the elements of this subspecialty, in part because of the lack of a common curriculum. The Society for Computer Applications in Radiology (SCAR) has developed a curriculum intended to guide training in Radiology Informatics. This article is the first in a series presented by SCAR and the Journal of Digital Imaging, titled "Reviews in Radiology Informatics." The series is designed to sample from each of the major components in the Radiology Informatics Curriculum, to spark further interest in the field and provide content for informatics education.

Curriculum↗

PubMed2005

Uncovering the hidden medical curriculum through a pedagogy of discomfort.

What lies beneath the formal or overt curriculum may impair students' professional growth and development, including their ability to foster genuine relationships with patients and others, and may contribute to the inadvertent, often negative attitudes, beliefs, and behaviors expressed by medical students and witnessed by educators within and external to the classroom environment. To understand the impact a hidden medical curriculum has on both students and educators, I look at one particular model often used in medical education--the physician-patient relationship. I show how this therapeutic relationship ought to be understood through a pedagogy of discomfort, a model developed by Megan Boler (Feeling Power; Emotions and Education, 1999), as a way to uncover the hidden curriculum as it engages students in a collective, critical discourse through which their sense of self in relation to others becomes the groundwork for their professional and moral development. Understanding the physician-patient relationship through a pedagogy of discomfort also teachers students how to critically think about the different values and beliefs held by physicians and patients and how to begin to recognize themselves as physicians in relation to their patients and others.

Adult↗

PubMed2005

Acceptability and student outcomes of a violence prevention curriculum.

Violence in schools and its prevention have become focal points for research, practice, and policy. This study investigated the effectiveness of the Second Step violence prevention curriculum on all fourth and fifth grade students (N = 455) in one small urban school district. Scores on tests measuring knowledge of the curriculum increased significantly. Significant positive changes were also found for Behavior Assessment System for Children items reflecting student use of problem solving as well as report card items indicating respectful and cooperative behavior. Qualitative data from interviews with students provided in depth information about treatment acceptability and types of behavioral changes observed. Student interviews support the conclusion that the quantitative pre-post changes were directly connected to key components of the violence prevention curriculum. Implications for future research and practice are considered. EDITORS' STRATEGIC IMPLICATIONS: The authors present quantitative and qualitative data to suggest that a cognitive problem solving model represents a promising practice for school violence prevention efforts with urban, elementary school children. Longitudinal, experimental research will be necessary to draw any stronger conclusions.

Aggression↗

PubMed2004

Esssential ethics--embedding ethics into an engineering curriculum.

Ethical decision-making is essential to professionalism in engineering. For that reason, ethics is a required topic in an ABET approved engineering curriculum and it must be a foundational strand that runs throughout the entire curriculum. In this paper the curriculum approach that is under development at the Padnos School of Engineering (PSE) at Grand Valley State University will be described. The design of this program draws heavily from the successful approach used at the service academies--in particular West Point and the United States Naval Academy. As is the case for the service academies, all students are introduced to the "Honor Concept" (which includes an Honor Code) as freshmen. As an element of professionalism the PSE program requires 1500 hours of co-op experience which is normally divided into three semesters of full-time work alternated with academic semesters during the last two years of the program. This offers the faculty an opportunity to teach ethics as a natural aspect of professionalism through the academic requirements for co-op. In addition to required elements throughout the program, the students are offered opportunities to participate in service projects which highlight responsible citizenship. These elements and other parts of the approach will be described.

Curriculum↗

PubMed1993

Recent graduates' and current dental students' evaluation of their prosthodontic curriculum.

This survey of recent graduates and third- and fourth-year dental students at Indiana University School of Dentistry determined whether the prosthodontic curriculum adequately prepared students for the prosthodontic portion of dental practice and whether there was material that should be added to or omitted from the prosthodontic curriculum. The survey evaluated 106 topics in the prosthodontic curriculum and areas related to prosthodontics. On the basis of their importance to the respondents, 59.4% of the topics were considered adequately emphasized, 2.9% of the topics were overemphasized and should be reduced in emphasis or eliminated, and 37.7% of the topics were underemphasized, which indicated the need to increase time devoted to these topics. Most of the underemphasized topics dealt with new materials, alternate techniques, private practice and its management, and the prosthodontic needs of special types of patients.

Curriculum↗

PubMed1992

Model curriculum in Medical Crisis Counseling. Linda Pollin Foundation/NIMH Workshop.

This document describes a curriculum model for a year-long fellowship training program in Medical Crisis Counseling designed for health care professionals selected as Linda Pollin Fellows. The document was developed at the Second Annual Workshop, cosponsored in 1990 by the National Institute of Mental Health and the Linda Pollin Foundation. Conference participants included experts in the field of mental health--representing psychiatry, nursing, psychology, and social work--who were divided into task forces focusing on various content areas: clinical, sociocultural, managerial and administrative, liaison/educational, and research and evaluation. The document develops the content in these areas. Although designed for Pollin Fellows, the curriculum, once implemented and evaluated, may be modified for use in the basic education of a variety of health professionals. The philosophy upon which the curriculum is based incorporates the following core concepts: 1) each Fellow must have a skilled supervisor (Mentor), 2) the supervisor-trainee relationship should embody the essence of the future relationship between trainees and their patients, and 3) Medical Crisis Counseling is essentially a multidisciplinary enterprise.

Chronic Disease↗

PubMed1989

Forces influencing curriculum evaluation.

This article presents a retrospective examination of the process used in reviewing an existing baccalaureate nursing curriculum. Force field theory and relevant curriculum literature provide the framework for the discussion of this evaluation process. The factors which led to a state of disequilibrium in the existing program curriculum are identified. Driving and restraining forces which influences the review process are described. Change strategies, implemented in altering the direction of the forces towards equilibrium are presented with an emphasis on outcomes. Finally, guidelines which have evolved from the review process are suggested.

Attitude of Health Personnel↗

PubMed1989

Curriculum evaluation.

Curriculum evaluation is an essential phase of curriculum development. Through evaluation a faculty discovers whether a curriculum is fulfilling its purpose and whether students are actually learning. The purpose of this manuscript is to describe the implementation of a formative evaluation used by faculty members of a baccalaureate nursing program. PAIREDAR, a three phase generic model, was utilised to conduct this formative evaluation. The definition and description of this model are included. The process used by the evaluation team within the framework of the model is described in a step by step fashion. Faculty and student interview question sets and a sample course evaluation worksheet are presented.

Curriculum↗

PubMed1993

Curriculum issues related to the newly developed nursing diploma courses.

This paper discusses the findings related to curriculum issues in the newly developed nursing diploma courses. The study, of which this aspect is a part, explored the emerging role of the nurse teacher within the new programmes in England. Data were collected by a Delphi Survey followed by in-depth interviews with a sample of the Delphi respondents. The findings from the interviews revealed that the six colleges involved had all adopted a process approach to the development of their new curricular. The educational philosophy and the curriculum approach in each college focused on the development of the individual and the adult theory of learning. A strategy for curriculum evaluation was found to be in the early stages of development for which no model or framework had been identified.

Curriculum↗

PubMed1994

Designing an integrated curriculum with a common core for an inter-disciplinary course in community nursing.

This paper presents a curriculum model for inter-disciplinary courses in community nursing. The concern that the development of these courses could produce a generic nurse, resulting in the loss of specialist skills and knowledge from nurse practice is addressed. The argument is made, that by examining the field of practice and the field of study of the various nurse groups, it is possible to design a curriculum which will ensure that what is distinct and special for each nurse group can be maintained, developed and extended, within an inter-disciplinary course. The field of practice examined here is community nursing, but the principles of curriculum design should be equally relevant to all the nursing profession.

Community Health Nursing↗

PubMed1986

An integrated sociocultural curriculum for community medicine in Bali, Indonesia.

Since 1983, social scientists have collaborated with teaching staff at the Faculty of Medicine, Udayana University, Bali, Indonesia, to develop an integrated sociocultural curriculum for undergraduate students in community health. The Udayana curriculum is discussed in the context of an international commitment over the last two decades to appropriate education for primary health care and community health in developing countries. The authors describe their work as consultants with Udayana staff. Participants formulated a five-stage project of curriculum development and community health research that could be continued as part of an ongoing community medicine teaching program. Recommendations for integrating social science perspectives within medical domains are outlined, based on the project experience. The paper also discusses the undertaking as a 'development project' suggesting that many of the issues and problems that arose are common to bureaucratic institutions in Third World countries when development projects are initiated.

Community Medicine↗