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Background: The Society of American Gastrointestinal and Endoscopic Surgeons (SAGES) has long recognized and championed increasing diversity within the surgical workplace. SAGES initiated the Fundamentals of Leadership Development (FLD) Curriculum to address these needs and to provide surgeon leaders with the necessary tools and skills to promote diversity, equity, and inclusion (DEI) in surgical practice. In 2019, the American College of Surgeons issued a request for anti-racism initiatives which lead to the partnering of the two societies. The primary goal of FLD was to create the first surgeon-focused leadership curriculum dedicated to DEI. The rationale/development of this curriculum and its evaluation/feedback methods are detailed in this White Paper., Methods: The FLD curriculum was developed by a multidisciplinary task force that included surgeons, education experts, and diversity consultants. The curriculum development followed the Analysis, Design, Development, Implementation and Evaluation (ADDIE) instructional design model and utilized a problem-based learning approach. Competencies were identified, and specific learning objectives and assessments were developed. The implementation of the curriculum was designed to be completed in short intervals (virtual and in-person). Post-course surveys used the Kirkpatrick's model to evaluate the curriculum and provide valuable feedback., Results: The curriculum consisted of interactive online modules, an online discussion forum, and small group interactive sessions focused in three key areas: (1) increasing pipeline of underrepresented individuals in surgical leadership, (2) healthcare equity, and (3) conflict negotiation. By focusing on positive action items and utilizing a problem-solving approach, the curriculum aimed to provide a framework for surgical leaders to make meaningful changes in their institutions and organizations., Conclusion: The FLD curriculum is a novel leadership curriculum that provided surgeon leaders with the knowledge and tools to improve diversity in three areas: pipeline improvement, healthcare equity, and conflict negotiation. Future directions include using pilot course feedback to enhance curricular effectiveness and delivery., (© 2024. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.)

Introduction: The use of online learning and subsequent online testing has expanded rapidly in pharmacy programs across the United States. Numerous published studies have compared online learning with traditional methods in pharmacy. However, no such studies have been published in pharmacy. This study's objective is to compare first-professional year student preferences for computer-based vs. traditional paper-and-pencil testing for a required social and administrative pharmacy class., Methods: All students enrolled in the class were invited to complete one brief survey at the end of the semester to determine their testing preference., Results: Of the 138 first-professional year students completing the survey, 79% (109 of 138) preferred computer-based testing, 9% had no preference, 6% (8 of 138) preferred paper-and-pencil testing, and the remainder (8 of 138) stated it depended on what was being tested. Ninety-one percent of students did not perceive the testing method to impact their grades. Students preferred computer-based testing over traditional paper-and-pencil as a convenient testing method (mean 4.73 vs. 3.4, P < .001), providing immediate feedback (mean 4.87 vs. 1.91, P < .001), and as a more effective testing method (mean 4.57 vs. 3.96, P < .001)., Conclusions: First-professional year students preferred computer-based over traditional paper-and-pencil testing for a social and administrative science class, with the method of testing not perceived to impact grade. This finding is timely, given the recent required transitioning of all pharmacy classes and subsequent testing to an online format due to the coronavirus disease of 2019 pandemic., Competing Interests: Declaration of Competing Interest None., (Copyright © 2021 Elsevier Inc. All rights reserved.)

Much of what is formally taught in medicine is about the knowledge, skills, and behaviors required of a physician, including how to express compassion and respect for patients at the bedside. What is learned, however, includes not only admirable qualities but also behaviors and qualities that are inconsistent with ethics and professionalism. Positive role models may reinforce the character and values the profession seeks to cultivate; negative ones directly contradict classroom lessons and expectations of patients, society, and medical educators. These positive and negative lessons, which are embedded in organizational structure and culture, are the hidden curricula conveyed in medical schools, residency programs, hospitals, and clinics. This position paper from the American College of Physicians focuses on ethics, professionalism, and the hidden curriculum. It provides strategies for revealing what is hidden to foster the development of reflective and resilient lifelong learners who embody professionalism and clinicians who are, and are perceived as, positive role models. Making the hidden visible and the implicit explicit helps to create a culture reflecting medicine's core values.

Background: The call for nursing education reform has never been louder. National organizations recognize the urgent need to prepare nursing students to practice competently, moving away from traditional teaching and curricula and to competency-based education (CBE) strategies to prepare future nurses for independent clinical practice., Problem: The 2021 American Association of Colleges of Nursing Essentials do not account for the competencies achieved in registered nurse (RN) associate degree and diploma programs. This presents a challenge for RN to bachelor of science in nursing (BSN) program administrators and faculty when designing curricula to meet the new Essentials ., Approach: The Essentials crosswalk created by the National RN-Baccalaureate Faculty Forum serves as a foundational guide for the development of the template models discussed in this article., Conclusion: This article provides a template of instructional models for implementing CBE in RN to BSN programs., Competing Interests: The authors declare no conflicts of interest., (Copyright © 2024 The Authors. Published by Wolters Kluwer Health, Inc.)

For decades, the internal medicine (IM) subinternship has served as a critical interface between undergraduate and graduate medical education. As such, the vast majority of U.S. medical schools offer this rotation to help students prepare for post-graduate training. Historically an experiential rotation, a formal curriculum with specific learning objectives was eventually developed for this course in 2002. Since then, graduate medical education (GME) has changed significantly with the regulation of duty hours, adoption of competency-based education, and development of training milestones and entrustable professional activities. In response to these and many other changes to residency training and medical practice, in 2010, the Association of Program Directors in Internal Medicine (APDIM) surveyed its members-with input from the Clerkship Directors in Internal Medicine (CDIM) Subinternship Task Force-to determine which core skills program directors expected from new medical school graduates. The results of that survey helped to inform a joint CDIM-APDIM committee's decision to re-evaluate the goals of the IM subinternship in an effort to enhance the transition from medical school to residency. This joint committee defined the minimum expectations of what constitutes an IM subinternship rotation, proposed recommended skills for IM subinterns, and discussed challenges and future directions for this crucial course.

Background: Surgery subinternship rotations are clinical rotations intended to provide senior medical students with experiential exposure and increased autonomy during the care of surgical patients in clinical settings. Due to the lack of guidelines from national surgical organizations, these rotations remain largely unstructured and unstandardized with wide variability in the goals and experiences they provide for medical students., Methods: Through synthesis of the literature and by applying an iterative process among members of the subcommittee for surgery subinternship and the curriculum committee of the Association for Surgical Education (ASE) consensus recommendations were established., Recommendations: Five defined domains were identified as essential for establishing surgery subinternship rotations. These are: administrative structure, goals and objectives, curricular elements, instructional methods, and assessment tools., Conclusions: These recommendations should serve as a blue print for establishing a structured, educationally sound, and rewarding clinical rotation for medical students. Applying these recommendations may also provide educators with opportunities for scholarships and academic advancement., (Copyright © 2015 Elsevier Inc. All rights reserved.)

Introduction: At present there is no curriculum to guide physician lifelong learning in a prescribed, deliberate manner. The Conjoint Committee on Continuing Medical Education, a group representing 16 major stakeholder organizations in continuing medical education, recommends that each specialty society and corresponding board reach consensus on the competencies expected of physicians in that specialty. Experts in a specialty will define content-based core competencies in the areas of patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, and systems-based practice. These competencies, when cross-referenced with expertise, comprise a framework for specialty curricula and board maintenance of certification programs. The American Academy of Ophthalmology and the American Board of Ophthalmology already have implemented this recommendation. Their work is reported as a model for further development. A competency-based curriculum framework offers a foundation for continuing medical education in diverse practice settings and provider organizations.

Background: The Viral Hepatitis National Strategic Plan emphasizes the importance of a collaborative provider workforce trained in hepatitis prevention and treatment to eliminate viral hepatitis in the United States by 2030. Although pharmacists play a key role in hepatitis management, literature lacks documentation of the amount of viral hepatitis education provided to pharmacy students., Aim: Our study goal was to describe viral hepatitis education provided at United States pharmacy schools., Method: In this cross-sectional survey study, investigators developed a 19-item Qualtrics questionnaire, sent questionnaire links to curricula content experts at 140 accredited pharmacy colleges/schools in May-June 2022, and allotted 28 days for completion. Questions assessed the viral hepatitis instruction provided to students and hepatitis instructors' training/experience. We used descriptive statistics for analysis., Results: Forty-eight pharmacy institutions across 29 states/territories responded; 44% had 50-99 students/class, and 58% used lecture and discussion to provide required hepatitis education. Students received more lecture (average = 3.4 h, range 0.8-1.6 h/hepatitis topic) than discussion (average = 1.7 h, range 0.6-0.9 h/hepatitis topic), with the most time spent on hepatitis C, followed by hepatitis B virus. Respondents reported 93% of their instructors had post-graduate training/certifications and 67% worked in clinical settings with hepatitis patients., Conclusion: Survey results demonstrate variability in hepatitis education across United States pharmacy curricula. Data offer stakeholders in hepatitis elimination efforts knowledge about the viral hepatitis education provided to Doctor of Pharmacy students. Future directions include consideration of implementation of minimum hepatitis education standards to further support work toward national hepatitis elimination., (© 2024. The Author(s), under exclusive licence to Springer Nature Switzerland AG.)

Purpose: The American Academy of Pediatrics emphasized in a 2007 policy statement the importance of educating trainees on the impacts of climate change on children's health, yet few studies have evaluated trainee knowledge and attitudes about climate change-related health effects in children. This multi-institution study assessed pediatric resident and program director (1) knowledge/attitudes on climate change and health, (2) perspectives on the importance of incorporating climate and health content into pediatric graduate medical education, and (3) preferred topics/activities to include in climate and health curricula., Method: This mixed-methods study employed an anonymous cross-sectional survey of pediatric residents and residency program directors from Association of Pediatric Program Directors (APPD) Longitudinal Educational Assessment Research Network (LEARN)-affiliated programs. Multivariable regression models and factor analyses were used to examine associations among resident demographics and resident knowledge, attitudes, and interest in a climate change curriculum. A conventional content analysis was conducted for the open-ended responses., Results: Eighteen programs participated in the study with all program directors (100% response rate) and 663 residents (average response rate per program, 53%; overall response rate, 42%) completing respective surveys. Of the program directors, only 3 (17%) felt very or moderately knowledgeable about the association between climate change and health impacts. The majority of residents (n=423, 64%) agreed/strongly agreed that physicians should discuss global warming/climate change and its health effects with patients/families, while only 138 residents (21%) agreed/strongly agreed that they were comfortable talking with patients and families about these issues. Most residents (n=498, 76%) and program directors (n=15, 83%) agreed/strongly agreed that a climate change curriculum should be incorporated into their pediatrics training program., Conclusions: Pediatric residents and program directors support curricula that prepare future pediatricians to address the impact of climate change on children's health; however, few programs currently offer specific training, despite identified needs., (Copyright © 2024 the Association of American Medical Colleges.)

Background and Purpose: Diversity within the physical therapy profession lags in comparison to the United States population. As the profession strives to diversify, faculty must pay attention to diversity, equity, inclusion, and belonging (DEI-B) in curricular approaches, including classroom materials, instruction, and assessment. With critical application, students from equity-deserving groups (EDGs) can provide unique perspectives to faculty about curricular approaches. Case study purposes were to 1) enable students from EDGs to partner with faculty, as student pedagogical consultants (SPCs), in 2 courses in a Doctor of Physical Therapy program to provide feedback on DEI-B efforts related to curricular approaches and 2) describe the outcomes of SPCs experience., Case Description: Eight female students from EDGs partnered with 3 White, female, faculty members in 2 courses: pediatrics and neurorehabilitation. Two SPCs teams observed the classrooms, met with faculty, and administered two-minute papers to classmates to gather feedback on DEI-B curricular approaches. Faculty and student SPCs wrote reflective papers, postproject, documenting their experiences., Outcomes: Themes informed a conceptual framework describing SPCs: 1) motivation for engaging in partnership; 2) creation of a pedagogical partnership space to promote dialogue and problem-solve barriers to DEI-B; 3) deeper understanding of teaching; 4) transfer of learning from the SPC experience to future work locations; and 5) faculty modification of teaching., Discussion and Conclusion: Students raised awareness regarding the pain of exclusion and provided suggestions for modifying curricular approaches to consider DEI-B. Curriculum redesign using innovative strategies can meet the contemporary needs of students from EDGs., Competing Interests: The authors declare no conflicts of interest., (Copyright © 2024 Academy of Physical Therapy Education, APTA.)

The purpose of this study was to review academic papers on the experiences of binary and non-binary trans people in physical education (PE), published between January 2000 and August 2022. The selection process yielded 16 articles from Brazil, the UK, Spain, Canada, Finland, Ireland, New Zealand, and the USA. The discussion focuses on five themes for analysis: (a) school policies and control, (b) curriculum activities, (c) social environment, (d) transgendering while surviving, and (e) trans-positive experiences. The systematic review highlights the fact that heteronormativity is still present in schools and PE spaces, positioning, categorizing, and policing dissenting bodies and gender identities, which means that many trans students did not have good memories of PE classes. Many similar situations were faced by both binary and non-binary trans students, although with some notable differences. It is thus necessary to deconstruct the prevailing cis-heteronormativity during PE lessons to eradicate the discrimination that (re)produces a hostile environment for these students.

The COVID-19 crisis has led to widespread temporary school closures and a deep economic recession. School closures have threatened children's ability to learn and later return to school well prepared. The impact of the economic recession is going to be even more devastating: first for students, but also for the ability of some Catholic schools to maintain their enrollment and remain sustainable financially in countries where they do not benefit from government support. This paper, the first in a set of two, looks at some of the likely impacts of the COVID-19 crisis on Catholic Schools in developed countries with a particular focus on the United States, a country not only hard hit by the crisis but also where Catholic schools are especially vulnerable to downturns. While Catholic schools may be able to respond to the immediate challenge of school closures among others through distance learning options, their ability to maintain enrollment during the economic downturn is less clear. How schools will respond to the twin challenges of ensuring learning during school closures and beyond, and remaining affordable for families at a time of economic stress, may affect whether they are able to maintain their comparative advantage. A key aim of the paper is to make Catholic school teachers and leaders aware of some of the discussions on how to respond to the crisis, and provide links to online resources that may be useful. [For Part II of the series, see EJ1278501.]

Introduction: When, in the judgment of a mental health professional, patient suicide risk and/or patient violence risk are considered imminent, they have been referred to as behavioral emergencies. Past surveys have suggested that education and training with these emergency situations have been inadequate. The present study was undertaken to obtain more current information on the training that psychologists receive in these areas of practice., Method: All directors of APA-accredited graduate psychology programs and all directors of APA-accredited predoctoral psychology internship programs were asked to complete an online survey inquiring about such training provided in their programs., Results: Results indicated that both sets of directors rated such doctoral training in suicide risk assessment and management as very important. Internship directors, however, were significantly more likely than graduate program directors to state that psychologists should be required to complete continuing education courses on other-directed violence risk. Serious gaps in training were identified; that is, only 59.2% of psychology graduate directors reported that their program offered training in safety planning for suicide risk and only 25.4% reported that their program offered training in safety planning for violence risk., Conclusion: Given that serious injury and even death can occur from patient suicidal behavior and/or a patient violent behavior, the implications of these findings are discussed., (© 2023 The Authors. Suicide and Life-Threatening Behavior published by Wiley Periodicals LLC on behalf of American Association of Suicidology.)

The term "health systems science" (HSS) has recently emerged as a unifying label for competencies in health care delivery and in population and community health. Despite strong evidence that HSS competencies are needed in the current and future health care workforce, heretofore the integration of HSS into medical education has been slow or fragmented-due, in part, to a lack of evidence that these curricula improve education or population outcomes. The recent COVID-19 pandemic and the national reckoning with racial inequities in the United States further highlight the time-sensitive imperative to integrate HSS content across the medical education continuum. While acknowledging challenges, the authors highlight the unique opportunities inherent in an HSS curriculum and present an elaborated curricular framework for incorporating health care delivery and population health into undergraduate medical education. This framework includes competencies previously left out of medical education, increases the scope of faculty development, and allows for evidence of effectiveness beyond traditional learner-centric metrics. The authors apply a widely adopted 6-step approach to curriculum development to address the unique challenges of incorporating HSS. Two examples-of a module on quality improvement (health care delivery) and of an introductory course on health equity (population and community health)-illustrate how the 6-step approach can be used to build HSS curricula. The Supplemental Digital Appendix (at http://links.lww.com/ACADMED/B106) outlines this approach and provides specific examples and resources. Adapting these resources within local environments to build HSS curricula will allow medical educators to ensure future graduates have the expertise and commitment necessary to effect health systems change and to advocate for their communities, while also building the much-needed evidence for such curricula., (Copyright © 2021 by the Association of American Medical Colleges.)

The oral health education system is in need of major reform! This is especially apparent in university-based education for the health professions. So-called preclinical as well as clinical education simply has not kept pace with or been responsive enough to shifting patient demographics and patient/population desires and expectations, changing health system expectations, evolving interdisciplinary expertise and practice requirements, new scientific discoveries and scientific information, focus on quality improvement, and/or integration of emerging technologies. Moreover, university-based "dental education" is the most costly professional degree education within the entire university portfolio, and dental student accumulated debt is increasing each year well beyond national inflation estimates. Today, we have an enormous opportunity to explore major reforms in health professional education. Through the Santa Fe "process" of open and candid engagements and discussions (see www.santafegroup.org), we advance an argument as well as a national strategy that can enable major reforms in the oral health education system. We further suggest that major revisions can result in an outcome-based education system that prepares oral health professionals to meet both the needs of patients/families/communities and the requirements of a changing health system. [ABSTRACT FROM AUTHOR]

The article presents position papers approved by the American Association of Dental Schools (AADS) related to dental education in the U.S. It mentions incorporation of peer review in dental school curricula provides an opportunity to learn skills of working with other practitioners and learn actual clinical skills. AADS believes that federal funds must be included to finance basic healthcare benefits.

Volume 2 of this journal included an article (Canterford, 2003) which discussed 'segmented labour markets' in 'international schools'. Using an economics lens, that paper investigated the predominance of British and American educators, concluding that a form of discrimination existed which was driven by demand-side factors. In particular, Canterford identified a labour market dominated by British and American actors, asserting that 'requirements discriminate very effectively against teachers from certain areas of the world.' Our paper re-visits and advances Canterford's discussion, and argues that not only does there still seem to be a reliance on native English-speaking Anglo-American actors in what might be described as 'traditional international schools', but there is a further need to move beyond economic theory towards the application of a sociological one. By applying Pierre Bourdieu's "Social Field Theory" we show how positive discrimination in favour of native English-speakers from certain Western/Global North nations can occur within a discrete level of activity, creating a condition that is evident yet most often "misrecognised." A complex set of "doxa" endures within the arena, beginning at recruitment level and continuing within curriculum-delivery and teacher-retainment levels. We show how the field in general possesses a normative belief-system that promotes division within the labour market, yet at the same time makes it seem natural, legitimate, and 'legal'. This situation, the "nomos," is a powerful, structural condition that helps make positive discrimination in favour of British and American actors seem so fundamentally normal as to remain, for the most part, unremarked. The topic still requires substantially more investigation and validation. However, by theorising it, and thus better confronting it, we can arguably begin to deal with it.

Bodywork describes the work people perform on their own and other people's bodies. Often, this work is performed in an effort to meet cultural, symbolic body norms. The aims of bodywork in fitness for older exercisers are said to serve as a means of controlling and resisting the aging process. Given the popularity of group exercise for older exercisers, this paper focused on three forms of bodywork undertaken by/performed on older exercisers in group classes: assessing, monitoring and directing clients' bodies. Using an Institutional Ethnography approach, I explicate how instructor training is connected to the bodywork practices that take place in group exercise classes. Methods consisted of a textual analysis of 8 Canadian and American instructor training curricula; observations and interviews with 22 group fitness instructors; and go-alongs and interviews with 14 older exercisers. Findings revealed that some topics included in the explicit curricula taught to fitness instructors lie outside their scope of practice. The hidden curricula uphold ageist sociocultural norms, as well as conflate (older) age, (greater) weight/(larger) size and bodily (dis)function, which are then materially codified in what is considered (age) appropriate fitness apparel. Finally, the null curriculum, or what is left out of the training, has the potential to cause harm, marginalize and stigmatize older exercisers. To conclude, I argue that group exercise instructors and the organizations that develop fitness curricula, could benefit from engaging in a reflective practice that investigates: (1) how some of the sociocultural and discursive representations of older bodies in training curricula might be problematic and stigmatize older people; and (2) how the null curricula might cause harm to exercisers, especially exercisers like older persons who are already marginalized.

Aim: The dominance within educational settings of a traditional, binary model of gender is associated with negative outcomes for children and young people, particularly those who identify as transgender or gender diverse (TGD). The purpose of this study is to review contemporary practices in educational settings to support TGD students. Method: A systematic search of four databases retrieved 13 studies (across 16 papers), which were considered best evidence. A 'best fit' framework synthesis approach was adopted. Findings: Analysis led to the development of a new conceptual framework outlining gender-inclusive educational practice across six strands: leadership, climate, curricular and extra-curricular inclusion, collaborative approach, professional development, and policy. Limitations: Some included studies were small-scale and grey literature was not included. This review is not representative of educational practice in non-English language countries. Conclusions: The framework is recommended as a tool for school leaders to prompt reflection on current gender-inclusive practices and discussion around implementing holistic change. Educational psychologists are well-positioned to support schools with utilising the framework.

Despite the need for leaders in health care improvement across health professions, there are no standards for the knowledge and skills that should be achieved through advanced interprofessional health care improvement training. Existing health care improvement training competencies focus on foundational knowledge expected of all trainees or for specific career pathways. Health care improvement leaders fill multiple roles within organizations and promote interprofessional improvement practice. The diverse skill set required of modern health care improvement leaders necessitates the development of training competencies specifically for fellowships in applied health care improvement. The authors describe the development of the revised national Veterans Affairs Quality Scholars (VAQS) Program competencies. The VAQS Program is an interprofessional, postdoctoral training program whose mission is to develop leaders and scholars to improve health care. An interprofessional committee of VAQS faculty reviewed and revised the competencies over 4 months beginning in fall 2018. The first draft was developed using 111 competencies submitted by 11 VAQS training sites and a review of published competencies. The final version included 22 competencies spanning 5 domains: interprofessional collaboration and teamwork, improvement and implementation science, organization and system leadership, methodological skills and analytic techniques for improvement and research, and teaching and coaching. Once attained, the VAQS competencies will guide the skill development that interprofessional health care improvement leaders need to participate in and lead health care improvement scholarship and implementation. These broad competencies are relevant to advanced training programs that develop health care improvement leaders and scholars and may be used by employers to understand the knowledge and skills expected of individuals who complete advanced fellowships in applied health care improvement.

This chapter reviews the role of U.S. leadership education programs in higher education with a focus on leadership learning outcomes in institutional missions and considerations for academic disciplines in offering context-specific leadership development., (© 2020 Wiley Periodicals, Inc.)

Purpose: In the Indonesian health-care system, nurses and midwives often serve as the primary health-care providers due to physician shortages. Seeking to address the need for medical care in resource-limited environments, some have advocated for portable equipment in the hands of health-care providers. We hypothesized that medical students are able to effectively teach point-of-care ultrasound (POCUS) to physicians, nurses, and midwives in rural Indonesia., Methods: We conducted a prospective, observational study using health-care practitioners from a clinic and accredited school for nursing and midwifery in Mojokerto, East Java, Indonesia. Enrolled practitioners took part in a 4-week POCUS course followed by postinstructional testing., Results: A total of 55 health-care practitioners completed the course. This included 19 physicians, 13 nurses, and 19 midwives. Of the 55 clinicians, 43 (72%) passed the course and 12 (28%) failed., Conclusions: Physicians, nurses, and midwives in rural Indonesia showed significant acquisition of ultrasound (US) knowledge and skills following a 4-week US course. Following training, all three groups displayed skills in practical US use during a postcourse practical examination. This is one of the first studies to assess the efficacy of medical students teaching POCUS to midwives and nurses., (© 2019 Wiley Periodicals, Inc.)

Background Diagnostic reasoning skills are essential to the practice of medicine, yet longitudinal curricula to teach residents and evaluate performance in this area is lacking. We describe a longitudinal diagnostic reasoning curriculum implemented in a university-based internal medicine residency program and self-evaluation assessment of the curriculum's effectiveness. Methods A longitudinal diagnostic reasoning curriculum (bolus/booster) was developed and implemented in the fall of 2015 at the University of Iowa. R1, R2, and R3 cohorts were taught the "bolus" curriculum at the beginning of each academic year followed by a "booster" component to maintain and build upon diagnostic reasoning skills taught during the "bolus" phase. Self-administered diagnostic thinking inventory (DTI) scores were collected in the spring of pre-curriculum (baseline, 2014-2015) and post-curriculum (2016-2017). Results The overall DTI scores improved in the R1 cohort, although statistically significant differences were not seen with R2s and R3s. In the original DTI categories, R1s improved in both flexibility of thinking and structure of thinking, the R2s improved in structure of thinking and the R3s did not improve in either category. R1s showed improvement in three of the four subcategories - data acquisition, problem representation, and hypothesis generation. The R2s improved in the subcategory of problem representation. R3s showed no improvement in any of the subcategories. The R3 cohort had higher mean scores in all categories but this did not reach statistical significance. Conclusions Our program created and successfully implemented a longitudinal diagnostic reasoning curriculum. DTI scores improved after implementation of a new diagnostic reasoning curriculum, particularly in R1 cohort.

The American College of Surgeons Committee on Trauma requires physician-to-physician communication prior to interhospital transfer. This requirement can be difficult to achieve in high-volume trauma centers. This pilot project utilizes trauma advanced practice providers (APPs) as the primary communicator, in lieu of the trauma surgeon, prior to interhospital transfer. The hypothesis suggests that APPs can provide safe recommendations and accurately triage patients for the highest level trauma alert. From January to April 2018, a total of 1,145 patients were transferred to a Level I or Level II trauma center. All interhospital trauma transfers were dispatched through a designated transfer center APP (TCAPP). Descriptive statistics were used to describe the frequency of core TCAPP recommendations, including reversal agents for anticoagulants, antibiotics for open fractures, direct admission criteria, administration of blood products, and triaging to the highest level of trauma activation. TCAPP triage accuracy was analyzed and reported as percentages. Percentages are compared between independent groups using a chi-square test. Prior to implementation of the TCAPP role, provider-to-provider communication occurred in less than 1% of interhospital transfers; TCAPP-to-provider communication occurred 92% of the time (p < .001). During the study period, the TCAPP made 398 care-related recommendations. Three (<1%) TCAPP recommendations were deemed inappropriate. The TCAPP (89.7%) and physician (89.9%) triage accuracy was not significantly different (p = .43). Interhospital transfer communication and recommendations can be performed safely and accurately by a trauma trained APP.

Industrial design (ID) undergraduate education in China is seen as a new rapidly growing discipline over the past 40 years. China's ID education is not well known in the West due to several barriers: language, the Great Firewall of China which blocks out most of the Western websites and a 12-h time difference. All Chinese ID curriculum and program information are available in Mandarin. The Ministry of Education administers all Chinese design education as well as ID scholarships and faculty exchange grants and its website and documents require translation. The Great Firewall of China blocks 90% of Western websites including Google making it difficult for Western Scholars to access accurate information about the size and shape of the Chinese ID education landscape. China has a historical relationship between the ID schools in China and the United States. Chinese students are studying or alumni of every American ID program. China and USA share similar program types, dual-track admissions for art and design streams, and academic calendars. In this paper, a model was developed to clarify the features of ID undergraduate education in China and USA, and a survey of eight ID schools was processed. Four aspects were comparatively discussed: (1) types of ID education; (2) ranking, evaluation, and certification of ID schools and programs; (3) curriculum, credits, course features, and yearly schedules of schools; and (4) influences coming from the culture and globalization process. Based on the analysis, the similarities and differences in ID undergraduate education between the two countries are discussed. Results show the dual-track modes in China and USA are different. It is mainly reflected in the management and enrollment, curriculum organization, and cultural environment. Implications for the localization, openness, and globalization to ID education are finally discussed together with several directions for future development. The findings are valuable to USA and Chinese ID departments and faculty, researchers, staff and visiting scholars. It is also useful for university administrative units such as registrars, admissions, international offices and exchanges to understand each other.

The small-scale research presented in this paper was conducted as part of the GeoCapabilities project. Though originating in the Anglophone world, the project attempts to address the purposes and values of geography education internationally. Using the idea of "powerful disciplinary knowledge" the project asks what geography has to offer that helps young people develop the human capabilities they need in order to live a life that they consider valuable. In this paper, we explore the challenges and opportunities presented by GeoCapabilities in several European national contexts. We asked selected teachers and teacher educators in four different countries (Finland, Germany, The Netherlands and Sweden) what role they thought geography plays in enhancing students' "human potential." Despite marked differences relating to the legal and structural background in each country we found major similarities in teachers' and teacher educators' curriculum thinking in relation to geography's contribution to the future well-being of their students.

Purpose: Increased school autonomy and accountability have been a common denominator of national reforms in otherwise heterogeneous governance systems in Europe and the USA. The paper argues that because schools serving disadvantaged communities (SSDCs) often have lower average performance, they are more often sanctioned or under closer scrutiny, but might also receive more additional resources. The purpose of this paper is to therefore analyze whether SSDCs have more or less autonomy than schools with a more advantageous context in four countries with heterogeneous autonomy and accountability policies. Design/methodology/approach: The paper is based on the data from the Programme for International Student Assessment 2012 school and student questionnaires from Finland, Germany, the UK, and the USA. The choice of countries is based on different governance models described by Glatter "et al." (2003). The data are used to identify SSDCs and analyze the reported autonomy in resource allocation and curriculum and assessment. Using regression analyses, patterns are analyzed for each country individually. They are then juxtaposed and compared. Differences are related back to the governance models of the respective countries. Findings: The results indicate an association between the communities the schools are serving and the autonomy either in the allocation of resources, or the curriculum and assessment. SSDCs appeared to have a little more autonomy than schools with a more advantageous context in Finland, Germany, and the UK, but less autonomy in the USA. The comparison suggests that in the USA, autonomy is rather a reward for schools that have the least amount of need, whereas in the other three countries it could be a result of strategies to improve schools in need. The paper discusses possible explanations in the policies and support structures for SSDCs. Originality/value: The effects of increased school autonomy and accountability on student achievement have been discussed at length. How different accountability policies affect the autonomy of schools with the highest needs has so far not been studied. The study can be understood as a first step to unravel this association. Following steps should include in-depth investigations of the mechanisms underlying increased or diminished autonomy for SSDCs, and the consequences for school improvement in these schools.

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

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

"International education" in the United States has been dominated by nationalism that advocates such understanding primarily for the purpose of improving economic and military competitiveness with other nations (Parker 2008). Nevertheless, although they represent a minority voice, there have been researchers and educators who argue that international education should serve to build peace and promote students' global citizenship (Parker 2011). This minority voice also existed in the interwar period (1919-1938, between World War I and World War II), when the fear of war and the resultant patriotism swept the country. This paper investigates representations of Asia in U.S. world history textbooks during the interwar period. From the array of world history textbooks published in this period, the research focused on five that expressed an explicit intention to include Asia. Three of these focused exclusively on world history (Rogers, Adams, and Brown 1937; Tuell 1920; Pahlow 1934), while two integrated world history with geography and other social sciences (Rugg 1930, 1937). By examining contradictory portrayals of Asia within each of these textbooks, this study reveals how well-meaning authors who endeavored to fight against popular prejudices about Asia were also constrained by Orientalism, the prevailing societal discourse on Asia at the time. The findings of this study provide a closer look at the subtle and nuanced ways that the curriculum represents marginalized groups, even while pursuing an ostensibly benign and inclusive agenda.

The article comments on the dilemma of the objective paper-and-pencil assessment within the Piagetian framework in the U.S. Paper-and-pencil measures also lack the flexibility of the clinical method in which a perceptive interviewer can explore the various ways in which a subject interprets his or her environment. Paper-and-pencil instruments attempt to retain various aspects of the clinical interview method. It must be noted that many measures of formal operational reasoning also assess other cognitive capabilities such as field independence.