scholarly journals A commentary on “Medical student wellness in Canada: time for a national curriculum framework”

2022 ◽  
Author(s):  
Adam Neufeld
Keyword(s):  
Medical Student ◽  
National Curriculum ◽  
Student Wellness ◽  
Curriculum Framework

scholarly journals Medical student wellness in Canada: time for a national curriculum framework

2021 ◽  
Author(s):  
Dax Bourcier ◽  
Rena Far ◽  
Lucas B King ◽  
George Cai ◽  
Joanna Mader ◽  
...  
Keyword(s):  
Medical Student ◽  
National Curriculum ◽  
System Level ◽  
Student Wellness ◽  
Individual Level ◽  
Canadian Population ◽  
Competency Frameworks ◽  
Quality Of Patient Care ◽  
Curriculum Framework ◽  
Wellness Curriculum

There is substantial evidence showing that medical student wellness is a worsening problem in Canada. It is apparent that medical students’ wellness deteriorates throughout their training. Medical schools and their governing bodies are responding by integrating wellness into competency frameworks and accreditation standards through a combination of system- and individual-level approaches. System-level strategies that consider how policies, medical culture, and the “hidden curriculum” impact student wellness, are essential for reducing burnout prevalence and achieving optimal wellness outcomes. Individual-level initiatives such as wellness programming are widespread and more commonly used. These are often didactic, placing the onus on the student without addressing the learning environment. Despite significant progress, there is little programming consistency across schools or training levels. There is no wellness curriculum framework for Canadian undergraduate medical education that aligns with residency competencies. Creating such a framework would help align individual- and system-level initiatives and smooth the transition from medical school to residency. The framework would organize goals within relevant wellness domains, allow for local adaptability, consider basic learner needs, and be learner-informed. Physicians whose wellness has been supported throughout their training will positively contribute to the quality of patient care, work environments, and in sustaining a healthy Canadian population.

scholarly journals Are Canadian medicine librarians directly supporting medical student health and wellness? A nation-wide survey

2021 ◽  
Vol 42 (3) ◽  
Author(s):  
Jackie Phinney ◽  
Lucy Kiester
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Undergraduate Medical Education ◽  
Teaching Style ◽  
Well Being ◽  
Medical Schools ◽  
Student Wellness ◽  
Electronic Survey ◽  
Canadian Health ◽  
Nation Wide Survey

Introduction: Students in Undergraduate Medical Education (UGME/UME) programs face a variety of stressors that can impact well-being. To address this, the Committee on Accreditation of Canadian Medical Schools (CACMS) mandates that medical schools offer support and programming that promotes student well-being. Academic librarians are accustomed to providing outreach that meets their faculties’ needs. Therefore, the goal of this study was to explore if Canadian undergraduate medical education librarians are supporting medical student wellness at their medical schools, and how they are doing so.    Methods: A bilingual, electronic survey containing multiple choice and open-ended questions was distributed across two Canadian health sciences library listservs during the summer of 2020. Librarians supporting UGME/UME programs now or within the last three years were invited to participate.   Results: 22 Responses were received, and 17 complete datasets were included in the final results. The majority of respondents have encountered a medical student in distress (n=10) and have adjusted their teaching style or materials to help reduce stress in medical students (n=9). Other initiatives such as resource purchasing, wellness-themed displays, planning wellness-themed events and spaces, and partnerships on campus in support of medical student wellness were less common.     Discussion: The data in this study provides evidence that Canadian undergraduate medical education librarians are mindful of medical student well-being, and are taking steps to provide relevant support to this learner group. Librarians could adopt similar initiatives at their libraries to show support for learner wellness, and enhance their programs’ accreditation efforts in this area.

scholarly journals Engaging with ‘Caste’: Curriculum, Pedagogy and Reception

2020 ◽  
Vol 8 (1) ◽  
pp. 101-110
Author(s):  
Devika Mittal
Keyword(s):  
Social Justice ◽  
Education System ◽  
National Curriculum ◽  
Social Identities ◽  
Indian Society ◽  
The Social ◽  
Curriculum Framework

Caste has been a persisting form of stratification that continues to evade equality and social justice in Indian society. Among the routes to tackle the menace of caste has been the education system. In this regard, the National Curriculum Framework 2005 came with a resolute to engage the students with different issues, including that of caste with a critical and empathic eye. This paper locates the challenges to this curriculum by focusing on the pedagogy and reception of the curriculum. In doing so, it argues that the challenges emanate from the social identities and lived realities of the students and the teachers.

scholarly journals Learning on Lockdown: A Study on Medical Student Wellness, Coping Mechanisms and Motivation during the COVID-19 Pandemic

MedEdPublish ◽  
2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Lori Deshetler ◽  
Megha Gangadhar ◽  
Dhanushya Battepati ◽  
Erin Koffman ◽  
Ram Kishore Mukherjee ◽  
...  
Keyword(s):  
Medical Student ◽  
Coping Mechanisms ◽  
Student Wellness

scholarly journals Hierarchies of knowledge, incommensurabilities and silences in South African ECD policy: Whose knowledge counts?

2017 ◽  
Vol 8 (1) ◽  
pp. 77-98 ◽  
Author(s):  
Norma Rudolph
Keyword(s):  
South Africa ◽  
South African ◽  
National Curriculum ◽  
Government Support ◽  
Child Rearing ◽  
Curriculum Framework ◽  
Local Contexts ◽  
Uncritical Acceptance ◽  
High Level ◽  
Level Government

Abstract Policy for young children in South Africa is now receiving high-level government support through the ANC’s renewed commitment to redress poverty and inequity and creating ‘a better life for all’ as promised before the 1994 election. In this article, I explore the power relations, knowledge hierarchies and discourses of childhood, family and society in National Curriculum Framework (NCF) as it relates to children’s everyday contexts. I throw light on how the curriculum’s discourses relate to the diverse South African settings, child rearing practices and world-views, and how they interact with normative discourses of South African policy and global early childhood frameworks. The NCF acknowledges indigenous and local knowledges and suggests that the content should be adapted to local contexts. I argue that the good intentions of these documents to address inequities are undermined by the uncritical acceptance of global taken-for-granted discourses, such as narrow notions of evidence, western child development, understanding of the child as a return of investment and referencing urban middle class community contexts and values. These global discourses make the poorest children and their families invisible, and silence other visions of childhood and good society, including the notion of ‘convivial society’ set out in the 1955 Freedom Charter.

Examining Education Reforms of India in the Matrix of Rights and Biopolitics

2021 ◽  
Author(s):  
Jyoti Dalal
Keyword(s):  
National Curriculum ◽  
Legal Framework ◽  
The State ◽  
Regulatory Structure ◽  
Curriculum Framework ◽  
Before And After ◽  
The Matrix ◽  
Indian State ◽  
Education Act ◽  
The Right

Three significant reforms were established at the turn of the century in India: the National Curriculum Framework of 2005, the National Curriculum Framework for Teacher Education of 2009, and the Right to Education Act of 2009. All three reforms reflect a contradiction between the rights of citizens and the regulatory biopolitical inertia of the state. Indian State has undergone cyclical shifts in its orientation. In certain phases, rights became the fulcrum to guide policy and legal framework, and in other phases, the regulatory impulse of the state was at the center. The neoliberal turn of the 1990s marked a sharp shift in which the state left behind its welfare outlook and adopted a more regulatory structure. The rights-based agenda of the three reforms needs to be understood against the backdrop of the changing nature of the state. The three reforms stand apart from those instituted before and after, in that they were informed by a critique of the rights-based framework even while working within it. The three reforms and their social context provide an example of the tension between rights and biopolitics; the reforms emerged as a response to this tension. While proposing rights-based reforms in school education, the intent was much more ambitious, going beyond the immediate domain of education. Occurring in the middle of a neoliberal, market-driven discourse, these reforms critiqued the 21st-century state and pushed it to serve the role of a provider and not just a regulator.

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