Deviation from Recommended Curriculum and Efforts to Bridge the Gap  Between Suggested and Taught Curricula

Zaman, Zobia; Khawaja, Umair Ashraf

doi:10.55464/pjar.v2i1.28

Cited by 2 publications

(2 citation statements)

References 2 publications

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“…Such misalignment between requirements of graduates and those of curricula are not unusual: a significant body of literature exists related to deviations from the "intended curricula" versus "taught curricula" and from the "taught curricula" versus "learned curricula". [21][22][23] Curriculum alignment includes the conceptual and operational components between what is intended, written, taught, and attained in the curriculum development and implementation process [21][22][23] Figure 1, designed by the authors, illustrates this idealised process where regulatory and professional standards inform curriculum development and in turn the content taught. All of which should be reflected in the student outcomes.…”

Section: Discussionmentioning

confidence: 99%

Do Regulatory and Curriculum Requirements for Interprofessional Practice Align?

Brownie,

Tokolahi,

Broman

et al. 2023

JMDH

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Background While interprofessional (IP) competency and Interprofessional Education (IPE) has received increasing attention in health, agreement on specific competencies and teaching approaches is frequently limited by profession-specific understandings. As part of a quality improvement initiative focused on improving delivery of IPE offerings, this enquiry maps current regulatory and curricula requirements for IP practice to health professional students from 12 professions trained across Aotearoa New Zealand’s national vocational education provider. Methods Requirements for IP competency in national accreditation documents and in an operative teaching curricula were mapped for 12 professions, namely, clinical exercise physiology, counselling, massage, medical radiology, midwifery, nursing, occupational therapy, osteopathy, paramedicine, physiotherapy, social work, and sport and exercise science. A desk audit was conducted to identify the presence of core IP competencies for each profession. This involved a four-step process 1) Examination of regulatory standards for each profession to confirm IP requirements for each profession; 2) Examination of an operative curricula from each profession to identify the presence and translation of IP regulatory requirements to each of the profession-specific programs of study; 3) Mapping to identify within domains the core (common) IP competencies across the professions, and 4) Consideration of the similarities and differences between accreditation documents and curricula. Results Of 12 professions, 10 clearly identified IP competency as an expectation. Clinical Exercise Physiology and Counselling were exceptions with explicit requirement for IP competency not evident. Coordination and collaboration were the most identified competency domains in accreditation documents and curricula. In descending order of prevalence, communication, shared values, reflexivity, role-understanding, and teamwork were also identified requirements amongst the 10 professions with IP competency requirements. Conclusion The IP competencies identified as common across professions can be used to inform development of teaching and assessment. Greater alignment between teaching curricula and required competency standards in this area is recommended.

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Section: Discussionmentioning

confidence: 99%

Do Regulatory and Curriculum Requirements for Interprofessional Practice Align?

Brownie,

Tokolahi,

Broman

et al. 2023

JMDH

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“…A game is a spontaneous, physical and mental activity that has no particular aim but instead produces enjoyment, pleasure, and rejuvenation. (Zaman, Z., & Khawaja, U. A.…”

Section: Introductionmentioning

confidence: 99%

Impact Of Inclusive Sports and Games on The Independent Life Skills of The Intellectually Challenged Individuals

Farheen Dossal,

Shagufta Shehzadi,

Sabeen Dossal

2024

Voyage Journal of Educational Sciences

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The major goal of the study is to determine how inclusive sports help people with intellectual disabilities develop their fine and gross motor skills, cognitive abilities, and independent living skills. The sample was collected from 100 special students from 5 special schools in Karachi. The students were engaged in inclusive sports and games for 24 weeks, with a 40-minute session taken 5 days a week. The distribution size of questionnaire was 120, divided into two parts first for 20 trainers and second half for 100 parents. Their learning, memory, and gross and fine motor skills were evaluated. There were pre- and post-evaluations done. The results demonstrated that, in comparison to children before they participated in the inclusive sports program, 88% showed improvement socially, emotionally and with improved cognitive and fine/gross motor skill development proving that inclusive sports therapy has a positive impact on the development of different aspects of disabilities.

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Deviation from Recommended Curriculum and Efforts to Bridge the Gap Between Suggested and Taught Curricula

Cited by 2 publications

References 2 publications

Do Regulatory and Curriculum Requirements for Interprofessional Practice Align?

Do Regulatory and Curriculum Requirements for Interprofessional Practice Align?

Impact Of Inclusive Sports and Games on The Independent Life Skills of The Intellectually Challenged Individuals

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