A Multiple Perspective Framework to Differentiate Curricula

A framework presenting the multiple definitions of options to differentiate the curriculum for gifted students is outlined. The framework also conveys the accompanying characteristics to consider to facilitate the appropriate selection and implementation of these options across grade levels and subject areas. The framework enables teachers to examine each of the options to determine their feasibility to differentiate curriculum to meet the educational expectations for gifted students and the perceived needs of the teaching/learning processes.

Work-Family Conflict, Enrichment, and Adolescent Academic Adjustment in Dual-Earner Family

There is ample evidence that work-family conflict (WFC) and work-family enrichment (WFE), respectively, have detrimental and beneficial impacts on the functioning of couples, families, and children. In this study, cross-sectional data from 2,136 dual-earner families in China, including parents and their children (51.2% girls, ages: 11.6–19.3 years), were used together with Actor-Partner Interdependence Model-Structural Equation Modeling (APIM-SEM) to test the hypothesis that work-family spillover can impact academic adjustment in adolescents through parental educational expectations and perceived educational expectations. The results of this analysis suggested that academic adjustment among adolescents is primarily influenced by maternal work-family experiences, such that maternal but not paternal WFC can impact academic adjustment in adolescents through parental educational expectations and perceived educational expectations. Maternal WFE was found to be indirectly associated with the academic adjustment in adolescents as a result of actual and perceived educational expectations. Additionally, we observed a significant effect of maternal WFC on the educational expectations of fathers within couple-relationship dyads. These results underscore the importance of the work-family interface as a factor that shapes the overall family health and associated outcomes, especially the importance of maternal work-family experiences in this context. Interventions that aim to promote more positive maternal work environments are thus likely to yield greater benefits for their children and families. Overall, these data indicate that work-family spillover is a core determinant of adolescent development, which warrants further study.

Conservatory Students’ Music Performance Anxiety and Educational Expectations: A Qualitative Study

Music performance anxiety (MPA) can seriously and negatively affect musicians’ performance and quality of life—physically, mentally, and behaviorally. In the present study, factors related to the MPA of students receiving classical Western music education in the conservatory in a holistic framework were examined to ascertain the physical, mental, and behavioral symptoms; temporal processes; environmental factors; coping strategies; and educational expectations and desires related to this condition. In addition to investigating causative factors in such a framework, the content analysis method was used on data collected from semi-structured interviews with conservatory students. The results show that the main causative factors of MPA included a jury’s negative evaluation, attitudes, and/or behaviors; their symptoms included trembling, muscle contraction, and distraction. The main coping strategy among participants was positive self-talk; remarkably, they had no theoretical knowledge of positive self-talk. Most significantly, considering that performance is integral to musical education training, students stated that the conservatory needs to integrate into the curriculum a course, counseling, and activities that address MPA.

The Influence of Discrepancies between Parents’ Educational Aspirations and Children’s Educational Expectations on Depressive Symptoms of Left-Behind Children in Rural China: The Mediating Role of Self-Efficacy

Although long-term separation has made discrepancies between parents’ educational aspirations and children’s own educational expectations among families with left-behind children (LBC), limited researches on the influence of these discrepancies on children’s mental health are carried out at present. Based on China Family Panel Studies (CFPS) conducted in 2018, we selected 875 LBC aged 9~15 as the sample, explored the influence of the direction and degree of these discrepancies on LBC’s depressive symptoms by hierarchical regression, and examined the mediating role of children’s academic self-efficacy and mediation effect pathway with Baron and Kenny method and Bootstrap mediation analysis methods. Results showed that LBC’s mental health was worse when parents’ educational aspirations were higher than their children’s educational expectations, compared to that without discrepancies. The degree of such discrepancies was negatively associated with LBC’s mental health. In the relationship between the direction of discrepancies and LBC’s depressive symptoms, academic self-efficacy played a mediating role partially. In addition, the study indicated that mothers played a significant role in the development of LBC’s mental health. These findings also provided critical evidence for the intervention practice of LBC’s mental health.

Educational Expectations of Left-behind Children in China: Determinants and Gender Differences

In response to the relatively low educational attainment of left-behind children in China, this article examines the determinants of educational expectations among left-behind children and how these differ by gender by analyzing data collected from 2215 left-behind children in southwestern China. Multinomial logistic regression models of educational expectations that incorporate family economic status, care arrangement under different parental migration patterns, and significant others are tested by gender and school level. The results prove that all of the above incorporated factors affect the educational expectations of left-behind children to a considerable extent. Comparisons of educational expectations are made between left-behind children in primary school and junior high school and between different genders. The results show that male advantages in educational expectations exist only during primary school, and female left-behind children surpass male children to have higher educational expectations during junior high school. This suggests a distinctive influence of care arrangements on educational expectations between genders. For female children, grandparental care and a higher frequency of parental contact during migration could be substituted for parental absence. However, for male children, grandparental care does not fully substitute for parental care, and parental migration seems to be more detrimental to them. The findings add to our understanding of the dynamic relationship among parental migration, gender inequality, and educational opportunity among left-behind children in general.

Laboratory Management for Cytopathology Fellows: Our Institution’s Curriculum

Introduction/Objective The cytopathology laboratory is one of the most highly regulated clinical laboratories. The Accreditation Council for Graduate Medical Education (ACGME) milestones include competencies in laboratory management. Additionally, many cytology fellows will be involved in laboratory management after finishing training. Therefore, it is imperative to incorporate formal laboratory management training for cytology fellows. Our cytopathology department implemented a formal laboratory management curriculum this year, with emphasis placed on the milestones (1.0 and 2.0) provided by the ACGME. Methods/Case Report The curriculum is divided into seven modules extending throughout the fellowship year (August-April). The modules include hand-off communication, process improvement, laboratory accreditation (introduction, intermediate, advanced) and error management (introduction, intermediate). Each module has two components: self-study of assigned reading materials and online courses, followed by an interactive session with faculty and/or laboratory personnel. Several engaging, high-quality resources are used including Institute for Healthcare Improvement Open School, modules from professional organizations, PubMed articles, National Quality Forum, departmental committees and mock inspections. Each module is followed by an interactive session to review policies, procedures and/or checklists. The fellows also spend time in the cytology laboratory preparation area and participate in Quality Improvement meetings. Results (if a Case Study enter NA) The fellowship director discusses the educational expectations at the start of each module. Evidence of compliance is demonstrated by uploading all of the completed assignments to MedHub (a web- based training management system) at the end of the module. All of the modules include self-assessment questions that are reviewed by the fellowship director. Conclusion Our cytopathology laboratory introduced a structured laboratory management curriculum. This curriculum fulfills some of the laboratory management competencies put forth in the ACGME milestones. This curriculum will also help to prepare fellows to confidently participate in cytology laboratory management as they enter the workforce.

TP8.2.7 The Post Graduate Virtual Learning Environment: an effective platform for the delivery of a surgical teaching programme in the West Midlands

Aim The Postgraduate Virtual Learning Environment (PGVLE) is a digital platform developed by HEEWM in response to the COVID-19 pandemic to deliver a virtual teaching programme to surgical trainees. The programme is delivered through the BigBlueButton; an integrated virtual classroom. All teaching sessions are recorded and archived to allow trainees to review content at their convenience. We performed a contemporaneous study to review the effectiveness and quality of the platform in delivering teaching and suggest its future role in the surgical curriculum. Method Anonymised feedback was gathered of trainee’s perspective of the platform experience, the quality of teaching and the archived content. All trainees were General Surgery higher trainees (HST) (ST3-ST8). The data from sequential teaching days was analysed. Results Of 90 HST, on average 40 attended each monthly training day (consistent with pre-COVID attendance). 122 trainee responses were completed. 68% of respondents were between ST3-ST5. 91% rated the administration and delivery of the teaching sessions as excellent or very good. 16% of trainees watched the archived sessions after the teaching day of which 46% felt it met their educational expectations. Conclusions The PGVLE is an effective platform for the delivery of a virtual surgical teaching programme. It met with high levels of trainee satisfaction in the context of the pandemic. The archived content provides advantages to consolidation of learning. It is thought that the PGVLE platform will become a key feature of the surgical training programme in a hybrid learning model, related to relevant curricula, in the future.