Needs, Challenges and Applications of Artificial Intelligence in Medical Education Curriculum (Preprint)

UNSTRUCTURED Artificial intelligence (AI) is on course to become a mainstay in the patient's room, physicians office and the surgical suite. Current advancements in healthcare technology put future physicians in an insufficiently equipped position and even possible inferiority to machines. Physicians will be regularly tasked with clinical decision making with the assistance of AI driven predictions. Present-day physicians are not trained to incorporate the suggestions of statistical predictions on a regular basis nor are they knowledgeable in an ethical approach to incorporating AI in their distribution of care. Medical schools do not currently incorporate AI in the curriculum due to the lack of faculty expertise or knowledge on the matter, the lack of evidence in students desire to learn about AI, complacency with an already rigorous curriculum or lack of guidance on AI in medical education from medical education governing bodies. Medical schools should incorporate AI in the curriculum as a longitudinal thread in current subjects. Current students should have an understanding in the breadth of AI tools, the framework of engineering and designing AI solutions to clinical issues and acquiring knowledge about data appropriate to AI innovations. Study cases in the curriculum should include an AI recommendation that may present critical decision making challenges. Finally, the ethical implications of AI in medicine must be at the forefront of any comprehensive medical education.

A University and School District Principalship Preparation Partnership Program

A School District Principal Preparation Partnership Program is designed to establish collaboration between a University and school districts that employ the school leaders graduated by the university. This collaboration improves school principal preparation by integrating relevant school district policies, practices, knowledge, and skills into a rigorous curriculum graduate culturally, responsive, transformative school leaders. The purpose of this mixed research study was to collect data to assess the perceptions of student participants about central aspects of the program. The findings indicate the program is completing many of its goals. However, program areas to improve were also identified and included.

Teachers’ beliefs about English learners: Adding linguistic support to enhance academic rigor

A persistent achievement gap for English learners (ELs) has prompted educators to search for contributing factors and pedagogical solutions. Research by Bruce Torff and Audrey Figueroa Murphy shows teachers’ beliefs about rigor of curriculum may contribute to the problem; teachers supported less rigorous curriculum for ELs, evincing a “rigor gap” likely to exacerbate the EL achievement gap. They suggest that systematic analysis of the linguistic demands of classroom tasks can facilitate the design of appropriate linguistic supports, allowing ELs to engage in academically rigorous instruction comparable to that afforded English-proficient students. Counteracting the rigor gap as such has promise to ameliorate the EL achievement gap.

Reaching Rural Students: CARE Principles to Promote Student Engagement in College Biology Courses

Instructors at rural, two-year institutions have many insights that can inform biology instruction at other colleges to promote rural students' success in the sciences. We present four principles, derived from three case studies of experienced rural instructors, to consider when teaching rural students. These include connecting to students' lives, being attentive to their needs in and out of the classroom, having a rigorous curriculum, and providing expansive learning opportunities. These principles capitalize on the strengths of rural students rather than their shortcomings.

Assuring Essential Educational Resources through a Federal Right to Education

In this chapter, Linda Darling-Hammond confronts the question of what floor of educational opportunity a federal right to education should guarantee. Darling-Hammond considers research regarding the resources that students need to receive an excellent and equitable educational opportunity, including high-quality teachers and principals as well as access to a rigorous curriculum and the course materials and technology needed for a modern education. She argues that a federal right to education should guarantee these resources for all children as the nation strives to eliminate educational opportunity and achievement gaps.

Thinking with Things

This chapter examines what happened when object lessons were implemented in the United States, particularly through the development of the Oswego Normal School in New York. E. A. Sheldon developed a rigorous curriculum based on the work of M. E. M. Jones and Elizabeth Mayo that trained pupil-teachers to give object lesson. The intent was to train students how to think and observe rather than to rely on students’ rote memorization of knowledge. His work transformed Oswego into the center of object teaching in the 1860s. Critiques of the practice at Oswego as well as the details of its classroom implementations help to explain what this practice actually looked like and what it meant for the ways students and teachers understood the material world. It also considers the ways object lessons could be used for instruction in composition and historical writing as well as moral training.

Ecobehavioral Characteristics of Self-Contained High School Classrooms for Students With Severe Cognitive Disability

This study investigated educational experiences for students with significant cognitive disability (SCD) taught in self-contained high school classrooms. Nineteen students and nine teachers across five high schools and four school districts participated. A time-sampling method was used to describe the ecological, teacher, and student behaviors of these classrooms. Field notes were collected and analyzed as well. Results revealed that students in these classrooms were often passively engaged and had few opportunities to learn from rigorous curriculum. Instructors engaged in few practices known to be effective in supporting the learning of students with SCD. Finally, the classrooms themselves were often distracting and demonstrated little evidence of specialized or effective instruction. Implications for teaching and research are included.

Addressing gender inequities: the role of an NGO school in Uttar Pradesh, India

Purpose – There has been an increase in the number of non-government organization (NGO) schools in India’s disadvantaged communities. Since these schools often serve the most marginalized populations, it is important to understand their role in addressing educational inequities. The purpose of this paper is to examine the role of an NGO school in Uttar Pradesh, India in improving girls’ education. Design/methodology/approach – A case study methodology was utilized to identify barriers to girls’ education and ways in which the NGO school is working to minimize educational inequities. Findings – The barriers to girls’ education in this study are traditional values, lack of economic opportunities, and safety concerns. The school works to minimize these inequities by providing a rigorous curriculum, teaching the students how to be good citizens, improving school facilities, and providing free school supplies. Implications – it is through better understanding the role of the NGO sector that a more complete understanding of the status of girls’ education will develop. Originality/value – This paper contributes to the literature on girls’ education, but expands the conversation to include NGO schools.

Methodical approaches to research of a condition of a tourist route network (on the example of the Volga Federal District)

The article presents the research results of the tourist route network Privolzhsky Federal District. Research was conducted according to the following stages: identification of possible basic properties of tourist routes (in the following blocks: requisites, consumers, the periodicity of functioning and limits, means and ways of movement, food and accommodation services, staff, cost parameters, notes and other information); the development forms of passports route (consisting of 61 questions); collecting information from open sources and by sending the completed form to the regional specialized executive authorities; data processing; development of a database of tourist routes; identifying the current situation; findings. The information about 360 tourist routes was collected. Research results show predominance of intraregional routes in Privolzhsky Federal District, interregional routes perform the functions of integration between the tourism sectors of the economy of covered regions. Almost 2/3 of the network was formed in 2010s, by thematic most part - it is informative, educational, sporting and environmental roots. Half of the routes are not targeted on specific customers, most of the rest is focused on school children and young people. Routes of small extent and duration are dominated in regions of districts, the seasonality of routes functioning not strongly expressed, usually this is the months from May to September. Weak use the services of accommodation and food is observed. The transport of tourist companies is primarily used, nevertheless a significant role performs rented vehicles. The level of comfort of used transport is characterized as high and medium. 90% of the network is functioning on a permanent basis and is well elaborated. Price per one day of program of tourist routes in 2/3 of the cases is up to 1000 rubles, and 1/5 - from 5 to 10 thousand rubles. Thus, there is a predominance of short-term and excursion tourist routes with rigorous curriculum, with a low involvement of the tourist infrastructure, which reduces the efficiency of the positive impact of tourist activities on the receiving territory.