La Educación Física en Educación Infantil concentra un gran protagonismo en el desarrollo óptimo de cada una de las esferas del niño: física, social, afectivo-emocional y psíquica. Dotar de una gran ...información y formación a los futuros docentes de Educación Infantil, enseñando los contenidos a tratar desde esta materia es una pieza clave en el puzle del currículo educativo. A través de este artículo se indaga en los contenidos de Educación Física que se deben abordar en las clases de Educación Infantil y cómo enseñarlos. Se expone también un modelo de ficha didáctica para el análisis de las tareas y juegos programados y un planteamiento de la sesión basada en siete momentos. Se concluye la importancia de realizar programas de Educación Física bien dirigidos y planificados para el bienestar físico, social y emocional del niño, la mejora de la adherencia al ejercicio físico y la importancia del juego como vehículo generador de aprendizaje, no solo de contenidos propios del área sino también de otras áreas temáticas.
Background and Aims: Due to the review of general dental courses, it was necessary to assess the students' satisfaction with this curriculum. The aim of this study was the assessment level of ...students’satisfaction with the new educational curriculum of the Ministry of Health at the department of restorative dentistry of Tehran university of medical sciences in 2019-2020. Materials and Methods: In this descriptive cross-sectional trial,72 sixth year dental students of Tehran University who passed the restorative dentistry courses based on the new curriculum were studied. A questionnaire was developed and for validity content assessment, it was presented to 5 professors and then revised. For reliability approval of the questionnaire, test-retest approach was used. The questionnaire was given to the 30 students of the main pilot group in one session and two-week later and agreement percentage and Kappa index were calculated. After conducting the "test" process and re-testing, the "questions" were statistically analyzed using STATA software. Results: The most level of satisfaction regarding to practicality of subjects was found for fundamental of restorative dentistry including principles of amalgam class I cavity preparations and restorations on the dentic (81.94% and 76.39% acceptable respectively) and the principles of amalgam classII cavity restorations on the dentic (72.22%). The least satisfaction levels were obsereved in the first and second theoretical restorative courses including tooth-colored restorations (47.22%), onlays and inlays (47.22%) and tooth-colored classII cavity preparations and restorations (48.61%). The amount (P-value or error of the first type) was reported in all questions>0.001. Conclusion: Despite the limitation of this study, final-year dental students’ satisfaction of theoretical restorative dentistry courses was medium, while it was high for the fundamental and practical restorative courses of 2017 educational curriculum.
The objective of this article is to identify and understand the message of pedagogical practice represented in Educational Curriculum Materials’ texts. We adopted document analysis as a procedure and ...used the concepts of classification and framing developed by Basil Bernstein. The results point to at least two messages: of the material, characterized by the transparency and structure of the text, and of the pedagogical practice portrayed and characterized by the sequencing of actions and interactions of the teacher on “how” to familiarize and overcome students’ difficulties during the implementation of the math task. Therefore, the messages present in MCE’ texts converge to guidelines aimed at practice with methodological guidelines indicating aspects to be considered, and mathematical content previously produced with the participation of teachers for pedagogical practice.
Condolence letter (CL) writing after the death of a child is an important opportunity for humanism. Pediatric cardiology fellowship training now recognizes the importance of palliative care, but ...rarely includes CL education, despite its fragile patient population.
To address this professionalism gap, a formal CL writing curriculum was created and implemented in a pediatric cardiology fellowship. This study investigated the impact of the curriculum on pediatric cardiology CL writing, and broader CL practices and beliefs.
Pediatric cardiology fellows at a high volume urban academic program from 2000 to 2022 were divided into two cohorts (exposure to CL curriculum 2014–2022 vs. no exposure 2000–2013) and responded by anonymous electronic multiple choice and open ended survey to assess the CL curriculum and describe current CL practices and beliefs. Impact of curriculum elements was determined by ordinal ranking. A 5-point Likert scale was used to report physician behaviors. Chi-square tests of independence were utilized for group comparisons.
The overall survey response rate was 59% (63/107). Cardiologists who participated in the curriculum (64%, 35/55) were more likely to report writing CLs (80% vs. 40%; P < 0.01). Impactful curriculum elements included the opportunity for all fellows to contribute to a CL (78%) and identifying a primary fellow to write the CL (66%). A majority (>75%) of curriculum participants agreed that formal teaching increased their frequency, ability, and comfort in writing CLs.
Development of condolence expression educational programs in pediatric cardiology training should be expanded.
Objective: Evaluation of the quality of education and the relevant curriculum is one of the most
important steps for optimizing the educational process. One of the ways to address the quality
control ...is to continuously assess the postgraduate students’ opinions. This study aimed to evaluate
satisfaction of senior postgraduate students of oral and maxillofacial surgery with the specialty
curriculum.
Materials and Methods: The target population in the present cross-sectional study consisted
of all the senior postgraduate students in the field of oral and maxillofacial surgery all over
Iran during the 2016−2017 educational year. The research questions consisted of 3 questions on
demographic variables and 23 on educational variables, the characteristics of clinical education
(including physical conditions and the number and varieties of the patients), the possibility of
access to academic sources, the independent activity of post graduate students in taking history,
the quality of educational activity of the professors, the quality of hospital wards and their interest
in their field of study.
Results: The mean age of the post graduate students was 32.4Å}3.8 and 93.5% % were male.
Among the post graduate students, 58.1% were fully satisfied and 41.9% were moderately satisfied
with the curriculum. A total of 64.5% of the post graduate students were fully satisfied with theoretical
lessons, while 32.3% and 3.2% exhibiting moderate and low satisfaction rates, respectively.
For practical training, 61.3% of the post graduate students were fully satisfied and 38.7% exhibited
a moderate level of satisfaction. In clinical training, 7.38% of the post graduate students reported
full satisfaction, while 58.1% and 3.2% reporting moderate and low rates of satisfaction, respectively.
A total of 58.1% of the post graduate students were moderately satisfied with the facilities
available and 41.9% reported a low satisfaction rate. Satisfaction was the same among females and
males.
Conclusion: Since the educational curricula and the educational facilities have been designed
for high-quality education of the post graduate students, it is necessary to take the necessary steps
to revise the curricula and improve the educational facilities.
Every society will not remain in one condition only, but undergoing continuous change in its various aspects; social, economic, and political. No single society is fixed and unchanged. Therefore, it ...can be said that every society is changing, and always changing. The educational curriculum must be flexible and can be improved. If there are substantial changes occurring within a society, the educational curriculum needs to be reviewed so that it can go hand in hand with the change, then its value and function can serve as a correct tool for educating the children of the community. If not, then the educational curriculum will become something foreign, which is no longer suitable for the people who have undergone a change. The educational curriculum is required to give sufficient attention to the orientation of the phenomenon, the extent of its impact and its influence on people's lives. Setiap masyarakat tidak akan tetap berada dalam satu kondisi saja, tetapi mengalami perubahan secara terus menerus dalam berbagai aspeknya; sosial, ekonomi, dan politik. Tidak ada satu masyarakat pun yang tetap dan tidak berubah. Oleh sebab itu, dapat dikatakan bahwa setiap masyarakat itu mengalami perubahan, dan senantiasa berubah. Kurikulum pendidikan itu harus lentur dan bisa diperbaiki. Jika ada perubahan mencasar yang terjadi di dalam suatu masyarakat, maka kurikulum pendidikannya perlu ditinjau kembali agar dapat berjalan seiring dengan perubahan tersebut, lalu nilai dan fungsinya dapat dijadikan sebagai satu perangkat yang benar untuk mendidik anak-anak masyarakat. Jika tidak, maka kurikulum pendidikan tersebut akan menjadi sesuatu yang asing, yang tidak cocok lagi untuk masyarakatnya yang telah mengalami perubahan. Kurikulum pendidikan dituntut untuk memberikan perhatian yang cukup kepada orientasi fenomena, sejauh mana dampak dan pengaruhnya dalam kehidupan masyarakat.
El presente estudio analiza los discursos bajo los cuales se reconoce el sentido de “Responsabilidad Social Universitaria” concediendo la voz a uno de sus protagonistas, el alumnado, para emitir ...conclusiones sobre su visión y elevarlas a los y las responsables de la política universitaria. Para ello, se ha realizado una investigación con metodología cuantitativa y cualitativa sistematizada durante dos cursos académicos con 206 alumnos/as del grado de Educación Social de la Universidad de Valencia (España). El objetivo del estudio ha sido realizar un diagnóstico participativo sobre el estado de la cuestión de la RSU y el Desarrollo Sostenible basado en el cuestionario de Vallaeys, De la Cruz y Sasia (2008). Entre los resultados cabe destacar que el alumnado percibe que la universidad sí les brinda una formación ética y ciudadana que les permite ser socialmente responsables, aunque piensan que las políticas basadas en valores deberían tratarse de forma más coordinada y transversal.
As the coronavirus disease 2019 (COVID-19) pandemic evolves and vaccines become available to children, pediatricians must navigate vaccination discussions in the setting of rapidly changing vaccine ...recommendations and approvals. We developed and evaluated an educational curriculum for pediatricians to improve their knowledge about COVID-19 vaccines and confidence in communicating with patients and families about COVID-19 vaccines.
Five institutions collaborated to develop an online educational curriculum. Utilizing the collaboration's multidisciplinary expertise, we developed a 3-module curriculum focused on the SARS-CoV-2 virus and vaccine basics, logistics and administration of COVID-19 vaccine, and COVID-19 vaccine communication principles. Surveys administered to clinician participants before and after completion of the curriculum assessed knowledge and confidence; a follow-up survey 1 month after the post-survey assessed persistence of initial findings.
A total of 152 pediatric providers participated; 72 completed both pre- and post-surveys. The median knowledge score improved from the pre-survey to the post-survey (79%–93%, P < .001). There was an increase in providers’ confidence after completing the curriculum, which persisted in the follow-up survey. In the post-survey, 98% of participants had had the opportunity to discuss the COVID-19 vaccine with patients, and most clinicians reported that the modules decreased apprehension some or significantly.
This project demonstrates rapid and feasible deployment of a curriculum providing up-to-date information to front-line clinicians responsible for having complex conversations about COVID-19 vaccine decision-making. Clinicians who completed this curriculum had sustained increased confidence and decreased levels of apprehension when discussing the COVID-19 vaccine.
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