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PubMed2001

Pilot-testing a cancer education curriculum for grades K-6.

Risk behaviors established during childhood including tobacco use, sunning, and eating habits contribute to most adult cancers. This project pilot-tested a developmentally appropriate cancer prevention curriculum for grades K-6, using a treatment group only design with pretesting and posttesting using a standardized, semistructured interview and involving 67 students (77% of eligible students) attending mixed grade classes. A seven-unit curriculum based on cognitive development, social cognitive, and social influence theories was taught by classroom teachers. Students showed a significant (p < .0001) gain in conceptual understanding for causality and prevention of cancer; the gain for causality of cancer was comparable to the baseline difference between kindergarten and the highest (5-6) grade. Significant gains in factual knowledge and decreases in misconceptions about casual contact also were documented. A developmentally based elementary school cancer prevention curriculum can enhance young children's conceptual understanding and factual knowledge of common contributors to adult cancers.

Child↗

PubMed2003

Impact of the life skills training curriculum on middle school students tobacco use in Marion County, Indiana, 1997-2000.

Evaluation of school-based tobacco prevention and control programs have yielded mixed results. This study assessed the impact of the Life Skills Training curriculum on Marion County, Ind., middle school students' knowledge, attitudes, and ability to make good lifestyle decisions. From 1997 to 2000, students in grades six to eight in the study schools received the Life Skills Training curriculum. Survey data (n = 1,598) were used to compare tobacco use behavior, attitudes, and knowledge of those exposed with those not exposed to the program. Of the students surveyed, 12.5% were currently smoking. There were significantly fewer current smokers, and more students exposed to the program indicated they intended to stay smoke-free. Fewer of those participating in the program "hung out" with smokers and more said they could easily refuse a cigarette if offered one. Students completing the Life Skills Training curriculum were more knowledgeable about the health effects of smoking. Program effects were different for male and female students as well as for White and Black students.

Adolescent↗

PubMed2006

An integrated curriculum approach to increasing habitual physical activity in children: a feasibility study.

A relatively new concept is that of "integrating" physical activity throughout the school curriculum, thereby teaching children about lifestyle physical activity in a variety of contexts. One method by which this may be achieved is by utilizing pedometers as a motivational and educational tool for measuring accumulated physical activity. No research is available that shows in-depth integration of physical activity into the curriculum or that investigates the efficacy of pedometer use for this purpose. The purposes of this study were to (1) design and implement a 4-week elementary school curriculum unit, based around pedometer walking and (2) quantify, using pedometry, the physical activity levels of children (N = 78) prior to, and during, the unit implementation. Results showed that more than one half of the participants were achieving >15,000 steps daily, and children were significantly more active on weekdays than weekends (p = .0001). Boys were more active than girls at baseline (p = .01) and during intervention weekdays (p = .03). Differences between baseline and intervention weekdays were nonsignificant for the complete sample; however, significant increases in step counts were observed when the children with low activity levels, especially females, were examined separately. Overall, the integration of physical activity using pedometer-based activities is feasible. However, any increases in activity may be restricted to children who are least active.

Child↗

PubMed1997

Integrating infection control into the dental curriculum.

The dental profession has possessed traditional standards of cross-infection control but the recent expression of real concerns by both the public and the profession over the transmissibility of infectious diseases in the dental surgery has demanded a formalized and extended approach to teaching cross-infection control in the dental curriculum. Clear curriculum content must be formulated within contemporary Workplace Health and Safety Guidelines and the Strategic Plan of the Dental School or academic health centre. The full integration demands that the area is taught as a discrete entity but recognized as an intrinsic part of each clinical encounter. This paper discusses the structure and integration of cross-infection control into the curriculum at the University of Queensland Dental School.

Curriculum↗

PubMed1986

A proposed curriculum on suicide care for psychiatry residency.

This paper discusses suicide care as a core curriculum component of psychiatry residency. The reasons for formal conceptualization of suicide care education are discussed, and a model curriculum is offered. The model is in no way intended to be restrictive, but is offered as a reference point for residency programs to compare their own activities in this important area of psychiatry. The paper grew from discussion of this topic in the Core Curriculum Committee of the American Association Directors of Psychiatric Residency Training.

Attitude of Health Personnel↗

PubMed2003

National physical education curriculum: motor and cardiovascular health related fitness in Greek adolescents.

BACKGROUND: State school physical education (PE) programmes are common throughout Greece. However, it is not known if the main objectives of the Greek PE curriculum are achieved. OBJECTIVE: To assess the current national PE curriculum in relation to selected motor and cardiovascular health related fitness parameters. METHODS: A sample of 84 Greek schoolboys (mean (SD) age 13.6 (0.3) years, height 160.7 (8.6) cm, weight 50 (10.8) kg) volunteered. Forty three indicated participation only in school PE classes and habitual free play (PE group). The remaining 41 were involved in extracurricular organised physical activities in addition to school PE and habitual free play (PE+ group). The subjects underwent anthropometric, motor (flexibility, balance, standing broad jump, hand grip, sit ups, and plate tapping), and cardiovascular health related (percentage body fat, aerobic fitness, and physical activity) fitness assessments. RESULTS: Children in the PE group had inferior motor and cardiovascular health related fitness profiles compared with those in the PE+ group. Body fat (20.3 (8.8) v 13.9 (3.5); p<0.001), aerobic fitness (34.7 (3.7) v 43.9 (4.2); p<0.001), and time spent in intensive physical activity (0.2 (0.2) v 0.7 (0.3); p<0.001) showed the greatest differences between the two groups. In the pupils in the PE group, these were lower than the levels proposed to be necessary to combat future health risks. Adjustments for confounding variables showed a decrease in the significance of motor fitness, but not in cardiovascular health related parameters. CONCLUSIONS: The national PE curriculum for Greek secondary schools does not achieve the required levels of motor and cardiovascular health related fitness and should be reconsidered.

Adolescent↗

PubMed2004

The hidden curriculum in undergraduate medical education: qualitative study of medical students' perceptions of teaching.

OBJECTIVE: To study medical students' views about the quality of the teaching they receive during their undergraduate training, especially in terms of the hidden curriculum. DESIGN: Semistructured interviews with individual students. SETTING: One medical school in the United Kingdom. PARTICIPANTS: 36 undergraduate medical students, across all stages of their training, selected by random and quota sampling, stratified by sex and ethnicity, with the whole medical school population as a sampling frame. MAIN OUTCOME MEASURES: Medical students' experiences and perceptions of the quality of teaching received during their undergraduate training. RESULTS: Students reported many examples of positive role models and effective, approachable teachers, with valued characteristics perceived according to traditional gendered stereotypes. They also described a hierarchical and competitive atmosphere in the medical school, in which haphazard instruction and teaching by humiliation occur, especially during the clinical training years. CONCLUSIONS: Following on from the recent reforms of the manifest curriculum, the hidden curriculum now needs attention to produce the necessary fundamental changes in the culture of undergraduate medical education.

Attitude↗

PubMed2006

The Foundation Programme and the emergency department: a review of the curriculum and experience of a UK pilot.

The emergency department will have an important role within the Modernising Medical Careers Foundation Programme (FP) in the United Kingdom. Many of the key competencies required of Foundation training relate to acute medical care. However, the Foundation curriculum is a large and complex document. Some of the detail within it has particular implications for emergency medicine. Issues of curriculum content, teaching styles, and assessment have a potentially significant effect upon established working practices in a typical unit. This paper examines the FP curriculum to allow a clearer understanding of its key elements. Problems in relation to delivery of teaching and the quantity of assessment required are highlighted and solutions discussed. Experience from a UK pilot site for Foundation training in emergency medicine which began in August 2004 is used to illustrate how some of these issues have been addressed. The review concludes with a series of practical hints and tips which others may find useful as they prepare to incorporate FP trainees locally.

Curriculum↗

PubMed2006

Determination of required anatomical knowledge for clinical practice in emergency medicine: national curriculum planning using a modified Delphi technique.

OBJECTIVES: To identify the content of the postgraduate anatomy curriculum for trainees in emergency medicine (EM) in the UK. METHODS: Modified Delphi technique involving 160 randomly sampled consultants in EM. The outcome measure was percentage agreement, based upon a three round iterated Delphi process, of participants to items derived from a standard anatomy text being core knowledge for postgraduate clinical practice in the specialty. A national curriculum document was derived as a result of the data obtained. RESULTS: Response rates ranged from 61% to 70% after three Delphi rounds. From an initial overall questionnaire content of 808 discrete items, 64% was retained as core required knowledge following iteration. This formed the basis of a national consensus anatomy curriculum both to inform question development in postgraduate EM examinations and to benchmark anatomical knowledge requirements for safe clinical practice. CONCLUSIONS: Application of a national consensus methodology allows for determination of curricular content in anatomy. The principles can be applied to all aspects of training and curricular policy at national collegiate level to guide the development of robust documentation.

Anatomy↗

PubMed1991

Integrating undergraduate laboratories into the curriculum.

Developing a curriculum that integrates laboratory, field, and nonlaboratory experiences requires solid planning, cooperation, and compromise among the faculty members in a department. This is especially true for laboratory experiences where basic skills and familiarity with the different groups of plants and animals carry over to upper-division courses. In an introductory Principles of Biology laboratory, for example, exercises can be designed to give students a clear idea of a statistical distribution and the consequences of random molecular motion. Both concepts are used in nearly all upper-division courses to some extent. Some important but "mechanical" features of courses within a curriculum, such as adopting within the department a single format for writing a scientific paper, will go a long way in tying together different laboratory experiences. Other similar but simpler ideas are to develop appendexes to laboratory exercises that can be used in introductory and upper-division courses, e.g., how to do dilutions, the use of SI units, etc. The latter may be a good way to stimulate departments to think more carefully about continuity and consistency in the design of the overall curriculum. Continuity of instruction from lower-division to upper-division courses and among upper-division courses requires communication between instructors at all levels.

Animals↗

PubMed2001

Integration of neuroscience and endocrinology in hybrid PBL curriculum.

At the University of Missouri-Columbia, the medical school employs a problem-based learning curriculum that began in 1993. Since the curriculum was changed, student performance on step 1 of the United States Medical Licensing Examination has significantly increased from slightly below the national average to almost one-half a standard deviation above the national mean. In the first and second years, classes for students are organized in classes or blocks that are 8 wk long, followed by 1 wk for evaluation. Initially, basic science endocrinology was taught in the fourth block of the first year with immunology and molecular biology. Student and faculty evaluations of the curriculum indicated that endocrinology did not integrate well with the rest of the material taught in that block. To address these issues, basic science endocrinology was moved into another block with neurosciences. We integrate endocrinology with neurosciences by using the hypothalamus and its role in neuroendocrinology as a springboard for endocrinology. This is accomplished by using clinical cases with clear neuroscience and endocrinology aspects such as Cushing's disease and multiple endocrine neoplastic syndrome type 1.

Curriculum↗

PubMed2006

How do we evaluate learning from the curriculum? Thirty phone interviews with Institutes of the American Psychoanalytic Association.

A telephone survey of curriculum directors of the thirty institutes of the American Psychoanalytic Association revealed that 75 percent of institutes highly value the importance of evaluating what candidates learn from the curriculum. Paradoxically, however, most institutes do not do evaluations in this area. Typically, institutes evaluate candidates' satisfaction with courses, or their attendance and conduct in classes, rather than learning per se. Some institutes have more rigorous evaluation methods, including oral exams. Objections to evaluating what candidates learn included (1) evaluations involve too much work; (2) evaluations of learning are considered inappropriate or invalid; (3) evaluations would hurt candidates, faculty, the learning process, and the institute. Some curriculum directors dismissed these objections, contending that it is the responsibility of psychoanalytic educators to set teaching goals and evaluate learning.

Curriculum↗

PubMedDate not supplied

Assuring public health professionals are prepared for the future: the UAB public health integrated core curriculum.

In response to calls to improve public health education and our own desire to provide a more relevant educational experience to our Master of Public Health students, the University of Alabama at Birmingham (UAB) School of Public Health designed, developed, and instituted a fully integrated public health core curriculum in the fall of 2001. This curriculum combines content from discipline-specific courses in biostatistics, environmental health, epidemiology, health administration, and the social and behavioral sciences, and delivers it in a 15 credit hour, team-taught course designed in modules covering such topics as tobacco, infectious diseases, and emergency preparedness. Weekly skills-building sessions increase student competence in data analysis and interpretation, communication, ethical decision-making, community-based interventions, and policy and program planning. Evaluations affirm that the integrated core is functioning as intended: as a means to provide critical content in the core disciplines in their applied context. As public health education continues to be debated, the UAB public health integrated core curriculum can serve as one model for providing quality instruction that is highly relevant to professional practice.

Alabama↗

PubMed1997

Introducing complementary medicine into the medical curriculum.

We surveyed the deans of British medical schools to determine the provision of complementary medicine in the undergraduate curriculum. We also sampled medical students at one British medical school to determine their knowledge of, and views on instruction in, complementary medicine. There is little education in complementary medicine at British medical schools, but it is an area of active curriculum development. Students' levels of knowledge vary widely between different therapies. Most medical students would like to learn about acupuncture, hypnosis, homoeopathy and osteopathy. We conclude that complementary medicine should be included in the medical undergraduate curriculum. This could be done without a great increase in teaching of facts, and could serve as a vehicle to introduce broader issues, as recommended by the General Medical Council.

Attitude of Health Personnel↗

PubMedDate not supplied

Teaching assertive communication skills to adolescents with diabetes: evaluation of a camp curriculum.

Diabetes management requires consistently implementing adherence behaviors in a variety of settings. For some adolescents, consistency may be difficult due to problems in communication and assertiveness. The purpose of the present study was to evaluate the impact of a camp curriculum to teach assertive communication skills to adolescents with diabetes. The curriculum included didactic information, sharing of personal experiences, and role playing. Results showed a significant increase in adolescents' perceptions of their assertiveness from before to after the camp experience, an increase that was still apparent at a 3-month follow-up. No changes were reported in parental perceptions of their adolescents' degree of openness in communicating or in communication problems. In contrast, adolescents reported a significant decrease in their degree of openness in communicating with fathers, with a similar trend for mothers. These results suggest that the curriculum was successful in meeting the primary goal of enhancing the adolescents' assertive communication skills but had a questionable impact on their general communications with parents.

Adolescent↗

PubMed2005

Facilitating self-determination in adolescents with intellectual disabilities: a curriculum.

Taking an active part and responsibilities in one's own life is not always easy, particularly at adolescence, which is a very important period in which people progressively find their identity and life project. This article describes the social validation analyses of a Belgian self-determination curriculum that was adapted from a French-Canadian curriculum. It was done with the participation of adolescents with intellectual disabilities, teachers, and experts from the field. Overall, results indicate a satisfying to very satisfying appreciation of the social utility of the training manual. The findings also highlighted that the curriculum actually supports the conceptual framework of self-determination.

Adolescent↗

PubMed2004

The feasibility of a mental health curriculum in elementary school.

OBJECTIVE: To establish the feasibility and short-term impact of implementing a novel curriculum in a linguistically and geographically isolated francophone community to enhance elementary schoolchildren's (Grades 1 to 7; n = 158) knowledge and attitudes regarding mental health. METHODS: The project team developed a curriculum that covered expected emotional development, depression, anxiety disorders, and attention-deficit hyperactivity disorder to be delivered by the school's usual teachers. Committee members led focused discussions (Grades 1 to 7) and administered evaluation questionnaires (Grades 4 to 7) surveying students' knowledge and attitudes before and after implementation. RESULTS: Teachers were enthusiastic about the project. Parents were initially skeptical, but post hoc interventions by school staff secured participation consent for 98% of the students. Baseline data (Grades 4 to 7) revealed little knowledge and some negative attitudes regarding mental illnesses; postprogram data indicated improved knowledge and suggested improved attitudes. CONCLUSIONS: The project was made feasible by the high degree of involvement of local community members. Children's (Grades 4 to 7) mental health awareness and understanding was enhanced by the curriculum. Effects on help-seeking behaviour and case identification have yet to be assessed.

Child↗

PubMed1996

Building curriculum for training in community, child psychiatry.

OBJECTIVE: To present a practical approach to curriculum design for community-based care in child psychiatry. METHOD: A design template is presented, steps for a curriculum review are derived from it, and as an example, a small academic division's program is reviewed. RESULTS: The division's curriculum was developed according to the template, resulting in an enhanced focus and improved coverage of topics through a combination of experiential and didactic teaching. CONCLUSION: The suggested format is considered applicable to child psychiatric training programs of all sizes and offers an opportunity to review or initiate the teaching of community child psychiatry.

Child Psychiatry↗