Search

Amid debates about CRT in education, this paper critically analyses laws that have reportedly sought to expand ‘education on racism, bias, the contributions of specific racial or ethnic groups to U.S. history, or related topics’ with the hypothesis that there would be little evidence of anti-racist ideology in policies pertaining to curriculum. The research design thus leans on King and Chandler’s (2016) distinction between non-racist and antiracist stances, as well as Andreotti et al’.s (2015) social cartography that maps out ‘soft-reform’ and ‘radical reform’ spaces, to achieve a latent content analysis of 14 pieces of legislation across 13 states since 2020 to identify and analyse the ideological characteristics of these pieces of legislation. Only four of the 14 documents from four different states contain a significant anti-racist ideological leaning; the others express a liberal multicultural ideological position that celebrates difference and recognizes contributions, but does not examine systemic racism. Thus, among states that are legislating more ethnic studies, the vast majority do not legislate anti-racist positions. This paper concludes that there is little evidence of anti-racist ideas being legislated into primary and secondary education in the United States, and that most curricular reforms toe a non-critical ideological line. [ABSTRACT FROM AUTHOR]

The Promise of Digital Out-of-School Programs for Supporting Youth in Under-Resourced Communities: Participatory Principles for Human Rights-based Virtual Youth Group Programming This study reports insights from a six-year phase ("Law Under Curious Minds") of a 17-year project (Empowering Counseling Program Participatory Science Initiative) with youth experiencing low income residing in disinvested communities segregated by race in a metropolitan US city. The project offered over Zoom employed a semi-structured emergent curriculum to afford youth maximal self-determination in the intervention experiences. A human rights framework informed by critical pedagogy supported youths' efforts to separate their identities and experiences in social systems from deficit-based social narratives. This paper provides guidelines for groupwork interventions including individually focused care, developing group identity to create a positive social space, and encouraging participation while respecting youths' capacities for online self-revelation. The challenges and opportunities of digital out-of-school programs are described, with a focus on the potential for supporting youth excluded from mainstream opportunities by geographic distance, disability, or income. [ABSTRACT FROM AUTHOR]

Patient history assists clinicians in determining the most appropriate tests to identify the symptoms' source and select appropriate interventions. Therefore, a subjective history is an essential component of patient management. When physical therapist practitioners transition into academia, they must understand how the history of the education system may affect learners. Health disparities are related to the lack of workforce diversity and skills in cultural responsiveness, and the education system is critical in addressing the impact of future providers on health disparities. Developing a doctor of physical therapy program to address health disparities requires an analysis of the historical context of the US educational and health care systems, along with traditional components of physical therapist education. This country's education system was built upon a 2-tiered system, where minoritized individuals struggled to overcome barriers imposed by legislation and societal beliefs. Jim Crow laws continued this unequal access to education, and the recent Supreme Court ruling to deny race-based affirmative action continues these inequities. This historical context informed the construction of the College of Saint Mary Doctor of Physical Therapy Program. The program's mission led to using less traditional educational approaches; thus, the pillars of practice took form. The 5 pillars evolved to include social determinants, inclusive faculty and student recruitment and retention practices, equitable grading, culturally responsive pedagogy, and community development. The purpose of this paper is to present a historical overview of the US education system and its influence on physical therapist education. Furthermore, it will illustrate how this historical context inspired the 5 Pillars of Community Practice from College of Saint Mary and discuss the challenges and interventions related to these pillars. There are tremendous disparities in educational outcomes and patient services in the United States. Disparities are most significant in those with historically marginalized identities. If those disparities are to improve, a change is required in the people providing care to patients. The best way to accomplish this is by transforming how future providers are educated. [ABSTRACT FROM AUTHOR]

The network of Cooperative Extension professionals across the United States offers fertile ground for the development of intergenerational partnerships in communities. Cooperative Extension programming prioritizes implementation of evidence-based curricula. This paper provides a reflection of an intergenerational program that adapted evidence-based preschool nutrition education for an intergenerational setting by collaborating with Virginia Cooperative Extension. Specifically, we detail how Cooperative Extension personnel are valuable community partners for implementing evidence-based practices in intergenerational programming via curriculum adaptation. Integrating evidence-based curricula and intergenerational practices can support program sustainability. [ABSTRACT FROM AUTHOR]

People with intellectual and developmental disabilities have the right to access appropriate and comprehensive sexuality and relationship education (SRE), but face a long history of exclusion from SRE in the USA due to myths about the sexuality of people with intellectual and developmental disabilities, biases against people with disabilities, and segregationist educational policies. Additionally, people with autism/autistic people are more likely to report having an LGBTQIA+ identity, and need comprehensive SRE content to become socially competent members of their communities. Teachers and other practitioners are often placed in the uncomfortable position of addressing many SRE topics while feeling unprepared, trying to stay aligned with educational policies, managing caregiver expectations, and providing scientifically accurate fact-based information in an increasingly politicised social climate. This paper provides recommendations on how to teach about LGBTQIA+ issues to students with intellectual and developmental disabilities including recommendations for modifying existing SRE curricula, identifying effective instructional strategies, and outlining a process for including LGBTQIA+ identities in SRE content. [ABSTRACT FROM AUTHOR]

Knowledge of the history of the social work profession and of the historical forces that shape the development of social welfare is critical to developing competence in social work. Study of history helps students develop a critical perspective on current controversies within social welfare and the social work profession. The study of local history allows social work students to consider the economic, political, social, and cultural origins of the problems that have shaped and often constrained the lives of people they serve. Using examples from the history of Detroit, Michigan, this paper shows how local history can animate social welfare history, provide students with important context about the practice environment, including relationships between diverse populations, and give specific, meaningful examples of historical trends presented in social welfare history and policy textbooks. [ABSTRACT FROM AUTHOR]

Forty-five years ago, the first author of this paper surveyed the US medical schools to determine their offerings on EOL (End-of-Life) issues. The results showed limited exposure for medical school students to learn about dying and death, thus their "learning" was apparently on-the-job training. The EOL offerings were so limited that the American Association of Medical Colleges (AAMC), following the 1975 publication from the survey, contacted the first author to inquire about death and dying in the curricula of their medical schools. Apparently, it was so insignificant that the AAMC did not have such information. Palliative medicine, geriatric medicine, and hospice were then in the "birthing" process, a mere blur on the horizon. Today, as in 1975, it is likely that most medical students have personally had minimal experience with death and that for many entering students, other than on television, the cadaver is their first sight of a dead person. The objective of this research is a longitudinal study at five-year intervals since 1975 reporting on EOL education in US medical schools. The total number of medical schools has increased from 113 in 1975 to 150 in 2020. The current study surveyed medical schools electronically and via postal services with a response rate of 37%. Findings from the survey over time revealed significant inclusion of death and dying and palliative medicine as well as geriatrics and hospice. Gross anatomy has evolved from strictly hands-on to integrating 3D/virtual models, a change not without controversy. A noticeable difference in emphasis is obvious as care now plays a more significant role in medical training than previously, thus making modern medicine not only about cure, but more about care than was previously emphasized. Communication with dying patients and families, analgesics for chronic pain, and advance directives all are covered in over 90% of schools today. The current emphasis on EOL care, not just disease management, is increasing and puts more of a human face on modern medicine. [ABSTRACT FROM AUTHOR]

This study evaluates differences between two-year and four-year schools offering a Federal Aviation Administration (FAA) Part 147 aviation maintenance technician program. The actual average test scores were analyzed to determine whether students from four-year university programs were better prepared for the test than students from two-year college or technical school programs. Test scores can be viewed as a direct indication of the quality of the aviation maintenance programs at these schools. The study found that there was no statistically significant difference in the test scores between two-year college and four-year university students taking the FAA examinations. These results support previous studies that found the learning outcomes of two-year and four-year students on general subjects to be comparable. [ABSTRACT FROM AUTHOR]

Provides information on the adaptation of writing assignments based on the U.S. history for teaching the world history survey course. Value of examining primary source documents; Major assignments valuable in teaching world history survey; Significance of the periodical articles assignment.

Policy classifies and shapes people/subjects in particular kinds of ways. Focusing on the context of Health and Physical Education (HPE), this paper analyses policy documents from Australia, the United States of America (USA) and Wales. We pay particular attention to how learners are represented within and across the three policy documents, and we apply Bacchi's 'What's the Problem Represented to be?' approach to guide the analysis. For us, problematization is a fruitful and positive process that enables educators to engage with a critical dialogue regarding the policies they are expected to enact. Our analysis highlighted that common across the policies were overlapping discourses of idealism, neoliberalism, healthism, and individualism, which serve to reinforce deficit language and a focus on what learners 'lack'. The problem of 'learner as lacking' is represented within the policies via at least three subject positions: 'the sedentary learner', 'the un-educated learner' and 'the naïve learner'. The findings suggest that the three policies were producing an ideal and perhaps impossible learner (subject) whilst at the same time representing the learner as a problem that the policy could 'fix'. This paper is important because it: (i) demonstrates how certain discourses and voices are amplified and silenced within curriculum policy documents and policy work more broadly; (ii) makes educational and health politics visible; and (iii) creates space for the profession to develop greater critical consciousness related to policy. In terms of future directions, we urge curriculum policy writers and other stakeholders to carefully consider how learners are categorised, represented and governed in and through policy. If curriculum policies, by their very nature, need to produce problems – in this case, the (im)possible subject - we invite educators to engage in critical conversations regarding the policies they are expected to enact. [ABSTRACT FROM AUTHOR]

This paper presents findings from an investigation of nature-based practices, from the perspectives of 10 academics/educators from six nations. Participants engaged in a focus group exploring the prevalence and inclusion of nature in social work practice and education. While the study focused on individual members' experiences and perspectives, the findings highlight important context-specific factors for including nature within social work to reconnect humans with nature for health, well-being, healing, and justice. An Integrative Environmental Model for social work is proposed to assist future practice and education. [ABSTRACT FROM AUTHOR]

BACKGROUND: Sexual education programs in the United States are rooted in inequitable structures and are often inadequate at educating marginalized student groups such as students of color, Lesbian, Gay, Bisexual, Transgender, Queer (LGBTQ+), women, and disabled students. CONTRIBUTIONS TO THEORY: Current sexual education is irregularly implemented and often excludes or misrepresents the experiences of students with marginalized identities. This theoretical paper specifically discusses ways that sexual education has been harmful or exclusionary for marginalized student groups and how a shift toward making sexual education inclusive and equitable will improve outcomes for students of all identities. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: This paper discusses several recommendations on improving access to equitable sexual health education for all students including reviewing and improving sexual education curriculum and delivery, as well as the need for additional research focused on this topic. CONCLUSIONS: This article provides an overview on the current sexual education system, its inadequacies, and how comprehensive sexuality education programs can be leveraged as a tool for equity for students of all backgrounds, but particularly those who are underrepresented in sexual education curricula. [ABSTRACT FROM AUTHOR]

Background: The language of the science curriculum is complex, even in the early grades. To communicate their scientific observations, children must produce complex syntax, particularly complement clauses (e.g., I think it will float; We noticed that it vibrates). Complex syntax is often challenging for children with developmental language disorder (DLD), and thus their learning and communication of science may be compromised. Aims: We asked whether recast therapy delivered in the context of a science curriculum led to gains in complement clause use and scientific content knowledge. To understand the efficacy of recast therapy, we compared changes in science and language knowledge in children who received treatment for complement clauses embedded in a first‐grade science curriculum to two active control conditions (vocabulary + science, phonological awareness + science). Methods & Procedures: This 2‐year single‐site three‐arm parallel randomized controlled trial was conducted in Delaware, USA. Children with DLD, not yet in first grade and with low accuracy on complement clauses, were eligible. Thirty‐three 4–7‐year‐old children participated in the summers of 2018 and 2019 (2020 was cancelled due to COVID‐19). We assigned participants to arms using 1:1:1 pseudo‐random allocation (avoiding placing siblings together). The intervention consisted of 39 small‐group sessions of recast therapy, robust vocabulary instruction or phonological awareness intervention during eight science units over 4 weeks, followed by two science units (1 week) taught without language intervention. Pre‐/post‐measures were collected 3 weeks before and after camp by unmasked assessors. Outcomes & Results: Primary outcome measures were accuracy on a 20‐item probe of complement clause production and performance on ten 10‐item unit tests (eight science + language, two science only). Complete data were available for 31 children (10 grammar, 21 active control); two others were lost to follow‐up. Both groups made similar gains on science unit tests for science + language content (pre versus post, d = 2.9, p < 0.0001; group, p = 0.24). The grammar group performed significantly better at post‐test than the active control group (d = 2.5, p = 0.049) on complement clause probes and marginally better on science‐only unit tests (d = 2.5, p = 0.051). Conclusions & Implications: Children with DLD can benefit from language intervention embedded in curricular content and learn both language and science targets taught simultaneously. Tentative findings suggest that treatment for grammar targets may improve academic outcomes. What this paper adds: What is already known on the subject: We know that recast therapy focused on morphology is effective but very time consuming. Treatment for complex syntax in young children has preliminary efficacy data available. Prior research provides mixed evidence as to children's ability to learn language targets in conjunction with other information. What this study adds: This study provides additional data supporting the efficacy of intensive complex syntax recast therapy for children ages 4–7 with Developmental Language Disorder. It also provides data that children can learn language targets and science curricular content simultaneously. What are the clinical implications of this work?: As SLPs, we have to talk about something to deliver language therapy; we should consider talking about curricular content. Recast therapy focused on syntactic frames is effective with young children. [ABSTRACT FROM AUTHOR]

Most people wish to die at home yet significant barriers exist in accessing care in one's home, especially for individuals with caregiver and/or housing instability. Across the U.S., residential homes for the dying are opening to address gaps in end-of-life care by recruiting community members to serve as caregivers to hospice patients during their final days. This paper describes a blended-experiential training program, informed by both an evidence-based educational framework and transformative learning theory, that trains undergraduate students to serve as surrogate family members to hospice patients in residential care homes. This study analyzed data from a sample of undergraduate students (n = 35) who participated in an 8-week program. Applying Kirkpatrick's evaluation model, study results indicate the program provided essential knowledge and skills in end-of-life care, benefiting both student learning outcomes and resident care. [ABSTRACT FROM AUTHOR]

Purpose Patient and person-centered care are often used interchangeably. The abbreviation PCC is used in this paper in instances where patient/person centered care reflects the definition of person-centeredness. The purpose of this study was to assess how PCC is taught and evaluated in entry-level dental hygiene education programs to prepare graduates for future collaborations with oher health care pprofessionals in a wide range of practice settings. Methods A cross-sectional study was conducted using a 10-item survey emailed to directors of 325 accredited, entry-level dental hygiene education programs in the United States in December 2021. Descriptive statistics were calculated for all variables. Associations with curriculum settings, teaching, and evaluation methods for PCC, according to program degrees granted, were tested with Chi-square and Fisher's Exact tests. Results The response rate was 23% (n=75). Seventy percent offered an associate degree (AS) and 29% offered a baccalareate degree (BS); 42% reported more than half of their curriculum is allocated to teaching PCC. Didactic lectures (100%), case presentations (97%), and clinical instruction (97%) were the most common methods used for teaching PCC. Baccalaureate programs used external rotations more than associate programs for teaching and evaluation of PCC (84.2% vs. 45.5%; p<0.01). The most common PCC terms used in Quality Assurance Plans included providing individualized care (99%) and delivering evidence-based care (91%). Ninety-three percent strongly agree-agree that teaching PCC prepares graduates for working in different settings (e.g., schools, nursing homes, etc.), and 82% strongly agree-agree that PCC prepares graduates to work with a variety of providers. Conclusion The allocation of curricula time for PCC varied widely across respondents. Conversely, the majority felt their graduates were well-prepared to work in different settings where both PCC and IPP are likely to be practiced. This study serves as a baseline for further analysis of how dental hygiene education is preparing graduates for future practice settings. [ABSTRACT FROM AUTHOR]

Sex and sexuality curricula in the USA should acknowledge the structural conditions racialised young people navigate to make sense of their sexual experiences and more explicitly recognise the political power of gender and sexuality. This paper suggests educators use women of colour feminism and decolonial studies to offer a historicised approach to understanding and engaging with gender and sexuality. Such an approach acknowledges how European colonisation has constructed white middle-class masculinity, femininity and heterosexuality as normative and pathologises other forms of gender and sexuality expression. It encourages educators to address state investment in colonial hierarchies by foregrounding how national legislation and associated discourses support the institutionalised pathologisation of racialised sexuality. Using a feminist of colour and decolonial approach, the article examines how US national policy further disciplines racialised sexuality by employing discourses of 'anchor babies' to justify the passing of new laws. It draws on the author's experience as an educator of colour to show how historicising gender and sexuality can teach racialised students there is nothing pathological about their sexuality. A transformed sex and sexuality curriculum is proposed to teach students about the political power they wield, and what critical understanding and action they can achieve. [ABSTRACT FROM AUTHOR]

Objectives: To conduct a narrative review of the literature pertaining to strategies employed by health professional programs to teach social determinants of health (SDOH) and use the results to describe pathways for integrating SDOH education into Doctor of Chiropractic programs (DCPs). Methods: A narrative review of peer-reviewed literature describing SDOH education in health professional programs within the United States was performed. The results were used to inform potential pathways of integrating SDOH education into all aspects of DCPs. Results: Twenty-eight papers demonstrated health professional programs' incorporation of SDOH education and assessment into didactic and experiential learning opportunities. Educational interventions resulted in positive changes in knowledge and attitudes toward SDOH. Conclusion: This review demonstrates existing methods for integrating SDOH in health professional programs. Methods may be adopted and assimilated into an existing DCP. Further research is needed to understand barriers and facilitators to the implementation of SDOH education into DCPs. [ABSTRACT FROM AUTHOR]

Background: Valuable safeguards against fast‐spreading conjectures about learning in times of fear and uncertainty are evidence‐based approaches to the assessment of the impact of sudden and unforeseen disruptions on learning practices. The present research focused on physics learning in such times because conceptual and computational literacy in physics is critical to the development of a scientifically and technologically literate society. Objectives: The present research aimed (a) to offer an objective assessment of whether performance differences in a physics course of the general education curriculum existed between the face‐to‐face medium (familiar mode of instruction) and the online medium (unfamiliar mode of instruction) for both male and female students, and then (b) to develop a response to the evidence collected to ensure a quality education for all parties involved. The research intended to fill two critical gaps in the extant literature: mixed findings concerning students' performance in the face‐to‐face and online mediums as well as scarce coverage of specific domains of knowledge that are critical to STEM learners. Methods: Students' performance was examined as a function of the type of assessment (formative and summative), instructional mode (online and face‐to‐face), and gender. An understudied student population of STEM students of Middle Eastern descent without prior formal exposure to online instruction was targeted. Results and Conclusions: In both formative and summative assessments, male students performed better online than face‐to‐face, whereas the performance of female students was either higher online or equivalent between instructional mediums. The evidence collected suggested that consideration be given to remedies that foster academic success in the face‐to‐face instructional medium, particularly for male students. Takeaways: An evidence‐based approach to learning dismantled emotion‐driven expectations regarding the impact of the online medium on physics learning, and encouraged new perspectives about instruction. Lay Description: What is already known?: Ongoing debates on the impact of the pandemic on students' learning shape decisions regarding future reliance on the online medium for instruction. What this paper adds: The extant literature is mixed concerning performance in the face‐to‐face and online mediums, including particular domains of knowledge critical to STEM learning.This study focused on physics learning in an understudied population of STEM students who were unaccustomed to online instruction.Performance was higher online than face‐to‐face, but gender differences emerged. Implications for practice: Lessons learned focused on the flexibility of online learning and on the need to develop materials to enhance learning in males enrolled in face‐to‐face or hybrid/blended classes. [ABSTRACT FROM AUTHOR]

Aims: Diagnostic Reasoning (DR) is an essential competency requiring mastery for safe, independent Nurse Practitioner (NP) practice, but little is known about DR content included in NP education programs. The aims of this study were to identify whether and how the concept of DR is addressed in NP education. Design: We conducted a scoping review on DR‐related content and teaching innovations in U.S. primary care NP education programs, with implications for NP education programs worldwide. Concepts and principles with global applicability include: conducting focused and hypothesis‐directed histories and exams, generating the problem statement, formulating the differential diagnosis, appropriate and relevant diagnostic testing, determining the working diagnosis and developing evidence‐based, patient‐centred management plans. Data sources N = 1115 articles retrieved from Medline, Embase, PsycINFO, and CINAHL for the period 2005–2021. Forty‐one scholarly articles met inclusion/exclusion criteria. Review methods: Data were extracted, synthesized and grouped by theoretical frameworks, content included, educational interventions and assessment measures. Results: Most articles provided descriptions of approaches for teaching NP clinical or diagnostic reasoning. Ten papers directly referenced the current science and theory of DR. Conclusion: The US NP education literature addressing DR is limited and demonstrates a lack of shared conceptualizations of DR. Whilst numerous components of DR are identifiable in the literature, a robust teaching/learning scholarship for DR has not yet been established in the US NP education literature. Impact Whilst primary care NP education programs are beginning to incorporate DR education into their curricula, little research has been conducted to demonstrate the effectiveness of educational outcomes. Increased integration of DR content into NP education is needed, including increased educational research on teaching DR competencies. Patient or public contribution: No patient or public contribution was included in this review, as the public is generally not familiar with DR or its teaching approaches. [ABSTRACT FROM AUTHOR]

This article presents information on the U.S. civil rights activist Martin Luther King Jr. Paper Project's Liberation Curriculum. The Liberation Curriculum has emphasized to change the way young people think about King, the modem African American freedom struggle, and the ongoing struggle for social justice. The Liberation Curriculum also explores King's ideological and political development, which in the popular mind has been frozen on the steps of the Lincoln Memorial, where he delivered his "I Have a Dream" speech. The Curriculum emphasizes King's broader concern for human rights, such as his opposition to the Vietnam War and his efforts to bring about economic justice. It also seeks to clarify King's place in history, presenting students with the inspiring message that ordinary people can make extraordinary contributions to the cause of social justice.

Background: The COVID-19 pandemic has reinforced awareness that the health of populations is inextricably linked around the globe. Nurses require increased knowledge and preparation in global health. Nursing educators need examples of how to improve content in the curriculum. Aims: The purpose of this paper is to describe reconceptualization of a master’s level nursing course entitled “Population Health in a Global Society” to include global health competencies. Methods: We identified four global health competencies within the following three domains: globalization of health and healthcare; collaboration, partnering, and communication; and sociocultural and political awareness. Implementation: We utilized guest lectures, a panel discussion, discussion forums and an independent research assignment. The methods used were well received by students, and the content delivered improved their perceived knowledge in global population health. Discussion: The global health domains and competencies provided a roadmap for improving our course to focus on population health from a global perspective. Conclusion: In order to prepare nurses to contribute to global population health, population health courses should integrate global health competencies. The content of the revised course will better prepare nurses who will practice in a wide variety of settings and is designed for interdisciplinary education. [ABSTRACT FROM AUTHOR]

Background and Objectives: Knowledge and competency in the topics of reproductive health and family planning are important for primary care physicians. Given the high rates of unintended pregnancy, increasing rates of infertility and other gynecologic conditions, it is important for medical students, many of whom will become primary care physicians, to receive good foundational knowledge of reproductive health topics. The objective of this research project was to investigate the current curricula at US medical schools to determine the breadth and extent of education that medical students receive in reproductive health. Methods: Medical students and faculty at 20 US medical schools shared all relevant materials from their required reproductive health curriculum used between 2016-2019, including syllabi, PowerPoint lectures, and official class handouts that were available to all students. From these, the number of mentions of 69 reproductive health-related terms were counted, including those related to family planning methods, abortion, ectopic pregnancy, reproductive counseling, and infertility. Results: Of the over 9000 mentions of reproductive health terms, approximately half of mentions were related to family planning, with 10% related to abortion, 10% to infertility, and 6% to reproductive counseling. Family planning strategies emphasized oral contraceptives and long-acting reversible contraceptives with limited mentions of natural or fertility awareness-based methods. Conclusions: This data demonstrates opportunities for broadening reproductive health education in medical school so that future primary care physicians are prepared to discuss the full range of reproductive options for their patients. Presentations: This study was presented as a poster at Family Medicine Education Consortium (FMEC) Conference in Lancaster, PA, November 2019. Preliminary data was presented as a paper at the FMEC Conference in Rye Brook, NY in November 2018. Conflict Disclosures: The authors are members of the group Fertility Appreciation Collaborative to Teach the Science (FACTS), a network of physicians, medical professionals, residents, and students whose mission is to educate current and future medical professionals about evidence-based fertility-awareness methods of family planning in medical education. Acknowledgments: The authors wish to thank Erin Kay, DO for her assistance with manuscript preparation; Wendy Madigosky, MD, MSPH for her insight and suggestions; and the medical students who contributed to data collection including Danielle Lukish, Conor Bradley, Madilyn Tomaso, and Ana-Maria Dumitru. [ABSTRACT FROM AUTHOR]

As study abroad opportunities increase, so too are international teaching exchanges. This article describes the collaborative teaching experience of a course which was jointly developed and offered for Bachelors and Masters level social work students. The course aimed to explore the integration of Eastern and Western cultural understandings and approaches to promote health and wellbeing by examining the mind, body, and spiritual connections and exploring the integration of strategies for health and mental health systems. This paper outlines the process involved in developing and delivering a course which complies with both the curriculum standards of two institutions, and the professional accreditation standards by CSWE across international contexts. Evaluation of the student work through the use of a rigorous qualitative methodological approach demonstrates that the course was useful for the participants and at the same time, the experience was valuable for the authors. The student work reflected two central themes: First is a growing appreciation for the importance of a cultural humility perspective with special attention to an international perspective. Second, directly related to the course content which focused on the integration of Eastern and Western approaches to addressing mental health challenges as a social worker. [ABSTRACT FROM AUTHOR]

In the United States, school shootings are a common social problem and frequently occur on both K-12 and college campuses. High profile school shootings have resulted in a growing number of state governments legalizing "concealed carry" on college campuses, increasing the presence of guns in classrooms. This research study employs qualitative autoethnography to present the author's experiences teaching on a campus where concealed carry was implemented in 2014. Through autoethnographic narratives, the author describes her lived experiences. This paper analyses these narratives using intersectional feminist theory and situates the narratives within the broader socio-cultural context of gun culture in the Pacific Northwestern USA. The author spent four years immersed in the culture of concealed carry, and has written multiple narratives detailing these experiences. Two narratives are presented in this work. Important findings in this work include examinations of: how the presence of guns in college classrooms shapes power dynamics; the use of fear-based curricula in active-shooter survival trainings; the cultural construction of the "good guy with a gun"; and the implications of the author's positionalities within gun culture. This research study encourages the reader to engage with and learn from the lived experiences of the author. [ABSTRACT FROM AUTHOR]

This paper describes a national survey of Master of Social Work (MSW) program leaders' religious and spiritual beliefs and practices across the United States. Of the 257 eligible MSW programs primary contacts, 119 (46.8%) responded to the survey, with 90 completing the items related to religion and spirituality (RS). Specifically, those RS items assessed participants' religious affiliation, intrinsic religiosity, frequency of religious service attendance and private religious activities, the degree to which the respondent is religious or spiritual, and their RS practices. Among our respondents, 80 (88.9%) held a position of leadership (e.g., dean/chair, associate dean, or program director). The results indicated that these MSW program leaders consider religion and spirituality to be important, are engaging in various RS practices, and over half reporting elements of intrinsic religiosity. Additionally, we compared this sample's responses to these items with a national sample of clinical social workers and another sample of adults across the United States. Interestingly, a number of differences emerged between MSW program leaders' RS with LCSWs and US adults. This paper addresses the implications of these findings, particularly in light of the sample being predominantly MSW program leaders, including how leaders' RS may influence the implicit and explicit curricula. [ABSTRACT FROM AUTHOR]

There is increasing recognition that social work educators must do more to ensure that social work students transitioning into the profession are prepared to engage in adept self-care practices. However, documented curricular efforts targeted at meeting this aim are few. This paper documents the impact of a credit-bearing self-care course on student (N = 40) competency about self-care. The course occurred in a social work education program at a large public institution in the United States. The researcher used a pre-experimental (e.g. pre/post) design to assess course outcomes. Results indicate significant improvements in student knowledge about self-care, skills related to engaging in self-care practices, and value related to self-care. After a review literature, this paper will provide a foundational overview of the course, delineate outcome variables and measures, explicate evaluative findings, and discuss salient implications derived from this endeavor. [ABSTRACT FROM AUTHOR]

The article discusses the Sarah Mazelis Paper of the Year Award, which recognizes authors whose articles in the journal "Health Promotion Practice" made contributions to the fields of health education and health promotion and reports that in 2014 the award was given for the article "Integrating Health Literacy and ESL: An Interdisciplinary Curriculum for Hispanic Immigrants" by Francisco Soto Mas, Erika Mein, Brenda Fuentes, Barry Thatcher, and Héctor Balcázar.

Critical race theory has recently been blamed for causing harmful outcomes. Conservative activists are believed to be distorting this theory in order to ban it. The campaign to ban critical race theory has affected many schools across the United States. In some cases, school personnel have resigned because of the way some groups have responded to the debate over banning this theory. New laws that restrict teachers from teaching content that may make students uncomfortable have been passed. Banning critical race theory from K-12 schools is a controversial topic because public school personnel usually do not teach it. The controversy involves the programs that may have to be dropped if this theory is banned. This paper focuses on the origins of critical race theory, the misconceptions about this theory, the campaign to ban it, and the negative outcomes resulting from the movement to ban it. It also includes a description of how some groups are resisting this movement. [ABSTRACT FROM AUTHOR]

The internationalization of universities and the aging of the global population are two current issues that converge and challenge undergraduate gerontology curriculum development in Canada. One response to this challenge is to envision an intercultural gerontology curriculum. What might this curriculum encompass? How might it be taught? An exploratory study was undertaken to address these two questions. This paper presents findings from this study based primarily on interviews with university-based stakeholders from Canada, the United States, and Europe. Thematic analysis of the interviews resulted in five themes: multiple perspectives on cultural diversity; the dynamic nature of cultural diversity and aging; flow of an intercultural curriculum; institutional culture and intercultural curricula; and principles and practice for intercultural gerontology. Framed by principles of gerontology theory and educational approaches, this paper focuses on the principles and practice suggested by study participants. Scaffolding learning, active learning strategies, experiential learning opportunities, teacher modelling, and internet-based learning are discussed as key to intercultural learning. An appendix includes a list of resources that may be useful to developing an intercultural gerontology curriculum. [ABSTRACT FROM AUTHOR]

Objectives: The objective of this paper was to determine the extent to which dry needling is instructed in entry-level education programs for physical therapists. Methods: Program directors from 226 entry-level education programs recognized by the Commission on Accreditation in Physical Therapy Education were recruited via e-mail to participate in an anonymous 35-item electronic survey during the 2017-2018 academic year. The survey evaluated dry needling curricula, faculty qualifications, attitudes and experience, and programs' future plans for teaching dry needling. Results: A total of 75 programs responded to the survey (response rate = 33.1%). Forty (53.3%) had integrated dry needling theory and psychomotor training into their programs and 8 (10.6%) planned to include such content in their curriculum in the future. Of the 40 respondents, 28 indicated that dry needling education was integrated into a required course, 4 indicated that dry needling was an elective course, and 8 did not specify how dry needling education was integrated. Faculty teaching dry needling appear to be well qualified, with the majority having 5-10 years of experience using dry needling in clinical practice. The primary reason for programs not teaching dry needling is that it was not considered an entry-level skill. Discussion: There appeared to be variability in how dry needling was integrated into the curricula, as well as in the depth and breadth of instruction. Our research may serve as a baseline for faculty to assess existing dry needling curricula and as a guide for developing curricula in new or existing physical therapy programs. [ABSTRACT FROM AUTHOR]

This paper explores the use of withdrawal as a harm reduction approach to adolescent pregnancy prevention and its association with condom use. Data come from a baseline survey of a randomised controlled trial to test the effectiveness of FLASH, a sexual health education curriculum. Study participants completed electronic self-report surveys in health classes in their first or second year of high school (age range 14.1–17.9, mean 15.3 years). One-hundred and ninety-one students (12% of full sample) reported engaging in vaginal intercourse in the 3 months prior to the survey; of these, 66.0% reported using withdrawal as a birth control method, without significant differences by race, gender, region or birth control beliefs. Withdrawal was often used in combination with condoms (55.5%), periodic abstinence (40.0%) and birth control pills (13.4%). The effectiveness of withdrawal and its prevalence suggest an opportunity to reflect on how withdrawal is taught – moving from avoiding its use to a harm reduction approach to help sexually active youth avoid risk, reduce risk and reduce potential harm associated with sexual behaviours. Rather than focusing on withdrawal as risky, youth-serving professionals should acknowledge young people's efforts to prevent pregnancy and recognise the social and relational contexts of contraceptive choices. [ABSTRACT FROM AUTHOR]

This paper analyses the role that different components of the academic strength of the secondary-school curriculum (i.e. number, subjects and grades of advanced academic courses) play in explaining social origin differences in access to prestigious universities (but also to other higher education institutions) in Scotland and the USA. A central aim of the paper is to investigate whether the mechanism behind the studied patterns of inequality differs depending on the characteristics of each educational system. Our results show pronounced social class gaps in entering top higher education institutions in both Scotland and the USA. Academic curriculum plays an important role in explaining these social class differences in both countries. However, while in Scotland type of subjects taken at an advanced level is the strongest mediator for the identified social class differences, in the USA, number of advanced subjects is the strongest. Moreover, taking into account the three academic components combined entirely explains the social class differences in Scotland. Considerable inequalities which are not explained by the strength of academic curriculum remain in the USA. [ABSTRACT FROM AUTHOR]

Literature on business information literacy primarily focuses on business students. This paper instead explores business information literacy for students in liberal arts colleges: aside from career preparation, are there reasons to teach them to grapple critically with business information? This paper brings together survey findings, concepts from critical information theory, and the "Framework for Information Literacy for Higher Education" developed by the Association of Colleges and Research Libraries to bear on this question. It argues that business information is a powerful genre for teaching core concepts central to both information literacy and liberal arts: critical inquiry, authority, access, incentives, rhetorical practices, and more. [ABSTRACT FROM AUTHOR]

In spite of concerted improvement efforts to improve curricula, many university-based principal preparation programmes in the United States do not explicitly attend to issues of equity or social justice in a thorough way. While curricular efforts are important, they are not enough on their own; a working theory in the field of educational leadership is that an equity-mindset is also needed and that social justice-oriented principal preparation programs should select individuals who already 'have a propensity, at a minimum, to critically question the inequities found in schools' for admission into programs. Generally speaking, however, there is a dearth of literature on both candidate selection for preparation programs and equity beliefs of current and pre-service school leaders. In this paper, we explore how potential candidates for a principal preparation program in an urban school district view equity and the vexing question of how to prepare socially just leaders Figure 1–8. [ABSTRACT FROM AUTHOR]

Background: This paper reports a single-group, pre-post pilot of a peer-learning intervention between community health workers (CHWs) in the USA and Village Health Support Guides (Guides) in Cambodia to improve outcomes for Cambodians with type 2 diabetes (T2D). Method: Two US-based CHWs were trained in a culturally derived cardiometabolic education curriculum called Eat, Walk, Sleep (EWS) and they were also trained in principles of peer learning. They in turn trained five Cambodia-based Guides remotely through videoconference with a phablet in EWS. Finally, Cambodia-based Guides met with 58 patients with diabetes, face-to-face in their villages, monthly for 6 months to deliver EWS. US-based CHWs and Cambodia-based Guides responded to surveys at baseline and post-treatment. Patients responded to surveys and provided blood pressure and blood samples at baseline and post-treatment. Results: For US-based CHWs, scores on all surveys of diabetes knowledge, self-evaluation, job satisfaction, and information technology improved, though no statistical tests were run due to sample size. For Cambodia-based Guides, all scores on these same measures improved except for job satisfaction. For patients, n = 60 consented, 2 withdrew, and 7 were lost to follow-up leaving n = 51 for analysis. In paired t tests, patients showed significantly decreased A1c, decreased systolic and diastolic blood pressures, improved attitudes toward medicines, and a trend for switching from all-white to part-brown rice. No changes were detected in self-reported physical activity, medication adherence, sleep quality, or frequency or amount of rice consumed. Conclusion: If proven effective in a controlled trial, cross-country peer learning could eventually help other diaspora communities. [ABSTRACT FROM AUTHOR]

Phenomenon: Many U.S. medical schools have responded to the adoption of competency-based medical education (CBME) frameworks by renewing their final-year curricula and including internship preparatory courses. The purpose of this scoping review was to map the published literature regarding the final year to discern how medical schools have responded to this paradigm change. Approach: A structured 5-step approach was used to conduct this scoping review. Electronic searches of PubMed, ERIC, Scopus, MedEdPortal, and 8 medical education journals were conducted to identify relevant articles published from 2006 to 2016. Four authors screened articles for inclusion using standardized eligibility criteria; interrater agreement was discussed and calculated. Authors extracted data elements, and a consensus-based approach was used to categorize, sort, and structure information gathered. Findings: Among 6,485 articles retrieved, 817 articles were included in the study. From 2007–2011 to 2012–2016, articles addressing the final year of medical school increased 93%, whereas articles describing internship preparatory courses increased 218%. The majority of articles did not reference a CBME framework (572/817; 70%), the frequency of mentions increased 268% from 2007–2011 to 2012–2016. Nearly three fourths of preparatory course-related papers reference a CBME framework (37/50; 74%). Insights: Our findings may reflect a movement in U.S. medical schools toward using shared assessment metrics to support 4th-year medical students' preparation for their postgraduate medical education. Despite an increased reference to CBME, there is relatively little use of competency-based assessment frameworks to evaluate learning outcomes. This review also found a substantial increase in the frequency of articles referencing senior-year preparatory courses in U.S. medical schools. Articles tended to describe institution-specific research or experiences. Opportunities likely exist for multi-institutional and organizational collaboration in determining the structure of the final year of medical school. [ABSTRACT FROM AUTHOR]

In the United States, undocumented residents face unique barriers to healthcare access that render them disproportionately dependent on the emergency department (ED) for care. Consequently, ED providers are integral to the health of this vulnerable population. Yet special considerations, both clinical and social, generally fall outside the purview of the emergency medicine curriculum. This paper serves as a primer on caring for undocumented patients in the ED, includes a conceptual framework for immigration as a social determinant of health, reviews unique clinical considerations, and finally suggests a blueprint for immigration-informed emergency care. [ABSTRACT FROM AUTHOR]