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PubMedDate not supplied

Order out of chaos: the use of a matrix to validate curriculum integrity.

The rapid pace of change in the health care system now mandates that curriculum design be a dynamic, living process. A structural grid, or matrix, that lists the nursing courses and the major concepts identified in the philosophy and the theoretical framework was developed by the nursing faculty. The matrix is a visual representation of the curriculum concepts and how they are implemented in each course. The matrix serves as a reference point to validate that the essential knowledge for safe practice and new developments in nursing are being taught. The matrix is a living document, expected to evolve, that validates the integrity of the curriculum and confirms that faculty are "teaching what they say they are teaching."

Concept Formation↗

PubMedDate not supplied

Stakeholder involvement in curriculum planning: responding to healthcare reform.

Instead of nursing faculty deciding the kind of education needed for a new curriculum, views and suggestions were solicited from nurses, doctors, and policy makers to help shape the curriculum. When stakeholders are involved in curriculum planning, there is a greater likelihood that the needed education is delivered. The authors discuss the context, process, outcome, and pros and cons of stakeholder involvement.

Curriculum↗

PubMed1994

Priorities for optometric education: outcomes of the curriculum conference.

The Association of Schools and Colleges of Optometry (ASCO) and the American Optometric Association (AOA) jointly sponsored a national meeting in July 1992 for the primary purpose of developing a curriculum model for optometric education. The conference was the third in the "Summit in Optometric Education" series and attracted 138 national and international leaders representing organized optometry and academia. This paper discusses the conference framework and presents outcomes as determined by conferee summary reports, postconference surveys, and interviews. There is evidence that the conference produced several successful outcomes that could benefit future educational planners. The task of designing a curriculum with learning objectives, using the innovative outcomes-based education (OBE) approach, was achieved. The conferees identified the importance of refocusing optometry graduate programs to include a greater emphasis in the biological sciences in order to produce educators and researchers for the changing profession. In addition the workshops on alternate teaching strategies, including problem-based learning, raised awareness amongst educators and practitioners of nontraditional options for presenting an ever-expanding information base within the confines of a 4-year professional curriculum.

Colorado↗

PubMed2002

A curriculum for training quality scholars to improve the health and health care of veterans and the community at large.

In 1998, the Veterans Health Administration invested in the creation of the Veterans Administration National Quality Scholars Fellowship Program (VAQS) to train physicians in new ways to improve the quality of health care. We describe the curriculum for this program and the lessons learned from our experience to date. The VAQS Fellowship program has developed a core improvement curriculum to train postresidency physicians in the scholarship, research, and teaching of the improvement of health care. The curriculum covers seven domains of knowledge related to improvement: health care as a process; variation and measurement; customer/beneficiary knowledge; leading, following, and making changes in health care; collaboration; social context and accountability; and developing new, locally useful knowledge. We combine specific knowledge about the improvement of health care with the use of adult learning strategies, interactive video, and development of learner competencies. Our program provides insights for medical education to better prepare physicians to participate in and lead the improvement of health care.

Adult↗

PubMed1997

The occupational and environmental medicine gap in the family medicine curriculum: needs assessment in South Carolina. Part I.

The occupational and environmental medicine (OEM) gap in US medical education is widely recognized. In 1992, a federal initiative stimulated a primary care approach to improve residency training in South Carolina. This three-part report documents progress in designing and implementing an OEM curriculum, which is family medicine-centered. Each of the state's residency training programs participate in an ongoing Environmental Medicine Curriculum Committee effort. Part 1, discusses the needs assessment; Part 2, the five key elements of curriculum; and Part 3 details a clinical guide to the OEM patient.

Curriculum↗

PubMedDate not supplied

A continuous curriculum for building code blue competency.

Staff response to a code blue can be cultivated when a continuous curriculum for code blue competency is used. This curriculum details ongoing code blue education yet requires only small increments of time for the inservice classes. The curriculum, adaptable to any unit, consists of three components: a unit-specific orientation to emergency equipment; exercises in critical thinking and doing; and exercises in documentation.

Cardiopulmonary Resuscitation↗

PubMed2006

What we don't know we are teaching: unveiling the hidden curriculum.

In addition to the intentional teaching of knowledge and skills by surgeons to their trainees and protégés is the unintended, often unrealized transmission of implicit beliefs, attitudes, and behaviors through a process called the hidden curriculum. The hidden curriculum is a function of implicit values held by the institution as a whole, and the individual surgical educators and allied health professionals working in the trainee's learning environment. It has been argued the hidden curriculum plays a central role in the development of professionalism, but it may also play an important role in inadvertently deterring good candidates from considering orthopaedic surgery as a career. We review the importance of attending to the messages we transmit to our trainees, protégés, and junior colleagues as we strive to develop professional competency and recruit the best into the field.

Attitude of Health Personnel↗

PubMed2005

National assessment of business-of-medicine training and its implications for the development of a business-of-medicine curriculum.

OBJECTIVES/HYPOTHESIS: The objectives were, first, to determine the current state of business training in otolaryngology residency programs in the United States and, second, to lay the groundwork for development of a business-of-medicine (BOM) curriculum. STUDY DESIGN: Cross-sectional survey. METHODS: A survey concerning methodology and topics for management training of residents was mailed to the chairpersons or program directors of the 102 otolaryngology residency programs. A similar survey was sent to 576 otolaryngology graduates (classes of 2000, 2001, and 2002). An interactive BOM curriculum on CD-ROM was developed based on the results. RESULTS: The response rate among program directors was 74.5% (76 of 102), and among the otolaryngology graduates, 38.2% (220 of 575). Seventy-five percent of graduates rated their BOM training as poor or fair. Only 8% rated their BOM training as excellent. Twenty percent of the graduates responded to having a BOM course during residency. Recent graduates reported that a BOM course can best be taught through lectures and apprenticeship/mentoring, whereas program directors reported that a BOM course can best be taught through lectures and outside consultants. Graduates reported that coding compliance was the topic most neglected in residency, whereas program directors reported that coding compliance was the main topic covered in the business training. Both groups agreed that department attending physicians have the most impact on a resident's business training. Program directors reported that correct coding, planning one's entry into medical practice, risk management, and reimbursement issues are the most important topics for residents to learn, whereas recent graduates stated that the most important topics should be correct coding, office management, risk management, and reimbursement. CONCLUSION: The present study reflects a perceived necessity for improvement of BOM training in otolaryngology residency programs. Based on this finding, the outcome measures from the survey, and the authors' own experience from business courses given in the first author's department, a BOM curriculum was developed that is general enough to target all otolaryngology residents and intended to provide business skills which result in improved use of resources and, ultimately, higher quality of care.

Curriculum↗

PubMed2006

Core curriculum for hair restoration surgery, recommended by the International Society of Hair Restoration Surgery (ISHRS).

BACKGROUND: Because hair restoration surgery (HRS) has changed so significantly, the International Society of Hair Restoration Surgery (ISHRS) presents the recently developed Core Curriculum for Hair Restoration Surgery (CCHRS). Physician competence in HRS demands a sound understanding of all of the alternate pathologic causes of hair loss, as well as their risks and treatments. OBJECTIVE: The CCHRS defines the knowledge, didactic information, medical insights, and surgical techniques that are essential to physician competence in the correct diagnoses and treatment of hair loss problems, in a manner consistent with patient safety and sound esthetic results. The ISHRS hopes that all existing surgical and dermatology training programs that teach HRS procedures will find the CCHRS useful in developing their curriculum relative to HRS and that this will facilitate the development of a new standard of training within the profession. METHODS: Developed and reviewed by a committee of experienced hair restoration surgeons. RESULTS: The CCHRS clearly defines the diagnosis and treatment of hair loss as a multidimensional specialty requiring knowledge of several medical disciplines, including genetics, endocrinology, dermatology, and surgery. CONCLUSION: The ISHRS believes that the CCHRS is an important contribution to physician education in HRS and that a clearly defined core curriculum will facilitate achieving contemporary results and higher patient satisfaction.

Alopecia↗

PubMed2006

An oral health education programme based on the National Curriculum.

AIM: The aim of this study was to develop and evaluate a teaching programme based on the national curriculum for use in a primary school setting. DESIGN: National Curriculum guidelines were combined with oral health education messages to draw up lesson plans for teachers to deliver. A questionnaire was used to demonstrate children's oral health knowledge prior to the teaching programme, and at 1 and 7 weeks following the programme. The study took place in inner-city, state-run primary schools in Manchester and North London, UK. The subjects were children between the ages of 7 and 8 years from Manchester (n = 58) and North London (n = 30). The main outcome measure was change in knowledge attributable to a newly developed teaching programme. RESULTS: The children in Manchester had a higher level of knowledge prior to the teaching programme. Following the teaching programme, children in both schools showed a significant improvement in dental health knowledge (P < 0.001). Seven weeks later, the Manchester children showed no significant loss of knowledge (P < 0.001). CONCLUSIONS: The aims of the National Curriculum were easily integrated with oral health messages. A more widely available teaching resource, such as the one described in this study, would be useful to encourage the teaching profession to take on oral health education without more costly input from dental professionals.

Child↗

PubMed1985

Conceptual frameworks and the nursing curriculum.

In this article the author discusses the meaning of a conceptual framework in the curriculum, the advantages of a conceptual framework, the relationship of curriculum design to the conceptual framework and some types of conceptual framework used in nursing curricula. The conceptual framework in the curriculum process and the relationship of nursing theory to the conceptual framework are also discussed. This article presents some results of a survey of Australian post-basic clinical nursing courses and a content analysis of curricula for these courses. Such curricula are often perceived as based on nursing theory but in reality most appear to be heavily orientated to the medical model.

Australia↗

PubMed1986

Curriculum models: product versus process.

At the beginning of this article there is a brief outline of the nature of the curriculum and models. This leads into a discussion of curriculum models in which 'product' and 'process' models are set out and discussed. The strengths and weaknesses of both approaches to the curriculum are outlined and issues relating to the choice of model are advanced.

Curriculum↗

PubMed1988

Curriculum evaluation: an approach towards appraising a post-basic psychiatric nursing course.

Recently, considerable interest has been generated in the area of curriculum evaluation, most of which has concentrated on basic nurse education. This paper describes how an illuminative evaluation approach was used to examine the curriculum for a post-basic psychiatric nursing course. Following a brief introduction to curriculum evaluation it outlines the various methods of data collection and analysis, adds a word of caution and concludes by saying: the study revealed that psychiatric nurses were being trained to a high standard in a pleasant, relaxed environment where the standard of nursing care and the commitment of all involved was excellent.

Curriculum↗

PubMed1982

The tracer method of curriculum analysis: identifying changes in oncology subject matter in medicine.

Changes occurring in oncology subject matter in an undergraduate medical curriculum over a 5-year period were documented using the tracer method of curriculum analysis. The tracer method is an empirical approach somewhat analogous to tracing one thread through a tapestry, as a way of following a subject matter interwoven throughout a curriculum. Advantages of the method can be to bring particular material to the attention of teaching staff and students, to facilitate more efficient instruction, and to introduce peer review of educational material.

Curriculum↗

PubMed1983

The maintenance of curriculum-development activities in government medical schools in Indonesia.

This paper reports information obtained from 499 participants during the course of a national series of workshops conducted in eleven government medical schools in Indonesia. The information analysed provided an independent check of claims made by previous investigators relating to the extent to which Indonesian medical schools had progressed towards curriculum re-organization consistent with national policy for the reform of undergraduate medical training. The majority of participants had developed and completed course programmes based on instructional objectives, which was seen as being broadly consistent with previous claims. Evidence is presented of continued curriculum-development activity several years after the cessation of external intervention through the national workshop programme. Findings are discussed in relation to national policy and strategies for maintenance of curriculum-development activities after cessation of intervention programmes.

Curriculum↗

PubMed1983

Consumer views on the medical curriculum: a retrospective study of Aberdeen graduates.

In a postal follow-up study of five annual cohorts of Aberdeen medical graduates, 371 respondents (out of 423 approached) gave their views on their undergraduate curriculum. Three out of four thought the curriculum had satisfactorily prepared them for their choice of career. But when asked about four areas of medical care these postgraduates thought that patient management outside hospital, social services relevant to medicine, and individual patient problems had been inadequately represented. Of the twenty-five curricular subjects on which respondents were asked to comment, anatomy and biochemistry were most often rated as excessively taught, while general practice was most often stated to be under-represented. This study raises the question of more active participation by experienced consumers of medical education in shaping the content of the undergraduate curriculum.

Career Choice↗

PubMed1986

Ten questions to ask when planning a course or curriculum.

This brief practical aid to course or curriculum development cannot replace educational qualifications or experience, but it does examine ten basic questions, any of which may be all too easily neglected. These are: What are the needs in relation to the product of the training programme? What are the aims and objectives? What content should be included? How should the content be organized? What educational strategies should be adopted? What teaching methods should be used? How should assessment be carried out? How should details of the curriculum be communicated? What educational environment or climate should be fostered? How should the process be managed? Each aspect is illustrated through the analogy of car manufacturing. The ten questions are relevant in all situations where a course or curriculum is being planned, including an undergraduate degree course, a short postgraduate course or a 1-hour lecture.

Curriculum↗

PubMed1989

Sociology in the British medical curriculum: a survey.

A survey conducted among convenors of sociology courses in British medical schools showed a wide variation in course length, with two medical schools having no course, and two schools providing over 60 hours per year. A mean length of 32 hours was found, but there was considerable variation by region. London schools had a mean of 38.5 hours, compared with 40.5 hours in Scotland, and 22.3 hours in English provincial and Welsh schools. The latter group demonstrated a strong correlation between length of time the course had existed and the hours of tuition provided (r = 0.74, P = 0.007). No correlation was found at a significant level for London or Scottish courses. It is concluded that the London University edict making sociology compulsory in the medical curriculum has ensured a reasonable level of provision. Outside London, no such pressure has been available, and sociology has been squeezed as more subjects vie for curriculum time. Attitudes of non-sociology staff are reviewed and found to be predominantly negative. The recent report of the General Medical Council is noted, and it is suggested that the need for such a lobbyist outside London is necessary to ensure sociology attains a more secure and substantial place in the medical curriculum.

Attitude of Health Personnel↗