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Chandar S, Crum R, Pennino E, Ishikawa C, Ghosh Hajra S, McDonald K. Ten tips for developing a more inviting syllabus. J Microbiol Biol Educ 2023; 24:e00032-23. [PMID: 38108015 PMCID: PMC10720547 DOI: 10.1128/jmbe.00032-23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/13/2023] [Accepted: 08/14/2023] [Indexed: 12/19/2023]
Abstract
In higher education, syllabi have traditionally served as written contracts between instructors and their students, providing first-hand information about the course and expectations. Reading the syllabus may provide students with first impressions or mental images of the instructor, thereby initiating a student-instructor relationship even before any interaction has occurred. Instructors can use syllabi to directly communicate values and practices of equity and inclusion, but students can perceive indirect messages through tone and language that may support or contradict stated values. Here, we share empirically derived recommendations for improving the tone of syllabi with inviting language and stylistic features that promote relationship-building with students.
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Affiliation(s)
- Shelby Chandar
- Department of Kinesiology, California State University, Sacramento, California, USA
| | - Ryan Crum
- Department of Biological Sciences, California State University, Sacramento, California, USA
| | - Eric Pennino
- Department of Biological Sciences, California State University, Sacramento, California, USA
| | - Cathy Ishikawa
- Department of Biological Sciences, California State University, Sacramento, California, USA
| | - Sayonita Ghosh Hajra
- Department of Mathematics & Statistics, California State University, Sacramento, California, USA
| | - Kelly McDonald
- Department of Biological Sciences, California State University, Sacramento, California, USA
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2
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Wagner JL, Smith KJ, Johnson C, Hilaire ML, Medina MS. Best Practices in Syllabus Design. Am J Pharm Educ 2023; 87:ajpe8995. [PMID: 35487683 PMCID: PMC10159546 DOI: 10.5688/ajpe8995] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/14/2021] [Accepted: 04/27/2022] [Indexed: 05/06/2023]
Abstract
The syllabus is the cornerstone for directing faculty and student interaction within the didactic and experiential settings. Within each syllabus is both essential and optional information to guide students, faculty, and administration in course expectations as well as to explain how the course aligns within current curricular requirements to maintain program accreditation. Most syllabi contain a plethora of information that continues to grow each year, warranting concerns of syllabus bloat combined with dwindling student attention to syllabus detail. This paper summarizes best practices related to designing effective course syllabi and recommendations to promote clear and concise communication between students, faculty, and administrators involved in pharmacy education.
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Affiliation(s)
- Jamie L Wagner
- University of Mississippi, School of Pharmacy, University, Mississippi
| | - Kathryn J Smith
- University of Oklahoma Health Sciences Center, College of Pharmacy, Oklahoma City, Oklahoma
| | - Chris Johnson
- University of Arkansas, College of Pharmacy, Little Rock, AR
| | | | - Melissa S Medina
- University of Oklahoma Health Sciences Center, College of Pharmacy, Oklahoma City, Oklahoma
- Associate Editor, American Journal of Pharmaceutical Education, Arlington, Virginia
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3
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Alam M, Al-mamun M, Pramanik MNH, Jahan I, Khan MR, Dishi TT, Akter SH, Jothi YM, Shanta TA, Hossain MJ. Paradigm shifting of education system during COVID-19 pandemic: A qualitative study on education components. Heliyon 2022; 8:e11927. [DOI: 10.1016/j.heliyon.2022.e11927] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2022] [Revised: 06/24/2022] [Accepted: 11/18/2022] [Indexed: 12/04/2022] Open
Abstract
The COVID-19 pandemic has had a far-reaching effect on the education system, leading to some changes in the conventional education system. Educational institutions are adopting alternative methods to adapt to the changed situation. The purpose of this study is to explore the changes that have taken place in the education system due to the pandemic situation. A qualitative phenomenological approach has been used to conduct the study. To get a complete picture of the shifting paradigm of the education system, two interview methods such as In-depth Interviews (IDI), Key Informant Interviews (KII) have been adopted. Interviews were taken from 15 respondents. A purposive sampling technique has been used to reach the target sample. A semi-structured questionnaire has been developed to collect necessary data. The findings of this study showed that COVID-19 pandemic has led to changes in various components of the education system. Curriculum, syllabus, assessment method, teaching method, learning method, etc., have changed in the education system. The elements of education are shifting from offline to online. The use of online-based learning materials is increasing. The curriculum has been made more flexible with a more compressed and shortened syllabus to suit the students learning under such unforeseen circumstances. Faculty should promote online study groups so that those groups can assist in providing additional support throughout specific courses. The education policy should be changed by the Bangladesh government to adapt to the changed situation.
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4
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Rato JR, Amorim J, Castro-Caldas A. Looking for the Brain Inside the Initial Teacher Training and Outreach Books in Portugal. Front Psychol 2022; 13:737136. [PMID: 35295380 PMCID: PMC8919961 DOI: 10.3389/fpsyg.2022.737136] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/09/2021] [Accepted: 01/21/2022] [Indexed: 11/22/2022] Open
Abstract
The fascination with brain research is widespread, and school teachers are no exception. This growing interest, usually noticed by the increased supply of short-term training or books on how to turn the brain more efficient, leads us to think about their basic training and outreach resources available. Little is known about what the official Initial Teacher Training (ITT) offers concerning the brain literature and if it meets scientific standards. Also, what are the science communication materials that teachers can access to learn about the developing brain remain undiscussed. First, we examined the ITT courses taught in Portuguese Higher Education, both in public and private institutions, to identify the syllabus with updated neuroscientific knowledge. Second, we searched for the neuroscience-related books published in the last 6 years through the National Library of Portugal database. Thirty ITT courses and 35 outreach publications were reviewed through a rapid review methodology. Our results showed an absence of curricular units indicating in their programs that brain research, and its relationship with learning, would be taught in a representative and updated way. In contrast, the number of brain-related books for educators increased in Portugal, corroborating the demand for this field of study by these professionals. Based on the literature that shows how misunderstandings about the brain have increased in school contexts, our discussion recognizes that science outreach could be a way to increase the scientific literacy of school teachers with the research community working more in this direction, but, since a previous problem seems to be unsolved, there is an urgent need for specialized attention to the development of training curricula for future kindergarten and elementary school teachers.
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Affiliation(s)
- Joana R Rato
- Centre for Interdisciplinary Research in Health, Institute of Health Sciences, Universidade Católica Portuguesa, Lisbon, Portugal
| | - Jorge Amorim
- Centre for Interdisciplinary Research in Health, Institute of Health Sciences, Universidade Católica Portuguesa, Lisbon, Portugal
| | - Alexandre Castro-Caldas
- Centre for Interdisciplinary Research in Health, Institute of Health Sciences, Universidade Católica Portuguesa, Lisbon, Portugal
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5
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Wang W. Fostering Teachers' Multicultural Competence for Chinese Ethnic Minority Education: An Analysis of Teacher Education Programmes, Syllabuses and Teacher Educator Perceptions. Front Psychol 2022; 13:810240. [PMID: 35282260 PMCID: PMC8907483 DOI: 10.3389/fpsyg.2022.810240] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2021] [Accepted: 02/03/2022] [Indexed: 11/30/2022] Open
Abstract
The multicultural characteristics of students belonging to ethnic minorities in China pose challenges for teachers. Teacher competence in dealing with culturally diverse students has been extensively discussed in international scholarship and referenced by Chinese researchers, but there is limited empirical research on how teacher education programmes in China respond to this challenge and theoretical discussions. Based on content analysis on teacher education programmes and syllabuses, as well as expert interviews with four teacher educators at two teacher education institutions, this study investigates how the cultivation of multicultural competence is incorporated into teacher education programmes, and the external forces that shape it. Drawing on international scholarship on teachers' multicultural competence and Cochran-Smith's framework on external forces influencing multicultural teacher education practices, I argue that the cultivation of teachers' multicultural competence for their future work in ethnic minority education is, to a great extent, missing from teacher education programmes. Furthermore, what pre-service teachers' competence covers, and the external forces that influence how teacher education plays out in practice, are influenced and somewhat determined by the large social, economic and political context as well as the agenda for educational reform in China.
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Affiliation(s)
- Wei Wang
- Research Center for Rural Education, Faculty of Educational Science, Hunan Normal University, Changsha, China
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Shobuzawa S, Endo Y, Yamanouchi K. Availability of Nursing Informatics Education for Master's Programs in Nursing Administration at Graduate Schools of Nursing in Japan. Stud Health Technol Inform 2021; 284:44-46. [PMID: 34920466 DOI: 10.3233/shti210660] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
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7
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Gin LE, Scott RA, Pfeiffer LD, Zheng Y, Cooper KM, Brownell SE. It's in the syllabus … or is it? How biology syllabi can serve as communication tools for creating inclusive classrooms at a large-enrollment research institution. Adv Physiol Educ 2021; 45:224-240. [PMID: 33825519 DOI: 10.1152/advan.00119.2020] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/06/2020] [Revised: 01/19/2021] [Accepted: 01/22/2021] [Indexed: 06/12/2023]
Abstract
Syllabi are usually required by institutions of higher education and often are the first exposure that students have to a particular course. Instructors can use syllabi as a mechanism to convey important information to students. Moreover, a syllabus can be considered a tool to create inclusive biology courses by transmitting information to all students equitably. In this study, we examined 75 biology course syllabi collected from a research-intensive institution to examine what content instructors include. We reviewed the syllabi to determine the presence or absence of elements and assessed to what extent there were differences in the presence or absence of certain syllabus elements based on course level and course size. We found that instructors are most likely to include content about course expectations and least likely to include content about creating positive classroom climate on their course syllabi. Despite university requirements, many instructors did not include the university-mandated criteria and they did not include elements that could increase how inclusive students perceive the course to be. However, instructors more often included inclusive content when it was required by the university. We also found that students enrolled in upper level courses and small enrollment courses are provided with less content on their syllabi, which we would then interpret as a less inclusive syllabus. We discuss the implications of how these results may differentially impact students in these courses and how the syllabus can be a tool for creating more inclusive college biology courses.
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Affiliation(s)
- Logan E Gin
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, Arizona
| | - Rachel A Scott
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, Arizona
| | - Leilani D Pfeiffer
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, Arizona
| | - Yi Zheng
- Mary Lou Fulton Teachers College, Arizona State University, Tempe, Arizona
| | - Katelyn M Cooper
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, Arizona
| | - Sara E Brownell
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, Arizona
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8
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Stolz D, Tabin N, Farr A. Harmonisation of respiratory medicine: the success story of European curriculum development. J Thorac Dis 2021; 13:2029-2034. [PMID: 33841990 PMCID: PMC8024833 DOI: 10.21037/jtd.2019.02.40] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
In 2005, the European Respiratory Society (ERS) launched a project to harmonise education and training and to address the heterogeneity of respiratory health training across Europe. Since then, various educational activities have been developed for different target audiences. This article will describe the overall methodology and the projects developed over the years, detailing their objectives and target audiences. Moving forward, ERS strives to provide a structure for the continuing professional development of respiratory physicians.
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Affiliation(s)
- Daiana Stolz
- Clinic of Respiratory Medicine and Pulmonary Cell Research, University Hospital Basel, Basel, Switzerland
| | - Nathalie Tabin
- Education Department, European Respiratory Society, Lausanne, Switzerland
| | - Amy Farr
- Education Department, European Respiratory Society, Lausanne, Switzerland
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9
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Fourdrain A, David CH, Gust L, Massard G. Utilization of a training portfolio in thoracic and cardiovascular surgery: the example of the French platform-EPIFORM. J Thorac Dis 2021; 13:2054-2057. [PMID: 33841994 PMCID: PMC8024805 DOI: 10.21037/jtd.2018.08.104] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/04/2022]
Abstract
Thoracic and cardiovascular surgery requires learning both theoretical knowledge and technical skills. In this surgical field, several disparities exist between the different training programs around the world. This report describes the implementation of a portfolio in the teaching and assessment of French trainees in Thoracic and Cardiovascular surgery, following an electronic logbook model, aiming to improve the training program. The French surgical course is a twelve semesters’ curriculum divided in 3 parts, each part containing knowledge, technical skills and behaviors objectives to be validated, defined by the French College of Thoracic and Cardiovascular surgery. The competencies are marked in the logbook, following a declarative model where the surgical trainee fills every surgical procedure attended (all or part) if he/she has observed, partially or fully performed, or supervised another trainee. All the surgical procedures are linked to theoretical e-learning lessons and each e-learning lesson includes a self-evaluation. This constitutes a competency-based assessment model with milestones both for surgeon trainees and their mentors. This portfolio also contains complementary tools such as an automated publication point calculation, a formatted curriculum vitae generator, and several contact tools between trainees. Implementation of a dedicated portfolio following an electronic logbook model appears to be a relevant pedagogic tool and survey element in the thoracic and cardiovascular surgery training program. Its use may lead to potential educational benefits for the trainee, reliable competency assessment for the supervising surgeon and for scientific society or national college.
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Affiliation(s)
- Alex Fourdrain
- Department of Thoracic Surgery, Amiens University Hospital, University of Picardy, F-80054 Amiens cedex 01, France
| | - Charles-Henri David
- Department of Thoracic and Cardiovascular Surgery, North Laennec Hospital, Nantes, France
| | - Lucile Gust
- Department of Thoracic Surgery, North Hospital-APHM, Aix-Marseille University, F-13915 Marseille cedex 20, France
| | - Gilbert Massard
- Department of Thoracic Surgery, Strasbourg University Hospital, Strasbourg, France
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10
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Stodola TJ, Bruna SP. Medical Anthropology Courses and Concepts Tested on the MCAT: A Content Analysis of 40 U.S. Course Syllabi. J Med Educ Curric Dev 2021; 8:23821205211010812. [PMID: 33997288 PMCID: PMC8107945 DOI: 10.1177/23821205211010812] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/16/2020] [Accepted: 03/15/2021] [Indexed: 06/12/2023]
Abstract
The Association of American Medical Colleges recommends students seeking to enter medical school complete courses in the social sciences. Despite calls to teach social science-including anthropology-in pre-medical curriculum, little is known about what is taught in undergraduate medical anthropology courses and if concepts taught in those courses addresses topics tested in the MCAT exam. Given the growing number of anthropology students in baccalaureate allied health fields, there is a growing need to examine if anthropological coursework addresses relevant MCAT topics. Using a mixed methods content analysis, this study examined syllabi from forty U.S.-based medical anthropology courses to assess if MCAT concepts are taught in Medical Anthropology courses. Survey data was examined using descriptive statistics; syllabi were analyzed with NVivo using a binary coding scheme and modified grounded theory. Overall, only 8.69% of 155 possible concepts and terms from the Psychological, Social, and Biological Foundations of Behavior section of the MCAT were present in the syllabi. We close with considerations for future course design of medical anthropology courses.
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Affiliation(s)
| | - Sean P Bruna
- Sean P Bruna, Department of Anthropology,
Western Washington University, 516 High Street, Bellingham, WA 98225, USA.
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11
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Stonier PD, Silva H, Boyd A, Criscuolo D, Gabbay FJ, Imamura K, Kesselring G, Kerpel-Fronius S, Klech H, Klingmann I. Evolution of the Development of Core Competencies in Pharmaceutical Medicine and Their Potential Use in Education and Training. Front Pharmacol 2020; 11:282. [PMID: 32265699 PMCID: PMC7096542 DOI: 10.3389/fphar.2020.00282] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2019] [Accepted: 02/27/2020] [Indexed: 11/13/2022] Open
Abstract
The evolution of postgraduate vocational education and training in pharmaceutical medicine is described alongside the growth of this scientific-medical discipline and profession for the development of new medicines. Over the past 50 years, whilst the training of competent professionals for their work has been paramount, this has paralleled the need to engage with the rapid and complex changes in R&D technologies, patient and healthcare system needs, and the ethical and regulatory obligations applied to the development of medicines throughout their lifecycle. The move from unstructured training to formal programs with syllabus, curricula and assessments for certification, has been accompanied by educational changes to outcomes-based, learner-centered, competency-based programs. The evolution of education and training along with the development of the set of 57 core competencies for professional practitioners in pharmaceutical medicine are described within the competence framework of seven domains: discovery of medicines and early development; clinical development and clinical trials; medicines regulation; drug safety and surveillance; ethics and subject protection; healthcare marketplace; communication and management. The application of the core competencies in a harmonized, international platform of education and training in medicines development at the undergraduate, postgraduate and continuing professional development levels would invigorate the potential for having a competent workforce with the intent to provide faster access to better and appropriate medicines for patients worldwide.
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Affiliation(s)
- Peter D. Stonier
- Faculty of Pharmaceutical Medicine, Royal College of Physicians, London, United Kingdom
| | - Honorio Silva
- International Federation of Associations of Pharmaceutical Physicians and Pharmaceutical Medicine, Woerden, Netherlands
| | - Alan Boyd
- Faculty of Pharmaceutical Medicine, Royal College of Physicians, London, United Kingdom
| | - Domenico Criscuolo
- International Federation of Associations of Pharmaceutical Physicians and Pharmaceutical Medicine, Woerden, Netherlands
| | - Felicity J. Gabbay
- Faculty of Pharmaceutical Medicine, Royal College of Physicians, London, United Kingdom
| | - Kyoko Imamura
- International Federation of Associations of Pharmaceutical Physicians and Pharmaceutical Medicine, Woerden, Netherlands
| | - Gustavo Kesselring
- International Federation of Associations of Pharmaceutical Physicians and Pharmaceutical Medicine, Woerden, Netherlands
| | - Sandor Kerpel-Fronius
- International Federation of Associations of Pharmaceutical Physicians and Pharmaceutical Medicine, Woerden, Netherlands
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Holland JC, Smith C, O'Shea M, Stewart J, Ockleford C, Finn GM. The anatomical society core embryology syllabus for undergraduate medicine. J Anat 2019; 235:847-860. [PMID: 31218692 PMCID: PMC6742929 DOI: 10.1111/joa.13023] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/01/2019] [Indexed: 11/26/2022] Open
Abstract
A modified Delphi methodology was used to develop a consensus regarding a series of learning outcome statements to act as the foundation of an undergraduate medical core embryology syllabus. A Delphi panel was formed by recruiting stakeholders with experience in leading undergraduate teaching of medical students. The panel (n = 18), including anatomists, embryologists and practising clinicians, were nominated by members of Council and/or the Education Committee of the Anatomical Society. Following development of an a priori set of learning outcome statements (n = 62) by the authors, panel members were asked in the first of a two-stage process to 'accept', 'reject' or 'modify' each learning outcome, to propose additional outcomes if desired. In the second stage, the panel was asked to either accept or reject 16 statements which had either been modified, or had failed to reach consensus, during the first Delphi round. Overall, 61 of 62 learning outcome statements, each linked to examples of clinical conditions to provide context, achieved an 80% level of agreement following the modified Delphi process and were therefore deemed accepted for inclusion within the syllabus. The proposed syllabus allows for flexibility within individual curricula, while still prioritising and focusing on the core level of knowledge of embryological processes by presenting the essential elements to all newly qualified doctors, regardless of their subsequent chosen specialty.
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Affiliation(s)
| | - Claire Smith
- Brighton & Sussex Medical SchoolUniversity of SussexBrightonUK
| | - Marié O'Shea
- RCSI Health Professions Education CentreDublinIreland
| | - Jane Stewart
- Clinical EducationNewcastle UniversityNewcastleUK
| | | | - Gabrielle M. Finn
- Health Professions Education UnitHull York Medical SchoolHeslingtonYorkUK
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13
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Bloomfield LE, Carver NS, Kelty-Stephen DG. Using Research Agreements to Build Respectful, Publication-Grade Scholarly Relationships in Liberal-Arts Settings. Front Psychol 2019; 10:197. [PMID: 30804851 PMCID: PMC6378294 DOI: 10.3389/fpsyg.2019.00197] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/27/2018] [Accepted: 01/21/2019] [Indexed: 11/23/2022] Open
Affiliation(s)
| | - Nicole S Carver
- Department of Psychology, Grinnell College, Grinnell, IA, United States
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14
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Kirwin J, Miller DM, DiVall M. Lessons Learned from Evaluating a Process for Systematic Curriculum Review. Am J Pharm Educ 2019; 83:6783. [PMID: 30894768 PMCID: PMC6418851 DOI: 10.5688/ajpe6783] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/08/2017] [Accepted: 12/26/2017] [Indexed: 06/09/2023]
Abstract
Objective. To describe an evaluation of and improvements made to a process of systematic curriculum review. Methods. The systematic curriculum review process was developed with the goal of continuous curriculum assessment and improvement. Information on impact and feedback on the processes were collected from curriculum committee experience and an anonymous web-based survey sent to instructors of courses offered by the pharmacy school, and current and past curriculum committee members. Results. Thirty (88%) participants completed the survey with 72% reporting course changes due to systematic curriculum review, such as changes to programmatic outcomes covered (77%), assessment strategies/grading (46%), course outcomes (38%), and content (38%). Based on feedback received, revisions were made to the process: changing the frequency of course review (from every 3 years to 4 years), including experiential and elective courses (supported by 63% of faculty), and streamlining the logistics of course review and presentation to the curriculum committee. Conclusion. The development of the systematic curriculum review process resulted in course improvements and a system to keep curricular mapping current. It was valuable in the most recent preparation of the self-study and could be readily transferred to other institutions.
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Affiliation(s)
- Jennifer Kirwin
- Northeastern University School of Pharmacy, Boston, Massachusetts
| | | | - Margarita DiVall
- Northeastern University School of Pharmacy, Boston, Massachusetts
- Editorial Board Member, American Journal of Pharmaceutical Education, Arlington, Virginia
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15
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Bateman AH, Larouche J, Goldstein CL, Sciubba DM, Choma TJ, Lawrence B, Cheng J, Fehlings MG, Paquette SJ, Yee AJM. The Importance of Determining Trainee Perspectives on Procedural Competencies During Spine Surgery Clinical Fellowship. Global Spine J 2019; 9:18-24. [PMID: 30775204 PMCID: PMC6362552 DOI: 10.1177/2192568217747574] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
STUDY DESIGN Longitudinal survey. OBJECTIVE It remains important to align competence-based objectives for training as deemed important by clinical fellows to those of their fellowship supervisors and program educators. The primary aim of this study was to determine trainee views on the relative importance of specific procedural training competencies. Secondarily, we aimed to evaluate self-perceived confidence in procedural performance at the commencement and completion of fellowship. METHODS Questionnaires were administered to 68 clinical fellows enrolled in the AOSNA fellowship program during the 2015-2016 academic year. A Likert-type scale was used to quantify trainee perspectives on the relative importance of specific procedural competencies to their training base on an established curriculum including 53 general and 22 focused/advanced procedural competencies. We measured trainee self-perceived confidence in performing procedures at the commencement and completion of their program. Statistical analysis was performed on fellow demographic data and procedural responses. RESULTS Our initial survey response rate was 82% (56/68) and 69% (47/68) for the follow-up survey. Although most procedural competencies were regarded of high importance, we did identify several procedures of high importance yet low confidence among fellows (ie, upper cervical, thoracic discectomy surgery), which highlights an educational opportunity. Overall procedural confidence increased from an average Likert score of 4.2 (SD = 1.3) on the initial survey to 5.4 (SD = 0.8) by follow-up survey (P < .0001). CONCLUSIONS Understanding trainee goals for clinical fellowship remains important. Identification of areas of low procedural confidence and high importance to training experience will better guide fellowship programs and supervisors in the strategic delivery of the educational experience.
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Affiliation(s)
- Antony H. Bateman
- Sunnybrook Health Sciences Centre, Toronto, Ontario, Canada,Royal Derby Hospital, Derby, UK
| | | | | | | | | | | | | | | | - Scott J. Paquette
- The University of British Columbia, Vancouver, British Columbia,
Canada
| | - Albert J. M. Yee
- Sunnybrook Health Sciences Centre, Toronto, Ontario, Canada,University of Toronto, Toronto, Ontario, Canada,Albert J. M. Yee, Sunnybrook Health Sciences
Centre, 2075 Bayview Avenue, MG-371B, Toronto, Ontario, Canada M4N 3M5.
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Sakashita A, Shutoh M, Sekine R, Hisanaga T, Yamamoto R. Development of a Consensus Syllabus of Palliative Medicine for Physicians in Japan Using a Modified Delphi Method. Indian J Palliat Care 2019; 25:30-40. [PMID: 30820098 PMCID: PMC6388598 DOI: 10.4103/ijpc.ijpc_122_18] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
Abstract
CONTEXT Although palliative care is rapidly being disseminated throughout Japan as a result of government policy, a systematic syllabus of palliative medicine for physicians has not been developed. AIMS This study aimed to develop a Japanese national consensus syllabus of palliative medicine for physicians. DESIGN We used a modified Delphi method to develop the consensus syllabus. METHODS AND SETTING We created a Delphi panel by selecting 20 expert eligible panelists consisting of Diplomate or Faculty of the Specialty Board of Palliative Medicine and certified by the Japanese Society for Palliative Medicine. We inducted external reviewers from 11 palliative care-related organizations. RESULTS Among 20 experts surveyed, 20 (100%) responded over all rounds. Ten (50%) participated in a panel meeting. In the first round, 179 of 179 (100%) learning objectives were judged to be appropriate and 5 of 179 (3%) learning objectives were judged to be too difficult. In the panel meeting, 25 learning objectives were excluded, three new learning objectives were added, and 15 learning objectives were reworded. In the second round, 18 of 18 (100%) learning objectives were judged to be appropriate. The final version of the syllabus developed consists of 157 specific behavioural objectives and 22 general instructional objectives across 22 courses. CONCLUSIONS We have developed the first national consensus syllabus of palliative medicine for physicians in Japan. Based on this syllabus, a training program on palliative medicine will be established by training facilities in Japan, and physicians will be able to practice specific palliative care.
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Affiliation(s)
- Akihiro Sakashita
- Department of Palliative Medicine, Kobe University School of Medicine, Kobe, Hyogo, Japan,Address for correspondence: Dr. Akihiro Sakashita, Department of Palliative Medicine, Kobe University Graduate School of Medicine, 7-5-1 Kusunoki-Cho, Chuoku, Kobe, Hyogo, Japan. E-mail:
| | | | - Ryuichi Sekine
- Department of Pain and Palliative Care, Kameda Medical Center, Kamogawa, Chiba, Japan
| | - Takayuki Hisanaga
- Department of Palliative Medicine, Tsukuba Medical Center Foundation, Tsukuba Medical Center Hospital, Tsukuba, Ibaraki, Japan
| | - Ryo Yamamoto
- Department of Palliative Medicine, Saku Central Hospital Advanced Care Center, Saku, Nagano, Japan
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Hohmann E, Tetsworth K. Fellowship exit examination in orthopaedic surgery in the commonwealth countries of Australia, UK, South Africa and Canada. Are they comparable and equivalent? A perspective on the requirements for medical migration. Med Educ Online 2018; 23:1537429. [PMID: 30372402 PMCID: PMC6211229 DOI: 10.1080/10872981.2018.1537429] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/21/2018] [Revised: 07/14/2018] [Accepted: 10/10/2018] [Indexed: 06/08/2023]
Abstract
International migration of healthcare professionals has increased substantially in recent decades. In order to practice medicine in the recipient country, International Medical Graduates (IMG) are required to fulfil the requirements of their new countries medical registration authorities. The purpose of this project was to compare the final fellowship exit examination in Orthopaedic Surgery for the UK, Australia, Canada and South Africa. The curriculum of the Australian Orthopaedic Association (SET) was selected as a baseline reference. The competencies and technical modules specified in the training syllabus, as well as the specifics of the final fellowship examination as outlined in SET, were then compared between countries. Of the nine competencies outlined in SET, the curricula of the UK, South Africa and Canada were all compatible with the Australian syllabus, and covered 97.7%, 86% and 93%, respectively, of all competencies and sub-items. The final fellowship examinations of Australia, South Africa and the UK were all highly similar in format and content. The examination in Canada was substantially different, and had two written sessions but combined the oral and clinical component into a structured OSCE using standardized patients and the component included unmanned stations. There were no significant differences for completion certificate of training and/or board certification observed between these countries. The results of this study strongly suggest that core and technical competencies outlined in the training and education curriculum and the final fellowship examination in Orthopaedic Surgery in Australia, South Africa and the UK are compatible. Between country reciprocal recognition of these fellowship examinations should not only be considered by the relevant Colleges, but should also be regulated by the individual countries health practitioner registration boards and governing bodies.
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Affiliation(s)
- Erik Hohmann
- Department of Orthopedic Surgery and Sports Medicine, Valiant Clinic/Houston Methodist Group, Dubai, United Arab Emirates
- Faculty of Health Sciences, Medical School, University of Pretoria, Pretoria, South Africa
| | - Kevin Tetsworth
- Department of Orthopaedic Surgery, Royal Brisbane Hospital, Herston, Australia
- Department of Surgery, School of Medicine, University of Queensland, Brisbane, Australia
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18
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Abel J, Kellehear A. Palliative Curriculum Re-imagined: A Critical Evaluation of the UK Palliative Medicine Syllabus. Palliat Care 2018; 11:1178224218780375. [PMID: 29899662 PMCID: PMC5977434 DOI: 10.1177/1178224218780375] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2018] [Accepted: 05/11/2018] [Indexed: 11/28/2022] Open
Abstract
The UK Palliative Medicine Syllabus is critically evaluated to assess its relationship and relevance to contemporary palliative care policy and direction. Three criteria are employed for this review: (1) relevance to non-cancer dying, ageing, caregivers, and bereaved populations; (2) uptake and adoption of well-being models of public health alongside traditional illness and disease models of clinical understanding; and (3) uptake and integration of public health insights and methodologies for social support. We conclude that the current syllabus falls dramatically short on all 3 criteria. Suggestions are made for future consultation and revision.
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Affiliation(s)
- Julian Abel
- Palliative Care, Faculty of Health Studies, DHEZ Academic, University of Bradford, Bradford, UK
| | - Allan Kellehear
- Palliative Care, Faculty of Health Studies, DHEZ Academic, University of Bradford, Bradford, UK
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19
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Connolly SA, Gillingwater TH, Chandler C, Grant A, Greig J, Meskell M, Ross MT, Smith C, Wood A, Finn G. The Anatomical Society's core anatomy syllabus for undergraduate nursing. J Anat 2018; 232:721-728. [PMID: 29430649 PMCID: PMC5879977 DOI: 10.1111/joa.12782] [Citation(s) in RCA: 32] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/05/2018] [Indexed: 11/30/2022] Open
Abstract
The Anatomical Society has developed a series of learning outcomes in consultation with nursing educators delivering anatomical content to undergraduate (preregistration) nursing students. A Delphi panel methodology was adopted to select experts within the field that would recommend core anatomical content in undergraduate nursing programmes throughout the UK. Using the Anatomical Society's Core Gross Anatomy Syllabus for Medical Students as a foundation, a modified Delphi technique was used to develop discipline-specific outcomes to nursing graduates. The Delphi panel consisted of 48 individuals (n = 48) with a minimum of 3 years' experience teaching anatomy to nursing students, representing a broad spectrum of UK Higher Education Institutions. The output from this study was 64 nursing specific learning outcomes in anatomy that are applicable to all undergraduate (preregistration) programmes in the UK. The new core anatomy syllabus for Undergraduate Nursing offers a basic anatomical framework upon which nurse educators, clinical mentors and nursing students can underpin their clinical practice and knowledge. The learning outcomes presented may be used to develop anatomy teaching within an integrated nursing curriculum.
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Affiliation(s)
- S. A. Connolly
- Department of AnatomyEdinburgh Medical School: Biomedical SciencesCollege of Medicine and Veterinary MedicineUniversity of EdinburghEdinburghUK
| | - T. H. Gillingwater
- Department of AnatomyEdinburgh Medical School: Biomedical SciencesCollege of Medicine and Veterinary MedicineUniversity of EdinburghEdinburghUK
| | - C. Chandler
- Department of Nursing, Health and Social ScienceUniversity of EdinburghEdinburghUK
| | - A. W. Grant
- School of Life SciencesGlasgow Caledonia UniversityGlasgowUK
| | - J. Greig
- School of Health and Social CareEdinburgh Napier UniversityEdinburghUK
| | - M. Meskell
- School of Nursing, Midwifery & Health SystemsHealth Sciences CentreUniversity College DublinDublinIreland
| | - M. T. Ross
- Centre for Clinical and Medical EducationUniversity of EdinburghEdinburghUK
| | - C. F. Smith
- Brighton & Sussex Medical SchoolUniversity of SussexBrightonUK
| | - A. F. Wood
- School of Health and Social CareEdinburgh Napier UniversityEdinburghUK
| | - G. M. Finn
- Health Professions Education UnitHull York Medical SchoolUniversity of YorkYorkUK
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20
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Abstract
Evidence-based travel medicine requires that research priorities reflect the wide knowledge base of this discipline. Bibliometric analysis of articles published in Journal of Travel Medicine yielded the following results: epidemiology (6%, n = 105); immunology/vaccinology (8.5%, n = 148); pre-travel assessment/consultation (30.5%, n = 533); diseases contracted during travel (48.3%, n = 843); other clinical conditions associated with travel (6.8%, n = 119); post-travel assessment (5.2%, n = 91) and administrative and general travel medicine issues (6%, n = 105).
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Affiliation(s)
- Gerard T Flaherty
- School of Medicine, National University of Ireland Galway, Galway, Ireland.,School of Medicine, International Medical University, Kuala Lumpur, Malaysia
| | - Keng Lim Yap
- School of Medicine, National University of Ireland Galway, Galway, Ireland
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21
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Mermelstein C, Costa ML. Analysis of undergraduate cell biology contents in Brazilian public universities. Cell Biol Int 2017; 41:361-368. [PMID: 28067431 DOI: 10.1002/cbin.10720] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2016] [Accepted: 12/21/2016] [Indexed: 11/12/2022]
Abstract
The enormous amount of information available in cell biology has created a challenge in selecting the core concepts we should be teaching our undergraduates. One way to define a set of essential core ideas in cell biology is to analyze what a specific cell biology community is teaching their students. Our main objective was to analyze the cell biology content currently being taught in Brazilian universities. We collected the syllabi of cell biology courses from public universities in Brazil and analyzed the frequency of cell biology topics in each course. We also compared the Brazilian data with the contents of a major cell biology textbook. Our analysis showed that while some cell biology topics such as plasma membrane and cytoskeleton was present in ∼100% of the Brazilian curricula analyzed others such as cell signaling and cell differentiation were present in only ∼35%. The average cell biology content taught in the Brazilian universities is quite different from what is presented in the textbook. We discuss several possible explanations for these observations. We also suggest a list with essential cell biology topics for any biological or biomedical undergraduate course. The comparative discussion of cell biology topics presented here could be valuable in other educational contexts.
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Affiliation(s)
- Claudia Mermelstein
- Universidade Federal do Rio de Janeiro, Instituto de Ciências Biomédicas, Rio de Janeiro, Brazil
| | - Manoel Luis Costa
- Universidade Federal do Rio de Janeiro, Instituto de Ciências Biomédicas, Rio de Janeiro, Brazil
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22
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Braun HM, Ramirez D, Zahner GJ, Gillis-Buck EM, Sheriff H, Ferrone M. The LGBTQI health forum: an innovative interprofessional initiative to support curriculum reform. Med Educ Online 2017; 22:1306419. [PMID: 28399716 PMCID: PMC5419298 DOI: 10.1080/10872981.2017.1306419] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/22/2016] [Revised: 03/01/2017] [Accepted: 03/09/2017] [Indexed: 05/19/2023]
Abstract
Lesbian, gay, bisexual, transgender, queer, and intersex (LGBTQI) individuals continue to face barriers to accessing appropriate and comprehensive healthcare. Compounding this problem, healthcare trainees report few training opportunities and low levels of preparedness to care for LGBTQI patients. In 2009, an interprofessional group of students and a faculty advisor at the University of California, San Francisco, developed a novel student-organized LGBTQI Health Forum for medical, dental, pharmacy, nursing, and physical therapy students to deliver LGBTQI health content that was otherwise absent from the formal curriculum. This elective course has evolved based upon participant feedback, emerging educational strategies, and the existing curricula infrastructure at our institution. After eight years of growth, this 10-contact hour weekend elective attracts over 250 participants each year. Plenary sessions deliver foundational terminology and skills to all attendees. Learners then select breakout sessions to attend, allowing for an individualized curriculum based upon specific interests and knowledge gaps. Breakout session topics prioritize traditionally underrepresented aspects of LGBTQI health in professional school curricula. This Forum serves as a model in which to supplement LGBTQI content into existing school curricula and offers an opportunity for interprofessional education. Next steps include conducting a formal evaluation of the curriculum, expanding our performance-based assessments, and potentially implementing a continuing education program for licensed practitioners. With a core group of interprofessional student organizers and a faculty champion, other institutions may view this course architecture as a potential way to offer learners not only LGBTQI content, but other underrepresented subjects into their own educational programs.
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Affiliation(s)
- Hannan M. Braun
- School of Medicine, University of California, San Francisco, San Francisco, USA
| | - David Ramirez
- School of Medicine, University of California, San Francisco, San Francisco, USA
| | - Greg J. Zahner
- School of Medicine, University of California, San Francisco, San Francisco, USA
| | - Eva Mae Gillis-Buck
- School of Medicine, University of California, San Francisco, San Francisco, USA
| | - Heather Sheriff
- School of Nursing, University of California, San Francsico, San Francisco, USA
| | - Marcus Ferrone
- Departments of Radiology & Biomedical Imaging, Clinical Pharmacy, and Family Health Care Nursing, University of California San Francisco, San Francisco, USA
- CONTACT Marcus Ferrone Departments of Radiology & Biomedical Imaging, Clinical Pharmacy, and Family Health Care Nursing, University of California San Francisco, 3333 California Street, #420, San Francisco, CA94143, USA
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23
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Abstract
A course syllabus provides a roadmap for pharmacy students to achieve course learning objectives and develop lifelong learning skills. For several decades the literature has referred to syllabi as legal documents and/or contracts between students and professors. A review of the legal precedents reveals that syllabi are not considered contracts because the courts refuse thus far to recognize educational malpractice or breach of contract as a cause of action. Syllabi do, however, represent a triggering agent for instructional dissent and grade appeals, may be binding in student appeal proceedings, and are used in judicial hearings. Pharmacy faculty members should review their syllabi and follow process improvement strategies to construct legally sound syllabi that can both enhance learning and minimize risks of student grievances and appeals.
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24
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Smith CF, Finn GM, Stewart J, McHanwell S. Anatomical Society core regional anatomy syllabus for undergraduate medicine: the Delphi process. J Anat 2016; 228:2-14. [PMID: 26612335 PMCID: PMC4694162 DOI: 10.1111/joa.12402] [Citation(s) in RCA: 39] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/30/2015] [Indexed: 11/25/2022] Open
Abstract
A modified Delphi method was employed to seek consensus when revising the UK and Ireland's core syllabus for regional anatomy in undergraduate medicine. A Delphi panel was constructed involving 'expert' (individuals with at least 5 years' experience in teaching medical students anatomy at the level required for graduation). The panel (n = 39) was selected and nominated by members of Council and/or the Education Committee of the Anatomical Society and included a range of specialists including surgeons, radiologists and anatomists. The experts were asked in two stages to 'accept', 'reject' or 'modify' (first stage only) each learning outcome. A third stage, which was not part of the Delphi method, then allowed the original authors of the syllabus to make changes either to correct any anatomical errors or to make minor syntax changes. From the original syllabus of 182 learning outcomes, removing the neuroanatomy component (163), 23 learning outcomes (15%) remained unchanged, seven learning outcomes were removed and two new learning outcomes added. The remaining 133 learning outcomes were modified. All learning outcomes on the new core syllabus achieved over 90% acceptance by the panel.
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Affiliation(s)
- C F Smith
- Brighton & Sussex Medical School, University of Sussex, Falmer, UK
| | - G M Finn
- Centre for Education Development, Hull York Medical School, University of York, Heslington, York, UK
| | - J Stewart
- School of Medical Education, Newcastle University, Newcastle upon Tyne, UK
| | - S McHanwell
- School of Medical Education, Newcastle University, Newcastle upon Tyne, UK
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25
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Smith CF, Finn GM, Stewart J, Atkinson MA, Davies DC, Dyball R, Morris J, Ockleford C, Parkin I, Standring S, Whiten S, Wilton J, McHanwell S. The Anatomical Society core regional anatomy syllabus for undergraduate medicine. J Anat 2015; 228:15-23. [PMID: 26612592 DOI: 10.1111/joa.12405] [Citation(s) in RCA: 70] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/30/2015] [Indexed: 11/27/2022] Open
Abstract
The Anatomical Society's core syllabus for anatomy (2003 and later refined in 2007) set out a series of learning outcomes that an individual medical student should achieve on graduation. The core syllabus, with 182 learning outcomes grouped in body regions, referenced in the General Medical Council's Teaching Tomorrow's Doctors, was open to criticism on the grounds that the learning outcomes were generated by a relatively small group of anatomists, albeit some of whom were clinically qualified. We have therefore used a modified Delphi technique to seek a wider consensus. A Delphi panel was constructed involving 'experts' (n = 39). The revised core syllabus of 156 learning outcomes presented here is applicable to all medical programmes and may be used by curriculum planners, teachers and students alike in addressing the perennial question: 'What do I need to know ?'
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Affiliation(s)
- C F Smith
- Brighton and Sussex Medical School, University of Sussex, Brighton, UK
| | - G M Finn
- Centre for Education Development, Hull York Medical School, University of York, Heslington, York, UK
| | - J Stewart
- School of Medical Education, Newcastle University, Newcastle upon Tyne, UK
| | - M A Atkinson
- Oral & Maxillofacial Pathology, The School of Clinical Dentistry, University of Sheffield, Sheffield, UK
| | - D C Davies
- Human Anatomy Unit, Department of Surgery and Cancer, Imperial College London, London, UK
| | - R Dyball
- Clare College, University of Cambridge, Cambridge, UK
| | - J Morris
- Department of Physiology, Anatomy and Genetics, University of Oxford, Oxford, UK
| | - C Ockleford
- Clinical Anatomy Learning Centre, Lancaster University, Lancaster, UK
| | - I Parkin
- School of Medicine, St Andrews, Fife, UK
| | - S Standring
- Department of Anatomy, King's College London, London, UK
| | - S Whiten
- School of Medicine, St Andrews, Fife, UK
| | - J Wilton
- Department of Anatomy, University of Birmingham, Birmingham, UK
| | - S McHanwell
- School of Medical Education, Newcastle University, Newcastle upon Tyne, UK
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26
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Abstract
Psychiatry is not considered important by most medical students. But knowledge of psychiatry is essential for all doctors as psychiatric problems are prevalent in the population either as part of other physical illnesses or independently. All medical practitioners need skills in communication and forming empathy and the ability to counsel that are learnt in psychiatry. Nearly all medical students feel psychiatry is not scientific enough and psychiatrists are peculiar. We need to make psychiatry interesting, and impart skills and techniques to practice psychiatry at the primary care level and in the process change the misconceptions students have of psychiatry. We present a model to accomplish this.
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Affiliation(s)
- S M Manohari
- Department of Psychiatry, St. John's Medical College Hospital, St. John's National Academy of Health Sciences, Bangalore, Karnataka, India
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