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.
Physical Education in Early Childhood Education focuses greatly on the optimal development of each of the children’s
spheres: physical, social, affective-emotional, and psychic. Providing future ...Early Childhood teachers with strong information and
training while teaching them the contents that need to be developed in this subject is a cornerstone of the educational curriculum. This
article investigates the Physical Education contents that should be worked on within Early Childhood Education, as well as how to teach
them. It also presents a didactic sheet model for the analysis of tasks and planned games, as well as an approach to sessions based on
seven moments. As a conclusion, carrying out well directed and planned Physical Education programs is essential for children’s physical,
social, and emotional well-being, and for increasing adherence to physical exercise. Moreover, games represent an important vehicle for
generating learnings not only regarding area-specific contents, but also those from other thematic areas.
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.
Family medicine is vital in Japan as its society ages, especially in rural areas. However, the implementation of family medicine educational systems has an impact on medical institutions and requires ...effective communication with stakeholders. This research—based on a mixed-method study—clarifies the changes in a rural hospital and its medical trainees achieved by implementing the family medicine educational curriculum. The quantitative aspect measured the scope of practice and the change in the clinical performance of family medicine trainees through their experience of cases—categorized according to the 10th revision of the International Statistical Classification of Disease and Related Health Problems. During the one-year training program, the trainees’ scope of practice expanded significantly in both outpatient and inpatient departments. The qualitative aspect used the grounded theory approach—observations, a focus group, and one-on-one interviews. Three themes emerged during the analysis—conflicts with the past, driving unlearning, and organizational change. Implementing family medicine education in rural community hospitals can improve trainees’ experiences as family physicians. To ensure the continuity of family medicine education, and to overcome conflicts caused by system and culture changes, methods for the moderation of conflicts and effective unlearning should be promoted in community hospitals.
Changings in educational goals and contents of subjects related to “forest civil engineering” at vocational high schools were analyzed using the “Education Ministry Guidelines” (1947-2017) and school ...textbooks. The subjects named “forest engineering” in 1947 were divided into three in 1970's: “felling and log hauling,” “forest machinery” and “sabo” (erosion control engineering). They were integrated into “forest civil engineering” in 1978. In the 1998 revision, the subjects were placed as two chapters under “forest science”. Until the 1990s, the educational purposes were to learn techniques and knowledge for restoration of devastated land and logging, including forest machinery and civil engineering. However, these were then changed into learning about forest conservation and its multiple utilizations. Educational contents were classified into four fields; 1) “general remarks,” including role and safety, 2) “timber production,” including operating plans, felling and bucking, yarding and log hauling, 3) “forest engineering,” including forest roads and forest machinery, and 4) “sabo,” including water and soil conservation and erosion control. The description in the textbooks has been changed by technology development. The contents of practical forestry works have been changed to forest conservation and utilization. The same trend was reported in “forest management” and “silviculture” in our previous studies. In conclusion, education has been affected by the change in educational goals from cultivation of specialized professional areas to specialized basic areas.
Background: Little is known about how nurses are prepared to participate or lead teams in conducting safe and effective care transitions, despite being a complex process in which the nurse has an ...integral role. Purpose: To conduct mapping review to identify and synthesize key recommendations regarding curriculum content needed to increase Clinical Nurse Leader and Nurse Educator student knowledge and skills regarding transitional care. Method: Guidelines for developing the transitional care nurse role published by national accrediting bodies and certification organizations were reviewed to identify the required competencies. Findings: Components identified included: communication; teamwork and collaboration; education and engagement of patient and family; promoting and support for self-management; and assessing/ managing risks/symptoms. Conclusion: Research evidence is needed to support academic preparation of nurses as leaders in care transition. The core transitional components identified can be used to develop competencies to assist training efforts of nurses in practice and educational settings.
•Although, it is recommended that nurses have a conceptual and practical foundation in the provision of transitional care, little is known about how nurses are prepared to participate or lead teams in conducting safe and effective care transitions.•There is an increased need to have master's prepared nurses with advanced knowledge and skills in transitional care to train future nurses in this role.•Research evidence is needed to support academic preparation of Clinical Nurse Leaders and Nurse Educators as leaders in care transition, and grant funding should be made available from organizations concerned with health care quality to support such research.
Continuous curriculum improvements reveal the dedication of policy-makers to raising the quality of education and student learning. This study aims to report the impact of curriculum changes to the ...three-month pediatric course curriculum at Shahid Beheshti University of Medical Sciences (SBMU) on the satisfaction levels of medical students.
One hundred eighteen 4
-5
years medical students, who had completed their pediatric clinical rotation in SBMU-affiliated teaching hospitals including Mofid Children Hospital, Loghman Hakim Hospital, Shohada-e-Tajrish Hospital, and Imam Hossein Hospital from January to December 2022 were included in this cross-sectional study. After obtaining informed consent, a questionnaire was sent out to all participants, that included 27 statements about the impact of the modified curriculum on their satisfaction with their learning and performance. SPSS version 22 was used to analyze the data.
The level of satisfaction of trainees from attending clinics was 82-56%, prior introduction to the course was about 82%, and attending general hospitals (all hospitals except Mofid Children hospital, which is the only children hospital affiliated to SBMU) was 82-97%. The quality of patients-based learning was reported in terms of attendance at morning report sessions which was 92.3%, attendance at ward rounds, which was 71.8%, and attendance at clinics, which was 62.4%. The satisfaction rate from the senior attending mentor was 96.5%. The satisfaction rate of the pathology course was 67.2%, and the radiology was 82.4%. The satisfaction level of medical students from the infectious disease department was 70% and the gastroenterology department was 83.8%. The level of satisfaction with the implementation of the twelve-week program was 68.7%, with the expressiveness and usability of the presentation of materials was 53.9%, with the compatibility of the exams with the presented materials was 92%, and withholding weekly exams was 86.8%. The satisfaction rate of using the materials presented in the final exam in the digestive department and the infectious department was 85% and 68%, respectively. The overall satisfaction rate of the training course was 76.66%.
The results provide vital insights for improving medical education. According to this study, medical student satisfaction with the pediatric curriculum after its recent revisions was in a satisfactory range. Attendance at clinics, information sharing, patient-based learning, practical training, attending mentorship, curriculum clarity, and alignment with student expectations all contributed to participants' high levels of satisfaction.
People with autism spectrum disorder (ASD), face several difficulties entering the workforce; yet when provided with appropriate support programs, can be expected to benefit from vocational ...rehabilitation and become independent. In this systematic literature review, supported employment programs and interventions related to the training and enhancement of vocational skills in adolescents and young adults with ASD were identified and evaluated. PubMed, ERIC, Science Direct, and Scholar Google databases were systematically searched from 2015 up to March 2021. The review findings suggest that young people with ASD who receive special training in high school and participate in supported employment programs appear to develop social and vocational skills, succeed in appropriate and competitive employment, and have a better quality-of-life (QOL). The review revealed that 16 relevant peer-reviewed studies implemented supported employment programs such as Project Search-ASD (PS-ASD), or a specific curriculum, both of which appear to be effective in teaching work-related, social, and QOL skills. Eight studies conducted a maintenance phase, 10 were conducted in the USA and 12 were federally funded. Future research will require focusing on work-related social skills. More international cross-cultural research is suggested to be conducted. In addition, private companies should be encouraged to fund supported employment programs.
The present study describes the efficient arrangement of the process of debating on the educational curriculum draft for “Secondary education (Mathematics)” for Master students of an academic ...discipline 01 “Education/Pedagogics”. The article analyses the requirement of the existing regulatory documents by the National Agency for Higher Education Quality Assurance and methodological recommendations by leading universities on developing educational curricula. The analysis of the survey resources in demand allowed the authors of this paper to identify an on-line constructor of questionnaires through the Google Forms on-line constructor of questionnaires. The study presents the context and content of the questions of a Google form “Debate on the educational curriculum draft for Secondary school (Mathematics)”. The researchers defined the stages for arranging the procedure of the public debate on the draft. Surveying the stakeholders was done through personal messages, placing links to the official web-page of the Mathematics department and modelling on Facebook, Telegram and e-mails. The analysis of the stakeholders' answers facilitated designing the recommendations for enhancing the educational curriculum and establishing cooperation in the educational process.
This article describes an educational program to engage African American men as citizen scientists (CSs) and future research partners in a lung cancer screening project. We provide an overview of the ...curriculum used, the structure and format of the educational sessions, and associated educational outcomes. Furthermore, we describe lessons learned in the engagement of African American men as CS in community-based lung-health equity research. The CS educational program included five group-based sessions delivered through zoom. The educational curriculum was adapted from the University of Florida Citizen Scientist program and tailored to address lung health and the contextual experiences of African American men. Each session lasted 90 minutes. Pre- and post-test measures were collected to examine changes in knowledge, comfort, health literacy, research interests, and medical mistrust. Eight African American men completed the CS educational program. Attendance rates were high for each session (100%). Seven participants completed additional human subject research certification. Improvements were observed from pre- to post-test in participants’ level of knowledge, comfort, and health literacy but not medical mistrust. CS reported the most interest in participating in research aimed to identify important community strengths and problems. Study findings suggest that it was feasible to deliver an online citizen scientist educational program designed to prepare participants to serve as partners in a lung cancer screening intervention for African American men. Results suggest the educational program has the potential to improve key outcomes including completion of regulatory training and increased research-related knowledge, comfort, and health literacy.
This paper explores how Japan employed language education to justify Japanese imperial surveillance practices by examining the depiction of policemen and military police officers in Japanese language ...textbooks used by Korean primary students during the colonial period under Japanese rule. The analysis of the Japanese language textbooks used during this period uncovered the colonial educational goals and ideologies presented to Korean students, the ideal colonial citizens desired by the ruling system, and colonial aims furthered. This study investigates the ideologies presented in the textbooks using Critical Discourse Analysis (CDA) and Visual Image Analysis (VIA) by analyzing eight textbooks that were used in Japan and Korea. Both images and texts relating to Japanese government officials in the textbooks for Koreans from the colonial era are analyzed. The study reveals that the textbooks positioned Korean students to accept and integrate Japanese ideologies and attempted to indoctrinate Koreans into believing that the Japanese government officials were kind and cooperative, while also maximizing their authority over the colonized in their portrayal. The portrayal of government officials in the textbooks further reinforced this by showing the colonized having to display good behavior to authority figures, while not conveying any negative images of the government officials.
PDF
