This study employed an inductive qualitative approach to understanding the effects of local culture on early childhood curriculum development in two Hong Kong kindergartens. A triangulation of ...interviews, observations and documents was established, and cultural-historical activity theory was employed as the theoretical framework. The results indicated that local culture played an important role in early childhood curriculum development. First, the two cases learned from diverse models and approaches during the transformation of their curricula, resulting in contradictory demands and motives. Then, these contradictions were, in turn, resolved by the local culture to achieve curriculum hybridisation and innovation, as well as inherit the culture. Such findings provide valuable implications for early childhood professionals to integrate social and cultural diversity into curriculum development and to localise imported curricular practices so as to ensure a good fit between the curriculum and the local context.
As rates of overdose and substance use disorders (SUDs) increase, medical schools are starting to incorporate more content on SUDs and harm reduction in undergraduate medical education (UME). Initial ...data suggest these additions may improve medical student knowledge and attitudes toward patients with SUDs; however, there is no standard curriculum.
This project uses a six-step approach to UME curricular development to identify needs and goals regarding SUDs and opioid overdose at a large single-campus medical school in the United States. We first developed and delivered a pilot curriculum to a small group of medical students. Pilot results and a larger survey led to implementing a one-hour Opioid Overdose Prevention and Response (OOPR) Training for first-year students. Effects of training were tracked using baseline and post-training surveys examining knowledge and attitudes toward opioid overdose and patients with SUDs.
Needs assessment indicated desire and need for training. The pilot study (
= 66) resulted in significantly improved knowledge regarding opioid overdose; 100% of students enjoyed training and believed others should receive it. The larger replication study surveyed all incoming students (
= 266) to gauge initial knowledge and experiences with these topics. Results prompted enhancement of the OOPR Training curriculum, which was delivered to half of the first-year class. Post-training survey results replicated the pilot study findings. The majority (95.2%) of students enjoyed training and 98.4% believed all students should receive it.
Delivering a thorough curriculum on SUDs and harm reduction in UME is critical. Although many schools are implementing training, there is no standard curriculum. We outline a low-resource training intervention for OOPR. Our findings identified key features to include in these UME curricula. This approach provides a replicable template for schools seeking to develop brief educational interventions and identify essential content for curricula in SUDs and harm reduction.
ABSTRACT
BACKGROUND
Limited research has addressed the effects of health literacy interventions in elementary schools. However, school‐aged children's health literacy is critical because children ...make decisions about their health every day. The purpose of the pilot project was to explore the feasibility of integrated health literacy lesson plans for second graders.
METHODS
A pretest‐posttest evaluation was conducted with second grade students following implementation of health literacy lessons that were integrated into core curriculum (language arts, science, and social studies).
RESULTS
Health educators, a hospital/health care system, and a school district developed a partnership. A research team of teachers, administrators, health literacy experts and health care organizations designed and implemented health literacy lesson plans. A developmentally appropriate measure of health literacy was adapted from the Newest Vital Sign. Data showed that students' health literacy scores significantly increased after implementation of 4 lesson plans.
CONCLUSIONS
This was an exploratory, pilot project that provided a useful starting point for discussing how to integrate health literacy into elementary school curriculum. An interdisciplinary team developed integrated health literacy materials that acknowledged the needs of teachers, the resources available, and the developmental stages of children. This intervention serves as a model for future health literacy initiatives in schools.
In Mexico a reformed curriculum is being implemented at the national primary level focused on the competence model and incorporating EE as a key element. This article reports our analyses of what ...theories, policies and/or EE related-contents were included in the documents that integrated this curriculum: general study plan, study programs of Grades and official students' textbooks. Results indicate that in those official documents was incorporated a competence related to EE called 'competences for the coexistence', implying harmonic relationships with others and the nature. Additionally, EE for sustainability was included as a transversal topic expecting that contributes to reach the graduate profile of basic education that indicates that students should promote and assume the care of health and the environment. Nevertheless, it is not clear how it is expected that teachers implement EE in practice, lacking clarity of the environmental theory that support this curriculum.
•We developed and deployed a hybrid virtual surgery clerkship curriculum at the youngest medical university in Vietnam.•The creation and delivery of virtual lecture materials, a faculty development ...course, and effective feedback mechanisms were key components of these efforts.•This model was feasible to implement with potential for broad applicability to future collaborations between established and nascent medical universities.
To collaboratively develop a hybrid virtual curriculum for a medical school surgery clerkship within an emerging medical university in Vietnam.
A hybrid virtual surgery clerkship curriculum was collaboratively developed by Vietnamese and American surgeons as part of an international partnership between their respective universities. A set of 25 virtual lectures with associated materials were created and deployed in tandem with live, in-person review and skills sessions. Student quantitative and qualitative evaluation methods were developed and deployed to allow continuous iteration. A 6-month course was deployed to develop surgical faculty into effective teachers.
The curriculum was deployed at VinUniversity College of Health Sciences, the youngest medical university in Vietnam. It was developed in collaboration with the University of Pennsylvania Perelman School of Medicine. Each cohort of 12 students in the surgical clerkship will participate in the curriculum.
The development of this hybrid surgical clerkship in Vietnam leveraged local resources and expertise with those available remotely. Lessons learned are directly applicable to future collaborative curriculum development efforts at other emerging medical schools.
This study attempts to conceptualise English teachers' professional identity based on an understanding of identity in a socio-psychological framework, and thereby reveal the attributes and dynamics ...of professional identity by investigating Korean English teachers' cognitive, emotional and behavioural responses to their national English curriculum and related policies. Based on a narrative approach within the qualitative research framework, three modes of narrative were used for data gathering and analysis. Two in-depth interviews were conducted and responses to descriptive questionnaires and metaphor production of a teacher-self required of five academic high school English teachers. Examination of those data disclosed that seven different identities constitute their professional identity, and these identities and their meaning systems interplay within a self, as well as interact with an English language teaching environment. Conceptualisation of English teachers' professional identity and comprehension of its dynamics may help policy-makers or curriculum designers comprehend the mechanisms and rationales of policy success or failure in relation to teacher roles and values, and furthermore will provide several implications to consider for successful curriculum reform.
The revision of Te Whariki, the New Zealand Early Childhood Curriculum Framework, in 2017 offered a unique opportunity to gain understanding of the ways teachers in Aotearoa New Zealand think about ...and enact curriculum in their daily practice. As researchers we were intrigued as to the ways teachers conceptualised the role of curriculum in practice and whether the revised curriculum would generate changes in curriculum implementation. We undertook a research project to capture data about teachers' engagement with, and use of, the curriculum framework, as well as their beliefs about curriculum in the context of early childhood education (ECE). Data collection was designed to focus on two points in time: in 2017 prior to the launch of the revision, with plans to repeat collection after several years with the revised curriculum in effect. Findings reported here draw on interviews conducted with teachers working with Te Whariki (Ministry of Education, 1996) before the revised framework was released. The findings revealed a range of understandings about the meaning of curriculum and the role of curriculum in guiding teachers' enacted practice. Implications for supporting ongoing efforts of enactment and implementation of ECE curriculum are discussed.
Abstract
Background
Due to the complex nature of healthcare professionals’ roles and responsibilities, the education of this workforce is multifaceted and challenging. It relies on various sources of ...learning from teachers, peers, patients and may focus on Work Integrated Learning (WIL). The COVID-19 pandemic has impacted many of these learning opportunities especially those in large groups or involving in person interaction with peers and patients. Much of the curriculum has been adapted to an online format, the long-term consequence of which is yet to be recognized. The changed format is likely to impact learning pedagogy effecting both students and teachers. This requires a systematic approach to evaluation of online teaching and learning adaptation, in comparison to the previous format, where, in person education may have been the focus.
Methods
The proposed study is a broad based evaluation of health professional education in a major Australian University. The protocol describes a mixed methods convergent design to evaluate the impact of online education on students and teachers in health professional courses including Medicine, Nursing, Allied Health and Biomedical Science. A framework, developed at the university, using Contribution Analysis (CA), will guide the evaluation. Quantitative data relating to student performance, student evaluation of units, quantity of teaching activities and resource utilization will be collected and subjected to relevant statistical analysis. Data will be collected through surveys (500 students and 100 teachers), focus groups (10 groups of students) and interviews of students and teachers (50 students beyond graduation and 25 teachers, for long term follow up to 12 months). Application of CA will be used to answer the key research questions on the short term and long-term impact of online education on teaching and learning approaches.
Discussion
The protocol describes the study, which will be widely implemented over the various courses in Health Professional Education and Biomedical Science. It will evaluate how students and teachers engage with the online delivery of the curriculum, student performance, and resources used to implement these changes. It also aims to evaluate longitudinal outcome of student learning attributes and impact on graduate outcomes, which is poorly reported in educational literature.
This research addresses the pressing need for an integrated madrasah-Islamic boarding school curriculum as a strategic response to the contemporary challenges demanding graduates with both extensive ...knowledge and profound religious understanding. With the imperative for cognitive and spiritual intelligence in the disruptive era, the study focuses on MAN 2 Malang City, utilizing a qualitative case study approach involving observations, interviews, and document analysis. The research reveals essential aspects of the integrated curriculum, encompassing unified objectives and organized content planning. The implementation phase includes the integration of academic calendars and a structured supervision framework. The study also emphasizes the significance of an evaluative process covering contextual, input, process, and outcome dimensions. Ultimately, this research underscores the critical role of an integrated curriculum in nurturing well-rounded individuals equipped to navigate the complexities of the modern world, offering valuable insights for educational practitioners and policymakers.
The development, since 2000, of new national curricula across the Anglophone world signals a number of policy trends, including: a move from the explicit specification of content towards a more ...generic, skill-based approach; a greater emphasis on the centrality of the learner; and ostensibly greater autonomy for teachers in developing the curriculum in school. These policy shifts have attracted some criticism, especially from social realist writers, who claim that the new curricula downgrade knowledge. This paper offers a contribution to this debate; an empirically based analysis of two new curricula, New Zealand's Curriculum Framework and Scotland's Curriculum for Excellence. We conclude that, while these curricula continue to accord considerable importance to knowledge in their statements of policy intent, the social realist critique is at least partially justified, since both curricula are characterised by a lack of coherence and mixed messages about the place of knowledge.
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