Curriculum Inventory Administrators’ Group
November 18, 2015
Terri Cameron, MA,
Director, Curriculum Programs
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Agenda
• CI 2014-2015 Upload Update
• November CI in Context: Monitoring Instructional Hours
• Updated CI Standardized Vocabulary
• Independent Learning / Self-Directed Learning / Self-Study
• Featured Report: Number of Required Courses including Content (enhanced)
• Curriculum Inventory Report Template
• CI at AAMC Medical Education Meeting and Learn Serve Lead
• Medical School Highlight: University of Arizona College of Medicine
• Raquel Givens, M.Ed., Director, LCME Accreditation
• Next meeting: Wednesday, December 9, 1 pm ET
CI 2014-2015 Upload Report
•
As of October 31 (final):
• Verified: 135
• US MD: 127
• CA MD: 5
• US DO: 3
CI in Context: November
•
Monitoring Instructional Hours
• K. Ramsey McGowen, PhD
Quillen College of Medicine,
East Tennessee State
University
Curriculum Inventory
Standardized Vocabulary Update
www.aamc.org/medaps
Curriculum Inventory Standardized Vocabulary Update
• Independent Learning: Instructor-/ or mentor-guided learning activities to be
performed by the learner outside of formal educational settings (classroom, lab,
clinic) (Bowen & Smith, 2010); Dedicated time on learner schedules to prepare
for specific learning activities, e.g., case discussions, TBL, PBL, clinical
activities, research project(s).
Synonymous with/Includes: Independent Study; Self-Study, Homework
Does not include: Self-Directed Learning
• Self-Directed Learning: Learners taking the initiative for their own learning:
diagnosing needs, formulating goals, identifying resources, implementing
appropriate activities, and evaluating outcomes (Garrison, 1997; Spencer &
Jordan, 1999).
Does not include: Independent Learning; Independent Study
Featured CI Report
Featured CI Report
Curriculum Inventory Report Template
Drop-down will include ONLY
participating schools
Will be adding options to
include data from:
• All Schools
• US MD
• CA MD
• US DO
Curriculum Inventory Summary Statistics for "Opioids"
20
18
16
14
12
10
8
6
4
2
0
Max Course/Clerkship
Median Course/Clerkship
Mode Course/Clerkship
2013
Max Teaching Events
2014
Median Teaching Event
Mode Teaching Event
AAMC Curriculum Inventory Report: Opioids
Data for this report from the academic year of July 1, 2013 – June 30,
2014 represents 76 of the 119 US and Canadian medical schools
uploading to the Curriculum Inventory. Search criteria for this report
are listed below. Curriculum content documentation varies by school
based upon a school’s mission and student, faculty, and patient
population. While content may be covered at a school, it may not be
documented in a manner expressed in this report.
Search criteria: Opioid, Opiate, Narcotic
Curriculum Inventory Summary Statistics for "Opioids"
20
18
16
14
12
10
8
6
4
2
0
Max
Course/Clerkship
Median
Course/Clerkship
Mode
Course/Clerkship
2013
Max Teaching Events
Median Teaching
Event
Mode Teaching Event
2014
NOTE: Mode is the most commonly occurring number of teaching events
or course/clerkships. Median shows the most middle-of-the-pack example.
Curriculum Inventory Summary Statistics for "Opioids"
20
18
16
14
12
10
8
6
4
2
0
Max
Median
Mode
Max Teaching Median Teaching Mode Teaching
Course/Clerkship Course/Clerkship Course/Clerkship
Events
Event
Event
2013
2014
In academic year of July 1, 2013 – June 30, 2014, the content was covered
as early as *Academic Level 1 and as late as Academic level 4. Coverage
was as high as 10 courses and at least 50 percent of schools teach Opioid
related content in 2 or fewer courses or clerkships. Through these courses
or clerkships, at least 50 percent of the reporting schools used 3 or fewer
teaching events, with exposure as high as 17 teaching events. Schools
most commonly provided exposure to Opioid related content in 2 courses or
clerkship.
*Academic levels do not necessarily correspond to the former concept of a
12 month curriculum year. For more information for how schools distribute
their content across academic levels.
Number of Schools using
Insturctional Methods for Opioids
Median number of Teaching
Events using Instructional
Methods for Opioids
WorkshopAssessment
Ward Rounds
WorkshopAssessment
Tutorial
Ward Rounds
Team-Based Learning
(TBL)
Tutorial
Chart 1 shows
the number of
schools using
each instructional
method in
coverage of
opioids.
Team-Based Learning
(TBL)
Simulation
Simulation
Self-Directed Learning
Self-Directed Learning
Research
Research
Problem-Based Learning
(PBL)
Problem-Based Learning
(PBL)
Peer Teaching
Peer Teaching
Patient Presentation Learner
Patient Presentation Faculty
Chart 2 shows
the number of
events per school
using each
instructional
methods in
coverage of
opioids.
Patient Presentation Learner
Patient Presentation Faculty
Lecture
Lecture
Laboratory
Laboratory
Independent Learning
Independent Learning
Discussion, Small Group
(=12)
Discussion, Large Group
(>12)
Clinical Experience Inpatient
Clinical Experience Ambulatory
Case-Based
Instruction/Learning
Discussion, Small Group
(=12)
Discussion, Large Group
(>12)
Clinical Experience Inpatient
Clinical Experience Ambulatory
Case-Based
Instruction/Learning
0
2013
20
2014
40
60
80
0
2013
1
2014
2
3
4
Number of Schools using
Assessment Methods for
Opioids
Median number of Teaching
Events using Assessment
Methods for Opioids
Stimulated Recall
Stimulated Recall
Self-Assessment
Self-Assessment
Research or Project
Assessment
Research or Project
Assessment
Practical (Lab)
Practical (Lab)
Peer Assessment
Peer Assessment
Participation
Participation
Oral Patient Presentation
Oral Patient Presentation
Narrative Assessment
Narrative Assessment
Multisource Assessment
Multisource Assessment
Exam - Nationally
Normed/Standardized,…
Chart 1 shows the
number of schools
using each
assessment
method in coverage
of opioids.
Chart 2 shows the
number of events
per school using
each assessment
method in coverage
of opioids.
Exam - Nationally
Normed/Standardized,…
Exam - Licensure,
Written/Computer-based
Exam - Licensure,
Written/Computer-based
Exam - Institutionally
Developed, Written/…
Exam - Institutionally
Developed, Written/…
Exam - Institutionally
Developed, Oral
Exam - Institutionally
Developed, Oral
Clinical Performance
Rating/Checklist
Clinical Performance
Rating/Checklist
Clinical Documentation
Review
Clinical Documentation
Review
0
2013
5
2014
10
15
20
25
0
2013
1
2014
2
3
4
Number of Schools using
Resource Types for Opioids
Median number of Teaching
Events using Resource
Types for Opioids
Wet Laboratory
Wet Laboratory
Virtual/Computerized
Laboratory
Chart 1 shows the
number of schools
using each
resource type in
coverage of
opioids.
Virtual/Computerized
Laboratory
Virtual Patient
Virtual Patient
Standardized/Simulated
Patient (SP)
Standardized/Simulated
Patient (SP)
Searchable Electronic
Database
Searchable Electronic
Database
Real Patient
Real Patient
Printed Materials (or
Digital Equivalent)
Printed Materials (or
Digital Equivalent)
Other
Chart 2 shows the
number of events
per school using
each resource type
in coverage of
opioids.
Other
Film/Video
Film/Video
Electronic Health/Medical
Record (EHR/EMR)
Electronic Health/Medical
Record (EHR/EMR)
Educational Technology
Educational Technology
Distance Learning Asynchronous
Distance Learning Asynchronous
Clinical Correlation
Clinical Correlation
Audio
Audio
Audience Response
System
Audience Response
System
0
2013
5
2014
10
15
20
25
0
2013
2
2014
4
6
8
Arizona’s
Curriculum Mapping
Approach
Raquel Givens, M.Ed.
Director, LCME Accreditation
10/19/2015
Questions and Mapping to find the Answers
Program Evaluation Questions
Mapping constructs
Does our curriculum sufficiently prepare students
to become successful clinicians? Are students
sufficiently prepared to complete graduation
requirements?
Program-level Learning Objectives
Competencies*
Is there adequate content integration
(vertical/horizontal) in our curriculum?
MeSH, Threads, Disciplines
Are students sufficiently prepared to meet the
demands of USMLE Step 1 and other external
assessments?
USMLE Step 1 content outline/MeSH
adapted from the ACGME
(AMKO: Arizona Medical Knowledge Ontology)
Questions and Mapping to find the Answers
Accreditation Questions
Mapping constructs
How well are we tracking our content? Are we
able to meet content requirements?
LCME Standard 7-DCI questions
How many sessions (Req./Opt.) and hours were
taught for certain topics?
LCME Annual Questionnaire
Technological Solutions
Meta-data/Reports built inside in- house
curriculum management tool: ArizonaMed
Online
AMKO Excel Macros Reporting*
*Dexter, J. et al. (2012). Mapping a curriculum database to the USMLE
Step 1 Content Outline. Medical Teacher: 34:e666-e675
Development of Metadata/Glossary
• Metadata (keyed to LCME standards)
– Medical Subject Headings (MeSH)
– Disciplines
– T3 (Thread, Themes and Topics)
• Glossary Definitions
– MeSH scope
– LCME standards
– National agencies and professional organizations
• Bi-campus collaboration with med ed leadership
(deans, directors) and librarians from two campuses
to develop lists/glossary/standardized tagging
practices.
Maintenance of Mapping Effort
The Balance
Benefits
Challenges
Fulltime dedicated librarian in the Office
of Medical Student Education
Limited medical expertise
Standardization of indexing practices
Might miss content because it might be too
constraining
Responsibility for mapping is centralized
At times difficult to get course, thread, and
discipline directors to review curriculum
reports for quality assurance and accuracy
Other updates from participants
Use ‘Chat’ to tell us what’s going on with you!
Next meeting:
•
Wednesday, December 9, 1 pm ET
• (Second Wednesday of each month, 1 pm ET)
• Registration Link:
https://www.aamc.org/external/423278?url=https://aamc1.web
ex.com/aamc1/onstage/g.php?MTID=ea50c15123b2f1510f2c
6381498827380
• Please send agenda items to tcameron@aamc.org