Browsing by Subject "Curriculum development"

Now showing 1 - 6 of 6
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    A shared point of care ultrasound curriculum for graduate medical education
    (Springer Nature, 2024-08-06) Ferre, Robinson M.; Kaine, Joshua C.; Lobo, Daniela; Peterson, Dina; Sarmiento, Elisa; Adame, John; Herbert, Audrey; Wallach, Paul M.; Russell, Frances M.; Emergency Medicine, School of Medicine
    Background: Point of care ultrasound (POCUS) education has grown significantly over the past two decades. Like most curricular items, POCUS education is siloed within individual graduate medical education (GME) programs. The purpose of this study was to evaluate the effectiveness of a shared GME POCUS curriculum between five GME programs at a single institution. Methods: Post-graduate-year-1 (PGY-1) residents from emergency medicine (EM), family medicine (FM), internal medicine (IM), combined internal medicine-pediatrics (IM-Peds) and combined emergency medicine-pediatrics (EM-Peds) residency programs were enrolled in a core POCUS curriculum. The curriculum included eleven asynchronous online learning modules and ten hands-on training sessions proctored by sonographers and faculty physicians with POCUS expertise. Data was gathered about the curriculum's effectiveness including participation, pre- and post-curricular surveys, pre- and post-knowledge assessments, and an objective skills assessment. Results: Of the 85 residents enrolled, 61 (72%) participated in the curriculum. Engagement varied between programs, with attendance at hands-on sessions varying the most (EM 100%, EM-Peds 100%, FM 40%, IM 22%, Med-Peds 11%). Pre- and post-knowledge assessment scores improved for all components of the curriculum. Participants felt significantly more confident with image acquisition, anatomy recognition, interpreting images and incorporating POCUS findings into clinical practice (p < 0.001) after completing the curriculum. Conclusion: In this shared GME POCUS curriculum, we found significant improvement in POCUS knowledge, attitudes, and psychomotor skills. This shared approach may be a viable way for other institutions to provide POCUS education broadly to their GME programs.
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    Beyond Traditional: A Guide for Equitable and Responsive Mathematics Curriculum
    (Midwest and Plains Equity Assistance Center, 2022-09) Morton, Crystal
    When asked about school mathematics, students rarely describe it as meaningful or relevant. Research shows that students are more engaged when they are challenged to think critically, and can connect the content to their lived experiences. This "Equity Tool" is designed to assist educators in reviewing curricula to determine if it supports equitable and responsive mathematics learning experiences. Additionally, this tool can also serve as a starting point for curriculum development.
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    Controversy and counternarrative in the social studies
    (2017-05-12) Shaver, Erik James; Rogan, Patricia; Medina, Monica; Keller, Deb; Engebretson, Kathryn; Pike, Gary
    This qualitative study sought to explore reasons why social studies teachers chose to teach controversial issues and counternarratives in their classroom in an era where doing so is dangerous for teachers and their job security, and how they go about doing so in their classrooms. The theoretical framework of this study encompassed the notion that the five selected teachers embodied and practiced elements of Foucauldian parrhēsía, which is teaching the truth despite the risk of doing so, despite not having explicit knowledge of this particular philosophy, and utilized counternarratives and controversial issues as a means of challenging dominant social norms to bring about a more just and equitable society. The existing literature suggests that their pre-service teacher education provided little influence on their decisions, despite the positive historical, personal, and democratic outcomes from teaching a curriculum exploring controversial issues and counternarratives. Five teachers were recommended for this study due to their reputations for teaching controversial issues and counternarratives in their social studies classrooms. After interviewing and observing these teachers, a number of interesting findings came to light, including a list of best practices for how to teach controversial issues in the classroom, reasons why the teachers taught controversial issues in the classroom, structures of support and barriers for teaching a critical social studies curriculum, and differences between those who believed they taught controversial issues in their classroom but did not, and those who actually did.
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    Design of a Novel Online, Modular, Flipped-classroom Surgical Curriculum for East, Central, and Southern Africa
    (Wolters Kluwer, 2022-03-02) Parker, Andrea S.; Hill, Katherine A.; Steffes, Bruce C.; Mangaoang, Deirdre; O'Flynn, Eric; Bachheta, Niraj; Bates, Maria F.; Bitta, Caesar; Carter, Nicholas H.; Davis, Richard E.; Dressler, Jeremy A.; Eisenhut, Deborah A.; Fadipe, Akinniyi E.; Kanyi, John K.; Kauffmann, Rondi M.; Kazal, Frances; Kyamanywa, Patrick; Lando, Justus O.; Many, Heath R.; Mbithi, Valentine C.; McCoy, Amanda J.; Meade, Peter C.; Ndegwa, Wairimu Y. B.; Nkusi, Emmy A.; Ooko, Philip B.; Osilli, Dixon J. S.; Parker, Madison E. D.; Rankeeti, Sinkeet; Shafer, Katherine; Smith, James D.; Snyder, David; Sylvester, Kimutai R.; Wakeley, Michelle E.; Wekesa, Marvin K.; Torbeck, Laura; White, Russell E.; Bekele, Abebe; Parker, Robert K.; Surgery, School of Medicine
    Objective: We describe a structured approach to developing a standardized curriculum for surgical trainees in East, Central, and Southern Africa (ECSA). Summary background data: Surgical education is essential to closing the surgical access gap in ECSA. Given its importance for surgical education, the development of a standardized curriculum was deemed necessary. Methods: We utilized Kern's 6-step approach to curriculum development to design an online, modular, flipped-classroom surgical curriculum. Steps included global and targeted needs assessments, determination of goals and objectives, the establishment of educational strategies, implementation, and evaluation. Results: Global needs assessment identified the development of a standardized curriculum as an essential next step in the growth of surgical education programs in ECSA. Targeted needs assessment of stakeholders found medical knowledge challenges, regulatory requirements, language variance, content gaps, expense and availability of resources, faculty numbers, and content delivery method to be factors to inform curriculum design. Goals emerged to increase uniformity and consistency in training, create contextually relevant material, incorporate best educational practices, reduce faculty burden, and ease content delivery and updates. Educational strategies centered on developing an online, flipped-classroom, modular curriculum emphasizing textual simplicity, multimedia components, and incorporation of active learning strategies. The implementation process involved establishing thematic topics and subtopics, the content of which was authored by regional surgeon educators and edited by content experts. Evaluation was performed by recording participation, soliciting user feedback, and evaluating scores on a certification examination. Conclusions: We present the systematic design of a large-scale, context-relevant, data-driven surgical curriculum for the ECSA region.
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    Implementing the Infectious Diseases Society of America Antimicrobial Stewardship Core Curriculum: Survey Results and Real-World Strategies to Guide Fellowship Programs
    (Oxford University Press, 2024-10-02) Hojat, Leila S.; Patel, Payal K.; Ince, Dilek; Kang, Amy Y.; Fong, Gary; Cherabuddi, Kartik; Nori, Priya; Al Lawati, Hawra; Stohs, Erica J.; Beeler, Cole; Van Schooneveld, Trevor C.; Lee, Matthew S.; Hamilton, Keith W.; Justo, Julie Ann; Spicer, Jennifer O.; Logan, Ashleigh; Bennani, Kenza; Williams, Rostam; Shnekendorf, Rachel; Bryson-Cahn, Chloe; Willis, Zachary I.; Moenster, Ryan P.; Brennan-Krohn, Thea; Paras, Molly L.; Holubar, Marisa; Gaston, David C.; Advani, Sonali D.; Luther, Vera P.; Medicine, School of Medicine
    Background: The Infectious Diseases Society of America (IDSA) developed the Core Antimicrobial Stewardship (AS) Curriculum to meet the increasing demand for infectious diseases (ID) providers with AS expertise. Notable diversity in implementation approaches has been observed among ID fellowship programs using the curriculum. We sought to describe individual approaches and develop a curriculum implementation roadmap. Methods: We surveyed ID fellowship programs that had previously implemented the IDSA Core AS curriculum. The survey included questions regarding program characteristics, curriculum participants and presentation format, resources and barriers, and implementation strategies. Commonly reported program features were summarized in the context of the self-reported implementation strategies. Implementation guides were developed based on the most common characteristics observed. Results: Of 159 programs that had purchased the curriculum, 37 responded, and 34 (21%) were included in the analysis. The curriculum was primarily taught by AS physicians (85%) and AS pharmacists (47%). The most common conference structure was a longitudinal conference series (32%), and eLearning was the most common presentation format. Limited AS faculty time (76%) and limited first-year fellow availability (62%) were frequently reported as barriers, and dedicated AS curricular time was a resource available to most programs (67%); implementation guides were created for these 3 program features. Conclusions: Programs reported a variety of implementation barriers and resources, with several common themes emerging, allowing for the development of tailored curriculum planners for 3 commonly observed program characteristics. This work will equip fellowship programs with curriculum implementation strategies and guide future enhancements of the IDSA Core and Advanced AS curricula.
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    Utilising an Accelerated Delphi Process to Develop Guidance and Protocols for Telepresence Applications in Remote Robotic Surgery Training
    (Elsevier, 2020-12) Collins, Justin W.; Ghazi, Ahmed; Stoyanov, Danail; Hung, Andrew; Coleman, Mark; Cecil, Tom; Ericsson, Anders; Anvari, Mehran; Wang, Yulun; Beaulieu, Yanick; Haram, Nadine; Sridhar, Ashwin; Marescaux, Jacques; Diana, Michele; Marcus, Hani J.; Levy, Jeffrey; Dasgupta, Prokar; Stefanidis, Dimitrios; Martino, Martin; Feins, Richard; Patel, Vipul; Slack, Mark; Satava, Richard M.; Kelly, John D.; Surgery, School of Medicine
    Context The role of robot-assisted surgery continues to expand at a time when trainers and proctors have travel restrictions during the coronavirus disease 2019 (COVID-19) pandemic. Objective To provide guidance on setting up and running an optimised telementoring service that can be integrated into current validated curricula. We define a standardised approach to training candidates in skill acquisition via telepresence technologies. We aim to describe an approach based on the current evidence and available technologies, and define the key elements within optimised telepresence services, by seeking consensus from an expert committee comprising key opinion leaders in training. Evidence acquisition This project was carried out in phases: a systematic review of the current literature, a teleconference meeting, and then an initial survey were conducted based on the current evidence and expert opinion, and sent to the committee. Twenty-four experts in training, including clinicians, academics, and industry, contributed to the Delphi process. An accelerated Delphi process underwent three rounds and was completed within 72 h. Additions to the second- and third-round surveys were formulated based on the answers and comments from the previous rounds. Consensus opinion was defined as ≥80% agreement. Evidence synthesis There was 100% consensus regarding an urgent need for international agreement on guidance for optimised telepresence. Consensus was reached in multiple areas, including (1) infrastructure and functionality; (2) definitions and terminology; (3) protocols for training, communication, and safety issues; and (4) accountability including ethical and legal issues. The resulting formulated guidance showed good internal consistency among experts, with a Cronbach alpha of 0.90. Conclusions Using the Delphi methodology, we achieved international consensus among experts for development and content validation of optimised telepresence services for robotic surgery training. This guidance lays the foundation for launching telepresence services in robotic surgery. This guidance will require further validation.