Motivational Change After Curricular Revision: Intersections With Out-of-Class Time Use

This paper reports on changes in the motivation and out-of-class time allocation to English by students at one university in Western Japan following curricular revision. Changes to the English curriculum made beginning in the 2012 academic year included a redistribution and increase in writing class hours, a shift to ebooks for first-year content-based materials, an introduction of an online extensive reading program for first-year students, and the implementation of receptive and productive vocabulary testing in first- through third-year courses. Data from a motivational survey in Japanese and time use diaries were collected from participants in 2018 and compared to previous data from 2011. No significant difference was found between the two groups in the participants’ motivational profiles or amount of out-of-class time allocation to English. Some important differences were found in how time was allocated, yet total study hours outside-of-class fall short of program and governmental expectations. 本稿は、西日本の大学に在学する学生の教室外での英語学習の時間配分と英語学習動機の関係についての研究報告である。対象大学では英語カリキュラムの改訂が2012年から実施された。改訂内容は、ライティングの時間の増加と再配分、初年度の学生へのコンテントベースクラスの読解教材の電子書籍化とオンラインでの多読プログラムの導入、1〜3年次を通した受容語彙と産出語彙のテストの導入等であった。日本語による英語学習動機付けの調査と日記のデータを収集し英語カリキュラム改定後の2018年と改訂前の2011年で比較した。その結果、参加者の教室外での英語学習動機プロファイルおよび英語学習時間数において有意差は見られなかった。一方、学習時間の配分に関しては重要な差が見られたが、教室外の総学習時間量は、大学および文部科学省の期待値に及ばない結果となった。

Measuring the educational environment in a Sri Lankan medical school following curricular revision

Background In 2007, the Faculty of Medical Sciences, University of Sri Jayewardenepura revised its medical curriculum from discipline-based to one that was student-centered and integrated. This study aimed to evaluate the perceptions of students regarding the educational environment and compare them to those prior to curricular revision. Methods The Dundee Ready Education Environment Measure (DREEM) questionnaire was administered to all volunteering students enrolled in the medical degree programme at the time of the study (n = 595). Results were compared to DREEM scores obtained prior to curricular revision. Results The overall DREEM score and sub-scale scores were positive and showed improvement compared to previous scores. The score for Students’ Perceptions of Atmosphere showed progression from ‘there are many issues which need changing’ to the next highest category ‘a more positive attitude’. The mean scores in pre-clinical, para-clinical and clinical phases also showed an improvement. ‘The teachers are knowledgeable’ was the highest rated item overall and within each phase of learning. All sub-scales were rated highest by pre-clinical students and lowest by para-clinical students, in contrast to previous results where such patterns were not observed. Certain items, especially those related to teaching/learning, received exclusively low scores in particular student subsets. Conclusions Students’ perceptions towards the educational environment overall, have improved following curricular revision. However, certain negative areas warranting further evaluation were highlighted.

A Delphi consensus study for teaching “Basic Trauma Management” to third-year medical students

Background The Basic-Trauma Management (BTM) course has been taught to third-year medical students in small groups for many years without substantial changes. With the introduction of a new curriculum for Swiss medical students, it was necessary to revise the BTM content and re-align it. Our aim was to identify core competencies for the revised BTM course. Methods We applied a three-round step-wise Delphi consensus. First, we asked open-ended questions on what were the most important competencies to be taught for BTM; the second round used Likert scales to ensure agreement on the competencies; and the final round reached out for consensus on these BTM competencies. Stakeholders were selected based on their long-standing experience in teaching BTM and in managing trauma patients. Results Consensus was found on 29 competencies out of an initial 130 proposals. “Human Factors”, which had not been taught previously, scored relatively high, at 22%. The sole specific trauma skill agreed upon was the use of tourniquets. Conclusions This is an example of curricular revision of a clinical skills course after the introduction of a regulatory framework for undergraduate medical education. The revised course curriculum tailors the concepts and skills in trauma that fulfill stakeholder needs, and are in agreement with the new Swiss learning outcomes.

PROFESSORS´ PERCEPTION OF MENTAL HEALTH TEACHING IN NURSING

ABSTRACT Objective: to understand how mental health education is developed in a nursing undergraduate course based on professors' perceptions of specific disciplines. Method: qualitative, exploratory and descriptive research, developed with 11 nursing professors of mental health disciplines, from a public university in the south of Brazil. Data collection was performed through semi-structured interview in 2014. Data were submitted to thematic analysis. Results: the following categories emerged: Training for mental health education; Specificities of teaching in mental health; and Development of practical classes / internships in mental health. Mental Health education, which prioritizes cognitive and technical aspects in line with the Psychiatric Reform, the consolidation of the Unified Health System and the implementation of the National Nursing Curricular Guidelines, becomes a challenge as the break with the teaching model and health, once in force, is current. Conclusion: this scenario highlights the need for mental health education training for nursing professors and ongoing curricular revision and pedagogical strategies.