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BackgroundThe EAPC White Paper addresses the issue of spiritual care education for all palliative care professionals. It is to guide health care professionals involved in teaching or training of palliative care and spiritual care; stakeholders, leaders and decision makers responsible for training and education; as well as national and local curricula development groups.MethodsEarly in 2018, preliminary draft paper was written by members of the European Association for Palliative Care (EAPC) spiritual care reference group inviting comment on the four core elements of spiritual care education as outlined by Gamondi et al. (2013) in their paper on palliative care core competencies. The preliminary draft paper was circulated to experts from the EAPC spiritual care reference group for feedback. At the second stage feedback was incorporated into a second draft paper and experts and representatives of national palliative care organizations were invited to provide feedback and suggest revisions. The final version incorporated the subsequent criticism and as a result, the Gamondi framework was explored and critically revised leading to updated suggestions for spiritual care education in palliative care.ResultsThe EAPC white paper points out the importance of spiritual care as an integral part of palliative care and suggests incorporating it accordingly into educational activities and training models in palliative care. The revised spiritual care education competencies for all palliative care providers are accompanied by the best practice models and research evidence, at the same time being sensitive towards different development stages of the palliative care services across the European region.ConclusionsBetter education can help the healthcare practitioner to avoid being distracted by their own fears, prejudices, and restraints and attend to the patient and his/her family. This EAPC white paper encourages and facilitates high quality, multi-disciplinary, academically and financially accessible spiritual care education to all palliative care staff.

The Mediterranean Federation for the Advancing of Vascular Surgery (MeFAVS) was founded in 2018, with the aim to promote cooperation among vascular professionals within Mediterranean countries. Due to its prominent social and economic impact on national health systems, diabetic peripheral artery was selected as the very first topic to be investigated by the federation. In this second paper, different experiences from delegates of participating countries were shared to define common strategies to harmonize, standardize, and optimize education and training in the Vascular Surgery specialty.

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., Hintergrund: Ein großer Anteil der Bevölkerung in Deutschland nimmt naturheilkundliche, komplementär- und integrativmedizinische Therapieverfahren in Anspruch. Mittlerweile existieren zahlreiche wissenschaftliche Studien, die einen Wirksamkeitsnachweis bei bestimmten Indikationen liefern. An deutschen Medizinischen Fakultäten werden ausgewählte Verfahren und deren Anwendung im Rahmen des Querschnittsbereichs 12 gelehrt, an einigen werden Wahlfächer mit eigenen Schwerpunktsetzungen angeboten. Bislang fehlt jedoch ein strukturiertes Curriculum, welches longitudinal die Lehre über das Medizinstudium hinweg verankert und alle Studierende befähigt, naturheilkundliche und komplementärmedizinische Optionen in der späteren Patientenversorgung zu berücksichtigen und wirksam in den Diagnostik- und Therapieprozess einzubinden. Zielsetzung: Ziel dieses Positionspapiers ist, die Relevanz des Themas für die medizinische Ausbildung darzustellen, begriffliche Klarheit zu schaffen sowie Kernkompetenzen und mögliche Implementierungsmöglichkeiten für die Ausbildung vorzustellen. Methode: Der Ausschuss Integrative Medizin und Perspektivenpluralismus der Gesellschaft für Medizinische Ausbildung erarbeitete in Zusammenarbeit mit dem Forum universitärer Arbeitsgruppen Naturheilverfahren und Komplementärmedizin das vorliegende Positionspapier in einem mehrstufigen konsensualen Prozess. Ergebnisse: Zunächst wurden unterschiedliche Oberbegriffe diskutiert und für die weitere Arbeit eine bestehende Definition für Integrative Medizin und Gesundheit ausgewählt. Darauf aufbauend wurde der Stand der Ausbildung und deren wissenschaftliche Fundierung in Deutschland im internationalen Kontext reflektiert. In einem weiteren Schritt wurde ein Kompetenzprofil für die medizinische Ausbildung, bestehend aus sieben Kompetenzbereichen, entwickelt und im Hinblick auf Naturheilverfahren, komplementäre und integrative Medizin detailliert dargestellt. Implementierungsmöglichkeiten wurden anhand möglicher Anknüpfungspunkte im Curriculum sowie anhand bereits etablierter Best-Practice-Beispiele aufgezeigt. Schlussfolgerung: Trotz unterschiedlicher Schwerpunktsetzungen an den einzelnen Fakultäten ist es gelungen, auf Grundlage einer gemeinsamen Begriffsdefinition eine Übereinkunft über die mögliche Kompetenzentwicklung und Verankerung in der medizinischen Ausbildung zu finden. Aktuell ist die Umsetzung in den Pflicht- und Wahlbereichen sehr heterogen. Im Rahmen der aktuellen Überarbeitung der Approbationsordnung bieten sich vielfache Anknüpfungspunkte für eine Einbindung naturheilkundlicher und komplementärmedizinischer Lehrinhalte insbesondere bei interprofessionellen und allgemeinmedizinischen Lehrangeboten. Durch die Implementierung und Begleitforschung zielgerichteter Lehr-Settings sollten die Grundlagen für eine langfristige und verbindliche Integration in die medizinische Ausbildung gelegt werden. Insgesamt wird deutlich, dass die Lehre im Bereich Naturheilverfahren und komplementäre und integrative Medizin das Potential zur Entwicklung umfangreicher ärztlicher Kernkompetenzen hat.

In the wake of local initiatives and developmental funding programs, interprofessionality is now included in national curricula in the German-speaking countries. Based on the 3P model (presage, process, product), this position paper presents the development of interprofessional education in recent years in Germany, Austria and Switzerland and places it in an international context. Core aspects as legal frameworks, including amendments to occupational regulations as well as the formation of networks and faculty development are basic requirements for interprofessional education. New topics and educational settings take shape in the process of interprofessional education: patient perspectives and teaching formats, such as online courses, become more important or are newly established. The influence of the COVID-19 pandemic on interprofessional education is explored as well. Among many new interprofessional courses, particularly the implementation of interprofessional training wards in Germany and Switzerland are positive examples of successful interprofessional education. The objective of interprofessional education continues to be the acquisition of interprofessional competencies. The main focus is now centered on evaluating this educational format and testing for the corresponding competencies. In the future, more capacities will be required for interprofessional continuing education and post-graduate education. Structured research programs are essential to ascertain the effects of interprofessional education in the German-speaking countries. In this position paper the GMA committee on interprofessional education encourages further advancement of this topic and expresses the aim to continue cooperating with other networks to strengthen and intensify interprofessional education and collaboration in healthcare., Das Thema der Interprofessionalität in den deutschsprachigen Ländern hat nach lokalen Initiativen und Förderprogrammen in nationale Ausbildungspläne Einzug erhalten. Angelehnt an das 3P Modell („Presage, Process, Product“; dt. in etwa: Rahmenbedingungen, Prozess, Produkt/Ergebnis) zeigt das nun neu vorliegende Positionspapier die Entwicklung interprofessioneller Ausbildung der letzten Jahre in Deutschland, in Österreich und in der Schweiz auf und setzt diese in einen internationalen Kontext. Neben rechtlichen Aspekten wie Veränderungen in den Berufsgesetzen zählen Netzwerkbildung und Fakultätsentwicklung zu den identifizierten Rahmenbedingungen. Im Prozess der interprofessionellen Ausbildung kristallisieren sich neue Themenfelder und Bildungssettings heraus, die Perspektive der Patient*innen und didaktische Formate wie Online-Angebote nehmen eine wichtigere Rolle ein bzw. wurden neu etabliert. In einem Exkurs werden darüber hinaus die Einflüsse der COVID-19-Pandemie auf interprofessionelle Ausbildung beleuchtet. Neben vielen neuen interprofessionellen Lernangeboten ist die Schaffung interprofessioneller Ausbildungsstationen in Deutschland und der Schweiz als Positivbeispiel für gelungene interprofessionelle Ausbildung hervorzuheben. Das Ziel interprofessioneller Ausbildung ist weiterhin der Erwerb interprofessioneller Kompetenzen. Im Fokus stehen dabei nun die Evaluation und Bewertung dieser Ausbildungsform sowie das (Über-)Prüfen entsprechender Kompetenzen. Zukünftig wird mehr Raum für die interprofessionelle Fort- und Weiterbildung nötig sein. Strukturierte Forschungsprogramme sind essenziell, um die Effekte von interprofessioneller Ausbildung im DACH-Raum nachweisen zu können. In diesem Positionspapier regt der GMA Ausschuss für Interprofessionelle Ausbildung an, dieses Thema weiter voranzubringen und möchte gemeinsam mit anderen entstandenen Netzwerken weiterhin für eine Stärkung und Intensivierung von interprofessioneller Ausbildung und Zusammenarbeit im Gesundheitswesen sorgen.

In the wake of local initiatives and developmental funding programs, interprofessionality is now included in national curricula in the German-speaking countries. Based on the 3P model (presage, process, product), this position paper presents the development of interprofessional education in recent years in Germany, Austria and Switzerland and places it in an international context. Core aspects as legal frameworks, including amendments to occupational regulations as well as the formation of networks and faculty development are basic requirements for interprofessional education. New topics and educational settings take shape in the process of interprofessional education: patient perspectives and teaching formats, such as online courses, become more important or are newly established. The influence of the COVID-19 pandemic on interprofessional education is explored as well. Among many new interprofessional courses, particularly the implementation of interprofessional training wards in Germany and Switzerland are positive examples of successful interprofessional education. The objective of interprofessional education continues to be the acquisition of interprofessional competencies. The main focus is now centered on evaluating this educational format and testing for the corresponding competencies. In the future, more capacities will be required for interprofessional continuing education and post-graduate education. Structured research programs are essential to ascertain the effects of interprofessional education in the German-speaking countries.In this position paper the GMA committee on interprofessional education encourages further advancement of this topic and expresses the aim to continue cooperating with other networks to strengthen and intensify interprofessional education and collaboration in healthcare. Das Thema der Interprofessionalität in den deutschsprachigen Ländern hat nach lokalen Initiativen und Förderprogrammen in nationale Ausbildungspläne Einzug erhalten. Angelehnt an das 3P Modell ("Presage, Process, Product"; dt. in etwa: Rahmenbedingungen, Prozess, Produkt/Ergebnis) zeigt das nun neu vorliegende Positionspapier die Entwicklung interprofessioneller Ausbildung der letzten Jahre in Deutschland, in Österreich und in der Schweiz auf und setzt diese in einen internationalen Kontext. Neben rechtlichen Aspekten wie Veränderungen in den Berufsgesetzen zählen Netzwerkbildung und Fakultätsentwicklung zu den identifizierten Rahmenbedingungen. Im Prozess der interprofessionellen Ausbildung kristallisieren sich neue Themenfelder und Bildungssettings heraus, die Perspektive der Patient*innen und didaktische Formate wie Online-Angebote nehmen eine wichtigere Rolle ein bzw. wurden neu etabliert. In einem Exkurs werden darüber hinaus die Einflüsse der COVID-19-Pandemie auf interprofessionelle Ausbildung beleuchtet. Neben vielen neuen interprofessionellen Lernangeboten ist die Schaffung interprofessioneller Ausbildungsstationen in Deutschland und der Schweiz als Positivbeispiel für gelungene interprofessionelle Ausbildung hervorzuheben. Das Ziel interprofessioneller Ausbildung ist weiterhin der Erwerb interprofessioneller Kompetenzen. Im Fokus stehen dabei nun die Evaluation und Bewertung dieser Ausbildungsform sowie das (Über-)Prüfen entsprechender Kompetenzen. Zukünftig wird mehr Raum für die interprofessionelle Fort- und Weiterbildung nötig sein. Strukturierte Forschungsprogramme sind essenziell, um die Effekte von interprofessioneller Ausbildung im DACH-Raum nachweisen zu können.In diesem Positionspapier regt der GMA Ausschuss für Interprofessionelle Ausbildung an, dieses Thema weiter voranzubringen und möchte gemeinsam mit anderen entstandenen Netzwerken weiterhin für eine Stärkung und Intensivierung von interprofessioneller Ausbildung und Zusammenarbeit im Gesundheitswesen sorgen.

The coronavirus disease 2019 (COVID‐19) pandemic is a case that can be used as a biochemistry learning resource in relation to the topic of viruses. Learning to use cases will be effective if students are assigned to produce reports, articles, or other scientific papers. Self‐assessment can be used to assess the competencies that have been learnt in the writing process. This study aims to analyze the scientific papers and self‐assessment of students using the COVID‐19 pandemic case. It includes qualitative research with scientific paper and self‐assessment questionnaire analyses. The research sample was chemistry education study program students (N = 57) following biochemistry course, out of a population of 87 students. The results show that the students have a good understanding of explaining COVID‐19. Self‐assessment analysis shows that 80% of the students responded positively to eight statements; those who gave positive responses to each questionnaire statement were able to produce scientific papers. Good self‐assessment is in line with the ability of students to compile good scientific papers.

Background Citation analysis is a commonly used method for appraising the impact of academic publications within a particular field of study. A gap exists in the citation analysis literature with regard to the topic of direct anterior approach (DAA) hip arthroplasty. The purpose of this study is to identify the 50 most frequently cited publications related to this topic. Methods The Clarivate Analytics Web of Knowledge database was utilized to search for publications relating to DAA hip arthroplasty. The top 50 most cited articles that met inclusion criteria were recorded and reviewed for various metrics. Results The top 50 publications were cited a total of 3521 times, with an average of 86.3 total citations per year between 1980 and 2019. 47 of the 50 articles identified had been published since the year 2000. Cohort designs were the most common study type. Conclusions This analysis provides insight into factors that characterize highly cited articles on the specific topic of DAA hip arthroplasty. These factors include higher levels of evidence, recent publication, and origin in the United States. Citations of DAA hip arthroplasty papers appear to be on the rise. The curation and analysis of this set of 50 articles will provide orthopaedic surgery clinicians, researchers, and residency program directors a guide for quickly isolating influential articles on the topic of DAA hip arthroplasty. This may serve as a quick reference for clinical decision-making, foundation for further research, and curriculum on DAA hip arthroplasty.

Objectives:The purpose of this position paper is two-fold: first, to describe the state of extracorporeal membrane oxygenation education worldwide, noting current limitations and challenges; and second, to put forth an educational agenda regarding opportunities for an international collaborative approach toward standardization.Design:Relevant medical literature was reviewed through literature search, and materials from national organizations were accessed through the Internet. Taskforce members generated a consensus statement using an iterative consensus process through teleconferences and electronic communication.Setting:In 2018, the Extracorporeal Life Support Organization convened the ECMOed Taskforce at two structured, face-to-face meetings of 40 healthcare practitioners and educators with expertise in caring for the extracorporeal membrane oxygenation patient and in extracorporeal membrane oxygenation education.Patients:None.Interventions:None.Measurements and Main Results:The ECMOed Taskforce identified seven educational domains that would benefit from international collaborative efforts. Of primary importance, the Taskforce outlined actionable items regarding 1) the creation of a standardized extracorporeal membrane oxygenation curriculum; 2) defining criteria for an extracorporeal membrane oxygenation course as a vehicle for delivering the curriculum; 3) outlining a mechanism for evaluating the quality of educational offerings; 4) utilizing validated assessment tools in the development of extracorporeal membrane oxygenation practitioner certification; and 5) promoting high-quality educational research to guide ongoing educational and competency assessment development.Conclusions:Significant variability and limitations in global extracorporeal membrane oxygenation education exist. In this position paper, we outline a road map for standardizing international extracorporeal membrane oxygenation education and practitioner certification. Ongoing high-quality educational research is needed to evaluate the impact of these initiatives.

The COVID-19 pandemic has changed life in Europe and globally. The pandemic affects both individuals and the broader society across many domains, including physical and psychological health, the economy and general welfare. The measures taken to counteract the pandemic have significantly altered daily life and, along with the threat of contracting the coronavirus and uncertainties surrounding future developments, created a complex system of stressors with a negative impact on public mental health. This paper aims to outline the ESTSS strategy to address mental health issues related to COVID-19 and focuses on (1) trauma-informed policies, (2) capacity building, (3) collaborative research and (4) knowledge-exchange. To facilitate implementation of a trauma-informed approach and appropriate measures, ESTSS has developed a toolkit of recommendations on mental health and psychosocial assistance to be provided during the different phases of crisis and its aftermath. To promote capacity building, ESTSS offers a certification programme based on a curriculum in psychotraumatology and corresponding on-line training to the European community of mental health professionals. To assure evidence-based approaches and methods tailored to current circumstances, ESTSS has initiated a pan-European research project with international cooperation aimed at studying the mental health consequences of the pandemic, with a focus on psychological trauma and other stress-related reactions. To foster knowledge-exchange, the European Journal of Psychotraumatology (EJPT), the official journal of ESTSS, is publishing a special issue on COVID-19.La pandemia de COVID-19 ha cambiado la vida en Europa y en todo el mundo. La pandemia afecta tanto a los individuos como a la sociedad en general en muchos ámbitos, incluida la salud física y psicológica, la economía y el bienestar general. Las medidas tomadas para contrarrestar la pandemia han alterado significativamente la vida diaria y, junto con la amenaza de contraer el coronavirus y las incertidumbres que rodean los desarrollos futuros, crearon un complejo sistema de estresores con un impacto negativo en la salud mental pública. En este artículo se pretende esbozar la estrategia de la ESTSS para abordar los problemas de salud mental relacionados con COVID-19 y se centra en: 1. Políticas informadas en trauma, 2. capacitación, 3. investigación colaborativa, 4. e intercambio de conocimientos. Para facilitar la implementación de un enfoque basado en el trauma y las medidas apropiadas, la ESTSS ha desarrollado un conjunto de herramientas de recomendaciones sobre salud mental y asistencia psicosocial que se proporcionará durante las diferentes fases de la crisis y sus consecuencias. Para fomentar la capacitación, la ESTSS ofrece un programa de certificación basado en un plan de estudios en psicotraumatología y la formación on-line correspondiente a la comunidad europea de profesionales de la salud mental. Para asegurar enfoques y métodos basados en la evidencia adaptados a las circunstancias actuales, la ESTSS ha iniciado un proyecto de investigación paneuropeo con cooperación internacional, destinado a estudiar las consecuencias de la pandemia en la salud mental, con enfoque en el trauma psicológico y otras reacciones relacionadas con el estrés. Para fomentar intercambio de conocimiento, la European Journal of Psychotraumatology (EJPT), la revista oficial de ESTSS, publica un número especial sobre COVID-19.COVID-19疫情改变了欧洲乃至全球的生活。疫情影响着个人和整个社会, 涉及众多领域, 包括身心健康, 经济和一般福利。为应对疫情采取的措施已大大改变了人们的日常生活, 并且随着冠状病毒感染的威胁及未来发展的不确定性, 造成了一个复杂的应激源系统, 对公共心理健康产生了负面影响。本文旨在概述ESTSS解决COVID-19相关心理健康问题的策略, 并重点关注:1.创伤知情政策, 2.能力建设, 3.合作研究以及 4.知识交流。为了促进创伤知情方法和适当措施的实行, ESTSS开发了一套工具包, 包含可在危机不同阶段及之后提供的关心理健康和社会心理援助的建议。为了促进能力建设, ESTSS提供了基于精神创伤学课程的认证计划, 并向欧洲精神卫生专业人员社区提供了相应的在线培训。为了确保采取针对当前情况定制的循证方法, ESTSS与国际合作启动了一项泛欧研究项目, 旨在研究疫情的心理健康后果, 重点关注心理创伤和其他应激相关反应。为了促进知识交流, ESTSS的官方杂志《欧洲精神创伤学杂志》 (EJPT) 正在出版COVID-19相关特刊。.

Background Many of the 70,000 graduating US medical students [per year] have reported participating in a global health activity at some stage of medical school. This case study design provided a method for understanding the student's experience that included student’s learning about culture, health disparities, exposure and reaction to a range of diseases actually encountered. The broad diversity of themes among students indicated that the GCE provided a flexible, personalized experience. We need to understand the student’s experience in order to help design appropriate curricular experiences [and valid student assessment]. Objective Our research aim was to analyze medical student reflection papers to understand how they viewed their Global Clinical Experience (GCE). Methods A qualitative case study design was used to analyze student reflection papers. All 28 students who participated in a GCE from 2008-2010 and in 2014-2015 and submitted a reflection paper on completion of the GCE were eligible to participate in the study. One student did not submit a reflection paper and was not included in the study. Findings All 27 papers were coded by paragraph for reflection and for themes. System of Care/Range of Care was mentioned most often, Aids to Adjustment Process was mentioned least. The theme, “Diseases,” referred to any mention of a disease in the reflection papers, and 44 diseases were mentioned in the papers. The analysis for depth of reflection yielded the following data: Observation, 81/248 paragraphs; Observation and Interpretation, 130/248 paragraphs; and Observation, Interpretation, and Suggestions for change, 36/248 paragraphs; 9 reflection papers contained 27 separate accounts of a transformational experience. Conclusions This study provided a method for understanding the student's experience that included student’s learning about culture, health disparities, and exposure and reaction to a range of diseases actually encountered. The broad diversity of themes among students indicated that the GCE provided a flexible, personalized experience. How we might design a curriculum to facilitate transformational learning experiences needs further research.

Objective. To compare pharmacy students' perceptions about and performance when using paper-based versus virtual patient cases to reinforce knowledge of the collect and assess elements of the Pharmacists' Patient Care Process (PPCP). Methods. Twenty-seven pharmacy students enrolled in an ambulatory care elective course were randomized to receive either paper-based cases or virtual patient cases for three weeks. They then crossed over to receive the alternative case format for the next three weeks. Each student received a score for their performance on questions related to the collect and assess elements of the PPCP. Students completed a survey and participated in a focus group to evaluate their perceptions of each learning method. Statistical analyses were performed on all data collected. Results. Students' performance (n=27) was better on the assess questions of the PPCP when they used paper-based patient cases than when they used virtual patient cases. The only difference in students' perceptions was related to the collect element, as students favored using paper-based patient cases over virtual patient cases when collecting subjective and objective information. Students who participated in the focus groups believed that the virtual patient cases provided a more realistic and engaging experience in addition to promoting critical thinking. Conclusion. While paper-based patient cases allowed pharmacy students to quickly identify and "collect" relevant information, increased use of virtual patient cases may enhance students' comfort level with and ability to "assess" actual patients.

Background and objectives: Assessment drives learning. Theory summative assessment must be aligned to curricular goals. There is wide disparity in the total marks for which the examination is conducted and total duration of time of examination. The main objective of this study is to report differences in summative assessments in anatomy subject conducted by universities with respect to maximum time, maximum marks, syllabus distribution of papers, assessment of diagram drawing abilities and emphasis on clinical anatomy. Methodology: During August 2018, an extensive search for the syllabus/curriculum document will was in the internet. In the respective university websites, the document with names 'MBBS syllabus' or possible documents with syllabus details of medical undergraduate anatomy subject were searched. Results: Information from 25 different universities conducting undergraduate MBBS degree programs were evaluated. Out of these universities, sixteen universities conduct summative exam for 3 hours. Eight universities conduct exams for 2.5 hours. State universities of Punjab, Gujarat, Madhya Pradesh, Kerala and Tamil Nadu conduct anatomy exams for 50 marks with 3 hour duration. Whereas, state universities of Andhra Pradesh, Maharashtra, Assam and Odisha conduct exams for 50 marks in 2 lA hours. JIPMER, Pondicherry has two-hour exam for fifty marks. Only Karnataka universities [including Rajiv Gandhi University of Health Sciences and three other deemed to be universities] and All India Institute of Medical Sciences, Rishikesh conduct exams for 100 marks in 3 hours. Twenty-one universities have above diaphragm syllabus in paper 1 and below diaphragm in paper 2. Conclusion: It is the need of the hour to have a uniform, structured, objective and rationale summative assessments in anatomy.

In this article, we describe the emergence of a new Finance course in line with the concept of the Societal Cost-Benefit Analysis (SCBA). By means of an in-depth case study, we reconstruct the process of dissatisfaction and corresponding discussions among lecturers and students of the Master Integrated Care Design with regard to the learning aims and content of the Finance course, which is a study module of this master. During the period 2015-2021, the aims and content of this module were revised and remoulded several times in order to define a Finance course that was able to both sufficiently and creatively connect the domain of Integrated Care with that of Finance. In this process of reiterating revision both lectures and students played a crucial role. The ultimate result – the indicative Societal Cost-Benefit Analysis – was unexpected and unplanned, producing an outcome that surpassed the sum of its separate parts. In short, the process, as we describe in this case study, bears all the hallmarks of emergence. Moreover, the analysis shows how this process of emergence in combination with emergent leadership led to a practicable and encouraging outcome, which satisfied and committed all stakeholders, setting an example that is worth following.

Virtual reality (VR) is an emerging technology that is being used in a wide range of fields such as medicine, gaming, psychology and sociology. The use of VR is promising in the field of education and requires investigation, but research on the use of VR in education is still limited. This enables the exploration of new territories, and design education is one of them. Design education, an important part of the curriculum of architecture students who aim to conceptualize problem-solving, is still taught using traditional methodologies with touches of digital technologies. Thus, there is limited research into the implementation of VR. This study proposes using VR in basic design education and focuses on the usability of VR, especially for problem-solving activities. It presents the literature on basic design education of digital approaches, VR technologies, usability criteria and the technology acceptance model. In order to analyse the usability of VR, we conducted an experimental study with 20 first-year interior architecture and architecture students. We found that, statistically, there is a significant difference in terms of ‘the intention to use’ and ‘the perceived enjoyment’ between the VR group and the paper-based group. Moreover, there is, statistically, a difference in effectiveness within the paper-based group and the VR-based group when one compares the success of two types of design problems in the same group. Thus, one can summarize that using VR can strongly enhance problem-solving activities in interior architecture and for architecture students and that one can consider it to be a promising and complementary tool in basic design education.

Engaging undergraduates in publishable research is challenging. Skills including researching topics, statistical knowledge, and writing abilities are necessary; however, students often face time constraints or financial challenges that impede them from engaging in these experiences. Conducting research with underrepresented students can be an even bigger challenge, as these groups are known to face additional financial or family burdens that the traditional student does not face. This essay reports on the development of an international field study with the goal of producing publishable research by undergraduates. To date, 27 students (68% Hispanic, 52% first generation) have participated in a week-long immersion field experience in Roatán, Honduras. As an interdisciplinary field study, students were exposed to animal behavior, ecology concepts, and research methods through a two-course sequence that incorporated the field experience. In this essay, we share our best practices for conducting a field study with students from underrepresented populations with the goal of producing publishable research. We include the evolution of the course curriculum that was informed by self-reported student experiences and a brief description of some of the projects students designed. Students reported that the field experience highlighted the importance of adjusting research plans and expectations. Ultimately, this program exposed students to advantages and disadvantages of conducting field research while increasing confidence in their ability to conduct effective and meaningful research. A minimum of two semesters may be needed to create publishable research projects and 1 week of data collection is not sufficient for successful research projects.

Introduction: Competency-based medical education (CBME) presents a paradigm shift in medicaltraining. This outcome-based education movement has triggered substantive changes across the globe.Since this transition is only beginning, many faculty members may not have experience with CBMEnor a solid foundation in the grounding literature. We identify and summarize key papers to help facultymembers learn more about CBME. Methods: Based on the online discussions of the 2016-2017 ALiEM Faculty Incubator program, a seriesof papers on the topic of CBME was developed. Augmenting this list with suggestions by a guest expertand by an open call on Twitter for other important papers, we were able to generate a list of 21 papers intotal. Subsequently, we used a modified Delphi study methodology to narrow the list to key papers thatdescribe the importance and significance for educators interested in learning about CBME. To determinethe most impactful papers, the mixed junior and senior faculty authorship group used three-round votingmethodology based upon the Delphi method. Results: Summaries of the five most highly rated papers on the topic of CBME, as determined by thismodified Delphi approach, are presented in this paper. Major themes include a definition of core CBMEthemes, CBME principles to consider in the design of curricula, a history of the development of the CBMEmovement, and a rationale for changes to accreditation with CBME. The application of the study findingsto junior faculty and faculty developers is discussed. Conclusion: We present five key papers on CBME that junior faculty members and faculty expertsidentified as essential to faculty development. These papers are a mix of foundational and explanatorypapers that may provide a basis from which junior faculty members may build upon as they help toimplement CBME programs.

Following the adoption of the conceptual design proposed by the White Paper in 1995 and the legislation adopted on this basis, the reform of primary school transformed its overall image. In the present paper, we discuss only some of the solutions and consider the events and changes that have occurred in the last twenty years, devoting special attention to the systemic, programme and process levels. At the systemic level, where the starting point was primarily to ensure justice and equal opportunities, we have managed to maintain an adequate public network and programme structure, despite various attempts to implement the solutions indicated in the White Paper of 2011, and notwithstanding interventions in the system that were not in fact always well thought out. Nonetheless, more attention should have been paid to reducing inequalities related to sociocultural circumstances and different regions in Slovenia. On the programme level, a consensus needs to be reached on what quality general education means to us; this would alleviate conflicting demands placed on teachers, students and planners of programme solutions. On the process level, however, we find that there is a lack of adequate professional support and systematic evaluation studies, as the quality of school cannot be judged solely on the basis of results from international research. In order to take a step forward on the process level, there is need for quality school-linked school policy that is based on various professions and aimed at raising quality rather than at self-promotion and budget cutting in the field of education.

There are sound educational and examining reasons for the use of coursework assessment and practical assessment of student work by teachers in schools for purposes of reporting examination grades. Coursework and practical work test a range of different curriculum goals to final papers and increase the validity and reliability of the result. However, the use of coursework and practical work in tests and examinations has been a matter of constant political as well as educational debate in England over the last 30 years. The paper reviews these debates and developments and argues that as accountability pressures increase, the evidence base for published results is becoming narrower and less valid as the system moves back to wholly end-of-course testing.

The Primary Care Informatics Working Group (PCIWG) of the American Medical Informatics Association (AMIA) has identified the absence of a national strategy for primary care informatics. Under PCIWG leadership, major national and international societies have come together to create the National Alliance for Primary Care Informatics (NAPCI), to promote a connection between the informatics community and the organisations that support primary care. The PCIWG clinical practice subcommittee has recognised the necessity of a global needs assessment, and proposed work in point-of-care technology, clinical vocabularies, and ambulatory electronic medical record development. Educational needs include a consensus statement on informatics competencies, recommendations for curriculum and teaching methods, and methodologies to evaluate their effectiveness. The research subcommittee seeks to define a primary care informatics research agenda, and to support and disseminate informatics research throughout the primary care community. The AMIA board of directors has enthusiastically endorsed the conceptual basis for this White Paper.

This study reviewed the development of accounting education research in Indonesia for 21 years. The reviews were conducted on 428 accounting education articles in the nationally accredited journals from 1999 to 2019. A bibliometric approach and content analysis were used to analyze the articles’ topics, theories, methods, and characteristics. This study also separated the period of 21 years into two decades. The results show that accounting education research topics revolved on curriculum and teaching, content-based teaching, educational technology, students and faculty dominated by many quantitative studies. T-test, regression, and path analysis were the most commonly used data analysis techniques. However, only 86 articles framed the studies with the common behavioral, motivational, and fraud theories. Interestingly, some articles used the “gone theory” which actually never existed. Based on the topic classifications, "students" were the most frequently discussed subjects, followed by the content-based teaching, curriculum and teaching, and lastly teaching staff and educational technology. The results of this study suggest that more studies on accounting curriculum should be conducted emphasizing on technology for the accounting education 4.0.

Adolescents living in low-income areas often have high need for mental health supports due to experiences of poverty and trauma, coupled with limited access and availability of such supports. This study investigated the implementation of a socio-emotional learning curriculum titled, “Dialectical Behavior Therapy Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A),” which was integrated into health classes in a low-income high school. While preliminary evidence suggests that DBT STEPS-A can be effective in reducing mental health symptoms in high school students, this study is the first to explore the program’s acceptability, appropriateness, and feasibility when implemented in a low-income school. The implementation presented here also diverged from recommended training protocols due to time and cost limitations. Quantitative and qualitative data were collected from 29 school stakeholders prior to implementation and from 23 school stakeholders post-implementation. Our results indicate that DBT STEPS-A is acceptable and feasible for teachers involved in offering the program and that more work is needed to address appropriateness of the content for racially and socio-economically diverse students, ease of implementing lessons, and support for teachers using DBT STEPS-A skills outside of class. We conclude with a discussion of key implementation challenges and solutions generated.

Assessing the current Artificial intelligence (AI) situation is a crucial step towards its implementation into radiology practice. The study aimed to assess radiographer willingness to accept AI in radiology work practice and the impact of AI in work performance. An exploratory cross-sectional online survey conducted for radiographers working within the Middle East and India was conducted from May–August 2020. A previously validated survey used to obtain radiographer's demographics, knowledge, perceptions, organization readiness, and challenges of integrating AI into radiology. The survey was accessible for radiographers and distributed through the societies page. The survey was completed by 549 radiographers distributed as (77.6%, n = 426) from the Middle East while (22.4%, n = 123) from India. A majority (86%, n = 773) agreed that AI currently plays an important role in radiology and (88.0%, n = 483) expected that AI would play a role in radiology practice and image production. The challenges for AI implementation in practice were developing AI skills (42.8%, n = 235) and AI knowledge development (37.0%, n = 203). Participants showed high interest to integrate AI in under and postgraduate curriculum. There is excitement about what AI could offer, but education input is a requirement. Fears are expressed about job security and how radiology may work across all ages and educational backgrounds. Radiographers become aware of AI role and challenges, which can be improved by education and training.

This framework paper provides an overview of what matters most for school autonomy and accountability. The focus is on public schools at the primary and the secondary level. This paper begins by grounding School Autonomy and Accountability in its theoretical evidence base (impact evaluations, lessons learned from experience, and literature reviews) and then discusses guiding principles and tools for analyzing country policy choices. The goal of this paper is to provide a framework for classifying and analyzing education systems around the world according to the following five policy goals that are critical for enabling effective school autonomy and accountability: 1) level of autonomy in the planning and management of the school budget; 2) level of autonomy in personnel management; 3) role of school councils in school governance; 4) school and student assessment, and 5) accountability to stakeholders. This paper also discusses how country context matters to school autonomy and accountability and how balancing policy goals matters to policy making for improved education quality and learning for all.

Background: Current curriculum guidelines for addiction training in psychiatry need to be adapted to the competency by design framework to integrate clinical skills in addiction.Objective: We conducted a systematic review to identify curricular and educational interventions to build competency among psychiatry residents and fellows in addiction psychiatry.Methods: We followed the PRISMA guidelines, searching five databases from inception to August 2020 for relevant evaluation-type studies exploring addiction psychiatry competency among psychiatry residents and fellows. We appraised study quality using the Joanna Briggs Institute's risk of bias tool for observational designs.Results: From 1600 records, 17 studies met inclusion criteria. Addiction psychiatry competencies spanned themes involving core knowledge development; attitudinal, communication and leadership skills; screening, assessment, diagnosis; management; and special populations. Examples of effective educational interventions to enhance addiction competency include specific modules for substance use disorders and integrated clinical rotations that simultaneously combine multiple types of skills. Lived experience improved trainee attitudes towards addiction psychiatry.Conclusions: While there is current evidence supporting strategies for developing competency in addiction psychiatry, the lack of studies measuring sustained competence over a longer-term follow-up period and the absence of randomized controlled trials limit the overall strength of evidence in this review. Current psychiatry entrustable professional activities (EPAs) involving addiction only partly overlap with curriculum training guidelines and studies identified in this review. These EPAs need to be better identified for training programs, competence in those EPAs better delineated for residents and preceptors, and evaluations should be done to ensure that adequate competence in addictions is attained and sustained., Contexte : Les directives actuelles du programme d’études pour la formation sur les toxicomanies en psychiatrie doivent être adaptées au cadre de la CPC pour intégrer les compétences cliniques en toxicomanie.Objectif : Nous avons effectué une revue systématique de la littérature afin de repérer les interventions éducatives visant à renforcer les compétences des résidents et des stagiaires post-doctoraux (fellows) en psychiatrie des toxicomanies.Méthodes : Suivant les lignes directrices PRISMA, nous avons effectué une recherche dans cinq bases de données couvrant la période allant de leur création jusqu’à août 2020 pour recenser les études de type évaluation portant sur le développement de compétences en matière de toxicomanie par les résidents et les stagiaires postdoctoraux (fellows) en psychiatrie. Nous avons évalué la qualité des études à l’aide de l’outil d’évaluation du risque de biais de l’Institut Joanna Briggs pour les études observationnelles.Résultats : Dix-sept des 1600 études répertoriées répondaient à nos critères d’inclusion. Les compétences en matière de psychiatrie des toxicomanies couvrent les thèmes de développement des connaissances de base; l’attitude, la communication et les habiletés de leadership; le dépistage, l’évaluation et le diagnostic; la prise en charge; et les populations particulières. Parmi les exemples d’interventions éducatives efficaces visant à améliorer les compétences en matière de toxicomanie figurent les modules portant sur les troubles liés à l’abus de substances et les stages cliniques intégrées qui combinent simultanément plusieurs types d’habiletés. L’expérience concrète vécue semble améliorer l’attitude des apprenants à l’égard de la pratique de la psychiatrie des toxicomanies.Conclusions : Bien qu’il existe actuellement des preuves à l’appui de stratégies visant à développer les compétences en psychiatrie des toxicomanies, le manque d’étude mesurant le maintien des compétences sur une période de suivi plus longue et l’absence d’essais cliniques randomisés limite la force des preuves de la présente revue. Les APC qui abordent actuellement la dépendance ne recoupent que partiellement les lignes directrices pour les cursus de formation et le contenu des études recensées dans notre revue. Ces APC doivent être mieux définies pour les programmes d’études et les compétences qu’elles visent doivent être mieux circonscrites pour les résidents et les superviseurs. De surcroît, des évaluations doivent être effectuées pour garantir l’atteinte et le maintien d’une compétence adéquate en matière de toxicomanie.

Massive open online courses (MOOCs) are a flexible and open form of self-directed, online learning designed for mass participation. There are no fees or entry requirements and no formal academic credit is available. While completion rates are low (on average ten per cent) due to varying motivations for enrolling in a MOOC, absolute numbers of participants who complete are usually high. While access to the course material is free, MOOC platform providers often offer certificates of completion at a cost. MOOC platforms provide institutions with cloud-based hosting environments for delivering courses, offering scale and functionality while the institution provides the course material and reputational value. This paper discusses the key aspects of Massive Open Online Courses in a South African educational context.

Creativity has been identified as a key characteristic that allows students to adapt smoothly to rapid societal and economic changes in the real world. However, Chinese students appear to perform less well in mathematical problem-solving and problem-posing abilities, which are strongly connected to mathematical creativity. Mathematical modelling has recently been introduced as one of the six core competencies in the Chinese mathematical curriculum and is built on students’ ability to solve real-world problems using mathematical means. As mathematical modelling is characterised by openness regarding the understanding of complex real-world problems and the complex relationship between the real world and mathematics, for the strengthening of creativity, mathematical modelling activities seem to be adequate to accomplish this purpose. In this paper, we describe a study with 71 upper secondary school students, 50 pre-service mathematics teachers, and 66 in-service mathematics teachers, based on an extended didactical framework regarding mathematical modelling as a creativity-demanding activity. The results of the study indicate a significant correlation between modelling competencies and creativity aspects. Especially significant correlations between the adequacy of the modelling approaches and the two creativity aspects of usefulness and fluency could be identified, as well as a significant negative correlation between usefulness and originality. The results of the correlational analysis of relationships among the four criteria were not always consistent in the three participant groups. Overall, the results have implications for the promotion of creativity for various expertise groups and demonstrate the dependency of the modelling activities on the mathematical knowledge of the participants and the mathematical topic with which they are dealing.

Program evaluation is an “essential responsibility” but is often not seen as a scholarly pursuit. While Boyer expanded what qualifies as educational scholarship, many still need to engage in processes that are rigorous and of a requisite academic standard to be labelled as scholarly. Many medical educators may feel that scholarly program evaluation is a daunting task due to the competing interests of curricular change, remediation, and clinical care. This paper explores how educators can take their questions around outcomes and efficacy of our programs and efficiently engage in education scholarship. The authors outline how educators can examine whether training programs have a desired impact and outcomes, and then how they might leverage this process into education scholarship.

The work of Alfred Adler’s Individual Psychology arguably applies to contemporary social work practice and education. The tenets of Individual Psychology are reviewed in the context of a historical sketch of Adler's work as a medical doctor, psychoanalyst, and colleague of Freud. His eventual divergence from psychoanalysis to begin his own psychological and education movement which focused on social reform is emphasized. Individual Psychology is examined in detail including original case examples demonstrating his influence on and compatibility with contemporary social work theories. Empirical evidence is provided supporting present-day application of his theory. Adler serves as a much-needed example of a professional who successfully and simultaneously advanced both the micro and macro world of mental health. Adler's contribution deserves to be explicitly included in social work curricula.

The COVID-19 pandemic prompted a radical shift in social work practice. Overnight, social work intervention models provided in-person gave way to the utilization of Information and Communication Technologies to facilitate direct practice in virtual environments (e-therapy). Social work's slow acceptance of e-therapy prior to the pandemic resulted in a lack of training for many social work practitioners and MSW student interns, who were required to make rapid transitions to using and operating in online environments. It appears likely that e-therapy will continue after the COVID-19 pandemic subsides, so integrating education about effective e-therapy techniques into social work curricula seems like a logical next step. A social worker's ability to establish the therapeutic alliance, which is at the heart of all helping relationships, will be central to this curricula. Understanding social work students' perceptions of e-therapy and the therapeutic alliance can help shape the development of this new curriculum. Using internal student email, students at two Research I universities were invited to participate in a fully online anonymous survey dealing with attitudes towards e-therapy and the therapeutic alliance. Surveys were conducted in 2018 and April-May 2020. Survey questions were based on the only prior comprehensive study of student attitudes towards e-therapy (Finn in J Soc Work Educ 38(3), 403-419. 10.1080/10437797.2002.10779107, 2002). Study results indicate that students have e-therapy experience, believe that a practitioner can build a good therapeutic alliance, and think that some form of e-therapy will continue after the pandemic. These results confirm that further exploration about the inclusion of e-therapy education and its efficacy in social work curricula requires urgent attention.

Documents specifying a national mathematics curriculum for grades K-12 have recently been written in Israel. We focus on the calculus component for the highest of three matriculation bound levels, and specifically on the influence of research on this component. In addition to issues of content, we identify three principles that have led the writing team, namely, the manner in which sample tasks in the curriculum document incorporate fundamental mathematical ideas and mathematical Reasoning, the Impact expected from connecting mathematics to its role in everyday life and science, and the Cultivation of fertile intellectual ground from which new concepts may emerge naturally. We demonstrate how these principles are implemented in the unit on integration. We show that mathematics education research, though not mentioned explicitly, has had a profound and pervasive influence on the content and principles of the curriculum document, from the design of entire units down to the formulation of sample tasks.

Following the announcement, in November 2018, that Scotland would be the first educational system to introduce an LGBTI-inclusive curriculum in all of its state schools, this position paper advocates critical literacy as a theoretically congruent framework within which LGBTI issues can be explored. We suggest educators could do this by problematising social structures and language practices including our own professional actions beyond what we teach, and by using children’s literature to actively teach LGBTI issues and to open up spaces for discussion of these issues across curricular areas. What we propose is challenging in a Scottish educational context since Curriculum for Excellence (CfE) presents critical literacy as ‘finding and using information’, and it is not grounded in any wider theoretical basis, effectively removing the active, challenging and transformative aspects of critical literacy pedagogies. As Vasquez et al. argue, one of the key ways for teachers to engage with critical literacy is through the literature on its implementation in different contexts; in this position paper we hope to provide both a theoretical framework and practice accounts of LGBTI education from the wider literature to inform the development of an LGBTI-inclusive curriculum in Scotland and elsewhere.

Avaliar a publicação de um trabalho científico é um grande desafio quando é necessário classificar um currículo ou verificar o desempenho de uma instituição, como um programa de pós-graduação ou um setor de pesquisa. Na maioria das vezes, o julgamento tem por base sentimentos e experiências pessoais, sem padrões objetivos estabelecidos. OBJETIVO: Apresentar uma sugestão para determinar o valor de publicações de trabalhos científicos, sem influências alheias ao trabalho. MÉTODOS: Este guia para avaliação de publicações fundamenta-se na multiplicação de três fatores. O primeiro fator é o valor numérico atribuído ao autor por sua posição entre os demais na autoria do trabalho. O segundo fator é representado pela importância do tipo de publicação. Finalmente, o produto desses dois fatores é multiplicado por dez vezes o "fator de impacto" do periódico. Para este último item, quando o "fator de impacto" for zero, ele será substituído por 0,1. RESULTADOS: Esse método tem sido utilizado por nós desde 1994, com bons resultados e sem problemas quanto ao julgamento. CONCLUSÕES: Esse critério pode prevenir interferências subjetivas. Conflitos de interesse são evitados quando os padrões de avaliação são claramente apresentados no início do processo. BACKGROUND: The assessment of the publication of scientific works is a hard challenge when it is necessary to classify a curriculum vitae or even to verify the performance of an institution, such as a medical school, a postgraduate program or a research department. Most of time, the evaluation is based on personal feelings and experience, without established standard pattern. OBJECTIVE: To present a guideline to evaluate the publications of scientific papers, without foreign influence. METHODS: The guideline to assess the value of each publication is based on the multiplication of three factors. The first factor is the value of the author corresponding to his place among the authors in the authorship of the work. The second factor is the classification of the type of publication. Finally, the product of these two factors is multiplied by ten times the "impact factor" of the journal. When the "impact factor" is zero, 0.1 should substitute it. RESULTS: This method has been used by us since 1994, with good results and without any problem related to the judgment. CONCLUSION: This criterion prevents subjective interference. Conflicts of interest are avoided when clearly presented from the beginning of the judgment process.

The ‘Creating Entrepreneurial Outcomes’ (CEO) Programme is the very first UK–China co-created educator training programme designed to address China’s enterprise education needs by drawing upon the recent traditions of European and UK enterprise education practice. The paper outlines the range of foundational educational and entrepreneurial concepts that have influenced the design of the CEO programme. The objective of the CEO programme is to develop the educators’ mindset and teaching methodology, which for many in China is a significant paradigm shift from traditional content-centred teaching to student-centred learning. It seeks to combine good practice from a wide range of subject disciplines to support the needs of enterprise educators as they seek to deliver on the complex challenge of transferring knowledge, building skills and developing learner confidence in their practice. This co-created approach resulted in the development of the ‘CEO Canvas’ as the user-focused approach underpinning approach for the enterprise education curriculum design which has proved valid with over 3000 educators, despite the differences in the policy focus and profiles of the delegates.

The argument of this theoretical paper is that the existence and availability of suitable digital curriculum resources, accelerated by the recent pandemic, have required a revision of the pedagogical landscape in terms of ways in which students can be empowered to (co-)design their own curriculum trajectories. For this purpose, I argue, students need to be supported in considering many connections, to arrive at coherent trajectories. Based on complexity thinking and curriculum design with digital resources, I propose the concept of connectivity as a crucial principle for creating coherent curriculum trajectories. If students are to become the co-designers of their own curriculum, they need a frame that raises their awareness about the many connections to be made and that supports their capability for actually realizing them. Drawing strongly on my own work and related work by others, I analyse and illustrate the connections made by students, teachers and curriculum designers in their design of mathematics tasks, lessons and learning trajectories with digital resources. Results show that connections can be made at several levels, namely, at a social level, at a material level, at programme level, and at a didactical level. Leaning on systems thinking, connections can be systematically considered, which is likely to help students to enhance the coherence of their designs. I contend that a student-designed ‘connected curriculum trajectory’ is likely to become the focus of future research activities in innovative learning environments: this endeavor would connect aspects of curriculum, mathematical content, learning strategies of students, and the use of new technologies.

© The Author(s) 2021. Published by Oxford University Press on behalf of the European Society of Cardiology. This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited., Preventive cardiology encompasses the whole spectrum of cardiovascular disease (CVD) prevention, at individual and population level, through all stages of life. This includes promotion of cardiovascular (CV) health, management of individuals at risk of developing CVD, and management of patients with established CVD, through interdisciplinary care in different settings. Preventive cardiology addresses all aspects of CV health in the context of the social determinants of health, including physical activity, exercise, sports, nutrition, weight management, smoking cessation, psychosocial factors and behavioural change, environmental, genetic and biological risk factors, and CV protective medications. This is the first European Core Curriculum for Preventive Cardiology, which will help to standardize, structure, deliver, and evaluate training in preventive cardiology across Europe. It will be the basis for dedicated fellowship programmes and a European Society of Preventive Cardiology (EAPC) subspecialty certification for cardiologists, with the intention to improve quality and outcome in CVD prevention.

Please note that this paper has now been published in SN Social Sciences and I would encourage you to access the peer-reviewed version at https://link.springer.com/article/10.1007/s43545-021-00122-9. Prolonged Covid-19-related school closures in the UK raised concerns that science teaching and learning at primary level would be negatively impacted. This paper reports the findings of phase 1 of a study that the authors are conducting with teachers and parents to explore this issue. We found that a significant proportion of teachers were providing less science during lockdown than in the normal school week. Teachers, particularly those working in more deprived areas, reported that translating the science curriculum for home learning had been difficult, with concerns around resources, internet access and parental ability to help. Some areas of the curriculum posed particular difficulties, leading to a narrowing of topics being taught. Both teachers and parents felt that schools prioritised English and maths above science. Meanwhile some parents reported that their children had engaged in sophisticated extracurricular activities, bolstered by resources available at home and knowledgeable adult help, but others said that their children had done no science at all. Parents who had studied science at post-compulsory level were much more comfortable in helping their children with science home learning. These factors combine to create conditions which may exacerbate existing inequalities as to who can access science education and careers.

Writing is a demanding, personal task. Any piece of writing, scientific or not, assumes the personality and philosophy of the writer. All writing styles are more or less arbitrary, and preferences vary widely. One cannot argue that a single style or approach is best, for the variations (even with ‘‘good’’ writing) are infinite. However, all agree that clear, concise writing most effectively communicates ideas. Few scientific writers, in fact, practice clear and concise exposition. Seemingly, few know the principles of such writing, and fewer still practise them. (Most traditional scientific curricula fail to demand adequate courses and practice in expository writing.) The two most critical principles are: logical flow and brevity. Logical flow occurs by observing the following elements of paragraph construction

Background The United States has 84 million adults with prediabetes, putting them at a higher risk than the general population for developing type 2 diabetes. Missed opportunities among primary care providers in diagnosing and managing patients with prediabetes represent a gap in care, suggesting there is a need to educate practicing physicians and medical students about diabetes prevention. The purpose of this study is to assess medical students’ basic knowledge of prediabetes and diabetes prevention, identify potential educational needs, and target areas for improvement in undergraduate medical education curricula. Methods A cross-sectional study to assess medical students’ preclinical and clinical management knowledge of prediabetes and diabetes prevention. Medical students attending the 2016 American Medical Association’s annual meeting took a 6-item knowledge questionnaire using a mobile application or a paper version. Scores were reported for the full sample of respondents, by year in medical school, by topic area, and by mode of survey response. Results The average student answered fewer than half of the questionnaire questions correctly. Scores on some items addressing preclinical content were higher among third- and fourth-year students compared to first- and second-year students (p = 0.039 and effect size = 0.363). Average scores on the items addressing clinical management were not significantly different by year in medical school, but the item measuring effectiveness of metformin to a lifestyle change program had 41.9% correct answers among the mobile application respondents compared to 21.5% among paper test respondents (p = 0.003 and effect size = 0.463). Conclusions Medical student performance on the prediabetes knowledge questionnaire was low. Students’ year in medical school had a slight impact on overall performance, but only for certain questions. The results suggest the need for improvements in current medical school curricula for increasing the awareness of screening for prediabetes as well as the benefits of the lifestyle change programs in the National Diabetes Prevention Program. Electronic supplementary material The online version of this article (10.1186/s12909-019-1721-9) contains supplementary material, which is available to authorized users.

Background The middle ear is a complex anatomical space which is difficult to interpret from two-dimensional imagery. Appropriate surgical knowledge of the area is required to operate, yet current anatomical teaching methods are costly and hard to access for the trainee. Methods A papercraft 3D design involving anatomical elements added separately to a model was designed, and then peer-validated by medical students and junior doctors. Preliminary quantitative assessment was performed using an anatomical labelling questionnaire, with six students given a lecture to act as a control. Qualitative feedback was also gathered. Results 18 participants were recruited for the study. A total of 12 models were constructed by 6 medical students and 6 junior doctors. 6 medical students received a lecture only. Qualitative feedback was positive and suggested the model improved knowledge and was useful, yet timing and complexity were issues. Students scored, on average, 37% higher after completing the model, with junior doctors also improving anatomical knowledge, though these differences were not significant (p > 0.05). Conclusions In this initial investigation, the model was shown to be an engaging way to learn anatomy, with the tactile and active nature of the process cited as benefits. Construction of the model improved anatomical knowledge to a greater extent than a classical lecture in this study, though this difference was not significant. Further design iterations are required to improve practical utility in the teaching environment, as well as a larger study.

School-based programmes have shown promising results in the reduction of aggressive behaviour, but the effectiveness of physical activity modalities among adolescents remains to be determined. The aim of this study was to determine the effects of a school-based soccer programme on physical fitness and aggression in adolescent students. One hundred and five high school students were randomized to a small-sided soccer training group (SG) or a control group (CG). In addition to the regular physical education classes performed as part of a curriculum, the SG completed eight months of small-sided soccer training twice a week after school. Aerobic fitness (YYIR1), vertical jump (VJ), backward overhead medicine ball throw (BOMBT), and Buss and Perry’s aggression questionnaire were evaluated before and after eight months of training. Greater improvements were observed in the SG than in the CG in the BOMBT (%diff=4.3, η p 2 =.308) and YYIR1 tests (%diff=2.2, η p 2 =.159), and physical aggression subscale (%diff=-12.1, η p 2 =.144). Extra, school-based recreational soccer for adolescents was accompanied by a significant improvement in physical fitness, compared to physical education classes only. Moreover, the implementation of recreational soccer into regular physical education classes seems to be a potentially appropriate stimulus for reducing aggression in high-school students.

Highlights • Laparoscopic surgery (MIS) requires additional psychomotoric skills (basic skills) • Acquisition of MIS basic skills by the video box trainer Lübecker Toolbox. • Simulation of laparoscopic demands outside the operation room. • MIS training outside the operation room prior to first operations on patients. • Implementation of MIS training into the surgical residency curriculum., Background Minimally invasive surgery (MIS) procedures require special psychomotoric skills. Learning of these MIS basic skills is often performed in the operating room (OR). This is economically inefficient and could be improved in terms of patient safety. Against the background of this problem, various MIS simulators have been developed to train MIS basic skills outside the OR. Aim of this study is to evaluate to what extent MIS training programs and simulators improve the residents’ skills in performing their first MIS procedures on patients. Method The current multicentric RCT will be performed with surgical residents without prior active experience in MIS (n = 14). After the participants have completed their first laparoscopic cholecystectomy as baseline evaluation (CHE I), they will be randomized into two groups: 1) The intervention group will perform the Lübeck Toolbox curriculum, whereas 2) the control group will not undergo any MIS training. After 6 weeks, both groups will perform the second laparoscopic CHE (CHE II). Changes or improvements in operative performance (between CHE I and CHE II) will be analyzed and evaluated according to the Global Operative Assessment of Laparoscopic Skill (GOALS) Score (primary endpoint). Discussion The multicentric randomized controlled trial will help to determine the value of MIS training outside the operation room. Proof of effectiveness in practice transfer could be of considerable relevance with regard to an integration of MIS training programs into surgical education.

The study presented in this paper concerns the design and evaluation of curriculum material that supports mathematics teachers’ understanding and enactment of reform curricula and innovative teaching practices. Our focus is on curriculum material supporting mathematics teachers’ practices combining the use of digital technology and the development of student autonomy. We refer to the theoretical framework of the Documentational Approach to Didactics, which considers teachers’ documentation work as a central lever for the evolution of teachers’ practices. Our study took place in the context of curriculum reforms in France, which called on teachers to combine the use of digital technology with the development of student autonomy in their practices. We investigate in this paper the design of a meta-resource with the aim of supporting teachers’ documentation work in this context. The documentation work ranged from choosing a lesson plan offered on a website to designing a completely new lesson. Using a design research approach, we conducted two design and evaluation cycles, involving different groups of researchers and teachers, and we analysed these design processes and their outcomes. The researchers used particular categories to distinguish between different forms of autonomy, and criteria concerning the articulation between student autonomy and digital technologies. The teachers provided elements concerning the features of a lesson plan facilitating its appropriation, and more generally related to their actual design work. Our results illustrate how a multidisciplinary team of researchers can collaborate with teachers to design ‘meta-resources’ supporting teachers’ documentation work in a context of education reform.

Objectives: Radiotherapy is a key cancer treatment modality but is poorly understood by doctors. We sought to evaluate radiation oncology (RO) teaching in medical schools within the United Kingdom (UK) and Republic of Ireland (RoI), as well as any impacts on RO teaching delivery from the coronavirus disease 2019 (COVID-19) pandemic. Methods: A bespoke online survey instrument was developed, piloted and distributed to oncology teaching leads at all UK and RoI medical schools. Questions were designed to capture information on the structure, format, content and faculty for RO teaching, as well as both the actual and the predicted short- and long-term impacts of COVID-19. Results: Responses were received from 29/41 (71%) UK and 5/6 (83%) RoI medical schools. Pre-clinical and clinical oncology teaching was delivered over a median of 2 weeks (IQR 1–6), although only 9 (27%) of 34 responding medical schools had a standalone RO module. RO teaching was most commonly delivered in clinics or wards (n = 26 and 25 respectively). Few medical schools provided teaching on the biological basis for radiotherapy (n = 11) or the RO career pathway (n = 8), and few provide teaching delivered by non-medical RO multidisciplinary team members. There was evidence of short- and long-term disruption to RO teaching from COVID-19. Conclusions: RO teaching in the UK and RoI is limited with minimal coverage of relevant theoretical principles and little exposure to radiotherapy departments and their non-medical team members. The COVID-19 pandemic risks exacerbating trainee doctors’ already constrained exposure to radiotherapy. Advances in knowledge: This study provides the first analysis of radiotherapy-related teaching in the UK and RoI, and the first to explore the impact of the COVID-19 pandemic on radiationoncology teaching.

Supplemental Digital Content is Available in the Text. The University of Toronto Interfaculty Pain Curriculum has significantly improved students' pain knowledge and ability to develop interprofessional care plans over the period 2009 to 2019., Introduction: Delivery of interprofessional pain education for prelicensure healthcare professionals is strongly recommended to advance a workforce ready for collaborative practice and to improve the quality and outcomes of pain care. Objectives: We report a 10-year (2009–2019) longitudinal evaluation of a 20-hour undergraduate Interfaculty Pain Curriculum (IPC) delivered to students in the Faculties of Dentistry, Nursing, Pharmacy, and Medicine (also including the Departments of Physical Therapy, Occupational Therapy and Physician Assistant) at the University of Toronto, Canada. The IPC follows a constructivist approach to facilitate interactive and multifaceted learning. Methods: Evaluation methods based on the Kirkpatrick model were used to appraise changes in participating students' pain knowledge and beliefs and their ability to collaboratively develop an interprofessional pain management plan. Results: A total of 10,693 students participated over the 10-year study period. The mean annual attendance was 972 students and participation to the program increased significantly over the years. Overall, the IPC was effective in improving students' mean pain knowledge and beliefs scores; however, the mean knowledge score gains were negatively correlated with time, likely related to increased uniprofessional pain education. Although an increasing trend in mean interprofessional pain management plan scores was observed, the scores were not significantly correlated with time. Conclusions: The interactive and multifaceted IPC is consistently effective in improving knowledge and beliefs and interprofessional pain management care plan development among participating student cohorts. Future inquiry is required to better understand the mechanisms behind student learning in interprofessional pain education to enhance pain curriculum development and delivery.

Contains fulltext : 110667.pdf (Publisher’s version ) (Open Access) ABSTRACT: BACKGROUND: Medical students in clerkship are continuously confronted with real and relevant patient problems. To support clinical problem solving skills, students perform a Critical Appraisal of a Topic (CAT) task, often resulting in a paper. Because such a paper may contain errors, students could profit from discussion with peers, leading to paper revision. Active peer discussion by a Computer Supported Collaborative Learning (CSCL) environment show positive medical students perceptions on subjective knowledge improvement. High students' activity during discussions in a CSCL environment demonstrated higher task-focussed discussion reflecting higher levels of knowledge construction. However, it remains unclear whether high discussion activity influences students' decisions revise their CAT paper. The aim of this research is to examine whether students who revise their critical appraisal papers after discussion in a CSCL environment show more task-focussed activity and discuss more intensively on critical appraisal topics than students who do not revise their papers. METHODS: Forty-seven medical students, stratified in subgroups, participated in a structured asynchronous online discussion of individual written CAT papers on self-selected clinical problems. The discussion was structured by three critical appraisal topics. After the discussion, the students could revise their paper. For analysis purposes, all students' postings were blinded and analysed by the investigator, unaware of students characteristics and whether or not the paper was revised. Postings were counted and analysed by an independent rater, Postings were assigned into outside activity, non-task-focussed activity or task-focussed activity. Additionally, postings were assigned to one of the three critical appraisal topics. Analysis results were compared by revised and unrevised papers. RESULTS: Twenty-four papers (51.6%) were revised after the online discussion. The discussions of the revised papers showed significantly higher numbers of postings, more task-focussed activities, and more postings about the two critical appraisal topics: "appraisal of the selected article(s)", and "relevant conclusion regarding the clinical problem". CONCLUSION: A CSCL environment can support medical students in the execution and critical appraisal of authentic tasks in the clinical workplace. Revision of CAT papers appears to be related to discussions activity, more specifically reflecting high task-focussed activity of critical appraisal topics.

Background Social distancing during the COVID-19 pandemic has reduced the frequency of in-person social interactions. College students were highly impacted, since many universities transferred curriculum from in-person to entirely online formats, physically separating students with little notice. With social distancing, their use of social networking sites (SNSs) likely changed during the COVID-19 pandemic, possibly holding implications for well-being. Objective This study aimed to determine (1) how components of SNS use (ie, weekly frequency, time per day, habitual use, engagement, enjoyment, addiction, and emotional impact) changed from before to during COVID-19, (2) how these changes in SNS use were associated with pandemic-related social and emotional well-being, and (3) how SNS use and changes in use during the pandemic were associated with loneliness. Methods College students (N=176) were surveyed during the time when their university campus in the United States was operating online. Participants completed the same SNS use questionnaires twice, once with regard to the month preceding the onset of COVID-19 and again with regard to the month since this time. They also reported the extent to which they experienced perceived change in social support resulting from the pandemic, pandemic-related stress, and general loneliness. Results After the onset of COVID-19, participants showed an increase in daily time spent on SNSs (t169=5.53, d=0.42, P0.18 for all). Pandemic-related stress was associated with changes in SNS addiction and the extent to which one’s SNS content was related to the pandemic (r>0.20 for all). Loneliness was positively associated with SNS addiction (r=0.26) and negatively associated with SNS engagement (r=–0.19) during the pandemic. Loneliness was also negatively associated with changes in habit and engagement (r Conclusions Findings suggest that components of SNS use are associated with both positive and negative pandemic-related social outcomes, but largely negative pandemic-related emotional outcomes. Further, some components of SNS use are positively associated with loneliness (eg, addiction) while others show a negative association (eg, engagement). These findings provide a more nuanced picture of how SNS use is associated with social and emotional well-being during the time of a global health crisis when in-person interactions are scarce.

Background Digital prevention programs that are delivered in a school environment can inoculate young people against depression. However, little is known about the school-based factors that help and hinder the implementation of these programs. Staff members are integral for supporting mental health programs in schools and are likely to have a wealth of expertise and knowledge about the factors that affect implementation. Objective The primary objective of this study was to explore the barriers and facilitators to implementing a digital depression prevention program in Australian secondary schools with teachers, counselors, and principals. The secondary objective was to explore variations in these factors across different school contexts, including the school type (government or nongovernment), location (capital city, regional/or rural areas), and socioeconomic status (SES) (low, medium, high). Methods This quantitative cross-sectional survey study assessed the barriers and facilitators to implementing a hypothetical digital prevention program in Australian schools. The survey was taken by 97 teachers (average age 38.3 years), 93 counselors (average age 39.5 years), and 11 principals (average age 50.9 years) across Australia between November 2017 and July 2018. Results A range of barriers and facilitators relating to logistics and resources, staff support, and program factors were endorsed by the surveyed staff. Consistent with prior research, common barriers included a lack of time and resources (ie, staff and rooms). These barriers were particularly evident in government, rural/regional, and low socioeconomic schools. Other barriers were specific to digital delivery, including privacy issues and a lack of clarity around staff roles and responsibilities. Facilitators included upskilling staff through training, embedding the program into the curriculum, and other program factors including universal delivery, screening of students’ mental health, and clear referral pathways. Knowledge about the program efficacy was also perceived as important by a large proportion of the respondents. Conclusions The digital depression prevention program was perceived as suitable for use within different schools in Australia, although certain factors need to be considered to enable effective implementation. Logistics and resources, support, and program factors were identified as particularly important for school-based implementation. To maximize the effectiveness in delivering digital programs, implementation may need to be tailored to the staff roles and school types.

The AMIA biomedical informatics (BMI) core competencies have been designed to support and guide graduate education in BMI, the core scientific discipline underlying the breadth of the field's research, practice, and education. The core definition of BMI adopted by AMIA specifies that BMI is 'the interdisciplinary field that studies and pursues the effective uses of biomedical data, information, and knowledge for scientific inquiry, problem solving and decision making, motivated by efforts to improve human health.' Application areas range from bioinformatics to clinical and public health informatics and span the spectrum from the molecular to population levels of health and biomedicine. The shared core informatics competencies of BMI draw on the practical experience of many specific informatics sub-disciplines. The AMIA BMI analysis highlights the central shared set of competencies that should guide curriculum design and that graduate students should be expected to master.

Introduction In Germany, the traditional vocational midwifery training lasts three years. This training is marked as Qualification Level 4 of the European Qualification Framework (EQF). There are very few midwives with a Bachelor degree, and an even smaller number of universities that offer a qualification program at EQF Level 6 (Bachelor). The aim of this paper is to analyze the attitude and interests of traditionally educated German midwives in undertaking a university degree. Methods Midwives were surveyed within the framework of a descriptive cross-sectional study. The survey has 13 items and was available as a web-based survey between 1 November 2016 and 31 January 2017. Alternatively, the midwives were able to send a hardcopy version of the questionnaire back by mail, anonymously. Data was obtained from 534 midwives. The quantitative data were analyzed using SPSS (Version 23). The qualitative data were structurally analyzed using a qualitative content analysis. Results It was found that 57.7% of the surveyed midwives are interested in completing a university degree, and 40.1% could imagine themselves pursuing a degree. The respondents were overwhelmingly positive in their opinion of university qualifications and qualification upgrades. Nevertheless, the open-question responses indicated that there are strong concerns surrounding the level of proficiency and experience-based knowledge taught for a university degree, which are essential elements in the traditional training system. Conclusions Although midwives understand the importance of a Bachelor degree, they need to be informed about the expertise and practical skills taught in the degree curriculum.