Curriculum Inventory Administrators’ Group
September 9, 2015
Terri Cameron, MA,
Director, Curriculum Programs
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Agenda
•
CI 2014-2015 Upload Report / Verification Report Explanations
•
September CI in Context: Flipping the Curriculum Inventory – In Vivo Analysis of
Professionalism
•
Featured Reports
• Number of Medical Schools Using Selected Grading Systems in Pre-Clerkship
Courses
• Number of Medical Schools Using Selected Grading Systems in Clerkships
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Curriculum Design Software
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Curriculum Mapping Analyses – Survey results
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Curriculum Mapping Initiatives at AMEE (Association for Medical Education in Europe)
•
CI at AAMC Medical Education Meeting and Learn Serve Lead
•
Medical School Highlight: East Tennessee State University Quillen School of Medicine
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Other updates from participants
•
Next meeting: Wednesday, October 14, 1 pm ET
CI 2014-2015 Upload Report
•
As of September 9:
• Verified: 16
• In Process: 39
• Goal: 130 
CI in Context: September
• Flipping the Curriculum
Inventory – In Vivo
Analysis of
Professionalism
• Gerald Wickham, EdD
University of Illinois
College of Medicine
at Peoria
Featured CI Report
Featured CI Report
Curriculum Design Software
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Software used to organize concepts as curriculum is planned
•
Can curriculum management systems be used for the same
effect using visualization tools?
•
What other types of software are schools using?
Curriculum Mapping Analyses
1. How did you develop your Curriculum Mapping terminology set? (e.g.,
Faculty Committee, Curriculum Committee (as a whole), Curriculum
Administrators, External List(s), Student Committee, Other (what)
2. How many terms/concepts does your Curriculum Mapping terminology set
include (e.g., Less than 100, 100-200, 200-300, More than 300)
3. How long did it take you to develop your Curriculum Mapping terminology
set? (e.g., Less than a Year; One Year, Greater than One Year)
4. How often do you review your Curriculum Mapping terminology set? (e.g.,
Annually, Bi-Annually, Other (what))
5. Do you have reports that reference your Curriculum Mapping terminology
set? Yes / No
a) If yes, how often do you review reports that reference your Curriculum
Mapping terminology set? (e.g., Annually, Bi-Annually, Other (what))
Curriculum Mapping Analyses
1. How did you develop your Curriculum Mapping terminology set? (e.g.,
Faculty Committee, Curriculum Committee (as a whole), Curriculum
Administrators, External List(s), Student Committee, Other (what)
• Curriculum Administrators
• Curriculum Committee (as a whole)
• External List(s)
• Other
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We use several resources to create the terminology set including external lists and
curriculum administrator expertise, but ultimately our curriculum committee has
ownership/oversight over the terms.
In our first pass of mapping, we used our competencies and objectives and the
USMLE content outline
Terms for instructional and assessment methods, and resources, for example, were
those suggested by Medbiquitous. If you are referring to Keywords, then MeSH.
We used a combination committee which included Faculty, Medical Librarians, and
Curriculum Administrators and utilized external lists.
Every word in all our sessions is part of the terminology set
Curriculum Mapping Analyses
2. How many terms/concepts does your Curriculum Mapping terminology set
include?
• Less than 100 (4)
• More than 300 (6)
Curriculum Mapping Analyses
3. How long did it take you to develop your Curriculum Mapping terminology set?
• Less than One Year (8)
• One Year (1)
• More than One Year (1)
Curriculum Mapping Analyses
4. How often do you review your Curriculum Mapping terminology set?
• Annual (5)
• Bi-Annually (1)
• Other (4)
• We don't review them
• We need to develop a set of more granular terms - the USLMLE content
outline was not granular enough for our purposes.
• We are in the process of streamlining our initial set. The new set will be
implemented over the next year, and then we plan to incorporate it into
regularly scheduled course and curriculum review.
• We had been reviewing it annually until we began a curriculum redesign
process.
• As each aspect of the curriculum is delivered, the terminology set is
reviewed and updated.
Curriculum Mapping Analyses
5. Do you have reports that reference your Curriculum Mapping terminology set?
• No (7)
• Yes (3)
• If "Yes", how often do you review reports that reference your Curriculum
Mapping terminology set?
• Monthly, through course reviews, objectives-based reviews,
evaluation data, etc.
• We have a set calendar that our curriculum committee follows for
review of our curriculum and the mapping is a part of that scheduled
review.
• Monthly based on Assessment reviews that use the blueprint ID
numbers that map to assessment questions.
Curriculum Mapping Analyses
6. Comments:
• It is a struggle to maintain a curriculum terminology set that is both
completely accurate and evolves as our curriculum does, and also create
some stability so that faculty and other users can become familiar with the
terms and recognize them over time.
• This was our first attempt at mapping, so we kept it simple by mapping only
to our competencies and the USMLE content outline. We realize that we
need an additional terminology set and will work this year to incorporate one
into our mapping.
• This has been an on-going effort for more than 13 years and still doesn't see
a final solution. There are so many variables, including whether to map the
planned curriculum vs. mapping the perceived curriculum, how much of the
mapping is truly valuable, and to whom, and how much faculty wishes to be
involved in the mapping process.
Curriculum Mapping Initiatives at AMEE
(Association for Medical Education in Europe)
•
Multiple Curriculum Mapping Sessions
• David Stokes, Memorial University, Newfoundland
• Carolyn Dufault, Washington University in St. Louis
• Patricia Camberos and Gerald Thrush, Western University of
Health Sciences
• UK, Germany
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Curriculum Mapping Special Interest Group being formed
•
AMEE Guide No. 21: Curriculum mapping: a tool for transparent
and authentic teaching and learning
(http://www.ncbi.nlm.nih.gov/pubmed/11371288)
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Webinar (MedEdWorld: https://www.amee.org/ameeinitiatives/mededworld/webinars/forthcoming-webinars)
CI at AAMC Medical Education Meeting and Learn Serve Lead
•
Sunday, November 8, 2:30 pm (20 minutes): Exhibit Hall Presentation: MedAPS
101: Overview of Curriculum Inventory, Curriculum Reports, and ASSET
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Monday, November 9, 9:45 am (20 minutes): Exhibit Hall Presentation: MedAPS
Curriculum Inventory: Curriculum Reports
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Wednesday, November 11, 11:25 am (20 minutes): Exhibit Hall Presentation:
MedAPS 101: Overview of Curriculum Inventory, Curriculum Reports, and
ASSET
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Wednesday, November 11, 2:45 pm (20 minutes): Exhibit Hall Presentation:
MedAPS Curriculum Inventory: Curriculum Mapping
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Wednesday, November 11, 4:15 pm (20 minutes): Exhibit Hall Presentation:
MedAPS Curriculum Inventory: Curriculum Reports
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Thursday, November 12, 11 am (30 minutes): MedAPS: ASSET
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Thursday, November 12, 2:45 pm (30 minutes): MedAPS: Curriculum Inventory
•
One on one sessions can be scheduled
Curriculum Integration
AAMC Curriculum Inventory Group
September 9, 2015
Ken Olive, M.D., MACP
Executive Associate Dean
for Academic & Faculty Affairs
M1 Cadaver Case Presentations
• Starts Block I of first year [Anatomy lab]
• Cadavers are the students’ ‘First Patient’
• A ‘patient chart’ is used as a guide for
each group to record normal / abnormal
findings related to the disease process of
each organ system.
M1 Cadaver Case Presentations
• Introduction to building basic skills prior to the M3
Clerkships
– Profession of Medicine
– Intro to Physical Exam Skills
– Preceptorship Program / Community Clinics
– Case Oriented Learning [COL]
• Cadaver Case Presentations
M1 Cadaver Case Presentations
• Students develop their own learning objectives as an
outline for the formal case presentation at the end of firstyear [COL]
• Examples Include:
– Investigation, fact-finding, and analysis
– Development of case presentation skills
– Establishes introduction of skills needed for second-year and
for M1/M2 Integrated Grand Rounds
Cadaver Case Presentations
• Student Assessment
– Formal 15‐minute oral presentation followed
by a 5‐minute question and answer session
from students and faculty
– Core faculty provide summative feedback to
groups.
– Rubric for structure / grading of presentations
M1 / M2
Integrated Grand Rounds (IGR)
M1 / M2
Integrated Grand Rounds (IGR)
• Core Faculty Working Group
– Co-Chaired by M.D. and Ph.D.
– Mix of Ph.D. and M.D. Faculty
• Four Sessions per year
– Two per semester / three hours each
M1 / M2
Integrated Grand Rounds (IGR)
• Clinical case presentation
– Patient History and Physical Exam
– Three 10 minute basic science segments [vary based on case
learning objectives]
– Interspersed with Small Group Discussions
– Data (lab values, imaging studies, etc.)
– Differential Diagnosis, Assessment and Plan
IGR Core Components
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•
•
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Communication Skills
Patient Centered / Team Based Care
Consideration of costs
Patient education (e.g.)
– Advance Directive planning
– Transplant Ethics
– Community Resources
IGR Content Threads
• Rehabilitation
• Interprofessional Education
– Varying Roles of Team Members
• Nutritional Needs Assessment
• Evidence-Based Medicine
• Clinical Reasoning Skills
IGR Mentors
• M3 / M4 Students as Mentors
– Small Group Facilitators
• Revisit / highlight basic science content
• Foundational skills for M3/M4 students
– Preparation for ‘Residents as Teachers’
– Mentoring Skills
– Facilitation Skills
Initiative Highlights
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•
•
•
•
Cadaver Cases
First Patient
Clinical relevance of basic science
content
Intro for investigation skills
development
Presentation Skills
Self-Directed Learning
Integrated Grand Rounds
• Clinical relevance of basic science
foundational content
• Building clinical skills prior to M3
year
• M3/M4 Mentors
Curriculum Integration
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•
•
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Horizontal [across blocks / courses]
Vertical [across years]
Addresses and integrates content threads
Revisits basic science content
Kenneth E. Olive, MD MACP
Executive Associate Dean
for Academic and Faculty Affairs
Quillen College of Medicine
East Tennessee State University
Curriculum Contact:
Cindy Lybrand, M.Ed.
Email: Lybrand@etsu.edu
Office: (423) 439-6756
Q&A
Further Development of Projects:
• Faculty Development / Junior Faculty Roles
• Assessment of M1/M2 beyond Pre/Post Test
– Formative feedback to M1/M2 groups
– Possibly via portfolio
• Assessment of Mentors
– Beyond observation
– Use of Rubric
• Longitudinal program tracking of outcomes
Other updates from participants
Use ‘Chat’ to tell us what’s going on with you!
CI Portal closes September 30!
•
CI Portal Manual available at
https://www.aamc.org/download/385682/data/cischoolportaluser
guide.pdf
•
Submit early to allow time for review of Verification Report
• No changes to Portal or VR
• Focus on summary tables – use detail to review potential
discrepancies in summary tables
Next meeting:
•
Wednesday, October 14, 1 pm ET
• (Second Wednesday of each month, 1 pm ET)
• Registration Link:
https://www.aamc.org/external/423274?url=https://aamc1.web
ex.com/aamc1/onstage/g.php?MTID=ee70ed7f45194103092
3b6e7105347a44
• Please send agenda items to tcameron@aamc.org