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This text aims to identify and analyze the challenges in higher education to meet social needs in Colombia. Qualitative research methodology was employed for this purpose. Semi-structured interviews were used as the technique for data collection, and questionnaires were used as instruments. Atlas.ti software and the website nubedepalabras. es were utilized for information analysis. In conclusion, it is determined that higher education faces internal challenges associated with structural factors in the educational process and external challenges linked to the economic system and living conditions of the Colombian population. [ABSTRACT FROM AUTHOR]

Background: Medical students' involvement in patients' care varies according to patient's willingness, as some might consider it a privacy invasion. Thus, exploring patients' perceptions and attitudes towards this interaction should be thoroughly investigated, to better understand it and to provide evidence-based data for improving the training of future doctors. Methods: A cross-sectional study was conducted at Jordan University Hospital. A questionnaire was answered by 420 patients from the out-patients' clinics. Results: Of the patients interviewed, 94% were aware that they were in a teaching hospital, 92% approved the presence of medical students during their consultation and 80% accepted to be observed and examined by medical students in the presence of a senior doctor. However, this decreased to 30.5% if there was no senior doctor. Almost 83% of the patients believed that their consent should be obtained first. However, only 58% of them indicated that the student asked for consent prior to interacting with them. Patients who were more likely to approve the existence of medical students during consultation and allow students to perform procedures on them, respectively, were those who were asked for consent by students (P = 0.001 and P = 0.021), considered seeing medical students' enjoyable (P < 0.001 and P < 0.001), thought that their privacy was not violated (P < 0.001 and P < 0.001), and were provided with useful information about their health problems (P < 0.001 and P < 0.001). Conclusion: Patients showed an overall positive stance towards the involvement of medical students in their healthcare. The majority were delighted to see medical students while some expressed concerns over their privacy due to the large number of students and because several students do not ask for their consent. It is essential to apply medical ethics practices together with patient-centered approach. [ABSTRACT FROM AUTHOR]

Background: Nurses constitute most of the rural and remote Australian health workforce, however staff shortages in these regions are common. Rural exposure, association, and undertaking rural clinical placements can influence health students' decision to work rurally after graduation, however attending university in rural and remote regions has been shown to be a great contributor. An improved understanding of these nursing students' experiences may inform changes to teaching and support strategies for these students, which in turn could improve their retention and completion rates, contributing to a more sustainable rural and remote Australian nursing workforce. This study aimed to explore and describe students' experiences of studying nursing in the context of a satellite university campus located in a remote town, with a focus on education delivery methods, staff, support, student services, and barriers and enablers to successful study. Methodology: Nine students participated in this qualitative descriptive study. Semi-structured interviews were undertaken, allowing participants to reflect on their experiences as nursing students in the context of a geographically remote satellite university campus. The resulting data were grouped into common themes and summarised. Results: Students were generally positive regarding lectures delivered by videoconference or recorded lectures, as they allowed for greater flexibility which accommodated their busy personal lives. Face-to-face teaching was especially valuable, and students were particularly positive about their small cohort size, which enabled the creation of strong, supportive relationships between students, their cohort, and teaching and support staff. However, barriers related to student demographics and some difficulties with course engagement and campus staffing were experienced. Conclusions: The experiences of nursing students at remote university campuses are different from those experienced by traditional, metropolitan university students. Although these nursing students face additional barriers unique to the remote campus context, they benefit from a range of enabling factors, including their close relationships with other students, staff, family, and their local community. [ABSTRACT FROM AUTHOR]

This Perspective issues a challenge to physical therapists to reorient physical therapist education in ways that directly address the crises of COVID-19 and systemic racism. We advocate that professional education obligates us to embrace the role of trusteeship that demands working to meet society's needs by producing graduates who accept their social and moral responsibilities as agents and advocates who act to improve health and health care. To achieve this, we must adopt a curriculum philosophy of social reconstruction and think more deeply about the why and how of learning. Currently, health professions education places strong emphasis on habits of head (cognitive knowledge) and hand (clinical skills) and less focus on habits of heart (professional formation). We believe that habits of heart are the essential foundations of the humanistic practice needed to address health inequities, find the moral courage to change the status quo, and address imbalances of power, privilege, and access. A social reconstruction orientation in physical therapist education not only places habits of heart at the center of curricula, but it also requires intentional planning to create pathways into the profession for individuals from underrepresented groups. Adopting social reconstructionism begins with a faculty paradigm shift emphasizing the learning sciences, facilitating learning, metacognition, and development of a lifelong master adaptive learner. Achieving this vision depends not only on our ability to meet the physical therapy needs of persons with COVID-19 and its sequalae but also on our collective courage to address injustice and systemic racism. It is imperative that the physical therapy community find the moral courage to act quickly and boldly to transform DPT education in ways that enable graduates to address the social determinants of health and their systemic and structural causes that result in health disparities. To succeed in this transformation, we are inspired and strengthened by the example set by Geneva R. Johnson, who has never wavered in recognizing the power of physical therapy to meet the needs of society. [ABSTRACT FROM AUTHOR]

Background: With the progression of the epidemiological transition, palliative care skills should be acquired already in undergraduate nursing education. However, most nursing schools have been slow to adapt to the needs emerging from this new context. Objectives: To identify the perceptions and knowledge of final-year undergraduate nursing students in Brazil and Portugal about palliative care and compare them with their experiences in clinical practice. Methodology: Multicenter, exploratory, and descriptive study with a qualitative approach. Fifteen students were interviewed in 2018: 10 Brazilian students and five Portuguese students. Data were analyzed using Bardin's content analysis technique. Patricia Benner's model was used as theoretical framework. Results: The narratives revealed dissatisfaction with the palliative care content in the curricula, frustration with the experiences in clinical practice, and conceptual misconceptions about the theme. Conclusion: The curricula should be adapted and palliative care content integrated into mandatory subjects. [ABSTRACT FROM AUTHOR]

Background: Effective leadership in nursing practice is associated with students' preparation during their academic training. Objective: To identify leadership content in Portuguese undergraduate nursing programs. Methodology: Online consultation of course unit syllabuses of 17 undergraduate nursing programs from 39 higher education institutions, whose content was available, conducted between - December September-December 2018. Data were organized using Excel software to characterize the course units, and content analysis was performed using IRAMUTEQ 0.6 alpha 3 software. Results: Leadership content was identified in course units that present the terms "management" and/ or "administration," associated with "nursing" and/or "health," and other related terms, particularly "health care organization." Conclusion: Leadership education is present as content in all programs, although it is not taught as a specific course unit in any undergraduate nursing degrees studied. Leadership education is recognized as essential for developing students' abilities and skills. No links between leadership education and clinical practice were found in the course units. [ABSTRACT FROM AUTHOR]

Contribution: This research study deploys three serious games with various topics in an entry-level C Programming module and investigates students’ learning outcomes. The study also explores whether learners belonging to different subgroups benefit more from the use of serious games than their peers. The subgroups are formed based on learner demographics that capture learners’ attitude toward school or STEM subjects, their previous educational performance and gender. Background: Despite the latest rapid economy growth in the ICT sector, many European countries are facing the challenge of retaining students in STEM-related subjects, which could lead to unfilled vacancies in the ICT job markets in the near future. Serious games have been utilized in the classrooms of many STEM subjects to improve students’ learning experience and learning outcomes, and potentially encourage their engagement with STEM-related industries. While some prior works had assessed the effectiveness of serious games in improving students’ learning outcomes, little research has been done to investigate the impacts among students with different previous educational background and performance, attitude, and gender. Research Questions: 1) Do the proposed serious games improve students’ learning outcomes? and 2) Do students with certain previous educational performance, learning attitude, and/or gender benefit more than others from the use of serious games? Methodology: To thoroughly study students’ learning outcome, a large-scale pilot was deployed as part of the first-year undergraduate C Programming module at Dublin City University, Ireland. A multidimensional pedagogical assessment toolkit was utilized. In particular, a demographic questionnaire was carried out before the pilot began, based on which students were divided into different subgroups in terms of educational ability, initial attitude to school, attitude toward learning STEM subjects, and gender. Pre- and post-tests were conducted right before and after playing each game. For students belonging to each subgroup and for all students, the average pre- and post-test marks related to each game were compared, while paired-sample $t$ -tests were also conducted to assess the statistical significance of knowledge gain. Findings: Statistically significant knowledge gains were observed in all three games for all students. The students with good previous educational performance or strong attitude toward attending school and learning STEM subjects, tend to gain more by using serious games, as they obtained statistically significant improved learning outcomes in all three games. The students with average starting points, although performed better in the post-test than in the pretest in all games, they achieved statistically significant improvements in some cases only. [ABSTRACT FROM AUTHOR]

Background: The vast majority of medical students have no exposure to clinical palliative care encounters, especially in the community. Medical schools should respond to current challenges and needs of health systems by guaranteeing students adequate training that addresses palliative care needs of populations in different settings. The main purpose of this qualitative study was to capture the experiences of a select group of medical students' following a community-based PC course. Methods: We carried out a qualitative study using two focus groups to capture the experience of medical students in a course that combined classroom teaching with community-based learning for undergraduate medical students in Germany. Discussions were transcribed and analyzed thematically. Results: Fifteen female students in their 2nd to 5th year participated in the focus groups, which provided didactic teaching and experiential learning. Four areas were particularly relevant: (1) authenticity, (2) demystification of the concepts of palliative care through personal contact with patients, (3) translation of theoretical knowledge into practice, and (4) observation of a role model interacting with seriously ill patients and engaging in difficult conversations. Conclusion: Students whose encounters with patients and their families went beyond a review of their medical records had a better grasp of the holistic nature of PC than those who did not. Bringing students directly from the hospital to patients in their homes reinforced the benefits of an integrated healthcare system. [ABSTRACT FROM AUTHOR]

Background: The coronavirus disease (COVID-19) has completely changed human lifestyle. Social distancing actions during COVID-19 pandemic switched the dental education to online learning, distance education, and remote learning. The aim of the present study was to determine the quality? of virtual education curriculum components and satisfaction rate of dental students during COVID-19 pandemic. Methods: The present descriptive cross-sectional study was carried out on 209 dental students of Ahvaz Jundishapur University of Medical Sciences who were studying in 2019/2020 academic year (second semester). Data collection tool included an online questionnaire consisting of three parts. Data were analyzed using descriptive statistics and SPSS version 18.0. Results: The mean age of participantwas 23.7 yearn old, and 55.5% of them were female. The mean score of quality of curriculum components including educational objective, content, instructor role, measurement and evaluation, and overall quality were 3٠4±0.71, 3.19 0.65, 2.88±0.81, 3٠27±0.66, and 3.18±0.58, respectively. Students' satisfaction in the context of online education including instructor, content, difficulty, attitude, perception, overall satisfaction was 2.55±0.78, 2.99±0.82, 3.77*0.68, 3.26*0.83, 2.96*0.63, respectively. elusions: Based on the results, the quality of virtual education curriculum components and satisfaction rate of dental students were at a relatively desirable level. Online education can be a perfect complement for face to face education, especially during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Der Beitrag zeigt, wie die Thematik des Holocaust im Rahmen von z. B. Orientierungskursen vermittelbar ist. Dazu führt er die Konzepte der Kultur als Erzählgemeinschaften nach Müller-Funk sowie der Heterotopien als „Andere Orte" nach Foucault in der Auseinandersetzung um die Erinnerung an den Holocaust zusammen. Der Holocaust, so die These, vergegenwärtigt sich an zahlreichen Orten des täglichen Lebens. Diese Heterotopien eröffnen Erinnerungsräume des kommunikativen Gedächtnisses, die wiederum einen Dialog mit Erinnerungssubjekten anderer kultureller Gemeinschaften ermöglichen. The article shows how the topic of the Holocaust can be conveyed within the framework of, for example, orientation courses. To this end, it brings together the concepts of culture as narrative communities according to Müller-Funk and heterotopias as Other Places according to Foucault, in the debate on the memory of the Holocaust. The authors argue that the Holocaust is visualized in numerous places of daily life. These heterotopias open up spaces of communicative memory, which may in turn enable a dialogue with subjects of commemoration in other cultural communities as well. [ABSTRACT FROM AUTHOR]

The article reports on the topic of "Holocaust" in language courses. It is said that the is an integral part of the curriculum in many German language courses outside of Germany. This applies in particular to GFL lessons in "western" and especially English-speaking regions, where courses on this topic often attract significantly more students than other courses on regional studies, literature or German as a foreign language.

Objective: to analyze how nursing courses in the State of São Paulo, Brazil have operationalized the supervised curricular internship and to identify those that approach the recommendations proposed by the National Curriculum Guidelines. Method: a quantitative, descriptive-exploratory study. The sample consisted of 38 course coordinators. The data collection instrument was developed based on the Curricular Guidelines. Data collection took place electronically and, for data analysis, descriptive and inferential statistics were used. Results: the undergraduate schools have developed internships for a mean of 860.4 hours in primary and tertiary care settings, with learning based on professional practice being the main teaching method. Formative assessment is the predominant mode of assessment, and nurses from health institutions participate in 44.7% of courses. The mean score obtained was 3.1 points (scale from 1 to 5), with the evaluation processes used being the most influential factor (p<0.001). Conclusion: the courses have partially met the educational legislation regarding the hours and participation of professionals from health institutions granting internship field, which can compromise the quality of training and the safety of care. [ABSTRACT FROM AUTHOR]

Background: Community-based dental education helps nurture a generation of dentists who pay more attention to community needs. The purpose of this qualitative study was to explore the viewpoints of dental students about a community-based dentistry course conducted at the Dental School of the Kurdistan University of Medical Sciences in Sanandaj. Methods: In all, 36 senior dentistry students provided children aged 6 to 14 from an underprivileged background with care and preventive services under the indirect supervision of a dental instructor. At the end of the course in May 2018, individual and group interviews were conducted to obtain students' viewpoints on the course. The collected data was categorized and analyzed using MAXQDA 10. Testing of acceptability, dependability, stability, verifiability, fittingness and transferability criteria were applied to evaluate the accuracy and reliability of the qualitative data. Results: The results were categorized into two main themes: weaknesses and strengths of the clinical experience. Four main categories of the course's strengths were identified: personal development, deeper understanding of oral health in the community, becoming familiar with executive and managerial systems, and payment and financial issues. Three main categories of the course's weaknesses were identified: executive problems, issues around coordination and planning, and limiting coverage of the dental services provided to Levels I and II. Conclusion: The most important aspects of these courses from the students' viewpoints were providing the opportunity to individual and professional development and gaining a broader perspective on preventive dentistry. [ABSTRACT FROM AUTHOR]

The aim of this study was to analyse the relationship between parents' past experience as Physical Education (PE) students and the importance they give to PE within the school curriculum. Parents of 1834 teenagers from Spain and Portugal participated in the study (1834 fathers and 1834 mothers). An 11 item questionnaire was used for data collection. The measures studied were: socio-demographic characteristics, parent´s past experience as PE students, and importance that parents gave to PE in the school curriculum. The results suggest that parents’ past experiences as PE student condition their evaluation of the importance that PE should have in the school curriculum. As the past experience as PE student deteriorated and as age increased, there was an increase in the probability that parents evaluate PE as deserving a less important status in their children's curriculum. These findings can contribute to understanding how the parents' past experiences as PE students seem to partially model the value judgements that they make later in life regarding the importance of the subject. [ABSTRACT FROM AUTHOR]

Introduction: Teaching of virtues occurs in different spaces, one of them is at the university. For the nursing professionals, putting the virtues into practice should be a commitment of professional excellence. Objective: To analyze the knowledge and practice of virtues such as prudence, responsibility and compassion among the nursing students in a public university and to identify their perception regarding the life experience of these virtues among their teachers. Method: This is a qualitative study including semi-structured interviews to 10 students. The analysis used some tools from the Grounded Theory. The ethical requirements of blindness and informed consent were verified. Results: Life experience with these virtues is important and the learning of virtues is more effective with the examples than the theoretical teaching. The virtue evoking more feelings is the compassion. The life experience of the virtues out in the community is not very common. This fact comes across as if the care out in the community is not as important as the clinical experience. Conclusions: The teaching of ethics in the nursing curricular programs should be complemented with life examples by the teachers in all courses. Although the virtues must always be put into practice, maybe it is in the multiple shortage and adverse times when integral professionals should stand out to the most. They should bring together the science and the virtue in order to provide human, integral, and committed care. [ABSTRACT FROM AUTHOR]

Objective: evaluate the profile of the graduates of Nursing a public college from the perception of skills developed during graduation and the process of professional insertion. Method: quantitative, exploratory and descriptive study. The sample was composed of 216 graduates. The data was collected by a validated questionnaire and sent to a population of 470 egresses via electronic mail. For the analysis of the data, frequencies, mean and standard deviation were applied and, for the correlation, the chi-square test. Results: the majority of the participants were female (88%) and the mean age was 29.62 years. The majority (65%) had an employment relationship, 14% worked in a single institution and 48% started working six months after graduation. Regarding the form of work, 56% work in care, with an average of 4.5 minimum wages and a weekly workload between 37 and 44 hours. The majority reported competence acquisition to practice the profession, assisting the patient in his integrality with ethics and applying technical and scientific concepts in care. Conclusion: the study made it possible to describe the singularities of nurses' education, their insertion in the world of work and the impact on the educational institution, as well as the presentation of specific competences from the perspective of the graduates themselves. [ABSTRACT FROM AUTHOR]

Purpose: Although medical curricula are now better structured for integration of biomedical sciences and clinical training, most teaching and learning activities still follow the older teacher-centric discipline-specific formats. A newer pedagogical approach, known as Collaborative Learning Cases (CLCs), was adopted in the medical school to facilitate integration and collaborative learning. Before incorporating CLCs into the curriculum of year 1 students, two pilot runs using the action research method was carried out to improve the design of CLCs. Methods: We employed the four-phase Kemmis and McTaggart's action research spiral in two cycles to improve the design of CLCs. A class of 300 first-year medical students (for both cycles), 11 tutors (first cycle), and 16 tutors (second cycle) were involved in this research. Data was collected using the 5-points Likert scale survey, open-ended questionnaire, and observation. Results: From the data collected, we learned that more effort was required to train the tutors to understand the principles of CLCs and their role in the CLCs sessions. Although action research enables the faculty to improve the design of CLCs, finding the right technology tools to support collaboration and enhance learning during the CLCs remains a challenge. Conclusion: The two cycles of action research was effective in helping us design a better learning environment during the CLCs by clarifying tutors' roles, improving group and time management, and meaningful use of technology. [ABSTRACT FROM AUTHOR]

Neurophobia, defined as 'the fear of neural sciences and neurology' is reported among medical students, which threatened their performance in neurology course. This phenomenon has not been studied among rehabilitation sciences students despite the significance of neurology as an area for rehabilitation. In this study we aim to assess the perceptions of neurology course and the possibility of neurophobia existence among rehabilitation sciences students of Universiti Kebangsaan Malaysia (UKM). We also aimed to identify learning methods which are regarded as useful among the students. A survey using self-administered questionnaires was conducted among 73 students from School of Rehabilitation Sciences of the university. Questions in the questionnaire were adapted from previous studies, in which neurophobia was indicated by poor knowledge and low confidence level in managing neurology course. Results showed that the percentage of participants who perceived having good knowledge of neurology was significantly higher than the percentage who claimed of having poor knowledge level (90.4% versus 9.6%, p < 0.01). Similarly, the percentage of participants who claimed having high confidence to handle neurology cases was higher than the percentage who expressed lack of confidence (79.2% versus 20.8%, p = 0.03). However, neurology course was perceived as difficult by majority of the participants (78.1%) when compared to other courses. Majority of the participants (97.3%) perceived clinical teaching as a useful method of learning rehabilitation science courses including neurology followed by problem-based learning (90.4%). While limited exposure to neurology cases was claimed as the main reason to why neurology is difficult. In conclusion, although neurology is perceived as a difficult course among rehabilitation sciences students, the students did not report lack of knowledge and confidence in the course. This implies that neurophobia does not exist among UKM rehabilitation students. Enhancement of learning methods may assist in reducing the level of difficulty of neurology course among the students. [ABSTRACT FROM AUTHOR]

Background: In the past decade, nursing education has initiated important curricular changes based on competen- cy training. The discipline faces the challenge of defining the most relevant competencies for students to acquire. Objective: To understand the experiences of students from the Catholic University of the Maule, Chile about competency-based education. Methodology: A qualitative, descriptive and interpretative study was conducted. A total of 17 semi-structured interviews were performed. Van Manen’s holistic approach was used in the analysis. Results: The emergent themes were feelings experienced regarding curricular innovation; the difficult implementa- tion of competencies; the profound changes; and a good teaching. Conclusion: The study allowed us to understand the meaning of curricular innovation from the students’ per- spective and provided relevant information for curricular redesign. It allowed us to reflect on the teaching/learning process of competency-based curricula in Latin-America. [ABSTRACT FROM AUTHOR]

It is not known if nursing graduates have skills to manage ethical clinical situations. This study examined the relationship between knowledge of ethics to choices of action in baccalaureate nursing students. It explored individual student characteristics to determine what impact these have on the relationship between knowledge and action. A significant correlation between knowledge of ethics and action was found. College courses on ethics, previous experience in making health care decisions, or general health care experience did not significantly impact this relationship, but the data trended toward significance with previous experience in making decisions and supported a need for further research. [ABSTRACT FROM AUTHOR]

Purpose: The Pan American Health Organization (PAHO) and the Colombian Ministry of Health and Social Protection have determined a need for an approach to include Equity Focus (EF) and Social Determinants of Health (SDH) in health training programmes in Colombia. We studied the incorporation of EF and SDH in the curricula of several universities in Colombia to identify opportunities to strengthen their inclusion.Methods: Qualitative methodology was performed in two stages: (i) initial exploration (self-administered questionnaires and review of curricula) and (ii) validation of the information (semi-structured interviews).Results: The inclusion of the EF and SDH in university curricula is regarded as an opportunity to address social problems. This approach addresses a broad cross-section of the curriculum, especially in the subjects of public health and Primary Health Care (PHC), where community outreach generates greater internalization by students. The dominance of the biomedical model of study plans and practice scenarios focusing on disease and little emphasis on community outreach are factors that limit the inclusion of the approach.Conclusions: The inclusion of EF and SDH in university curricula in Colombia has primarily focused on increasing the knowledge of various subjects oriented towards understanding the social dynamics or comprehensiveness of health and disease and, in some programmes, through practical courses in community health and PHC. Increased integration of EF and SDH in subjects or modules with clinical orientation is recommended. [ABSTRACT FROM AUTHOR]

Introduction: An important area of communication in healthcare is the consultation. Existing literature suggests that formal training in consultation communication is lacking. We aimed to conduct a targeted needs assessment of third-year students on their experience calling consultations, and based on these results, develop, pilot, and evaluate the effectiveness of a consultation curriculum for different learner levels that can be implemented as a longitudinal curriculum. Methods: Baseline needs assessment data were gathered using a survey completed by third-year students at the conclusion of the clinical clerkships. The survey assessed students' knowledge of the standardized consultation, experience and comfort calling consultations, and previous instruction received on consultation communication. Implementation of the consultation curriculum began the following academic year. Second-year students were introduced to Kessler's 5 Cs consultation model through a didactic session consisting of a lecture, viewing of "trigger" videos illustrating standardized and informal consults, followed by reflection and discussion. Curriculum effectiveness was assessed through pre- and post- curriculum surveys that assessed knowledge of and comfort with the consultation process. Fourth-year students participated in a consultation curriculum that provided instruction on the 5 Cs model and allowed for continued practice of consultation skills through simulation during the Emergency Medicine clerkship. Proficiency in consult communication in this cohort was assessed using two assessment tools, the Global Rating Scale and the 5 Cs Checklist. Results: The targeted needs assessment of third-year students indicated that 93% of students have called a consultation during their clerkships, but only 24% received feedback. Post-curriculum, second-year students identified more components of the 5 Cs model (4.04 vs. 4.81, p<0.001) and reported greater comfort with the consultation process (0% vs. 69%, p<0.001). Post-curriculum, fourth-year students scored higher in all criteria measuring consultation effectiveness (p<0.001 for all) and included more necessary items in simulated consultations (62% vs. 77%, p<0.001). Conclusion: While third-year medical students reported calling consultations, few felt comfortable and formal training was lacking. A curriculum in consult communication for different levels of learners can improve knowledge and comfort prior to clinical clerkships and improve consultation skills prior to residency training. [ABSTRACT FROM AUTHOR]

Aim: to evaluate the clinical applicability of outcomes, according to the Nursing Outcomes Classification (NOC) in the evolution of orthopedic patients with Impaired Physical Mobility Method: longitudinal study conducted in 2012 in a university hospital, with 21 patients undergoing Total Hip Arthroplasty, evaluated daily by pairs of trained data collectors. Data were collected using an instrument containing five Nursing Outcomes, 16 clinical indicators and a five point Likert scale, and statistically analyzed. Results: The outcomes Body Positioning: self-initiated, Mobility, Knowledge: prescribed activity, and Fall Prevention Behavior presented significant increases in mean scores when comparing the first and final evaluations (p<0.001) and (p=0.035). Conclusion: the use of the NOC outcomes makes it possible to demonstrate the clinical progression of orthopedic patients with Impaired Physical Mobility, as well as its applicability in this context. [ABSTRACT FROM AUTHOR]

As the United States embarks on health care reform through the Affordable Care Act (ACA), the knowledge, skills and attitudes necessary to practice medicine will change. Education centered on health disparities and social determinants of health will become increasingly more important as 32 million Americans receive coverage through the ACA. In this paper, we describe future initiatives at the Warren Alpert Medical School of Brown University in training medical students on health disparities and social determinants of health through mechanisms such as the Primary Care-Population Medicine Program, the Rhode Island Area Health Education Center, the Scholarly Concentration program and other mechanisms. [ABSTRACT FROM AUTHOR]

By training future physicians to care for patients with backgrounds different from their own, medical schools can help reduce health disparities. To address the need for education in this area, the leaders of the Family Medicine Clerkship at the Warren Alpert Medical School of Brown University developed the Social and Community Context of Care project, required of all medical students rotating through this clerkship. Students develop a hypothetical intervention addressing a health issue seen at their preceptor site, and are assessed on their grasp of the social and contextual issues affecting that health issue in their particular community. Some interventions are actualized in later clerkships or independent study projects; one example, a health class for pregnant and parenting teens at Central Falls High School, is described here. If made a routine part of medical education, projects such as these may help medical students address the health disparities they will encounter in future practice. [ABSTRACT FROM AUTHOR]

There is a shortage of physicians to care for underserved populations. Medical educators at The Warren Alpert Medical School of Brown University have used five years of Health Resources and Services Administration funding to train medical students to provide outstanding primary care for underserved populations. The grant has two major goals: 1) to increase the number of graduating medical students who practice primary care in underserved communities ("Professional Development"); and 2) to prepare all medical school graduates to care for underserved patients, regardless of specialty choice ("Curriculum Development"). Professional Development, including a new scholarly concentration and an eight-year primary care pipeline, has been achieved in partnership with the Program in Liberal Medical Education, the medical school's Admissions Committee, and an Area Health Education Center. Curriculum Development has involved systematic recruitment of clinical training sites and diseasespecific curricula including tools for providing care to vulnerable populations. A comprehensive, longitudinal evaluation is ongoing. [ABSTRACT FROM AUTHOR]

There is increasing recognition that, in addition to acquiring knowledge of basic sciences and clinical skills, medical students must also gain an understanding of health disparities, and develop a defined skill set to address these inequalities. There are few descriptions in the literature of a systematic, longitudinal curriculum in health disparities. Using Kern's six-step approach to curriculum development along with principles of experiential and active learning, student champions and the Office of Medical Education developed a multimodal health disparities curriculum. This curriculum includes required experiences for medical students in the 1st, 2nd and 3rd year, along with elective experiences throughout medical school. Students are examined on their knowledge, skills and attitudes towards health disparities prior to graduation. It is our hope this curriculum empowers students with the knowledge, skills and attitudes to care for patients while helping patients navigate the socioeconomic and cultural issues that may affect their health. [ABSTRACT FROM AUTHOR]

A lack of attention to men's experiences and outcomes by scholarly professionals has resulted in a lack of male therapists, possible misrepresentation of men in popular press books, and few opportunities for college men to have their voices heard on campus and in the classroom. This article presents the proceedings of a three-part symposium presented at the 2014 Eastern Psychological Association annual conference in Boston, Massachusetts. Specifically, we address the questions, "What impact does a reduction of males in psychology professions implicate? How can we improve academic book reviews on boys and men? What is it like to be a young man studying at university? [ABSTRACT FROM AUTHOR]

Foreign students that do not speak Spanish in the faculty of architecture in Cuba receive Spanish classes for the first two years of their career. An essential content is to analyze different types of texts, specifically descriptive ones. The purpose of this paper is to present a teaching experience about the instruction of content description. The experience is centred on how the content related to the profession. The novel "Cecilia Valdés" from Cirilo Villaverde was chosen because it is an extraordinary picture of the XIX century and where students can learn the characteristics of social life in Cuba during that period. Students were greatly motivated by the experience and developed professional skills which are very important to future architects. [ABSTRACT FROM AUTHOR]

If teachers make few connections among multiple representations of division, supporting students in using representations to develop operation sense demanded by national standards will not occur. Studies have investigated how prospective and practicing teachers use representations to develop knowledge of fraction division. However, few studies examined primary ( K-3) teachers' learning of contextual division problems, making connections among representations of division, and resolving the ambiguity of representing quotients with remainders. A written post-course assessment provided evidence that most teachers created partitive division word problems, used a set model without splitting the remainder, and wrote equations with limited success. Post-course written reflections demonstrated that many teachers developed pedagogical knowledge for helping students make connections among multiple representations, and mathematical knowledge of unit fractions. These findings suggest two areas that have implications for mathematics teacher educators who design professional development courses to facilitate teachers' learning of mathematical content and pedagogical knowledge of division and fraction relationships. [ABSTRACT FROM AUTHOR]

With the increasing emphasis on integrating engineering into K-12 classrooms to help meet the needs of our complex and multidisciplinary society, there is an urgent need to investigate teachers' engineering-focused professional development experiences as they relate to teacher learning, implementation, and student achievement. This study addresses this need by examining the effects of a professional development program focused on engineering integration, and how teachers chose to implement engineering in their classrooms as a result of the professional development. 198 teachers in grades 3-6 from 43 schools in 17 districts participated in a yearlong professional development program designed to help integrate the new state science standards, with a focus on engineering, into their teaching. Posters including lesson plans and student artifacts were used to assess teachers' engineering practices and the implementation in their classrooms. Results indicated that the majority of the teachers who participated in the professional development were able to effectively implement engineering design lessons in their classrooms suggesting that the teachers' success in implementing engineering lessons in their classroom was closely related to the structure of the professional development program. [ABSTRACT FROM AUTHOR]

Research has indicated that experts' subject matter knowledge structures ( SMKSs) differ from those of novices in that they contain more cross-linking, interconnections, and overarching thematic elements, characteristics that are in accordance with those espoused in current reform documents. Unfortunately, teachers' SMKSs are not necessarily translated into classroom practice, for either novice or more experienced classroom teachers. A means to facilitate the translation of teachers' SMKSs into practice would ensure that those desired characteristics of experts' subject matter knowledge manifest themselves in teachers' classroom practice. Four experienced physics teachers diagrammed their SMKSs, which were then compared to those inferred from their classroom practice. Prior to instruction, two teachers, as part of the explicit-reflective treatment, were asked to reflect at multiple time points on congruence between their SMKSs and classroom practice focusing on the presence of essential concepts, interconnections, and overarching thematic elements. No discernible difference was apparent between control and treatment groups, as teachers from both groups showed a high-degree of congruence between inferred and diagrammed SMKSs. Results further substantiate the challenges in identifying a means for both developing and facilitating the enactment of coherent, connected, and dynamic SMKSs or, in effect, accelerating teachers' pedagogical content knowledge. [ABSTRACT FROM AUTHOR]

A geometrical approach to teaching and learning vector calculus and analysis as applied to electromagnetic fields is proposed for junior-level undergraduate electromagnetics education. For undergraduate students, electromagnetics is typically the most challenging subject in the Electrical Engineering curriculum, and the most challenging component of the subject is the application of vector analysis to electromagnetic field theory and problem solving. According to the geometrical approach, the students are taught to “read” the figure and to “translate” this to equations at all times throughout the computation or derivation, instead of their “crunching” the formulas and numbers without even visualizing the structure. In performing vector manipulations, integrals, and derivatives, the students are taught to always deal with real geometrical entities and quantities (arrows, lengths, angles, points, lines, surfaces, volumes, etc.). They learn to “translate” the geometry and the electromagnetic physics attached to it into mathematical models (equations and symbolic or numerical values) using “first mathematical principles” instead of just “black-box” formulas as a computer would do. As opposed to the traditional formal algebraic approach to vector analysis in electromagnetics, which is very general but also very abstract and dry, the geometrical approach is problem-dependent but also much more intuitive and visual, and as such can do a great deal to increase students' understanding and appreciation of vector analysis and its application to electromagnetic theory and problem solving. This is confirmed by preliminary class testing and assessment of student learning, success, and satisfaction in the courses Electromagnetic Fields I and II at Colorado State University. [ABSTRACT FROM AUTHOR]

This paper presents a graduate course project on computer vision. The aim of the project is to detect and recognize traffic signs in video sequences recorded by an on-board vehicle camera. This is a demanding problem, given that traffic sign recognition is one of the most challenging problems for driving assistance systems. Equally, it is motivating for the students given that it is a real-life problem. Furthermore, it gives them the opportunity to appreciate the difficulty of real-world vision problems and to assess the extent to which this problem can be solved by modern computer vision and pattern classification techniques taught in the classroom. The learning objectives of the course are introduced, as are the constraints imposed on its design, such as the diversity of students' background and the amount of time they and their instructors dedicate to the course. The paper also describes the course contents, schedule, and how the project-based learning approach is applied. The outcomes of the course are discussed, including both the students' marks and their personal feedback. [ABSTRACT FROM AUTHOR]

Objective: Describe the current situation of complementary therapies in nursing education in schools and nursing schools in Spain. Method: Descriptive study. Study population all faculties and schools ascribed to Spain. Data collection through observation sheet. Analysis units Curricula. Variables (credits, course type, location, type of therapy). Descriptive analysis of relative and absolute data using Excel spreadsheet. Results: Most of the faculties and schoolsofnursingscrutinized the subject of Complementary Therapies has disappeared and those that aparace is an optional subject. Conclusion: Complementary Therapies training in Spain is deficient because it is not collected as a core subject and / or obligatory. The absence of Complementary Therapies in the curriculum, questions such as their value in training, conceptualization which teachers, the impact on quality of care, training of teachers responsible for teaching the subject, as well as the number of credits and the course being in the degree of Grado. [ABSTRACT FROM AUTHOR]

The purpose of the study was to assess elementary students' science process skills, content knowledge, and concept knowledge after one year of participation in an elementary Science, Technology, Engineering, and Mathematics ( STEM) program. This study documented the effects of the combination of intensive professional development and the use of inquiry-based science instruction in the elementary classroom, including the benefits of using rigorous science curriculum with general education students. The results of the study revealed a statistically significant gain in science process skills, science concepts, and science-content knowledge by general education students in the experimental group when compared with students in the comparison group. Moreover, teacher participation in the STEM program had a statistically significant impact on students' variability in posttest scores. These interim student performance data support the implementation of rigorous differentiated science curriculum focused on improving science concept, content knowledge, and process skills. [ABSTRACT FROM AUTHOR]

Objectives. Despite the importance of community health workers (CHWs) in strategies to reduce health disparities and the call to enhance their roles in research, little information exists on how to prepare CHWs involved in community-academic initiatives (CAIs). Therefore, the New York University Prevention Research Center piloted a CAI-CHW training program. Methods. We applied a core competency framework to an existing CHW curriculum and bolstered the curriculum to include research-specific sessions. We employed diverse training methods, guided by adult learning principles and popular education philosophy. Evaluation instruments assessed changes related to confidence, intention to use learned skills, usefulness of sessions, and satisfaction with the training. Results. Results demonstrated that a core competency-based training can successfully affect CHWs' perceived confidence and intentions to apply learned content, and can provide a larger social justice context of their role and work. Conclusions. This program demonstrates that a core competency-based framework coupled with CAI-research-specific skill sessions (1) provides skills that CAI-CHWs intend to use, (2) builds confidence, and (3) provides participants with a more contextualized view of client needs and CHW roles. (Am J Public Health. 2012;102:2372-2379.) [ABSTRACT FROM AUTHOR]

Context.--There are few published examples of pathology instruction during the clinical years of medical student training. This lack of exposure to pathology may lead to poor understanding of laboratory testing and the role of pathologists in patient care. Objective.--To design, implement, and evaluate a pathology curriculum integrated into a longitudinal clerkship for third-year medical students. Design.--The curriculum includes an introductory session during the transition week course, pathologist participation in longitudinal student case conferences, and a pathology elective. The curriculum was evaluated by using surveys consisting of both multiple choice and written responses. Results.--A total of 55 students participated in the longitudinal curriculum during the 2009--2010 academic year and 8 students, only one of whom stated a career interest in pathology, participated in the elective. More than 80 pathology topics were discussed and, for the first time, pathologists received teaching awards from the third-year students. All elective students would recommend the elective to colleagues; feedback also suggested an improved understanding of pathology as a profession. At the end of the year, 31% of all students, compared to only 19% in the initial survey, knew that most of an anatomic pathologist's caseload consists of specimens from living patients (P = .13). In addition, elective student interaction with a pathology faculty member directly led to an improvement in test reporting. Conclusions.--A novel longitudinal curriculum allowed for the creative integration of pathology into third-year students' clinical training and led to better student understanding of the role of pathologists in patient care. [ABSTRACT FROM AUTHOR]

Context.--Laboratory medicine is an integral component of patient care. Approximately 60% to 70% of medical decisions are based on laboratory results. Physicians in specialties that order the tests are teaching medical students laboratory medicine and test use with minimal input from laboratory scientists who implement and maintain the quality control for those tests. Objective.--To develop, implement, and evaluate a 1.5- day medical student clinical laboratory experience for fourth-year medical students in their last month of training. Design.--The experience was devised and directed by laboratory scientists and included a panel discussion, laboratory tours, case studies that focused on the goals and objectives recently published by the Academy of Clinical Laboratory Physicians and Scientists, and medical student presentations highlighting salient points of the experience. The same knowledge quiz was administered at the beginning and end of the experience and 84 students took both quizzes. Results.--A score of 7 or more was obtained by 16 students (19%) on the initial quiz, whereas 34 (40%) obtained the same score on the final quiz; the improvement was found to be statistically significant (P = .002; t = 3.215), particularly in 3 out of the 10 questions administered. Conclusions.--Although the assessment can only measure a small amount of knowledge recently acquired, the improvement observed by fourth-year medical students devoting a short period to learning laboratory medicine principles was encouraging. This medical student clinical laboratory experience format allowed teaching of a select group of laboratory medicine principles in 1.5 days to an entire medical school class. [ABSTRACT FROM AUTHOR]

Objective: The authors developed an elective course to assist students in (1) understanding the changing nature of scholarly communication and online publishing, (2) identifying resources and strategies for searching current best evidence, and (3) demonstrating effective communication of information. Setting: The course took place in a medical school in the Southwest. Participants: Second- and third-year medical students participated in the course. Intervention: A pass-fail, undergraduate-level elective was first offered October to December 2006. This 7.5 hour course, developed and co-taught by 2 health sciences library faculty, consisted of hands-on exercises, small group discussion, and didactic lecture. Conclusion: Presenting a medical school elective is one possible outlet for intensive bibliographic instruction. Illustrating the flow of information from creation to management and presentation affords students an opportunity to understand information in context. This elective has been consistently ranked very high in student evaluations and led to new and expanded teaching opportunities. [ABSTRACT FROM AUTHOR]

This paper analyzes how children and teenagers whom we call "reluctant students" are often, anything but reluctant to learn some things. They show all kinds of signs of imaginative participation- but their participation seems unable to connect with the school syllabus. We could wonder: How could we manage to have a curriculum so imaginative and attractive as the world that is exposed to the students? A new answer for some or a lot of those students could come from Lev Vygotsky's research (1962, 1997). His notion of "cognitive tools" gives us a way to explore how we could capture and involve those students' imagination to make them see that, what is really wonderful and engaging in the syllabus, could be learnt by anyone and could be turned into a cognitive tool. In this paper we shall see how the cognitive tools to make up stories, the binary opposites and the images generated through words, could be used in a new way. Each of them was at one point, a considerable important cultural invention, and each of them turns now, into a potential cognitive tool to increase our ability to think, communicate and understand. [ABSTRACT FROM AUTHOR]

The study consisted of a first diagnosis for the recreation area of the Universidad Estatal a Distancia (UNED), by means of the application of interviews to the personnel in charge of the cultural and sports program of the institution. From the results of this diagnosis, an organizational proposal was designed and presented, that included basic administrative aspects like: the mission, the vision, objectives, structure within the institution (organizational chart), as well as the respective regulation oriented to give functionality to the recreation area. It is important to emphasize that the student population will be the one that directly benefits from the projects that the recreation area puts into place. Thus this population is considered important in the development of this project. For these effects, a questionnaire is applied to the UNED students of the San José University Center, with the objective to obtain different criteria and opinions about the recreational activities. The answers that arise from this study show the interests and agreement of the students. It will serve two purposes. It will be used as a basis for future recreational projects, specifically in the San José University Center, and it will generate greater evidence about the necessity of a recreation area in the University, which fortifies the justification of the proposal and the recommendations of the present project. This document establishes a precedent of importance for all those institutions that wish to fortify or create a recreation area, since it orients the process of how to do it. [ABSTRACT FROM AUTHOR]

A problem-solving template enables a methodology of instruction that integrates aspects of both sequencing and conceptual learning. It is designed to enhance critical-thinking skills when used within the framework of a learner-centered approach to teaching, where regular, thorough assessments of student learning are key components of the curriculum. [ABSTRACT FROM AUTHOR]

Active and collaborative learning instruments were introduced into an introductory electrical and computer engineering course. These instruments were designed to assess specific learning objectives and program outcomes. Results show that students developed an understanding comparable to that of more advanced students assessed later in the curriculum. [ABSTRACT FROM AUTHOR]

Six online postings and six one-minute papers were added to an introductory first-year class, forming 5 percent of the final grade, but represented significant intervention in class functioning and amount of active learning. Active learning produced results in student performance beyond the percentage of the final grade it constituted. [ABSTRACT FROM AUTHOR]

New Web technology allows for the design of traditionally lecture-centered humanities courses by fostering active learning and engaging students as producers of learning content. The article presents the experiences with a student-generated wiki for a Germanic Mythology course. Evaluations indicated an overwhelmingly positive student experience with the course wiki. [ABSTRACT FROM AUTHOR]