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Background: An update of the nursing core curriculum was released in 2019 and revised to meet the challenges of the Israeli health system. The revision was based on the Advisory Committee's (2017) recommendations and outcomes of a Nursing Administration Inspection (2018). The implementation process of the nursing core curriculum has never been broadly evaluated in Israel. This study aimed to examine factors associated with concerns of nursing educators during the implementation process.Methods: A cross-sectional study was performed on a representative sample of nursing educators in Israel. 107 nursing educators answered two questionnaires distributed from November 2019 until September 2020: Stages of Concern Questionnaire (SOCQ) and a questionnaire designed for the current research. The statistical analysis included Pearson and Spearman correlations and multiple linear regressions.Results: The findings revealed several associations regarding nursing and educational experience, familiarity, perception, and use of the current (2012) and new (2020) core curriculum, as well as organizational climate, with the nursing faculty members' concerns during innovation implementation. Training was positively related to the final stages of concern, supporting the effectiveness of educators' preparation in the implementation process.Conclusion: A comprehensive approach to the core curriculum revision based on collaboration with educators and advance training on innovation involves the educators in the task and reduces their concerns during the implementation process.

Background The 2022 revised version of the Model Core Curriculum (MCC) for Medical Education in Japan includes “generalism” as a new expertise quality and ability, based on the results of surveys of experts in health professions education. However, the perspectives of medical trainees under the pre‐2022 MCC revision were under‐examined. Here, we investigated what these trainees felt they had learned about general medicine (GM)‐related topics. Methods We performed a nationwide cross‐sectional study using an anonymous online questionnaire, which was developed with reference to the 2022 revised MCC. The questionnaire consisted of 14 items. For all items, we asked, “Did you learn enough during medical school?” Respondents were asked to respond on a 5‐point Likert scale (from 1 = strongly disagree to 5 = strongly agree). Results Three hundred and eighty‐six participants (response rate 55.4%) were included in the analysis. For the item “Behavioral science,” the number of participants who chose “3 = neither agree nor disagree” was highest, at 171 (44.3%) and with an average of 3.28, indicating that this item was perceived as insufficiently studied. Approximately half of the participants chose “4 = agree” for all items other than “Behavioral science.” Conclusions The study suggested that behavioral science may be underlearned among medical trainees of the pre‐2022 MCC generation. Medical educators in Japan should formulate curricula in accordance with the 2022 revision MCC and improve curricula regarding behavioral science. Future research should survey the generation of trainees who receive 2022 revision MCC‐compliant medical education; comparison of results with those of this study would be valuable in examining the effects of the revised guideline and inform international medical educators.

Introduction/BackgroundEducating and equipping students and trainees into clinicians capable of meeting healthcare demands and service provision needs is essential. Unprecedented events like COVID-19 pandemic, highlight urgent need for reformation of training to ensure high quality education is maintained. To this end, we describe an innovative and globally adaptable blueprint for establishing a surgical curriculum, aiming to optimize preparation of future surgeonsMethodologyWe used a structured protocol to synthesize evidence from previous systematic reviews focused on surgical education alongside a series of focused original educational studies. This approach allowed incorporation of prospectively applied novel ideas into the existing landscape of published evidence. All material used for this proof of concept derives from the outputs of a dedicated research network for surgical education (eMERG).ResultsWe propose the foundation blueprint framework called ‘Omnigon iG4’ as a globally applicable model. It allows adaptation to individual local educational environments for designing, appraising and/or refining surgical curricula. We also describe the ‘Omnigon iG4 Hexagon Pragmatic Model,’ a novel perspective model which assesses the performance of our blueprint in a multi-layer fashion. This ‘Hexagon’ model is the first to introduce pragmatic outcomes in curricula performance assessment.ConclusionThis proof of concept, ‘Omnigon iG4,’ proposes an adaptable version of a curriculum blueprint. The framework allows educators to establish a surgical curriculum with the ability to map out competencies, permitting full control over their intended learning outcomes. This can form the basis for developing globally adaptable multifaceted Simulation-Based learning (SBL) courses or even surgical curricula for undergraduates.

Purpose One key aspect of European curriculum reforms is to empower students with the skills needed to engage actively in the pluralistic and multicultural global society of the 21st century. This study aims to examine the extent of multicultural education within the national core curricula of three European countries: Hungary, Finland and Ireland, focusing on its role in fostering social acceptance through education. Design/methodology/approach A qualitative research applying discourse analysis was conducted to identify key multiculturalism concepts within the curricula. The analysis concentrated on understanding how multiculturalism is portrayed through various perspectives, emphasizing situational meanings and frameworks. Furthermore, a comparative analysis of the findings was carried out. Findings The research found that all three curricula contain the concept of multicultural education, although the extent of emphasis varies. The Hungarian National Core Curriculum (NCC) primarily emphasizes national values and sporadically addresses multicultural issues, often from a local perspective. In contrast, the Irish NCC is tolerance-oriented, stressing not only the understanding of different cultures but also the importance of accepting them. The Finnish NCC reflects a global perspective and emphasizes respect for different cultures and minority groups, with a pluralistic approach. Originality/value This study enhances our understanding of the discourse of multiculturalism within the curricula of three European countries, emphasizing both their similarities and differences. Additionally, it underscores the crucial role that curricula can play in effectively implementing multicultural education.

The new National Core Curriculum came into force in September 2020 in Hungarian schools. The COVID-19 pandemic has had a deep impact on the final stages of its development. In this paper we have selected two areas for analysis: the fundamental principles of mathematics curriculum and the matriculation exam in mathematics. We propose improvements in both fields, further emphasizing the importance of skills in displaying, understanding and processing information, including visual information obtained as a source or outcome of a problem. We argue that representation, interpretation, and critical evaluation of data and information must be essential parts of the mathematics curriculum. In this context, we also propose a new type of task for the matriculation exam: a complex essay task. The ultimate goal is the development of cross-cutting competencies to support students to become citizens who can make responsible decisions based on the data and knowledge available.