Robert Renaud

Pilimmaksarniq: Working Together for the Common Good in Science Curriculum Development and Delivery in Nunavut

This article outlines the practices informing and the preliminary outcomes derived from these practices in a 5-year school community science development project in three schools in the Qikiqtani (Baffin Island) region of Nunavut. The development process attempts to apply the guiding principles of Inuit Qaujimajatuqangit (IQ) to the improvement of science curriculum delivery in a manner that honors the knowledge, principles, and values the communities regard as integral to who and what they are. A basic foundation of IQ is the ground rules, customs, and the right way of doing things for Inuit. For this reason, the article outlines the processes guiding and informing the development process. Particular attention is devoted to the development of a quantitative instrument available in both Inuktitut and English that is used to inform school community discussion and monitor the degree of success in the development process. Outcomes of the initial stages of the project are discussed and implications of these outcomes for renegotiating future activity are considered.RésuméCet article présente les pratiques qui caractérisent un projet d’une durée de cinq ans sur le développement des sciences en milieu scolaire dans trois écoles de la région de Qikiqtani (Îe de Baffin) au Nunavut, ainsi que les résultats préliminaires dérivés de ces pratiques. Ce processus de développement applique les principes du Qaujimajatuqangit Inuit en vue d’améliorer les applications pratiques des curriculums scientifiques à l’école, de façon à respecter les connaissances, les principes et les valeurs que les communautés considèrent comme parties intégrantes de leur identité. Parmi les fondements principaux du Qaujimajatuqangit Inuit figurent les règles de base, les coutumes et les justes façons de faire chez les Inuits, c’est pourquoi cet article présente les grandes lignes des processus qui servent de points de départ au processus de développement. Une attention toute particulière est accordée à la mise au point d’un instrument quantitatif disponible en Inuktitut et en anglais, susceptible de contribuer au débat dans les communautés scolaires et de mesurer les progrès accomplis dans ce processus de développement. Les premiers résultats du projet sont analysés, et les implications de ces résultats sont ensuite envisagées dans une perspective d’activités futures.

Using Curriculum Mapping to Engage Faculty Members in the Analysis of a Pharmacy Program

Objective. To develop a curriculum mapping process that supports continuous analysis and evidence-based decisions in a pharmacy program. Design. A curriculum map based on the national educational outcomes for pharmacy programs was created using conceptual frameworks grounded in cognitive learning and skill acquisition. Assessment. The curriculum map was used to align the intended curriculum with the national educational outcomes and licensing examination blueprint. The leveling and sequencing of content showed longitudinal progression of student learning and performance. There was good concordance between the intended and learned curricula as validated by survey responses from employers and graduating students. Conclusion. The curriculum mapping process was efficient and effective in providing an evidence-based approach to the continuous quality improvement of a pharmacy program.

Determining the weighting and relative importance of CanMEDS roles and competencies

BackgroundThe CanMEDS roles and competencies are being used as the framework to support the development of the Manitoba Practice Assessment Program (MPAP) designed to assess the competence of physicians practicing with a conditional license. Establishing the link between clinical practice and assessment of performance is critical in the development of the MPAP. A first step in establishing this link is to identify activities performed in actual clinical practice as well as the importance of those activities.MethodsA descriptive survey design was used to answer the research questions: (1) How do physicians rate the complexity, frequency, and criticality of CanMEDS roles? (2) What is the distribution of perceived importance scores for the CanMEDS roles? Two online surveys, one specific to family practice physicians, and one specific to specialists, were emailed to a sample of Canadian physicians.ResultsOverall perceived importance scores were calculated for each of the CanMEDS roles. It appears that each role is considered to be at least moderately important. The Medical Expert role was ranked as the most important, followed by the roles of Communicator, Professional, Collaborator, Scholar, Manager, and Health Advocate. There were no significant differences in overall CanMEDS perceived importance scores between family practice physicians and specialists (N = 88).ConclusionsGiven that each of the CanMEDS roles is considered at least moderately important, a variety of assessment tools are needed to evaluate competencies across the entire spectrum of roles. The results underscore the importance of incorporating a multifaceted approach when developing a practice assessment program.

Student perspectives of an online module for teaching physical assessment skills for dentistry, dental hygiene, and pharmacy students

Abstract The integration of web-based learning into the curriculum of healthcare education has significantly increased over the past decade. This article aims to describe the student perspectives of an online module to teach physical assessment skills for pharmacy, dentistry, and dental hygiene students. A total of 103 students completed the online module: 48 third-year pharmacy students, 29 first-year dentistry students, and 26 first-year dental hygiene students. Students were asked to rate a list of 10 statements on a 5-point Likert scale on the relevance, impact, and overall satisfaction of the online module. Eighty-four of the 103 students (81.6% response rate) completed the questionnaire. While most students responded positively to the online content, pharmacy students responded more favorably compared with students from Dentistry and Dental Hygiene. These findings provide useful information to identify areas in which the web-based module can be improved for teaching skills in physical assessment across multiple healthcare programs.

A physical assessment skills module on vital signs.

Objectives. To implement and evaluate a physical assessment module for pharmacy students. Design. A physical assessment module focusing on vital signs was incorporated into the curriculum for third-year pharmacy students. This module consisted of an online component, a practical skills workshop, and a clinical practice site. Assessment. The mean score on the in-class quiz, which evaluated students’ knowledge of physical assessment after completion of the online module, was 94%. During the practical skills laboratory, 48% of student-measured systolic blood pressure (BP) readings and 60% of student-measured diastolic BP readings were within 5 mmHg of the machine reading. In the assessment of blood pressure technique, areas of difficulty included detection of Korotkoff sounds; steady deflation of cuff; and hand-eye coordination. Conclusion. Students more frequently underestimated systolic BP than the diastolic BP when compared to the automated machine readings. Findings from this study will be used to improve existing modules and evaluation methods on the physical assessment of vital signs.

Les facteurs qui influencent l'offre des sciences dans les milieux minoritaires francophones

Frab]Résumé: L’étude décrite dans cet article constitue la phargse initiale qualitative d’une étude à phases multiples portant sur l’amélioration de l’enseignement des sciences de la nature dans les milieux minoritaires francophones du Canada central. Cette phase de l’étude fait état des facteurs, divers et complexes, qui influencent l’enseignement du programme d’études en sciences de la maternelle à la 9e année dans ces milieux. Tout d’abord, les thèmes relevés dans plusieurs études qualitatives du phénomène de l’enseignement des sciences de la nature dans certains milieux minoritaires francophones de la Saskatchewan et du Manitoba sont examinés. Ensuite, à l’aide du modèle bioécologique d’Urie Bronfenbrenner, l’étude conceptualise systématiquement l’origine et l’interaction des facteurs qui ont une influence sur l’enseignement des sciences de la nature. Enfin, une description des activités actuelles de développement en éducation scientifique au sein des milieux minoritaires francophones du Manitoba est fournie.AbstractThe study described in this paper is the initial qualitative phase of a multi-phase study focusing on improving science education delivery in francophone-minority settings in central Canada. This phase of the study elucidates the broad and complex factors influencing Kindergarten to Grade-9 science curriculum delivery in these settings. The study begins by exploring the themes generated from several qualitative studies pertaining to the phenomenon of science delivery in selected francophone-minority settings in Saskatchewan and Manitoba. Using Urie Bronfenbrenner’s bio-ecological model, the study, furthermore, systematically conceptualizes the origin of and interplay among these factors influencing science education delivery. Finally, a description of current science education development activities within Manitoba francophone-minority settings is provided.

Measuring Educational Quality in TVET

How do we know when an educational institution is doing well compared either with other institutions or against external standards? In technical and vocational education and training (TVET) programmes, performance indicators have been used in the process of accreditation, evaluation and rankings. With institutions facing increased competition for diminishing resources and with stakeholders demanding greater accountability, the study and use of performance indicators has never been as crucial as it is now. This chapter begins with an outline of the more notable benefits and limitations of using performance indicators to evaluate the quality of TVET programmes, which is followed by a brief summary of the findings of empirical studies that assessed the relation between institutional characteristics and learner outcomes (i.e. criterion validity). Finally, specific recommendations are presented with respect to how future research can obtain a clearer understanding of how institutional characteristics contribute to the learning and development of learners.

The development, validation, and application of a science curriculum delivery evaluation questionnaire for francophone‐minority settings

The study described in this paper examines the procedures used in the identification of the broad and complex factors influencing science curriculum delivery in francophone-minority settings where the teaching of science is the responsibility of non-specialist science teachers. Furthermore, it describes the processes involved in the development and validation of an evaluation instrument, the Science Delivery Evaluation Instrument for Francophone-minority Settings (SDEIFMS), used to identify factors influencing science program delivery. The study begins by exploring the themes generated from several qualitative studies pertaining to the phenomenon of science delivery in francophone- minority settings in Saskatchewan and Manitoba. Subsequent to this, quantitative procedures used to develop and validate the SDEIFMS are presented. Finally, practical applications of the SDEIFMS as a part of an ongoing CRYSTAL initiative are also discussed.Résumél’étude d’crite dans cet article analyse les procédures utilisées pour cerner les facteurs généraux et complexes qui influencent la transmission des curriculums scientifiques dans les contextes minoritaires francophones, où l’enseignement des sciences incombe à des enseignants de sciences non-spécialistes. De plus, elle d’crit les processus qui entrent en jeu dans la réalisation et la validation d’un outil d’évaluation, le SDEIFMS (Science Delivery Evaluation Instrument for Francophone-minority Settings), lequel sert à d’terminer quels sont les facteurs susceptibles d’influencer la transmission des contenus scientifiques au programme. l’étude commence par explorer les thémes issus de plusieurs études qualitatives sur l’enseignement des sciences dans les contextes minoritaires francophones en Saskatchewan et au Manitoba. Ensuite, certaines procédures de type quantitatif, utilisées pour réaliser et valider le questionnaire SDEIFMS, sont présentées. Enfin, nous présentons des applications pratiques du SDEIFMS dans le cadre d’un projet CREAS en cours de réalisation.