The Longitudinal and Vertical Integration of Health Systems Science in an Undergraduate Medical Education Program: A Means to Support "Curricular Elasticity".

Although health systems science (HSS) has become increasingly included as requisite curricular content in undergraduate medical education (UME), educators have many implementation options for integrating HSS content into medical school training. Learning from medical schools' authentic experiences and lessons learned for the successful and sustainable implementation of HSS would be valuable. We share our experience with the longitudinal and vertical integration of HSS at the Sidney Kimmel Medical College (SKMC) at Thomas Jefferson University in Philadelphia over the past six years. We posit that our approach to curricular design has afforded us the "curricular elasticity" needed to keep our educational program current and flexible in the rapidly changing healthcare and geopolitical landscape.

Exploring the epistemology of internationalization at home: A scoping review approach

During the post COVID 19, internationalization at home (IaH) is gradually becoming a hot topic worldwide, which is an increasing learning field of pedagogical practice. Aiming at obtaining an in-depth understanding of the epistemology of internationalization at home, this study applies the scoping review analysis led by the research questions: what is acknowledged from the current literature review about the theories and practices of internationalization at home (IaH) contextually? What are the problems, characteristics, and implications of internationalization at home (IaH)? This study explores 22 studies with two third published in the last ten years. This result indicates that the core epistemological idea of internationalization at home (IaH) is identified and analyzed from multiple perspectives. It involves different stakeholders in the field of internationalization of higher education, such as students, faculty members, administrators, and policy makers. Creating international curriculum/courses serve as the goal for advocating internationalization at home (IaH). In addition, advocating internationalization at home still encounters a plenty of problems, such as the limited educational resources and financial support and proficiency of foreign language. Moreover, the conclusion and remarks have been offered in the last. [ FROM AUTHOR] Copyright of Educational Philosophy & Theory is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Fellows' Perspective of Educational Changes in Medical Sports Medicine During the COVID-19 Pandemic.

Background As a result of the coronavirus disease 2019 (COVID-19) pandemic, graduate medical education, along with most of daily life, was disrupted. The goal of this study was to explore the experiences of fellows in primary care/medical sports medicine (MSM) and view the changes made to training programs through their eyes. Methodology A questionnaire was developed to collect qualitative and quantitative data regarding the fellow's experiences in training from March to June 2020. Fellows on the American Medical Society for Sports Medicine list of current Sports Medicine Fellows in the United States and Canada were invited to participate. Of the 329 invited, 90 (27.4%) fellows returned questionnaires. Results MSM fellows highlighted positive adaptations as well as losses to their educational programs related to the pandemic. The biggest gain reported was additional learning time, and the greatest loss was to sports and event coverage. Most fellows reported attending collaborative sessions, and they noted an increase in didactics compared to pre-pandemic levels. The largest losses were noted in event coverage and training room exposures, with smaller declines in ultrasounds, procedures, and research experiences. They also described challenges, including changing clinical roles, managing social isolation and boredom, and balancing work and family responsibilities. Conclusions Fellows identified gains, losses, and challenges due to pandemic-related changes to their fellowship programs. Fellowship directors and educators in different fields can use this understanding of the fellows' experiences to build on current resources, further develop collaborative efforts, create new educational opportunities, and provide additional support for fellow learning.

Nursing 'new normal' education: an investigation of barriers and strategies of curriculum planning to meet national standards

Introduction: The COVID-19 pandemic has a major effect on nursing education in Indonesia, it needs for adaptation of the curriculum to achieve competent nursing graduates meet national and international standards. The aim of this study is to explore the barriers and strategies of nursing education of private institutions, in curriculum planning in the new normal era during the COVID-19 pandemic. Methods: This qualitative study was conducted in five nursing study programs in East Java. Data collection was carried out by in-depth interviews, observations, documentation studies of 25 participants, with the criteria of lecturers being actively involved in curriculum planning based on Indonesian national standards. The data used purposive sampling and snowball sampling. The data validity is carried out with four criteria: credibility, dependability, confirmability, and transferability. Data analysis was carried out using the model approach of Miles, Huberman & Saldana. Data records from interviews, observations and documentation then carried out data selection, reducing, focusing on data findings (data condensation). Results: The study found five themes: (1) barriers from human resources, (2) barriers during the curriculum planning process, (3) barriers for Nursing Study Program lecturers in obtaining information sources related to Indonesian Qualification framework-based curriculum planning, (4) strengthen the pro-active leadership of study programs;(5) foster dynamic communication between curriculum teams. Conclusion: The results showed, in pandemic crisis COVID-19, the need for a curriculum planning workshop with clear technical guidelines in producing an effective, efficient, adaptable nursing curriculum, the effective one of planning has high potential in producing high quality nursing graduates.

A contemporary pedagogy of drawing

This article reviews 20 years of attitudes to drawing pedagogy and looks forward with a studioful of post-pandemic optimism. It reiterates the importance of drawing in art schools as the most direct and economic means of nurturing our intelligence of seeing. Throughout the period, neoliberal policies directing the UK higher education curricula towards market-oriented criteria of success have eroded the foundation of a visual arts pedagogy: the exploration of the perceptual and its communication through visual language;educative activities of wider import than market concerns. An articulacy in drawing – visualcy – is fundamental to human culture, let alone preparation for professional practice in the visual arts and design disciplines. A remedial pedagogy is proposed, structured upon the two fundamental theoretical bases of visual perception and visual communication, illustrated with students' drawings and the author's efforts to practise what he preaches. [ FROM AUTHOR] Copyright of Journal of Visual Art Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Transitioning preclinical students into clerkships amidst curricular disruptions from the COVID-19 pandemic.

The COVID-19 pandemic resulted in significant disruptions to medical education. The patient care space was unavailable as a learning environment, which compounded the complexity of preparing students for clerkships with a traditional transition to clerkship (TTC) curriculum. We developed a multimodal, structured approach to re-introduce students to the clinical space prior to the start of clerkships. 105 second year medical students completed a 4-week clinical enhancement course. A modified Delphi method was used to select core topics, which were then anchored to key Entrustable Professional Activities (EPAs). Students participated in 9 virtual problem-based cases, workshops and multiple supervised patient encounters. Students were surveyed before, during, and after the course; responses were compared with paired t-tests. 25.9% rated the course as excellent, 44.2% as very good, and 19.5% as good. Compared to baseline, self-perceived efficacy grew significantly (P < 0.05) across all EPAs. Improvements in key competencies were sustained when students were surveyed 2 weeks into their first clerkship. This was a well-received, novel course, focused on helping students transition back into the clinical space through a multimodal teaching approach. This framework may be used by other institutions seeking to restructure their TTC initiatives.

When the Clinical Environment Is Closed to Students: The Harsh Reality of COVID-19 and Implications for Colleges of Osteopathic Medicine.

When the World Health Organization (WHO) declared coronavirus disease 2019 (COVID-19) a global health emergency, Colleges of Osteopathic Medicine (COMs) debated the role of medical students during this developing pandemic. Initially, the discussion included whether medical students were essential personnel contributing to meaningful patient care. Many questions arose regarding how COVID-19 would affect medical education and if the changes would be temporary or continue for a significant period of time. Due to the lack of availability of personal protective equipment (PPE) and a decreased focus on clinical education within many healthcare settings, in March the American Association of Colleges of Osteopathic Medicine (AACOM) declared that medical students were not essential personnel and recommended that COMs take a 'pause' and remove students from the clinical environment. This 'pause' would allow COMs time to assess where medical education could continue, to define the critical pieces of clinical education that required a clinical environment and to address how medical students could contribute during the pandemic. The AACOM Clinical Educators group began to meet on a weekly basis during this time so that Clinical Deans from Osteopathic medical schools across the country could collaborate, share ideas, discuss current challenges, and co-create a system to deliver medical education realizing the limitations of in-person clinical training.