Browsing by Subject "Curriculum"

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    Decolonising and Africanising the Further Education And Training (FET) history curriculum in South Africa (Grades 10-12): integration of heritage sites and institutions of memory in the Western and Eastern Cape
    (2025) Phunguza, Sibongiseni; Bam-Hutchison, June
    The politics of heritage have progressively played a critical role in South African socio-political life since 1994. As an example, heritage institutions have played a major role in re-centring histories that were pushed to the periphery within the decolonisation discourse in post-Apartheid South Africa. Heritage has therefore also been seriously considered in the decolonisation of education in South Africa, especially in teaching History as a subject. This thesis critically analyses the integration of heritage sites and institutions of memory into the FET (grades 10-12) history curriculum, and how this integrated process of knowledge production could contribute towards building an Africa-centric curriculum. It argues that by centering African heritage sites and institutions of memory in knowledge production and education, the FET history curriculum can be radically decolonised and shifted towards indigenous knowledge prioritisation. The thesis explores two aspects in this argument: (1) How could we integrate heritage sites and institutions of memory into the FET history curriculum and (2) how could we teach topics that are covered in the curriculum by using African-informed foundations of research and knowledge production. The thesis argues that these two processes are interdependent and intersectional in nature.
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    InspirE5: a participatory, internationally informed framework for health humanities curricula in health professions education
    (2022-06-24) Carr, Sandra E; Harris, Anna; Scott, Karen; Ani-Amponsah, Mary; Hooker, Claire; Phillips, Brid; Noya, Farah; Mavaddat, Nahal; Vuillermin, Daniel M; Reid, Steve; Brett-MacLean, Pamela
    Background Reporting on the effect of health humanities teaching in health professions education courses to facilitate sharing and mutual exchange internationally, and the generation of a more interconnected body of evidence surrounding health humanities curricula is needed. This study asked, what could an internationally informed curriculum and evaluation framework for the implementation of health humanities for health professions education look like? Methods The participatory action research approach applied was based on three iterative phases 1. Perspective sharing and collaboration building. 2. Evidence gathering 3. Development of an internationally relevant curriculum and evaluation framework for health humanities. Over 2 years, a series of online meetings, virtual workshops and follow up communications resulted in the production of the curriculum framework. Results Following the perspective sharing and evidence gathering, the InspirE5 model of curriculum design and evaluation framework for health humanities in health professions education was developed. Five principal foci shaped the design of the framework. Environment: Learning and political environment surrounding the program. Expectations: Graduate capabilities that are clearly articulated for all, integrated into core curricula and relevant to graduate destinations and associated professional standards. Experience: Learning and teaching experience that supports learners’ achievement of the stated graduate capabilities. Evidence: Assessment of learning (formative and/or summative) with feedback for learners around the development of capabilities. Enhancement: Program evaluation of the students and teachers learning experiences and achievement. In all, 11 Graduate Capabilities for Health Humanities were suggested along with a summary of common core content and guiding principles for assessment of health humanities learning. Discussion Concern about objectifying, reductive biomedical approaches to health professions education has led to a growing expansion of health humanities teaching and learning around the world. The InspirE5 curriculum and evaluation framework provides a foundation for a standardised approach to describe or compare health humanities education in different contexts and across a range of health professions courses and may be adapted around the world to progress health humanities education.
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    Shaping the undergraduate pain management curriculum in prehospital emergency care education: toward a curriculum and competency framework for South Africa
    (2025) Matthews, Ryan; Hodkinson, Peter; Naidoo, Navindhra
    Introduction: Managing patients' pain is a common necessity in Prehospital Emergency Care. Research evidence suggests that pain and nociception are not optimally managed by Emergency Medical Services. One reason for this suboptimal management may be education that is misaligned with clinical and contextual needs. The knowledge gap is that Prehospital Emergency Care has not systematically developed evidence-informed competencies for pain management. Aim: This research aimed to develop a competency framework and provide recommendations for curriculum implementation to shape and guide the design of contextually relevant pain management curricula in South African Prehospital Emergency Care education. Methods: Subsequent to a narrative analysis of pain discourse, the research employed a scoping review of therapies to identify quality and therapeutic possibilities as evidentiary basis for competencies. Semi-structured interviews with educators explored contemporary education practice and documented knowledge broker perspectives on educational needs through thematic analysis. The initial competency framework was inductively derived from the above analyses. Content analysis of contemporary curriculum documents mapped key graduate attributes and identified deficient or absent learning intentions and related success criteria. An expert consensus panel provided critical input into the draft competency framework and made recommendations toward curriculum implementation. Findings: Contemporary curricula are fragmented and misaligned with pain assessment and management needs. Seven competency domains (given expression to by specific competency statements) should guide curriculum development: 1. Clinical Pain Praxis, 2. Foundational Sciences, 3. Practitioner Wellness and Safety, 4. Communication and Collaboration, 5. Duty of Care and Predisposition for Caring, 6. Ethical Practice, and 7. Scholarship. The expert panel made ten recommendations for implementing the framework in curricula, including the use of a ‘spiral' curriculum, focusing on the multidimensional nature of pain, and building relationships with clinical mentors. Conclusion: The novel output of the study is an evidence-based competency framework, compatible with micro credentialing or for local adaptation and progressive inclusion into emergency care curricula. This framework redresses the practice difficulties experienced by key stakeholders and enables higher education institutions and professional regulators to comprehensively and inclusively guide education providers in the noble pursuit of quality and equity in pain assessment and management across the lifespan and across clinical acuity and pain causation.
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    Towards developing a consensus assessment framework for global emergency medicine fellowships
    (2019-11-11) Jahn, Haiko K; Kwan, James; O’Reilly, Gerard; Geduld, Heike; Douglass, Katherine; Tenner, Andrea; Wallis, Lee; Tupesis, Janis; Mowafi, Hani O
    Abstract Background The number of Global Emergency Medicine (GEM) Fellowship training programs are increasing worldwide. Despite the increasing number of GEM fellowships, there is not an agreed upon approach for assessment of GEM trainees. Main body In order to study the lack of standardized assessment in GEM fellowship training, a working group was established between the International EM Fellowship Consortium (IEMFC) and the International Federation for Emergency Medicine (IFEM). A needs assessment survey of IEMFC members and a review were undertaken to identify assessment tools currently in use by GEM fellowship programs; what relevant frameworks exist; and common elements used by programs with a wide diversity of emphases. A consensus framework was developed through iterative working group discussions. Thirty-two of 40 GEM fellowships responded (80% response). There is variability in the use and format of formal assessment between programs. Thirty programs reported training GEM fellows in the last 3 years (94%). Eighteen (56%) reported only informal assessments of trainees. Twenty-seven (84%) reported regular meetings for assessment of trainees. Eleven (34%) reported use of a structured assessment of any sort for GEM fellows and, of these, only 2 (18%) used validated instruments modified from general EM residency assessment tools. Only 3 (27%) programs reported incorporation of formal written feedback from partners in other countries. Using these results along with a review of the available assessment tools in GEM the working group developed a set of principles to guide GEM fellowship assessments along with a sample assessment for use by GEM fellowship programs seeking to create their own customized assessments. Conclusion There are currently no widely used assessment frameworks for GEM fellowship training. The working group made recommendations for developing standardized assessments aligned with competencies defined by the programs, that characterize goals and objectives of training, and document progress of trainees towards achieving those goals. Frameworks used should include perspectives of multiple stakeholders including partners in other countries where trainees conduct field work. Future work may evaluate the usability, validity and reliability of assessment frameworks in GEM fellowship training.
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    What should history teachers know? assessing history students authentically at the conclusion of the PGCE year
    (2014) Siebörger, Rob
    For many years the author has concluded a PGCE (Postgraduate Certificate in Education) History Education course by choice with a formal written examination (albeit an unusual one - it doesn't have a time limit, for instance). When somewhat bemused students each year ask "Why?", the answer given is so that they will be assessed while working completely on their own under similar pressure to that which they will experience when preparing material for the classroom the following year. The article provides illustrations of the examination and students' answers. It considers how student teachers' pedagogical content knowledge may be assessed in history, how the knowledge and understanding of history may be assessed together with core history teaching abilities, and the interaction of history skills and content. It raises, also, issues of formative andsummative assessment and lower and higher order thinking, and poses questions about testing the knowledge of in-service teachers.