Showing papers on "Curriculum published in 2019"

What Is Curriculum Theory

Abstract: Preface Glossary Introduction PART 1: THE PROBLEM THAT IS THE PRESENT 1. School Deform I. The Race to Nowhere II. The Less You Know III. Untimely Concepts IV. Too Little Intellect in Matters of Soul V. The School as a Business VI. The Figure of the Schoolteacher 2: From Autobiography to Allegory I. To Run the Course II. Allegories-of-the-Present III. Allegory as Montage IV. Why Weimar? PART 2: THE REGRESSIVE MOMENT: THE PAST IN THE PRESENT 3. The Defeat of Democracy I. The Terrible Question II. States of Emergency III. The Highly Fissured Republic IV. The Regimented Mass V. Art as Allegory VI. Economic Crisis VII. The Great Age of Educational Reform VIII. Correctional Education 4. Mortal Educational Combat I. Gracious Submission II. The Racial Politics of Curriculum Reform III. Students and the Civil Rights Movement IV. Freedom Schools V. The Gender Politics of Curriculum Reform PART III: THE PROGRESSIVE MOMENT: THE FUTURE IN THE PRESENT 5. The Dissolution of Subjectivity in Cyberculture I. Dream, Thought, Fantasy II. Let Them Eat Data III. The Death of the Subject IV. Avatars V. Breaking News VI. Intimacy and Abjection 6. The Future in the Past I. The Technology of Cultural Crisis II. The Degradation of the Present III. A Philosophy of Technology IV. Technology and Soul PART IV: THE ANALYTIC MOMENT: UNDERSTANDING THE PRESENT 7. Anti-Intellectualism and Complicated Conversation I. Anti-Intellectualism II. An Unrehearsed Intellectual Adventure III. Curriculum as Complicated Conversation is Not (Only)Classroom Discourse IV. Is It Too Late? PART V: THE SYNTHETICAL MOMENT: REACTIVATING THE PAST, UNDERSTANDING THE PRESENT, FINDING THE FUTURE 8. Subjective and Social Reconstruction I. A Struggle Within Each Person II. Reactivating the Past III. Understanding the Present IV. Finding the Future References Index

Teachers’ perception of STEM integration and education: a systematic literature review

Abstract: For schools to include quality STEM education, it is important to understand teachers’ beliefs and perceptions related to STEM talent development. Teachers, as important persons within a student’s talent development, hold prior views and experiences that will influence their STEM instruction. This study attempts to understand what is known about teachers’ perceptions of STEM education by examining existing literature. Study inclusion criteria consisted of empirical articles, which aligned with research questions, published in a scholarly journal between 2000 and 2016 in English. Participants included in primary studies were preK-12 teachers. After quality assessment, 25 articles were included in the analysis. Thematic analysis was used to find themes within the data. Findings indicate that while teachers value STEM education, they reported barriers such as pedagogical challenges, curriculum challenges, structural challenges, concerns about students, concerns about assessments, and lack of teacher support. Teachers felt supports that would improve their effort to implement STEM education included collaboration with peers, quality curriculum, district support, prior experiences, and effective professional development. Recommendations for practice include quality in-service instruction over STEM pedagogy best practices and district support of collaboration time with peer teachers. Recommendations for future research are given.

Literacy for the 21st Century: A Balanced Approach, 3rd edition

Abstract: The purpose of this product is to support PST develop knowledge, understanding and skill in teaching literacy to children from the Foundation Year to Year 6. To assist in achieving these goals, the product outlines from the beginning that successful teaching involves knowing the students, the content and associated curriculum requirements, and understanding how to apply this knowledge in explicit and skilled ways to meet individual students’ literacy learning needs. The product emphasises that effective teachers continually engage in reflective practice to gauge if and how each student’s learning goals are achieved. It challenges the PST to consider ways of knowing, learning and teaching, providing opportunities to consider ways of using digital platforms to develop children’s reading, writing, speaking, listening and viewing skills. Developed for preservice teachers, practising teachers and those interested in English literacy teaching and learning, this product includes a range of vignettes drawn from classroom and university practice across Australia, examples that stand to authenticate the learning. [Book Synopsis]

Telemedicine Training in Undergraduate Medical Education: Mixed-Methods Review

Abstract: Background: Telemedicine has grown exponentially in the United States over the past few decades, and contemporary trends in the health care environment are serving to fuel this growth into the future. Therefore, medical schools are learning to incorporate telemedicine competencies into the undergraduate medical education of future physicians so that they can more effectively leverage telemedicine technologies for improving the quality of care, increasing patient access, and reducing health care expense. This review articulates the efforts of allopathic-degree-granting medical schools in the United States to characterize and systematize the learnings that have been generated thus far in the domain of telemedicine training in undergraduate medical education. Objective: The aim of this review was to collect and outline the current experiences and learnings that have been generated as medical schools have sought to implement telemedicine capacity-building into undergraduate medical education. Methods: We performed a mixed-methods review, starting with a literature review via Scopus, tracking with Excel, and an email outreach effort utilizing telemedicine curriculum data gathered by the Liaison Committee on Medical Education. This outreach included 70 institutions and yielded 7 interviews, 4 peer-reviewed research papers, 6 online documents, and 3 completed survey responses. Results: There is an emerging, rich international body of learning being generated in the field of telemedicine training in undergraduate medical education. The integration of telemedicine-based lessons, ethics case-studies, clinical rotations, and even teleassessments are being found to offer great value for medical schools and their students. Most medical students find such training to be a valuable component of their preclinical and clinical education for a variety of reasons, which include fostering greater familiarity with telemedicine and increased comfort with applying telemedical approaches in their future careers. Conclusions: These competencies are increasingly important in tackling the challenges facing health care in the 21st century, and further implementation of telemedicine curricula into undergraduate medical education is highly merited.

Introducing Artificial Intelligence Training in Medical Education

Abstract: Health care is evolving and with it the need to reform medical education. As the practice of medicine enters the age of artificial intelligence (AI), the use of data to improve clinical decision making will grow, pushing the need for skillful medicine-machine interaction. As the rate of medical knowledge grows, technologies such as AI are needed to enable health care professionals to effectively use this knowledge to practice medicine. Medical professionals need to be adequately trained in this new technology, its advantages to improve cost, quality, and access to health care, and its shortfalls such as transparency and liability. AI needs to be seamlessly integrated across different aspects of the curriculum. In this paper, we have addressed the state of medical education at present and have recommended a framework on how to evolve the medical education curriculum to include AI.

Supporting the development of a professional identity: General principles

Abstract: While teaching medical professionalism has been an important aspect of medical education over the past two decades, the recent emergence of professional identity formation as an important concept has led to a reexamination of how best to ensure that medical graduates come to "think, act, and feel like a physician." If the recommendation that professional identity formation as an educational objective becomes a reality, curricular change to support this objective is required and the principles that guided programs designed to teach professionalism must be reexamined. It is proposed that the social learning theory communities of practice serve as the theoretical basis of the curricular revision as the theory is strongly linked to identity formation. Curricular changes that support professional identity formation include: the necessity to establish identity formation as an educational objective, include a cognitive base on the subject in the formal curriculum, to engage students in the development of their own identities, provide a welcoming community that facilitates their entry, and offer faculty development to ensure that all understand the educational objective and the means chosen to achieve it. Finally, there is a need to assist students as they chart progress towards becoming a professional.

Leveraging Prior-Knowledge for Weakly Supervised Object Detection Under a Collaborative Self-Paced Curriculum Learning Framework

Abstract: Weakly supervised object detection is an interesting yet challenging research topic in computer vision community, which aims at learning object models to localize and detect the corresponding objects of interest only under the supervision of image-level annotation. For addressing this problem, this paper establishes a novel weakly supervised learning framework to leverage both the instance-level prior-knowledge and the image-level prior-knowledge based on a novel collaborative self-paced curriculum learning (C-SPCL) regime. Under the weak supervision, C-SPCL can leverage helpful prior-knowledge throughout the whole learning process and collaborate the instance-level confidence inference with the image-level confidence inference in a robust way. Comprehensive experiments on benchmark datasets demonstrate the superior capacity of the proposed C-SPCL regime and the proposed whole framework as compared with state-of-the-art methods along this research line.

Applications and Challenges of Implementing Artificial Intelligence in Medical Education: Integrative Review.

Abstract: Background: Since the advent of artificial intelligence (AI) in 1955, the applications of AI have increased over the years within a rapidly changing digital landscape where public expectations are on the rise, fed by social media, industry leaders, and medical practitioners. However, there has been little interest in AI in medical education until the last two decades, with only a recent increase in the number of publications and citations in the field. To our knowledge, thus far, a limited number of articles have discussed or reviewed the current use of AI in medical education. Objective: This study aims to review the current applications of AI in medical education as well as the challenges of implementing AI in medical education. Methods: Medline (Ovid), EBSCOhost Education Resources Information Center (ERIC) and Education Source, and Web of Science were searched with explicit inclusion and exclusion criteria. Full text of the selected articles was analyzed using the Extension of Technology Acceptance Model and the Diffusions of Innovations theory. Data were subsequently pooled together and analyzed quantitatively. Results: A total of 37 articles were identified. Three primary uses of AI in medical education were identified: learning support (n=32), assessment of students’ learning (n=4), and curriculum review (n=1). The main reasons for use of AI are its ability to provide feedback and a guided learning pathway and to decrease costs. Subgroup analysis revealed that medical undergraduates are the primary target audience for AI use. In addition, 34 articles described the challenges of AI implementation in medical education; two main reasons were identified: difficulty in assessing the effectiveness of AI in medical education and technical challenges while developing AI applications. Conclusions: The primary use of AI in medical education was for learning support mainly due to its ability to provide individualized feedback. Little emphasis was placed on curriculum review and assessment of students’ learning due to the lack of digitalization and sensitive nature of examinations, respectively. Big data manipulation also warrants the need to ensure data integrity. Methodological improvements are required to increase AI adoption by addressing the technical difficulties of creating an AI application and using novel methods to assess the effectiveness of AI. To better integrate AI into the medical profession, measures should be taken to introduce AI into the medical school curriculum for medical professionals to better understand AI algorithms and maximize its use.

Higher education for sustainable development: actioning the global goals in policy, curriculum and practice

Abstract: Higher education for sustainable development (HEfSD) is being significantly shaped by the global sustainability agenda. Many higher education institutions, responsible for equipping the next generation of sustainability leaders with knowledge and essential skills, proactively try to action the sustainable development goals (SDGs) in HEfSD policy, curriculum and practice through scattered and isolated initiatives. Yet, these attempts are not strategically supported by a governing approach to HEfSD or coordinated effectively to tackle social and environmental sustainability. These predicaments not only widen the gap between HEfSD policy, curriculum and practice but also exacerbate the complexities between human and environmental interactions compromising overall sustainability. However, these efforts represent a potential for actioning the Global Agenda for Sustainable Development. Based on a qualitative research strategy, theory building methodology and various methodological techniques (surveys, policy and literature review, group and individual interviews), this research suggests that the advancement of HEfSD in policy, curriculum and practice depends largely on a better understanding of existing gaps, target areas, commonalities and differences across regional HEfSD agendas. This will hopefully provide higher education institutions and their stakeholders across regions with some conceptual and practical tools to consider strategically how HEfSD can successfully be integrated into policy, curriculum and practice in alignment with SDGs and with the overall mandate of the Global Agenda for Sustainable Development.

Exploring factors, and indicators for measuring students' sustainable engagement in e-learning

Abstract: The topic of engagement has been attracting increasing amounts of attention in the field of e-learning. Research shows that multifarious benefits occur when students are engaged in their own learning, including increased motivation and achievement. Previous studies have proposed many scales for measuring student engagement. However, very few have been developed to measure engagement in e-learning environments. Thus, developing an instrument for measuring student engagement in e-learning environments is the purpose of this study. The participants of this study were 737 Korean online university students. Initial items were designed based on the literature. The instrument items were reduced from an initial 48 to 24 items after obtaining expert opinion and then validity and reliability analysis. Exploratory and confirmatory factor analyses were also conducted. Six factors, including psychological motivation, peer collaboration, cognitive problem solving, interaction with instructors, community support, and learning management emerged in the 24-item scale. This scale is expected to help instructors and curriculum designers to find conditions to improve student engagement in e-learning environments, and ultimately prevent students from dropping out of online courses.

Children can foster climate change concern among their parents

Abstract: The collective action that is required to mitigate and adapt to climate change is extremely difficult to achieve, largely due to socio-ideological biases that perpetuate polarization over climate change1,2. Because climate change perceptions in children seem less susceptible to the influence of worldview or political context3, it may be possible for them to inspire adults towards higher levels of climate concern, and in turn, collective action4. Child-to-parent intergenerational learning—that is, the transfer of knowledge, attitudes or behaviours from children to parents5—may be a promising pathway to overcoming socio-ideological barriers to climate concern5. Here we present an experimental evaluation of an educational intervention designed to build climate change concern among parents indirectly through their middle school-aged children in North Carolina, USA. Parents of children in the treatment group expressed higher levels of climate change concern than parents in the control group. The effects were strongest among male parents and conservative parents, who, consistent with previous research1, displayed the lowest levels of climate concern before the intervention. Daughters appeared to be especially effective in influencing parents. Our results suggest that intergenerational learning may overcome barriers to building climate concern. Public concern about climate change is difficult to motivate. This study finds an increase in climate change concern among parents after their middle school-aged children participated in a climate change school curriculum.

Evidence-based practice education for healthcare professions: an expert view.

Abstract: Internationally, evidence-based practice (EBP) is recognised as a foundational element of healthcare professional education. Achieving competency in this area is a complex undertaking that is reflected in disparities between ‘best EBP’ and actual clinical care. The effective development and implementation of professional education to facilitate EBP remains a major and immediate challenge. To ascertain nuanced perspectives on the provision of EBP education internationally, interviews were conducted with five EBP education experts from the UK, Canada, Australia and New Zealand. Definitive advice was provided in relation to (1) EBP curriculum considerations, (2) teaching EBP and (3) stakeholder engagement in EBP education. While a considerable amount of EBP activity throughout health profession education is apparent, effectively embedding EBP throughout curricula requires further development, with a ‘real-world’ pragmatic approach that engenders dialogue and engagement with all stakeholders required.

Medical education today: all that glitters is not gold

Abstract: The medical education system based on principles advocated by Flexner and Osler has produced generations of scientifically grounded and clinically skilled physicians whose collective experiences and contributions have served medicine and patients well. Yet sweeping changes launched around the turn of the millennium have constituted a revolution in medical education. In this article, a critique is presented of the new undergraduate medical education (UME) curricula in relationship to graduate medical education (GME) and clinical practice. Medical education has changed and will continue to change in response to scientific advances and societal needs. However, enthusiasm for reform needs to be tempered by a more measured approach to avoid unintended consequences. Movement from novice to master in medicine cannot be rushed. An argument is made for a shoring up of biomedical science in revised curricula with the beneficiaries being nascent practitioners, developing physician-scientists --and the public. Unless there is further modification, the new integrated curricula are at risk of produce graduates deficient in the characteristics that have set physicians apart from other healthcare professionals, namely high-level clinical expertise based on a deep grounding in biomedical science and understanding of the pathologic basis of disease. The challenges for education of the best possible physicians are great but the benefits to medicine and society are enormous.

Medical students: what educational resources are they using?

Abstract: The number of resources available to medical students studying a degree in medicine is growing exponentially. In addition to traditional learning resources such as lectures and textbooks, students are increasingly using e-learning tools like commercially available question banks to supplement their learning. Student preference for learning resources has not been described in detail, and a better understanding of the tools perceived to be useful could provide essential information to medical educators when designing and implementing medical curricula. We invited 1083 undergraduate and postgraduate medical students from two major Australian universities to complete an online survey. Questions asked students to indicate the frequency with which they use various types of resources when learning new material or when revising previous content. Approximately one third (32.3%, N = 350) of invited participants completed the survey, and of those who responded, the gender distribution was even with a median age of 25 years. Making written notes and reading textbooks were the most frequently utilized resources for learning new material. Online or downloaded question banks were the most frequently used resource for revision. In addition to the use of traditional learning tools, the majority of students report using a variety of e-learning tools including online teaching videos (92%, n = 322) and question banks (90.6%, n = 317). Despite the trend towards e-learning, traditional resources like attendance at face-to-face lectures remain the most popular for learning new material. The increasing use of question banks raises potential issues of poor alignment to medical school curricula. With the advantages of exam technique practice, time efficiency and multiplatform availability, their popularity is likely to continue. Evaluation of existing question banks is required to facilitate appropriate integration into the curricula, with equitable access for all students.

Visual art instruction in medical education: a narrative review.

Abstract: The humanities have been increasingly incorporated into medical school curricula in order to promote clinical skills and professional formation. To understand its current use, we reviewed the literature on visual arts training in medical education, including relevant qualitative and quantitative data. Common themes that emerged from this review included a focus on preclinical students; instruction promoting observation, diagnostic skills, empathy, team building, communication skills, resilience, and cultural sensitivity. Successful partnerships have involved local art museums, with sessions led primarily by art educators employing validated pedagogy such as Visual Thinking Strategies or Artful Thinking. There is evidence that structured visual arts curricula can facilitate the development of clinical observational skills, although these studies are limited in that they have been single-institution reports, short term, involved small numbers of students and often lacked controls. There is a paucity of rigorous published data demonstrating that medial student art education training promotes empathy, team building, communication skills, wellness and resilience, or cultural sensitivity. Given these concerns, recommendations are offered for fostering more robust, evidence-based approaches for using visual arts instruction in the training of medical students.

Facilitating Student Engagement Through Educational Technology: Towards a Conceptual Framework

Abstract: The concept of student engagement has become somewhat of an enigma for educators and researchers, with ongoing discussions about its nature and complexity, and criticism about the depth and breadth of theorising and operationalisation within empirical research. This equally applies to research conducted in the field of educational technology and its application in schools and higher education. Recognising the inherent role that technology now plays in education, and the potential it has to engage students, this paper draws on a range of student engagement literature and conceptualises a provisional bioecological framework of student engagement that explicitly includes technology as one influential factor. This paper first proposes a definition of student engagement and provides an exploration of positive student engagement indicators. It then presents a bioecological framework, and the microsystemic facets of technology, teacher and curriculum are further explored in their relation to fostering student engagement. Based on this framework, implications for further theory-based research into student engagement and its relation to educational technology are discussed and recommendations for educators are given.

Learning to code or coding to learn? A systematic review

Abstract: The resurgence of computer programming in the school curriculum brings a promise of preparing students for the future that goes beyond just learning how to code. This study reviewed research to analyse educational outcomes for children learning to code at school. A systematic review was applied to identify relevant articles and a thematic analysis to synthesise the findings. Ten articles were included in the synthesis and an overarching model was developed which depicts the themes. The results demonstrate that although students are learning to code, a range of other educational outcomes can be learnt or practiced through the teaching of coding. These included mathematical problem-solving, critical thinking, social skills, self-management and academic skills. The review also identified the importance of instructional design for developing these educational outcomes through coding.

Effectiveness of interventions adopting a whole school approach to enhancing social and emotional development: a meta-analysis

Abstract: This article presents findings from a meta-analysis which sought to determine the effectiveness of interventions adopting a whole school approach to enhancing children and young people’s social and emotional development. Whole school interventions were included if they involved a coordinated set of activities across curriculum teaching, school ethos and environment, and family and community partnerships. A total of 45 studies (30 interventions) involving 496,299 participants were included in the analysis. Post-intervention outcomes demonstrated significant but small improvements in participants’ social and emotional adjustment (d = 0.220), behavioural adjustment (d = 0.134), and internalising symptoms (d = 0.109). Interventions were not shown to impact on academic achievement. Origin of study and the inclusion of a community component as part of a whole school approach were found to be significant moderators for social and emotional outcomes. Further research is required to determine the active ingredients of whole school interventions that we can better understand the components necessary to achieve successful outcomes.

Medical education trends for future physicians in the era of advanced technology and artificial intelligence: an integrative review

Abstract: Medical education must adapt to different health care contexts, including digitalized health care systems and a digital generation of students in a hyper-connected world. The aims of this study are to identify and synthesize the values that medical educators need to implement in the curricula and to introduce representative educational programs. An integrative review was conducted to combine data from various research designs. We searched for articles on PubMed, Scopus, Web of Science, and EBSCO ERIC between 2011 and 2017. Key search terms were “undergraduate medical education,” “future,” “twenty-first century,” “millennium,” “curriculum,” “teaching,” “learning,” and “assessment.” We screened and extracted them according to inclusion and exclusion criteria from titles and abstracts. All authors read the full texts and discussed them to reach a consensus about the themes and subthemes. Data appraisal was performed using a modified Hawker ‘s evaluation form. Among the 7616 abstracts initially identified, 28 full-text articles were selected to reflect medical education trends and suggest suitable educational programs. The integrative themes and subthemes of future medical education are as follows: 1) a humanistic approach to patient safety that involves encouraging humanistic doctors and facilitating collaboration; 2) early experience and longitudinal integration by early exposure to patient-oriented integration and longitudinal integrated clerkships; 3) going beyond hospitals toward society by responding to changing community needs and showing respect for diversity; and 4) student-driven learning with advanced technology through active learning with individualization, social interaction, and resource accessibility. This review integrated the trends in undergraduate medical education in readiness for the anticipated changes in medical environments. The detailed programs introduced in this study could be useful for medical educators in the development of curricula. Further research is required to integrate the educational trends into graduate and continuing medical education, and to investigate the status or effects of innovative educational programs in each medical school or environment.

A review of recent papers on online discussion in teaching and learning in higher education

Abstract: This paper presents a review of a sample of recent case studies on the use of asynchronous online discussion in higher education. These studies are analysed in terms of curriculum design; assumptions about teaching and learning; claims and reported conditions for using on-line discussion. The claims made for asynchronous online discussion are found to be frequently based on social constructivist principles, in particular the opportunities for interaction between learners, and permanent access to these interactions. Asynchronous online discussion is seen as offering additional value by providing learners with experience of computer communication tools and opportunities for taking part in group work. Several constraints on participation within on-line forums are described. These are discussed in relation to the nature of curriculum design; tutor support; learners’ attitudes and previous experience; software design. The conditions under which asynchronous online discussion may best support learning are set out and avenues for future research are suggested.

Collaborative curriculum development in teacher design teams

Abstract: A strategy secondary schools in the Netherlands apply to realize educational curriculum reform is organizing teams of teachers that are responsible for specific curricular domains. The study reported in this chapter aimed at describing the development of such teacher teams in lower secondary education, the type of curriculum design activities they undertake in the context of a school-based reform ambition, and ways to support their efforts. Teacher design teams in two different schools were followed during their first year of collaboration. Their activities were documented, teachers were interviewed and observed and (curriculum) documents produced by teacher design teams were collected and analyzed. This systematic documentation process and the perspective of the practitioners formed the basis for identifying activities and conditions that had a special (positive or negative) function for the teams. These activities and conditions will be presented and discussed.

Teachers for rural schools - a challenge for South Africa

Abstract: Poverty is rife in many African countries and this has serious implications for the provision of quality education. Rural schools face severe challenges that are unique to their environment. A lack of parental interest in children’s education, insufficient funding from the state, a lack of resources, underqualified teachers, and multi-grade teaching are some of the barriers to effective education. These challenges can be attributed to numerous sources, from within school structures and from the external environment, including local communities and education authorities. After 25 years of democracy, educational standards and learner performance in rural schooling has shown little improvement. This study illustrates the complexity and inter-connectedness of the problems faced by teachers in South African rural schools. Using qualitative research within the interpretivist paradigm, this article explores the perceptions and experiences of teachers in rural schools located in White River in the Mpumalanga province. This grounded-theory research focuses on effective teaching and learning. The findings reveal that most rural schools do not have water, sanitation, or electricity, and classrooms are in a terrible state. These issues have serious implications for effective teaching and learning. Keywords: deployment; education level; education quality; recruitment; rural schools

Teaching the Social Determinants of Health in Undergraduate Medical Education: a Scoping Review.

Abstract: To provide optimal care, medical students should understand that the social determinants of health (SDH) impact their patients’ well-being. Those charged with teaching SDH to future physicians, however, face a paucity of curricular guidance. This review’s objective is to map key characteristics from publications about teaching SDH to students in undergraduate medical education (UME). In 2016, the authors searched PubMed, Embase, Web of Science, the Cochrane and ERIC databases, bibliographies, and MedEdPORTAL for articles published between January 2010 and November 2016. Four reviewers screened articles for eligibility then extracted and analyzed data descriptively. Scoping review methodology was used to map key concepts and curricular logistics as well as educator and student characteristics. The authors screened 3571 unique articles of which 22 were included in the final review. Many articles focused on community engagement (15). Experiential learning was a common instructional strategy (17) and typically took the form of community or clinic-based learning. Nearly half (10) of the manuscripts described school-wide curricula, of which only three spanned a full year. The majority of assessment was self-reported (20) and often related to affective change. Few studies objectively assessed learner outcomes (2). The abundance of initial articles screened highlights the growing interest in SDH in medical education. The small number of selected articles with sufficient detail for abstraction demonstrates limited SDH curricular dissemination. A lack of accepted tools or practices that limit development of robust learner or program evaluation was noted. Future research should focus on identifying and evaluating effective instructional and assessment methodologies to address this gap, exploring additional innovative teaching frameworks, and examining the specific contexts and characteristics of marginalized and underserved populations and their coverage in medical education.

Reimagining Medical Education in the Age of AI.

Abstract: Available medical knowledge exceeds the organizing capacity of the human mind, yet medical education remains based on information acquisition and application. Complicating this information overload crisis among learners is the fact that physicians' skill sets now must include collaborating with and managing artificial intelligence (AI) applications that aggregate big data, generate diagnostic and treatment recommendations, and assign confidence ratings to those recommendations. Thus, an overhaul of medical school curricula is due and should focus on knowledge management (rather than information acquisition), effective use of AI, improved communication, and empathy cultivation.

Coding as another language: a pedagogical approach for teaching computer science in early childhood

Abstract: Computer programming is an essential skill in the 21st century and new policies and frameworks aim at preparing students for computer science-related professions. Today, the development of new interfaces and block-programming languages facilitates the teaching of coding and computational thinking starting in kindergarten. However, as new programming languages that are developmentally appropriate emerge, there is a need to explicitly conceptualize pedagogical approaches for teaching computer science in the early years that embrace the maturational stages of children by inviting play and discovery, socialization, and creativity. Thus, it is not enough to copy models developed for older children, which mostly grew out of traditional Science, Technology, Engineering and Math (STEM) disciplines and instructional practices. This paper describes a pedagogical approach for early childhood computer science called “Coding as Another Language” (CAL), as well as six coding stages, or learning trajectories, that young children go through when exposed to CAL curriculum. CAL is grounded on the principle that learning to program involves learning how to use a new language (a symbolic system of representation) for communicative and expressive functions. This paper proposes that, due to the critical foundational role of language and literacy in the early years, the teaching of computer science can be augmented by models of literacy instruction. CAL supports young children in transitioning through different six coding stages. Case studies of young children using either the KIBO robot or the ScratchJr app will be used to characterize each coding stage and to illustrate the instructional practices of CAL curriculum.

Teachers’ and Students’ Belief Systems About the Self-Regulation of Learning

Abstract: Contemporary theories of learning and instruction emphasise the importance of students knowing how to effectively regulate their learning. A large body of research indicates that effective regulation of learning is beneficial for achievement. Set against this research are findings showing that the promotion by teachers of strategies for the self-regulation of learning (SRL), and student use of these strategies, is less common than might be expected. We review this research on the promotion and use of SRL strategies and suggest that a range of beliefs about learning and SRL strategies limit the promotion of SRL learning strategies by teachers. This contributes in turn to the lack of knowledge and use of such strategies by students. These beliefs are represented as forming an interrelated system that needs to be made explicit and examined in order to increase the level of SRL strategy promotion and use. Each of the beliefs is described and the paper concludes with discussion of the implications of the review for teacher educators, teachers, students, school leaders, curriculum designers and researchers.

Mentorship in Medicine and Other Health Professions.

Abstract: Mentoring skills are valuable assets for academic medicine and allied health faculty, who influence and help shape the careers of the next generation of healthcare providers. Mentors are role models who also act as guides for students' personal and professional development over time. Mentors can be instrumental in conveying explicit academic knowledge required to master curriculum content. Importantly, they can enhance implicit knowledge about the "hidden curriculum" of professionalism, ethics, values, and the art of medicine not learned from texts. In many cases, mentors also provide emotional support and encouragement. It must be noted that to be an effective mentor, one must engage in ongoing learning in order to strengthen and further mentoring skills. Thus, learning communities can provide support, education, and personal development for the mentor. The relationship benefits mentors as well through greater productivity, career satisfaction, and personal gratification. Maximizing the satisfaction and productivity of such relationships entails self-awareness, focus, mutual respect, and explicit communication about the relationship. In this article, the authors describe the development of optimal mentoring relationships, emphasizing the importance of different approaches to mentorship, roles of the mentors and mentees, mentor and mentee benefits, interprofessional mentorships for teams, gender and mentorship, and culture and mentorship.

PopBots: Designing an Artificial Intelligence Curriculum for Early Childhood Education

Abstract: PopBots is a hands-on toolkit and curriculum designed to help young children learn about artificial intelligence (AI) by building, programming, training, and interacting with a social robot. Today’s children encounter AI in the forms of smart toys and computationally curated educational and entertainment content. However, children have not yet been empowered to understand or create with this technology. Existing computational thinking platforms have made ideas like sequencing and conditionals accessible to young learners. Going beyond this, we seek to make AI concepts accessible. We designed PopBots to address the specific learning needs of children ages four to seven by adapting constructionist ideas into an AI curriculum. This paper describes how we designed the curriculum and evaluated its effectiveness with 80 Pre-K and Kindergarten children. We found that the use of a social robot as a learning companion and programmable artifact was effective in helping young children grasp AI concepts. We also identified teaching approaches that had the greatest impact on student’s learning. Based on these, we make recommendations for future modules and iterations for the PopBots platform.