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Background: The 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. Methods: Early 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. Results: The 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. Conclusions: Better 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. [ABSTRACT FROM AUTHOR]

Context: The majority of people with serious health-related suffering in low- and middle-income countries lack access to palliative care (PC). Increased access to PC education is greatly needed. Objectives: This paper describes the process to adapt an advanced PC training course for a Chilean context. Methods: A joint team of intercultural PC educators from the US and Chile conducted a series of key informant interviews and a target audience survey to iteratively design a PC training course in Chile. Results: Eight key informant interviews identified a strong need for formal PC education pathways, confirmed the five central learning domains, and helped to identify potential course sub-topics. A target audience survey of 59 PC providers from across Chile confirmed a strong desire to participate in such a course. Conclusion: Our team of intercultural PC educators adapted an advanced PC course to the unique context of Chilean providers. [ABSTRACT FROM AUTHOR]

Leadership Education Development (LED) teaching results in criticism and debate in the learning atmosphere for students. The significant challenges in LED are analyzing how research can successfully be applied to benefit the students' teaching, the political essence of education, identifying education research as a science, and the dislocation between educational research and education practice. Teaching and research are two critical ties to tertiary education programs. Two psychological tools have been built from archived research data and show how this form of reuse allows pedagogue to directly link research and teaching. This manuscript proposed an Optimized Learning Strategy (OLS) to improve curriculum development. OLS provides strategies for learning that increase learning ability, learning experience, boost understanding, and connect with previous knowledge of new information. This paper presents the real practice of the development of LED teaching programming. Finally, the results show the students highly recommended OLS based on case study analysis to measure teaching and learning methods. [ABSTRACT FROM AUTHOR]

Objective: this paper aims to describe the first phase of a project whose general goal was to develop a consensus-based set of advanced practice nurse competencies applicable to Latin American countries and, based on these competencies, produce an advanced practice nurse curricular prototype adapted to Latin American countries. The project was framed in a competency-based approach to advanced practice nursing education. The specific aims of the first phase of the project described in this paper were: 1) to identify a set of potential advanced practice nurse competencies that would serve as the template for Core Advanced Practice Nurse Competencies in Latin American countries and 2) to establish consensus for Core Advanced Practice Nurse Competencies in Latin American countries. Method: advanced practice nurse competencies were derived from a comprehensive review of published competencies and informed the development of a survey designed to assess the relevance of advanced practice nurse competencies in Latin American countries. The survey was distributed to nurse leaders and nurse educators. Data were analyzed using descriptive statistics. Results: consensus for Core Competencies was established. Conclusion: the Core Advanced Practice Nurse Competencies presented can provide a structured framework to build educational programs aligned to the needs of the regional environment. [ABSTRACT FROM AUTHOR]

Background: Sustainable development, as an area of knowledge, appears in several different places in the curriculum and does not fit neatly within the scope of traditional subject areas. In many countries, including Sweden, it has long been upheld as an important tool for increasing understanding of, and dealing with, environmental problems. It is not clear, however, what role education can actually have in the making of a more sustainable future. Even though there are several potential ways for sustainable development to be involved in education, the concept raises many questions when transferred to the school context. Purpose: This paper investigates how teachers deal with the difficulty of defining and approaching sustainable development as an area of knowledge in Swedish schools. Sample: This article is based on semi-structured interviews with 40 teachers, 13 of whom were lower secondary school teachers (pupil age 12-15) and 27 were upper secondary school teachers (pupil age 15-18). The study involves teachers in all subjects where sustainable development is a goal in the syllabus. The study is also based on participant observation in one upper secondary class. A total of 17 different schools were involved, from a wide range of locations in Sweden. Design and methods: The paper builds on qualitative data and the analysis of transcribed interviews and group interviews with teachers in Swedish lower and upper secondary schools. Group interviews, involving three or more people, were conducted on eight occasions. The pupils at an upper secondary school were also observed while they were working on a course called 'policy and sustainable development'. Data were transcribed and analysed thematically. Findings: The analysis suggests that, according to the teachers' experiences, the demands of equivalence and measurability in school have increased and that this affects how sustainable development is approached in teaching and learning. Three main categories of knowledge were identified. The study also presents two representations that model how teachers may approach knowledge about sustainable development - metaphorically termed 'the Accountant' and 'the Adventurer' - and their different effects on knowledge. Conclusions: There is a tendency for complex knowledge areas such as sustainable development, which do not fit seamlessly into traditional curriculum subjects, to become oversimplified when translated into teaching situations. According to the representations that we described metaphorically, the teacher, as an accountant, is characterised by 'knowledge instrumentalism', which means that teachers administer knowledge and the pupils consume it. In this transactional model, the accountant is also very dependent on external governance and control. Alternatively, the teacher, as an adventurer, is characterised by authority, knowledge and self-control. In this model, knowledge sometimes grows in an unpredictable way in the meeting between people who share common experiences. For adventurers, sustainable development is a matter of commitment and awareness, and it involves an explicit stance. The metaphors can be placed on a continuum which describes how teachers manage the demands of the school system in relation to the knowledge area of sustainable development. [ABSTRACT FROM AUTHOR]

Introduction: The pharmacists played an important role in the development of biochemistry as applied chemistry in Serbia. What is more, the first seven state chemists in Serbia were pharmacists. State chemists performed the chemical-toxicological analysis as well as some medical and biochemical ones. When it comes to the education of medical biochemists as health workers, the period after the beginning of the second half of the twentieth century should be taken into account because that is when the training of pharmaceutical staff of the Faculty of Pharmacy, University of Belgrade, begins on the territory of Serbia. This paper presents the development of medical biochemistry through the development of curriculum, personnel and literature since the foundation of the Faculty of Pharmacy in Serbia until today. Objective: The aim of this paper is to present the historical development of biochemistry at the Faculty of Pharmacy, University of Belgrade, through analysis of three indicators: undergraduate and postgraduate education of medical biochemists, teaching literature and professional associations and trade associations. Method: The method of direct data was applied in this paper. Also, desktop analysis was used for analyzing of secondary data, regulations, curricula, documents and bibliographic material. Desktop research was conducted and based on the following sources: Archives of the University of Belgrade-Faculty of Pharmacy, Museum of the History of Pharmacy at the University of Belgrade-Faculty of Pharmacy, the Society of Medical Biochemists of Serbia and the Serbian Chamber of Biochemists. Results and conclusion: The curricula, the Bologna process of improving education, the expansion of the range of subjects, the number of students, professional literature for teaching biochemistry, as well as professional associations and trade associations are presented through the results. [ABSTRACT FROM AUTHOR]

SEVERAL TRAINING PROGRAMS SPONsored by the NIH/Fogarty International Center's International Research Ethics Education and Curriculum Develop ment Program offer online graduate-level courses in research ethics to participants in low- and middle-income countries. This paper describes the evaluation of four of these online courses and recommendations for improvements to achieve the highest-quality design and delivery. We used an evaluation matrix consisting of 95 criteria based on recommended best practices in eLearning. Our results showed that these courses are developing or meeting nearly 73% of the criteria, while they are not meeting approximately 21% of the criteria. Together, one or more of the courses are developing or meeting 89 of the 95 criteria. These results suggest that the necessary skills and expertise exist in these programs to bring all of the eLearning courses close to 100% proficiency by sharing a common set of best practices. This paper is part of a collection of articles analyzing theFogarty International Center's International Research Ethics Education and Curriculum Development Program. [ABSTRACT FROM AUTHOR]

IN RESPONSE TO THE INCREASING NEED for research ethics expertise in low- and middle-income countries (LMICs), the NIH's Fogarty International Research Ethics Education and Curriculum Development Program has provided grants for the development of training programs in international research ethics for LMIC professionals since 2000. This collection of papers draws upon the combined expertise of Fogarty grantees, trainees, and other experts to assess the state of research ethics in LMICs, and the lessons learned over 12 years of international research ethics education; to assess future needs; and to chart a way forward to meet those needs. In this introductory paper we briefly sketch the evolution of research ethics as applied to LMIC research, the underpinning and evolution of the Fogarty bioethics program, and summarize key conclusions from the other papers in the collection. [ABSTRACT FROM AUTHOR]

Since 1983, when Howard Gardner published his theory of multiple intelligences, educators have begun to incorporate this new model into school programs. However, the idea of multimodal teaching is hardly a new concept. Many pioneers of modern education, such as: J. J. Rousseau, J.H. Pestalozzi, M. Montessory, J. Dewey, suggested educational models that oppose uniformity and predominantly verbal teaching. The aim of the research presented in this paper is to identify and compare compatible elements of educational ideas of John Dewey and Howard Gardner. The research is based on historical-comparative method and content analysis technique and is focused on exploring three key elements of intersection: curriculum, methods of teaching and learning, and teachers' role. Regarding the curriculum, both authors prefer integrated and thematic curriculum based on real-life context. They also agree on student-centred teaching where implementation of variety of active methods of learning will give opportunity to students to express their specific identity. Teacher's role in both concepts is to link students' personal experiences and characteristics to the material being studied and to the school life in general. The findings imply that educational implications of Gardner's theory can be considered as a continuation of Dewey's progressive vision of classroom teaching and school organization. [ABSTRACT FROM AUTHOR]

With the implementation of a new national education law in Argentina, the theoretical underpinnings, structure, and knowledge base for initial teacher education are being transformed. In the province of Chubut, southern Argentina, 2014 was devoted to the delineation of new jurisdictional programmes (Banegas, 2014), and 2015 was the year of implementing such programmes. In this paper I examine the perceptions of a group of students at an initial English language teacher education (IELTE) programme who decided to transfer from their 2013 cohort to the 2015 cohort under the new programme. I also examine teacher educators’ perceptions of the new programme. Through both students’ and teacher educators’ views, I compare and contrast the strengths, weaknesses and challenges of the changes introduced in IELTE in my context. [ABSTRACT FROM AUTHOR]

The educational system in Zimbabwe is shaped and defined by the neo-Marxist principle of viewing the education system as an extension of the bourgeoisie ethics and morals in line with their definition of pedagogic relevance. Hence, the curriculum is designed to suit and communicate the intents and purposes of the bourgeoisie for the subjugation of the struggling proletariat. In this paper, the writer deliberates on the possibilities of Zimbabwean education being influenced by capitalist enterprises through a critical survey of selected theoretical frameworks encompassing feminism, interactionism, and functionalism. [ABSTRACT FROM AUTHOR]

This paper presents findings of four Grade 6 teachers' involvement as facilitators of a participatory action research (PAR) project conducted in three South African primary schools. Based on the results of Phase One research which indicated that Grade 6s learn about sexuality, Human Immunodeficiency Virus (HIV) and Acquired Immunodeficiency Syndrome (AIDS) from multiple sources, the Phase Two project designers developed a toolkit to help Life Orientation (LO) teachers consult learners on what they know and how they want to be taught. In each school, a curriculum development group comprising the participating teacher, learners, parents and an HIV and Aids specialist worked to enhance the official HIV and Aids curriculum using the information gathered each week by the teacher. This dialogue between the study participants represents the culmination of what we describe as the project's 'cascading participation' research model, a term denoting the multiple levels of participant involvement in the study. Although theories of participation often depict a binary relationship between those with power and those without it, the implementation of this project shows how the official curriculum, cultural norms and low parent involvement can exert pressure at different levels to diminish teachers' ability to facilitate social and educational change. [ABSTRACT FROM AUTHOR]

Curriculum developers, whether at a systemic or classroom-based level, become involved in complex decision-making about what is important and valuable for students to learn; how and when that learning can be enabled; and what evidence will tell us that learning has taken place. This paper identifies a few of the significant influences and constraints on the systemic curriculum development process, and argues that we need to acknowledge the limitations of personal and professional knowledge. [ABSTRACT FROM AUTHOR]

This paper examines the social meaning of subject choice in the post-16 context through a case study of Media Studies in a selective school. Students' accounts are discussed in terms of both their enjoyment of the subject and their negotiation of its ‘legitimacy’. The analysis of their comments in interviews stresses the subject's precarious position in a school where a relatively traditional hierarchy of subjects still prevails. It also considers the strength of family ‘projects’ in framing children's educational ‘choices’. Media Studies is discussed as a negotiable option primarily facilitating projections into a new middle-class sense of self-hood. [ABSTRACT FROM AUTHOR]

This paper looks at changes in the education of engineers made necessary by unprecedented challenges within the semiconductor industry, from the perspective of a no-for-profit consortium of semiconductor manufacturers. To design and implement curricula to serve as a basis for the 40-year career of engineering graduates is a daunting challenge in this rapidly evolving environment. The authors propose ten principles that should be of use in connecting the graduates of today with the engineering careers of tomorrow. [ABSTRACT FROM AUTHOR]