Challenges of implementing competency-based medical education postgraduate training programs: the issue of context

Introduction: Competency-based medical education (CBME) is being adopted worldwide. The aim of this paper is to discuss the evolution of CBME and address some perceived challenges in CBME curriculum development and implementation in postgraduate (residency) medical education. Methods: This is an opinion paper based on lived experiences and personal beliefs. The authors have professional training in medical education and are actively involved in CBME research, curriculum development and implementation around the world. Results: The issue of local and system-wide context seems to be of particular importance to individuals, programs, institutions, governing bodies and other stakeholders involved in the development and implementation of CBME programs. CBME has evolved differently at different places, and there are concerns regarding the fidelity of implementation. Stakeholders have been dealing with challenging questions in their CBME journeys, which reflect the varied, complex and dynamic nature of health and education systems. Recently, scholars have established core components of any CBME program. Discussion and conclusions: CBME design should benefit from ground-up strategies that consider the local context. It is essential to approach implementation with a quality improvement lens and pay special attention to the fidelity and integrity of the core CBME components.

Teaching materials and curriculum research focusing on biological pigments of organisms

In order to enhance students' understanding of scientific concepts, a curriculum that includes learning designs of experiments and experiencing scientific concepts in action is key. Professor Kouji Takeda, Tokyo University of Agriculture, Japan, is developing experimental teaching materials for high school biology students consisting of experimental and scientific techniques and knowledge of microorganisms, plants, and animals. Takeda believes that instilling in students a deep appreciation of nature is important as it fosters respect for the environment and contributes to the promotion of sustainability. His goal in designing new teaching materials is to improve students' research abilities and foster their connection with micro- and macro perspective in the environment. Takeda and his team have three pillars of educational research: curriculum research; teaching material research; and research of instruction, which are key foci for the researchers. The researchers have set learning goals for a deeper understanding of living things and have built a theoretical framework for the curriculum. In particular, it is important for students to investigate and understand the importance of substances in living organisms. This ties into the teaching material research, which focuses on finding a system, or model organism, in which this could be experimentally demonstrated and explored. Then, the plan is for Takeda and the team to conduct the teaching material research in schools. This will comprise tests and interviews with students and teachers, as well as observations, with a view to demonstrating the significance of the curriculum and teaching material research.

Plan Scientific Design, Develop Research Curriculum, Highlight Value Orientation: Elements of Self-Redemption of Rural Schools

The basis of rural revitalization is education. How to keep up the pace of rural revitalization strategies, so as to promote qualified development is a significant question. This paper explored the elements to solve this question. Firstly, schools can realize the integral moving, redevelop campus culture through renaming, run school through chain management, focus on construction insufficient, foster collaborative development. By moving to a new area, schools will change their name to become a chain so that they can r and integrate with the schools in Hangzhou and Shanghai. Secondly, schools can set up a rural curriculum system by integrating resources, constructing proper research, and implementing theme research and development courses. Thirdly, schools need to highlight the orientation of center value through disseminating mainstream core values, shaping local culture characters, and setting pioneer stations of rural revitalization.

Updating the Marketing Research Course to Prepare the Marketing Generalist

This exploratory research suggests that undergraduate marketing research textbooks and courses have not kept pace with the changes in the marketing research world over the past two decades. Two studies, one a review of marketing research syllabi and another a content analysis of online job postings, explore this phenomenon. The results imply that, in contrast to the historical context of marketing research course, most advertised entry-level marketing jobs requiring marketing research skills are not in marketing research firms. Indeed, contemporary marketing research is more likely a function embedded within an array of generalist job duties that also require soft skills and the ability to analyze and present data to upper management. As a result of this research, educators should have a heightened awareness of the following: (a) the disconnect between the marketing research curriculum and current industry needs, (b) the changing role of marketing research as diffused throughout the organization, and (c) the broader set of skills and techniques required of entry-level marketing graduates. As a possible solution to these issues, this research proposes an integrated model whereby instructors can help their students navigate the current landscape by choosing an appropriate pedagogical path to assist students in their career goals.

The Current Situation of Field Tourism Industry in Primary and Secondary Schools and the Development and Practice of Art Characteristic Courses

With the rapid growth of material and cultural needs, the development of domestic field tourism industry has aroused heated discussion. The existing researches mainly focus on the macroscopic aspects such as the exploration of the research path, the constituent elements and the policy support.I.[1] Although these studies have initially answered the theoretical questions, there are still some shortcomings in time, such as the lack of research from the perspective of art, the lack of interesting practical results, and the situation of "research" instead of "learning" caused by geographical restrictions or humanistic spirit constraints. Based on the above influences, this study is divided into three chapters. The first chapter analyzes the relationship between study Tours and art courses. The second chapter puts forward the key content of the development of art characteristic curriculum. The third chapter designs and develops the concrete course plan of the three stages. This paper proposes a new concept of art education for the current research curriculum.

Development of the patient-oriented research curriculum in child health (PORCCH)

Background The Canadian Institutes for Health Research launched a national ‘Strategy for Patient-Oriented Research’ (SPOR) in 2011. Patient-oriented research is defined as a continuum of research that engages patients as partners, focuses on patient-identified priorities, and improves patient outcomes. Capacity development is a core element of SPOR. Barriers to patient-oriented research include unfamiliarity with the research process for patients and families and unfamiliarity with the methods of patient and family engagement for researchers. Methods The aim of the Patient-Oriented Research Curriculum in Child Health (PORCCH) is to build capacity in patient-oriented research in child health among patients and families, researchers, healthcare professionals, decision-makers, and trainees through a curriculum delivered via a series of interactive online modules (e-learning). A multi-disciplinary, multi-stakeholder steering committee, which included patients and families, guided the development of the curriculum and provided feedback on individual modules. The content, design, and development of each module were co-led by a parent and researcher in an equal partnership. Results PORCCH consists of a series of five modules. All modules are interactive and include video vignettes and knowledge comprehension questions. Access to the modules is free and each module takes approximately 30 min to complete. The five modules are: Research 101 (an Introduction to Patient-Oriented Research, parts 1 and 2), Patient Engagement 101 (an Introduction to Patient Engagement in Child Health Research, parts 1 and 2), and Research Ethics 101. Conclusions PORCCH was developed specifically to overcome recognized barriers to the engagement of patients and families in child health research. The aim of the curriculum is to build capacity in patient-oriented research in child health. The goal is for PORCCH to be a useful resource for all stakeholders involved in patient-oriented research: patients and families, researchers, healthcare professionals, decision-makers, and trainees.