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The operative and non-technical skills exposure of urology trainees has reduced due to a number of factors, including the European Working Time Directive, and the COVID-19 pandemic. Simulation-based education (SBE) is an innovative addition to clinical experience which can begin to address the skills-based learning deficiency in order to help trainees meet their curriculum requirements and optimise the exposure required for a trainee to become a competent general urology consultant. Surgical simulation is an effective training tool but has a complex implementation process, requiring considerable planning tailored to specific educational targets, to ensure it is sustainable and reproducible. Methodology from the field of implementation science offers an invaluable approach to design an effective simulation-based training adjunct, as exemplified by the example of the UK Urology Simulation Boot Camp (USBC), a comprehensive training course which incorporates core technical and non-technical skills based on the current Joint Committee on Surgical Training (JCST) urological training curriculum to equip newly appointed urology trainees to work as competent junior registrars. Delivered annually in Leeds since 2015, the course has had excellent feedback and results in improving the urological knowledge of trainees, as well as increases in trainees' confidence. This paper will provide a summary of how the course was designed, delivered, reproduced, sustained and evaluated. Its success is demonstrated by its incorporation into the UK urology training programme, and since 2018, it is now recommended to all new urology residents in the UK. The course implementation model would be applicable to other surgical specialties. [ABSTRACT FROM AUTHOR]

Recent worldwide trends in curriculum policy have re-emphasised the role of teachers in school-based curriculum development. Scotland’s Curriculum for Excellence is typical of these trends, stressing that teachers are agents of change. This paper draws upon empirical data to explore school-based curriculum development in response to Curriculum for Excellence. We focus on two case studies – secondary schools within a single Scottish local education authority. In the paper we argue that the nature and extent of innovation in schools is dependent upon teachers being able to make sense of often complex and confusing curriculum policy, including the articulation of a clear vision about what such policy means for education within each school. [ABSTRACT FROM PUBLISHER]

This paper reports on the findings of work to develop a Clinical Leadership Competency Framework (CLCF) that will be used by all the regulated clinical professions across the UK. The CLCF was created, with the agreement of the NHS Institute for Innovation and Improvement and the Academy of Medical Royal Colleges, from the Medical Leadership Competency Framework (MLCF), which was created and developed and is owned jointly by the NHS Institute for Innovation and Improvement and the Academy of Medical Royal Colleges. Although the context and scenarios described in the MLCF are particular to doctors, the generic leadership competences were considered potentially applicable to all clinicians in their practitioner roles. The aim of this project was to work with the clinical professions to build leadership awareness and capability across the health service, by assessing the readiness of the clinical professions to embed leadership competences in undergraduate education, postgraduate training and continuing professional development. The work that has been undertaken to date shows that there is widespread recognition that leadership is important, and that the development of clinical leadership is viewed as absolutely critical. It represents a fundamental change in the way we train and educate clinicians. The next step for the CLCF project team is to work with professional bodies, regulators and education establishments to help them to embed the CLCF effectively, and this work is already under way. [ABSTRACT FROM AUTHOR]

Background: Physicality in human movement characteristic of indigenous sporting forms in Africa is grounded in a multitude of cultures. During the period of colonial Africa, there was the introduction of British sporting forms, policies, and practices in schools and society. It was through schools and missions that the colonists introduced sport activities, with colonial administrators and officers prioritizing athleticism over other activities, evident in after-school sports and games. Thus, schools along with Christian missions served as the instruments of colonial education, culture, and sport, with resources allocated selectively to advance racialized and classist education. Purpose: This paper explores how colonialism, particularly British forms of sport physicality, impacted African people and deconstructs how curriculum and teaching in physical education (PE) during the post-colonial era is lost to the politics of knowledge in the school–society nexus, revealing how the school curriculum serves as a contested terrain. This contestation discloses how colonial and post-colonial narratives intertwine to influence public policy and school practices in the development and implementation of PE curriculum. Themes: Examination of the literature produced themes associated with stratification of school subjects and marginalization of PE in particular – the exam-oriented and elitist-oriented education – which characterized British Africa, and made British education part and parcel of policy development and implementation, influencing the nature of education, and PE in particular. The elitist education influenced public policy initiatives, frameworks, and corresponding reforms resulting in stratification of school subjects, the use of public school expenditure, and in the type of teacher training followed. In addition, negative school-wide practices became apparent with public policy, rules, and regulations being loosely coupled with school realities, leading PE to be considered as a ‘toothless subject' in the school curriculum. Besides physicality and learning in PE are not distinguishable from sporting forms and practices, bringing out the emphasis on competitive school sport that has been used to promote nation's prestige, social engineering, and economic development. Conclusion: A development of way forward for PE in British Africa is considered critical and warranted for adequate development of children and youth and for promotion of the health welfare of society. PE plays a critical part in the nexus between education and development; including meeting individual and social welfare goals of post-colonial British Africa; and as such the needs of all children should be at the forefront of policy development and implementation. What is warranted is a development of a standard-based reform that is grounded in a strong formulated public policy that acknowledges diversity in the centralized system of education; with its implementation showing a balance of PE with after-school sport programs and incorporation of indigenous sporting forms. [ABSTRACT FROM PUBLISHER]

The Rwandan genocide was perhaps the most paradigmatic human rights catastrophe in the post-Holocaust era, which challenged the mantra of ‘never again’. Yet as we approach the twentieth anniversary, it remains a relatively marginalised entity within mainstream English education. This paper argues that a study of the Rwandan genocide introduces a number of important issues, which are not emphasised within Holocaust education. It also draws upon a small-scale empirical study of 41 teachers’ attitudes in England, perceptions and experiences of teaching the genocide in a range of disciplines and demonstrates emerging patterns on how it is integrated into curricula and individual lessons. It concludes by advocating the study of the Rwandan genocide in its own right and the importance of students appreciating its contemporary relevance. [ABSTRACT FROM PUBLISHER]

Much official environmental education policy in the UK and elsewhere makes scant reference to nature as such, and the issue of our underlying attitude towards it is rarely addressed. For the most part such policy is pre-occupied with the issue of meeting 'sustainably' what are taken to be present and future human needs. This paper considers several issues posed by this anthropocentric approach and explores the view that environmental education - indeed any education - worthy of the name needs to bring a range of searching questions concerning nature to the attention of learners, and to encourage them to develop their own on-going responses to those questions. It is argued that our present environmental predicament not only provides an exciting opportunity to re-focus education on the issue of human relationship to nature, but also requires the exploration of this issue for its long-term resolution. Extensive implications for the curriculum and the culture of the school are raised. [ABSTRACT FROM AUTHOR]

Since the formation of a coalition government in May 2010, there have been substantial changes in government policies relating to the education system in England and Wales. The previous Labour administration strengthened education in food and nutrition and promoted healthy eating in schools. The National Curriculum relating to food technology states what pupils should learn, making reference to practical cooking skills, food safety and hygiene and nutrition and healthy eating. This remains a statutory requirement. The Comprehensive Spending Review (CSR), announced in October 2010, meant that substantial financial cuts would be made across government, including the Department for Education. A huge swathe of quangos has already been cut, including the Qualifications and Curriculum Development Agency (QCDA) and the National Healthy Schools Programme (NHSP). The School Food Trust (SFT) has faced budget cuts, and further massive savings will come from the scrapping of Building Schools for the Future (BSF). The White Paper and Education and Children's Bill will provide greater freedom for schools and academies to determine their own curriculum, length of the school day and lesson times. David Cameron's vision of a 'Big Society' will require greater collaboration from a wide range of organisations, including industry and charitable organisations to support high quality education in food and nutrition in schools. Individual Headteachers will be freed to make decisions at a local level. This will leave individual schools with greater decision making and funding responsibility. [ABSTRACT FROM AUTHOR]

Addresses the issue of the need for the development of a post compulsory curriculum adequate to the demands of the 21st century in British education. Qualitative and quantitative issues involved in the development of a 21st century curriculum; Circumstances that can influence curriculum development efforts in the country.

It is fundamental that students are able to identity where they have developed specific professional competencies during their study. This ensures students can not only articulate their competencies well in job applications and assessments but also draw on their experiences for use in the workplace. The aim of study was to ascertain if desirability of an element or competency as indicated by employers, was reflected in an equivalent level of program content, appropriately perceived by the student. A case study approach mapped elements of the previously developed Competencies for Food Graduate Careers framework against food sciences curricula at University of Nottingham. The mapping process facilitated evaluation of appropriate levels of inclusion of each element in degree programs, by recording types of content and experiences provided, in collaboration with teaching staff. Perspectives of the student experience were captured using an online survey. In addition, guidance from a prior industry survey provided context of the level of desirability for each element across the range of graduate roles in the United Kingdom. The results showed some areas of mismatch, where curricular content did not align with employer expectations or student perceptions. This has informed review of this curriculum, to best reflect "competency development" to meet the needs of the food industry. Recommendations were made to address gaps through enhancement of content, delivery, communication, or assessment. Additionally, the exercise has suggested a more informed development of curricula categorization and coding for future similar mapping activities. [ABSTRACT FROM AUTHOR]

In this article, we examine a case of innovation in curriculum and pedagogy at a new school in the UK. We begin by outlining the 3 Futures model, which we use as a methodological heuristic in the case study of the school that appears to be both knowledge‐led and learner‐engaged; characteristics of the Future 3 scenario. In considering the school's curriculum, we also draw on a number of concepts from the work of Basil Bernstein: classification, framing and the idea of open schools, and a curriculum integration model developed by us to consider the degree of epistemic emphasis in the school's predominantly interdisciplinary curriculum. Together, these concepts provide the means to examine the organising principles of practice operating in the school, as links are drawn between the 3 Futures model, Bernstein's concepts and the data. We theorise this as a form of 'opening up', suggesting that even within the context of an interdisciplinary curriculum, access to powerful knowledge may be maintained in a whole‐school approach where the demands of both knowledge and knowers are brought into balance. The school's approach and the theorisation we offer may provide insights for other schools embarking on a futures model for education and for twenty‐first‐century educational discourses more generally. [ABSTRACT FROM AUTHOR]

Background: ENT is highly under-represented in the saturated UK medical school curriculum, comprising less than 1 per cent of the curriculum. A 1-day course was implemented in order to raise awareness of ENT among medical students, educate them in the specialty and teach a basic skill. Methods: The skills day comprised lectures by consultants followed by a consultant-led workshop teaching tracheostomy. Pre- and post-course questionnaires assessed perceptions of ENT, confidence performing tracheostomy and interest in ENT as a career. Results: Perceptions of ENT as a specialty were improved by up to 80 per cent (p < 0.01). There was improved understanding of and confidence in performing tracheostomies. Interest in a career in ENT was increased by 77 per cent (p < 0.01). Conclusion: A 1-day course run by a student body can be a powerful adjunct to the medical school curriculum, in terms of educating undergraduates in ENT and inspiring the pursuit of ENT as a career. [ABSTRACT FROM AUTHOR]

The insertion of history into the medical school curriculum has been discussed over a long period of time. But the role of history in the public health curriculum has not been the subject of much discussion, despite the changes in UK public health training and the advent of multidisciplinary public health. This article reviews the history of inserting history into the curriculum in a leading public health postgraduate institution. It discusses the strategies used to secure acceptance for history; the positioning of history within the curriculum both as a core and a special subject; and the different curriculum content and learning approaches which have been used over time. It reviews recent developments in distance learning and the launch of a history Massive Open On line Course. It concludes that no one approach can be recommended for inserting history and that flexibility, persistence, alliances and the willingness to adapt to local circumstances are important. Students themselves are now more receptive to historical approaches and can appreciate the value of a discipline which teaches critical skills of analysis and assessment of evidence. It remains to be discussed how the discipline and such approaches can be transferred into wider professional public health training and at the undergraduate level. [ABSTRACT FROM AUTHOR]

Objective: The objective of this study is to describe the collaborative development of a rehabilitation guide for people living with human immunodeficiency virus (HIV) which was adapted from an online resource for clinicians. Methods: We adapted a comprehensive evidence-informed online clinical resource for people living with HIV using a three-phase participatory process. In Phase 1, we interviewed 26 clinicians and 16 people living with HIV to gather recommendations on how to adapt and format the content to benefit people living with HIV. In Phase 2, we adapted the patient education resource using the recommendations that emerged from Phase 1. Phase 3 consisted of comprehensive stakeholder review of the revised resource on the adaptability, usability, communicability, and relevance of the information. Stakeholders participated in an interview to obtain in-depth information on their perspectives. Transcribed interviews underwent qualitative content analysis. Results: Stakeholders indicated that the e-guide had utility for people living with HIV, community HIV service organizations, and care providers. Conclusion: Engaging people living with HIV resulted in a more relevant and meaningful resource that incorporated patients’ values, needs, and preferences. Implications: Involving multiple stakeholders and user groups in the adaptation and evaluation of online patient education resources can assist in meeting patients’ needs through increasing the relevance, organization and presentation of the content, and incorporating patients’ values and needs. Implications for Rehabilitation: Online patient education resources should be adapted in order to maximize relevance and meaningfulness to patients. Involving multiple stakeholders in the adaptation and evaluation of online patient education resources can assist in meeting patients’ needs. Involving multiple stakeholders increases the relevance, organization and presentation of the content and allows the incorporation of patient values and needs. This collaborative approach with an emphasis on meaningful participation of patients and community may be of interest to others interested in promoting knowledge translation. [ABSTRACT FROM AUTHOR]

The aim of this Guide is to support teacher with the responsibility of designing, delivering and/or assessing diversity education. Although, the focus is on medical education, the guidance is relevant to all healthcare professionals. The Guide begins by providing an overview of the definitions used and the principles that underpin the teaching of diversity as advocated by Diversity and Medicine in Health (DIMAH). Following an outline of these principles we highlight the difference between equality and diversity education. The Guide then covers diversity education throughout the educational process from the philosophical stance of educators and how this influences the approaches used through to curriculum development, delivery and assessment. Appendices contain practical examples from across the UK, covering lesson plans and specific exercises to deliver teaching. Although, diversity education remains variable and fragmented there is now some momentum to ensure that the principles of good educational practice are applied to diversity education. The nature of this topic means that there are a range of different professions and medical disciplines involved which leads to a great necessity for greater collaboration and sharing of effective practice. [ABSTRACT FROM AUTHOR]

Midwives have a key role in identifying women at risk of perinatal mental health problems, referring to specialist services, planning care where appropriate, and supporting women and their families. Current guidelines and standards do not place an emphasis on perinatal mental health care as central to the training of student midwives in the UK. Research has shown that midwifery students and midwives do not feel skilled in this aspect of their role. At the University of Surrey, a programme-specific perinatal mental health module was developed for student midwives in the second year of their pre-registration programme, which has been well evaluated. Service users and specialist mental health practitioners have been involved in developing and teaching the module, and the content is reviewed annually to reflect national policy drivers. [ABSTRACT FROM AUTHOR]

This article engages with recent policy on reading comprehension. It argues that the construct of inference has been treated as a single entity despite research and literature to the contrary, and this is perpetuated in the National Curriculum for 2014. It explores the limitations of conceptualising inference as a unitary construct and demonstrates that official policy has confused progression in inference with the process of a reader building a mental representation of a text. It argues that criterion-referenced statements for progression in inference are flawed. The article proposes a means of conceptualising inference so it can be operationalised for the purpose of teaching and learning in the classroom. This is exemplified and applied to an example of a standardised test. [ABSTRACT FROM AUTHOR]

The article discusses the incorporation of citizenship as a part of the curriculum in British schools as of August 2001. It examines the role of humanities in education, the significance of teaching citizenship in schools, and the curriculum itself. The article refers to influences on citizenship curricula including "Man: A Course of Study" and the "Humanities Curriculum Project." The article also examines the rights and responsibilities of citizenship, political education, and how teachers can convey the curriculum to students.

Outlines the main details of the Associated Examining Board's philosophy syllabus and considers the problem of teaching philosophy in schools in Great Britain. Composition of two parts in the syllabus that concentrate on the history of philosophy and other various philosophical themes; Choice given to students to select two themes from possible areas like Our Perception of the External World and Faith and the Existence of God; Possibility that naive philosophical amateurs would be given a license to indulge in an undisciplined search for a philosophy of life.