An examination of Cultural Competence Training in US Medical Education Guided by the Tool for Assessing Cultural Competence Training

In the United States, medical students must demonstrate a standard level of “cultural competence,” upon graduation. Cultural competence is most often defined as a set of congruent behaviors, attitudes, and policies that come together in systems, organizations, and among professionals to enable effective work in cross-cultural situations. The Association of American Medical Colleges developed the Tool for Assessing Cultural Competence Training (TACCT) to assist schools in developing and evaluating cultural competence curricula to meet these requirements. This review uses the TACCT as a guideline to describe and assess pedagogical approaches to cultural competence training in US medical education and identify content gaps and opportunities for curriculum improvement. A total of 18 programs are assessed. Findings support previous research that cultural competence training can improve the knowledge, attitudes, and skills of medical trainees. However, wide variation in the conceptualization, implementation, and evaluation of cultural competence training programs exists, leading to differences in training quality and outcomes. More research is needed to establish optimal approaches to implementing and evaluating cultural competence training that incorporate cultural humility, the social determinants of health, and broader structural competency within the medical system

Competence-based Curriculum Learning for Neural Machine Translation

Current state-of-the-art NMT systems use large neural networks that are not only slow to train, but also often require many heuristics and optimization tricks, such as specialized learning rate schedules and large batch sizes. This is undesirable as it requires extensive hyperparameter tuning. In this paper, we propose a curriculum learning framework for NMT that reduces training time, reduces the need for specialized heuristics or large batch sizes, and results in overall better performance. Our framework consists of a principled way of deciding which training samples are shown to the model at different times during training, based on the estimated difficulty of a sample and the current competence of the model. Filtering training samples in this manner prevents the model from getting stuck in bad local optima, making it converge faster and reach a better solution than the common approach of uniformly sampling training examples. Furthermore, the proposed method can be easily applied to existing NMT models by simply modifying their input data pipelines. We show that our framework can help improve the training time and the performance of both recurrent neural network models and Transformers, achieving up to a 70% decrease in training time, while at the same time obtaining accuracy improvements of up to 2.2 BLEU

Training Family Science Faculty in CORE Communication

As a whole and regardless of major, university graduates with interpersonal competence (also defined as soft skills) are viewed as more employable (Finch, Hamilton, Baldwin, & Zehner, 2013; Robles, 2012), yet interpersonal competence is not often recognized as a part of discipline specific knowledge (Chamorro-Premuzic, Arteche, Bremner, Greven, & Furnham, 2010). While important to employability in general, interpersonal competence is particularly crucial for those students in social science majors who intend to have a career serving individuals and families. The Family Science (FS) program in the Department of Family and Consumer Sciences directly addresses the need for interpersonal competence through the implementation of CORE COMMUNICATION (CC) training (Miller, 1971; Miller & Miller, 2011; Miller, Nunnally, & Wackman, 1976) in the FCS 3180 Intimate Relationships course

Echocardiography curriculum development for physician assistants using entrustable professional activities

BACKGROUND: With the projected increase of cardiovascular disease in the aging population, a higher demand for echocardiography use is predicted. However, there is a shortage in the supply of cardiologists, to the point that a 2009 American College of Cardiology survey report called it a "cardiology workforce crisis". The report also recommends a more aggressive use of PAs and NPs as one of the solutions to fill the shortage. Currently, echocardiography is not routinely included in the scope of practice for PAs in cardiology. While PAs attain strong basic science knowledge and clinical training experience in PA school, they typically do not receive additional formal postgraduate training. PAs have limited training opportunities to train in echocardiography and receive certification of recognition, but a formally standardized training program and certifying examination geared specifically for PAs are yet to be developed. This study seeks to develop a pilot curriculum in training echocardiography which can be standardized for utilization across various regions and medical subspecialties. The curriculum draws on the concept of Entrustable Professional Activities (EPA), which is being actively used in graduate medical education. HYPOTHESIS: After participating in the proposed pilot curriculum which involves online didactic learning and supervised hands-on clinical training, trained PAs will be able to reach proficiency in echocardiography operation and interpretation at level 4 supervision according to the EPA guidelines. METHODS: This study proposes a pilot curriculum with framework based on the EPA titled “performing and interpreting echocardiography” by PAs. The curriculum involves didactic and clinical training in echocardiography, with the goal to achieve mastery of level 4 supervision (minimal supervision). 2 subjects will be recruited from a teaching medical institution in the Greater Boston area with an IAC accredited echocardiography laboratory. After the 12-month training, participants will take ASCeXAM/ReASCE Online Practice Exam Simulation offered by the ASE. Upon 1) achievement of individualized EPAs as assessed by supervisor, and 2) simulation exam score of >80%, participants will earn a STAR in echocardiography. CONCLUSION: The study is the first step to establishing an effective training curriculum that will eventually be a basis for creating a certifying exam in echocardiography, designed specifically for PAs. As this study merely suggests a new curriculum, future studies should focus on identifying strengths and weaknesses of the curriculum after implementation and expansion to multiple sites, and gather data to use for continual improvement of the training curriculum

PENGEMBANGAN KURIKULUM PENDIDIKAN DAN PELATIHAN (DIKLAT) GURU PROFESIONAL SD KELAS AWAL DI PROPINSI BANTEN

Uji kompetensi di Provinsi Banten tahun 2012, menunjukkan tingkat kompetensi guru sangat rendah. Guru harus diberikan kesempatan untuk mengikuti pendidikan dan pelatihan. Profesi guru merupakan soft profesion, harus diberikan pelatihan (in service training) secara rutin. Permasalahannya adalah belum ada kurikulum diklat yang lengkap untuk peningkatan kompetensi guru. Penelitian ini bertujuan untuk menghasilkan dokumen kurikulum diklat guru profesional SD kelas awal yang komprehensif meliputi kompetensi pedagogik, kompetensi profesional, kompetensi kepribadian dan kompetensi sosial di Provinsi Banten. Penelitian menggunakan metode campuran (mix methods), yaitu mengkombinasikan pendekatan kuantitatif dan kualitatif dalam pengumpulan dan analisis data. Ada empat kegiatan yang dilakukan dalam penelitian ini yaitu; studi pendahuluan, training need assessment dengan survei, perumusan kurikulum diklat dengan pendekatan kualitatif dan validasi dokumen kurikulum dengan teknik delphi. Hasil penelitian adalah dokumen kurikulum diklat guru profesional SD kelas awal yang komprehensif meliputi kompetensi pedagogik, kompetensi profesional, kompetensi kepribadian dan kompetensi sosial di Provinsi Banten yang dapat digunakan sebagai pedoman dalam penyelenggaraan diklat. Keempat kompetensi guru tersebut memang harus dikembangkan secara bersama-sama karena satu dengan lainnya saling mempengaruhi. Penguasaan keempat kompetensi secara baik akan membentuk guru yang bermutu. Guru yang bermutu merupakan syarat mutlak hadirnya sistem dan praktik pendidikan yang berkualitas. Implikasi dari temuan penelitian ini adalah dalam penyelenggaraan diklat guru, struktur kurikulumnya harus mengkombinasikan keempat kompetensi guru. Hasil penelitian ini dapat digunakan sebagai acuan dalam pengembangan kurikulum diklat guru. Peneliti merekomendasikan pada peneliti berikutnya untuk mengembangkan silabus, rencana pembelajaran dan materi diklat dari hasil penelitian.; Competency test in Banten Province in 2012, showed very low levels of teacher competence. Teachers must be given the opportunity to participate in education and training. The teaching profession is soft profesion, should be given training (in service training) on a regular basis. The problem is that there has been no comprehensive training curriculum for improving teacher competence. This study aimed to produce a document of comprehensive professional teacher training curriculum includes pedagogical competence, professional competence, personal competence and social competence in Banten Province. Research using mixed methods, which combines quantitative and qualitative approaches in data collection and analysis. There are four activities carried out in this research; preliminary studies, training needs assessment with surveys, formulation of curriculum and training with a qualitative approach with a curriculum document validation Delphi technique. The research result is the completion of the professional teacher training curriculum comprehensive includes pedagogical competence, professional competence, personal competence and social competence in Banten Province which can be used as guidance in education and training. Fourth competence of the teacher must be developed jointly as mutually influence each other. The fourth mastery competence will form a good basis of qualified teachers. Teacher quality is an absolute requirement presence systems and practices of quality education. The implication of this study is the education and training of teachers, the curriculum should combine the fourth structure of teacher competence. The results could be used as a reference in the development of teacher training curriculum. Researcher recommend the following researchers to develop syllabi, lesson plans and training materials from the research results

Pentingnya Pelatihan Kurikulum 2013 Bagi Guru

The purpose of this study is to express the importance of curriculum training for teachers before its implementation. Results of the study show, first, from the aspect of policy makers affirms that the naming of Curriculum 2013 curriculum ideas including competency standards and core competencies, and the basic framework and structure of the curriculum is essentially unchanged. Second, the curriculum changes and updates in curriculum 2013 includes the cohenrence of KI-KD (Core Competence – Basic Competence) and adjustment of the document, structuring competence spiritual attitudes and social attitudes in all subjects, structuring competence which is not limited by deletion of taxonomic thinking processes, modification of learning and assessment, adjustment of the book contents towards the change of KI-KD and learning, and the provision of creative space for teachers in implementing the curriculum. Third, changes and updates in Curriculum 2013 that emphasizes on curriculum adjustment, easy to learn, easy to teach, measurable, and meaningful to learn is positively responded by those who implement the curriculum. Fourth, the implementation training of Curriculum 2013 is a strategic means to interpret the concept of change and updating of the curriculum as a whole. Fifth, the implementation training of Curriculum 2013 is a kind of art event to process various goals to harmonize the programmed policy by sharing ideas in order to lead to the ideal common understanding about the idea, design, and implementation of the curriculum

Analisis Kompetensi Pedagogik Guru dalam Persiapan Pelaksanaan Kurikulum 2013 di MI Muhammadiyah PK Kartasura

This study aims to describe the preparation of the implementation of Curriculum 2013, pedagogic competence of the teacher, the development of pedagogic competence, along with the obstacles and solutions encountered. This type of research is qualitative with descriptive research design. Data collection techniques used include interviews, observation, and documentation. In analyzing the data, this research uses interactive model analysis. The validity of the data using technique triangulation and source triangulation. The result of the research shows that the preparation of curriculum implementation in 2013 is done by principal and teacher through training and application of curriculum based learning in 2013. Pedagogic competence owned by Madrasah Ibtidaiyah Muhammadiyah teachers Special Program of Kartasura covers mastery of student characteristic, mastery of learning theory & educational principle, curriculum development, mastery of learning activities that educate, the development of student potential, and communication with students. Efforts to develop pedagogic competence are done by principals, guardian angels, and teachers in the form of training and guidance. The obstacles encountered are difficult to understand. Solutions that have been taken to minimize the obstacles faced by the conduct of training and information seeking to schools that have implemented the Curriculum 2013