No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
... In spiral curricula, various subjects and themes are reviewed repeatedly. Certainly, a spiral curriculum not only revisits topics but also enriches the complexity of the material with each review, incorporating new concepts based on earlier content (26). Some other main characteristics of spiral curriculum are as follows: ...
... -Every time the subjects are revisited, the complexity of the topics increases, and new educational objectives are introduced while also reinforcing the previous ones (26). ...
... -Each lesson builds upon the previous ones. The new knowledge and skills are directly connected to what was learned in earlier phases of this spiral process (26). ...
Admission of medical students holding previously obtained academic degrees through graduate entry (GE) is well underway at many creditable universities worldwide. In Iran, the GE system can lower the pressure on centralized medical student admission and reduce the problems stemming from that. The difference between GE and the traditional one is not limited to student admission and it generally involves accelerated courses in terms of duration. Moreover, the educational process is also different from that of the regular traditional system. Presently, only a small number of medical students are admitted through GE in Iran. This policy brief includes a study of student admission based on the GE method, a comparison and contrast to the traditional approach, a statement of probable problems, and a final presentation of suggestions for the improvement of this procedure. Although a scrutiny of novel educational procedures and an exact prediction of curriculums entail specialized working groups, two preliminary stages for implementation of GE have been recommended in the current policy brief. It is recommended to carefully predict and monitor GE procedures. Given the necessary superstructure and facilities, the resultant procedure should be initially employed in larger universities with students who have prior education related to health sciences, and subsequently be transferred to other universities and bachelor degrees. It is also recommended that a special working group be convened to examine the new curriculum at ministry level and be tentatively convened in one or more universities. Also, economic studies from an educational perspective are recommended to weigh the cost-effectiveness of the new method.
... However, how much clinical nutrition should be provided remains unknown. As with medical education, a spiral curriculum may be recommended where the level of complexity of the subject or topic increases each time it is revisited [187]. ...
... Knowledge and skills students learned in the early loop of the curriculum become prerequisites for the subsequent knowledge and skills the students learned in the later loop [187,188]. Thereby, learning is reinforced, leading to increased students' competency [187]. Year 3 dental students at the University of Plymouth, UK, perceived the benefit of a spiral curriculum for continuous consolidation of learning, which occurs in the final loop of the curriculum [189]. ...
... Knowledge and skills students learned in the early loop of the curriculum become prerequisites for the subsequent knowledge and skills the students learned in the later loop [187,188]. Thereby, learning is reinforced, leading to increased students' competency [187]. Year 3 dental students at the University of Plymouth, UK, perceived the benefit of a spiral curriculum for continuous consolidation of learning, which occurs in the final loop of the curriculum [189]. ...
Introduction
Dentists and oral health practitioners have a potential role in supporting the prevention and management of noncommunicable diseases. However, the extent to which university education prepares practitioners to provide nutrition care is unclear. This scoping review identifies and synthesises the evidence related to university‐level nutrition education provided to dental and oral health students globally.
Methods
A scoping review identified relevant literature through search terms “dentistry,” “oral health,” or “oral hygiene”; “dental students” or “dental education”; “nutrition education” or “nutrition science.” Articles were included that examined nutrition education in undergraduate oral health training; or nutrition knowledge, attitudes, confidence, or skills or dietary habits; experts' opinion papers; and position statements. No limitations on the publication years or languages of the articles were applied.
Results
A total of 136 articles were included. Half were surveys of students ( n = 49) or academic staff ( n = 21). The remainder comprised reports of curriculum initiatives ( n = 26), opinion papers or narrative reviews ( n = 24), position statements ( n = 6), curriculum development ( n = 6) and curriculum guidelines ( n = 9). While dental and oral health students and curriculum experts overwhelmingly recognised the importance of nutrition, most studies that assessed nutrition knowledge of students revealed limited knowledge. Students were not confident in their skills to provide nutrition care. Lack of nutrition experts on teaching teams and unclear expectations about developing nutrition competencies were identified as barriers to greater nutrition education.
Conclusion
Nutrition education in university dental and oral health degrees is highly variable. The potential for oral health professionals of the future to promote oral health through nutrition is unrealised.
... 9). Likewise, Harden and Stamper (1999) review the use of spiral curriculum in medical education and how it improves learning, with a focus on the way students are introduced to new information "in a controlled way at a level at which they are not overwhelmed, and at which they can master the subject" (p. 142). ...
... Research suggests that in medical education in particular, a spiral curriculum is often used in conjunction with problem-based learning. Harden and Stamper (1999) highlight that "attention is paid in a spiral curriculum to both the scope and sequence of topics. The spiral curriculum can help to bring some order to the increasingly complex nature of medicine and medical education" (p. ...
... LC offers this flexibility in how learners navigate layers as they learn in ways that leverage their individual knowledge, experiences, and abilities. Harden and Stamper (1999) describe this flexibility within a medical course, with students transferring to higher layers of learning when basic scientific content has been demonstrated as mastered. Janzen (2022) addresses the impact of learning time and space, with flexibility increasing as students take on a more active and directional role in their learning. ...
Calls to increase active learning, an approach that positions students in the center of their learning experience, have increased considerably in recent decades. In response, there has been substantial work to expand our understanding and implementation of active learning approaches in many educational spaces. However, much of this instructional design has concentrated on elementary and secondary learning levels, with less development of practice and scholarship focused on active learning in postsecondary education (PSE). Layered curriculum (LC) (Nunley & Evin Gencel, 2019) is an approach to active learning, as well a form of differentiated instruction (DI), that offers students innovative ways to engage with and demonstrate their learning. The model includes three layers of learning, each with its own group of learning activities and assessments, that guide a student’s progression from foundational to more complex engagement with a subject. While the use of this approach is less frequent in PSE, and discussions and evidence of its implementation are limited in the PSE literature, this paper will explore why the integration of LC would especially benefit postsecondary learners. The challenges to its integration in PSE will be addressed, including mitigation strategies, and the importance of collaborative curriculum design.
... One promising instructional approach is to interweave and integrate research and critical analysis teaching and learning into a spiralled curriculum. A spiralled curriculum is an approach that focuses on revisiting and building upon foundational concepts over time rather than covering a fixed set of topics in a linear timeline [8,9]. There are few examples in the literature of UGME curricula underpinned by this approach, and these tend to concentrate on specific content areas like concussions, palliative care, or oral health [10,11]. ...
... The resulting long-term course on research principles accounted for 4% of the total training time for medical students. Underpinned by a spiralled curriculum approach, this curriculum renewal focused on the learning outcomes students must achieve by the end of their UGME training [8]. The innovation of this course includes the sequential nature and deliberate redundancy of curriculum content, how new knowledge is linked to prior learning, and the progressive level of difficulty in knowledge application and skill development [8,13]. ...
... Underpinned by a spiralled curriculum approach, this curriculum renewal focused on the learning outcomes students must achieve by the end of their UGME training [8]. The innovation of this course includes the sequential nature and deliberate redundancy of curriculum content, how new knowledge is linked to prior learning, and the progressive level of difficulty in knowledge application and skill development [8,13]. Through an explicit longitudinal content integration, the program designers emphasized the applied knowledge and the appropriate competencies medical students should develop during their UGME training [8]. ...
Background and Need for Innovation
Teaching and learning approaches can support medical students in developing the research skills necessary to be adept consumers of scientific research. Despite various influencing factors, existing literature on effective strategies in undergraduate medical education remains limited.
Goal of Innovation
Using a spiraled curriculum, we created and evaluated a longitudinal course to enhance medical students’ research abilities.
Steps Taken for Development and Implementation of Innovation
During a recent curriculum renewal at one medical school, a three-year longitudinal course on the principles of research was developed and implemented. The innovation of this course includes the sequential nature and deliberate redundancy of curriculum content, how new knowledge is linked to prior learning, and the progressive level of difficulty in knowledge application and skill development.
Evaluation of Innovation
The authors analysed faculty members’ and students’ satisfaction and their perceptions of each session of the course using program evaluation data collected between 2019 and 2021. Both faculty members and students recognized the benefits of revisiting concepts and highlighted learning outcomes like improved synthesis of information, explaining findings to patients, and enhanced critical thinking.
Critical Reflection
The adoption of a spiraled curriculum in undergraduate medical education offers a systematic approach for developing students’ research skills. The positive reception of this innovation underscores its potential to help future health professionals form a professional identity as adept researchers. However, its implications demand careful consideration and ongoing evaluation to ensure that the desired outcomes are sustained.
... However, each time of repetition, the complexity and the understanding should be escalated. The values of this concept can be identified as the reinforcement, moving from simple to complex, vertical integration of learning, logical sequence, high level objectives and flexibility [25]. ...
... Finally, given there is no bias in the system, the users will be more likely to reduce their uncertainties and build trust in their experience with the system. As a continuation of this, the Jerome Bruner's theory of spiral curriculum can be noted [25]. If the system is going to be designed in a way to improve the user, it will not be able to do in a single iteration. ...
... GB universities are adapting their MPharm courses to include learning outcomes for independent prescribing so that, from 2026, all newly qualified pharmacists will become prescribers from the point of registration (Lovell and Clews 2024). To achieve this, the GPhC recommends a progressive and integrated approach to teaching and learning, following the spiral curriculum model developed by Harden (Harden 1999) (Fig. 1). Students are expected to demonstrate a deeper understanding and competence in the core areas of their degrees as they progress. ...
... The spiral curriculum, image inspired byHarden (1999): What is a spiral curriculum? Medical Teacher 21:141-3. ...
Background: The Italian university system is actively revising the Master of Pharmacy (MPharm) curriculum to reflect post-COVID healthcare needs and a greater clinical focus. Understanding the challenges and opportunities faced by Italian pharmacists that relocated to Great Britain (GB) might provide valuable insights regarding the transferability of knowledge and skills obtained in the Italian pharmacy degree.
Aim: The study aimed to capture the perceptions of Italian pharmacists practising in GB regarding the Italian pharmacy degree programme and to explore the challenges and opportunities they face in their new professional environment, ultimately to inform the Italian government and related stakeholders (Ministry of University and Research, MUR) about the need to update the Italian MPharm curriculum to make it more clinically relevant and aligned with international standards.
Materials and methods: The authors developed a 50-item survey, pilot tested and reviewed for face and content validity by an expert panel. Participants’ characteristics, reasons for moving to GB, and data on their experience of practising as a pharmacist in Italy and GB were collected using Likert-type items and open- and closed-ended questions. Convenience sampling was used, and a sample power calculation was not deemed necessary. Statistical analysis involved descriptive analysis presenting frequencies and percentages for Likert-type and categorical items.
Results: An estimated 281 pharmacists qualified in Italy are registered with the General Pharmaceutical Council in GB. Of these, 54 took part in the survey, resulting in a probable coverage of the sample population of 19.2%. Respondents pointed to the lack of job satisfaction and limited future perspectives as the main reasons to leave Italy (38.9% and 83.3%, respectively). Other reasons to relocate to GB were clinically focused job opportunities and better salaries (68.5% and 79.6%, respectively). Notably, almost two-thirds of the participants affirmed that Italian pharmacy degrees were insufficient to meet the requirements for practising as a pharmacist in GB.
Conclusion: Different approaches to teaching clinical pharmacy and practical aspects seen in the pharmacy degree programmes in Italy and GB highlight a clear need for aligning the Italian pharmacy curriculum with the modern requirements of the pharmacy profession. Additionally, this alignment would facilitate the movement of Italian pharmacists into the GB healthcare system and beyond.
... 12 Ideally, the EPA-based curriculum is an integrated, longitudinal curriculum in which the curricular content is structured with iterative and spiral opportunities for learning, application, and practice. 13 The next sections will explore in more detail how EPAs can be integrated in two distinct phases of pre-licensure education: preworkplace and workplace-based education. ...
... Pre-licensure education with an EPA-based curriculum faces unique design challenges, in particularly in the need to provide both pre-workplace-based and workplace-based education and transition the trainee from student to professional. An ideal curricular design is one that iteratively builds upon itself in a spiral fashion 13 and vertically integrates preworkplace-based and workplacebased education. The latter vertical integration creates what has been called a 'Z-shaped' curriculum (Figure 13.1). ...
This book discusses the ins and outs of a new approach to competency-based education in the education and training of health professionals, including doctors and medical specialists, but also nurses, dentists, pharmacists, veterinarians, physiotherapists and others. Embedded in a conceptual discussion of what competence in health professionals means, the book discusses theoretical foundations of trust and entrustment of trainees with the practice of patient care tasks. It elaborates the implications for identifying the objectives of training, formulated as entrustable professional activities (EPAs), for the associated curriculum development, for assessment of trainees in the clinical workplace, for faculty development and for the management of large scale change in health professions education. In the past decade, EPAs have been proposed, piloted or implemented in all sectors of health professions education and in countries across all continents. Yet, there is a widely felt desire for a better understanding of all related concepts. This text was written with teachers, educational managers, educational scholars, and health profession trainees in mind. The book is the result of a collaboration of fifty highly engaged authors, all actively involved in their own projects and studies around EPAs and workplace-based assessment, as teachers, developers and managers. All chapters have been critically read and commented on by internal and external reviewers, making this work a state of the art document about the topic.
... The pair programming approach was chosen as it is an effective pedagogical tool associated with higher student learning and satisfaction. 17 Finally, the course adopted the spiral approach to learning first described by Harden (1999). 18 This approach to learning has been recognised for its ability to enable mastery in highly structured bodies of knowledge such as mathematics through the initial use of simple concepts which progressively gain in rigour and abstraction. ...
... 17 Finally, the course adopted the spiral approach to learning first described by Harden (1999). 18 This approach to learning has been recognised for its ability to enable mastery in highly structured bodies of knowledge such as mathematics through the initial use of simple concepts which progressively gain in rigour and abstraction. Concepts in clinical data analysis were introduced in lectures, then recapped in small-group work and finally during the debrief. ...
Background
Data science skills are highly relevant for clinicians working in an era of big data in healthcare. However, these skills are not routinely taught, representing a growing unmet educational need. This education report presents a structured short course that was run to teach clinicians data science and the lessons learnt.
Methods
A 1-day introductory course was conducted within a tertiary hospital in London. It consisted of lectures followed by facilitated pair programming exercises in R, an object-oriented programming language. Feedback was collated and participant responses were graded using a Likert scale.
Results
The course was attended by 20 participants. The majority of participants (69%) were in higher speciality cardiology training. While more than half of the participants (56%) received prior training in statistics either through formal taught programmes (e.g., a Master’s degree) or online courses, the participants reported several barriers to expanding their skills in data science due to limited programming skills, lack of dedicated time, training opportunities and awareness. After the short course, there was a significant increase in participants’ self-rated confidence in using R for data analysis (mean response; before the course: 1.69 ± 1.0, after the course: 3.2 ± 0.9, p = .0005) and awareness of the capabilities of R (mean response; before the course: 2.1 ± 0.9, after the course: 3.6 ± 0.7, p = .0001, on a 5-point Likert scale).
Conclusion
This proof-of-concept study demonstrates that a structured short course can effectively introduce data science skills to clinicians and supports future educational initiatives to integrate data science teaching into medical education.
... The present study sought to fill this gap by developing, implementing, and evaluating a curricular thread on suicide prevention for pre-clerkship medical students. This curriculum was conceptualized from Kern's six-step approach for curriculum development [16] and spiral curriculum [17] frameworks. An interdisciplinary team was formed with members from the disciplines of psychiatry, family medicine, psychology, neuroscience, wellness, and student life. ...
... The suicide prevention thread was designed through a spiral curriculum framework, whereby topics were revisited with increasing levels of difficulty so that new learning would build upon previous learning to increase students' competence [17]. Earlier events focused on foundational knowledge and understanding (lower levels of Bloom's taxonomy), whereas later events required case application, analysis, patient evaluation, and creation of a treatment plan (higher levels of Bloom's taxonomy). ...
Suicide is a leading cause of death. Unfortunately, stigma still surrounds depression and mental health treatment. Many health care providers are uncomfortable broaching the topic with patients. There is an urgent need to better equip future physicians to compassionately identify and treat patients at risk for suicide. To address this problem, we created a novel suicide prevention spiral curricular thread for advanced pre-clerkship medical students. Mixed methods surveys were administered before and after the curriculum. Following completion of the curriculum, learners’ confidence identifying and treating patients at risk of suicide significantly increased. Attitudes including professional confidence, therapeutic optimism, and generalist perspective measured by the Revised Depression Attitudes Questionnaire also increased, indicating reduced stigmatizing attitudes and increased knowledge and confidence. Participants reported that engaging in the standardized patient encounter was the most impactful event, although the prior events provided necessary foundational training. This study demonstrates the feasibility and effectiveness of a curricular thread approach during the pre-clerkship phase for training medical students in suicide prevention to prepare them for patient care. Other medical schools can use this framework to design and integrate suicide prevention training into their own curricula.
... We have adopted spiral learning as our overarching approach and synthesised existing research and our experiences from ten years of empirical trials in the form of pedagogical principles. Spiral learning is based on the idea that learning is a continuous process and that students should be exposed to new information at a developmentally appropriate level while revisiting and integrating previously learned material (Bruner 1960, Harden 1999. The move from simple to complex, from concrete to abstract, and from fundamental ideas to sound comprehension is a crucial benefit of spiral learning (Harden 1999), and one that aligns with the goal of the Einstein-First project. ...
... Spiral learning is based on the idea that learning is a continuous process and that students should be exposed to new information at a developmentally appropriate level while revisiting and integrating previously learned material (Bruner 1960, Harden 1999. The move from simple to complex, from concrete to abstract, and from fundamental ideas to sound comprehension is a crucial benefit of spiral learning (Harden 1999), and one that aligns with the goal of the Einstein-First project. We wish to introduce students to the Einsteinian paradigm in a controlled way and at a level in which they can master the content before continuing to build new on prior knowledge. ...
... For planning, an ethics curriculum spiral curriculum has been selected by the module committee as it allows communication of all the departments evenly along all phases of a curriculum, with common themes. [15] The benefits of this model come from its exhibiting the topics in a sequence from simple to complex. In addition, it breaks down the boundaries and barriers that have developed between modules and departments. ...
... Critical care 12 Understand modern research ethics: terminology and historical background, the principles, and processes of informed consent for research, patient safety in research and benefit vs. risk considerations, the importance of privacy and confidentiality in research and methods of their assurance, the rights and obligations of the investigator, the sponsor, and the patient, and appreciate the delicate balance between clinical care and clinical research. Research modules 13 Describe the contents of the research protocol and related documents, issues of research governance: Institutional Review Board/Research Ethics Committee (IRB/REC), Nuremberg, Helsinki, good clinical practice (GCP), and Saudi research regulations, the ethics of research publication and how to prevent violations and the types, and the prevention, of conflict of interest in research and publication.Research modules14 Understand the ethical issues in disease prevention versus disease treatment: Serious ethical, political, and economic issues, concepts of equality and equity in healthcare.Primary healthcare15 Identify the ethical issues in different situations such as epidemiological research, disease screening, contagious disease control, smoking, and drug addiction control, vaccination, and in disasters. ...
BACKGROUND
To develop a method for designing the ethics and professionalism compatible with the integrative medical curriculum. So that the insertion of ethics and professionalism should start from the initial stages of the integrative program in an indirect manner through student-centered activities, passing through introducing some ethical topics that are appropriate for each module, developing a condensed module at the beginning of the clinical stage, and ended by developing a practical course in the internship period. In this way, a four-dimensional model to present ethics and professionalism has been introduced.
MATERIALS AND METHODS
A questionnaire was conducted for students (230 students) and faculty (65 faculty members) to find out the current situation of ethics and professionalism and the extent of their aspiration and passion for developing it.
RESULT
The result revealed low student and faculty satisfaction with the ethics presentation in the current situation. Educational objectives and outcomes have been developed, and the appropriate teaching model was selected, selecting the main topics, and mapped through a four-dimensional model and assigning the appropriate assessment tools and evaluation mechanisms.
CONCLUSION
This model ensures that the student learns ethics and professionalism and breathes its rules from the beginning of his academic studies. In this way, the student will be able to practice those rules in an automatic and spontaneous manner without having any difficulty in practicing them. In addition, this model helps in breaking down the barriers between faculty members, the basic and clinical sciences, and medical departments which are one of the most important goals of integrative medical education.
... 14 In doing so, students are better primed to recognize clinical applications of basic science principles during the clerkship phase. 15,16 In addition, early Step 1 timing may encourage students to focus their attention more fully on acquiring the foundational knowledge needed for practice. Because preclerkship courses at most institutions are now also graded pass/fail, 17 a move away from Step 1 scores has led students to perceive increased pressure to set themselves apart from their peers in the residency application process through participation in a myriad of extracurricular and research activities. ...
... 22 In addition to fostering the integration and application of basic science, this approach supports the use of planned redundancies in the form of a spiral A C C E P T E D curricula. 15 In doing so, one could postulate that a Step 1 delay allows the demonstration of interdependence and relevance of both basic and clinical sciences and may further strengthen the goal of promoting medical knowledge acquisition as a means of enhancing clinical care. 24 ...
Although most students complete Step 1 before clerkships, some institutions delay the exam until after clerkships. The change to pass/fail grading adds additional complexity that should be considered when deciding about exam timing. Both early and late administration may affect learning outcomes, learner behavior, student well-being, and residency match success. Step 1 completion before clerkships promotes learning outcomes (e.g., integration and mastery of foundational material), may encourage students to focus on the curriculum, and may better prepare students for clinical science exams (CSEs). However, delaying the exam ensures that students maintain foundational knowledge and may encourage clinical educators to demonstrate basic science illustrations. An early Step 1 may affect learner behavior by allowing clerkship students to focus on clinical learning. The associated National Board of Medical Examiners performance report may also be used for Step 2 and CSE preparation. However, delaying Step 1 allows greater scheduling flexibility based on developmental milestones. Administration of Step 1 before clerkships removes a significant stressor from the clinical year and decompresses the residency application period. However, a delayed Step 1 reduces the pressure on students to engage in numerous extracurricular and research activities to distinguish themselves due to the pass/fail change. An early Step 1 exam may also lead to improved CSE performance, which is often linked to clerkship honors criteria, an increasingly valuable distinction for residency match success after the change to pass/fail. In contrast, delaying Step 1 is associated with higher first-time pass rates, which may be especially important for students at risk for failure. Medical educators and students should collaboratively approach the question of Step 1 timing, considering these factors within the context of the medical school program, curricular constraints and priorities, and students’ individual needs and goals.
... We have adopted spiral learning as our overarching approach and synthesised existing research and our experiences from ten years of empirical trials in the form of pedagogical principles. Spiral learning is based on the idea that learning is a continuous process and that students should be exposed to new information at a developmentally appropriate level while revisiting and integrating previously learned material (Bruner 1960, Harden 1999. The move from simple to complex, from concrete to abstract, and from fundamental ideas to sound comprehension is a crucial benefit of spiral learning (Harden 1999), and one that aligns with the goal of the Einstein-First project. ...
... Spiral learning is based on the idea that learning is a continuous process and that students should be exposed to new information at a developmentally appropriate level while revisiting and integrating previously learned material (Bruner 1960, Harden 1999. The move from simple to complex, from concrete to abstract, and from fundamental ideas to sound comprehension is a crucial benefit of spiral learning (Harden 1999), and one that aligns with the goal of the Einstein-First project. We wish to introduce students to the Einsteinian paradigm in a controlled way and at a level in which they can master the content before continuing to build new on prior knowledge. ...
There has been a growing realisation that school science curricula do not adequately reflect the revolutionary changes in our scientific understanding of the 20th century. This discrepancy between current school education and our modern scientific understanding has led to calls for the modernisation of the science curriculum. Although there have been attempts to introduce topics of Einsteinian physics (i.e. quantum physics and relativity) to school education, often at the secondary level, we still lack a seamless curriculum in which modern science concepts are gradually introduced in primary and middle schools. Guided by the Model of Educational Reconstruction and following a mixed-methods research design, the Einstein-First project aims to address this gap. Einstein-First has developed and implemented an Einsteinian curriculum from Years 3–10 (students aged 7–16) that resolves the disconnect between science in schools and modern scientific understanding. This paper presents the concepts and rationale for the Einstein-First learning approach, as well as a summary of learning outcomes in six Australian schools with 315 students across Years 3–10. Our generally positive findings lay the foundation for informed curriculum development and school education that provides all students with awareness and appreciation of the fundamental concepts that underpin the technologies of the modern world.
... We also noted that retention of knowledge was the next emerging theme in our analysis of student perceptions with the in-classroom quizzes noted to be a good stimulus for thinking initially and combining the learning in the end as observed in other studies [19]. One must bear in mind that these students have to undergo life-long learning throughout their career, based on novel learning methods on a background of the pre-existing and established learning experience [23]. ...
Objective
Flipped classrooms have become popular in health-related education fields in recent years. The objective of this study was to test the flipped approach in ophthalmology and assess student perceptions comparing flipped and traditional classrooms for teaching an undergraduate ophthalmology curriculum.
Methods
This is a non-randomized mixed method study looking at flipped approach for undergraduate ophthalmology teaching in the UK. Two modules of the ophthalmology course were chosen for two blocks of medical students ( n = 50) with a cross over design. The questionnaires included a quantitative and qualitative survey to assess student perceptions on various aspects of the flipped approach.
Results
The statistical and thematic analysis revealed a preference for flipped classroom with students preferring some topics ( p = 0.028) in ophthalmology to be delivered as flipped sessions. Pre-learning was found to be structured ( p < 0.001) and not a burden contrary to the general perception about flipped classroom. Poll Everywhere as an audience response system emerged as a good teaching-learning tool for case-based discussions ( p < 0.001). It was noted that most students in this cohort preferred flipped classroom for their future teaching ( p < 0.001).
Conclusions
The concept of FC is a promising, effective, and flexible teaching approach which should be selected carefully for appropriate modules. A combination of flipped and traditional approach may be the best way forward to cater to the needs of the students when the expectations and demands are clearly on the rise with the evolving and emerging trends of novel and innovative changes across all specialties in medicine.
... The speciality training programme provides a spiral curriculum to introduce and consolidate topics over the three years of training and builds on pre-speciality training experience [8,9]. The programme focusses on developing the occupational and operational mindset required to provide primary care, medically prepare personnel for deployment and lead teams of military healthcare personnel in different settings. ...
This article describes the Academic Department of Military General Practice’s experiences of the Defence Medical Services General Practice Specialist Training operational preparedness training programme, which culminates in an immersive simulation exercise. Our premise is that additional training is required to close the delta between the civilian GP training pathway and the military operational role on completion of training. Specifically, effective preparatory training optimises a clinicians’ performance, while safeguarding their mental and physical health, thereby improving patient outcomes. A key focus has been to facilitate the development of a personal growth mindset in response to adversity, and in so doing contribute to workforce resilience and enduring mission success.
The course has been developed using feedback from the General Practice Specialist Trainees, simulated patients and an external independent observers. We present a consolidated educational approach to medical operational preparedness training, through experiential learning. We believe that many of the lessons identified from adopting this approach are transferrable to the Defence educational and training community, our international partner forces and wider civilian humanitarian medical providers. We have concentrated on co-creating an immersive educational environment that utilises a formative assessment approach, capitalising on emergent learning opportunities provided by contemporary operations.
... While there is structure variation between medical schools, the principle remains similar: spiraling from basic medical sciences during years 1 and 2 to theoretical and practical clinical training in years 3 and 4 to clinical consolidation in student internship ("clerkships") during years 5 and 6 on the clinical platform (e.g., primary, secondary and tertiary level public health/government clinics and hospitals). Therefore, the 'divide' between basic sciences and clinical medicine are somewhat artificial, as a continuum across the years and semesters showcase the spiral curriculum in alignment with modern medical curricula described in international literature [41] (Table 2 "overall"). While some authors emphasised that the amount of time spent in real-life clinical settings needs to be increased and needs to start earlier in the curriculum [42], others found clinical exposure through early and longitudinal clinical contact in a range of public health care systems (i.e., primary to tertiary care levels) including in resource-constrained communities (e.g., informal settlements, rural and remote communities) already exists as mechanism towards social responsiveness [43]. ...
Medical Education (ME) in South Africa has a century long legacy which continues to make a significant impact globally through its graduates. The aim of this paper is to showcase the evolving landscape of ME in South Africa, whiles addressing the legacy of socio-economic and educational disparities influenced by its colonial and Apartheid history. The paper focuses on the effectiveness of recent reforms to create a more equitable and inclusive healthcare education system that can meet the diverse needs of the population and prepare healthcare professionals for challenges in varied and resource-constrained environments. This reflection therefore contributes to setting the scene for the formulation of strategic objects for the future.
Key areas explored include widening access and participation through student admission and selection processes designed to promote inclusivity and equity; the development of student and academic support programmes to meet the needs of a diverse student population; the implementation of integrated, outcomes-based curricula; and the decentralisation of clinical training to underserved and rural areas. These measures aim to align medical training with a primary healthcare approach and to foster socially accountable and contextually responsive practitioners equipped to address local health challenges. Indeed, transformative learning experiences are shaping a resilient, agile and competent healthcare workforce.
However, this paper additionally identifies persistent challenges, including disparities in resource allocation, gaps in leadership and governance, accreditation and the tension between addressing historical inequities and ensuring robust academic standards. Moreover, the public healthcare system, which serves as the primary training ground for medical students, struggles to balance a quadruple burden of disease and infrastructural deficiencies with education needs.
Opportunities for growth are noted in the increasing emphasis on research and scholarship in ME, supported by the creation of a dedicated journal and five departments for medical and health professions education out of the ten medical schools in the country, formalising faculty development and postgraduate qualifications. This highlights the need for expansion of similar approaches in the other medical schools to address the gaps in research and the dearth of skilled clinician-educators.
Despite these strides, within the complexity of ongoing challenges, a focus on sustaining and strengthening robust quality assurance, a focus on primary healthcare, and expanding training of students and clinician-educators remains central.
... Does this not exemplify a structured integration already within the logistical grasp of education? The integrated curriculum, whether understood as 'fully synchronous' (Brauer & Ferguson, 2015), or 'spiral' (Harden, 1999) is an expression of educational integration whose locus is on the move: it is, literally, locomotive: it has motion and is progressive. The integrated curriculum advances through integration towards 'more' integration. ...
This paper reports on a phenomenological reading of integration in education programs, through three layers of specificity: (1) broadly, on integration as an educational idea; (2) more particularly, on integration as expressed in the program model of the longitudinal integrated clerkship (LIC); and (3) with the highest degree of specificity, on integration ‘at work’ in an actual LIC program. Each layer of penetration found different aspects of the phenomenological nature of integration. A further integrative leap across these aspects phenomenologically revealed four essential qualities of integration, being: integration transforms parts into wholes; integration’s animating locus is mutable, mobile and multiple; integration is already at work and is sustained through possibility; and integration holds open for ‘more’ integration. By appreciating integration for its essential qualities, this research adds foundational value to the literature on educational integration, and opens new questions about how we, as educators, might deliberately work with both its presence and its promise in our educational pedagogies, practices and programs.
... 18 The intervention appeared to specifically enhance leadership skills related to task performance (Dimension 2 of AS-NTS), which, as shown in a previous study, do not solely improve through repetition, as evidenced by minimal skill enhancement in "teamwork and leadership" among students in emergency simulation training with a spiral curriculum. 61,62 Both groups experienced an increase in autonomous motivation after the first training, with no significant differences between them. This highlights the effectiveness of SBME in engaging medical students with the task. ...
OBJECTIVES
This study aimed to enhance the quality of Advanced Cardiac Life Support (ACLS) training, with quality defined as the combination of technical skills (TS) and non-technical skills (NTS), by addressing the gap in effective methods for developing NTS through simulation-based medical education (SBME). Specifically, it sought to develop and evaluate a strategy for establishing shared mental models (SMM) and fostering trust among team members during undergraduate emergency training.
METHODS
This study was conducted during mandatory ACLS undergraduate simulation training sessions. The control group participated in traditional, teacher-led classes and debriefings, while the intervention group received training incorporating SMM as the intervention. The study evaluated the quality of cardiopulmonary resuscitation as the primary outcome, encompassing both TS and NTS. Additionally, changes in undergraduate situational motivation, assessed within the framework of self-determination theory, and subjective learning gains were analyzed.
RESULTS
The control group demonstrated a significant improvement in TS (P = .030), while the intervention group did not (P = .078). Conversely, the intervention group showed a significant improvement in NTS (P = .01; 95% confidence interval [0.296, 2.17]), whereas the control group did not (P = .105). The motivational changes of both groups were comparable, reflecting high levels of autonomous motivation. Both groups also reported significant learning gains.
CONCLUSION
This study demonstrates that SBME is highly effective for teaching TS. However, it is crucial to incorporate advanced instructional methods focusing on NTS. One promising approach is the development of SMM. Based on our results, hands-on practice remains essential and should not be restricted to theoretical or conceptual training. A balanced combination of advanced didactic techniques and practical application ensures that learners develop both, TS and NTS. SBME and the development of SMM equally address both the motivational and content dimensions of learning, enhancing student engagement while effectively conveying essential knowledge and skills.
... curriculum design. This method emphasizes helping students to progressively strengthen and deepen their understanding of content through repeated systematic engagement over time[8]. This fosters a gradual and comprehensive grasp of AI, reducing hesitancy, resistance, and misunderstandings about the risks associated with AI owing to a lack of knowledge. ...
Purpose: With the accelerated adoption of artificial intelligence (AI) in medicine, the integration of AI education into medical school curricula is gaining significant attention. This study aimed to gather the perceptions of faculty members and students regarding the integration of AI education into medical curricula in the Korean context.Methods: Faculty members and medical students’ perspectives on integrating AI into medical curricula were assessed through thematic analysis of free-written responses from 157 faculty members and 125 students in a national online survey on medical AI competencies in South Korea.Results: Three key themes emerged: content, which prioritizes basic knowledge and its practical applications, with an emphasis on ethical and legal responsibilities; curricular design, which advocates for a spiral curriculum tailored to learners' needs; and concerns, which highlight balancing AI integration with the principal goals of medical education while critically evaluating ongoing advancements.Conclusion: Our study adds valuable insights into the content and methods to prioritize AI education. Given the rapid evolution of medical learners and AI technologies, continuous and timely needs assessment for AI curriculum development is crucial to maintain relevance and effectiveness.
... We suggest that such longitudinal curricula can also be integrated into existing medical curricula in other countries. Further didactic implementation can be an integration of a spiral curriculum, practice-and case-based learning, and longitudinal reflection (31,32). ...
Background
The core values and principles of general practice (GP) and family medicine (FM) have been described by various international scientific societies, including the World Organization of National Colleges, Academies, and Academic Associations of General Practitioners/Family Physicians (WONCA). These values and principles, such as continuity of care, a bio-psycho-social approach, and hermeneutic case understanding, are also integrated into FM training programs. The aim of this study was to investigate the knowledge and perspectives of FM trainees regarding the core values and principles of FM.
Methods
In a cross-sectional study, new participants of the postgraduate FM training program KWBW Verbundweiterbildung plus© were asked to complete a self-developed questionnaire on their educational experiences, attitudes toward, and knowledge of core values in GP/FM. Specifically, participants were asked to identify the core values and principles associated with GP/FM. Qualitative analysis was used to explore the answers. Additionally, participants were required to define a set of core values, which were then analyzed semi-quantitatively and rated as correct, semi-correct, wrong, or unknown.
Results
Out of a total of n = 303 trainees, n = 250 completed the questionnaire. The majority (n = 194) were in their third year of training. A third of the participants reported having studied core values in the past. The participants identified several core values and principles associated with GP/FM. The practical relevance and confirmation of becoming an FM doctor were well-evaluated.
Conclusion
The study identified deficits in the active and passive knowledge of GP/FM core values among GP residents. An educational compact intervention about GP/GM core principles and values proved successful in its realization and implementation. To become a reflective practitioner in FM, GP residents must engage in self-reflection on evidence-based medicine, attitudes, core values, and principles. Therefore, core values should be addressed at the beginning of FM training and constantly referred to within the longitudinal curriculum. Family physicians should be continuously empowered to explicitly reflect on and discuss the core principles that shape their professional identity.
... This is the highest rating a school can receive under the Education Inspection Framework in England (Ofsted rating scale: Inadequate (4) to Outstanding (1)). The school curriculum encompasses the EYFS curriculum requirements and is based on a spiral model (Harden, 1999), which allows children to revisit and build on their learning ...
A robust finding in cognitive psychology is that training children’s spatial abilities is an effective route to improving mathematics performance. Despite this finding, there is limited representation of spatial reasoning in school curricula. To bridge this gap between research and practice, we created the Spatial Reasoning Toolkit (SRT; Gifford et al., 2022). In Study 1, we provide quantitative data of practitioner knowledge of spatial reasoning ( N = 94) and their intended use of the SRT ( N = 74). One year after the toolkit was launched, we compare these samples to a sample of SRT users ( N = 59). In Study 2, we present case studies from three different school settings of users of the SRT. Results demonstrate that practitioners judged the SRT to be very useful. As intended, practitioners used it mainly for professional learning and for planning, but confidence in their ability to define spatial reasoning was mixed. Three diverse case studies demonstrate flexibility in application of the SRT resources, exemplifying that every child is unique and might not conform to the ‘typical’ trajectory. Practitioner time was presented as a barrier; this limitation was somewhat overcome by presenting multiple resource types, but nevertheless highlighted the need to maximize accessibility when translating research to practice.
... The module design was also based on the spiral pedagogical approach. Originally this spiral framework refers to basic facts learning, and the key concepts are used repeatedly in the teaching process but with deepening layers and complexity (Harden 1999). The same principle has been adopted in language teaching and similarly applied in this project. ...
... FBDÖP sarmal ve bütünleşik bir program olup 3.sınıf seviyesinden 8.Sınıf seviyesine kadar konular devamlılık ve aşamalılık göstermektedir. Sarmallık öğretim programları gibi kapsamı geniş ve sürece yayılan öğrenme ortamlarının oluşturulması ve düzenlenmesinde kullanılan bir içerik oluşturma tekniğidir (Bruner, 1960;Harden, 1999). Bruner (1960)'in öncülük ettiği bu yaklaşım konuların, kavramların ve kazanımlarının önceki öğrenmeler ile birlikte ilişkilendirilmesi ve onların üzerine inşa edilmesi (Demirel, 2015) ve ilerleyen düzeylerde tekrarların kullanıldığı bir içerik düzenleme yaklaşımdır (Çopur & Seyhan 2022). ...
... The resolution of this and many other issues related to the concept, as well as their subsequent processing and discussion, with the appropriate and necessary support of the teacher, will lead to clarification and strengthen the mastery of the concept. (4,17,67,70,73) Within this broad spectrum that Bebras topics can cover in relation to Informatics, algorithms and programs, various data representations, situation modeling, human-computer interaction, the use of graphics and many others are included. For the best possible utilization of its subjects in the education of Computer Science in the school reality, and the support of teachers towards the correct and appropriate selection of material for use in the educational process, the categories proposed by the two-dimensional system of Dagiene et al. (44) , focus alongside Computational Thinking skills, on five main axes of Informatics. ...
The Bebras Challenge is an international initiative that promotes computational thinking among students through fun and engaging challenges. It incorporates gamification elements, which play a significant role in making learning more interactive and motivating. For teachers, it offers valuable professional development opportunities, helping them to incorporate these concepts into their teaching practices. However, so far, a limited number of studies have been conducted to investigate Bebras Educational Competition and Gamification for the development of students’ computational thinking in secondary education. Also, while the Bebras Challenge is widely recognized for its role in promoting computational thinking through engaging tasks, the specific intersection of Bebras, gamification, and teacher development is a relatively underexplored research area. Specifically, for this paper seven databases were searched, and 33 papers were finally selected for this review. The findings seem to shed light on whether Bebras competition might enhance the development of students’ computational thinking, and to present what could be the potential impact and effectiveness of a gamified learning approach included in Bebras initiative for promoting computational thinking skills among students, especially in secondary education. A significant conclusion stemming from findings of this review, is that the learning of teachers at a professional level, and the development of their expertise, leads them to changes in teaching practices that have as a final result the improvement of student learning and the development of students’ computational thinking skills
... Indeed, if people wish to use visualizations to make a compelling argument and inform decision-making, then they will need to make inferential interpretations about those visualizations. Second, we've found that data visualization is a useful way to incorporate spiral learning (Harden, 1999;Bruner, 2009) within our curriculum, where students revisit familiar topics (e.g., probabilities, distributions, hypothesis tests, statistical models) through the lens of visualization, which helps them understand these core topics at a deeper level. ...
Data visualization is a core part of statistical practice and is ubiquitous in many fields. Although there are numerous books on data visualization, instructors in statistics and data science may be unsure how to teach data visualization, because it is such a broad discipline. To give guidance on teaching data visualization from a statistical perspective, we make two contributions. First, we conduct a survey of data visualization courses at top colleges and universities in the United States, in order to understand the landscape of data visualization courses. We find that most courses are not taught by statistics and data science departments and do not focus on statistical topics, especially those related to inference. Instead, most courses focus on visual storytelling, aesthetic design, dashboard design, and other topics specialized for other disciplines. Second, we outline three teaching principles for incorporating statistical inference in data visualization courses, and provide several examples that demonstrate how instructors can follow these principles. The dataset from our survey allows others to explore the diversity of data visualization courses, and our teaching principles give guidance to instructors and departments who want to encourage statistical thinking via data visualization. In this way, statistics-related departments can provide a valuable perspective on data visualization that is unique to current course offerings.
... A spiral curriculum, as suggested by teachers that we interviewed, would introduce concepts to students early and cover these concepts repeatedly, with increasing degrees of difficulty and reinforcement of previous learning. 28,29 Factors that potentially facilitated the effective implementation of the intervention included the teacher training workshop, the perceived value of the lessons by students, teachers, and other stakeholders, and support from the school administration. These factors are consistent with findings of the process evaluation of the IHC primary-school intervention. ...
Introduction:
We evaluated the Informed Health Choices secondary school intervention to help students in Kenya think critically about health choices. We conducted this process evaluation to explore if the intervention was implemented as planned, identify factors that facilitated or hindered implementation, potential benefits of the intervention, and how to scale up the intervention beyond the trial.
Methods:
This was a mixed methods process evaluation nested in a cluster-randomized trial of the Informed Health Choices intervention. We analyzed quantitative data from teacher training evaluation forms completed by 39 teachers, 10 lesson evaluation forms completed by 40 teachers allocated to the intervention, and 72 structured classroom observation forms. We conducted a framework analysis of qualitative data from 14 group interviews (with 96 students, 23 teachers, and 18 parents) and 22 individual interviews (with 8 teachers, 5 school principals, 6 curriculum developers, and 3 policymakers). We assessed confidence in our findings from the qualitative analysis using a modified version of Confidence in the Evidence from Reviews of Qualitative Research.
Results:
Lesson objectives were achieved with minimal adaptations. Factors that might have facilitated the implementation of the intervention include teacher training; perceived value of the intervention by students, teachers, and policymakers; and support from school administration. Time constraints, teachers' heavy workloads, and the lessons not being included in the curriculum or national examination are factors that might have impeded implementation. Both students and teachers demonstrated the ability to apply key concepts that were taught to health choices and other choices. However, they experienced difficulties with 2 of the lessons.
Conclusion:
Scale-up of this intervention in Kenyan schools is feasible but may depend on adjusting the time allocated to teaching the lessons, modifying the 2 lessons that teachers and students found difficult, and including the lesson objectives and assessment in the national curriculum.
... This framing leads us to the view of a curriculum that builds and develops and is often referred to as a spiral curriculum (Harden & Stamper, 1999), where there is an opportunity for iteration and the revisiting of important elements of learning -for example, key skills, throughout the curriculum. Originally conceived by Bruner (1960), it encourages reinforcement and integration of knowledge through an aligned process of building new learning that is connected to previous learning. ...
This paper will present the argument that while Problem Based Learning (PBL) (or its variant Project Based Learning, PjBL) provides significant benefits and advantages to student learning in of itself, the full benefit of PBL is only completely realised as part of an “integrated” curriculum that provides a variety of learning opportunities and instructional support. We propose that PBL should be more widely considered and used as the key integrative feature within a curriculum to enable programmes to connect theory, practice, societal context, values and skills as well as to break the mentality that comes with modularisation. To do this, we suggest that a coherent thread of PBL should be enacted that is stratified to progress students through increasingly open problems and projects, each connected to other aspects of the taught curriculum while enabling skills development and the formation of professional and responsible attitudes and attributes. We provide some examples from our own experience in Engineering but advocate that this approach is much more widely applicable within higher education.
... And the preparation of lessons integrating these goals is essential to towards enhancement of academic performance [26]. Grade 7, as the first level of secondary education, topics in this stage are necessary of a well-rounded and well-founded mathematics learning as one of the values of spiral curriculum [27]. Based from the data gathered by the math teacher of the locale of the study, the word problems covering topics, Sets (and its applications), Scientific Notation, Problem-solving Involving Real Numbers, Operations of Polynomials, Kinds of Angles, and Circles (and terms related to it) are some of those that needs enhancement for the grade 7 learners and requires enrichment for grade 8. Thus, being the topic focused in the development of the study. ...
The use of game for mathematics teaching has widely been explored. However, development of localized game is limited especially in the context of Sorsogon province. This descriptive-developmental study developed a localized interactive game for grade 7 content topics which may serve as an enrichment activity for grade 7 and enhancement activity for grade 8. The localized concepts featured the local setting of Sorsogon province and was designed to provide students way to interact with the game and other students. The content of the game, up-to-datedness of information, and other details about the manipulative, passed the validation of 7 experts. Also, the game was found to be acceptable for the 32 student-respondents. Furthermore, revisions for improvement of the game were made for the game to better achieve its objectives.
... Currently, popular approaches to the study of foreign languages (the Theory of multiple Intelligence, Bloom's Taxonomy (Shukran, Nor Faridah, 2017), the Zone of Proximal Development (ZPD) and Scaffolding (Margolis, 2020), Schema and Constructivism (Derry, 1996), Behaviorism (Laeli, 2020), Spiral Curriculum (Harden & Stamper, 1999) are aimed at expanding vocabulary, but they indirectly address the issue of building the internal lexicon, since it belongs to the sphere of an individual's mental activity. Devising strategies and tasks aimed at expanding the mental lexicon and designed to develop language ability and language competence through linguistic consciousness (Vygotsky, 2021). ...
The collection of articles The Synergy of Languages and Cultures: Interdisciplinary Studies is a peer-reviewed scholarly publication. The collection includes papers from Russia, Сhina, Kazakhstan, France, and Japan. The collection reflects the position of modern linguists on the development of traditional problems of language and cross-cultural communication, the role of translation in the context of globalization, extensive information exchange, and the interaction of languages and cultures. The collection may also attract the attention of researchers in intercultural communication, language methodology, particularly the methods of teaching foreign languages for special purposes, and of a wider audience interested in modern trends in these areas.
... There does not necessarily have to be a final diagnosis as 'the journey may be more important than the destination', taking learners up Bloom's Taxonomy (Krathwohl 2002). This is a third layer of integration in what is now becoming a 'spiral curriculum' with students going through some curriculum content three times, each time adding new content, context and complexity to the previous learning journey (Harden 1999;Johnson 2012). 8. Ensure that the clinical cases reflect society with respect to gender, ethnicity, language, age, societal roles and local health care system structuresthe 'clothes' ...
Background:
The content and delivery of a health professions' curriculum is often regarded as 'intuitive' and 'self-defining', based on commonly encountered professional roles, detailed knowledge of human structure, function and pathology, and opportunities to acquire necessary clinical and communication skills. However, a curriculum tends to develop, sometimes in unexpected ways, due to scientific advances, changes in teaching faculty and variations in clinical placement experience. Trends come and go, often without careful scrutiny and evaluation. A common result is curriculum 'creep', where learning may drift away from the original plan.
Methods:
A review of available curriculum models produced several descriptions that appear to be based primarily on professional norms and traditions and not linked strongly to learning theories or expectations of employers and the community. Regulators accept variety in curriculua so long as agreed outcomes are achieved. Unless planned and maintained carefully, a curriculum may not necessarily prepare graduates well for a.
Results and discussion:
Health professions curricula are required to produce graduates not only with higher education qualifications but also capable of providing healthcare services needed by regulators, employers and their communities. The design includes curriculum content, curriculum delivery and assessment of learning, topics often listed separately in standards but in fact closely intertwined, ideally demonstrating constructive alignment that sends consistent messages and facilitates achievement of graduate outcomes. Purposeful design is a systematic approach to defining, developing, and assessing learning that produces competent graduates who will maintain currency throughout their careers. Just as with the human body, everything is connected so a change anywhere is likely to have implications for other parts of the curriculum ecosystem. The role of clinical cases, level of integration, balance of assessment tasks, use of technology, on-site or remote delivery, and choice of assessment methods are important considerations in curriculum design. Any changes should be strategic and aligned with vision, mission, and graduate outcomes. This paper provides a framework analogous to the human body that may facilitate purposeful design of health professions curricula.
... The spiral curriculum has four main characteristics: revisiting previously learned topics, concepts, or abilities; gradually increasing the difficulty of learning objectives to guide students to achieve the final overall goal; new learning experiences related to old ones; and students' abilities gradually increasing as the course progresses. Therefore, the spiral curriculum implicitly includes the "reinforcement principle" (continuously reinforcing previously learned knowledge or concepts), the "principle of progression from simple to complex" (students gain a deeper understanding by exploring the same topic or concept), the "integration principle" (vertical and horizontal integration of knowledge), the "logical continuity principle", the "high-level goal-guided principle" (guiding learners to reapply previously learned knowledge for deeper learning), and the "flexibility principle" (allowing learners who have mastered primary knowledge or concepts to enter the learning spiral of higher-level knowledge or concepts) [54,55]. ...
There are differences between Western mainstream culture and traditional Indigenous culture in the way they address sustainable development. The spirit of sustainability has been emphasized and practiced by Indigenous cultures for hundreds or even thousands of years, but it is increasingly disappearing over time due to the threat of natural disasters. It is necessary to recover this practice of sustainable development from its roots in traditional Indigenous knowledge. This study considers the possibility and utility of incorporating science, technology, engineering, and mathematics (STEM) into Indigenous education for sustainability, a topic that has not been addressed by other studies. Based on a literature review, the proposed framework and content for this study focus on Indigenous disaster prevention. The specific topic was chosen to be most relevant to young Indigenous children. STEM indicators from the US next-generation science standards (NGSS) were referenced to create the proposed STEM teaching objectives, which were designed to be specifically appropriate for Indigenous curricula and teaching activities. Additionally, the cultural curriculum model was adopted to reform the Indigenous curriculum and teaching model by utilizing the transformation and social action approaches. Finally, the five-stage learning cycle was used as the framework to implement the curriculum, intertwined with the principles of the spiral curriculum, to co-construct an instructional example of Indigenous education for sustainability for future reference.
... This process involves applying academic theories to practical problems (such as developing new methodologies or initiatives) or using practical experiences to inform academic research (by inspiring research interests or reframing research questions). The nature of this process is a "spiral", long used in education to describe iterative learning processes (Bruner 1960;Harden 1999) and comprehensive sustainable development (Fowler 2000). In the pracademic identity formation process, pracademics undergo repeated cycles of exposure, dissatisfaction and opportunities, and integration, with each cycle building upon previous experiences to deepen their understanding. ...
... This flexible approach has many advantages however complicates the challenge of integrating and developing reflection skills. Spiral and traditional curriculums can support reflective skills development in a program[32,33]. We have learned from analysing reflections that building reflective skills and assessing these across the whole of curriculum is important. In the University's HSM non-linear curriculum innovative approaches to ensure that we can develop these skills is imperative, so when students reach the capstone WIL course, they have the requisite skills in, and value reflection. ...
Purpose: Work Integrated Learning (WIL) supports learners to acquire transferable skills and graduate attributes for employability through placements in settings aligned with their future profession. The purpose of this paper is to explore, student reflections on the attainment of transferable skills and university graduate attributes on health service management (HSM) work integrated learning placements in one Australian University. Design/methodology/approach: The study used data collected from e-portfolios from two cohorts of students who completed placements in the health industry. Structured e-portfolios recorded student reflections, these were analysed both quantitatively and qualitatively. To analyse the reflections, content analysis and mapping of narratives to transferable skills and University graduate attributes was used to evidence their attainment by learners on placement. Findings: The data demonstrated that students attained transferable skills and university attributes and reflected upon them in their e-portfolios. However, not all transferable skills and attributes were evidenced in student portfolios. Ethical thoughts and actions, respect and capability with First Peoples, citizenship and social responsibility, negotiation and conflict resolution, research and organizational membership were not comprehensively demonstrated. Reflective skills and learning how to reflect could be further emphasised and practiced within the curricula. The outcomes of the study can be used to strengthen the focus of reflective e-portfolios, inform the development of HSM curricula and support academics teaching in WIL programs to further clarify expectations on reflection. Originality: This paper is of interest to Universities aiming to equip graduates with transferable skills and the attributes to thrive in complex and rapidly changing work environments. The study identified further research opportunities that could inform the design and content of e-portfolios to demonstrate the skills attained on placement.
... Medical pharmacology is a broad and complex field of study and limiting medical school pharmacology instruction to only the pre-clinical phase may lead to minimal or no exposure to the clinical application of major topics in pharmacology including medication safety. Applying the approach of the spiral curriculum to pharmacology medical student instruction, where pharmacology topics are revisited to deepen understanding with successive exposure to the topic [3], could solidify and enhance the pharmacology principles learned in the pre-clinical phase. Therefore, offering a fourth-year medical school elective covering core topics in patient and medication safety as well as the safe and cost-effective use of common medications is a strategy that can address these educational concerns. ...
A clinical pharmacology and medication safety elective was developed for fourth-year medical students to enhance students’ foundational pharmacology knowledge and the importance of preventing medication errors. Using video conferencing technology represents a modern approach to facilitate vertical integration of pharmacology curricula and increase multi-institutional and interprofessional collaboration to improve student learning.
Background/Aims
Studies highlighted the limited confidence of general dentists to effectively manage dental trauma (DT) cases. DT education at the predoctoral level varies globally; however, little is known about it in North American dental schools. This gap in understanding could explain deficiencies in general dentists' treatment of DT cases. Therefore, this study aimed to gain insights into the existing predoctoral DT education across North American dental schools, identify gaps, and recommend improvements to refine and unify DT education.
Methods
Interviews were conducted with DT instructors and curriculum coordinators from North American dental schools. A validated questionnaire was used for the interviews. The questionnaire was divided into three sections: DT curriculum, student assessments, and clinical exposure during predoctoral training. Qualitative data were analyzed individually and grouped for common findings.
Results
The overall response rate was 62.6% ( n = 52 universities). Sixty‐three instructors from 48 dental schools participated in the analysis. Four schools opted out of the study. DT education was found to be fragmented in 47 schools, with a mean of 5.7 ± 1.57 h allocated to DT teaching. Only nine schools assessed students after completing DT coursework, and just one conducted a final examination solely on DT. All instructors reported insufficient clinical exposure to DT cases during rotations.
Conclusions
Dental educators reported significant deficiencies in DT education in North American dental schools. Limited clinical exposure and an inconsistent curriculum may leave students ill prepared for managing DT cases. Increased hands‐on experience and curriculum standardization across schools could improve DT education and preparedness.
Integration (joined up learning of different subjects) is an important part of modern undergraduate medical education. We argue that integration in a UK medical school is experienced principally as multiple subject learning via enquiry-based learning and requires facilitators. By analysis of student interactions and the views expressed by students and staff, we demonstrate three facets of integration: student experience, with the principal means of integration being discussions of multiple subjects simultaneously, encountering related subject matter in different sessions, and making explicit links to other parts of the course; presence of facilitators of integration such as staff liaison, awareness amongst staff of other parts of the course, integrated teaching, tutor support, group bonding, early clinical experience, and integrated assessments; existence of barriers to integration such as compartmentalisation of subjects, poor student bonding, poor attitude to certain subject matter, and boundaries between course elements.
Many medical students find psychology challenging and this can have a negative impact on their engagement with the subject. This chapter will explore some of the key barriers that medical students might encounter that may explain why they find psychology difficult or inaccessible. In particular it will consider how the lack of familiarity and exposure that students have with the subject may play a pivotal role. Psychology is very much an interdisciplinary subject, and this is a strength that can be exploited by linking the subject to concepts that medical students are likely to be more familiar with. This linking should help students to understand what psychology is and to appreciate how and why it holds such value in medical education. Some practical examples are presented to illustrate its value, for example introducing students to the concept of uncertainty which is prevalent in medicine yet frequently an unexpected and uncomfortable concept for them. It is important that students have opportunities to actively apply and discuss their psychological knowledge rather than simply learning the theoretical concepts. Ideas to promote active engagement such as authentic and relatable learning material, opportunities for experience sharing and including practical activities they can engage with can all promote the practical and applied nature of psychology and increase medical students’ engagement with the subject by making it more accessible to them.
This study is devoted to the problem of organizing foreign language classes in the higher education system using new teaching technologies. The possibility of using the spiral method in teaching future linguists French on the basis of English is considered. This student-oriented technology allows students to develop their ability to use their acquired knowledge of the English language to solve professional problems of varying complexity. During the learning process, students’ cognitive activity increases, methods of perceiving foreign language information are improved, and the need for an independent search for a way to semantically formulate thoughts increases. Attention is focused on developing students' ability and ability to apply acquired knowledge both in familiar and completely new situations, and to effectively construct mental representations if the interpreted information is incomplete. In the process of implementing the spiral, personal-activity and contextual approaches are implemented, which contribute to the transition of students' educational activities to professional ones in the field of language education in a multicultural environment. Using a spiral process, it is necessary to select a learning context in which the subject and social content of the professional activity acquired by students is modeled. Particular attention is paid to the communicative-cognitive approach, in which linguistic knowledge is systematized and value-semantic attitudes are formed when using linguistic forms. The cognitive aspect is based on taking into account the communicative needs of students, the patterns of their cognition process, the work of long-term memory in the process of assimilation and reproduction of lexical units. Therefore, the student must engage awareness at the level of intentionality and consciousness at the level of control, where the first is based on the student’s needs for learning new vocabulary, and the second consists of conscious control of the flow of speech in a foreign language. The communicative component of this approach is based on the peculiarities of the use of specific lexical words units in various communication situations, correct application of professionally oriented information, its conscious use in the process of mental activity. Participation in dialogues develops communication ethics and forms interpersonal relationships in foreign language classes. A theoretical description of the spiral method and its use in teaching future linguists French vocabulary within the framework of modern education using student-oriented technologies is presented. The results of studies where the spiral method was used to train specialists in other professional fields were reviewed and analyzed. The article defines the goals and means for learning French vocabulary using the spiral method. The spiral method provides the teacher with the opportunity to independently determine the stages of implementation of the spiral. The peculiarity of this technique is the gradual immersion of the student in professional activities and the integration of knowledge at each turn of the spiral. Thanks to gradualness and logical sequence, information is absorbed in a structured manner. Layering new knowledge on a foundation of recently acquired knowledge ensures regular repetition, which engages and trains long-term memory. The spiral method was used in working with 3rd year students of the Faculty of Philology in the field of training “Linguistics (Theory and Methods of Teaching Foreign Languages and Cultures)” at Derzhavin Tambov State University. The algorithm for working with the spiral in French classes included four stages: preparatory, studying, procedural and evaluative. At the preparatory stage, the teacher needs to familiarize students with the spiral method, its goals, objectives, topic, discuss the stages, timing of the project, ways to evaluate the knowledge gained at the output, and distribute students into small groups. The learning stage involves students working in a group, searching for new lexical units of the French language, and filling out a table with new words. To successfully implement vocabulary teaching, the Spiral curriculum is combined with the Flipped classroom method. Flipped classroom is a method where the main material is given to study at home, and the practical part takes place in the classroom in the presence of a teacher. In the “flipped classroom” operating mode, students receive as homework to complete: an electronic educational resource, audio lectures, materials on the topics of the course being studied. The procedural stage contains practical work - written and oral tasks to consolidate French vocabulary, which can be implemented through various interactive methods: presentation, project, case method, les simulations globales, etc. At the assessment stage, students complete tests with exercises to check the learned French lexemes on the Quizziz.com platform, discuss the test results and errors with the teacher. At the end of the study, a survey was conducted to determine the effectiveness of using the method in teaching future linguists French vocabulary based on English. The results of the survey showed that the use of the spiral method in combination with student-oriented technologies has a positive effect on the process of effective acquisition of new lexical units and contributes to the formation of professional competence. The use of interactive methods teaches students to work in a group, form interpersonal relationships, and also implement contextual and communicative-cognitive approaches to teaching a foreign language. Thus, the goal of the spiral method is regular repetition, a more in-depth study of course topics at each turn stage and the formation of the necessary professional competencies. The advantage of using the spiral method in teaching future linguists French vocabulary on the basis of English has been proven through the implementation of personal-activity, contextual and communicative-cognitive approaches that contribute to the transition of educational activities into professional ones.
Purpose
This study aims to develops an interdisciplinary business and computer science pedagogy for teaching and learning computer programming in business schools at higher education institutions and explores its associated benefits, challenges and improvement.
Design/methodology/approach
Based on a body of theories, an interdisciplinary pedagogy is developed and tested for programming education in a business context. Meanwhile, based on the unified theory of acceptance and use of technology, the authors used observation study and thematic analysis to explore opportunities, challenges and future improvements associated with this interdisciplinary pedagogy.
Findings
The developed pedagogy includes integrating humanism and construction theory, problem-based learning, cognitive development, active instructional strategies, synergy of individual and group programming tasks and creating an encouraging and inclusive learning environment. This study shows that business students perceive this novel pedagogy as highly valuable because it enhances their logical thinking and problem-solving abilities while giving them a sense of accomplishment. Although students face challenges in data preprocessing, error handling and translating theoretical knowledge, they find it useful to review teaching materials, seek peer support and learn independently through online resources. Further improvements in pedagogy include incorporating collaborative code reviews, using shared documents for troubleshooting and grouping students based on their prior programming experience.
Practical implications
This interdisciplinary pedagogy can guide business schools to improve the quality of programming-related modules, enhance students’ performance and prepare them for future careers.
Originality/value
This is the first interdisciplinary study investigating teaching programming in a business context.
The use of point-of-care ultrasonography in primary care is increasing. Primary care physicians are introduced to ultrasonography at short workshops with little guidance for implementation of the technology in clinical routines and medical decision-making. This article introduces a framework for longitudinal ultrasound education tailored for office-based general practice, building on the best available evidence and established teaching principles. The framework includes three teaching seminars over three months, a curriculum of 10 ultrasound applications, an online learning platform providing educational support before, during, and after the teaching seminars and continuous support and feedback from allocated mentors. The framework aims to reduce primary care physicians' absence from the clinic, scaffold the learning process to build a solid and sustainable foundation of knowledge, and support implementation and appropriate use of the technology in the unselected patient population in primary care setting. Evaluation of the framework demonstrated high satisfaction with the educational elements among both participants and teachers.
Since the Philippine K-12 reform in 2012, textbooks now follow a Spiral Progression Approach (SPA) across grade levels. This content analysis investigated the manifestations of the 3 features of a spiral curriculum: (1) revisit of topics, (2) increase in difficulty level, and (3) relating to pre-requisite knowledge, in math textbooks. Combining frameworks, the study analysed the discussions, examples, and exercises of the geometry chapters of 4 textbooks (1 series for junior high school). It was found that topic discussions were more repetitive than spiralling. Majority of the examples and exercises were also focused on low difficulty levels, thus leading to underdeveloped competency. The study reinforces the integral role of textbooks and crafting resources with the SPA features in mind to help in the implementation of the K-12 curriculum.
Background Graduate medical educators interested in designing and conducting education research may seek foundational general overview articles on education research methods.
Objective We aimed to identify the most useful foundational education research methods articles for medical educators.
Methods We identified candidate articles through a 2020 Ovid MEDLINE literature search augmented by the authors’ personal files and by cross-checking references of included articles. Articles that were primarily about general education research principles were included; articles were excluded if they were not focused on medical education research methods, were published prior to the year 2000, were written in a non-English language, or had no available abstracts. We conducted a modified Delphi study with 10 participants representing a range of specialties and education research experience to find consensus about the most useful articles. We planned 3 rounds of the Delphi process, the first to eliminate any articles not deemed useful for this audience, and the second and third rounds to include articles that at least 80% of the panel deemed “most useful” to education researchers.
Results Of 25 relevant articles identified in the literature search: one was excluded in round 1, 7 met the a priori threshold of 80% agreement for inclusion in round 2, and an additional 2 met inclusion in round 3. These 9 foundational education research methods articles relevant to graduate medical educators are described, along with a capsule summary and specific use for education researchers.
Conclusions Our modified Delphi study of foundational education research methods articles identified 9 articles deemed useful for graduate medical educators who are seeking methods resources.
Üniversite öğrenimlerine yeni başlayan meslek yüksekokulu öğrencilerinin sayılar ve cebir öğrenme alanındaki matematiksel sembol ve gösterimlerle ilgili bilgi düzeylerinin konu bazlı incelenmesi bu araştırmanın asıl amacıdır. Araştırma için karma yöntem desenlerinden açımlayıcı sıralı karma yöntem deseni tercih edilmiştir. Araştırmanın nicel örneklemini Türkiye’deki bir devlet üniversitesinde 2023-2024 eğitim öğretim yılı güz döneminde öğrenimlerine başlayan ve araştırmaya katılmaya gönüllü 187 öğrenci oluşturmaktadır. Örneklemdeki öğrenciler bir meslek yüksekokulunun bilgisayar programcılığı, elektrik, gıda teknolojisi, inşaat teknolojisi ve makine programlarında öğrenim gören öğrencilerdir. Veri toplama aracı olarak “Matematiksel Sembol ve Gösterimler Anketi” ile yarı yapılandırılmış görüşmeler kullanılmıştır. Anket 2018 ortaöğretim matematik dersi öğretim programı sayılar ve cebir öğrenme alanında yer alan konular, matematiksel sembol ve gösterimler ile bunların anlamlarının yazılması için ayrılan boşluklardan oluşmaktadır. Ankete en çok doğru cevap verenler arasından üç gönüllü öğrenci nitel çalışma grubunu oluşturmaktadır ve bu üç öğrenciyle yarı yapılandırılmış görüşme yapılmıştır. Yarı yapılandırılmış görüşmelerde ise katılımcılardan bu sembol ve gösterimlerin kullanımlarına birer örnek vermeleri istenmiştir. Veriler betimsel analize tabi tutulmuştur. Araştırmanın sonuçları meslek yüksekokulu öğrencilerinin sayılar ve cebir öğrenme alanındaki matematiksel sembol ve gösterimlerle ilgili bilgi düzeylerindeki eksikleri konu bazlı ortaya çıkarmıştır. Bu eksikliklerin sebepleri tartışılmış ve özellikle üniversite düzeyinde matematik yapmada önemli bir role sahip olan matematiksel sembol ve gösterimlerin öğretimi ile ilgili önerilerde bulunulmuştur.
“From the very beginning, curiosity and learning refuse simple and isolated things: they love to find the dimensions and relations of complex situations....” (Malaguzzi, 1987, p.19)
While working with children at a university laboratory school, we have pondered the question of how to develop curriculum for very young children in a meaningful way that emphasizes content as well as process. In general, curriculum for toddlers (ages one through three) involves activity centers that change from day to day. Because toddlers tend to be immersed in the immediate moment and in the process rather than the product of their activity, teachers, when developing curriculum, tend to put little emphasis on long-range planning and on developing extensive connections between different activities.
Yet thematic units and long-term projects are becoming recognized as an important way to promote preschool and young school-age children’s learning. In Engaging Children’s Minds: The Project Approach (1989), Katz and Chard describe project work as an innovative way to meet a wide spectrum of educational goals. Recently, we have also been strongly influenced by the project approach as developed in a public preschool system for children ages one through six in the Italian city of Reggio Emilia (Edwards, Gandini, & Forman, in press; New, 1990). In Reggio Emilia, projects for children involve spiraling experiences of exploration and group discussion followed by representation and expression and then the use of many symbolic media, whether words, movement, songs, drawings, building blocks, shadow play, or face-making in front of a mirror. Art is not viewed as a separate part of the curriculum but as part of the whole cognitive symbolic learning of the developing child. Children’s work is not casually created but is the result of a guided exploration of themes and events that are relevant to the lives of children and of the community (Gandini, 1984; Gandini & Edwards, 1988).
Are these methods relevant for children younger than age three? On one hand, we worried that a project approach would be too abstract for toddlers and more relevant to the teacher’s planning book than to the children’s interests. We definitely did not want to create another type of “pushed-down” curriculum. On the other hand, we believed that with certain important modifications, in-depth study projects might well be made appropriate for toddlers. They could be a valuable way to help the children find answers to their own deepest questions and make meaning and connections between actions, events, objects, and ideas in their world (Forman, 1989).
This paper discusses the Community-based Training Programme (CBTP) of Jimma Institute of Health Sciences since its inception in July 1987. The CBTP is an integrated curriculum, and the learning experience of students is based on specific educational objectives. It is student-centred, problem solving and spiral in nature.
Outcome-based education, a performance-based approach at the cutting edge of curriculum development, offers a powerful and appealing way of reforming and managing medical education.The emphasis is on the product-what sort of doctor will be produced-rather than on the educational process. In outcome-based education the educational outcomes are clearly and unambiguously specified. These determine the curriculum content and its organisation, the teaching methods and strategies, the courses offered, the assessment process, the educational environment and the curriculum timetable.They also provide a framework for curriculum evaluation. A doctor is a unique combination of different kinds of abilities. A three-circle model can be used to present the learning outcomes in medical education, with the tasks to be performed by the doctor in the inner core, the approaches to the performance of the tasks in the middle area, and the growth of the individual and his or her role in the practice of medicine in the outer area. Medical schools need to prepare young doctors to practise in an increasingly complex healthcare scene with changing patient and public expectations, and increasing demands from employing authorities. Outcome-based education offers many advantages as a way of achieving this. It emphasises relevance in the curriculum and accountability, and can provide a clear and unambiguous framework for curriculum planning which has an intuitive appeal. It encourages the teacher and the student to share responsibility for learning and it can guide student assessment and course evaluation. What sort of outcomes should be covered in a curriculum, how should they be assessed and how should outcome-based education be implemented are issues that need to be addressed.
Scitation is the online home of leading journals and conference proceedings from AIP Publishing and AIP Member Societies
Any course of preparation for nurses has practical placements to support the theoretical material, and this paper attempts to address the question of how the nurse teacher can ensure that students derive maximum benefit from such placements. Principles of the transfer of learning, and experiential learning are applied to the process of curriculum development where it includes the incorporation of practical placements. Then the teacher's role in the implementation of the curriculum with reference to practical placements is considered in three stages of preparation, monitoring/support, evaluation. These issues are considered in the context of Project 2000 and the current changes taking place in nurse education.
This brief practical aid to course or curriculum development cannot replace educational qualifications or experience, but it does examine ten basic questions, any of which may be all too easily neglected. These are: (1) What arc the needs in relation to the product of the training programme? (2) What are the aims and objectives? (3) What content should be included? (4) How should the content be organized? (5) What educational strategies should be adopted? (6) What teaching methods should be used? (7) How should assessment be carried out’ (8) How should details of the curriculum be communicated? (9) What educational environment or climate should be fostered? (10) How should the process be managed? Each aspen is illustrated through the analogy of car manufacturing.
The ten questions are relevant in all situations where a course or curriculum is being planned, including an undergraduate degree course, a short postgraduate course or a 1-hour lecture.
Six education strategies have been identified relating to the curriculum in a medical school. Each issue can be represented as a spectrum or continuum: student-centred/teacher-centred, problem-based/information-gathering, integrated/discipline-based, community-based/hospital-based, elective/uniform and systematic/apprenticeship-based.
The factors supporting a move towards each end of the continuum are presented for each strategy. Newer schools tend to be more to the left on the continuum, established schools more to the right. Each school, however, has to decide where it stands on each issue and to establish its own profile.
This SPICES model of curriculum strategy analysis can be used in curriculum planning or review, in tackling problems relating to the curriculum and in providing guidance relating to teaching methods and assessment.
The medical undergraduate curriculum at the University of Dundee has evolved in response to changing needs. The new curriculum, introduced in 1995, combines idealism and pragmatism. Underpinning it is the concept that the curriculum is an educational programme where the whole is greater than the sum of the parts. The concepts contributing to this are: the spiral nature of the curriculum, with its three interlocking phases; a body-system-based approach, with themes running through the curriculum, providing a focus for the students' learning; a core curriculum with special study modules or options; the educational strategies adopted, including elements of problem-based and community-based learning and approaches to teaching and learning that encourage the students to take more responsibility for their own learning; an approach to assessment which emphasizes the overall objectives of the course; an organization and management of the curriculum; and an allocation of resources designed to support the educational philosophy.
Making a curriculum work
- Beattie
- Beattie
T he application of a spiral curriculum model to technical training curricula Tomorrow's Doctors: Recommenda-tions on Underg raduate Medical Education
- D Ow Ding
D OW DING, T.J. (1993 ) T he application of a spiral curriculum model to technical training curricula, Educational Technology, 33(7), pp. 18± 28. G ENERAL MEDICAL CO UNCIL (1993) Tomorrow's Doctors: Recommenda-tions on Underg raduate Medical Education (London, G eneral M edical Council).
An introduction to outcome-based education, Medica l Teache r
- H Arden
- R M Crosby
H ARDEN, R.M., CROSBY J.R. & D AVIS M.H. (1999 ) An introduction to outcome-based education, Medica l Teache r, 21(1), pp. 7-14.
Som e educational strategies in curriculum developm ent: the SPICES m odel M aking the m ost of practical placem ents: what the nurse teacher can do to m axim ise the bene® ts for students The Jimm a comm unity-based training programm e, Education for H ealth Spiral curriculum
- R M Harden
- S Sow Den
- W R Dun N
- G H Jinks
- C Jira
- M Kaba
- D Leekeenan
- C P Edwards
HARDEN, R.M., SOW DEN, S. & DUN N,W.R. (1984 ) Som e educational strategies in curriculum developm ent: the SPICES m odel. ASM E Medical Education Booklet No 18, M edica l Education, 18, pp. 284± 288. JINKS, G.H. (1991 ) M aking the m ost of practical placem ents: what the nurse teacher can do to m axim ise the bene® ts for students, Nurse Education Today, 11, pp. 127± 133. JIRA, C. & KABA, M. (1998 ) The Jimm a comm unity-based training programm e, Education for H ealth, 11(2), pp. 165± 171. KABARA, J.J. (1972 ) Spiral curriculum, Jour nal of M edical Education, 47, pp. 314± 316. LEEKEENAN, D. & EDWARDS, C.P. (1992 ) U sing the project approach with toddlers, Young Children, 47(4), pp. 31± 35. W hat is a spiral curriculum? 143 Med Teach Downloaded from informahealthcare.com by CDL-UC Davis on 05/10/14 For personal use only.