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Disclaimer: "The European Commission support for the production
of this publication does not constitute an endorsement of the
contents which reflects the views only of the authors, and the
Commission cannot be held responsible for any use which may be made
of the information contained therein."
Methodological and technical step-by-step
manual on curriculum innovations in medical and
healthcare study fields
28.11.2019
Brno, Czechia
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2018-1-SK01-KA203-046318
Goals
• Compilation of recommendations and best practices to improve a
platform for medical and healthcare curriculum management as well
as optimise curriculum innovations and mapping processes.
• The activity will depend on output of needs analysis that will
be used in combination with expertise of partner institutions to
compile optimal methodological material acceptable not only for
curricula in medical education
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Data collection: mixed method literature review• Narrative
state-of-the-art review
• Systematic search of PubMed/Medline in 5 years
• Local collection of best practices at partner institutions
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Included studies: overview# Study Country Curriculum Mapping
System
1Aldrich P, 2015 USA [name not given]
2Al-Eyd G et al., 2018 USA medtrics
3Balzer F et al., 2016 Germany LOOOP
4Behrends et al., 2017 Germany MERLIN
5Canning C et al., 2017 Singapore CLUE
6Changiz T et al., 2019 n/a [Review] n/a [Review]
7Cottrell S et al., 2016 USA One45/SOLE
8Ellaway R et al., 2014 Canada/USA n/a [Standard]
9Fritze O et al., 2018 Germany MERLIN
10Jarvis-Selinger S et al., 2018 Canada Excel/Entrada
11Komenda M et al., 2015 Czechia OPTIMED
12Komenda M et al., 2015 Czechia OPTIMED
13Komenda M et al., 2015 Czechia OPTIMED
14Komenda M et al., 2017 Czechia OPTIMED
15Komenda M et al., 2018 Czechia OPTIMED
16Lammerding-Koeppel M et al., 2017 Germany MERLIN
17Rawle F et al., 2017 n/a [Review] n/a [Review]
18Schneider G et al., 2014 USA Electronic Thematic Map
19Spreckelsen C et al., 2013 Germany ACLO-Web
20Steketee C et al., 2015 Australia Prudentia
21Vaitsis C et al., 2014 Sweden [name not given]
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Thematic content analysis
1. Available online
2. Visual overview of curriculum
3. Integration of different user roles
4. Export of curricula by course, study field, department,
faculty
5. Visual relations between various components of curriculum
6. Possibilities to search by keywords
7. Integration of international recommendations
8. Possibility to modify reports and outputs according to the
institutional requirements
9. Evaluation of learning objectives
10. Identification of redundancies in learning objectives
11. Outcome-based education compatibility
12. Complex reporting based on available curriculum building
blocks
Needs analysis
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A. Visualisations
• Curriculum maps presented as … graphs• Nodes: learning units,
description of medical disciplines in curriculum, keywords
from terminologies, learning objectives
• Connections: similarities, prerequisites, success rate
• Recommended reading: Komenda et al., 2015b (PLOS One)
• … interactive „business” diagrams• Bar, balloon, pie, doughnut
charts with filter options
• Dimensions: semesters, departments, frequency, attained level
of competency
• Recommended reading: Fritze et al., 2018
• … coloured tables and panels• Parallel columns show learning
expectations at different levels: Program vs Course
• Recommended reading: Al-Eyd et al., 2018
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B. Text-based analytic functions
• Curriculum description through ten Harden’s windows (Harden,
2001)• Windows: categories in curriculum description
• Some authors recommend to reduce: Learning Expectations,
Scheduling, Pedagogy, Assessment
• Recommended reading: Baltzer et al., 2016
• Use of terminologies and ontologies in curriculum mapping•
Make the computer understand the data. Inferences about synonyms,
generalizations, etc.
• Examples in use: MeSH, ICD10, SNOMED, UMLS, RDF, OWL
• Recommended reading: Komenda et al., 2015a (Comput. Biol.
Med.)
• Measures of similarity and curriculum coherence • Jaccard
coefficient, centrality measures (closeness, betweenness or
eigenvector), critical path length
• Recommended reading: Aldrich, 2015
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C. Outcome-based approach
• Compliance with outcome-/competency-based medical education
frameworks• Important to reach levels of abilities, learner
centeredness, de-emphasizing time
• Examples: NKLM (Germany), CanMeds, CODA (Dentistry), Polish
Ministry of Health Standards, LCMS Level 7
• Recommended reading: Schneider et al. 2014
• The art of writing and managing learning objectives in the
curriculum• Bloom’s taxonomy, automatic alignment with action
verbs
• Database of up to 7000 learning objectives in one
curriculum
• Recommended reading: Balzer et al. 2016
• Curriculum audit and comparisons • MedBiquitous Curriculum
Inventory; Competency Object; Competency Framework
• Technical curriculum mapping data exchange formats
• Recommended reading: Ellaway et al. 2014
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D. Adaptability
• Different roles in curriculum mapping with specific needs•
Global administrator, local administrators, curriculum guarantors,
mappers, faculty, students
• Central vs decentralized data entry in the curriculum mapping
system
• Recommended reading: Cottrell et al. 2016
• Importance of site-specific features• Local languages and
jargon, site-specific terminologies, folksonomies, protected data
sets, patient availability
• Need for support structures: workshops/faculty development,
info hotline
• Recommended reading: Spreckelsen et al. 2013
• Computer-aided data entry• Prefilled session mapping
templates, autocompletion, selection of elements by check-boxes or
expanded lists
• Access to curriculum mapping software via a plain
web-browser
• Recommended reading: Fritze et al., 2018
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A concept map instead of a summary
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Where to download?
• Manual available in six languages at the BCIME site: • Czech,
English, German, Polish, Romanian and Slovak
• https://www.upjs.sk/en/faculty-of-medicine/bcime/io-2
https://www.upjs.sk/en/faculty-of-medicine/bcime/io-2
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References
• Al-Eyd G, Achike F, Agarwal M, Atamna H, Atapattu DN, Castro
L, Estrada J, Ettarh R, Hassan S, Lakhan SE, et al. 2018.
Curriculum mapping as a tool to facilitate curriculum development:
A new School of Medicine experience. BMC Med Educ. 18:1–8.
• Aldrich PR. 2015. The curriculum prerequisite network:
Modeling the curriculum as a complex system. Biochem Mol Biol Educ.
43:168–180.
• Balzer F, Hautz WE, Spies C, Bietenbeck A, Dittmar M,
Sugiharto F, Lehmann L, Eisenmann D, Bubser F, Stieg M, et al.
2016. Development and alignment of undergraduate medical curricula
in a web-based, dynamic Learning Opportunities, Objectives and
Outcome Platform (LOOOP). Med Teach. 38:369–377.
• Cottrell S, Hedrick JS, Lama A, Chen B, West CA, Graham L,
Kiefer C, Hogg J, Wright M. 2016. Curriculum Mapping: A Comparative
Analysis of Two Medical School Models. Med Sci Educ.
26:169–174.
• Ellaway RH, Albright S, Smothers V, Cameron T, Willett T.
2014. Curriculum inventory: Modeling, sharing and comparing medical
education programs. Med Teach. 36:208–15.
• Fritze O, Lammerding-Koeppel M, Boeker M, Narciss E, Wosnik A,
Zipfel S, Griewatz J. 2018. Boosting competence-orientation in
undergraduate medical education - A web-based tool linking
curricular mapping and visual analytics. Med Teach.:1–11.
• Komenda M, Schwarz D, Svancara J, Vaitsis C, Zary N, Dusek L.
2015. Practical use of medical terminology in curriculum mapping.
Comput BiolMed. 63:74–82.
• Komenda M, Víta M, Vaitsis C, Schwarz D, Pokorná A, Zary N,
Dusek L. 2015. Curriculum Mapping with Academic Analytics in
Medical and Healthcare Education. PLoS One. 10:1–18.
• Schneider GB, Cunningham-Ford MA, Johnsen DC, Eckert ML,
Mulder M. 2014. Outcomes mapping: a method for dental schools to
coordinate learning and assessment based on desired characteristics
of a graduate. J Dent Educ. 78:1268–1278.
• Spreckelsen C, Finsterer S, Cremer J, Schenkat H. 2013. Can
social semantic web techniques foster collaborative curriculum
mapping in medicine? J Med Internet Res. 15:e169.