BACKGROUND Competence in quality improvement (QI) is a priority for medical students. We describe a self-directed QI skills curriculum for medical students in a 1-year longitudinal integrated third-year clerkship: an ideal context to learn and practice QI. METHODS Two groups of four students identified a quality gap, described existing efforts to address the gap, made quantifying measures, an...

The use of technology is nowadays often strongly recommended by institutions and curricula. But on the one hand it turns out that a large part of mathematics teachers remains reluctant of integrating technology into their teaching (Guin & Trouche 1999). On the other hand several investigations of students using technology that have been carried out over the past ten years show that students do ...

Educators are often tasked with developing courses and curricula that teach learners how to perform medical procedures. This instruction must provide an optimal, uniform learning experience for all learners. If not well designed, this instruction risks being unstructured, informal, variable amongst learners, or incomplete. This article shows how an instructional design model can help craft cour...

BACKGROUND The purpose of this study was to examine the relationship between critical thinking and the use of concept mapping (CM) and problem-based learning (PBL) during care plan development. METHOD A quasi-experimental study with a pretest-posttest design was conducted using a convenience sample (n = 49) of first-semester undergraduate baccalaureate nursing students. Critical thinking was ...

It has been stated that this new area of education includes preparation of teachers and students for the selective and active reception and creative use of media, which means developing new educational curricula as popularised by the media on a micro

Relatively little is known about the skills that practicing scientists actually use. This lack of knowledge makes the design of science curricula rather difficult. How can we train students to be scientists if we do not know what it means to be a scientist? In this chapter, we ask two central questions about the nature of expertise in science: 1) Are there general skills that scientists from di...