Curriculum change and acknowledging the ‘fear factors’ in medical school
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"Curriculum change and acknowledging the ‘fear factors’ in medical school." Education for Primary Care, 27(6), pp. 501–502To enhance diversity of applicants to University of Oklahoma College of Medicine, a Summer Medical Program for High School Students was started in 2009. This comprehensive pipeline program included sessions on applying to medical school, interaction with a panel of minority physicians and health care professionals role models, clinically oriented didactics taught by physician faculty, shadowing experiences in clinics and hospitals, and presentation of student research reports. Students' assessments in 2009 showed increased understanding of the medical school application process, the medical curriculum and the medical field, and an increase in students'likeliness to choose a medical career. Importance of long-term mentoring and follow-up with students to sustain their medical interests is discussed.
Presentation (obstetrics)
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It is generally accepted that medical schools must clearly define learning outcomes for their students. During the process of curriculum change initiated in 1990, Spanish medical schools introduced a range of general objectives but no specific outcomes were defined. In 2001, in an effort to improve its curriculum, the Medical School at the University of Barcelona decided to define the specific learning outcomes for its graduates. The process was carried out by a teachers' group, comprising individuals from different branches of medicine, drawing largely on the Outcome-based Education in Medicine model introduced by the Scottish Deans' Medical Curriculum Group (2000). Other different stakeholders were asked to give any suggestions for modifications in order to prepare a definitive document to be approved by the medical school. The whole process took two years to complete. The authors discuss the advantages of such a process for students, teachers and the institution.
Institution
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Under the background of current curriculum reform,it is necessary for schools to synthe- size the country curriculum,local curriculum and school-based curriculum into an orderly and highly effective school curriculum system.One of the important tasks is the design of school curriculum structure,which needs to follow the basic idea:to bring the school curriculum system into the development prospect of the school;to actually and successfully handle the relation among the country curriculum,local curriculum and school-based curriculum;fully consider the limitation of curriculum; attach importance to the order of design.After synthesis,the structure of school curriculum as a con- sultative framework concludes four parts:basic curriculum,intensive curriculum,mini-courses and free learning.
Emergent curriculum
Curriculum-based measurement
Understanding by Design
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Objectives The purpose of this study was to deepen the understanding of the curriculum and gain implications for improving the next Nuri curriculum by comparing and analyzing the 2019 revised Nuri curriculum and and the Japanese kindergarten curriculum by the composition system, objectives and goals, and educational contents of each area. Methods The subjects of analysis were the 2019 revised Nuri curriculum in Korea, 2017 revised kindergarten curriculum in Japan, and their commentaries. The analysis method was a content analysis method, which compared and analyzed the similarities and differences in the composition system, objectives and goal, and five areas’s educational contents of the curriculum of the two countries. Results First, although the structure of the 2019 revised Nuri curriculum and the Japanese kindergarten curriculum differs in the composition of items, they are generally similar and reflect the national and social needs of each country. Second, both curricula aim to live a healthy, independent, sensitive, and together life for the purpose of healthy development of individuals and forming social members. The 2019 revised Nuri curriculum had a strong personal and social aspect, and the Japanese kindergarten curriculum had a strong social aspect. Third, the names of the two curricula are different, but they consist of five areas with similar content, and the contents of each area are common in that they are slimmed, and the contents of each area are composed to reflect the special needs of each country. Although the educational content of the 2019 revised Nuri curriculum had more emotional aspects than the previous curriculum, the Japanese kindergarten curriculum presented more statements related to play and enjoyment. Conclusions The results of this study can contribute to the promotion of early childhood teachers' literacy for the 2019 revised Nuri curriculum, and can be used as reference materials when developing the next early Nuri curriculum.
Emergent curriculum
Content (measure theory)
Curriculum-based measurement
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The quality and quantity of curriculum-selecting are directly related to the quality of postgraduates.Through the investigation of the curriculum-selecting status of postgraduates,we can find that the factors which influence the curriculum-selecting intention of postgraduates mainly come from curriculums,teachers and individuals.It is suggested that some important measures should be taken to promote the quality of cultivating postgraduates,such as: constructing reasonable curriculum system,increasing the freedom of choosing teachers,setting flexible time of arranging classes,regulating curriculum-selecting programs and intensifying curriculum-selecting services,improring teaching levels,perfecting tutorial system,and exerting the positive influences among postgraduates.
Emergent curriculum
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Preparedness
Entrance exam
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The Post-Baccalaureate (postbac) Premedical Certification Program at the University of North Texas Health Science Center provides an opportunity for individuals to enhance their credentials for entry into medical school by offering a challenging biomedical science core curriculum in graduate biochemistry, cell biology, physiology, and pharmacology. In addition, students (called postbacs) receive instruction in human gross anatomy, histology, and embryology with first-year medical students. More than 90% of the students accepted into the postbac program have applied to medical school previously but have been rejected by admission committees at least once, primarily because of low cognitive scores. In spring 2001, seven postbacs completed the program, of which only one was admitted into the Texas College of Osteopathic Medicine (TCOM), the medical school affiliated with the University of North Texas Health Science Center. Three postbacs went to other medical schools. Thirty-one completed the program by spring 2006, of whom 13 were admitted to TCOM, and eight to other medical schools. After six years, 101 postbacs have completed the program, and 70 have been accepted into medical schools. Postbacs admitted into TCOM have performed well compared with their medical school classmates. Overall, average scores for postbacs are above those of their medical school classmates. In addition, postbacs have taken class leadership positions, served as tutors and mentors, and have served as school ambassadors for new applicants. The postbac premedical program has proven to be very successful in preparing students for the rigors of a medical school curriculum by allowing these students to develop the skills and confidence necessary to compete.
Health science
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Institution
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The nationally-recognized Susquehanna
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music making, successful in their
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performance - and all this while
working at an extremely high
musical level.AÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂA¢AÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂA Experience choral
singing that will take you to new
heights!
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In different studies and curriculum reform,teachers have been viewed such as the curriculum implementers,the practical curriculum developers,the curriculum researchers,the curriculum decision-makers,the curriculum meaning builders or the curriculum enactment,and so on.But these external roles may not be perceived by teachers,the teachers' curriculum identity is still need attention and study.
Emergent curriculum
Curriculum-based measurement
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