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PubMed1994

[The new medical curriculum in Trondheim. Organization and planning of a new curriculum].

In autumn 1993, the Faculty of Medicine in Trondheim will be able to offer complete undergraduate medical education to 60 students per year, after 18 years of 3 1/2 years' education, based only on the clinical part of undergraduate medical school. The entire new curriculum is based on problem-based learning with the preclinical and the clinical part of the study totally integrated for 5 1/2 years. Throughout the curriculum any health care problem will be analyzed in terms of three perspectives: the biological, the environmental and the behavioural. The new medical curriculum was planned as a project during which both teachers and students took part in planning groups organized on several levels. Through clinical demonstrations and a course on the doctor-patient-relationship, the 60 students will meet patients as a natural part of their study from day one. In the Family Practice and in the Skills Lab they will acquire clinical skills during the first two years. In the fourth and fifth years the students spend two 8-week clerkship periods in community hospitals and community health practices.

Curriculum↗
PubMed1973

Task analysis in curriculum design: a hierarchically sequenced introductory mathematics curriculum.

A method of systematic task analysis is applied to the problem of designing a sequence of learning objectives that will provide an optimal match for the child's natural sequence of acquisition of mathematical skills and concepts. The authors begin by proposing an operational definition of the number concept in the form of a set of behaviors which, taken together, permit the inference that the child has an abstract concept of "number". These are the "objectives" of the curriculum. Each behavior in the defining set is then subjected to an analysis that identifies hypothesized components of skilled performance and prerequisites for learning these components. On the basis of these analyses, specific sequences of learning objectives are proposed. The proposed sequences are hypothesized to be those that will best facilitate learning, by maximizing transfer from earlier to later objectives. Relevant literature on early learning and cognitive development is considered in conjunction with the analyses and the resulting sequences. The paper concludes with a discussion of the ways in which the curriculum can be implemented and studied in schools. Examples of data on individual children are presented, and the use of such data for improving the curriculum itself, as well as for examining the effects of other treatment variables, is considered.

Journal Article↗
PubMed2006

Attitudes towards disability in an undergraduate nursing curriculum: the effects of a curriculum change.

Through improved technology and treatment and ongoing de-institutionalisation, nurses will encounter growing numbers of people with disabilities in the New Zealand community and hospitals. Quality of nursing care is influenced by attitude and this study was to evaluate the effect of a curriculum change on the attitudes of two different streams of student nurses towards people with disabilities. During the year 2002 a focused disability unit was introduced to the revised undergraduate nursing curriculum of a major educational institution in New Zealand. The opportunity arose to consider student nurses' attitudes toward disabled people, comparing two streams of students undertaking two different curricula. A convenience sample of students completed the attitudes toward disabled persons questionnaire form B (Yuker, H.E., Block, J.R., Younng, J.H., 1970. The Measurement of Attitudes Toward Disabled Persons. INA Mend Institute, New York), prior to and on completion of their relevant disability unit. No statistically significant difference in scores was demonstrated. A number of possible reasons for this are suggested.

Adolescent↗
PubMed2004

Successful implementation of a novel internet hybrid surgery curriculum: the early phase outcome of thoracic surgery prerequisite curriculum e-learning project.

BACKGROUND: The internet CD-ROM thoracic surgery (TS) e-learning system was implemented in 2001 as a prospective randomized trial testing resident acceptance and educational impact of a unique web-based curriculum system on prematriculated TS residents. The Prerequisite Curriculum (PRC) contains 75 segments organized with textbook and case-based navigational systems. METHODS: Web-based technology tracked the PRC use for each resident. Of 142 residents, 138 thoracic surgery residents matching in 2001 for 2002 matriculation participated in a prospective randomized trial comparing the PRC system to a control group. Two sets of in-training exams, as well as resident and faculty knowledge/performance surveys, were used from July 2001 through January 2004 for ongoing, blinded multidimensional evaluation. RESULTS: Most residents (55/69) responded to the written prematriculation surveys and indicated they used the PRC (43/55), averaging 1.45 hours weekly. The PRC was rated as easy to use (8.3/10), a valuable study guide (7.7/10), and superior to traditional texts and journals for preresidency preparation (7.9/10). Web-based tracking revealed that 47/69 actually used the PRC. Sessions averaged 23.3 minutes with an average of 148 sessions over the prematriculation year. The in-training exam performance when evaluated at 1 and 9 months into the TS residency revealed a positive correlation between examination performance and PRC use. After TS residency matriculation, the self-evaluated knowledge and performance satisfaction scores were superior among PRC users in all categories. Simultaneous TS faculty evaluations of the same resident groups demonstrated smaller, but significant group differences. CONCLUSION: The implementation of the TS PRC has been exciting and successful. Future multidisciplinary curricular progress will hopefully continue to build upon this e-learning strategy.

CD-ROM↗
PubMed1999

Curriculum renewal and a process of care curriculum for teaching clerkship students.

BACKGROUND AND OBJECTIVES: A school-wide curriculum renewal led to a new clerkship curriculum that teaches core family practice competencies by focusing on the process of care in generalist practice. The organizing framework consists of five prototypic visits and their encounter tasks: 1) new problem visit, 2) checkup visit, 3) chronic illness visit, 4) psychosocial problem visit, and 5) behavioral change visit. METHODS: The seminars occur at the beginning of the rotation and use active learning techniques. Evaluation includes student perceptions of the seminars and teachers and student performance on a clinical performance examination (CPX). RESULTS: Students rated the usefulness of the seminars and the seminar leaders' teaching behaviors favorably. The CPX checklist scores showed that students could perform most of the behaviors expected for each prototypic visit. The students listed the appropriate encounter tasks nearly half of the time when describing what tasks they tried to accomplish during the CPX cases. The students listed concrete behaviors just over 50% of the time. CONCLUSIONS: The students learned the material presented in the seminars and applied it during the CPX. Students can do most of the behaviors but do not seem to describe the tasks as abstractly as faculty. These results come from one class cohort in one medical school, so the generalizability is limited until further work, including other learners, confirms these findings.

Attitude of Health Personnel↗
PubMedDate not supplied

[The building of a curriculum as a research project: a core curriculum in oncology].

A core curriculum for a post basic course in cancer nursing is presented. A review of training of nurse in cancer in Europe was undertaken in 1987 and the results evidenced important variations among countries and within the same country. In response to the Advisory Committee on training in Nursing recommendations EONS in association with Marie Curie Memorial Foundation organized a workshop, where representatives of the 12 member states of the EEC, actively involved in cancer nursing education, were invited to prepare a core curriculum in cancer nursing education.

Curriculum↗
PubMed1994

[Assessment of the community health nursing curriculum in relation to the modified Stake curriculum evaluation model].

The modified Stake curriculum evaluation model was implemented in practice to evaluate the Community Nursing Science curricula of three Nursing Colleges and the method used is outlined. Some of the results obtained regarding the model's description matrix are: . students are not familiar with the philosophy of Community Nursing Science; . students doubt their readiness for clinical work directly after training; . only one of the tutors in Community Nursing Science had applicable clinical experience in community nursing; . satisfaction regarding the content and evaluation of Community Nursing Science exists amongst students. The purpose of the evaluation was to identify shortcomings in the curricula and and to facilitate curriculum improvement.

Clinical Competence↗
PubMed1993

Curriculum Analysis Tools (CATs): a cooperative approach to the design of curriculum databases.

In 1990, a small group of dental schools agreed to pool their resources and cooperate in the design and programming of curriculum analysis software. After two and one half years, the consortium which was formed has grown to include over 50 institutions. Its efforts have been endorsed by the American Association of Dental Schools and it is now beta testing its first software product, known as CATs, which is an acronym for Curriculum Analysis Tools. The process by which the software has been developed, as well as its current design, offers a unique blend of flexibility and creativity which could perhaps be adopted by other health professions.

Curriculum↗
PubMed2003

Examining the role of implementation quality in school-based prevention using the PATHS curriculum. Promoting Alternative THinking Skills Curriculum.

In order for empirically validated school-based prevention programs to "go to scale," it is important to understand the processes underlying program dissemination. Data collected in effectiveness trials, especially those measuring the quality of program implementation and administrative support, are valuable in explicating important factors influencing implementation. This study describes findings regarding quality of implementation in a recent effectiveness trial conducted in a high-risk, American urban community. This delinquency prevention trial is a locally owned intervention, which used the Promoting Alternative THinking Skills Curriculum as its major program component. The intervention involved 350 first graders in 6 inner-city public schools. Three schools implemented the intervention and the other 3 were comparison schools from the same school district. Although intervention effects were not found for all the intervention schools, the intervention was effective in improving children's emotional competence and reducing their aggression in schools which effectively supported the intervention. This study, utilizing data from the 3 intervention schools (13 classrooms and 164 students), suggested that 2 factors contributed to the success of the intervention: (a) adequate support from school principals and (b) high degree of classroom implementation by teachers. These findings are discussed in light of the theory-driven models in program evaluation that emphasized the importance of the multiple factors influencing the implementation of school-based interventions.

Child↗
PubMed1976

Nutrition education in the medical school curriculum: a proposal for action: a curriculum design.

Nutrition has been traditionally taught in medical schools with emphasis on clinical management of disease states with modified diets. However, the science of nutrition can no longer be considered only in terms of the diagnosis and treatment of nutritional deficiency diseases. Prevention of disease-care rather than cure-must be emphasized. Using the nutrition concepts that evolved from the 1972 Williamsburg Conference encompassing the science and the sociology of nutrition, the author offers a proposal for action-a sequential nutrition curriculum design for years, I, II, and III of undergraduate medical education based on the experiences of the Nutrition Division, Department of Community Medicine, Mount Sinai School of Medicine-City University of New York.

Congresses as Topic↗
PubMed1988

Comparison of graduates of regular curriculum and unified basic-science-clinical curriculum.

The purpose of the study reported here was to identify differences between graduates who were in different curricula at Loyola University of Chicago Stritch School of Medicine. The physicians who had been in the special track, which combined the basic and clinical sciences throughout the program, chose specialties in family practice and psychiatry more than the regular track students and more often were salaried. One-third of those in the special curriculum felt the greatest strength of their medical school training was the preparation for independent learning, and a majority viewed a practice in which there were uncertainties in diagnosis as desirable. The traditional program graduate preferred to deal with cases in which important decisions had to be made rapidly and the effects of treatment could be immediately addressed. The two groups disagreed as to who should have major control of health care, on issues of peer review in the office, and on the emphasis physicians should give preventive care.

Attitude of Health Personnel↗
PubMed2004

[Nationwide research on communication education curriculum in the faculty of pharmaceutical science. Second report: study of communication education curriculum before on-the-job training].

With the recent rapid shift in pharmaceutical education to the development of clinical experts, emphasis on education in humanism and communication has increased. However, there is a lack of experience in these fields of pharmaceutical education in Japan, and there have been few studies on the curriculum, from admission to the pharmaceutical science to the stage before on-the-job training. Also our previous survey of communication-related education revealed there is no consensus on the interpretation of communication-related education. In this study, therefore, we investigated communication-related education is incorporated before on-the-job training at 46 schools of pharmaceutical science in Japan. Communication-related education was carried out at 26 (56.5%) of the 46 schools, and role-playing was incorporated in the program at 23 (88.5%) of these 26 schools. However, SP (simulated patient/standardized patient) was adopted at 12 (46.2%) of these 26 schools. There was a psychologist or a communication specialist on the staff at only 10 (38.5%) of these 26 schools, revealing the lack of instructors in these fields. Interest in education related to communication was generally weak at national and public universities, and marked differences in the approach to pharmaceutical education among university types were observed. The preparation of basic guidelines and textbooks for stepwise communication education from lower to higher grades and the training of instructors are urgently needed.

Communication↗
PubMed1999

Self-perceived competency at graduation: a comparison of dental graduates from the Adelaide PBL curriculum and the Toronto traditional curriculum.

The first class to complete the new Adelaide problem-based learning curriculum graduated in 1997. Their self-perceived competence at graduation was assessed using a revised version of a questionnaire recently compiled and used in Toronto, and based on the global competencies for dental practice accepted in 1995 by all Canadian Faculties of Dentistry. 38 of the 45 Adelaide class members (84%) completed the survey, compared with 93/129 (72%) in Toronto, and their responses were largely similar to those of the Toronto students. At least 67% of the Adelaide and Toronto students felt well-prepared in 34 of the 55 competencies. Most felt well-prepared for the basic everyday items such as diagnosis, local anaesthesia and basic restorative, but less so for items that are not encountered as often in dental school, such as business matters, practice management, soft tissue biopsies and dentofacial trauma. Items showing significant differences between the 2 schools are discussed with reference to curricular and other dissimilarities in the schools, and some inferences are drawn about the importance of context to learning and feelings of competence.

Clinical Competence↗
PubMed1992

Changing the cancer curriculum: a curriculum committee's response to the results of the AACE Cancer Education Survey II. Cancer Education Survey II: cancer education in United States medical schools.

The AACE Cancer Education Survey-II offers an unusual opportunity based on data from 125 medical schools and 1,035 experienced cancer educators to effect constructive change with regard to cancer education. The changes suggested include more coordination; integration; and a shift of emphasis to include more on topics of prevention, early diagnosis, tumor biology, rehabilitation, palliative care, and psychosocial issues. Ample opportunities, especially in the ambulatory care arena, exist at most medical schools, and there is a great deal of interest in improving the situation. This article reviews the factors contributing to resistance to change, the data on adult learning, and the major movements and dilemmas facing medical education today. It also discusses some of the external forces like the Liaison Committee on Medical Education (LCME) and foundation support, which are being harnessed to effect change. Given these barriers, forces, and opportunities, the article ends with a possible action plan for an individual, an institution, and national bodies interested in cancer education. The knowledge, skills, values, and attitudes must be defined, taught effectively, and evaluated. It is an opportune time, armed with this useful data, to bring about change in how cancer subjects are taught. The ultimate goal is more knowledgeable and effective practitioners and scientists who can decrease the morbidity and mortality from cancer.

Curriculum↗