scholarly journals AN OVERVIEW OF INTEGRATED MEDICAL AND DENTAL UNDERGRADUATE PRE-CLINICAL CURRICULA AT B. P. KOIRALA INSTITUTE OF HEALTH SCIENCES, NEPAL: A MULTIPROFESSIONAL APPROACH

2003 ◽  
Vol 40 (140) ◽  
pp. 219-224
Author(s):  
M A Nagarani ◽  
S Bhattacharya ◽  
B P Das ◽  
S Koirala
Keyword(s):  
Core Curriculum ◽  
Health Sciences ◽  
Early Exposure ◽  
Dental Surgery ◽  
The Core ◽  
Preclinical Phase ◽  
Preclinical Curriculum ◽  
Multiprofessional Education ◽  
Multiprofessional Approach

Curricular innovations such as multiprofessional education (MPE) sensitise healthprofessionals towards the role of other health professionals and inculcate team spirit.This is a preliminary report on MPE in practice in the preclinical phase of dental andmedical undergraduate courses at B.P. Koirala Institute of Health Sciences, Nepal.The preclinical curriculum of the undergraduate courseis integrated, organ systembased and partially problem based. There is an emphasis on early exposure of studentsto patients and to community. The undergraduate course in medicine started in 1994and in dental surgery in 1999 based on the core curriculum developed at variousworkshops. The course duration and structure is similar in bot

scholarly journals Person-centred care in psychiatry: a clinical and philosophically informed approach

2021 ◽  
pp. 1-9
Author(s):  
Gerrit Glas
Keyword(s):  
Residency Training ◽  
Healthcare Workers ◽  
Core Curriculum ◽  
Healthcare Reform ◽  
Mental Healthcare ◽  
Regulatory Role ◽  
The Core ◽  
Way Of Thinking

SUMMARY After many years of mental healthcare reform there is still a lot of unease among patients about healthcare workers’ lack of attention to their daily needs and to the tensions and ambiguities that accompany their attempts to integrate their condition into their lives. Person-centred care is often presented as a solution, but the term refers to many differing approaches and needs further specification depending on the problem it aims to resolve. This article presents and discusses a clinical and philosophically informed approach that flexibly focuses on the person- and context-bound aspects of the patient's condition and on the co-regulatory role of the clinician in the patient's attempt to regulate their condition. This approach is a way of thinking, rather than yet another model. It will be shown how this approach can be integrated in the core curriculum of specialty (residency) training in psychiatry.

scholarly journals Ultrasound Curricula of Student Education in Europe: Summary of the Experience

2020 ◽  
Vol 06 (01) ◽  
pp. E25-E33
Author(s):  
Helmut Prosch ◽  
Maija Radzina ◽  
Christoph F. Dietrich ◽  
Michael Bachmann Nielsen ◽  
Sven Baumann ◽  
...  
Keyword(s):  
Medical Education ◽  
Core Curriculum ◽  
Theoretical Background ◽  
European Federation ◽  
Ultrasound Education ◽  
Science Courses ◽  
European Universities ◽  
Preclinical Curriculum ◽  
Far Future

Abstract Background Despite the increasing role of ultrasound, structured ultrasound teaching is only slowly being integrated into the curricula of medical schools and universities all over Europe. Aim To survey the current situation at European universities regarding the integration of ultrasound in student medical education and to report on models of student ultrasound training from selected European universities. Methods A questionnaire survey focusing on the implementation of curricular ultrasound education was sent out to the 28 presidents of the national ultrasound societies of the European Federation of Societies for Ultrasound in Medicine and Biology (EFSUMB), who were asked to distribute the questionnaires to the medical universities of their countries. Results Overall, 53 questionnaires were returned from 46 universities in 17 European countries. In most of the universities (40/46 universities, 87%), the theoretical background of ultrasound is taught. However, in only a minority of universities is ultrasound integrated in anatomy courses (8/46 universities, 17%) or basic science courses (16/46 universities, 35%). Practical skills in ultrasound are taught in 56% of the universities (26/46 universities) and tested in a practical exam in seven of the responding universities (15%). The number of hours in which ultrasound was taught ranged from one to 58 (mean, seven). The respondents reported that lack of time and limited faculty funding were major hurdles. Conclusion According to our survey, only a minority of European universities has integrated ultrasound into the preclinical curriculum thus far. Future EFSUMB initiatives will continue to promote the introduction of ultrasound as an integrative part of the core curriculum of student medical education, and the preparation of proper teaching material.

Teachers Promoting Expertise in Medical Education: understanding the role of the core curriculum

2006 ◽  
Vol 12 (1) ◽  
pp. 41-55 ◽  
Author(s):  
Klara Bolander ◽  
Anna Josephson ◽  
Sarah Mann ◽  
Kirsti Lonka
Keyword(s):  
Medical Education ◽  
Core Curriculum ◽  
The Core

Redefining classroom instruction

2006 ◽  
Vol 30 (3) ◽  
pp. 124-127 ◽  
Author(s):  
Harry R. Goldberg ◽  
Eileen Haase ◽  
Artin Shoukas ◽  
Lawrence Schramm
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Contact Time ◽  
Core Curriculum ◽  
Classroom Instruction ◽  
Web Based ◽  
Traditional Lecture ◽  
The Core

In this study, the role of the classroom instructor was redefined from a “lecturer” responsible for delivering the core curriculum to a “facilitator” at the center of an active learning environment. Web-based lectures were used to provide foundation content to students outside of the classroom, which made it possible to improve the quality of student-faculty contact time in the classroom. Students reported that this hybrid format of instruction afforded them a better understanding of the content, a higher probability of retaining the content, and the opportunity to spend more time thinking about the application of the content compared with more traditional lecture-based methods of instruction.

scholarly journals A touchstone of Finnish curriculum thought and core curriculum for basic education: Reviewing the current situation and imagining the future

Prospects ◽  
2021 ◽  
Author(s):  
Liisa Hakala ◽  
Tiina Kujala
Keyword(s):  
Core Curriculum ◽  
Basic Education ◽  
Educational Experiences ◽  
Current Situation ◽  
The Political ◽  
Ethical Dimension ◽  
Political Dimension ◽  
The Core ◽  
Global Challenges

AbstractPandemics, like other global challenges, are unquestionably curricular issues. They are curriculum issues not only because of the disrupting consequences of Covid-19 and the economic and social crisis alike but also because people have, through their own activities, contributed to global catastrophes and perpetuated injustices. This article attempts to answer the question: How does Finnish curricular thought, including the role of the teacher and the core curriculum for basic education, respond to the various global crises? While reviewing the current situation, the article also imagines a post–Covid-19 curriculum. Reactivating what is still powerful in Bildung/Didaktik and emphasizing the importance of education’s ethical dimension and the teacher’s role as a curriculum theorist offer the means for dealing with the theme. In addition, understanding the structure of the National Core Curriculum document, the political dimension of the Finnish curriculum’s design process, and the educative possibilities in subjects and multidisciplinary modules, the teacher is capable of creating opportunities for educational experiences that are (ethically) significant for students, proactively and in terms of crises.

Using the Arts to Differentiate Curriculum for the Gifted

2021 ◽  
Vol 44 (3) ◽  
pp. 171-173
Author(s):  
Joyce VanTassel-Baska
Keyword(s):  
Concept Learning ◽  
Core Curriculum ◽  
Aesthetic Experience ◽  
Learning Experience ◽  
Higher Order ◽  
Instructional Approaches ◽  
The Core ◽  
The Arts ◽  
Interdisciplinary Concept

This article describes how the arts may be used as interdisciplinary tools to enhance and deepen the learning experience for students. They may be (a) direct adaptations of the core curriculum, (b) added emphases in instructional approaches, and/or (c) an integration of artistic media into interdisciplinary concept learning. An organizer provides teachers with a way to integrate arts into an existing lesson, higher order questions to guide learners in understanding the artifact selected for consideration, and a reproducible rubric to assess a student’s developing sensitivity to the role of aesthetic experience in learning at a deeper and broader level.

Multilingual interactions in clinical dental education: A focus on mediated interpreting

2012 ◽  
Vol 8 (3) ◽  
pp. 197-210
Author(s):  
Susan M. Bridges ◽  
Cynthia K.Y. Yiu ◽  
Colman P. McGrath
Keyword(s):  
Staff Development ◽  
Healthcare Team ◽  
Clinical Settings ◽  
Clinical Communication ◽  
Dental Surgery ◽  
Language And Culture ◽  
Medical Interpreting ◽  
Essential Resource ◽  
Intercultural Mediators

In clinical dental consultations in multilingual contexts, medical interpreting is often performed by the supporting staff as part of routine triadic formulations. As academic dentistry becomes increasingly internationalised, issues of language and culture add to the interactional complexity of clinical communication and education. A multivariate approach was adopted to investigate one case of multilingualism in dentistry in Asia. Collection of both survey (n=86) and interactional data provided empirical evidence regarding language use and language demands across integrated Polyclinics. Descriptive statistics of Dental Surgery Assistant (DSA) perception data and conversation analysis (CA) of mediated interpretation indicate that, as members of the oral healthcare team, DSAs in Hong Kong are an essential resource in their role of intercultural mediators between patients and clinicians, both staff and students. Discussion of sociolinguistic notions of place-as-location and place-as-meaning supports a wider conceptualisation of the role of support staff as interpreters in clinical settings. Implications are drawn for policy, curriculum and staff development.

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