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PubMedDate not supplied

A new curriculum for fitness education.

Regular exercise is important in a preventive approach to health care because it exerts a beneficial effect on many risk factors in the development of coronary heart disease. However, many Americans lack the skills required to devise and carry out a safe and effective exercise program appropriate for a life-time of fitness. This inability is partly due to the lack of fitness education during their school years. School programs in physical education tend to neglect training in the health-related aspects of fitness. Therefore, a new curriculum for fitness education is proposed that would provide seventh, eighth, and ninth grade students with (a) a basic knowledge of their physiological response to exercise, (b) the means to develop their own safe and effective physical fitness program, and (c) the motivation to incorporate regular exercise into their lifestyle. This special 4-week segment of primarily academic study is designed to be inserted into the physical education curriculum. Daily lessons cover health-related fitness, cardiovascular fitness, body fitness, and care of the back. A final written examination covering major areas of information is given to emphasize this academic approach to exercise. Competition in athletic ability is deemphasized, and motivational awards are given based on health-related achievements. The public's present lack of knowledge about physical fitness, coupled with the numerous anatomical and physiological benefits derived from regular, vigorous exercise, mandate an intensified curriculum of fitness education for school children.

Curriculum↗

PubMed1984

Alcoholism curriculum development: an examination of the process.

Alcoholism is one of several topics that may be integrated into family medicine clerkship teaching. This article focuses on the process of curriculum development in alcoholism. The process is traced from its beginnings in a third-year clerkship to its integration into the medical school curriculum and other areas of medical education. Strengths and pitfalls in this project are discussed. Enlisting community support and field testing newly developed strategies are emphasized as successful methods. Less successful in this project, though equally important, are faculty development and long-term evaluation. Recommendations for curriculum development in similar projects are made.

Alcoholism↗

PubMed1978

Family medicine in the undergraduate medical curriculum.

Family medicine has become an integral part of the under-graduate medical curriculum in many schools. The process of developing this important segment of the curriculum has encountered many difficulties which have centered around the particular phase in which family medicine is introduced in the student's development. The student must recognize family medicine as an academic discipline comparable to, and as important as, other traditional specialties. Through the use of the model practice unit, the development of cognitive behavioral objectives, and the provision of continuity of care experiences during the undergraduate medical curriculum, the student can grow to understand that family medicine is, in fact, as academically strong as other more traditional specialties. This article describes the experience, problems, and the development of these components in one medical school.

Alabama↗

PubMed1978

A systematic approach to medical technology curriculum development.

A systematic approach to medical technology curriculum development resulted from a multidisciplinary, federally funded, competency-based curriculum development project in the School of Allied Medical Professions at The Ohio State University. This approach includes processes for identifying medical technology competencies, evaluating the effectiveness of an ongoing curriculum, and developing a domain-referenced framework for organizing, sequencing, evaluating, and updating the requisite professional knowledge, skills, and attitudes.

Competency-Based Education↗

PubMed1995

Improving pediatric residents' alcohol and other drug use clinical skills: use of an experiential curriculum.

OBJECTIVE: To evaluate the effectiveness of an experiential alcohol and other drug curriculum on pediatric residents' knowledge, attitudes, and skills in alcohol and other drug (AOD) issues. DESIGN: Nonrandomized control trial. SETTING: Two university pediatric residency programs. PARTICIPANTS: Pediatric residents (n = 44). INTERVENTION: Intervention residents received an experiential AOD curriculum consisting of participation in an adolescent assessment program, interactive didactic sessions, role-playing practice, and interviewing skills sessions. The control group received no formal training. MAIN OUTCOME MEASURES: Pretesting and posttesting each group using written and Objective Structured Clinical Examination evaluations using standardized patients. Evaluations were videotaped and scored by an expert panel using a standardized scoring process. RESULTS: Pretest comparisons of written knowledge and clinical skills as assessed by the Objective Structured Clinical Evaluation showed no significant differences between the intervention and the control groups. Analysis of written test scores revealed that residents' general knowledge as well as knowledge of screening techniques and management resources related to AOD issues increased significantly more for the intervention group than for the control group from pretest to posttest (P < .001). Evaluation of the videotapes showed significant improvement for the intervention group compared with controls in overall score and in the use of specific screening techniques and interviewing skills (P < .05). Self-assessment of residents' interest, confidence, and competence in AOD issues improved significantly for intervention residents vs controls (P < .05). CONCLUSIONS: Pediatric residents receiving an experiential AOD curriculum increased their knowledge and clinical skills in AOD issues significantly more than residents receiving no formal training. Similar curricula and evaluation could be used by other primary care residency programs and could be implemented in other areas of adolescent health risk behaviors.

Adolescent↗

PubMed1995

Results from the use of a 3-year computer competency curriculum in a family practice residency.

BACKGROUND: Computer competency is becoming essential to practicing family physicians. However, no published computer curricula exist for family practice residents. METHODS: A computer competency curriculum was designed, implemented, and evaluated. Computer software was divided into four categories: patient care, education, practice management, and hospital resources. Competency was measured and recorded by faculty. The residents evaluated the adequacy and relevance of the curriculum to their current and future needs using a questionnaire. RESULTS: Competency testing revealed that residents uniformly achieved competency but at different rates. Residents rated the quality and quantity of instruction in patient care programs highest and in practice management lowest. The usefulness of patient care programs was perceived as high during residency but was expected to be less useful after residency. In contrast, the usefulness of practice management programs was rated as low during residency but expected to be high after graduation. Education and hospital programs were intermediate. Self-assessment indicated that computer use increased during residency; 90% of residents characterized themselves as frequent users. CONCLUSIONS: Despite logistical problems, teaching computer literacy is a responsibility of physician educators. A curriculum must be continually evaluated to ensure that it remains current and relevant to the needs of the residents.

Computer User Training↗

PubMed1994

Contribution of academic departments of general practice to undergraduate teaching, and their plans for curriculum development.

BACKGROUND: In 1991, the General Medical Council suggested the development of a new undergraduate curriculum, on a 'core plus electives' basis. The combination of National Health Service reforms and the rising profile of academic departments of general practice had led to a consideration of general practice as an alternative teaching environment. These departments now face escalating expectations from their medical schools of their ability to provide additional community based teaching. AIM: The aim of this study was to investigate the present contribution of academic departments of general practice to undergraduate teaching and their plans for curriculum development, including the introduction of community-based clinical skills teaching. METHOD: A questionnaire was circulated in June 1993 to all academic departments of general practice in the United Kingdom and Eire. RESULTS: Twenty seven out of 28 questionnaires were returned. Twenty two departments provided pre-clinical teaching and all provided a clinical practice attachment. Eight medical schools were organizing community-based clinical skills teaching, and in two this formed the basis for a community-based medical attachment. Eight planned to reduce the factual content of their curricula and introduce problem-based learning while nine were contemplating a 'core plus electives' option. Fourteen medical schools had primary care input in teaching basic clinical skills and an additional seven planned to introduce this. Problems encountered by the general practitioner tutors in teaching clinical skills included insufficient time and resources and poor self-esteem; they identified a need for good central and peripheral organization. CONCLUSION: Compared with a 1988 study, academic departments of general practice are increasingly involved in teaching both general practice and general medical skills at undergraduate level. Curriculum change is occurring rapidly, with an increasing trend towards community teaching; the implications for both academic departments and general practitioner tutors are discussed.

Curriculum↗

PubMedDate not supplied

Curriculum design in nursing staff development.

Curriculum design can be used as a blueprint for the activities of a nursing staff development department. In this article, the author provides an overview of the major elements of curriculum design and their use in the service setting. The American Nurses Association Standards for Nursing Staff Development are incorporated into the curriculum elements of philosophy, conceptual framework, goals and objectives, content organization, instructional design, and evaluation.

Curriculum↗

PubMed1994

Medical informatics Heidelberg/Heilbronn: graduates' experiences and job situation. An inquiry among graduates having completed the curriculum of medical informatics at the University of Heidelberg/School of Technology Heilbronn.

On the occasion of the 20th anniversary of the curriculum of medical informatics at the University of Heidelberg/School of Technology Heilbronn, a written and anonymous inquiry was carried out in March 1992 among the entirety of graduates from the curriculum. The aim of the inquiry was to obtain from the graduates of the curriculum information about their current places of employment, their fields of work, the state of continuing education as well as about their professional position. It was, in addition, intended to obtain from the graduates' point of view an assessment of the education received during their studies as well as an assessment of the job situation. A questionnaire was sent to all persons having completed their studies by that time (n = 567, as of 1.1.1992). 62.2% of the forms were returned duly filled in; 92.2% of the graduates are employed. 44.5% out of them are working within the field of medical informatics, 53.0% are working outside medical informatics but within the sector of informatics and 2.2% in other fields; 0.3% were without indication. As far as places of employment are concerned, enterprises concentrating on hardware and software development rank first, followed by hospitals and medical institutions affiliated to universities. As far as fields of work are concerned, information systems within the health care sector (especially hospital information systems) as well as medical documentation predominate in the group of those employed within medical informatics, whereas among those not working within medical informatics software engineering as well as database systems and information systems prevail.(ABSTRACT TRUNCATED AT 250 WORDS)

Curriculum↗

PubMed1993

Cancer pain assessment and treatment curriculum guidelines. Ad Hoc Committee on Cancer Pain of the American Society of Clinical Oncology.

More than 70% of patients with cancer develop significant pain at some time during 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. 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. The curriculum should prove a valuable guide to those who wish further education on the optimal treatment of cancer pain.

Curriculum↗

PubMed1993

A problem-based learning curriculum in transition: the emerging role of the library.

This case study describes library education programs that serve the University of New Mexico School of Medicine, known for its innovative problem-based learning (PBL) curricular track. The paper outlines the specific library instruction techniques that are integrated into the curriculum. The adaptation of library instruction to a PBL mode of medical education, including the use of case studies, is discussed in detail. Also addressed are the planning processes for the new PBL curriculum scheduled for implementation in 1993, including the activities of library faculty and staff and the probable new role of the library in the new curriculum.

Computer-Assisted Instruction↗

PubMed1993

[Elective periods in the medical curriculum. Madness or academic challenge?].

The medical curriculum at the University of Tromsø reserves 23 weeks, divided into four periods, for elective work, including 12 weeks at the end of the fifth year, when the student carries out an independent study and writes a short thesis. 84.2% of 417 physicians (graduation year 1979-89) answered a mailed questionnaire asking them to evaluate these periods. The postgraduates report high levels of satisfaction with this part of the curriculum, thought they had benefited from it. As many as 86.0% evaluate the gain from the first three periods as good or very good. 26.8% started working on their thesis before the final 12 week period. 88.1% found the fourth, and longest period, assigned for their thesis to be an important part of the curriculum. One third had also published their material, half of these in international journals. 75.6% found the skills acquired during the final elective period to be useful in their present work, independent of specialty.

Attitude of Health Personnel↗

PubMed1995

Integrating medical informatics into an undergraduate medical curriculum.

his paper outlines a rationale for medical schools to integrate medical informatics into their curricula. The approach used in the problem-based undergraduate curriculum at Dalhousie University School of Medicine is presented in three areas: organizational structure, implementation, and curriculum development. Seven goal areas defined to guide the curriculum development process are described.

Computer Literacy↗

PubMed1995

[How to make a surgical curriculum].

Discussion on curriculum vitae is a highly valorized parameter in the final exam to obtain the degree of medical specialist in Portugal. However, the lack of guidelines for making up a curriculum causes difficulties for everyone involved: residents, juries and institutions which govern the equity of the process. This paper presents guidelines for a curriculum which can be applied to any surgical speciality. The proposal is based on the regulations which govern post-graduate medical training. A broad debate on this issue is also suggested in this article.

Curriculum↗

PubMed1996

A comprehensive strategy for designing a Web-based medical curriculum.

In preparing for a full featured online curriculum, it is necessary to develop scaleable strategies for software design that will support the pedagogical goals of the curriculum and which will address the issues of acquisition and updating of materials, of robust content-based linking, and of integration of the online materials into other methods of learning. A complete online curriculum, as distinct from an individual computerized module, must provide dynamic updating of both content and structure and an easy pathway from the professor's notes to the finished online product. At the College of Physicians and Surgeons, we are developing such strategies including a scripted text conversion process that uses the Hypertext Markup Language (HTML) as structural markup rather than as display markup, automated linking by the use of relational databases and the Unified Medical Language System (UMLS), integration of text, images, and multimedia along with interface designs which promote multiple contexts and collaborative study.

Computer Communication Networks↗

PubMed1997

One school's experience with the development of an oncology nurse practitioner curriculum.

PURPOSE/OBJECTIVES: To describe the foundational work and implementation of a nurse practitioner (NP) curriculum geared toward oncology nurses. The study is selective (not comprehensive) and reflective of one school's experience. DATA SOURCE: Journal articles, curriculum guidelines, anecdotal experience, and interviews. DATA SYNTHESIS: The NP is used more frequently in oncology, both as a clinician and for other aspects of advanced practice nursing. NPs must be prepared to fulfill graduate criteria as outlined by definitive sources for curriculum development. CONCLUSIONS: Schools must work with employers, graduates, and patients in conducting outcome evaluations to measure safety issues and role effectiveness of oncology NPs (ONPs), as well as fulfillment of all aspects of the advanced nursing practice role. IMPLICATIONS FOR NURSING PRACTICE: If healthcare employers continue to rely heavily on the use of ONPs, schools of nursing must be prepared to graduate safe clinicians, experts in oncology, and advanced practice nurses, all combined into one graduate. This difficult task requires evaluation of current practices.

Certification↗

PubMedDate not supplied

Focus groups: a useful tool for curriculum evaluation.

BACKGROUND AND OBJECTIVES: Focus group interviews have been used extensively in health services program planning, health education, and curriculum planning. However, with the exception of a few reports describing the use of focus groups for a basic science course evaluation and a clerkship's impact on medical students, the potential of focus groups as a tool for curriculum evaluation has not been explored. Focus groups are a valid stand-alone evaluation process, but they are most often used in combination with other quantitative and qualitative methods. Focus groups rely heavily on group interaction, combining elements of individual interviews and participant observation. This article compares the focus group interview with both quantitative and qualitative methods; discusses when to use focus group interviews; outlines a protocol for conducting focus groups, including a comparison of various styles of qualitative data analysis; and offers a case study, in which focus groups evaluated the effectiveness of a pilot preclinical curriculum.

Curriculum↗

PubMedDate not supplied

[Curriculum renewal and quality of the educational process].

Curriculum renewal may be one good way for the betterment of medical education in the perspective of educational development. The article identifies three otmization lines for curriculum renewal, in the sense of criteria of relevance, efficacy, and efficiency. They are: 1) anchoring the renewal in the vision of a three-dimension concept of competence; 2) emphasis on quality of learning; and 3) a quest for restructuring the learning settings. Implication and examples of, and some barriers against such moves are noticed. The author points out that curriculum renewal may be effective only when it is fostering the quality of learning.

Curriculum↗