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"Curriculum - standards"
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Determining ‘curriculum viability’ through standards and inhibitors of curriculum quality: a scoping review
Background
A curriculum is dynamic entity and hence, metaphorically, can be considered ‘alive’. Curricular diseases may impair its quality and hence its viability. The quality of a curriculum is typically assessed against certain quality standards only. This approach does not identify the inhibitors impeding the achievement of quality standards. The purpose of this study is to identify not only standards but also inhibitors of curriculum quality, allowing for a more comprehensive assessment of what we coin ‘curriculum viability’.
Methods
We performed a scoping review of ‘curriculum viability’, after which 13 articles were found eligible through a meticulous search and selection process. We first identified 1233 studies based on matching keywords, title and abstract; 36 of which met our inclusion criteria. After application of the Qualsyst criteria, two independent reviewers performed a thematic analysis of the 13 articles that remained.
Results
While all studies reported on standards of quality, only two studies described both standards and inhibitors of quality. These standards and inhibitors were related to educational content and strategy, students, faculty, assessment, educational/work environment, communication, technology and leadership.
Conclusions
The framework of curriculum viability thus developed will help identify inhibitors adversely affecting the curriculum viability and remaining hidden or un-noticed when curriculum evaluation is done.
Journal Article
Etiology of teacher knowledge and instructional skills for literacy at the upper elementary grades
The purpose of this research was to study the etiology of teacher knowledge about and factors that influence implementation of evidence-based reading and writing interventions at the upper elementary grade levels. Five data sources are used in this study: first, we used teacher surveys about their pre-service preparation on reading comprehension and literacy practices gathered during a recent cluster randomized control trial on a reading comprehension intervention conducted with 280 fourth and fifth-grade teachers and their classroom students. We also conducted focus group interviews with 43% of the teachers and observed 90% of the teachers once during the implementation years. For writing, we used data collected from 32 teachers during a 3-year design project for a teacher-led computer-supported writing intervention. We also collected data from groups of school administrators using structured interviews during both studies. Finally, we conducted an artifact review of school curricula and posted professional development (PD) plans. Our results show that in both reading comprehension and writing, all teachers reported not receiving sound evidence-based pre-service preparation and they were not currently employing any evidence-based approaches. Most teachers reported using the basal reading series with very little variation from the lesson scope and sequence. Teachers and administrators frequently reported that skills were being taught in isolation (e.g., skill of the week is summarizing) and that writing was neglected. The interviews showed very interesting patterns of curricula decision-making by school administrators and these findings were further confirmed through the artifact reviews. Based on these results, we recommend that any review of teacher practices focus also on administrator decision-making and school level factors that are driving what happens in the classrooms. The review showed that the teachers themselves do not feel empowered to learn and deliver evidence-based literacy practices and feel constrained by the system.
Journal Article
A modified multi-angle suture training module for laparoscopic training curriculum on emergency intestinal surgery
Background
Intestinal perforation and intestinal obstruction are common emergency surgeries in clinics which often require intestinal resection and anastomosis. Most intestinal anastomosis can be completed by laparoscopy. The wound closure module In the Fundamentals of Laparoscopic Surgery (FLS) program is traditionally used for laparoscopic suture and knotting training. However, many young surgeons tend to focus on practicing suture techniques from certain or a limited range of angles. This narrow approach increases the difficulty of complex suturing and knotting in clinical scenarios such as laparoscopic intestinal anastomosis.
Methods
To address this issue, we designed a multi-angle suture module specifically for suture and knotting training. Thirty-six second-year surgical residents were recruited for the study. Twelve residents were randomly divided at a 1:1 ratio into the traditional suture group and the multi-angle suture group according to their basic laparoscopic surgical ability. After training, they were required to perform laparoscopic end-to-end anastomosis surgery on isolated swine intestines.
Results
The operation times, goal scores and surgical performance scores of the surgeries were collected and compared. Trainees who used the multi-angle suture training module shortened the operation time (3375.7 ± 1000 s vs. 4678.2 ± 684.7,
p
= 0.008) and achieved better surgical effects (operation performance score: 8.2 ± 1.5 vs. 6.83 ± 1.3,
p
= 0.041) in end‒end intestine anastomosis surgery than did those who used the traditional suture training module.
Conclusions
The multi-angle suture training module effectively improved the laparoscopic suture skills of trainees and is therefore a better choice for laparoscopic suture and knotting training before doing laparoscopic intestinal anastomosis.
Journal Article
Leaders of their own learning : transforming schools through student-engaged assessment
\"From Expeditionary Learning Schools comes a proven approach to student assessmentLeaders of Their Own Learning offers a new way of thinking about assessment based on the celebrated work of Expeditionary Learning Schools across the country. Student-Engaged Assessment is not a single practice but an approach to teaching and learning that equips and compels students to understand goals for their learning and growth, track their progress toward those goals, and take responsibility for reaching them. This requires a set of interrelated strategies and structures and a whole-school culture in which students are given the respect and responsibility to be meaningfully engaged in their own learning. Includes everything teachers and school leaders need to implement a successful Student-Engaged Assessment system in their schools Outlines the practices that will engage students in making academic progress, improve achievement, and involve families and communities in the life of the school Describes each of the book's eight key practices, gives advice on how to begin, and explains what teachers and school leaders need to put into practice in their own classrooms Ron Berger is Chief Program Officer for Expeditionary Learning and former public school teacher Leaders of Their Own Learning shows educators how to ignite the capacity of students to take responsibility for their own learning, meet Common Core and state standards, and reach higher levels of achievement.DVD and other supplementary materials are not included as part of the e-book file, but are available for download after purchase\"-- Provided by publisher.
Book
Exploring the integration of AI and national quality courses in China: a study on teaching practices in nursing smart education
Introduction
The 2024 Global MOOC and Online Education Conference, held in the UK with the theme \"Reconstructing Future Higher Education in the Intelligent Age,\" first proposed that global higher education has entered the \"Year of Smart Education.\" With the global promotion of education digitalization, the trend of \"AI+higher education\" is becoming increasingly prominent. As a key component of China's education reform, the deep integration of national high-quality curricula and artificial intelligence is crucial for developing digital learning models. This study utilizes generative AI to develop personalized curriculum enhancement models (such as AI teaching/learning partners), using the Chinese national high-quality course\"Nursing Ethics\" as an example, to investigate smart education models through teaching reform. Its objectives include integrating AI into Nursing Ethics, constructing an intelligent curriculum system, evaluating application effectiveness, and summarizing reform achievements.
Method
Four complete classes were randomly assigned to either the control group or the experimental group. The experimental group adopted an AI-assisted blended learning mode, while the control group retained traditional teaching methods. A comparative study was conducted to evaluate differences in student satisfaction and academic performance between the two groups.
Result
The experimental group demonstrated significantly higher satisfaction and academic performance compared to the control group (p<0.05).
Discussion
Students in the \"AI + National High-Quality Course\" blended learning model showed significantly better outcomes in final examination scores and course satisfaction surveys. These preliminary findings suggest that integrating AI technology with high-quality curriculum resources may constitute a feasible and student-preferred strategy for enhancing nursing ethics education effectiveness.
Journal Article
Designed Cultural Adaptation and Delivery Quality in Rural Substance Use Prevention: an Effectiveness Trial for the Keepin’ it REAL Curriculum
This study examined how cultural adaptation and delivery quality of the school-based intervention keepin’ it REAL (kiR) influenced adolescent substance use. The goal of the study was to compare the effectiveness of the multi-cultural, urban (non-adapted) kiR intervention, a re-grounded (adapted) rural version of the kiR intervention and control condition in a new, rural setting. A total of 39 middle schools in rural communities of two states in the USA were randomly assigned to one of three conditions (i.e., control, non-adapted urban kiR, and adapted rural kiR). Data included adolescent self-reported lifetime substance use and observers’ ratings of delivery quality from video recordings of lessons. Ratings of delivery quality were used to create four comparison groups (i.e., low/high delivery quality in non-adapted/urban kiR condition and low/high quality in adapted/rural kiR condition). Controlling for substance use in the 7th grade, findings compared 9th graders’ (N = 2781) lifetime alcohol, cigarette, marijuana, and chewing tobacco use. Mixed model analyses revealed that rural youth receiving the culturally adapted/rural curriculum reported significantly less cigarette use than rural youth in the control condition regardless of delivery quality. In the non-adapted/urban condition, youth receiving high delivery quality delivery reported less marijuana use than those receiving low delivery quality condition. However, substance use outcomes of youth receiving high and low delivery quality in the non-adapted intervention did not differ significantly from those the control group. Findings support the effectiveness of the culturally adapted/rural keepin’ it REAL curriculum for rural youth.
Journal Article
Simulation-based training improves the operative performance of totally extraperitoneal (TEP) laparoscopic inguinal hernia repair: a prospective randomized controlled trial
Background
Laparoscopic surgery has an important role to play in the care of patients with inguinal hernias, but the procedure is difficult to learn. This study aimed to assess whether training to proficiency using a novel laparoscopic inguinal hernia repair (LIHR) simulation curriculum improved operating room (OR) performance.
Methods
For this study, 17 surgical residents [postgraduate years (PGYs) 2–5] participated in a didactic LIHR course and then were randomized to a training (T) or a control (C, standard residency) group. Performance of totally extraperitoneal (TEP) LIHR in the OR at baseline and after the study was measured using the Global Operative Assessment of Laparoscopic Skills–Groin Hernia (GOALS-GH).
Results
Of the 17 residents, 14 (5 T and 9 C) completed their final evaluations. The two groups showed no differences in terms of LIHR experience. The baseline GOALS-GH scores in the OR were similar (T 14.8; range 12.8–16.8 vs. C 13.6; range 12.3–14.8;
P
= 0.20). The mean number of training sessions needed to achieve proficiency was 4.8 (range 4.4–5.2), and the mean total training time was 109 min (range 61.9–149.1 min). After training, OR performance improved in the T group by 3.4 points (range 2.0–4.8 points;
P
= 0.002), whereas no significant change was seen in the C group [1.2; (range −1.1 to 3.6;
P
= 0.27)]. The final total GOALS-GH scores showed a trend toward better performance in the T group than in the C group [18.2; (range 14.9–21.5) vs. 14.8; (range 12.4–17.1);
P
= 0.06).
Conclusions
This study demonstrated the skills required for transfer of LIHR to the OR using a low-cost procedure-specific simulator. Residents who trained to proficiency on the McGill Laparoscopic Inguinal Hernia Simulator (MLIHS) showed greater skill improvement than their colleagues who did not. These results provide evidence supporting the use of simulation to teach and assess LIHR.
Journal Article