SEARCH · PubMed Health

Results for “Curriculum”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 937 records · Page 52Linked to original sources

PubMed1987

Design of a resident in-field experience for an emergency medicine residency curriculum.

The importance of a resident training in emergency medical services (EMS) is emphasized by the recent development of formal curricula that attempt to prepare the graduating emergency physician for a leadership role in the EMS community. Despite the delineation of specific goals and objectives of such training, actual field exposure and experience in prehospital care have remained voluntary and often sporadic. We designed a resident experience for on-scene attendance at selected incidents and surveyed our residents for their opinion of the curriculum. We also examined field records to determine the nature of field calls and the numbers and types of procedures carried out by second- and third-year residents. During the six-month review period, 158 cardiac arrests were attended, 58 difficult intubations were carried out, 49 central or peripheral lines were started, and 24 severely injured patients were treated on-scene or en route to the hospital. The average response time by the resident to the scene was nine minutes, and the average on-scene time was 20 minutes. Residents completing the survey indicated support for the program and agreed that it has enriched their learning experience. Combined with an air (helicopter and fixed-wing) and ground critical care transport service, the EMS in-field experience has provided opportunities for residents to make rapid decisions, to appreciate the field team's perspective, to report concisely and clearly to colleagues, and to practice required advanced skills. We believe that a formal, planned, and balanced in-field curriculum can afford an opportunity for unique educational experiences that will enrich the graduate program in emergency medicine.

Curriculum↗

PubMed1987

Teaching research in the emergency medicine residency curriculum.

Research in emergency medicine is a necessary component for the growth and development of the academic discipline. Although the need exists for competent physician investigators, most graduates of emergency medicine residencies have had little structured education in research design or methodology. This is particularly true in community hospital programs with little funding allocated to research, limited facilities, and few staff members actively involved in research. Our purpose is to describe a research curriculum designed to operate within a community-based residency program. This curriculum identifies a detailed set of educational objectives in research techniques with the expectation that on completion of the residency program, the resident will be able to critically evaluate medical literature and independently design a research project. We have developed a specific plan for meeting these objectives with coordinated seminars, readings, journal clubs, research projects or exhibits, and professional conferences. We suggest some practical methods of motivating residents and attending staff to pursue clinical investigation.

Curriculum↗

PubMed1995

Developing the sociology of health in nurse education: towards a more critical curriculum--Part 2: Linking methodology and epistemology.

In Part Two of the paper a model for curriculum development is proposed which derives from the teaching experience of the authors. This is intended to provide a methodological and conceptual framework for studying the problem of human consciousness and action in relation to health in a way that is consistent with both the values and purposes of student-centered learning and the claims of critical theory. It is suggested that such a critical curriculum of health is needed in order to ensure that the 'knowledgeable doer' Project 2000 aims to produce is indeed a qualitatively different kind of professional nurse practitioner.

Curriculum↗

PubMed1997

Balancing the curriculum: promoting aesthetic knowledge in nursing.

The view of nursing as both art and science is widely held within the profession; however, this belief is not reflected in nurse education where the artistic aspects of nursing practice continue to be overshadowed by the emphasis on the scientific, the technical and the objective. It is suggested that nursing knowledge can be considered within four fundamental types or patterns of knowledge: empirical, aesthetic, personal and moral, each interrelated and interlinked, with aesthetic knowledge argued to encompass the art of nursing. Nursing's dual identity as an art and science arguably requires a balance within the curriculum, therefore the promotion and acquisition of aesthetic knowledge seems a desirable aim. The development of strategies specifically designed to develop and incorporate such knowledge across the curriculum and to make it explicit presents a challenge for all nurse educators. This paper will examine aesthetic knowledge as essential to the art of nursing, and will consider the application of literature as a method through which this knowledge may be attained. The use of literature is suggested as facilitating an awareness of human predicaments universal to all, thus enabling the nurse to develop qualities of caring, empathy and compassion, indicated to be components of nursing's art form.

Curriculum↗

PubMed1999

The midwifery curriculum--preparing beginning or advanced practitioners?

Midwifery education in Australia has undergone rapid change in the last decade. It has been transferred from a traditional hospital based program developed to suit the service needs of an organisation, to a tertiary course of studies. This move has not been completed in all States/Territories and some still have hospital based courses. A diverse range of University awards for midwifery education have been developed. The curriculum, in the majority of these courses, has been developed by the academic staff based on their expertise and experience in the field of midwifery. This paper will give a brief overview of midwifery education in Australia and report the findings of a small study to define beginning and advanced midwifery practice as a curriculum development exercise and identify that beginning and advanced midwifery practice are different. It will also demonstrate the need for Universities to provide midwifery programs that are flexible, creative and appropriate for the learner.

Attitude of Health Personnel↗

PubMed1999

Limitations of student evaluations of curriculum.

RATIONALE AND OBJECTIVES: Medical student surveys are used extensively in the development and modification of curriculum. The purpose of this study was to look at medical student surveys of a radiology lecture series, evaluating the accuracy of student perceptions of learning and factors affecting them. MATERIALS AND METHODS: After a "Case of the Week" lecture series, 156 3rd-year medical students returned a survey evaluating the experience with 10 questions on a four-point scale (1 = disagree, 4 = agree very much) and took a clinical competency assessment (CCA) examination with a radiology substation. Survey responses were compared with actual examination performance, analyzed for how overall learning was characterized in specific educational objectives, and evaluated for factors affecting perceived learning. RESULTS: The mean response for perceived CCA examination preparedness was 1.83. The mean radiology station test score was 90.43%. Correlations between student perception of learning and the scoring of focused learning objectives ranged from 0.33 to 0.48 (P < .01). Students responding 1 to items assessing perceived lecture organization, stimulation to read, and interest in the field of radiology had mean scores for perception of overall learning of 2.09-2.44 and mean scores for recommendation of course continuation of 1.68-2.46. Students responding 4 had means of 3.25-3.81 and 3.06-4.0, respectively. CONCLUSION: Student perceptions of the value of curriculum were inaccurate compared with external measures of performance, and students poorly related their general impressions to specific learning objectives. Perceived lecture organization, stimulation to read, and interest in radiology as a specialty affected perceived overall learning and perceived value of the lecture series.

Attitude↗

PubMed2005

Postmodern pedagogy and the nursing curriculum: collaborating for excellence.

Nursing in developed and developing countries alike has made, or is making, the move from apprenticeship and service-driven models of nurse education to those situated in and determined by the higher education sector. In Australia this move was made some twenty years ago. In this paper I present the epistemological and operational contours of a highly successful collaboration between the Tasmanian School of Nursing & Midwifery and St Vincent's Private Hospital, Sydney. In educational terms this collaborative curriculum is forged from a postmodern pedagogy. This means both student and teacher become reciprocal agents in the making of (new) knowledge arising out of a praxis-oriented curriculum whereby theory informs practice and practice mutually informs theory. Both the university and the hospital are significant beneficiaries of this professional/business partnership and as a result, the oft discussed 'theory/practice divide' is thwarted in its conceptualisation and articulation through the ways the university (theory) and the hospital (practice) amalgamate through their combined responsibility for the students' success.

Australia↗

PubMed2006

Student-selected components: bringing more ENT into the undergraduate curriculum.

Exposure to otolaryngology is currently minimal in the UK undergraduate medical curriculum. This may lead to difficulties in attracting graduates into higher ENT surgical training and in ensuring a reasonable standard of ENT knowledge amongst primary care practitioners. A recent innovation, of which many ENT units may be unaware, is the introduction to the undergraduate curriculum of 'student-selected components'. Like the traditional elective, this allows students to undertake an attachment to a speciality and department of their choice. Units which do not regularly teach medical students but which have a welcoming and enthusiastic approach to undergraduate training may well be ideal hosts. This paper introduces the concepts underlying student-selected components, outlines the preparation required and offers a template for such an attachment, for which ENT is ideally suited.

Career Choice↗

PubMedDate not supplied

Critical thinking: incorporation into the paramedic curriculum.

The purpose of this paper is to present approaches to foster critical thinking skills within the context of the current paramedic curriculum. It reviews some of the definitions and concepts of critical thinking from selected adult education and nursing literature in an attempt to formulate a workable definition as it applies to paramedics. From that definition, elements are identified and incorporated to form a teaching model for use in presenting the curriculum content. Some sample teaching strategies based on revised objectives of the airway/ventilation section also are included.

Adult↗

PubMed2003

Towards international curriculum standards.

In 1998, the House of Delegates of the International Federation of Dental Hygiene requested that the education committee of the federation develop curriculum guidelines to serve as models for countries that were initiating dental hygiene educational programmes. This article reviews the process of guideline development, identifies challenges and directions for the future. A review of topics, goal and descriptions of 2, 3 and 4 years is presented. The process of development of the guidelines provided an opportunity for discussion of differences in dental hygiene paradigm from various countries. Participants began to understand the legal, cultural and educational differences that have an impact on curriculum for health care. It is a beginning in the process of developing international educational standards in dental hygiene education.

Curriculum↗

PubMed1999

A review of teaching of behavioural sciences in the United Kingdom dental undergraduate curriculum.

In 1990, the GDC published its recommendations on the teaching of behavioural sciences. A study of sociological and psychological teaching in the dental undergraduate curriculum has shown a great deal of variation between the 14 dental schools in the United Kingdom. Most of this teaching was also theoretical and at a pre-clinical level. Should skills and applied psychology be given an increased emphasis in the core clinical content of the undergraduate curriculum?

Behavioral Sciences↗

PubMed2003

Medical students' perceptions of sexual health issues prior to a curriculum enhancement.

The objectives were to compare first, second and third year medical students on self-perceived sexual health knowledge, comfort in addressing sexual health problems, and attitudes towards the importance of addressing sexual health issues with patients as part of a sexual health medical curriculum enhancement project. A paper-and-pencil questionnaire survey was designed and administered to first and second year medical students at the start of the fall semester, resulting in high participation rates for both years (98% and 86%, respectively). Third year students were surveyed through an on-line version of the questionnaire yielding a lower response rate (52%). Multivariate statistical analyses were used to compare knowledge, comfort and attitudes by year in medical school. Results were as follows: As might be expected, sexual health knowledge and comfort in addressing sexual health problems increased linearly from first to third year (P<0.01) for all questions. Unexpectedly, second year students had significantly higher scores on questions assessing attitudes towards the importance of addressing sexual health issues than either first or third year students (P<0.001). Female medical students reported that addressing sexual health issues with patients was significantly more important than did male medical students; however, male students reported higher levels of self-reported knowledge and comforting related to sexual health issues than did female students in a number of areas. In conclusion, knowledge gained from this survey was used to finalize the design of an enhanced, integrated curriculum on sexual health for medical students. Further investigation of gender differences related to training medical students in this area is suggested.

Attitude of Health Personnel↗

PubMed1994

Sociology and the nursing curriculum: a note of caution.

One of the consequences of the expansion of degree, and diploma level Project 2000 courses in nursing, has been that students are now exposed to a significant amount of material from academic disciplines other than nursing, at a relatively advanced level. In this paper, one such discipline, sociology, is considered, and its relevance to the nursing curriculum is assessed. Following a consideration of two theoretical models of the relationship between academic disciplines and professional practice (the 'personal education' and 'semantic conjunction' models), it is argued that whilst the implicit rationale for the inclusion of sociology in the nursing curriculum can best be understood in relation to the latter, neither model offers a convincing reason as to why we should teach sociology to nurses. It is argued instead that the nature of sociological knowledge is inherently multi-paradigmatic, and hence reflexive, and so cannot in principle provide a knowledge base for action-oriented conduct such as nursing work.

Curriculum↗

PubMed1999

Evaluation of an innovative curriculum: nursing education in the next century.

The present research focused on an interim evaluation of a new nursing curriculum made by first- and second-year undergraduates. Study 1 examined the assessments made by 90 students of the new, actual programme of their studies, as well as an ideal one, on 21 bipolar criteria reflecting the developing changes in health care practices and higher educational processes in western society. The results of study 1 indicated that students perceived the actual programme as compatible with health care changes, but lacking in terms of the learning process. Study 2 investigated the same assessments among 105 registered nurses who evaluated the traditional nursing programme under which they were trained as well as an ideal one. The results of study 2 showed that registered nurses perceived past curricula as lower than the ideal on both health care and process of learning. The results of this interim evaluation imply that the new nursing curriculum follows health care trends, but a shift in the educational process is required.

Adolescent↗

PubMed2002

Evaluating the use of developmental action inquiry in constructing a problem-based learning curriculum for pre-registration nursing education in Hong Kong: a student perspective.

BACKGROUND: Developmental action inquiry (DAI) was chosen as the change strategy for introducing problem-based learning (PBL) in a pre-registration nursing programme. The central task was to transform the tutor and student participants to become collaborators in this curriculum reconstruction project. AIM: This paper expounds the way in which the action inquiry was constructed and in light of students' feedback analysis, the way in which PBL has made a difference in student learning was evaluated. DESIGN: Taking into consideration the change context and different group characteristics, the DAI was conducted in terms of two dynamically interlinked circles that formed partnerships between PBL core group members and tutors, and between tutors and students in coconstructing knowledge useful for PBL curriculum development. FINDINGS: The findings of the student evaluation questionnaire reveal that the majority of students felt PBL made a difference to their expectations of self, the student group and the teacher role in creating a facilitative environment to enhance learning. However, there was a significant difference among individual student group responses. The students' positive and negative PBL experience in self-learning, tutor-student interaction, and group-learning were identified as crucial factors contributing to these group variations. CONCLUSION: The evaluation findings show that a paradigm shift from teacher-centred to student-centred learning, from valuing self-learning to co-operative group-learning, and from theory-based to practice-based learning occurred among the students. DAI was found to be an effective change strategy for transforming participants to become collaborators in searching for useful knowledge and coconstructing the PBL learning context.

Attitude↗

PubMed1997

What is core? Guidelines for the core curriculum in paediatrics.

A key point that the UK General Medical Council addressed in its recommendations on the undergraduate medical education was the concept of 'core curriculum' (General Medical Council 1993). Although enthusiastic for the idea of reducing factual overload, many medical teachers found themselves facing the task of how to define what a core curriculum is, what should be included and why. Predictably, our initial response is to include common and important topics, but how common is common, and how does one determine the relative importance of topics? We do not claim to have unravelled all the ambiguities surrounding the subject nor to have resolved all the controversies that are inevitably encountered. We hope, however, to describe some of the principles that governed our approach and put forward some guidelines, that may contribute to the debate.

Child↗

PubMed1998

The relationship of tutors' content expertise to interventions and perceptions in a PBL medical curriculum.

This study addressed three questions: (1) Do content-expert tutors differ from non-expert tutors in the extent to which they present/explain case content? (2) Do tutors who present/explain case content differ from those who almost never do in their ratings of various outcomes of a PBL curriculum? (3) Are tutors who present/explain case content rated differently by students from tutors who almost never do? Data were gathered from 88 tutors and 168 students in the first 2 years of a PBL medical curriculum. Students assessed their tutor after each unit, and tutors completed a questionnaire near the end of the academic year. In this study, 'content expertise' was defined operationally as tutors' self-ratings on the question 'To what extent could you teach (at the Med I level) the material covered in the cases?' Less than half of the tutors reported that they almost never presented/explained case content. As tutors' content expertise increased, they tended to present/explain case content more frequently. Tutors who almost never presented/explained case content rated PBL more highly than traditional methods. No differences were found in student ratings of tutors who almost never presented/explained case content, compared to tutors who did. The results suggest that tutors who are content experts find it difficult to maintain the 'facilitator' role, but that those who maintain this role are more satisfied with PBL. It appears that other tutor behaviours may have a greater influence on students' ratings of their tutors.

Attitude↗

PubMed1998

The use of multidisciplinary consensus groups in the planning phase of an integrated problem-based curriculum.

In response to the General Medical Council's initiative to reform UK medical undergraduate education only a minority of medical schools have developed entirely novel curricula. Although the experiences gained by these schools in curriculum design and planning have not been recorded in the literature they are likely to be of interest to other medical schools still contemplating course revision. The medical school at the University of Liverpool recently launched an integrated problem-based course differing radically from its predecessor. The General Medical Council considered integration of contributing disciplines one of the most important aims of reform, yet courses that integrate independent component disciplines may be perceived by staff as threatening due to the loss of structure and disciplinary autonomy. Strategies for early course development must take account of these concerns as well as dealing with the identification of course content. A multidisciplinary consensus group process, designed to combat some of these problems, was employed to identify the learning objectives and core content for the new course. The purpose of this paper is to describe, first, the processes employed to identify the core palliative care component for a new PBL curriculum and secondly, how these objectives were integrated horizontally and vertically throughout all course elements.

Curriculum↗