Curriculum Mapping Workshop Terri Cameron, MA Director of Curriculum Programs July 15, 2015.

Curriculum Mapping Workshop

Terri Cameron, MADirector of Curriculum Programs

July 15, 2015

We will cover:• Curriculum Data Necessary for a Successful CI Upload • Curriculum Blueprinting vs Curriculum Mapping• Mapping Terminology Options• Best Practices for Curriculum Documentation • Curriculum Administration Issues

www.aamc.org/medaps

Preparing for 2014-2015• CI School Portal Opens August 1

• Closes September 30

• Staging (for testing uploads) available now• Vendors automatically have access• Available to school developers by request

• Webinars/Virtual Focus Groups:• Three-part Developer Series• Curriculum Deans and Administrators• Curriculum Mapping Workshop

www.aamc.org/medaps

CI Process• Validate XML against MedBiq CI Standard• Upload to CI

• Successful submission results in ‘Submitted Status’

• Log into School Portal• Download and Review Verification Report

• Download results in ‘Review Status’• Reject or Verify Data

• Rejection returns Status to ‘No Response’• Verification results in ‘Verified Status’

www.aamc.org/medaps

CI Verification Report

• Purpose:• Confirm that data from CMS uploaded to CI as expected• Review how data will be displayed in key LCME tables

www.aamc.org/medaps

CI Verification Report Enhancements • Glossary / Consistent Terminology across Tables• New Summary Tables:

• Program Expectations to PCRS Table• All Instructional Methods with number of events for each• All Assessment Methods with number of events for each• Program Expectations mapped to Assessment Methods

• PCRS column removed from both the Sequence Block and Event Tables

• Use of ID numbers where appropriate to reduce amount of text in cells

• Margin Reductions / Rotated Column Headings• Will re-evaluate ‘LCME Tables’

www.aamc.org/medaps

CI Verification Report

• Institution (Program Information)

• All Academic Levels (Dates)

• All Sequence Blocks• Expectations / Expectation Mapping (if provided)

• All Events• Expectation Mapping (if available)• Instructional Methods

• Primary Instructional Methods• Assessments

• Events with Assessment Method(s) only

www.aamc.org/medaps

www.aamc.org/medaps

CI Verification Report

www.aamc.org/medaps

CI Verification Report

www.aamc.org/medaps

CI Verification Report

www.aamc.org/medaps

CI Verification Report

www.aamc.org/medaps

CI Verification Report

www.aamc.org/medaps

CI Verification Report

www.aamc.org/medaps

CI Verification Report

www.aamc.org/medaps

Curriculum Data Necessary for a Successful CI Upload • Program Expectations

• Competencies• Learning Objectives• Outcome Objectives• Milestones• EPAs

• Mapped to PCRS

www.aamc.org/medapswww.aamc.org/medaps

• Sequence Blocks• ALL Sequence Blocks: Courses, Clerkships, Electives• Duration in Days AND / OR Begin / End Dates

• Clerkships in Days AND Begin / End Dates• Days for single iteration• Begin / End Dates for Iteration Period

• Expectations (Learning Objectives / Outcome Objectives / Competencies)

• Academic Level

• Nested Sequence Blocks (Optional)• Organ Systems• Integrated Clerkships / Longitudinal Clerkships• Selectives

• Integration Blocks (Optional)• Themes• Vertical Integration / Horizontal Integration

www.aamc.org/medapswww.aamc.org/medaps

Curriculum Data Necessary for a Successful CI Upload

Curriculum Data Necessary for a Successful CI Upload • Events

• Duration in hours and / or minutes• Instructional Methods

• Can have multiple IMs but one must be designated Primary• Assessment Methods

• Summative vs Formative• Assessment Events

• Resources (Optional, but recommended)• Expectations (Learning Objectives / Outcome

Objectives / Competencies)• Keywords

• (School-generated, LCME “Hot Topics,” curriculum content terms for LCME documentation, USMLE Content Outline, MESH, UMLS, etc.)

www.aamc.org/medapswww.aamc.org/medaps

Mapping Requirements for CI Upload

• Program Expectations to PCRS

• Optional:• Sequence Block Expectations

• SB Expectations mapped to Program Expectations

• Event Expectations• Event Expectations maped to Sequence

Block OR Program Expectations OR both• Keywords

http://medbiq.org/curriculum/vocabularies.pdf

Curriculum Inventory Standardized Vocabulary

www.aamc.org/medaps

www.aamc.org/medaps

www.aamc.org/medaps

Curriculum Blueprinting vs. Curriculum Mapping

• Curriculum Blueprinting• Planning for a new or revised curriculum• Begin with Program Expectations and plan

curriculum to meet those expectations• Course and Event Expectations• Keywords• Vertical Integration• Horizontal Integration• Integration Themes

• Course Directors and Teaching Faculty build content based on Blueprint

www.aamc.org/medaps

Curriculum Blueprinting vs. Curriculum Mapping

• Curriculum Mapping• Document existing curriculum• Develop mechanism to find where content

and competencies are covered• Course and Event Expectations• Keywords• Vertical Integration• Horizontal Integration• Integration Themes

• Course Directors and Teaching Faculty assist in documenting mapping

www.aamc.org/medaps

Mapping Options: Expectations• Developed centrally, often available as drop-

down menus as faculty/staff document curricula• Pool of non-hierarchical expectations that

faculty/staff choose from• Hierarchy of expectations

• Developed by different entities and may or may not be hierarchical or set up to be mapped• Program: Curriculum Committee• Course: Course Directors• Events: Teaching Faculty

www.aamc.org/medaps

Mapping Options: Keywords• Developed centrally by Curriculum Administration

or Curriculum Committee• Nationally-developed terminology

• MeSH / UMLS / SnoMed• http://

www.usmle.org/pdfs/usmlecontentoutline.pdf

• http://www.nlm.nih.gov/research/umls/• http://

www.nlm.nih.gov/research/umls/quickstart.html

• Licensure Exam Content Outline• Clinical Conditions / Presenting Situations• Combination of multiple terminology sets• Accreditation content areas• Continuum content areas (GME, CME)

www.aamc.org/medaps

USMLE Content Outline• General Principles of

Foundational Science

• Immune System

• Blood & Lymphoreticular System

• Behavioral Health

• Nervous System & Special Senses

• Skin & Subcutaneous Tissue

• Musculoskeletal System

• Cardiovascular System

• Respiratory System

• Gastrointestinal System

• Renal & Urinary System

• Pregnancy, Childbirth, & the Puerperium

• Female Reproductive System & Breast

• Male Reproductive System

• Endocrine System

• Multisystem Processes & Disorders

• Biostatistics, Epidemiology/Population Health, & Interpretation of the Medical Literature

• Social Sciences

Unified Medical Language System (UMLS)What is the UMLS?

The UMLS, or Unified Medical Language System, is a set of files and software that brings together many health and biomedical vocabularies and standards to enable interoperability between computer systems.

You can use the UMLS to enhance or develop applications, such as electronic health records, classification tools, dictionaries and language translators.

SNOMEDThe Systematized Nomenclature of Medicine (SNOMED) is a systematic, computer-processable collection of medical terms, in human and veterinary medicine, to provide codes, terms, synonyms and definitions which cover anatomy, diseases, findings, procedures, microorganisms, substances, etc.

Mapping Options: Keywords• Developed centrally by Curriculum Administration

or Curriculum Committee• Locally-developed terminology

• Centrally-developed list of terms based on Program Expectations, School Mission, Government Regulations, and other faculty-generated terms

• Faculty generated, with or without standardization

www.aamc.org/medaps

Best Practices for Curriculum Documentation

• Centralized• Review syllabi and educational materials• Interview faculty• Distribute worksheets to faculty• Provide an online tool for faculty• Hire medical students• Search software

• Natural language processing

www.aamc.org/medaps

Best Practices for Curriculum Documentation

• Distributed• Faculty document as educational

materials are uploaded to LMS• Faculty provide course coordinators with

mapping terminology • Course Directors collect and document all

mapping terminology for their courses

www.aamc.org/medaps

Curriculum Administration Issues• Vendor System Challenges/Solutions

• Training• Expectation options• Keyword options• Data Entry• Reporting

• Data Entry Issues• Alignment of CMS fields to CI fields• Tedious vs Batch Mapping• Time

www.aamc.org/medaps

Curriculum Administration Issues• Data Collection Issues

• Busy faculty – Faculty Development to come to common understanding

• Faculty and staff time to document• Lack of administrative support -- too many

other issues

www.aamc.org/medaps

Curriculum Administration Issues• Using Curriculum Data to Support Curriculum

Committees)• Annual Review of coverage of Program

Expectations• Annual Review of coverage of Mapped Content• USMLE Reports• Graduation Questionnaire• Instructional / Assessment Methods• Vertical / Horizontal Integration• Course Reviews• Content Initiatives• Continuous Quality Improvement

www.aamc.org/medaps

Open Q&A• What questions do you have that have not

been discussed?• What information/assistance do you need?

Questions?

www.aamc.org/medaps

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