A model of active student participation in curriculum design: exploring desirability and possibility

This paper explores the desirability and possibility of active student participation (ASP) in curriculum design. Rationales for pursuing ASP in curriculum design are outlined. A conceptual model from community planning literature is then presented – Sherry Arnstein’s ‘Eight rungs on a ladder of participation’ – a model that has been used widely in various disciplines but rarely in higher education. Arnstein’s model is adapted to enable exploration of different possible levels of ASP in curriculum design in higher education. Key features of this adapted ‘Ladder of student participation in curriculum design’ model are outlined and illustrated through the use of examples. Discussion focuses on contextualising the desirability and possibility of different levels of student participation in curriculum design, and explores the utility of the adapted model. The paper concludes with some suggested areas of ASP in curriculum design that need further investigation

Quality Enhancement Themes: the First Year Experience. Curriculum Design for the First Year

This report outlines the work and outcomes of a practice-focused development project 'Curriculum design for the first year'. The project was one of nine funded by the Quality Assurance Agency for Higher Education (QAA) under the First-Year Experience Enhancement Theme of the Scottish quality enhancement agenda. The stages of this curriculum design project included: completing a literature review; running staff workshops to gather and disseminate information; holding student focus groups to gather students, views and experiences of the curriculum; collecting case studies of interest to the sector; and reporting findings to the sector. Key findings from the literature are presented in this report. They include the need to adopt student-centred active learning strategies (Harvey, Drew and Smith, 2006; Oliver-Hoyo and Allen, 2005; Barefoot, 2002) and the importance of providing early formative feedback to students (Davidson and Young, 2005; Barefoot, 2002). Many suggestions for improving learning and teaching strategies have been adopted at module level, but could be implemented strategically across the breadth of a programme curriculum. Kift and Nelson (2005) supported this view and argued that it is equally important to support these principles with systemic university-wide change, including administrative and support programmes that are also integrated with the curriculum and student needs

Should students participate in curriculum design? Discussion arising from a first year curriculum design project and a literature review

This paper outlines some of the findings from a QAA (Scotland) funded project exploring first year curriculum design (Bovill et al. 2008). Whilst many examples exist of curricula being designed in ways to engage first year students, there are fewer published examples of active student participation in curriculum design processes. In the current higher education context where student engagement in learning is emphasised (Carini et al, 2006), this paper asks more generally whether students should be actively participating in curriculum design. In order to answer this question, several elements of the project findings are explored: student views gathered in focus groups; staff views collected in workshops; and the case studies where students were actively involved in curriculum design. The data are examined for lessons that inform the debate about whether students should be participating in curriculum design, in first year and at other levels. Alongside these findings, relevant literature is critiqued in order to ascertain the desirability and feasibility of adopting curriculum design approaches that offer opportunities for active student participation

"Functional electrical stimulation (FES) impacted on important aspects of my life" - A qualitative exploration of chronic stroke patients' and carers' perceptions of FES in the management of dropped foot.

Our purpose was to explore the impact of functional electrical stimulation (FES), as applied in the management of dropped foot, on patients with chronic stroke and their carers. A qualitative phenomenological study was undertaken. Participants were recruited from the Lothian FES clinic. Data were collected by using semistructured face-to-face interviews and analysed by using the framework of interpretative phenomenological analysis (IPA). Thirteen patients and nine carers consented to participate in the study. The overarching theme that emerged from the data was that "FES impacted on important aspects of my life." Four subthemes were identified: 1) "Walking with FES is much better"; 2) "FES helped regain control of life"; 3) "Feeling good comes with using FES"; and 4) "FES is not perfect but it is of value." This study provides insights into the perceptions of patients and carers of the impact of FES. These results have implications for clinicians delivering an FES service for the management of dropped foot after stroke. © Informa Healthcare. USA, Inc

User experiences, preferences and choices relating to functional electrical stimulation and ankle foot orthoses for foot-drop after stroke

Objectives: To explore experiences, preferences and choices relating to the use of ankle foot orthoses (AFOs) and functional electrical stimulation (FES) for foot-drop by people who have suffered a stroke and their carers, with the aim of informing clinical decision-making. Design: Semi-structured interviews explored individual experiences through a phenomenological approach. The Interpretative Phenomenological Analysis framework was used to enable organisation and interpretation of qualitative interview data. Setting: Participants who had used both transcutaneous FES and one of several types of AFO were recruited from a single FES clinic. Participants: Nine people who had suffered a stroke and four carers were recruited purposively, including people between 2 and 9 years post stroke, with different degrees of difficulty in walking. Results: Participants described experiences, preferences and choices relating to AFO and FES use. All but one person expressed a preference for FES use and related this to being able to move the ankle more freely; walk more normally, safely and independently; and greater comfort. Several people also used AFOs when the FES equipment failed, when travelling and near water. One person rationed their use of FES on a daily basis due to allergic reactions. Conclusions: The consensus in this sample demonstrated positive and negative experiences of both FES and AFO use. Participants weighed up the pros and cons, and despite predominant preferences for FES, many also used AFOs due to some drawbacks of FES. Further research and development are required to reduce drawbacks and further explore users' experiences. © 2010 Chartered Society of Physiotherapy

Osteomyelitis of the frontal bone

Osteomyelitis of the skull is a rare clinical presentation. It usually occurs as a complication of trauma or sinusitis. Its complications can be lifethreatening though the initial symptoms and signs are subtle. Early diagnosis and appropriate management to prevent CNS complications reduce morbidity and mortality significantly. Intracranial complications of sinusitis, focal infections and meningitis remain a great challenge. Mortality from complications is 20-40%. The prevalence of skull osteomyelitis is about 1.5% of all osteomyelitis

Engaging and empowering first-year students through curriculum design: perspectives from the literature

There is an increasing value being placed on engaging and empowering first-year students and first-year curriculum design is a key driver and opportunity to ensure early enculturation into successful learning at university. This paper summarises the literature on first-year curriculum design linked to student engagement and empowerment. We present conceptualisations of ‘curriculum’ and examples from first-year curriculum design. We also note the limited literature where students have been involved in designing first-year curricula. The results of the literature review suggest that key characteristics of engaging first-year curricula include active learning, timely feedback, relevance and challenge. The literature also points to the importance of identifying students' abilities on entry to university as well as being clear about desired graduate attributes and developmental goals. Acknowledging realities and constraints, we present a framework for the first-year curriculum design process based on the literature

The political import of deconstruction—Derrida’s limits?: a forum on Jacques Derrida’s specters of Marx after 25 Years, part I

Jacques Derrida delivered the basis of The Specters of Marx: The State of the Debt, the Work of Mourning, & the New International as a plenary address at the conference ‘Whither Marxism?’ hosted by the University of California, Riverside, in 1993. The longer book version was published in French the same year and appeared in English and Portuguese the following year. In the decade after the publication of Specters, Derrida’s analyses provoked a large critical literature and invited both consternation and celebration by figures such as Antonio Negri, Wendy Brown and Frederic Jameson. This forum seeks to stimulate new reflections on Derrida, deconstruction and Specters of Marx by considering how the futures past announced by the book have fared after an eventful quarter century. Maja Zehfuss, Antonio Vázquez-Arroyo and Dan Bulley and Bal Sokhi-Bulley offer sharp, occasionally exasperated, meditations on the political import of deconstruction and the limits of Derrida’s diagnoses in Specters of Marx but also identify possible paths forward for a global politics taking inspiration in Derrida’s work of the 1990s

Exploring decolonising the curriculum in physiotherapy: our learning stories as dedicated novices.

Kavi C Jagadamma - ORCID: 0000-0003-2011-0744 https://orcid.org/0000-0003-2011-0744Background: There is increasing awareness that we must engage with decolonising physiotherapy curricula to respect plurality of knowledge and become more consistent with global priorities towards humanising healthcare. Aim: By reflecting on our discomfort and vulnerabilities, we strove to understand and engage in decolonising the physiotherapy curriculum. Through this we hope to motivate others and contribute to this important transformation. Conclusions: Using Mezirow’s transformative learning theory, we reflected on our struggle with our disorienting dilemmas regarding the need to engage in decolonising the physiotherapy curriculum. We have become alert to insecurities about our knowledge and ability to engage sensitively in the necessary conversations. As we progress towards ‘full’ transformation, we have concluded that we must take action to generate change while continuing to learn and reflect.https://doi.org/10.19043/ipdj.122.01012pubpub

Feasibility of randomized controlled trials and long-term implementation of interventions: Insights from a qualitative process evaluation of the PEDAL trial

From Frontiers via Jisc Publications RouterHistory: received 2022-11-16, collection 2023, accepted 2023-01-03, epub 2023-02-01Peer reviewed: TrueAcknowledgements: Acknowledgments: We gratefully acknowledge all participants in the qualitative sub-study of the PEDAL Trial. We appreciate the support of Sarah Bond in the data collection process.Publication status: PublishedThis project was funded by the National Institute for Health Research (NIHR) Health Technology Assessment programme. The funding body did not influence study conduct or reporting.Introduction: A multi-site randomized controlled trial was carried out between 2015 and 2019 to evaluate the impacts on quality of life of an intradialytic exercise programme for people living with chronic kidney disease. This included a qualitative process evaluation which gave valuable insights in relation to feasibility of the trial and of the intervention in the long-term. These can inform future clinical Trial design and evaluation studies. Methods: A constructivist phenomenological approach underpinned face-to-face, semi-structured interviews. Purposive recruitment ensured inclusion of participants in different arms of the PEDAL Trial, providers with different roles and trial team members from seven Renal Units in five study regions. Following ethical review, those willing took part in one interview in the Renal Unit. Audio-recorded interviews were transcribed (intelligent verbatim) and inductively thematically analyzed. Results: Participants (n = 65) (Intervention arm: 26% completed; 13% who did not; Usual care arm: 13%; 46% women; 54% men; mean age 60 year) and providers (n = 39) were interviewed (23% PEDAL Trial team members). Three themes emerged: (1) Implementing the Intervention; (2) Implementing the trial; and (3) Engagement of the clinical team. Explanatory theory named “the Ideal Scenario” was developed, illustrating complex interactions between different aspects of intervention and trial implementation with the clinical context. This describes characteristics likely to optimize trial feasibility and intervention sustainability in the long-term. Key aspects of this relate to careful integration of the trial within the clinical context to optimize promotion of the trial in the short-term and engagement and ownership in the long-term. Strong leadership in both the clinical and trial teams is crucial to ensure a proactive and empowering culture. Conclusion: Novel explanatory theory is proposed with relevance for Implementation Science. The “Ideal Scenario” is provided to guide trialists in pre-emptive and ongoing risk analysis relating to trial feasibility and long-term intervention implementation. Alternative study designs should be explored to minimize the research-to-practice gap and optimize the likelihood of informative findings and long-term implementation. These might include Realist Randomized Controlled Trials and Hybrid Effectiveness-Implementation studies.pubpu