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Background: A large part of the population in Germany makes use of naturopathic, complementary and integrative medical treatments. There are now numerous scientific studies that provide evidence of efficacy for certain indications. At German medical faculties, selected procedures and their application are taught within the cross-sectoral unit called QB 12 and some elective courses, with a focus on specific aspects are offered. So far, however, there has been no structured curriculum that longitudinally anchors teaching across medical studies and enables all students to consider naturopathic and complementary medical options for patient care later on and to integrate them effectively into the diagnostic and treatment process. Objective: The aim of this position paper is to show the relevance of this topic for medical education, to clarify terminology and to present core competencies and possible implementation options for training. Method: The Integrative Medicine and Perspective Pluralism Committee of the German Association for Medical Education developed this position paper in a multi-stage consensual process, in cooperation with the Forum of University Work Groups on Naturopathic Treatment and Complementary Medicine. Results: First, different umbrella terms were discussed and an existing definition of integrative medicine and health was chosen for subsequent use. Building on this step, the status of education and its scientific foundation in Germany was considered in an international context. In the next step, a competency profile for medical training, consisting of seven areas of competency, was developed and described in detail with regard to naturopathic, complementary and integrative medicine. Implementation options were identified using possible starting points in the curriculum and using established examples of best practice. Conclusion: Despite different priorities at each faculty, it was possible to find an agreement on the development of competencies and anchoring them in medical education on the basis of a common definition of terms. Currently, the implementation in the mandatory and elective areas is very heterogeneous. As part of the current revision of the Medical Licensure Act, there are many possible starting points for the integration of naturopathic and complementary medical teaching content, especially in interprofessional and general practice courses. The implementation and accompanying research of targeted teaching settings should lay the foundations for a long-term and binding integration into medical education. Overall, it is clear that medical education in the field of naturopathy and complementary and integrative medicine has the potential to develop comprehensive core medical competencies. [ABSTRACT FROM AUTHOR]

This paper describes the implementation of curricula for Liberia's first-ever psychiatry training programme in 2019 and the actions of the only two Liberian psychiatrists in the country at the time in developing and executing a first-year postgraduate psychiatry training programme (i.e. residency) with support from international collaborators. It explores cultural differences in training models among collaborators and strategies to synergise them best. It highlights the assessment of trainees' (residents') basic knowledge on entry into the programme and how it guided immediate and short-term priority teaching objectives, including integrated training in neuroscience and neurology. The paper describes the strengths and challenges of this approach as well as opportunities for continued growth. [ABSTRACT FROM AUTHOR]

In the Spanish context, Sports Sciences education is evolving to emphasize competency-based learning, crucial for adapting to the dynamic global landscape and labor market. This opinion article highlights the shift towards integrating generic and specific competencies, essential for automation and artificial intelligence, aligning with Sustainable Development Goal (SDG) 8's focus on sustainable economic growth and employment. Despite the recognized importance of these competencies for economic sustainability and job readiness, the literature on this framework, particularly within the context of physical activity and Sports Sciences in Spain, remains underexplored. This paper is structured to first address the current state of the problem, followed by a conceptualization of competencies, including types of competencies. It then analyzes professional competencies within the realm of Physical Activity and Sports Sciences in Spain, moving towards the implementation and evaluation of these competencies in the classroom setting. By bridging the gap between educational outcomes and market demands, this work calls for ongoing research and pedagogical innovation to equip future professionals with the necessary skills for success. This approach not only prepares students for the future labor market but also contributes to the broader economic and sustainable development goals envisioned by SDG 8. [ABSTRACT FROM AUTHOR]

The Next Generation Science Standards (NGSS) engage students in the epistemic, or knowledge building, components of science through three-dimensional learning. Each scientific domain has its own epistemic aspects that result from different social groups going about science in different ways to conceptualize different bodies of knowledge; education researchers recommend that these be included in science education. While the Science & Engineering Practices and Crosscutting Concepts of the NGSS apply to all sciences, they can be combined in ways that reflect the domain-specific aspects of the life sciences. In this paper, we define and describe simplified epistemic themes, or ways of knowing, within the life sciences for educators to use as a guide when creating lessons and units. Then, we outline example Practice-Crosscutting Concept pairs and groups that curriculum developers can use in learning performance statements to reflect these ways of knowing. [ABSTRACT FROM AUTHOR]

Objectives: The aim of this paper is to present the development of a longitudinal curriculum for medical students that is rooted in the particularity of the medical sciences and that aims to build and strengthen medical students' scientific skills and use thereof in clinical practice. Methods: The curriculum development was initiated based on students' feedback on the initial curriculum. To improve and expand the curriculum appropriately, a needs assessment, a literature review to define science specific to the medical sciences and practice, and an analysis of national and international curricula were performed. The curriculum development followed the PDCA cycle (Plan-Do-Check-Act). Results: The curriculum extends across the entire medical study programme from semesters 1 to 10. It consists of the seminar series on basic conduct and the epistemological groundings of science, scientific methods in medical research and health sciences, statistics and the scientific internship. Up to the sixth semester, the focus is on the acquisition of skills and abilities to work on and carry out a concrete research project; starting in semester seven, the critical evaluation and application of research results in everyday clinical practice are introduced. The curriculum is taught by epidemiologists, anthropologists, statisticians and public health scholars. Starting in semester seven, seminars are generally taught together with clinicians as tandem teaching. The curriculum is regularly assessed and adjusted. Conclusions: The Brandenburg Scientific Curriculum can be seen as a model of a longitudinal curriculum to teach scientific thinking and acting. One that is at the same time highly integrated in the medical curriculum overall. A central coordination point seems to be necessary to coordinate the teaching content and to ensure that teachers are interconnected. Furthermore, a complex curriculum in scientific methodology requires a set of teachers from a range of disciplinary backgrounds. To ensure equally high-quality education, the variability of research projects and faculty must be taken into account by establishing generally applicable evaluation criteria and fostering faculty development, and providing all students supporting courses throughout the research project. [ABSTRACT FROM AUTHOR]

With Construction Management being a relatively new discipline, the relationship between academia and industry is underdeveloped. Studies have identified the gap between academia and industry, with recommendations made as to how this gap may be closed. However, little research is done into what is restricting Higher Education Institutions from acting on these findings. The aim of this paper is to address this. Five key themes emerge in the literature: Human, Resources, Organizational Structure, External Influences, and Administrative Factors. To complement this, semi-structured interviews are undertaken with 12 Construction Management representatives from each of the 11 Higher Education Institutions offering a Construction Management program in the Republic of Ireland. Using the five themes that emerged in the literature, each of the interviews is thematically coded. The results indicate key factors inhibiting the change implementation processes within construction management departments. These include difficulties in the number of boards and committees involved in change, a lack of incentive for lecturing staff undertaking what is considered additional work, disparity in the definition of a "successful program" within the Higher Education Institutions, extensive amounts of reports required for change proposal, lecturing staff being largely overworked, and organizational structures that do not facilitate collaboration between departments. [ABSTRACT FROM AUTHOR]

The OPEN Hackathon of the Technical University of Munich (TUM) 2020 set out to address challenges and potential solutions for medical education at the School of Medicine to kick off the 2020/21 winter semester. The event lasted 36 hours, during which medical students, teachers and staff members had the opportunity to tackle current problems in education and to develop co-created, customized solutions through creative teamwork for the School of Medicine at the TUM. The resulting solutions are now being realized and implemented in teaching. This paper describes the process and organization of the hackathon. Furthermore, the result of the evaluation of the event are described. In this paper, we aim to present the project as a valuable pioneer in the field of developing medical-educational topics within the framework of innovative methodological formats. [ABSTRACT FROM AUTHOR]

In recent years, the American Council for Construction Education (ACCE) has shifted to outcomes-based accreditation standards for higher education construction programs, allowing greater customization of educational strategies. Past research efforts have analyzed the demands of industry and strategies used in academia, but these studies occurred before the shift to outcomes-based accreditation. This paper presents an updated analysis of construction industry needs and academic priorities and aims to provide insight into the status of industry and academia in the context of this outcomes-based focus. Thematic analysis of five years of direct evaluations of student performance during industry internships provides insight into industry demands. Parallel analysis of construction education research publications from a corresponding time period is leveraged to understand developments within the academic research community. Results suggest that both sectors recognize the need for experiential learning and software competencies among construction graduates. However, differences in trends were observed with a greater industry focus on personal attributes and a greater academic emphasis on sustainability learning competencies. The contribution of this paper is in providing an up-to-date evaluation of industry and academic trends in order to guide subsequent developments in construction education while addressing the needs of industry. [ABSTRACT FROM AUTHOR]

The spectrum of educational programs in building science is wide and diverse. Whereas the academic landscapes across the world vary significantly, general discourse postulates certain rather broad characterizations. For instance, some schools, especially in the Anglo-Saxon context, are suggested to target a selective, private, and high-tuition approach. Others, particularly in the European context, have a more broad, public, and affordable nature. Even though highly simplistic and perhaps even misleading, this distinction has been frequently accompanied by the implicit assumption that true excellence (the so-called world-class) education in general and building science education in particular is possible only in the former settings. In this paper, we report on a specific academic degree program, namely the Master in Building Science and Technology (BST) program, which may be argued to cast doubt on this assumption. Initiated at TU Wien, Austria, BST was offered over a period of almost two decades. In this paper, we briefly present the genesis of this program, its features, its accomplishments, and its termination. Thereby, our primary objective is to inform similar and future initiatives, particularly across Central Europe, where many public universities exist, the building industry has a substantial presence, and the education of a future generation of technically competent, environmentally conscious, and socially responsible building planners and engineers is of essence. [ABSTRACT FROM AUTHOR]

Communicative competencies are of great importance to the medical profession, hence the teaching of them has been continuously expanded in recent years at many German medical schools. While individual courses on communicative competencies have already been established in the curricula, there remains, in part, a lack of longitudinal anchoring over the entire course of medical study. In 2008 theMedical FacultyMannheimbegan implementing a longitudinal curriculum for communicative competencies. This paper outlines the general and phase-specific success factors in this process and gives practical recommendations and tips based on the personal experiences of the authors and the existing literature. [ABSTRACT FROM AUTHOR]

Objectives: While peer teaching has been found to be an effective technique during simulation, no peer teaching training curriculum (PTTC) has been developed for simulation‐based learning. The objective of this study, therefore, was to develop, implement, and evaluate a PTTC during a high‐fidelity trauma simulation. Methods: When developing the PTTC, we combined several validated learning models for teaching and learning procedural skills. We then implemented it over 6 days in two phases: instructional (learning how to teach) and experiential (practicing teaching). Our research team conducted a qualitative evaluation to evaluate the effectiveness of the PTTC. We analyzed written self‐reflections from 20 second‐year medical students who completed the PTTC. Using an iterative inductive approach to data analysis, our research team first individually coded the reflection papers. We then met to define and categorize the codes into themes. Finally, we compared these themes to the PTTC's objectives to evaluate the curriculum's effectiveness. Results: The following themes emerged from the data: 1) learning through teaching; 2) self‐actualization as an educator; and 3) role of physician as leader, advocate, and educator. The students described how the peer teaching experience improved their own procedural knowledge and skills. They also reported an increase in their leadership and communication skills as they effectively provided guidance and feedback to their peers, which led to their self‐actualization as an educator. This self‐actualization inspired the peer teachers' professional identity formation as leaders and educators in medicine. Conclusions: Based on these themes, we found our PTTC to be an effective curricular design. Our results reinforce previously described benefits to both peer teachers and learners in regard to medical knowledge and skills acquisition and furthers the academic emergency medicine community's understanding of how students' involvement as peer teachers in simulation‐based education impacts their professional development. [ABSTRACT FROM AUTHOR]

A recent trend in human-computer interaction has facilitated content production, such as innovation and information growth through intelligent systems, enabling unqualified users to describe a machine's behaviour through visual programming. However, the difficulty could become similar to the standard coding techniques as the number of elements to be managed increases. Entrepreneurial education is defined as a collection of formalized lessons that advise, train, and educate all people who want to participate in socio-economic development through a project that promotes knowledge of entrepreneurship to advance the business. Hence, in this paper, the Human-computer interaction-based Entrepreneurship learning platform (HCI-ELP) has been proposed to boost student quality of life by enhancing self-confidence and changing the learning timeframe. HCI provides several promising implications for integrating knowledge management approaches, taking advantage of computer-supported interactive learning from entrepreneurship learning platforms. The suggested approach recommends collaboration to learn for students' opinions on learning developed through a questionnaire's tasks. Thus, the experimental results show that HCI-ELP achieves the highest performance rate to 97.66% and enhances student interaction in completing the task to improve curriculum development. [ABSTRACT FROM AUTHOR]

Purpose: Competency-based education and assessment are globally trending, also embraced by recently announced National education policy 2020, India. Medical programs are rapidly transforming to produce competent health professionals, to satisfy public health requirements. This paper describes Delphi study with a participatory approach, to develop a competency matrix required for training of eye care professionals.Methods: Scoping review of literature formulated the baseline architecture of competency framework identifying two core competencies for management of refractive error, namely, "visual function assessment" and "optical technology management." The Delphi technique was employed for the development of a competency matrix with detailed knowledge, skills, and attitude (KSA) definitions for all competency elements. A heterogeneous group including optometry practitioners, academicians, researchers, association representatives, and industry representatives accomplished the objective in four rounds.Results: Delphi study resulted in defining two competency clusters (CC): "CC1: Refraction" with 10 units and 43 elements and "CC2: Dispensing optics" with 8 units and 54 elements. KSA components of each of competency elements were identified and mapped with applied optics curriculum in the optometry program.Conclusion: Participation of all stakeholders of the educational system is essential and beneficial for nurturing of the competent workforce in healthcare. It helps build a curriculum not only having theoretical knowledge and skills but also the attitude and behavioral component of measurable competencies that satisfies the needs of the local healthcare system. This study has evolved a comprehensive competency matrix highlighting essential competencies required for the effective management of refractive error. [ABSTRACT FROM AUTHOR]

The existent trend of implementing mindfulness-based programs (MBPs) into public education came along with an increasing scientific record regarding the definitional construct of mindfulness, effects of various mindfulness-based interventions and their basic mechanisms. In terms of the rising definitional discourse in the interdisciplinary field of mindfulness, the "threefold model of mindful wisdom" (TMMW) was proposed. In the present paper's quest of rethinking mindfulness in education, the relevance of the TMMW for didactics in modern Western educational systems (with special interest on the region of Germany) is examined, affirmed in several points and—with the aid of the "Theory of Mental Interference" (TMI)—methodically linked to individual learners' needs. The TMI has been developed at the University of Hamburg since 1984 by Wagner and colleagues. This is compatible with the TMMW with regard to the concept of self and basic psychological mechanisms of "mindful exercises". Its basic approach conceives the epistemic level of cognitive processes (1) to be unbiased by affect and (2) to be different from a level of mental interference, which in case of an arising default habitually interferes with the cognitive processes. Implications for further research, for modern educational systems and for MBPs in education are discussed. [ABSTRACT FROM AUTHOR]