MedAPS Medical Academic Performance Services Curriculum Inventory Terri Cameron, MA Director, Curriculum Programs Walter Fitz-William, MPP Senior Program Operations Specialist

Support for Continuous Quality Improvement Issues with the vendor have resulted in discontinuance of ASSET. Because there is no longer a ‘Suite of Services,’ the term MedAPS will no longer be used. MedAPS resources applied to strengthening support and expansion of Curriculum Inventory. Commitment to supporting school documentation for continuous quality improvement and other documentation remains high priority.

Curriculum Inventory Participation 2012-2013 2013-2014 2014-2015 90 Schools 120 Schools (82 of 90 retained; 28 new schools) 135 Schools (114 retained; 21 new schools) 9 Schools that participated in either 2012-2013 or 2013-2014 did not participate in 2014-2015 due to changes in curriculum management systems, changes in administration, and/or accreditation preparation.   2012-2013 2013-2014 2014-2015 US Medical Schools 85 115 128 Canadian Medical Schools 5 US Osteopathic Schools (Pilot) n/a 3

Academic Level Distribution by Length (Month Increments) Number of Schools 0_6 Months 7_12 Months 13_18 Months 19_24 Months >24 Months 1 135 3% 89% 6% 1% 2 127 86% 9% 2% 3 112 72% 24% 0% 4 90 76% 14% 5 100% 6 Schools are less likely to report higher academic levels, 90 as opposed to 135, (even excusing the 6 newer schools) and this is looking like a trend (67% of participants provided AL 4 data in 2015, compared to 72% in 2014 and 73% in 2013, and 83% provided AL 3 data, compared with 87% and 88% in 2015, 2014, and 2013 respectively).

Pre-Clerkship Academic Level Average Number of Sequence Blocks Median Number of Sequence Blocks Average Number of Events Median Number of Events 1 13 11 568 548 2 12 10 473 435 3 4 178 29 We defined Pre-Clerkship as the “Clerkship Model” being left as NULL and the academic level as 3 or less. This table does not use the “Required” value as a separator.

Clerkships Academic Level Average Number of Sequence Blocks Median Number of Sequence Blocks Average Number of Events Median Number of Events 1 25 17 2 8 242 195 3 9 7 287 159 4 21 5 110 40 127 6 33

Post-Clerkship Sequence Blocks (Courses) Academic Level Average Number of Sequence Blocks Median Number of Sequence Blocks Average Number of Events Median Number of Events 4 27 120 53 5 9 117 6 2 35 We defined Post-Clerkship as the “Clerkship Model” being left as NULL and the academic level as 4 or above. This table does not use the “Required” value as a separator. The percent of participants reporting clerkships in each AL has been stable. However, the average number of clerkships reported in Academic Level 4 in particular has been on the rise.

Accomplishments this year: Increased CI participation by 15 schools (12%). Presented CI to Federation of Associations of Schools of the Health Professions (FASHP) Implemented a pilot of Osteopathic schools. Data analysis for anomalies and potential need for additional data checking / Business Rules occurs weekly. Charts based on CI Data Statistics have been added to www.aamc.org. A report request that produces detailed content reports (see CI Report Sample) has been added to www.aamc.org. A Curriculum Inventory Task Force has been established to identify best ways to query and display CI data. A CI Research Group has been established to review CI data create a set of research projects based on CI data. Presented CI to Federation of Associations of Schools of the Health Professions (FASHP); interest in potential collaboration from most associations; currently in discussions with Osteopathic, Physician Assistant, and Physical Therapy schools.

Why participate in the CI? The Curriculum Inventory is the culmination of a long history of the AAMC collecting information about medical education content, structure, and pedagogy to support: Medical Education Research (medical school faculty and external researchers) Continuous Quality Improvement / Benchmarking Support of Curriculum Committees Reporting on new trends Responding to legislative inquiries or providing data when important issues are being discussed Respond to media inquiries The Curriculum Inventory is only effective when the data represents most, if not all, medical schools participate. Only participating schools can request detailed Curriculum Inventory Reports.

How can the CI help my school? Educational research Trends in medical education Benchmarking Tracking competency based education Graphical interpretations of aggregate and historical curriculum-related data All schools By healthcare profession By country / geographical region By level of training (UME / GME) www.aamc.org/cir

60+ Reports – Use search feature to find charts. Detailed CI Reports are not included – they are only available to Participating Schools. A list will be posted at the top of this page – send requests to ci@aamc.org.

Curriculum Inventory Reports are accessed over 1,250 times per month Accessed over 1,000 times in 2015 Jan 2015 Feb 2015 Mar 2015 Apr 2015 May 2015 Jun 2015 202 102 149 92 84 70 Jul 2015 Aug 2015 Sep 2015 Oct 2015 Nov 2015 YTD Total 83 79 99 57 38 1055

Curriculum Inventory Content Reports Drop-down includes ONLY participating schools Options to include data from: All Schools US MD CA MD US DO

Curriculum Inventory Content Reports

CI in Context: April 2016 Use of Problem-Based Learning (PBL) in US and Canadian Medical Schools Rob Whyte, MD, MEd, FRCPC, Michael G. DeGroote School of Medicine, McMaster University

Curriculum Inventory Standardized Vocabulary Update Renamed Renamed: Exam – Institutionally Developed, Laboratory Practical www.aamc.org/medaps

New Curriculum Inventory Task Force Members Meghan Burke Asik, Weill Cornell Medicine; Jennifer Christner, Baylor College of Medicine; Greg Hawkins, University of South Carolina School of Medicine Greenville; Alan Lesse, Jacobs School of Medicine and Biomedical Sciences at the University at Buffalo; Josev Lopez, Texas Tech University Health Sciences Center Paul L. Foster School of Medicine; Cindy Lybrand, East Tennessee State University James H. Quillen College of Medicine; Susan Masters, University of California, San Francisco, School of Medicine; Beth Nelson, University of Texas at Austin Dell Medical School; Michael Schwartz, Yale School of Medicine; Santiago Toro-Posada, University of British Columbia Faculty of Medicine.

CI Research Group 10-member committee composed of: Medical education researchers at our member medical schools RIME, MESRE, and SDRME. Charge: Review data collected by the Curriculum Inventory to set a national medical school curriculum research agenda. Research agenda will be used to determine: are we collecting the appropriate data? are we collecting data in a manner that supports the research agenda? what should be considering for trend reporting? what statistical questions users might have as they review CIR charts. what annotations would make curriculum data clearer. options for big data -- what types of peripheral data can be collected (and how should it be collected) to create a more complete view of curriculum data.  

For more information www.aamc.org/cir Reports Webinars and training Information about Curriculum Management System vendors Tools for Developers Curriculum Inventory School Portal ci@aamc.org www.aamc.org/cir