Application of WHO rehabilitation competency framework in development of rehabilitation science education system and curriculum / 中国康复理论与实践

ObjectiveTo systematically analyze the application of World Health Organization rehabilitation competency framework (RCF) and its supporting guidelines in education system of rehabilitation science and curriculum development. MethodsBased on the conceptual framework of RCF and its supporting guidelines, the application of its areas and the modes were analyzed to construct the education system of rehabilitation science with reference to the framework of competency-based clinical medical education. ResultsThe education system of rehabilitation science was developed based on RCF. The competences for specific scenarios in rehabilitation were defined and investigated. A structured system of vocational qualification accreditation and occupational competency standards was constructed, as well as core education system and rehabilitation curricula in rehabilitation science, which helped to train competent rehabilitation workers. ConclusionThe construction of rehabilitation subspecialties, its education system and the development of a curriculum content system based on the RCF is an important way for the development of modern rehabilitation education. RCF theoretical framework and supporting tools provide a standardized and unified method and way for China's rehabilitation science higher education system and professional certification, career access and professional standards for rehabilitation personnel. The quality of rehabilitation science education and the professional development of rehabilitation personnel will also be improved in future.

Development of first-class biotechnology major under new economic situation / 生物工程学报

The rapid development of bioeconomy urgently needs the support of biotechnology talents. Establishing an innovative training mode of biotechnology talents can provide support for regional economic development and industrial upgrading. Closely revolved around the concepts of new engineering disciplines development, such as serving the national strategy, docking industry, leading the future development and student-centered, a new economy-oriented training system was developed in School of Bioengineering of Dalian University of Technology. These systems include interdisciplinary curriculum system reconstruction, project-based teaching mode reform, evaluation system implementation and other aspects. The reform and exploration of the first-class biotechnology major under the new economic situation, puts forward the theory of value guidance, deep foundation, strong sense of innovation, technical and non-technical core ability literacy. This reform meets the industry demand for talent diversification, personalization, and dynamic change, helps the merge of industry and education, which provides a way for fostering first-class biotechnology-majored undergraduates.

1. History of Curriculum Development at McGill University Faculty of Medicine and Training Medical Professionals for the Role of "Healer" / 医学教育

The Faculty of Medicine and Health Sciences at McGill University in Canada there has always been an exploration of effective curriculum development that adapts to new eras and aims to encourage medical students to understand how to enhance patients' well-being. In particular, the current MDCM curriculum, which launched in 2013, offers impressive programs at a conceptual level and at a curricular level. These programs explicate to students two roles for physicians who wish to place their patient's wellbeing at the center of their work: professional and healing. This article introduces the history of curriculum development in the Faculty of Medicine and Health Sciences at McGill University and explores how universities in Japan can develop healing curricula in each context.

Challenges of implementing competency-based medical education postgraduate training programs: the issue of context / Desafíos de la implementación de programas de formación de posgrado en educación médica basada en competencias: la cuestión del contexto

Introduction: Competency-based medical education (CBME) is being adopted worldwide. The aim of this paper is to discuss the evolution of CBME and address some perceived challenges in CBME curriculum development and implementation in postgraduate (residency) medical education. Methods: This is an opinion paper based on lived experiences and personal beliefs. The authors have professional training in medical education and are actively involved in CBME research, curriculum development and implementation around the world. Results: The issue of local and system-wide context seems to be of particular importance to individuals, programs, institutions, governing bodies and other stakeholders involved in the development and implementation of CBME programs. CBME has evolved differently at different places, and there are concerns regarding the fidelity of implementation. Stakeholders have been dealing with challenging questions in their CBME journeys, which reflect the varied, complex and dynamic nature of health and education systems. Recently, scholars have established core components of any CBME program. Discussion and conclusions: CBME design should benefit from ground-up strategies that consider the local context. It is essential to approach implementation with a quality improvement lens and pay special attention to the fidelity and integrity of the core CBME components.

Introducción: la educación médica basada en competencias (CBME) se está adoptando en todo el mundo. El objetivo de este artículo es discutir la evolución de la CBME y abordar algunos desafíos percibidos en el desarrollo y la implementación de los estándares de CBME en la educación médica de posgrado (residencia). Métodos: este es un artículo de opinión basado en experiencias vividas y creencias personales. Los autores tienen formación profesional en educación médica y participan activamente en la investigación, el desarrollo y la implementación de programas de CBME en varios países. Resultados: la cuestión del contexto local y de todo el sistema parece ser de particular importancia para las personas, los programas, las instituciones, los órganos de gobierno y otras partes inte-resadas involucradas en el desarrollo y la implementación de los programas de CBME. La CBME ha evolucionado de manera diferente en diferentes lugares y existen preocupaciones con respecto a la fidelidad de la implementación. Las partes interesadas han estado lidiando con cuestiones difíciles en sus proyectos de CBME, que reflejan la naturaleza variada, compleja y dinámica de los sistemas de salud y educación. Recientemente, los académicos han establecido componentes centrales de cualquier programa CBME. Discusión y conclusiones: el diseño de la CBME debería beneficiarse de estrategias de base que consideren el contexto local. Sin embargo, es importante abordar la implementación con una lente de mejora de la calidad y prestar especial atención a la fidelidad e integridad de los componentes centrales de la CBME.

Development of the curriculum of "Human Anatomy and Physiology" for special education major / 生物工程学报

Human Anatomy and Physiology is one of the basic professional courses for students majored in special education in normal colleges. It is of great importance to develop a comprehensive curriculum and improve the associated teaching approaches. In recent years, we have taken a series of approaches including optimizing the teaching content, highlighting the curriculum value, diversifying the teaching methods, and improving the evaluation methods. These approaches have received good effects and responses. Here we summarize the experiences and share our insights with colleagues.

A Longitudinal Faculty Development Program Nurturing Leaders in Residency Education in Okinawa / 医学教育

The Hawaii-Okinawa Medical Education Fellowship is a longitudinal FD program developed and administered by the John A. Burns School of Medicine at the University of Hawaii and Okinawa Prefecture to train young clinical teachers who will play a central role in residency education. The program also supports the building of networks among clinical teachers. Each year, around six participants learn the skills required of clinical teachers through monthly seminar participation and a year-round curriculum development project. To date, about 60 physicians have completed the fellowship, and many of them are active as clinical teachers at medical institutions in Okinawa. The community of practice consisting of the graduates of this fellowship is gradually expanding. It is expected to contribute more and more to the enhancement of clinical education in Okinawa.

A review of significant aspects contributing to curriculum development

Curriculum is an essentially signified foundation of an academic arena. The master key of the treasure curriculum is anchored in its development. The basic and progressive aspects are the prominent spectrums of curriculum in navigating the stakeholders. Empowerment of curriculum by augmenting its development has been a topic of ongoing discussion in the enrichment of the educational field. By reviewing selected past and present relevant articles, this review article is aimed to provoke and fortify insights for the due perfection, systematization, and standardization in the futuristic aspects towards curriculum development. This is a sincere effort to present the versatile role of the concept of curriculum development and validate its significant aspects by keeping the various stakeholders in mind. It is hoped that this article would help motivate elder and newer generations of curriculum developers, academicians and researchers for expounding the process, for recognizing the intrinsic and upcoming challenges in the field of curriculum development for recognizing needs to refresh, update technology and upgrade pedagogics, for standardizing curriculum at the global application and for instigating an urge to research various aspects of this topic to bring in the due change, advancement and standardization.

Design and development of a series of micro-lectures of surgical Nursing based on the network platform / 中国实用护理杂志

Objective@#To design and develop a series of micro-lectures of Surgical Nursing based on the network platform.@*Methods@#Literature review and interviews were conducted to determine the development process and course theme of the series micro-lectures, design the development process of the series micro-courses, and develop the series of micro-lectures of "Surgical Nursing", with the technical support of Zhongke Digital Publishing Media Co., Ltd. Design requirements of the network platform were analyzed and the serialization of the micro-course network platform was realized.@*Results@#A series of micro-lectures on Surgical Nursing based on the web platform were developed.@*Conclusion@#The design and development of this series of micro-lectures based on the network platform has formed a high-quality and complete series of micro-lectures of Surgical Nursing, and realized the application of the network platform, enriched the teaching resources of surgical nursing, and also provide new ideas and methods for nursing clinical teaching.

Australian osteopathic practitioners' perceptions of the clinical relevance of anatomy / Percepciones de los practicantes de osteopatía australianos de la relevancia clínica de la anatomía

SUMMARY: Anatomy is a foundational discipline in the training of health care professionals. However, there is a paucity of literature on the relative importance of anatomy, especially in relation to the other biomedical sciences and clinical domains, in preparing osteopathic practitioners for clinical practice. This study aimed to examine Australian osteopathic practitioners' perceptions of the relative importance of anatomy in their professional training and clinical practice, especially in relation to other biomedical sciences and clinical domains within osteopathic curricula. The study also examined the perceived importance of the sub-disciplines of anatomy to professional practice. A questionnaire-based survey was carried out among Australian osteopathic practitioners at several national meetings in 2014 and 2015. Using a five-point Likert scale, all respondents were asked to rate the relevance of the following thirteen disciplines and subdisciplines to clinical practice: biomechanics, biochemistry, embryology, histology, gross anatomy, microbiology, neuroanatomy, neurology, pathology, pharmacology, physical examination, physiology and radiology. Out of 175 practitioners surveyed, 169 responded (i.e., 96.6 % response rate). Two of the sub-disciplines of anatomy were among the highest rated, with 98.2 % perceiving gross anatomy as "very important" while neuroanatomy being rated as "very important" by 84.6 % and "quite important" by 14.2 %. Similar high rating was also given to biomechanics and physical examination while the other two sub-disciplines, embryology and histology received lower ratings. No significant difference in ratings were identified with regard to participants' year and place of graduation. However, there was an association between gender and rating on Pathology and Pharmacology respectively, as well as age effects on the ratings of several sub-disciplines. These findings are generally consistent with the results from similar surveys carried out on the clinical importance of anatomy in other medical and allied health professionals in different countries. Overall, osteopathic practitioners have a positive perception of the relevance of anatomy, particularly gross and neuroanatomy, to clinical practice, and this should be taken into account when developing osteopathic curricula.

RESUMEN: La anatomía es una disciplina fundamental en la formación de profesionales de la salud. Sin embargo, hay poca literatura sobre la importancia relativa de la anatomía, especialmente en relación con las otras ciencias biomédicas y los dominios clínicos, en la preparación de profesionales de la osteopatía para la práctica clínica. Este estudio tuvo como objetivo examinar las percepciones de los médicos osteopáticos australianos sobre la importancia relativa de la anatomía en su formación profesional y práctica clínica, especialmente en relación con otras ciencias biomédicas y dominios clínicos dentro de los currículos osteopáticos. El estudio también examinó la importancia percibida de las subdisciplinas de la anatomía para la práctica profesional. Se realizó una encuesta basada en un cuestionario entre los profesionales osteopáticos australianos en varias reuniones nacionales en 2014 y 2015. Utilizando una escala Likert de cinco puntos, se pidió a todos los encuestados que calificaran la relevancia de las siguientes trece disciplinas y subdisciplinas para la práctica clínica: Biomecánica, bioquímica, embriología, histología, anatomía macroscópica, microbiología, neuroanatomía, neurología, patología, farmacología, exploración física, fisiología y radiología. De los 175 practicantes encuestados, 169 respondieron (es decir, una tasa de respuesta del 96,6 %). Dos de las subdisciplinas de la anatomía estaban entre las mejor calificadas, con un 98,2 % que percibían la anatomía general como "muy importante", mientras que la neuroanatomía se calificaba como "muy importante" en un 84,6 % y "muy importante" en un 14,2 %. También se dio una calificación alta similar a la biomecánica y el examen físico, mientras que las otras dos subdisciplinas, embriología e histología recibieron calificaciones más bajas. No se identificaron diferencias significativas en las calificaciones con respecto al año de los participantes y el lugar de graduación. Sin embargo, hubo una asociación entre el sexo y la calificación en Patología y Farmacología respectivamente, así como los efectos de la edad en las calificaciones de varias subdisciplinas. Estos hallazgos son generalmente consistentes con los resultados de encuestas similares realizadas sobre la importancia clínica de la anatomía, en otros profesionales de la salud médicos y afines en diferentes países. En general, los profesionales de la osteopatía tienen una percepción positiva de la relevancia de la anatomía, en particular la neuroanatomía general y la neuroanatomía, para la práctica clínica, lo que se debe tener en cuenta al desarrollar los currículos osteopáticos.

Teaching and Learning Social Determinants of Health (SDH) in Times of Social Disparity / 医学教育

In the Model Core Curriculum for Medical Education revised in 2016, the aim to teach "social determinants of health (SDH) " appeared for the first time. In times of social disparity, socio-economic conditions, including unemployment and low income, sometimes discourage people from doing follow up visits to the clinic due to the copay. This happens despite the universal coverage of health insurance. The socio-cultural environment also affects individual health. For example, the sexual minority suffers from depression and suicidal risk due to prejudice in our society. The WHO states that SDH are mostly responsible for health inequities and should be tackled by health professionals. In this article, we discuss why we should teach medical students SDH and how we could implement the program to an already overloaded curricula.

Introduction of Premedical Curriculum at the College of Medicine, The Catholic University of Korea / 의학교육논단

Premed education in the college of medicine at the Catholic University of Korea aims to promote student creativity and excellence in accordance with the mission of the college: to have a sense of calling, leadership, and competency. The Catholic Medical College premed curriculum includes 75 credits which are composed of 65 credits for required courses and 10 credits for elective courses. It consists of courses in basic science, medical science, liberal arts and humanities (premedical OMNIBUS). It also involves community programs in ‘Vision and Mission,’ ‘Leadership Training,’ and ‘Academic Conference.’ In addition, students are allowed self-directed choice of their courses and learning for one quarter.

Premedical Curriculum in Seoul National University College of Medicine / 의학교육논단

The main points of issue with the former premedical curriculum of Seoul National University College of Medicine (SNUCM) were the absence of educational objectives, decline in student motivation caused by uniform education, students' lack of a sense of belonging, and lack of humanistic education. In accordance with these issues, there were five aspects considered for the improvement of the premedical curriculum: reform based on the newly established educational objectives that corresponds with the 6-year medical school curriculum as a whole, expansion of elective courses and the development of personalized curriculum for the improvement of students' learning motives, expansion of social sciences and humanities curriculum for the development of students' capabilities as good doctors, active participation of medical professors in premedical education, and expansion of informal education and the student support program. According to the assessment done after the implementation of the reformed curriculum, premedical students were gratified with its establishment and management of multifarious liberal arts and major subjects. In preparation of the more rigorous entrance quota of the premedical school at SNUCM, there is ongoing reform of required major subjects and establishment of new subjects in the premedical curriculum in pursuit of unity with the 6-year medical curriculum. Moreover, there is ongoing development of an e-portfolio system for the association of premedical and medical education, integration of formal and informal curriculum, and reinforcement of student observation and formative evaluation. Further discussion on the assessment and betterment of premedical curriculum is needed.

Curriculum Development for Preclinical Medical Education at Yeungnam University / 의학교육논단

After Yeungnam University's College of Medicine was established in 1979, the curriculum for a preclinical medical education course was developed and implemented. Several modifications have since been made to the curriculum which was driven by changes in national policies and in the medical education environment. In recent years, it has become necessary to complement the weaknesses or shortcomings in the curriculum that were discovered during the basic medical education assessment process of the medical college. Since 2009, Yeungnam University has run two medical courses: a 6-year college of medicine course and a 4-year medical school course. However, as a result of changes in national policy, Yeungnam University decided to offer only the 6-year college of medicine course with an entirely new curriculum which will be implemented in 2017. The new curriculum for the preclinical medical education course consists of 36 credits of cultural essentials courses, 44 credits of major required courses, and 2 credits of major elective courses. The curriculum development requires the support of the university and/or college, the ensured independence of the curriculum development organization, and the cooperation and attention of fellow professors. Continuous efforts are needed to check, evaluate, and improve the curriculum.

Implementation of Outcome-Based Medical Education Theory into the Pre-existing Curriculum / 이화의대지

OBJECTIVES: This paper aims to describe an outcome-based curriculum development process at a medical school that has difficulty in advancement from the higher stage outcomes to the individual lesson outcomes, and to propose a way to implement it practically. METHODS: We reviewed the objectives, strategies and previous products of the school's taskforce activities and suggested the principle of bidirectional approaches of outcome based curriculum development. RESULTS: The developing strategy identified such as firstly, the evaluation of present curriculum and then, the review of the outcomes developed previously with considering the nation-wide environmental change in medical education. Then, we selected one example course which was focused the resources of the school to, and finally the product of the example course was propagated to the other courses with central monitoring. CONCLUSION: Bidirectional model of ‘Top-down’ plus ‘Bottom-up’ approaches could be an efficient way to develop the outcome-based curriculum in a medical school, which has difficulties to advance the developing process due to various reasons including limited resources.

Development of Curriculum System for Autism Based on Humanoid Robot Technology / 中国康复理论与实践

Objective To develop a curriculum system for social communication disorders rehabilitation in children with autism based on humanoid robot. Methods The curriculum was developed through the robot programming and the structure hierarchy of the curriculum. It was applied in three children with autism. Results and Conclusion The curriculum has been developed. All the children concentrated in the class, with few emotive disorders.

Developing an educational program for fourth-year students at Balikesir University’s school of health, department of midwifery, to learn and practice antenatal skills.

Background: The objective of this study is to develop an educational program to improve the antenatal care practice skills of fourth-year students in the midwifery department at Balikesir University’s school of health. Methods: The control group included 39 students who had taken public healthcare courses in the 2009-2010 academic year. The intervention group consisted of 40 students who had taken the same courses in the 2010-2011 academic year. The study’s dependent variable was the skill level; its independent variable was the educational program. The data evaluation guide feedback form was collected. The students’ scores for prenatal care were analyzed using the Mann-Whitney U test. Results: The study found that midwives in the control group, which did not receive the educational program, did not apply some of the steps in prenatal health care, such as examining the bellies of pregnant women, measuring their folic acid, assessing laboratory tests and providing them with information about their examinations. In addition, there were other skills in prenatal health care and communication that this group either never applied or applied only after being reminded. However, almost all of the midwives in the intervention group were found to have used communication skills effectively and to have completed prenatal healthcare in the proper order and in a highly qualified manner. Conclusion: The educational program developed for midwife education and practice has been successful and effective. Almost all of the people in the control group have fully applied their healthcare follow-up skills.

Obtaining Impactful Feedback from Students: A Continuous Quality Improvement Approach to Enhance the Quality of Students’ Feedback.

Academic institutions collect student feedback to improve their curriculum and teaching quality. At the Yong Loo Lin School of Medicine (YLLSoM), National University of Singapore (NUS), the feedback is also used to disburse funds to clinical teaching sites as well as to make decisions on faculty performance. There are studies on the benefits and uses of measurement tools (e.g. student ratings) to evaluate university courses, however, studies evaluating the process of effecting changes to the system are few. In this study, the authors discuss the limitations of the student feedback system/processes and the way new changes were instituted to overcome these limitations at YLLSoM, NUS. This study highlights the importance of constantly reviewing the feedback mechanism to obtain better inputs for improving the learning environment. Our findings are particularly useful for the training of clinical teachers in Asian and new medical schools, who can learn from our strengths to meet the required standards.

Exploring ‘ EGP + ESP' model of English curriculum in medical academies / 中华医学教育探索杂志

English curriculum development has been a focus of English teaching in the medical universities in China.Under the background of cultivation of international medical talents,this thesis analyzed the current situation and major problems in this field,and put forward EGP + ESP model in English curriculum development,proposed to provide systematic and continuous English education for the medical students through the combination of public English and Medical English.

A study on premedical curriculum reform of one medical school / 한국의학교육

PURPOSE: The aim of this study was to examine the background and improvement of the reformed premedical curriculum in Seoul National University and to analyze in which it corresponds with its intentions. It gives implications to premedical curriculum through its development model. METHODS: The background and improvement of the reformed premedical curriculum was analyzed through several reports from those of associated committees. The development model of the reformed curriculum was made in order to examine correspondence with the intentions of its reformation. RESULTS: The graduate credit increased while compulsory credit was in decrease which leads to the elimination of standardized education based on the natural sciences. The requirements in compulsory liberal arts and elective major subjects were suggested in order to develop students' perspectives in humanities. CONCLUSION: As premed is a preliminary course before studying medicine, premedical curriculum should reflect the needs of those parties concerned-society, professors, students, etc.- and be based on core values and educational philosophy of the school in order to derive its competences.

Experience of Developing and Implementing a Motivation Induction Course for Konyang University Medical College Freshmen / 한국의학교육

PURPOSE: This study aimed to develop a new course for Konyang University College of Medicine freshmen to motivate them with regard to their vision and medical professionalism and experience various learning methods of medical education. METHODS: The course was developed by 4 faculty members through several intensive meetings throughout the winter of 2010. A 4-credit course was designed for 61 freshmen of Konyang University College of Medicine to provide structured guidance and an introduction to their medical education and increase their motivation with regard to their studies and school life. The course lasted for 4 weeks (February 28 to March 25), and every session of the program was evaluated by the students. RESULTS: The 'motivation induction course' consisted of the following sessions: university-wide: 'leadership camp' and 'special lectures for future vision;' college-wide: 'major immersion session,' 'Enneagram workshop,' 'STRONG workshop,' 'medical professionalism,' and 'team-based learning.' The group results were presented in a poster and by oral presentation and were awarded prizes for the best performance. Special features included: group discussion session on medical ethics, which used scenarios that were developed by a medical humanity course committee and visiting all departments and mentors of the medical college to fulfill their curiosity of their future major or workplace. Overall, the course was evaluated as satisfactory (M=4.22, SD=0.81). CONCLUSION: Although there was some dissatisfaction, the overall experience of the "motivation induction course" was a success. The course will continue to be valuable for freshmen in adapting to medical school and its culture and in defining one's view of a good doctor.