A Comprehensive Curriculum 14-19

2021 ◽  
pp. 109-118
Author(s):  
Sally Tomlinson
Keyword(s):  
Comprehensive Curriculum

scholarly journals Coping with COVID-19: medical students as strong and responsible stewards of their education

2021 ◽  
Author(s):  
Jacquelyn B. Kercheval ◽  
Deena Khamees ◽  
Charles A. Keilin ◽  
Netana H. Markovitz ◽  
Eve D. Losman
Keyword(s):  
Medical Students ◽  
Curriculum Development ◽  
De Novo ◽  
Traditional Approach ◽  
Clinical Care ◽  
Successful Implementation ◽  
Discussion Boards ◽  
Multiple Choice Questions ◽  
Continued Learning ◽  
Comprehensive Curriculum

Abstract Background Due to the COVID-19 pandemic, clinical rotations at the University of Michigan Medical School (UMMS) were suspended on March 17, 2020, per the Association of American Medical Colleges’ recommendations. No alternative curriculum existed to fill the educational void for clinical students. The traditional approach to curriculum development was not feasible during the pandemic as faculty were redeployed to clinical care, and the immediate need for continued learning necessitated a new model. Approach One student developed an outline for an online course on pandemics based on peer-to-peer conversations regarding learners’ interests and needs, and she proposed that students author the content given the immediate need for a curriculum. Fifteen student volunteers developed content to fill knowledge gaps, and expert faculty reviewers confirmed that the student authors had successfully curated a comprehensive curriculum. Evaluation The crowdsourced student content coalesced into a 40-hour curriculum required for all 371 clinical-level students at UMMS. This student-driven effort took just 17 days from outline to implementation, and the final product is a full course comprising five modules, multiple choice questions, discussion boards, and assignments. Learners were surveyed to gauge success, and 93% rated this content as relevant to all medical students. Reflection The successful implementation of this model for curriculum development, grounded in the Master Adaptive Learner framework, suggests that medical students can be entrusted as stewards of their own education. As we return to a post-pandemic “normal,” this approach could be applied to the maintenance and de novo development of future curricula.

scholarly journals Building a neuroinfectious disease consensus curriculum

Neurology ◽  
2019 ◽  
Vol 93 (5) ◽  
pp. 208-216
Author(s):  
Arun Venkatesan ◽  
Felicia C. Chow ◽  
Allen Aksamit ◽  
Russell Bartt ◽  
Thomas P. Bleck ◽  
...  
Keyword(s):  
American Academy ◽  
Delphi Technique ◽  
Fellowship Training ◽  
Consensus Process ◽  
Diverse Range ◽  
Modified Delphi ◽  
Delphi Approach ◽  
Modified Delphi Technique ◽  
Comprehensive Curriculum ◽  
American Academy Of Neurology

ObjectiveTo delineate a comprehensive curriculum for fellowship training in neuroinfectious diseases, we conducted a modified Delphi approach to reach consensus among 11 experts in the field.MethodsThe authors invited a diverse range of experts from the American Academy of Neurology Neuro-Infectious Diseases (AAN Neuro-ID) Section to participate in a consensus process using a modified Delphi technique.ResultsA comprehensive list of topics was generated with 101 initial items. Through 3 rounds of voting and discussion, a curriculum with 83 items reached consensus.ConclusionsThe modified Delphi technique provides an efficient and rigorous means to reach consensus on topics requiring expert opinion. The AAN Neuro-ID section provided the pool of diverse experts, the infrastructure, and the community through which to accomplish the consensus project successfully. This process could be applied to other subspecialties and sections at the AAN.

scholarly journals Comprehensive Training Curricula for Minimally Invasive Surgery

2011 ◽  
Vol 3 (3) ◽  
pp. 293-298 ◽  
Author(s):  
Vanessa N Palter
Keyword(s):  
Minimally Invasive Surgery ◽  
Minimally Invasive ◽  
Operating Room ◽  
Invasive Surgery ◽  
Simulation Training ◽  
Technical Skills ◽  
Laboratory Simulation ◽  
Viable Systems ◽  
Skills Laboratory ◽  
Comprehensive Curriculum

Abstract Background The unique skill set required for minimally invasive surgery has in part contributed to a certain portion of surgical residency training transitioning from the operating room to the surgical skills laboratory. Simulation lends itself well as a method to shorten the learning curve for minimally invasive surgery by allowing trainees to practice the unique motor skills required for this type of surgery in a safe, structured environment. Although a significant amount of important work has been done to validate simulators as viable systems for teaching technical skills outside the operating room, the next step is to integrate simulation training into a comprehensive curriculum. Objectives This narrative review aims to synthesize the evidence and educational theories underlining curricula development for technical skills both in a broad context and specifically as it pertains to minimally invasive surgery. Findings The review highlights the critical aspects of simulation training, such as the effective provision of feedback, deliberate practice, training to proficiency, the opportunity to practice at varying levels of difficulty, and the inclusion of both cognitive teaching and hands-on training. In addition, frameworks for integrating simulation training into a comprehensive curriculum are described. Finally, existing curricula on both laparoscopic box trainers and virtual reality simulators are critically evaluated.

From Strategic Plan to Practical Realities: Developing and Implementing a Zero-Based Accounting Curriculum

1999 ◽  
Vol 14 (4) ◽  
pp. 565-588 ◽  
Author(s):  
Brenda A. Porter ◽  
Shirley A. Carr
Keyword(s):  
Relevant Literature ◽  
Business Environment ◽  
Total Quality ◽  
Curriculum Review ◽  
Accounting Curriculum ◽  
Strategic Approach ◽  
Review Team ◽  
Research Findings ◽  
Anglo American ◽  
Comprehensive Curriculum

During the 1990s, accounting educators and professional accountancy bodies throughout the Anglo-American world have become concerned about the inability of existing accounting programs to prepare students adequately for the dynamic, complex business environment they enter upon graduation. Massey University's Department of Accountancy shared such concerns and, in 1991, established a Curriculum Review Team (CRT) to undertake a comprehensive curriculum review. The CRT adopted a strategic approach and commenced its task by reviewing relevant literature and surveying the department's stakeholders to ascertain their opinions about, inter alia, desired attributes of accountancy graduates, the department's curriculum, and the department's strengths, weaknesses, opportunities, and constraints. Based on its research findings, the CRT developed an “ideal” curriculum. However, a number of politically driven obstacles caused the “ideal” curriculum to be modified prior to implementation. This paper reports on the development, modification, and implementation of Massey's new accountancy program. It also notes that accountancy departments may gain benefits by adopting a continuous improvement or Total Quality Management (TQM) approach to curriculum development.

scholarly journals Grappling with Gulf War Illness: Perspectives of Gulf War Providers

2020 ◽  
Vol 17 (22) ◽  
pp. 8574
Author(s):  
Girija Kaimal ◽  
Rebekka Dieterich-Hartwell
Keyword(s):  
Grounded Theory ◽  
Treatment Options ◽  
Healthcare Providers ◽  
The United States ◽  
Gulf War ◽  
Department Of Veterans Affairs ◽  
Gulf War Illness ◽  
Personalized Care ◽  
Multiple Challenges ◽  
Comprehensive Curriculum

Background: Although the Gulf War occurred almost 30 years ago, the chronic symptoms of Gulf War illness (GWI), which include respiratory, gastrointestinal, and skin problems, as well as fatigue, pain, and mood alterations, currently affect over 200,000 veterans. Meanwhile, healthcare providers lack clear guidelines about how to best treat this illness. The objective in this study was to learn about the perceptions and experiences of healthcare providers of GWI veterans in terms of medical symptoms, resources for treatment, and quality of care. Methods: We interviewed 10 healthcare providers across the United States and subsequently conducted a qualitative grounded theory study which entailed both systematic data analysis and generating a grounded theory framework. Results: Our findings indicated multiple challenges for providers of veterans with GWI, including gaps in knowledge about GWI, lack of treatment options, absence of consistent communication within the Department of Veterans Affairs (VA) system, and personalized care that was limited to validation. Conclusion: While this study had several limitations, it supported the notion that healthcare providers have inadequate knowledge and awareness about GWI, which leads to continued uncertainty about how to best care for GWI veterans. This could be remedied by the creation of a comprehensive curriculum for a Massive Open Online Course (MOOC) to serve as an educational tool for those attending to this largely overlooked veteran population.

scholarly journals Critically Reflexive Theory: A Proposal for Nursing Education

2014 ◽  
Vol 2014 ◽  
pp. 1-7 ◽  
Author(s):  
Jayne Josephsen
Keyword(s):  
Nursing Education ◽  
Critical Theory ◽  
Teaching And Learning ◽  
Content Standards ◽  
Health Care Leadership ◽  
Nursing Theory ◽  
Metacognitive Development ◽  
Curricular Framework ◽  
Critical Pedagogies ◽  
Comprehensive Curriculum

Nursing is a discipline in transition. As the complexity and acuity of patients increase, nurses are taking on a more comprehensive role in health care leadership and patient outcomes. As the discipline has evolved so has the curricular framework of nursing educational programs, moving from being based on a specific nursing theory, to a general metaparadigm, to the current focus on meeting curricular content standards developed by national accrediting agencies. When considering the skills needed to fully engage in critical thinking and patient advocacy there may be room for an additional curricular focus: that of metacognitive development based on critical theory and constructivism. The empowerment of students via metacognitive and self-evaluative practices also supports the critical theory pedagogy. If graduating nurses are presented with a cohesive and comprehensive curriculum that meets the need for competent and critically reflexive nurses the discipline of nursing can continue to expand in function and voice. The use of metacognition, constructivism, competency, and critical pedagogies in a unified and broad curricular framework allows for the development of these essential skills in contemporary nursing practice. This paper presents this innovative curricular framework that embodies these various teaching and learning perspectives.

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