course work books

How to Create Course Workbooks: A Step-by-Step Guide

Creating course workbooks is an essential part of designing an effective course. Workbooks are a valuable tool for students to engage with course material in a structured and organized way. They allow students to take notes, complete exercises, and reflect on their learning. In this article, you will learn how to create course workbooks that enhance the learning experience for your students.

Understanding Course Workbooks Before you start designing your workbook, it’s important to understand what a course workbook is and how it can benefit your students. A course workbook is a tool that students use to engage with course material. It can include exercises, readings, and notes. Workbooks help students organize their thoughts and keep track of their progress throughout the course. They are an excellent resource for students to refer to when studying for exams or completing assignments.

Designing Your Workbook Designing your workbook is an important part of the process. You want to make sure that it is visually appealing and easy to use. You also want to make sure that it aligns with the learning outcomes of your course. In the next section, we will discuss how to create content for your workbook and choose the right tools to design it.

Key Takeaways

• Course workbooks are a valuable tool for students to engage with course material in a structured and organized way.
• Workbooks help students organize their thoughts and keep track of their progress throughout the course.
• Designing your workbook is an important part of the process and should align with the learning outcomes of your course.

Understanding Course Workbooks

Course workbooks are an essential tool for students to learn and retain information from a course. A course workbook is a book that contains all the information, exercises, and activities that a student needs to complete a course. It is an interactive workbook that helps the student to engage with the course material and learn at their own pace.

A course workbook can be used for any type of course, from language learning to technical courses. It provides a structured approach to learning, making it easier for students to follow the course material. A course workbook can also be used to supplement other course materials, such as lectures and textbooks.

Interactive workbooks are becoming increasingly popular, as they allow students to engage with the course material in a more interactive and engaging way. Interactive workbooks can include quizzes, puzzles, and other activities that help students to learn and retain information.

When creating a course workbook, it is important to keep in mind the needs of the students. The workbook should be easy to read and understand, with clear instructions and explanations. It should also be visually appealing, with illustrations and diagrams that help to explain complex concepts.

In conclusion, course workbooks are an essential tool for students to learn and retain information from a course. They provide a structured approach to learning and allow students to engage with the course material in an interactive and engaging way. When creating a course workbook, it is important to keep in mind the needs of the students and create a workbook that is easy to read, understand, and visually appealing.

Designing Your Workbook

When it comes to creating a workbook for your course, design plays a crucial role in making it engaging and effective. A well-designed workbook can help your students stay focused, organized, and motivated throughout the course.

To create a professional-looking workbook, consider using graphics and images to break up the text and make it more visually appealing. Canva is a great tool for designing graphics and illustrations, and it offers a variety of templates that you can mix and match to create a unique look for your workbook.

When designing your workbook, pay attention to margins and spacing to ensure that the text is easy to read and doesn’t feel cramped. You can also use bold text and bullet points to highlight important information and make it stand out.

In addition to design, it’s important to consider the content and structure of your workbook. Think about the learning objectives of your course and organize the content in a way that supports those objectives. You can also include exercises and activities that help reinforce the concepts covered in the course.

Overall, a well-designed workbook can make a big difference in the success of your course. By taking the time to create a visually appealing and organized workbook, you can help your students stay engaged and motivated throughout the course.

Creating Content for Your Workbook

When creating content for your workbook, it’s important to keep in mind the overall course curriculum and the key learning objectives you want your students to achieve. Your workbook should support your course content and provide students with a valuable resource to refer back to as they progress through the course.

One important element of your workbook is your course notes. These should be clear, concise, and organized in a way that supports your teaching approach. Consider using headings, bullet points, and tables to help break up the content and make it easier for students to follow along.

Another key component of your workbook is prompts and exercises. These should be designed to help students practice and apply the concepts they have learned in the course. Consider including a mix of individual and group exercises to keep students engaged and promote collaboration.

In addition to practice exercises, your workbook should also include reference material that students can use to review key concepts and terminology. This could include glossaries, summaries of key points, and examples of real-world applications.

When creating content for your workbook, it’s important to keep in mind the overall structure of your course. Consider breaking your content into modules or units that align with your course curriculum. This will help students to better understand how the content fits together and make it easier for them to navigate the workbook.

Overall, creating content for your workbook requires careful planning and consideration. By focusing on key learning objectives and designing content that supports your teaching approach, you can create a valuable resource that will help your students to succeed in the course.

Choosing the Right Tools

When creating a course workbook, it’s important to choose the right tools to facilitate the process. Here are some tools to consider:

PDF Software

PDF software is a great option for creating course workbooks. It is a versatile format that can be read on any device and is easy to share with students. Some popular PDF software options include Adobe Acrobat and Nitro PDF.

Microsoft Word

Microsoft Word is a commonly used word processing software that can be used to create course workbooks. It offers a wide range of formatting options and is easy to use. However, it may not be the best option if you want to include a lot of images or graphics.

InDesign is a professional desktop publishing software that is great for creating visually appealing course workbooks. It offers a wide range of design tools and allows for precise layout control. However, it may have a steeper learning curve than other options.

When choosing the right tool for your course workbook, consider your needs and the needs of your students. Think about the format you want to use, the level of design you want to incorporate, and the ease of use for both you and your students. With the right tools, you can create a course workbook that is engaging, informative, and easy to use.

Online Course Platforms

When it comes to creating and distributing workbooks for your online course, using an online course platform can make the process much easier. These platforms provide a variety of tools and features that can help you design, publish, and sell your course materials. Here are some popular online course platforms to consider:

Thinkific is a robust course platform that allows you to create and sell online courses, including workbooks, quizzes, and surveys. It offers a user-friendly interface and a wide range of customization options, so you can design your course materials to fit your brand. Thinkific also provides marketing and analytics tools to help you promote and track your course’s success.

Udemy is a popular online learning marketplace that allows you to create and sell courses on a variety of topics, including workbooks. It has a large user base and provides extensive resources to help you create and promote your course. Udemy also offers a revenue-sharing model, so you can earn money from your course sales.

Teachable is another popular course platform that provides a range of features for creating and selling online courses, including workbooks. It offers a drag-and-drop course builder and customizable templates, so you can create a professional-looking course quickly. Teachable also provides marketing and analytics tools to help you reach your target audience and track your course’s performance.

Kajabi is an all-in-one platform that allows you to create and sell online courses, as well as manage your website and email marketing. It offers a range of customizable templates and features, including the ability to create and sell workbooks. Kajabi also provides marketing and analytics tools to help you promote and track your course’s success.

Learning Management Systems (LMS)

In addition to these course platforms, you may also consider using a Learning Management System (LMS) to create and distribute your course materials, including workbooks. LMS platforms provide a range of features for designing and delivering online courses, including assessments, quizzes, and surveys. Some popular LMS platforms include Canvas, Blackboard, and Moodle.

Using an online course platform or LMS can help you streamline the process of creating and distributing workbooks for your online course. Consider the features and tools offered by these platforms to find the one that best fits your needs and budget.

Interactive Elements in Workbooks

Including interactive elements in your course workbook can make it more engaging and effective for your students. Interactive elements can help students stay focused, retain information better, and make connections between different concepts. Here are some examples of interactive elements you can include in your workbook:

Videos and video clips: Videos can be a great way to introduce new concepts or demonstrate a process. You can embed videos directly into your workbook or provide links to external videos. Make sure the videos you choose are relevant and high-quality.

Audio and music: Audio can be used to provide additional context or background information. You can include audio clips as part of a worksheet or provide links to external audio resources. Music can also be used to set the tone or create a mood.

Links: Including links to additional resources can help students deepen their understanding of a topic. You can include links to articles, videos, podcasts, or other relevant resources.

Interactive exercises: Interactive exercises can help students apply what they have learned and test their understanding. You can include quizzes, puzzles, or other interactive elements in your workbook.

When including interactive elements in your workbook, make sure they are relevant to the topic and course objectives. Don’t include interactive elements just for the sake of it. Make sure they add value and enhance the learning experience for your students.

By including interactive elements in your workbook, you can create a more engaging and effective learning experience for your students. Try different types of interactive elements to see what works best for your course and your students.

Publishing Your Workbook

Once you have created your course workbook, it’s time to publish it so that your students can access it. There are several options for publishing your workbook, including both digital and physical formats.

Digital Publishing

One option is to publish your workbook digitally, which allows for easy distribution and access. You can publish your workbook on your course website or using a digital publishing platform. There are many digital publishing platforms available, such as FlippingBook, that allow you to create interactive and engaging digital workbooks.

When publishing your workbook digitally, it’s important to ensure that it is easily accessible to your students. You may want to consider providing a direct link to the workbook or embedding it directly on your course website. Additionally, you should ensure that your workbook is compatible with different devices and operating systems to ensure that all students can access it.

Physical Publishing

Another option is to publish your workbook in a physical format. This can be done through a print-on-demand service or by printing and binding the workbooks yourself. Physical workbooks can be a great option for students who prefer to have a physical copy of the workbook to reference.

When publishing your workbook in a physical format, it’s important to consider the cost and logistics of printing and shipping the workbooks. You may also want to consider the environmental impact of printing physical workbooks and whether there are more sustainable options available.

Regardless of which publishing option you choose, it’s important to ensure that your workbook is high-quality and error-free before publishing. You should also consider incorporating feedback from students to improve the workbook for future courses.

Marketing Your Workbook

Once you have created your course workbook, the next step is to market it effectively. Marketing your workbook is crucial to ensure that your target audience knows about it and is interested in purchasing it. Here are some tips on how to market your workbook:

Know Your Target Audience

The first step in marketing your workbook is to know your target audience. Who are they? What are their needs and interests? What problems are they trying to solve? By understanding your target audience, you can tailor your marketing efforts to appeal to them.

Create a Lead Magnet

A lead magnet is a free resource that you offer to your target audience in exchange for their contact information. This can be a great way to build your email list and promote your workbook. Your lead magnet should be related to your workbook and offer value to your target audience.

Promote Your Workbook on Social Media

Social media is a great way to promote your workbook to a wider audience. You can use paid ads or organic posts to reach your target audience. Make sure to use eye-catching visuals and compelling copy to grab their attention.

Offer a Discount or Bonus

Offering a discount or bonus can be a great way to incentivize your target audience to purchase your workbook. You can offer a limited-time discount or a bonus resource that complements your workbook.

Partner with Other Online Businesses

Partnering with other online businesses can help you reach a wider audience and promote your workbook. Look for businesses that offer complementary products or services to your target audience and reach out to them about a potential partnership.

By following these tips, you can effectively market your workbook and increase your sales. Remember to always stay true to your brand and provide value to your target audience.

Using Workbooks for Assessment

Workbooks can be a great tool for assessing student learning outcomes. By including questions, exercises, and activities in the workbook, you can evaluate how well students have understood the material and whether they have achieved the desired learning outcomes. Here are some tips for using workbooks for assessment:

Align assessment with learning outcomes : Before creating the workbook, make sure you have a clear understanding of the learning outcomes you want to achieve. Then, design assessment questions that align with those outcomes. This will help ensure that you are measuring what you intended to measure.

Include a variety of question types : To get a comprehensive understanding of student learning, it’s important to include a variety of question types in the workbook. This can include multiple choice, short answer, essay questions, and more. By using different question types, you can assess different aspects of student learning, such as their ability to recall information, analyze data, or apply concepts.

Provide clear instructions : Make sure the instructions for each question are clear and easy to understand. This will help students know exactly what is expected of them and reduce confusion or misunderstandings.

Use rubrics : Rubrics can be a helpful tool for grading workbooks. By providing clear criteria for each question or activity, you can ensure that grading is consistent and fair. Rubrics can also be helpful for providing feedback to students, as they can see exactly where they excelled or where they need to improve.

Give feedback : After grading the workbooks, be sure to provide feedback to students. This can include comments on their answers, suggestions for improvement, or praise for good work. Feedback is an important part of the learning process, as it helps students understand where they stand and how they can improve.

By using workbooks for assessment, you can ensure that students are achieving the desired learning outcomes and that you have a clear understanding of their progress. With careful planning and attention to detail, workbooks can be a powerful tool for evaluating student learning.

Workbooks for Workshops and Webinars

Creating workbooks for your workshops and webinars can be an effective way to engage your audience and help them retain information. Workbooks provide a structured way for participants to follow along with the presentation, take notes, and complete exercises.

When creating a workbook, it’s important to consider the goals of your workshop or webinar. What do you want your participants to learn? What activities will help reinforce that learning? Use these questions to guide the structure and content of your workbook.

Here are some tips for creating effective workbooks:

Keep it concise: Workbooks should be easy to follow and not overwhelming. Keep the content concise and use bullet points and tables to organize information.

Include exercises: Incorporate exercises throughout the workbook to reinforce learning. These can be simple activities like fill-in-the-blank or multiple choice questions.

Use visuals: Visuals like diagrams, charts, and images can help illustrate concepts and make the workbook more engaging.

Make it interactive: Encourage participants to engage with the workbook by including spaces for them to write down their own thoughts and ideas.

When creating a workbook for an online workshop, it’s important to consider the format. Will participants be printing out the workbook or using it digitally? If they’ll be using it digitally, consider using interactive features like clickable links and embedded videos.

Overall, workbooks can be a valuable tool for workshops and webinars. By providing a structured way for participants to engage with the material, you can help them retain information and apply it in their own lives.

Professional Services for Workbook Creation

Creating a quality workbook is essential to the success of any course. It can be a time-consuming and challenging task, especially if you don’t have the necessary skills or experience. Fortunately, there are professional services available to help you create a workbook that meets your needs.

Graphic Designer

A graphic designer can help you create a visually appealing workbook that captures the attention of your students. They can help you design the cover page, layout, and graphics that align with your brand and course content. A professional graphic designer has the expertise and tools to create a professional-looking workbook that stands out from the rest.

Editing is an essential part of workbook creation. A professional editor can help you ensure that your workbook is free of errors, inconsistencies, and formatting issues. They can help you refine your content and make sure that it is easy to read and understand. An editor can also help you ensure that your workbook meets the required standards and is ready for publication.

Other Professional Services

In addition to graphic design and editing, there are other professional services available to help you create a quality workbook. These services include:

Illustration: An illustrator can help you create custom graphics and images that align with your course content.

Printing: A printing service can help you print and bind your workbook, ensuring that it looks professional and is ready for distribution.

Translation: If you plan to offer your course to a global audience, translation services can help you translate your workbook into different languages.

In conclusion, professional services can help you create a quality workbook that meets your needs and exceeds the expectations of your students. Whether you need graphic design, editing, or other services, there are professionals available to help you every step of the way.

Frequently Asked Questions

What are some effective strategies for creating course workbooks.

To create effective course workbooks, you should first identify the learning objectives and outcomes of the course. Then, organize the workbook content around those objectives, breaking it down into sections and subsections. Use a mix of text, images, graphs, and charts to make the content more engaging and easier to understand. Include exercises, activities, and quizzes to reinforce learning and test comprehension.

How can I structure a course workbook to maximize learning?

To maximize learning, structure the course workbook in a way that is easy to navigate and understand. Use headings and subheadings to break up the content into smaller, more manageable sections. Include plenty of white space to make the content less overwhelming. Use bullet points and numbered lists to make information more digestible. Finally, use a consistent format and style throughout the workbook.

What are some best practices for designing a course workbook?

When designing a course workbook, keep in mind the needs and preferences of your audience. Use a font size and type that is easy to read and avoid using too many colors or fonts. Use high-quality images and graphics that are relevant to the content. Be consistent with your use of headings, subheadings, and formatting. Finally, proofread your workbook for errors and typos.

What are some tools and software options for creating course workbooks?

There are many tools and software options available for creating course workbooks. Some popular options include Microsoft Word, Google Docs, Adobe InDesign, and Canva. Each of these tools has its own strengths and weaknesses, so choose one that best fits your needs and skill level.

How can I make my course workbook visually appealing and engaging?

To make your course workbook visually appealing and engaging, use a mix of text, images, and graphics. Use high-quality images that are relevant to the content and avoid using too many colors or fonts. Use headings, subheadings, and bullet points to break up the content and make it easier to read. Finally, use a consistent format and style throughout the workbook.

What are some common mistakes to avoid when creating course workbooks?

When creating course workbooks, it is important to avoid common mistakes such as using too much jargon or technical language, including irrelevant or outdated information, using a font size or type that is difficult to read, and not proofreading for errors and typos. Additionally, avoid using too many images or graphics, which can make the workbook feel cluttered and overwhelming.

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Online Course Workbooks: How to Create a Successful One

Salmaan Ahmad

July 17, 2023

An online course can be an excellent way to make money, build your brand, and market your expertise. Online courses exist for every subject you can imagine. With all the available courses out there, how do you help yours stand out? One way is creating online course workbooks that enhance learning. Your course will benefit from online course workbooks that ensure your students are learning the material.

Create Successful Online Course Workbooks

Do you have a skill you’d like to share? Whatever you’re an expert in, there is someone out there who wants to learn how do what you do. Every day, people willingly pay money to learn something that will help them earn money, improve their career prospects, or get more enjoyment out of life.

Fill Your Online Course

Do you know where to find students for your online courses? One popular method is to work with a course platform. These platforms help instructors by offering a place where they can make money selling their courses and digital downloads make it easy to market your course. Creating online course workbooks makes your course more attractive to potential students.

• Teachable: This platform hosts courses, coaching, and digital downloads. The site offers a free trial session so you can try it before you buy. After that, there are two levels of paid membership available.
• Thinkific: This platform offers a course builder and Zoom integration. You can offer courses or digital downloads, and the platform will grow with you. There are four pricing levels.
• Kajabi: This site is aimed at course creators who have limited technical knowledge and want an easy way to build and market an online course. There is a 30-day free trial. Kajabi has three subscription levels.
• Udemy: This popular platform offers courses on many subjects at affordable rates for students. At Udemy, you don’t pay for the platform to host your course. Instead, your pay depends on the number of students who enroll in your course.

Launch it yourself

You can skip using a platform and launch your online course directly from your business website. Many successful online courses start this way. You’ll save on hosting fees, but you will need a solid marketing plan to find students. You may also use your online course as a lead magnet.

Steps to Creating Online Course Workbooks

The right online course workbooks helps students grasp and retain information. Instead of sitting and passively watching your lecture or demonstration, they will be engaged in active learning. Here’s how to write and design the right one.

Understand your readers for online course workbooks

Put yourself in your students’ shoes. Think about what you used as helpful tools when you were learning this material. Was it charts and graphs? Did you use visual aids? Did you learn by practicing techniques over and over?

If it worked for you, chances are, it will work for the people you’re teaching. You’re an expert on the subject now, but you weren’t when you started. How did you get through the first initial steps in your own training?

At some point, you probably had an “Ah-ha!” moment where you realized you finally understood the subject. You may have had more than one along the way. Share them with your students. Emphasize that only time and a little work stand between where they are and where you are now.

Take a positive, encouraging approach. Students want to feel that they can master the material they’re being presented if they pay attention, study, and do the homework. Make it clear that there is a clear path from point A (lack of any knowledge) to point B, which is a complete grasp of the topic.

Clarify your goals for creating online course workbooks

Before you begin writing online course workbooks, make sure you know what you expect from the book. How will it add to your course? How do you want students to use it? Once that’s clear in your mind, you can decide how to write online course workbooks you need.

Here are some typical ways teachers use online course workbooks. Your online course workbooks may have one or more of these goals.

• To improve recall of the material: online course workbooks may provide a brief summary of what the lesson covered and lists of key points. It may have exercises and questions designed to test the student’s recall of key facts, equations, and glossary terms. It may have space for students to write their own notes on the material as they watch the course.
• To prompt writing: Some online course workbooks are designed to help students write their own material. Online course workbooks might prompt journaling by asking a series of questions about the student’s thoughts and feelings, followed by space on the page to write. It may ask students to test their comprehension by rewriting important concepts in their own words.
• To perform learning drills: Repetition is key to learning. Make it work for your students with online course workbooks that invite them to answer multiple choice questions, brief essay questions, and word problems using the material covered in class.
• To prepare for tests: When it’s testing time, well-designed online course workbooks are a valuable resource for students. Online course workbooks filled with notes, tests, and definitions is a study guide they can rely on when it’s time to test their knowledge.
• To solve real-world problems: If you are teaching an online course designed to help the students with current professional or personal problems, online course workbooks may help them develop a step-by-step solution to the problem. Each chapter of the workbook may offer suggestions on applying what they’ve learned to real-life situations and offer room for them to write their own solutions.

Plan your content

Once you’ve decided what you want from your workbook, you’ll have a clear idea of what you want to write. Don’t worry about design and layout at this point. Focus only on the written material you plan to include.

Keep the language clear and direct. Most online training courses are designed to appeal to people from diverse backgrounds and education levels. If your course is aimed at experts in the field looking for advanced learning, it’s fine to use industry jargon that they’ll understand, but otherwise, keep it as simple as possible.

Start with a summary of what the workbook is and how you would like your students to use it. For instance, “This workbook will help you retain the information presented in this class. After you watch the classroom presentation, open your workbook to the appropriate chapter, and complete the assignments for that unit. Don’t skip this step! Enhancing your learning along the way will help you remember what we covered and help you put your knowledge to work more quickly. It’s easy and shouldn’t take too much time.”

Use a template

Creating online course workbooks may seem like a formidable job. Using a template makes it much easier. You can find free templates for course workbooks from:

• CreativeMarket
• Microsoft Word
• ProductiveandFree

Add visual elements

You can improve online course workbooks by adding visual aids. They make the workbook easier to read and more visually appealing. They also improve understanding and recall. Use pictures, photographs, charts, graphs, and infographics to make your text come alive.

When you design your layout, use plenty of white space. Be sure to emphasize key points with bulleted lists, bolded texts, callouts, and other visual features that make it easy to read.

Put It All Together for a Successful Online Course

Creating an online course can improve your visibility, work as a lead magnet, or become a profitable side business. If you want to ensure your course’s success, enhance it with well-designed online course workbooks. Are you planning to have your workbook professionally printed? Talk to Publishing Xpress about our outstanding customer service and affordable rates .

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How To Create a Workbook: Tips To Enhance Your Online Course

Content creators and entrepreneurs know that online courses are one of the best ways to monetize the things they create. People are eager to learn from knowledgeable, successful creators. And, after courses and online teaching, do you know how creators monetize their content? Yup, it’s books. So today, we’re going to look at ways you can add workbooks to your online course.

Bringing a book into the mix is a great way to enhance the learning experience through interactive tasks, detailed explanations (that are easy to reference), and any other content that might apply. 

The Power of Workbooks for Your Online Courses

Workbooks are a potent addition to your online course , offering more depth, explanation, or practice for your students. We all know that the best way to learn something new is by doing. A workbook presents your lessons in an interactive and self-driven way. 

That added value goes home with your students—the workbook serves as a reference for your students long after the course is over. If you think back to any courses you’ve taken, you’ll likely remember the notes you took as vividly as the actual lessons. Your students will be able to revisit and review concepts from the online course, solidifying their understanding and helping them retain your material.

Workbooks also provide an opportunity during the course for students to engage with the material through exercises, case studies, and reflective questions.

To maximize the benefits your workbook brings to your course, design is essential. You need to include the important concepts, details, and instructions your students will need to be successful. Remember that you’re an expert in your field; your students will be just learning ideas and strategies you’ve long perfected.

Create your workbook with the beginner in mind to ensure it’s accessible for everyone in your course.

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What Goes Into Your Workbook

A workbook is a different kind of book than almost any other. You’ll need to take special care when designing yours to align with your course goals, provide a balance of text and graphics, and incorporate interactive elements. All of which need to be packaged in a professional-looking book. 

The first step is to look at your course curriculum. Most likely, you’ll want to organize your coursebook in the same way. Start with lesson one, move to lesson two, and so on. As you review your coursework, look for content ideas or graphics you can use for your workbook.

Because you want your students to use the workbook, you need to make it simple to digest. Use graphics to break up large blocks of text and include ample exercises or simple questions to reinforce the lessons.

Finally, because you’ve got space in a book that you won’t have in a classroom (virtual or in-person), you should look for supplemental information that will help your students. That might be a case study, prompts to keep the lesson going, or reference lists for further reading.

To recap, you should aim to include the following content in your workbook:

• Sections that follow your lesson plan
• Graphics, charts, and images that reinforce your lessons
• Interactive elements like questions or prompts
• Supplemental learning material such as reference lists

After you’ve amassed the content you’ll use for your workbook, it’s time to put it together and create a book.

Creating Your Workbook

Because workbooks will include a variety of content, you’re going to want an advanced page layout program to help you. I strongly recommend Adobe InDesign or Affinity Publisher. You can learn more about both of those here:

The Ultimate Guide to InDesign for Authors

Using InDesign to layout and prepare your book file has long been a standard. But actually using the software can be challenging. Let’s learn more!

Affinity Publisher Review: An InDesign Alternative

Affinity Publisher is the newest publishing software to rival InDesign in features and pricing.

If you’re not into designing pages (which is fair, these programs have a fairly steep learning curve), you can find skilled professionals who can design your pages for very reasonable costs.

To create a new blank workbook,  you should start with a template that defines your margins and gutter . Luckily, Lulu has all the templates you need to get started in InDesign, Word, or any other page layout tool. If you’re planning to design your own workbook, I strongly recommend starting with one of our templates and carefully reading the Book Creation Guide (which is included when you download a template).

From there, consider different layouts you can template. For example, if you’re ending each lesson with a recap and a short quiz, make templates for those pages. Now you can recycle that template for each chapter.

Workbook Printing Options

Your students will be using the workbook, so you need to balance cost and quality. To get the best value, you should utilize standard paper (usually 60#) and standard inks (generally Black & White).

Both options are the most cost-effective choices and provide the best experience for writing in the workbook. The heavier, coated paper will smudge if you write on the pages and premium inks will create pages heavy with the ink coverage.

Finally, you’ll need to pick the right binding options. Textbooks have historically been hardcover books with casewrap covers. You could go that route, particularly if you’ve created a longer workbook for your course.

The other popular option is coil binding. This allows your book to lay flat, making it easier for your students to use the workbook. I recommend using our pricing calculator to compare the options you have for your workbook.

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Using Your Workbook To Market Your Online Course

Yes, of course, you didn’t create a workbook to help market your class. But there’s no reason you can’t still use it as an enticement to draw in students!

Publishing a book is a big boost for your credibility and authority. Lean on that when you’re promoting your classes. Be sure prospective students know that the course includes a workbook. Maybe even make the workbook available for sale on its own for students who don’t have the time or funds to take the class, but still want to learn the material. 

Look for ways to use and repurpose the workbook to reach more students and expand your network. That might include packing the workbook into a registration packet for new students or offering it for sale on your website. You could also pull out the first chapter or section and offer it as a free PDF download to entice potential students to sign up!

While classes are repeatable, they take time and effort to prepare and teach. Your workbooks give those students something tangible to take away from your course, ideally helping them remember and reference your lessons for years to come.

Paul is the Senior Content Manager at Lulu.com . When he’s not entrenched in the publishing and print-on-demand world, he likes to hike the scenic North Carolina landscape, read, sample the fanciest micro-brewed beer, and collect fountain pens. Paul is a dog person but considers himself cat-tolerant.

Can I create a spiral-bound workbook with Lulu and sell it through Amazon Prime, print-on-demand?

I suggest checking out our distribution page to learn about what kinds of projects are eligible for retail distribution: https://www.lulu.com/sell/retail-distribution

can i get an inside cover printed? Also, what if I have some color pages while others are black and white? Finally, if there is a bleed on the edge, why do I need a half inch margin on the doc? It doesn’t make sense to me and is causing a layout problem with my page numbers.

Hi Alexia, We offer inside cover printing for our Comic Book and Magazine products. All our other books will print just on the outside of the cover. If you need any color printing, you’ll need to select Standard or Premium Color. We don’t have the capabilities to print both color and black & white pages for the same book. The page margin is a suggestion, you can add content to the margin area. You just need to be aware that, with all book printing, there is likely to be some slight variance in the trimming. That might result in your page numbers or other content in the margins printing closer to the edge than you want or intended.

Great article! Very helpful.

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All you need to edit the templates is a free Canva account.  Go to www.canva.com  to sign up.

What can I make with the template?

These templates are specifically designed for you to create a workbook for students to use alongside your online course.  

How do I get access to the templates?

You can buy the templates from my Etsy shop, Miri Campbell.  Once you checkout, you’ll receive a PDF which has all the links to the Canva templates as well as instructions and a video tutorial.  

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No- all the photos used in my examples are from Unsplash.com and due to licensing restrictions, I cannot include them for sale as part of the template.  However, if you’d like to use the same photos, drop me a line at [email protected] and I’ll send you the link to the free photos I used.

What can I edit and change?

It’s really easy to edit the templates to create a workbook that fits your brand exactly.  Using the Canva’s drag-and-drop tools you can change text, fonts, shapes, colours and images.  You can also mix and match the pages you need.

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You can use the templates again and again to create as many different workbooks as you like.   

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Can I get a refund?

Due to the digital nature of this product, I am unable to give refunds.  Therefore, please take your time studying the product description before you purchase.  

That said, I am happy to offer you help and support if you need it.  Drop me a line at [email protected]

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A Curriculum That Prepares Future Leaders

• In a DEI course, students are invited to study a religion other than their own so they can educate themselves about unfamiliar cultures and traditions.
• To practice social and moral responsibility, students immerse themselves in social issues they care about and devise potential solutions.
• As they develop leadership skills, students learn to identify their biases, understand their mental models, and practice empathy.

  Despite all the comments that poke fun at Generation Z, we have to admit that current higher education students face a huge challenge: They don’t know what they will end up doing for a living.

In today’s business world, business operations transcend borders, artificial intelligence increasingly drives services, and many professions are becoming obsolete or being replaced by automation. Students who are preparing for the career leap may find their future income options quite grim.

It is therefore not surprising that these youngsters increasingly question the value of formal education, especially when a role model such as Elon Musk expresses the opinion that a college education is unnecessary for actual learning. Musk is right when he says that most information is available for free on the internet. Where he misses the interpretational boat, however, is in describing the intangibles of higher education.

Going to college has never been about listening to lectures and passing tests. Those actions are the means toward the preliminary end of earning a degree—but their true value lies in the fact that they lead to a longer-term payoff. When students get a college education, they learn the one skill that is not attainable through self-taught processes: critical thinking.

Critical thinking helps individuals sort through the many loads of information thrown at them and enables them to choose one course of action over another. Business students gain this skill in interdisciplinary classroom settings where subjects such as finance, management, accounting, and marketing are entwined with insights from psychology, philosophy, economics, and ethics.

Over time, students will forget the things they learned in class. But once they have mastered the ability to think critically, they will continue to develop the skill. They will understand the risks of falling prey to biased thinking or adhering to inadequate mental models. Once they realize that their vision of the world is not the only one—and not necessarily the most constructive one—they might become more open to self-examination. They will be more likely to adopt the mindsets that can elevate their future performance and well-being.

A New Curricular Core

Because times, needs, and social constructs are changing, business schools should consider critical evolutions in the curriculum. It still makes sense to teach first-year students the foundations of business education, such as the POLC framework (planning, organizing, leading, and controlling) and the four P’s of marketing (product, price, place, and promotion).

Over time, students will forget the things they learned in class. But once they have mastered the ability to think critically, they will continue to develop the skill.

But I believe it is at least equally important for us to prepare our students to engage in synergistic collaboration with people who come from different cultures and have divergent mindsets. After all, today’s workforce is composed of people with diverse and varied backgrounds.

To that end, I suggest that all business schools make sure their undergraduate and graduate programs include classes on three essential topics: diversity, equity, and inclusion (DEI); social and moral responsibility; and leadership.

Exploring the Case for DEI

Today’s students are less impressed by learning theoretical concepts, so any DEI course should include elements of action learning. It also should challenge students to step outside their comfort zones to learn about cultures or traditions that are not their own.

At Woodbury University in Los Angeles, I taught a course in which I required students to learn about a religion that they had not been exposed to earlier but about which they felt some curiosity. In larger classes, I sometimes had multiple students selecting similar religions, but I found that this exercise still worked better as an individual assignment than as a group task. Students had to connect with established groups practicing the religion, learn about important traditions by conducting interviews or attending gatherings, and sometimes do additional research. Students then made formal presentations to the class.

It was fascinating to hear a Christian discuss Buddhism, a Muslim talk about Daoism, and a Hindu share knowledge about Judaism. Students frequently highlighted commonalities with and differences from their own religions, and most of them came away with new respect for traditions that were “other” to them.

As an educator, I found that this exercise not merely opened minds but also paved the way for greater receptiveness to cross-cultural differences. I learned something from each exercise as well—and what is more enriching than learning while you teach?

Working Toward the Common Good

I believe the topic of social and moral responsibility also should be presented as an experiential journey. At Woodbury, we give students opportunities to identify and address social issues they care about. Over the past nine years, these opportunities have been offered in the Business Ethics course in our BBA program and the Ethical Leadership course in our MBA. At both levels, students work within what we call the Responsibility Action Triangle.

In the first layer of the triangle, students identify their topics of interest, which might include helping the homeless, alleviating hunger, supporting animals, caring for the elderly, aiding disabled veterans, planting trees, creating neighborhood gardens, or cleansing the environment. Among Woodbury students, I have noticed that the social cause of poverty alleviation has been the absolute leader. Once students have chosen their areas of focus, they conduct research so they understand the scope of the problem and can back up their knowledge with statistics.

In the second layer, they develop a profile of an organization that addresses the problem. My students frequently connect with local groups that can always use helping hands, such as the Los Angeles Regional Food Bank, Meet Each Need with Dignity (MEND), or the Greater West Hollywood Food Coalition. Over time, instructors learn which organizations are more accessible, so they can help students avoid frustrating red tape.

In the third layer, students come up with strategies to improve the situation, which often includes working with an existing nonprofit. In those cases, students interview its spokesperson and choose days when they can serve as volunteers. During this time, they also chronicle their own involvement so they can make presentations to the class in which they describe their intentions, actions, and reflections.

Some students become deeply involved in the organizations they have chosen for their class projects. Others start nonprofits of their own after graduation. The power of such exercises does not lie in the short-term good students can do during the course of a single semester, but in the experience they gain and the paradigm shift it instigates in their own perspectives.

Learning the Keys to Leadership

I believe leadership can be an overarching theme in most business disciplines because it helps students develop the skill of critical thinking. The following elements of leadership can be infused into many types of courses:

Understanding and identifying biases. Because biases form an element of the decision-making process, they should be examined in any course that is related to human interactions, including DEI, leadership, ethics, and entrepreneurship. When students are recurrently encouraged to be aware of their personal blind spots, they are more likely to address them.

Understanding our mental models. All of us construct mental models—our own interpretations of how the world works. Many of these models are influenced by our upbringing, our cultures, and our beliefs. They serve as practical bridges between what we know and what we are currently experiencing, so they allow us to make quick decisions. However, they also reflect our implicit biases. This means that when we do not examine our mental models, we might make discriminatory and shortsighted decisions that could harm ourselves, our organizations, and society as a whole.

As with bias, mental models can be discussed in many business classes, especially those on organizational behavior, leadership, human resources, and change and conflict. For instance, when I am discussing how to handle conflict at work or deal with in-groups and out-groups, I can point out how team clusters emerge. I can remind students that it is common for individuals to exclude or mistrust others solely based on external features or assumptions—and encourage them to challenge the mental models that lead us to these conclusions.

Because biases form an element of the decision-making process, they should be examined in any course that is related to human interactions.

Practicing empathy. Some business leaders frown on the notion of exhibiting empathy, because they fear that an empathetic manager could be overrun by employees. Instructors also worry that, if they are too compassionate, students will try to take advantage of them. But leaders can be both empathetic and firm.

Instructors can model that balanced behavior by listening actively to students who have problems, and even creating special accommodations as needed. However, even caring instructors will not hand out A’s if troubled students do poor work.

When students complain to me because they received low grades, even when they did not perform well, I gently explain that business education is designed to prepare them for successful performance in the work world. It is my moral duty to assist them to become the best they can be—by listening to and understanding their problems while being honest about how they need to improve. By being both empathetic and firm, I teach students to treat their employees in a similar fashion.

Bracing for the Future

Critical thinking is the skill that will serve students best as they graduate into an uncertain and evolving business world. One reason that world will be so unpredictable is that none of us are sure how it will be shaped by generative AI (GenAI), which enables users to create high-quality text, graphics, and videos in a matter of seconds.

Educators have multiple concerns about the advent of GenAI in the classroom. For instance, how can they be sure students are submitting work that is actually theirs? If students are abundantly applying AI, have they actually mastered the desired skill? Most schools are already exploring ways to address these questions.

However, the larger issue might be: How will AI change employment opportunities for upcoming generations? There, the answer will only be revealed over time.

But as more of our students learn to embrace technology and prepare themselves to work in tech-heavy workplaces, I think business schools have one clear obligation. We must help leaders be the best they can be. In all of our courses, we must focus on the most important leadership responsibility we have. We must teach our students how to balance their enthusiasm for AI’s features and financial advantages with a desire to safeguard the planet. As they hone their critical thinking skills, they will be ready not only to stay in step with an evolving labor market, but also to protect our world on behalf of those from whom we have the planet on loan: our descendants.

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• Published: 10 May 2024

Importance of multimodal resident education curriculum for general surgeons: perspectives of trainers and trainees

• Jeeyeon Lee 1   na1 ,
• Hyung Jun Kwon 1   na1 ,
• Soo Yeon Park 1 &
• Jin Hyang Jung 1  

BMC Medical Education volume  24 , Article number:  518 ( 2024 ) Cite this article

149 Accesses

Metrics details

Satisfaction should be prioritized to maximize the value of education for trainees. This study was conducted with professors, fellows, and surgical residents in the Department of general surgery (GS) to evaluate the importance of various educational modules to surgical residents.

A questionnaire was administered to professors ( n  = 28), fellows ( n  = 8), and surgical residents ( n  = 14), and the responses of the three groups were compared. Four different categories of educational curricula were considered: instructor-led training, clinical education, self-paced learning, and hands-on training.

The majority of surgeons regarded attending scrubs as the most important educational module in the training of surgical residents. However, while professors identified assisting operators by participating in surgery as the most important, residents assessed the laparoscopic training module with animal models as the most beneficial.

Conclusions

The best educational training course for surgical residents was hands-on training, which would provide them with several opportunities to operate and perform surgical procedures themselves.

Peer Review reports

Introduction

Continuous, lifelong medical education should be provided because it is essential to training qualified specialists in every medical field [ 1 ]. Educational periods may be categorized as medical college, postgraduate, and specialist education. The residency training program is the most important part of postgraduate education. However, departments of general surgery (GS) in the United States and South Korea are seeing decreased demand for surgical residencies [ 2 , 3 , 4 ].

The decreasing demand for residencies in GS is critical because it results in a lack of specialists. The reasons for this demand reduction vary and include the fatigue accumulated from emergency surgeries, the deterioration of their quality of life, and the frequent stressful situations caused by handling vital organs [ 5 , 6 , 7 ]. Nevertheless, many physicians continue to choose surgical residency and might feel enthusiastic when they succeed in performing surgery, thus saving patients’ lives and improving patients’ odds of survival. Although a majority of surgical applicants apply with this intent, they experience frustration and often regret their decision when faced with the harsh reality of the field. In light of these problems, surgical residency training should pay attention to the mental and physical well-being of residents. In particular, unlike the trainers’ generation, residents of the twenty-first century prioritize work-life balance, technological proficiency, adaptability to pandemic situations, diversity, and inclusion [ 8 , 9 , 10 , 11 ]. These factors have gained even greater emphasis following the coronavirus pandemic. Given that residents in Korea tend to avoid challenging but essential medical care, motivation becomes even more critical for those applying to GS. Educational programs that fail to consider these specific characteristics may lead to decreased achievement and efficiency.

Experts agree that instructors must consider trainees’ satisfaction to maximize educational impact [ 12 , 13 ]. Each qualified specialist’s training involves numerous educational training modules, which should be accessible and tailored to the demands of surgery. Instructors should determine how to increase educational impact by verifying the degree of satisfaction of surgical residents and evaluating the efficacy of the educational curriculum. Educational programs are generally divided into instructor-led training (ILT) and self-paced learning (SPL), and the program should be structured to balance these two areas equally [ 14 , 15 , 16 , 17 , 18 ]. Moreover, in the education of doctors, each resident must receive not only theoretical education but also more detailed programs related to clinical and technical skills.

In this study, by evaluating the responses of professors, fellows, and surgical residents in a department of GS regarding trainee satisfaction and the importance of educational training modules, we identified the most appropriate educational curriculum for residents to establish better training courses toward cultivating specialists with higher qualifications.

The educational curricula for surgical residents were organized by the Education Committee of the department of surgery at Kyungpook National University Hospital, Daegu, Republic of Korea. The categories of educational curricula were classified into ILT, clinical education, SPL, hands-on training, and detailed training courses (Table  1 , Supplementary Fig.  1 ). ILT is defined as a training and learning program provided by instructors or teachers, whereas SPL is a student-driven learning design [ 18 , 19 , 20 ].

The importance of different categories of resident education was assessed on the basis of a cross-sectional questionnaire proffered via e-mails or text messages. Professors, fellows, and surgical residents responded to the survey. Academic faculty and clinical specialists comprised the group of professors. Fellows were defined as specialists who had completed their residency within the immediately preceding two years. The training system for medical residents in Korea consists of a three-year format, and accordingly, surgical residents consisted of first-year, second-year, and third-year residents following the curriculum of the Korean Surgical Society. All the professors and fellows, who have successfully completed their residency and obtained specialist qualifications, were regarded as educators. And only residents in their first to third years of training were considered as trainees.

The questionnaire comprised nine items, including the level of the surgeons; their self-estimated daily working hours; and the time they estimated to have devoted to the education of residents in a week, excluding routine jobs (Supplementary Table  1 ). The top three important education curricula among the 15 training courses constituting the educational curricula were further classified into the four categories.

Each complete response collected from professors, fellows, and residents was analyzed and presented in the form of bar graphs for convenient comparison.

Sociodemographic characteristics

In total, 50 surgeons responded to the questionnaires. Six of the respondents repeated their submissions because of incomplete forms. The mean ages of the groups of professors ( n  = 28), fellows ( n  = 8), and residents ( n  = 14) were 47.3 years (SD, ± 15.1), 33.3 years (SD, ± 2.3), and 31.0 years (SD, ± 3.3), respectively.

Professors specialized in breast/thyroid (n = 7, 25.0%), colorectal ( n  = 6, 21.4%), upper gastrointestinal ( n  = 5, 17.9%), vascular ( n  = 4, 14.3%), hepato-bilio-pancreatic ( n  = 3, 10.7%), pediatric ( n  = 1, 3.6%), trauma (n = 1, 3.6%), and critical care ( n  = 1, 3.6%) surgeries. Fellows majored in vascular ( n  = 3, 37.5%), colorectal ( n  = 2, 25.0%), upper gastrointestinal ( n  = 1, 12.5%), breast/thyroid ( n  = 1, 12.5%), and critical care ( n  = 1, 12.5%) surgeries. Fourteen residents from the first year ( n  = 2, 14.3%), second year ( n  = 4, 28.6%), and third year ( n  = 8, 57.1%) participated (Supplementary Table  3 ).

Self-estimated daily working time and time devoted to the education of residents in a week.

Professors responded that they worked 8 h ( n  = 8, 28.6%), 10 h ( n  = 13, 46.4%), and more than 12 h ( n  = 7, 25.0%) per day. However, a majority of fellows ( n  = 6, 75.0%) and residents ( n  = 12, 85.7%) responded that they worked for more than 12 h per day. Professors and residents spent approximately 2 h per week on the education of surgical residents, excluding routine jobs (Supplementary Table  2 ).

Most helpful educational category for the training of surgical residents.

Of the four different educational categories, clinical education was regarded as the most helpful educational course for surgical residents by all groups. A marginal majority of professors (by a slight margin) regarded the ILT course as the most helpful to education. While fellows selected clinical education and SPL as the most and least helpful courses, surgical residents identified hands-on training and SPL as the most and least helpful courses, respectively (Fig.  1 ).

Importance ratings of four major educational categories for surgical residency training indicate that clinical education was considered the most important (*) curriculum overall. However, each group, including professors, fellows, and residents, judged different curricula to be the most important

Top three important educational curricula for surgical residents

The identification of the three most important curricula among the 15 training courses covered in the four categories was performed by way of a featured survey question. As shown in Table  2 , each group selected attending scrubs as the most important program among the three most important courses.

Importance of training courses in the ILT category for the training of surgical residents

All the surgeons selected general lectures by professors as the most important curriculum in the ILT category for the training of surgical residents. Notably, fellows and residents considered this curriculum the most important course to a greater extent than professors did. By contrast, professors and residents considered residents’ participation in regular in-hospital conferences the least important in resident training, whereas fellows considered the Surgical Grand Rounds as less important than other curricula (Fig.  2 ).

Importance ratings of instructor-led training (ILT) courses for surgical residency training indicate that general lectures were considered the most important (*) part of the curriculum overall. All groups consistently judged general lectures to be the most important educational program

Importance of the training course in the clinical education category of surgical residents’ training.

All groups responded that attending scrubs was the most important training method in clinical education. While the professor and resident groups ranked attending inpatient and outpatient clinics as second and third in importance, respectively, the fellow group rated the clinics with a similar degree of importance in clinical education (Fig.  3 ).

Importance ratings of courses within the clinical education category for surgical resident training indicate that attending scrubs are considered the most important, both overall and by each group

Importance of the training course in the SPL category for the training of surgical residents

All groups considered the regular journal club the most important training course in the SPL category. While the professor and fellow groups considered the manual for surgical residents less important than other curricula, residents regarded it as the third-most important course. Surgical residents considered collecting data and writing articles the least important (Fig.  4 ).

Importance ratings of self-paced learning (SPL) courses for surgical residency training indicate that resident journal club was considered the most important (*) part of the curriculum overall. And all groups consistently judged resident journal club to be the most important educational program

Importance of the training course in the hands-on training category for surgical residents’ training

In the hands-on category, the dry-lab laparoscopy training module within the hospital was deemed by professors as the most important training course for surgical residents, whereas the laparoscopic training module in the professional education center with animal models was perceived as most important by fellows and residents (Fig.  5 ).

Importance rating of courses within the hands-on training category for the training of surgical residents. While the professor group judged that dry lab laparoscopy training module was the most important (*), the fellow and resident groups judged the animal laparoscopy training module to be more important

This study revealed that trainers and trainees differ in their criteria for evaluating the importance of educational components, with surgical residents particularly interested in hands-on training. Halsted emphasized the significance of clinical and practical training in the education of American surgeons [ 21 ]. Similarly, current GS professors and residents place a high value on practical and technical education. However, stringent ethical standards present challenges for residents practicing directly on cadavers or patients [ 22 , 23 , 24 , 25 , 26 ]. Consequently, professors typically offer thorough theoretical training before introducing practical skills to mitigate potential complications. The contemporary environment is causing divergent approaches between trainers and trainees. If an education system that closely simulates human conditions is developed, and a system where trainees can freely receive education within ethical boundaries is established, it could become the most efficient approach to education.

A series of educational courses must be provided to medical students, interns, residents, and fellows to ensure medical specialists’ optimal training. Although these training courses may be delivered at various levels depending on the knowledge and needs of trainees, instructors have predominantly solely developed the ILT curriculum. However, the actual effectiveness of training courses may differ from the instructors’ expectations; furthermore, considering the satisfaction of the trainees while planning the courses could improve the learning experience [ 12 , 13 , 27 ].

When designing curricula, it is crucial to consider that surgical residents apply for residencies because they are interested in surgery and are aspired to be surgeons. Some professors focus on teaching academic theory, while others contend that mastering the art of thesis writing is the most critical aspect of education. Nonetheless, the most basic desire of surgeons must be considered. In our current study, we found that the opinions of professors, fellows, and residents regarding the most important training courses for surgical residents were similar.

While the group of professors believed that watching many standardized surgeries is the most important training course needed by surgical residents to participate and assist in surgeries, residents considered having practical operating experience as the most important. Therefore, residents regarded the laparoscopic training module in the professional institute with animal models as the most important curriculum in the training of surgical residents. The responses from the group of fellows, who had completed their residency within the past two years, revealed a trend that intermediates between the views of professors and residents. Given their transitioning status from learners to educators, their opinions are considered very important. In fact, these opinions represented a compromise between the perspectives of professors and residents in their roles as educators.

Each of the different learning methodologies of ILT and SPL has advantages and disadvantages [ 15 , 16 , 17 ]. ILT offers detailed materials and immediate feedback but is limited by structured schedules and instructor variability. SPL allows flexibility in timing and location with the use of open-source materials, enabling repeated review of content, though it lacks the immediate feedback of ILT and may require more time for comprehension. Ultimately, trainees benefit most from actively engaging with the educational material and their learning process.

Although this study focused on resident education, only 14 residents were actually included which is a limitation of this study. However, unfortunately, this is the real-world situation in South Korea. Many doctors are avoiding essential medical services, such as internal medicine, GS, obstetrics and gynecology, and pediatrics. Instead, a majority prefer departments like plastic surgery, ophthalmology, and dermatology, which focus on cosmetic procedures or enhancing the quality of life. This is the reason why, despite being a fairly large-scale national university hospital, the number of residents was small. This situation underlines the importance of further improving the quality of education.

The responses in this study can help standardize the appropriate educational programs for surgical residents in GS departments. Based on these research findings, the authors' institution has decided to enhance technical education with theoretical support. It is currently developing and implementing education on ultrasound and biopsy techniques, laparoscopic bowel anastomosis, and robotic surgery. We established close cooperation with other departments so that in addition to surgical skills training, we could directly experience and learn other departments' techniques (intubation, ventilator manipulation, CPR, and so on.). Various colleagues and companies are supporting this training, viewing it as an investment in the future generation of surgeons. As demonstrated in the authors' study, it is necessary to verify and evaluate the educational programs of each institution for their rationality and efficiency. This approach will contribute to the training of better surgeons by enabling residents to engage more actively in the curriculum.

The educational impact of training materials and methods can be maximized when surgical residents engage in the preferred training resources that provide them with satisfaction. Therefore, the best educational training course for surgical residents would include providing them with many opportunities to operate and perform surgical procedures themselves. Although written materials and theories remain important, the effect of education is enhanced when the surgical residents’ satisfaction is increased through the provision of practical learning opportunities.

Availability of data and materials

The data that support the findings of this study are available from the corresponding author, JHJ, upon reasonable request.

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Acknowledgements

The authors thank to Byeongju Kang, Byunghyuk Yu, Deokbi Hwang, Gyu-Seog Choi, Ho Yong Park, Ho Young Chung, Hye Jin Kim, Hyung Kee Kim, Ji Yeon Park, Jin Ho Chung, Jin Young Park, Jun Seok Park, Ki Bum Park, Kyoung Hoon Lim, Oh Kyoung Kwon, Sang Geol Kim, Seung Huh, Seung Soo Lee, Seung Ho Song, Sung-Min Lee, Wan Wook Kim, Woo Sung Yun, Yang Soo Lim, Yoon Jin Hwang, Dong-hee Na, Heejung Keum, Hui je Jeong, Hyeon Ju Kim, Jae Yeong Yang, Min Hye Jeong, Sue hyun Park, Young Hye Kim, Eunji Kim, Gunwoo Kim, Gyoyeong Chu, Hakyung Yoon, Hannah Kim, Hoyeon Kwon, Hyunjae Kang, Jeong Eon Suh, Ji Hyun Jung, Junhyun Park, Seokhyun Wi, Sujin Kang, Suyeong Hwang, Taewan Ku, all of whom participated in the survey of this study.

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Jeeyeon Lee and Hyung Jun Kwon contributed equally to this work.

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Department of Surgery, Kyungpook National University Chilgok Hospital, Hoguk-Ro 807, Buk-Gu, 41404, Daegu, Republic of Korea

Jeeyeon Lee, Hyung Jun Kwon, Soo Yeon Park & Jin Hyang Jung

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Guarantor of the integrity of the study: JL, Study concept: JL, JHJ, Study design: JL, JHJ, Definition of intellectual content: JL, SYP, HJK, Literature research: SYP, HJK, Data acquisition: JL, JHJ, HJK, Data analysis: JL, SYP, Manuscript preparation: JL, JHJ, Manuscript review: JHJ, Manuscript editing: JHJ, JL. All authors have read and approved the manuscript.

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Correspondence to Jin Hyang Jung .

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Lee, J., Kwon, H.J., Park, S.Y. et al. Importance of multimodal resident education curriculum for general surgeons: perspectives of trainers and trainees. BMC Med Educ 24 , 518 (2024). https://doi.org/10.1186/s12909-024-05515-x

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May 10, 2024

University statement about racial literacy courses

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The VCU Board of Visitors voted Friday to not require that students take a racial literacy course as part of the General Education curriculum. 

The vote was 10-5, with the majority representing board appointees from three different gubernatorial administrations (Terry McAuliffe, Ralph Northam and Glenn Youngkin). There is clear history, dating back nearly 30 years, that the Board of Visitors approves strategic direction and vision for our curriculum. 

Central to the board's deliberations was a commitment to upholding academic freedom while empowering students with flexibility and autonomy in their educational journey. The discussion clearly expressed support for the racial literacy classes, and these courses are accessible to students who wish to explore them.

Said VCU BOV Rector Todd Haymore: “This is not about the content of our courses, only the graduation mandate. To our faculty, I thank you for developing these courses and hope you continue to do so. To our students, I hope you explore these courses and take the ones that interest you.”

Said VCU President Michael Rao: “As a faculty member myself, I support our faculty’s role and expertise in developing our curriculum. I strongly support and encourage racial literacy courses and am pleased they are available for students. Our country has a long way to go to achieve inclusion and these courses will be very helpful. As President, I also understand that our board has the ability to vote on a general education mandate that applies to all students.”

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2 Virginia universities reverse course on requiring DEI classes for students to graduate after Youngkin audit

T wo Virginia public universities scrapped plans to require students to complete diversity, equity and inclusion (DEI) classes in order to graduate after Gov. Glenn Youngkin's recent audit. 

Virginia Commonwealth University and George Mason University decided not to make DEI-centered courses a requirement for undergraduates this fall, but those classes will still be offered. 

The decisions were made after Youngkin’s education secretary’s office earlier this month asked to review syllabi for the planned "Racial Literacy" courses at VCU and "Just Societies" courses at George Mason, condemning both upcoming requirements as "core curriculum mandates that are a thinly veiled attempt to incorporate the progressive left’s groupthink," Inside Higher Ed reported. 

The VCU Board of Visitors voted 10-5 on Friday not to require a "racial literacy course" as part of the General Education curriculum, with the majority representing board appointees from three different gubernatorial administrations — that of Youngkin, a Republican, and former Democratic Govs. Terry McAuliffe and Ralph Northam. 

"Central to the board's deliberations was a commitment to upholding academic freedom while empowering students with flexibility and autonomy in their educational journey," VCU wrote in a statement announcing the decision. "The discussion clearly expressed support for the racial literacy classes, and these courses are accessible to students who wish to explore them."

UNC CHAPEL HILL BOARD VOTES TO DISMANTLE DEI PROGRAMS, USE FUNDS ON CAMPUS POLICE AFTER ANTI-ISRAEL PROTESTS

VCU BOV Rector Todd Haymore said the vote "is not about the content of our courses, only the graduation mandate," thanking faculty for developing the courses and encouraging students to "explore these courses and take the ones that interest you."

READ ON THE FOX NEWS APP

"As a faculty member myself, I support our faculty’s role and expertise in developing our curriculum ," VCU President Michael Rao said in a statement. "I strongly support and encourage racial literacy courses and am pleased they are available for students. Our country has a long way to go to achieve inclusion and these courses will be very helpful. As President, I also understand that our board has the ability to vote on a general education mandate that applies to all students."

VCU’s racial literacy mandate was discussed in the wake of protests and riots that erupted across the U.S. in response to the death of George Floyd in Minneapolis, the Washington Examiner reported. The classes apply a racial lens to subjects including media, activism, healthcare, psychology and education. 

The VCU board is made up 16 members, eight of whom are Youngkin appointees. Four seats will open on July 1, giving Youngkin the opportunity to appoint additional VCU board members. 

The day after VCU’s announcement, more than 100 students walked out of Youngkin’s address at their commencement ceremony, which the Washington Post categorized as "demonstrating support for Palestinians and protesting some of the Republican’s crusade against efforts to promote racial equity in education."

VCU STUDENTS WALK OUT OF GOV YOUNGKIN'S COMMENCEMENT SPEECH

In an email to employees last week, GMU interim Provost Kenneth D. Walsh noted that "some constituencies, including some members of our Board of Visitors, still have reservations" about mandating so-called "Just Societies" courses, centered on articulating "obstacles to justice and equity, and strategies for addressing them," as part of the Mason Core curriculum. 

"Given that fall registration opens for first-year students in a matter of weeks, we must put forward a definitive answer now," Walsh wrote, according to the Examiner. "And my answer to whether to implement the requirement is neither ‘yes’ nor ‘no.’ Rather, it is ‘not yet.’"

GMU decided the DEI classes will not be mandated for undergraduates this fall, but Walsh will not be the one to decide if the mandate will go forward at a later time. A new provost takes over on July 1. 

Earlier this month, a committee report was presented to the GMU Board of Visitors citing "concerns that the university was engaging in indoctrination and actively silencing those who hold a range of perspectives, both through DEI programming and curriculum" and complaints from students. 

Michael J. Meese, a committee member and Youngkin appointee, told Inside Higher Ed at the time that he feels Youngkin’s Day One executive order "ending the use of inherently divisive concepts, including critical race theory " in K-12 public schools in Virginia should also apply to state public universities. 

"I think it also should apply to us — that you should not have DEI offices or any other offices or any other professor that is promoting inherently divisive concepts," Meese said. 

GMU Board of Visitors member Reginald Brown, also a Youngkin appointee, told Inside Higher Ed on Monday there was "concern on the part of a majority of the board members about moving to a Just Societies mandate" without further discussion with the new provost and the incoming board members. 

"There’ll be three or four new incoming board members in July," Brown noted. "I don’t believe that the university should shy away from inherently divisive concepts."

Fox News Digital reached out to both universities for comment on Tuesday. 

Original article source: 2 Virginia universities reverse course on requiring DEI classes for students to graduate after Youngkin audit

Ph.D. in Education: Curriculum and Instruction

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This emphasis area is for students interested in developing expertise in teaching and teacher education, curricular development and implementation in subject and/or grade specific areas (e.g., English, social studies, elementary, secondary), and/or issues that reach across education. Individuals pursuing this degree may go on to pursue careers as researchers and teacher educators, become advanced teachers or instructional coaches within schools, or become curriculum specialists working in a variety of contexts. Courses will be selected from the student’s area of focus and can address any of the following areas:

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All questions regarding application and admission may be directed to Dr. Jennifer Mahon, at  [email protected] .

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The Doctor of Philosophy (Ph.D.) program requires a minimum of 72 credits beyond the baccalaureate degree, which includes a minimum of 12 credits of dissertation. Of the remaining 72 credits, a maximum of 24 credits (with grades of B or better) may be applied from a master's degree program or previous post-baccalaureate graduate studies program toward the doctoral degree. These credits must be approved by your chair, the College of Education Doctoral Director of Graduate Study, and the Dean of the Graduate School. Credit for completion of a thesis or special project may not be included. There is no limit on the number of units transferred when student earns master’s en route to Ph.D.

At least 30 credits of 700-level courses beyond the bachelor's degree, exclusive of dissertation credits, are required for the Ph.D. degree. Degree requirements must be completed within 8 years of admission to the program.

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Our program goal is for all students to complete the doctoral degree within 5-6 years. Research has shown that students who work on this trajectory have the highest chance of ultimately completing their doctoral studies. The best way to meet this objective is full-time studies; however, we have students in our program who are part-time students. You will be advised to work closely with your initial advisor and ultimately your chair to develop a timeline and program of study that meets your career goal and is most likely to result in completion.

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