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Results for “Curriculum”

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At least 865 records · Page 48Linked to original sources

PubMed1994

The utility of curriculum-based measurement for evaluating the effects of methylphenidate on academic performance.

Two case studies were conducted to investigate the utility of curriculum-based measurement of math and reading for evaluating the effects of methylphenidate on the academic performance of 2 students diagnosed with attention deficit hyperactivity disorder. Following baseline measurement, double-blind placebo-controlled procedures were employed to evaluate each student's response to three levels (5 mg, 10 mg, and 15 mg) of the medication. Results of the first study suggest that the curriculum-based measures were sensitive indicators of the student's response to medication. This finding was replicated in the second study. In the second study, when the student's follow-up dose of medication was based on trial-phase data, follow-up performance was improved compared to baseline performance. These case studies suggest that further research is warranted on the utility of curriculum-based measurements for monitoring and evaluating stimulant medication interventions with children with this disorder.

Adolescent↗

PubMed1978

The computerized medical record in gastroenterology: part 4. Health curriculum vitae.

The health curriculum vitae consists mainly of a chronological sequence of diagnoses, which are the mainstays of the medical record. Each diagnosis is connected vertically in the health curriculum vitae with its aetiological factors and its medical or surgical treatments in a casual concatenation; and horizontally throughout the other three parts of the record with its relevant functional, morphological (descriptive) and numerical laboratory data in a diagnostic association. The health curriculum vitae uses the Systematized Nomenclature of Medicine (SNOMED), the International Nomenclature of the Diseases of the Gastrointestinal Tract (CIOMS) and the International Standard Classification of Occupations of the Internationl Labour Office.

Computers↗

PubMed2003

[The development of certificates criteria and curriculum in home healthcare nurse specialist program].

PURPOSE: To make a contribution to raising the quality of nursing and home healthcare services through reviewing the present state of home healthcare nurse specialist training institutions and education programs and creating concrete measures to establish high-quality education courses. METHOD: International comparative study of accreditation criteria and curriculum in home healthcare nurse specialist program. RESULT: The Authorization Standards of home healthcare nurse training institutions consists of 8 items, 23 evaluation criteria and 72 evaluation indexes. Proposal to develop a specialist training program: Curriculum. Modify and complement a present homecare nurse education program. Curriculum 1. Designate two forms of certification. The first certification has been granted the authority to serve as a manager and open a home healthcare agency to nurses having masters degrees and clinical experience for five years. The second certification is allowed to perform general home healthcare after having completed a short term training course. Currculum 2. To meet increasing demands, granting a certification to perform home healthcare to registered nurses having clinical experience of more than three years. CONCLUSION: These results can be utilized in the home healthcare educational program for raising the quality of nurses and home healthcare services.

English Abstract↗

PubMedDate not supplied

Student perspectives on problem-based learning in an occupational therapy curriculum: a multiyear qualitative evaluation.

OBJECTIVES: Problem-based learning (PBL) is increasingly being used within health care professional educational programs to develop critical thinking skills via a learner-centered approach. However, few studies have evaluated the effect of participation in a PBL-centered curriculum on occupational therapy knowledge and skill development over time from the perspective of the students involved. This study examined student evaluations of the first three class cohorts participating in a PBL-based curriculum. METHOD: A participatory action design study involving qualitative, student-led focus groups was conducted with 154 students across 2 years of the education program. Fourteen focus groups were audiotaped, and those audiotapes were transcribed by an outside expert, followed by two levels of analysis by program faculty members and a member check by student participants. RESULTS: Themes that emerged from the data analysis related to (a) defining elements of PBL, (b) the role of students and faculty members, (c) learning strategies used by students in a PBL versus traditional education program, (d) the challenges of a PBL approach, and (e) PBL's relationship to clinical reasoning and occupational therapy practice. CONCLUSIONS: Students perceived that a PBL approach adopted consistently across the curriculum contributed to the development of information management, critical reasoning, communication, and team-building skills; however, identified challenges were time and role management, information access, instructor versus PBL expectations and practices, and coping with the ambiguity of knowledge and reasoning.

Adult↗

PubMed1999

A professional curriculum vitae will open career doors.

In today's challenging healthcare environment, it is essential for nurse practitioners to be able to describe themselves professionally on paper to compete for practice and academic opportunities. Nurse practitioners are competing with physician assistants as well as physicians for primary and acute care positions. A carefully compiled curriculum vitae will present the individual in the best light possible to help open career doors and enhance chances of success. Preparing a curriculum vitae will serve to highlight relevant professional accomplishments, whatever the setting, toward the fulfillment of professional goals. This article reviews the current professional print and electronic literature on preparing a curriculum vitae to assist the nurse practitioner in developing this vital document.

Career Mobility↗

PubMed2001

Introduction of problem-based learning in a traditional medical curriculum in Singapore--students' and tutors' perspectives.

OBJECTIVES: The Faculty of Medicine at the National University of Singapore was founded in 1905 and has trained many generations of medical practitioners. Teaching has been based on a traditional British-style curriculum with 2 years of training in the basic clinical sciences and 3 years in the clinical disciplines. Starting in the academic year 1999-2000, a more integrated curriculum was introduced. In conjunction with this, approximately one-fifth of the curriculum time was dedicated to problem-based learning (PBL). This will be the first time that PBL is being implemented in the medical school and both staff and students will be new at it. Thus, the objective of this study was to gather information on the reactions of both staff and students after the actual implementation. MATERIALS AND METHODS: A questionnaire was designed to assess the following: (1) What are tutors' and students' opinions on the relative benefits on students' learning process and participation of PBL versus traditional lectures? (2) What is the level of satisfaction with various aspects of their PBL experience? (3) What were the difficulties that were encountered? RESULTS: Several positive and negative aspects of the tutors' and students' experiences were revealed. Most reported fairly high levels of satisfaction with their PBL experience. CONCLUSIONS: Overall, the experiences have been positive and both groups are willing to "struggle" with this new way of learning.

Education, Medical↗

PubMed2004

Teaching economics in the graduate health administration curriculum: a mini-case simulation approach.

Training in the discipline of economics has long been recognized as an important component of the curriculum in graduate health administration (GHA) education. Yet economics is a subject that is often considered hard to teach and difficult for students to learn. What is missing is a body of literature that identifies methods that are most appropriate for teaching economics to graduate students aspiring to be health care managers. Moreover, given the keen interest in developing competency-based curricula today, what is also needed is empirical evidence, which systematically links the key skills, knowledge, and abilities economics courses try to develop with the teaching approaches best suited to do so. This paper helps fill this gap in the literature by describing and evaluating the author's "Top of the News" (TOTN) mini-case simulation series piloted in her Health Care Economics course in the Master of Health Administration (MHA) curriculum at Saint Louis University during the spring semester of 2002. This approach combines elements of the case study and simulation methods used by others, but adds several innovations. Although the TOTN method was designed specifically for a course in health care economics, it is one that can be readily adapted for courses across the GHA curriculum. The article concludes that although the TOTN exercises proved to be fairly successful, GHA faculty and practitioners concerned about preparing today's students to meet tomorrow's health care leadership challenges need to not only identify effective teaching methods, but also have a lot more to discover about the learning styles of the students they teach.

Education, Graduate↗

PubMed2006

Design and implementation of a nutrition and physical activity curriculum for child care settings.

BACKGROUND: Childhood overweight continues to increase in the United States. Children should begin establishing healthy eating and physical activity behaviors at a young age. CONTEXT: Many children spend a large part of their day in child care settings, whether in preschools or home day care settings. Child care providers in these settings have an opportunity to establish and reinforce habits that promote good health. However, the providers need training and creative educational materials to teach children about healthy eating and physical activity. Color Me Healthy is an educational program focusing on nutrition and physical activity that was developed for children aged 4 and 5 years by three of the authors (C.D., C.T., and L.P.). METHODS: In 2001 and 2002, the program was implemented in 47 North Carolina counties and the North Carolina Cherokee reservation. In December 2001, we used an information-dissemination model called Train the Trainer during a session to teach county teams comprising local public health professionals and cooperative extension employees how to teach child care providers in their communities to use the curriculum. The child care providers were then trained between March and August 2002. Follow-up evaluation forms were given to trained child care providers 8 weeks after the training. CONSEQUENCES: Of the providers who completed the evaluations (n = 486), 92.0% indicated that using the Color Me Healthy curriculum increased the physical activity of their students, and 91.8% indicated that it increased the children's knowledge about movement. In addition, 93.0% of providers also indicated that using Color Me Healthy had increased the children's knowledge about healthy eating. INTERPRETATION: Child care providers need educational materials on healthy eating and physical activity and should be trained to use them. The Train the Trainer model is an effective way to teach public health professionals to train child care providers on the Color Me Healthy curriculum materials about healthy eating and physical activity.

Child↗

PubMed2006

Integration of sexual and reproductive health in the medical curriculum in Pakistan.

OBJECTIVE: To assess the knowledge of medical practitioners regarding management of selected reproductive tract infections, diagnosis of sexual dysfunction and identification of sexual abuse and to assess the attitudes and practices of health care providers regarding sexual and reproductive rights in order to recommend areas that need to be incorporated in a sexual and reproductive health curriculum. DESIGN: A cross-sectional survey. PLACE AND DURATION OF STUDY: From March to August 2003 in the District Turbat of Balochistan, Pakistan. SUBJECT AND METHODS: Selected indicators of knowledge, attitudes and practices regarding sexual and reproductive health of primary care physicians were assessed using a pre-tested questionnaire and formal/informal interviews. Variables were identified from the literature and previous in-depth interviews, and then formulated into respective questions. A Lichert scale marked from 1 to 5 was used for categorizing responses into agreed, neutral and disagreed. Descriptive statistics were computed using SPSS version 10 for windows. Qualitative interviews were translated and transcribed and analyzed according to pre-judged and emerging themes. RESULTS: Out of 45 physicians interviewed, nearly half scored less than 50% in the knowledge section. Attitudes and practices assessed suggested a tendency to be judgmental, gender/rights discriminatory and with little provision for enabling clients to make their own decisions, so essential for quality sexual health service provision. CONCLUSION: Keeping in view the importance of the sexual health issues and a lack of ability of health care providers to handle it effectively, deficient areas of sexual health must be integrated into the medical curriculum. Medical educators have the responsibility to train physicians and other health professionals in the core competencies to improve the sexual and reproductive health of their communities.

Adult↗

PubMed1994

Does curriculum make a difference? A comparison of family physicians with and without rheumatology training during residency.

OBJECTIVE: To assess the long-term effect of an extensive rheumatology curriculum on graduates of family practice residencies. DESIGN: Cohort analytic study using a mailed survey and a multiple-choice test based on clinical vignettes that were administered 3 to 7 years after graduation from residency training. PARTICIPANTS: Practicing family physicians who had graduated from a community hospital family practice residency with an extensive rheumatology curriculum (trained) were compared with graduates from a similar program without specific rheumatology training (untrained). MAIN OUTCOME MEASURES: Total test scores, results of individual test questions, practice style, and attitudes toward rheumatology training and practice. RESULTS: We received 39 (85%) responses from 46 potential respondents in the trained group and 25 (89%) responses from 28 potential respondents in the untrained group. Physicians in the two groups had similar backgrounds and practice styles. The trained physicians scored higher on the multiple-choice test (mean +/- SD, 25 +/- 5 vs 22 +/- 6; P < .03). The clinical significance of these differences is a matter of individual interpretation. One hundred percent of the trained physicians believed that the quality of their rheumatology training was good to excellent compared with 25% of the untrained physicians. Seventy-six percent of the untrained physicians wished that they knew more about rheumatology. No variables other than rheumatology training accounted for the differences between the two groups. CONCLUSIONS: The difference in rheumatology knowledge, evident during and soon after residency between trained and untrained physicians, persists for 3 to 7 years.

Adult↗

PubMed1989

A sexually transmitted diseases curriculum in adolescent medicine.

We conducted a needs assessment and developed and evaluated a model curriculum on sexually transmitted diseases (STDs) for house officers on an adolescent medicine rotation. Residents thought it important for physicians to acquire skill in treating STDs during residency (mean rating, 4.4 on a five-point scale) and were willing to provide medical care for adolescents likely to have an STD (mean rating, 4.4). Knowledge was measured before and after presentation of both of the two curriculum levels. There were significant increases in knowledge after each level, with a mean increase of 4.4 (of 50 possible) points for level 1 and a mean increase of 1.8 (of 38 possible) points for level 2. This improved knowledge about STDs should reflect increased competence and enhanced willingness to treat STDs in adolescents.

Adolescent Medicine↗

PubMed1999

Implementing and integrating computer-based activities into a problem-based gross anatomy curriculum.

A problem-based learning curriculum in gross anatomy was begun for a limited number of students to address unsuccessful methodology inherent in a traditional instructional approach. To eliminate some concerns associated with the laboratory component, computer-based instruction and other computer- related activities were actively integrated into the total instructional process. Prosections, directions, quizzes, images, and grades were provided in lab at table-side computer workstations, in the library, and on the web. Results were assessed through questionnaires in which students rated their learning experience according to a Likert-type scale. Success was measured by quantitative improvements in student perception. In this three-year study, observations and measurements have suggested increasingly positive student attitudes toward educational technology, for networks as a faster and more effective method of student/faculty communication, and in the utilization of computer-based instruction for greater flexibility and efficiency in learning. This allowed a rethinking of the structure and content of the curriculum by the faculty, which permitted reduced laboratory time, more small-group activity, and less reliance on staff.

Anatomy↗

PubMed1993

Gross anatomy: an outdated subject or an essential part of a modern medical curriculum? Results of a questionnaire circulated to final-year medical students.

Final-year undergraduate medical students were given a questionnaire on the gross anatomy curriculum they had experienced in their first year at medical school 5 years earlier. They were asked to evaluate the relevance of the dissection course, lectures and seminars in gross anatomy for clinical courses, clerkships, and everyday practical work on the ward. About two-thirds of the students found the time spent on 10 different regions in anatomy to be adequate, and a considerable number of students would have liked even more details. The vast majority expressed a wish to repeat topographical anatomy during their clinical teaching. Furthermore, approximately 75% of the students showed interest in short, specialized dissection courses during the clinical curriculum. Medical students just before graduation ranked gross anatomy with the dissection course and integrated clinical topics as a keystone for their clinical courses. The results of such surveys should be taken into consideration when discussing modifications to teaching gross anatomy or arguing about a balanced dissection course.

Anatomy↗

PubMed2002

Horizontal and vertical integration of academic disciplines in the medical school curriculum.

A rapid expansion of new scientific information and the introduction of new technology in operative and diagnostic medicine has marked the last several decades. Medical educators, because of and parallel to these developments, initiated a search for a more effective system of presenting core material to medical students. The new educational trends, although varying somewhat from one institution to another, concentrated on the following pedagogical shifts: 1) expansion of conceptual presentation of material at the expense of detail-oriented education; 2) amplification of an integrated approach, as opposed to subject-oriented instruction; 3) scheduling of elective courses to compliment required courses in the curriculum; and 4) institution of small group instruction (i.e., problem-based learning) to actively involve students in the educational process and to develop deductive reasoning based on clinical cases. The future pedagogical system in medical schools will most likely be a combination of "classical" presentation of material combined with concept-oriented, subject-integrated and small group instruction based on either hypothetical or real clinical cases. It is imperative for the success of the new curriculum, however, that certain criteria are satisfied: 1) reorganize basic science departments to determine course ownership; 2) establish a reward system for teaching faculty; and 3) establish new course objectives.

Concept Formation↗

PubMed2002

Clinical anatomy as the basis for clinical examination: development and evaluation of an Introduction to Clinical Examination in a problem-oriented medical curriculum.

Clinical anatomy is usually defined as anatomy applied to patient care. The question is asked whether students of a new horizontally and vertically integrated medical curriculum recognize the subject as the basis for clinical examination. A clinical anatomy practicum was developed in the special activity, "Introduction to Clinical Medicine," held in the second year of the Pretoria medical curriculum. The practicum was conducted on a station basis to anatomically prepare the student for the inspection, palpation, percussion, and auscultation of the cardiovascular, respiratory, abdominal, and urogenital systems. A total of 23 stations consisting of eight cardiovascular, seven respiratory, and eight abdominal/urogenital stations were designed. Standardized patients, cadavers, skeletons, prosected specimens, x-rays, computed tomography (CT) scans, magnetic resonance imaging (MRI), multimedia programs, and clinical case studies were used as resources. A Likert-type questionnaire was used for student evaluation of the practicum. Most students realized the importance of surface anatomy for a family physician. More than two-thirds thought the practicum improved their understanding of the anatomical basis for clinical examination. The minority of students were stimulated to do further reading on clinical examination. The students' response to their ability to integrate the clinical examination with the radiological anatomy was average. Most students were continuously aware of the appropriateness of the practicum for their future career. We conclude that medical students recognize the importance of anatomy as the basis for clinical examination when exposed to an appropriate integrated presentation format.

Anatomy↗

PubMed2005

Development of an English as a second language curriculum for hepatitis B virus testing in Chinese Americans.

Chinese Americans are at disproportionately high risk of liver cancer. A major risk factor for liver cancer in Asia is infection with hepatitis B virus (HBV): Approximately 80% of liver cancers are linked to HBV, and chronic carriers of HBV are > 100 times more likely to develop liver cancer compared with noncarriers. However, many adults, particularly those who have immigrated to the U.S., remain untested and therefore unvaccinated or unmonitored for the disease. Chinese Americans are mostly foreign born, and more recent arrivals face multiple social and health challenges. Many require special attention from public health professionals because of low levels of acculturation and difficulties learning English. It has long been established that an English as a Second Language (ESL) curriculum can teach immigrant adults and their family's important life skills, such as job training and citizenship. The authors report on their plans to develop and pilot test a culturally appropriate curriculum that will motivate Chinese ESL students to obtain a blood test for the detection of the HBV.

Asian↗

PubMed2001

An eating disorder curriculum for primary care providers.

OBJECTIVE: Primary care providers frequently lack adequate training in treating eating disorders. This study examined the effectiveness of an eating disorder curriculum designed to address the lack of knowledge among primary care providers. METHOD: Medical social workers completed four intensive training sessions, each lasting 75 min. Participants completed questionnaires assessing eating disorder knowledge, perceived ability to treat eating disorders, and practice behaviors, before and after training as well as at 6-month follow-up. RESULTS: The eating disorder curriculum resulted in a significant increase in eating disorder knowledge and a moderate improvement in practice behaviors such as screening new patients for an eating disorder. Training did not significantly change providers' perceived ability to intervene. DISCUSSION: The results of this pilot study suggest that brief intensive training can increase providers' knowledge and change their routine clinical practices, resulting in increased rates of detection and intervention in the primary care setting.

Adult↗

PubMed1993

Postmarketing surveillance: curriculum for the clinical pharmacologist. Part II: Clinical and regulatory considerations.

This is the second of a two-part series that develops a curriculum on postmarketing surveillance. With the ongoing emphasis on drug safety and possible earlier marketing of drugs, this becomes an essential element of clinical pharmacology training. The usual educational focus on drug safety is a pharmacokinetic or pharmacodynamic perspective on a specific drug or drug class, perhaps in the context of clinical trial study design and analysis. This curriculum complements this approach and provides an overview of drug safety surveillance from regulatory and epidemiologic perspectives.

Adverse Drug Reaction Reporting Systems↗