Back-Tracking and Forward-Gazing: Marking the Dimensions of Graduate Core Curricula in Rhetoric and Composition

ABSTRACT Introduction The Coronavirus (COVID-19) pandemic has presented a myriad of organizational and institutional challenges. The Uniformed Services University of the Health Sciences, like many other front line hospitals and clinics, encountered a myriad of challenges in fostering and sustaining the education of students enrolled at the nation’s only military medical school. Critical to the function of any academic medical institution, but particularly one devoted to the training of future physicians for the Military Health System, was the ability to rapidly adapt, modify, and create new means of keeping medical students engaged in their core curricula and progressing toward full and timely attainment of established educational goals and objectives. Methods This article highlights some of the particular challenges faced by faculty and students during the first 6 months of the COVID-19 pandemic and describes how they were managed and/or mitigated. Results Six key “lessons learned” were identified and summarized in this manuscript. These lessons may be applicable to other academic institutions both within and outside of the Military Health System. Conclusions Recognizing and embracing these key tenets of academic change management can accelerate the generation of a cohesive, organizational response to the next pandemic or public health crisis.

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Expanding Workforce Capacity to Care for Older Veterans: The VA GRECC Interprofessional Training Experience

Innovation in Aging ◽

10.1093/geroni/igaa057.010 ◽

2020 ◽

Vol 4 (Supplement_1) ◽

pp. 3-4

Author(s):

Kathryn Nearing ◽

Sumathi Misra ◽

Katharina Echt

Keyword(s):

Interprofessional Education ◽

Veterans Health ◽

Health Administration ◽

Training Experience ◽

Research Education ◽

Core Curricula ◽

Interprofessional Training ◽

Clinical Center ◽

Workforce Capacity ◽

Competency Domains

Abstract The Veterans Health Administration (VHA) contributes more to training healthcare professionals in geriatrics/gerontology than any other entity nationally, with the Geriatric Research Education and Clinical Center (GRECC) network serving as a leader in geriatric-/gerontology-specific interprofessional education. The Associated Health Training (AHT) Program is supported by all GRECCs, training ~427 trainees annually (FY17). Each AHT program brings together a diverse array of trainees – the specific constellation of disciplines unique to each GRECC based on local capacity/expertise. Common to all programs is intentional interprofessional training, aligned with Interprofessional Education Collaborative (IPEC) competencies. In 2016, the VA Office of Academic Affiliations (OAA) administered a 22-item survey to characterize the depth and breadth of geriatric-/gerontologic-specific interprofessional education across GRECCs. Questions explored how AHT programs addressed each of the four IPEC competency domains. Responses were de-identified; at least 2 coders independently applied directed coding to responses. Across GRECCs (n=18), 323 interprofessional training activities were coded, of which 9% were didactic; 27%, clinical; and, 63%, combination. Interprofessional education activities were integrated with profession-specific curricula (65.3%) or featured as part of GRECC-specific core curricula (5.4%). GRECC AHT interprofessional programs involved an average of 11 disciplines. GRECC AHT programs provide a vital infrastructure for building workforce capacity through robust, interprofessional training that engages diverse disciplines across a variety of care settings representing the continuum of care for older Veterans. GRECC and OAA efforts are critical to enhancing the quality, and expanding the capacity, of this workforce to meet increasing needs for patient-directed, team-based care for older adults.

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Mandated multiculturalism: An analysis of core curricula at tribal and historically black colleges

Poetics ◽

10.1016/j.poetic.2010.07.001 ◽

2010 ◽

Vol 38 (5) ◽

pp. 481-503 ◽

Cited By ~ 1

Author(s):

Wade M. Cole

Keyword(s):

Historically Black ◽

Black Colleges ◽

Historically Black Colleges ◽

Core Curricula

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Survey on Faculty Use of Interactive Videodisc Technology in Teacher Education

Journal of Educational Technology Systems ◽

10.2190/pjt6-9rfu-0vu5-r69c ◽

1993 ◽

Vol 21 (4) ◽

pp. 321-332 ◽

Cited By ~ 1

Author(s):

C. Lynne Hannah ◽

Ronald J. Abate

Keyword(s):

Administrative Support ◽

Postgraduate Education ◽

Technology Research ◽

Education Students ◽

Faculty Knowledge ◽

Core Curricula ◽

Use Of Technology ◽

Urban University ◽

Set Up ◽

Videodisc Technology

A videodisc and related technology research project was set up at an urban university to improve the delivery of information by professors, and the understanding of important concepts by education students. An exploratory study was conducted to investigate factors that influence the use of technology by faculty who teach the core curricula in the under/postgraduate education program. Through the use of questionnaires and direct interviews, the factors that influenced the decisions to use or not to use the available videodisc technology were isolated. Principal among these were: time, student and faculty knowledge of technology, conceptions about the technology and its potential, faculty incentives to become involved, and administrative support.

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