TDNet Discover

The purpose of this qualitative thematic content analysis methodological study was to describe the curricular themes present in health science curriculums across five Southeastern states in the United States for the purpose of identifying patterns in curricula content. For this study, the curricular themes are generally defined as patterns of major healthcare concepts that are consistently emphasized through educational standards and content. The theoretical frameworks guiding this study are constructivism, cognitivism, and Maslow’s Hierarchy of Needs. These theories collectively explain student learning, mental processing of information, and meeting physiological and psychological needs of students. This study employs a thematic content analysis approach. Themes emerged from data analysis that assists in discerning the key similarities and differences in health science curriculums across the Southeast region of the United States. Data was collected from state departments of education, health education course frameworks, and publicly available educational policies. A qualitative software tool, Taguette, was utilized to create a codebook. Codes were generated through existing ideas and ones that emerged from the data, creating a hybrid approach. This study compares a beginner intermediate level course from each of the five states to examine curricular themes and instructional priorities with the goal of promoting a more consistent educational experience for students, strengthening preparation for college entrance exams, and enhancing transferability amongst states.