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PubMedDate not supplied

Evaluating an end-of-life curriculum in a medical residency program.

The ability to meet patient needs at the end of life is important. Boston University Residency Program in Medicine initiated a 1-week-long end-of-life curriculum that included a hospice care orientation, core articles, and home hospice visits. Evaluated was the impact of the rotation on participant knowledge and attitude. Knowledge was assessed by pretest and posttest questionnaires and compared with more senior resident controls, naïve to the curriculum. Attitudes toward issues relating to end-of-life care and subjective change in knowledge were assessed comparing subjects' retrospective preintervention and postintervention responses included in the postintervention questionnaire. Forty-five second-year participants completed both questionnaires. Participants demonstrated significant improvements in attitude and self-assessed knowledge of end-of-life care in 23 of 24 Likert-type scale questions. The end-of-life curriculum led to significant improvements in participant knowledge and attitudes about the conceptual and practical aspects of end-of-life care. The structure of the rotation should be reproducible in many locales.

Attitude of Health Personnel↗

PubMed2006

Effects of an art-based curriculum on clinical trials attitudes and breast cancer prevention knowledge.

Although Latinos now comprise the largest minority in the U.S. population, they continue to be seriously underrepresented in clinical trials. A nonrandomized controlled study of an innovative community-developed clinical trial and breast cancer education program targeting Latinas tested whether use of an art-based curriculum could increase willingness to enroll in six clinical trial scenarios and increase breast health and clinical trial knowledge. The art-based curriculum resulted in a larger increase in stated willingness to enroll across all clinical trial scenarios, and the difference was statistically significant (p<.05) in three. Breast health and clinical trials knowledge increased similarly and significantly for both groups. The results of this study show promise for the use of a community-developed art-based curriculum in the Latina population to increase willingness to enroll in clinical trials.

Adult↗

PubMed1987

The impact of parent participation on the effectiveness of a heart health curriculum.

This paper presents the findings of a 1982-83 study testing a) the impact of the Chicago Heart Health Curriculum on the behaviors and attitudes toward cardiovascular disease prevention of 647 sixth-grade students in northeast Ohio, and b) the impact of including a Parental Participation Component (N = 322) in conjunction with the Chicago health curriculum program. Using a pre-test/post-test four-group experimental design, data were gathered with a Student Health Questionnaire testing self-reported attitudes and behaviors regarding cardiovascular disease factors prior to and immediately after the implementation of the curriculum. A parental pre- and post-test survey evaluated parental levels of knowledge and current behavior regarding cardiovascular risk factors. Using a one-between-one-within ANOVA model, treatment effects were revealed for three outcome variables: 1) Health Knowledge with higher scores indicating greater heart-health information (F = 34.15, df = 3/590, p less than 0.00005); 2) Attitude Toward Nutrition with higher scores indicating a positive attitude toward one's nutritional intake (F = 4.44, df = 3/517, p less than 0.004); and 3) Shopping Behavior with higher scores indicating healthier food choices (F = 4.27, df = 3/590, p less than 0.005). Results of the Parent Participation Component on student performance revealed that parental involvement had no effect on student knowledge or behavior with regard to cardiovascular disease prevention.

Analysis of Variance↗

PubMed1988

Personal health training and the severely handicapped: a curriculum based research investigation.

Project TRANSITION studied, as part of a three year field initiated research project, the effect of training selected personal health skills and their relationship to adaptive behavior. The subjects were moderately, severely, and profoundly retarded individuals residing in a state-operated developmental center. Eighty-eight subjects were selected and then randomly assigned to one of four experimental groups and participated in a 14-week training program. To test the effects of the training, valid and reliable curriculum-embedded tests were developed and used. A curriculum-embedded test uses the material to be learned as the basis for assessing the degree to which the material has been learned. These tests were designed to measure and monitor subjects' independent ability to perform each task analyzed skill. The Adaptive Behavior Scale was used to measure changes in adaptive behavior. Results of the personal health skill testing yielded significant group differences on the independent indices developed for the Project. No meaningful significant differences were found in adaptive behavior. The data indicated that the developed curriculum and scoring system was effectively used to train and monitor selected independent personal health skills of the severely mentally retarded adults in this study.

Adaptation, Psychological↗

PubMed2005

Taking the transtheoretical model into the field: a curriculum for lay health advisors.

The transtheoretical model (TTM) is a commonly applied theoretical perspective for understanding mammography behaviors and improving the effectiveness of one-on-one counseling. The North Carolina Breast Cancer Screening Program (NC-BCSP) developed a training curriculum to incorporate TTM into the advising practices of lay health advisors (LHAs). The TTM helped "natural helper" LHAs understand that women in their rural North Carolina communities were likely to be in different stages for mammography screening and hence required different messages. NC-BCSP staff believed that by combining an understanding of TTM with LHAs' natural helping abilities we potentially increased the effectiveness of LHA advising. Our limited evaluation, based on LHA feedback, suggests the curriculum is a useful training tool, even for those unfamiliar with behavior change models. Our TTM curriculum serves as an example of a health behavior theory successfully operationalized outside academia for use in the field by lay people.

Breast Neoplasms↗

PubMedDate not supplied

A global survey of occupational health competencies and curriculum.

The World Health Organization has identified a worldwide shortage of occupational health professionals, but evidence suggests that the work and education of these professionals vary across countries. This survey examined the professional development of occupational physicians, occupational nurses, industrial hygienists, and ergonomists in terms of practice competencies and academic curriculum. Of 89 countries that received the survey, 48 (54%) responded. Important differences in competencies and curricula were identified for all groups. More competencies were identified more frequently in developed countries. Academic programs existed more often in developed countries, but curriculum contents varied. The study provides a concrete reference point for discussion and development of competencies and curriculum.

Competency-Based Education↗

PubMed1992

Cancer Pain Assessment and Treatment Curriculum Guidelines. The Ad Hoc Committee on Cancer Pain of the American Society of Clinical Oncology.

PURPOSE: More than 70% of patients with cancer develop significant pain at some time during the course of their illness. Despite the general consensus that most cancer pain can be treated effectively, many patients receive inadequate treatment of their pain. One significant contributing factor is the failure of health care professionals to receive formal training in this important aspect of oncology. The Cancer Pain Assessment and Treatment Curriculum Guidelines reflect the American Society of Clinical Oncology's commitment to providing optimal pain relief to patients with cancer. These guidelines represent an effort to promote formal instruction on the assessment and treatment of cancer pain in training programs and continuing education courses. DESIGN AND RESULTS: The curriculum is broad in scope and applicable to patients of all ages. The guidelines emphasize the need for (1) routine pain assessment, (2) proficiency in prescribing opioids, nonopioid analgesics, and adjuvant medications, and (3) an understanding of the potential benefits of antineoplastic, anesthetic, neurosurgical, and behavioral approaches, which often require a coordinated multidisciplinary approach. CONCLUSION: This curriculum should prove a valuable guide to those who wish further education on the optimal treatment of cancer pain.

Curriculum↗

PubMed1998

Training resource document for curriculum development in medical oncology. Adopted on February 20, 1997 by the American Society of Clinical Oncology.

PURPOSE: Medical oncology is a rapidly growing profession, not only in its membership, but in its knowledge-base as well. In order to keep pace with the changing profile of health care delivery and still ensure uniform quality subspecialty training, a template for education is needed. DESIGN AND RESULTS: An Ad Hoc Committee was created from the American Society of Clinical Oncology (ASCO) membership. Goals of training were discussed and curriculum guidelines were created. To gain special expertise in medical oncology, the curriculum emphasizes formal instruction in the following: (1) the treatment of individual malignancies, with an emphasis on a coordinated multidisciplinary approach; (2) a clinical experience that emphasizes patient management in both the inpatient and outpatient settings; (3) the ability to perform specified procedures; and (4) the key tools in basic science that apply to patient management. This document should be considered the educational frame work around which a curriculum is developed.

Curriculum↗

PubMed2003

The role of medical students in curriculum committees.

BACKGROUND: Medical students often play a role in local curricular issues by assessing the curriculum and bringing consumers' perspectives to curricular committees. PURPOSE: To identify the formal roles that medical students play on curriculum committees. METHODS: Mail survey to associate deans of medical education at all U.S. medical schools (N = 144). RESULTS: A total of 109 surveys were returned (response rate = 75.7%). Students had formal roles on the curricular committees at 100% of the respondent institutions. The majority of medical schools allow peers to elect their representatives to the committee (53.2%). Students have a right to vote on curricular changes at 86% of the respondent institutions. The vast majority of respondents (97.2%) felt that medical students were important in initiating curricular change. CONCLUSIONS: Medical students play an active role on curriculum committees at U.S. medical schools. Further research is needed to fully elucidate these specific roles.

Chi-Square Distribution↗

PubMed1992

An applied master's degree curriculum for health services administrators in the 1990's.

Central Michigan University offers a Master of Science in Administration (MSA) degree with a concentration in Health Services Administration (HSA) to on-campus students and a large number of non-traditional students at about fifty off-campus locations throughout the continental United States and Hawaii. The degree and concentration emphasize a practical, applied course of study. The University recently undertook a curriculum review of the MSA degree and the HSA concentration with the goal of building on existing strengths and altering the curriculum to accommodate changing educational needs of future health services administrators. The review sought broadly-based input from alumni, employers, faculty/advisors, and a consultant. This ensured both that academicians' and practitioners' perspectives would guide discussions and that decisions would preserve the program's academic quality and applied nature. Generally the review did not create the sort of radical curricular change which some advisors and staff had first thought might happen. Instead it developed a consensus on curriculum content which reemphasized basic managerial skills; provided students additional preparation in cognitive skills of data gathering, analysis, synthesis, and communication; and strengthened strategic planning competencies.

Administrative Personnel↗

PubMed2006

A competency approach to curriculum building: a social work mission.

This article discusses The John A. Hartford Foundation CSWE SAGE-SW Project through an historical reflection of curriculum development within the profession. The project's relationship to several curriculum building models is also explored. A curriculum development tool for combining the Hartford Competencies with theCSWEEPAS requirements is provided.

Aged↗

PubMed1998

Teaching medical informatics a la carte: a curriculum for the professional palate.

Health professionals as well as students vary greatly in their appetite for medical informatics and evidence-based medicine. The information professional is challenged by the need for instructional programs that support the use of medical informatics to a diverse audience. For teaching programs to be successfully received, the information professional must be able to offer an adaptable curriculum that can be arranged to meet the differing needs of a wide range of health professionals. The Educational Services Department at New York University Medical Center has designed and implemented a multidisciplinary curriculum that serves as a model for health and information professionals to meet a variety of goals and objectives. This paper describes how the curriculum evolved. It is presented as a menu of offerings that may be coordinated and adapted to meet the varying skills and needs of clinicians, basic scientists, residency training programs, medical student clerkships, and nursing and allied health programs. Informatics programs that may include workshops in basic computer skills, identification of information resources, the structure of information, developing search strategies in support of evidence-based medicine, identifying qualitative journal literature, and critical appraisal of the literature, are easily adapted to any audience and schedule.

Academic Medical Centers↗

PubMed1999

Teaching life-long learning skills in a fourth-year medical curriculum.

For more than twenty years, the Ruth Lilly Medical Library has been a traditional part of the Indiana University School of Medicine curriculum. Recently, following changes to the curriculum, the Library's role has evolved to include responsibility for developing and teaching a Medical Informatics rotation as part of the senior year clerkships. Heavy emphasis is placed on acquiring life-long learning skills, especially on locating and critically appraising the best clinical evidence in the medical literature. In its first four months, the rotation has been quite favorably received by both students and faculty, but will continue changing to keep pace with future curriculum alterations and new technology.

Clinical Clerkship↗

PubMed2003

Integration of information literacy into a revised medical school curriculum.

The Keck School of Medicine of the University of Southern California's newly revised Year I-II curriculum integrates information literacy components based on the AAMC's medical informatics objectives throughout the two-year continuum. Students are required to participate in various components taught by librarians from the Norris Medical Library including (1) an information skills workshop, (2) a yearlong literature search project, and (3) an evidence-based medicine resources workshop. Critical appraisal of literature also is included in the curriculum to ensure that the students are familiar with the various research study designs. Librarians also provide resources to assist students in researching learning issues related to cases presented in the curriculum. To encourage the faculty mentors to serve as good models of information users, librarians offer brief training sessions on information resources to faculty.

California↗

PubMed2000

Working memory deficits in children with low achievements in the national curriculum at 7 years of age.

BACKGROUND: Close links between children's capacities to store and manipulate information over brief periods have been found with achievements on standardised measures of vocabulary, language comprehension, reading, and mathematics. AIM: The study aimed to investigate whether working memory abilities are also associated with attainment levels in the national curriculum assessments at 7 years of age. SAMPLE: Eighty-three children aged 6 and 7 years attending local education authority schools participated in the study. METHODS: Working memory skills were assessed by a test battery designed to tap individual components of Baddeley and Hitch's (1974) working memory model. Children were assigned to normal and low achievement groups on the basis of their performance on national curriculum tasks and tests in the areas of English and mathematics. RESULTS: Children with low levels of curriculum attainment showed marked impairments on measures of central executive function and of visuo-spatial memory in particular. A single cut-off score derived from the test battery successfully identified the majority of the children failing to reach nationally expected levels of attainment. CONCLUSIONS: Complex working memory skills are closely linked with children's academic progress within the early years of school. The assessment of working memory skills may offer a valuable method for screening children likely to be at risk of poor scholastic progress.

Aptitude Tests↗

PubMed2006

A school curriculum-based exercise program increases bone mineral accrual and bone size in prepubertal girls: two-year data from the pediatric osteoporosis prevention (POP) study.

UNLABELLED: This 2-year prospective controlled exercise intervention trial in 99 girls at Tanner stage 1, evaluating a school curriculum-based training program on a population-based level, showed that the annual gain in BMC, aBMD, and bone size was greater in the intervention group than in the controls. INTRODUCTION: Most exercise intervention studies in children, evaluating the accrual of BMD, include volunteers and use specifically designed osteogenic exercise programs. The aim of this study was to evaluate a 2-year general school-based exercise intervention program in a population-based cohort of girls at Tanner stage 1. MATERIALS AND METHODS: Forty-nine girls 7-9 years of age in grades 1 and 2 in one school were included in a school curriculum-based exercise intervention program of general physical activity for 40 minutes per school day (200 minutes/week). Fifty healthy age-matched girls in three neighboring schools, assigned to the general Swedish school curriculum of physical activity (60 minutes/week), served as controls. All girls were premenarchal, remaining in Tanner stage 1 during the study. BMC (g) and areal BMD (aBMD; g/cm2) were measured with DXA of the total body (TB), the lumbar spine (L2-L4 vertebrae), the third lumbar vertebra (L3), the femoral neck (FN), and the leg. Volumetric BMD (vBMD; g/cm3) and bone size were calculated at L3 and FN. Total lean body mass and total fat mass were estimated from the total body scan. Height and weight were also registered. Baseline measurements were performed before the intervention was initiated. Follow-up was done after 2 years. RESULTS: No differences between the groups were found at baseline in age, anthropometrics, or bone parameters. The annual gain in BMC was greater in the intervention group than in the controls: L2-L4, mean 3.8 percentage points (p = 0.007); L3 vertebra, mean 7.2 percentage points (p < 0.001); legs, mean 3.0 percentage points (p = 0.07). The intervention group had a greater annual gain in aBMD: total body, mean 0.6 percentage points (p = 0.006), L2-L4, mean 1.2 percentage points (p = 0.02), L3 vertebra, mean 1.6 percentage points (p = 0.006); legs, mean 1.2 percentage points (p = 0.007). There was also a greater mean annual gain in bone size in the L3 vertebra (mean 1.8 percentage points; p < 0.001) and in the FN (mean 0.3 percentage points; p = 0.02). CONCLUSIONS: A general school-based exercise program for 2 years for 7- to 9-year-old girls (baseline) enhances the accrual of BMC and BMD and increases bone size.

Bone and Bones↗

PubMedDate not supplied

The parenting project for teen mothers: the impact of a nurturing curriculum on adolescent parenting skills and life hassles.

OBJECTIVE: Many teen parents and their babies are at a significant disadvantage because of poverty and inadequate parenting skills. We undertook a study aimed at increasing parenting skills and improving attitudes of teen mothers through a structured psychoeducational group model based on the Nurturing Curriculum. METHODS: All adolescent mothers in the Young Parents' Program were offered enrollment in a 12-week group parenting curriculum (intervention group) and were compared with those who declined the intervention but agreed to participate as comparison subjects (comparison group). This study had an intervention-comparison group design with pretest and posttest measures, including the Adult-Adolescent Parenting Inventory (AAPI), the Maternal Self-Report Inventory (MSRI), and the Parenting Daily Hassles Scale (Hassles Scale). RESULTS: There were 91 young mothers in the intervention group compared with 54 in the comparison group. While controlling for mother's age, baby's age, and race, the repeated-measures analyses showed that mothers who participated in the intervention group or attended more group sessions experienced improvements in their mothering role (MSRI) (trend), perception of childbearing experience (MSRI), appropriate developmental expectations of their child (AAPI), empathy for the baby (AAPI), and a reduction in the frequency of hassles in child and family events (Hassles Scale). CONCLUSION: The intervention group showed improvement in parenting skills and life hassles after participation in the intervention curriculum. More interventions are needed to confirm the positive effect of the group-based interventions on parenting and life skills of young mothers that may improve the social, emotional, and cognitive outcomes for the children born to teen parents.

Adolescent↗

PubMedDate not supplied

[Nursing: the integrated curriculum in the evaluation and perception of the nursing faculty].

The following study aims at determining the perspectives and difficulties experienced by the teaching staff of the Nursing Department at the Health Sciences Center in Londrina State University during the development and implementation of Module I of their integrated curriculum. The research was constituted by a case study and data were obtained from a set of questions posed to 13 (thirteen) teachers who designed and implemented the Module I of the integrated curriculum at the nursing school in Londrina State University, during the year of 2000. The analysis of the data allowed the authors to determine those factors which either made it difficult or facilitated the process implementation, as well as to raise teachers' perception about the process of curricular change. The study, by supplying indicatives of change, contributes to the improvement of the quality of nursing education as the new curriculum is implemented at Londrina State University.

Brazil↗