Curriculum Mapping Workshop
Terri Cameron, MA
Director of Curriculum Programs
July 15, 2015
We will cover:
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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
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Closes September 30
• Staging (for testing uploads) available now
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Vendors automatically have access
Available to school developers by request
• Webinars/Virtual Focus Groups:
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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:
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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:
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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
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Institution (Program Information)
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All Academic Levels (Dates)
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All Sequence Blocks
• Expectations / Expectation Mapping (if provided)
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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
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Competencies
• Learning Objectives
• Outcome Objectives
• Milestones
• EPAs
• Mapped to PCRS
www.aamc.org/medaps
www.aamc.org/medaps
Curriculum Data Necessary for a
Successful CI Upload
• Sequence Blocks
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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)
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Organ Systems
Integrated Clerkships / Longitudinal Clerkships
Selectives
• Integration Blocks (Optional)
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Themes
Vertical Integration / Horizontal Integration
www.aamc.org/medaps
www.aamc.org/medaps
Curriculum Data Necessary for a
Successful CI Upload
• Events
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Duration in hours and / or minutes
Instructional Methods
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Assessment Methods
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Can have multiple IMs but one must be designated Primary
Summative vs Formative
Assessment Events
Resources (Optional, but recommended)
Expectations (Learning Objectives / Outcome
Objectives / Competencies)
Keywords
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(School-generated, LCME “Hot Topics,” curriculum content
terms for LCME documentation, USMLE Content Outline,
MESH, UMLS, etc.)
www.aamc.org/medaps
www.aamc.org/medaps
Mapping Requirements for CI
Upload
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Program Expectations to PCRS
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Optional:
• Sequence Block Expectations
• SB Expectations mapped to Program
Expectations
• Event Expectations
• Event Expectations maped to Sequence
Block OR Program Expectations OR both
• Keywords
Curriculum Inventory
Standardized Vocabulary
http://medbiq.org/curriculum/vocabularies.pdf
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 dropdown 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/usmlecontentou
tline.pdf
• http://www.nlm.nih.gov/research/umls/
• http://www.nlm.nih.gov/research/umls/quic
kstart.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
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General Principles of
Foundational Science
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Renal & Urinary System
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Pregnancy, Childbirth, & the
Puerperium
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Immune System
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Blood & Lymphoreticular
System
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Female Reproductive
System & Breast
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Behavioral Health
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Male Reproductive System
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Nervous System & Special
Senses
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Endocrine System
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Multisystem Processes &
Disorders
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Biostatistics,
Epidemiology/Population
Health, & Interpretation of
the Medical Literature
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Social Sciences
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Skin & Subcutaneous Tissue
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Musculoskeletal System
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Cardiovascular System
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Respiratory System
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Gastrointestinal System
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.
SNOMED
The 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 facultygenerated 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)
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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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