1. Best Practices for Using Your Curriculum Management System
Jennifer Gibson, PhD, Tulane University
Jose Lopez, MS, Texas Tech University Health Sciences Center El Paso
Hugh Stoddard, PhD, MEd, Emory University
Walter Fitz-William, MPP, Association of American Medical Colleges

2. Best Practices for Curriculum Management Systems
Schools invest time, finances, energy, committee time, and human resources in these Curriculum Management Systems.
This investment should result in more informed curriculum administrators, committees, faculty, staff, and students using reports that:
Inform curriculum decisions, continuous quality improvement and benchmarking efforts;
Track competencies, key terminology, and themes/special emphases.

3. Objectives
At the conclusion of this session, participants will be able to:
Review features of Curriculum Management Systems
Explain the types of data that are important to the success of a Curriculum Management System
Discuss how Curriculum Management Systems can support curriculum committee discussions, administrative decisions, and student preparation for the curriculum
Share opportunities and challenges from other medical schools
Demonstrate how local curriculum data can be benchmarked with national data

4. Small Group Discussion Questions:
What are Best Practices for the types of data that should be collected?
What are Best Practices for collecting curriculum data?
What are Best Practices for using curriculum data to support Curriculum Committees, Administrators, Faculty, Students, and Staff?
What are Best Practices for using curriculum data to support benchmarking, CQI, curriculum review/renewal, and accreditation?
What features are necessary in a Curriculum Management System to support these Best Practices?

5. Using Curriculum Mapping to Drive Change Collect, Analyze, Act
Jennifer Gibson, PhD
Tulane University School of Medicine
Director, Office of Medical Education

6. Data Collection: Mapping Template
Institutional Competencies
Adopted the AAMC Physician Competency Reference Set (PCRS)
Course Level
Course Objectives/aligned to Institutional Competencies/PCRS
Start/End Dates
List of Sessions
Teaching Faculty
Disciplines
Session Level
Session objectives/aligned to course objectives/USMLE unified content outline
Primary method of instruction/Instructor
Discipline
Hot Topics
Resources
Assessment Method
Date of Offering/Location/Time

7. Analysis: Identifying Gaps
Review Item Analyses from NBME Customized Assessments
Review USMLE Step1 and Step2 CK score plots

8. Curricular Revision
CC Goal: Increase active and self-directed learning
Instructional Methods (pre-clinical)
Percent
Case-Based Instruction/Learning
6.46%
Demonstration
0.11%
Discussion, Large Group (>12)
11.10%
Discussion, Small Group (≤12)
1.36%
Games
Independent Learning
8.95%
Laboratory
6.34%
Lecture
57.42%
Patient Presentation - Patient
0.45%
Preceptorship
1.13%
Problem-Based Learning (PBL)
2.49%
Self-Directed Learning
0.34%
Service Learning Activity
0.23%
Simulation
0.79%
Team-Based Learning (TBL)
1.70%
Tutorial
1.02%

9. Curriculum Management System: Supporting Curricular Alignment of Program Goals
Jose Lopez, MSCIS, Texas Tech University Health Sciences Center- Paul L. Foster School of Medicine

10. Decision: Internal System
Integrated curriculum was difficult to represent in a 3rd party system
Centralized Data Collection
Reporting Flexibility
Automated CIR XML file
Integration with 3rd party student assessment systems via a programming web interface (API) for custom reporting
Supports Accreditation reporting and review
Informs Curriculum Educational Policy Committee decisions

11. Curriculum Management System: CHAMP
Committee developed
12 members from Medical Education and IT
Members serve on other educational committees
MedBiquitous standards
Concepts
Vocabularies: Resource Types, Instructional, and Assessment Methods
Program Goals and Objectives mapped to Physicians Competency Reference Set (PCRS)
Curriculum Inventory site
AAMC CIR Staging site used to proof our verification report
CI Working group identifies reporting issues in our curriculum

12. Reports
Mapping: Curricular Alignment of Program Goals and Objectives (PGO)

13. Reports
Faculty Tracking

14. Custom Reports
CQI: Future implementation of dashboard using 3rd Party API integration

15. The Emory SOM Curriculum Content Framework
The EUSOM Framework:
Tags link content taught to content assessed
curriculum management
Tags connect program outcomes to teaching and assessment
outcomes based education
Framework provides a basis to evaluate
organizes data to make judgements CI
EUSOM Framework Organization:
SPAs (outcomes)
Organ systems (ICD-9)
General principles (USMLE)
Special topics (LCME & local)
Patient problems (common conditions)

16. Benchmarking Local Curriculum Data with National Data
Walter Fitz-William, MPP, Association of American Medical Colleges

20. Small Group Discussion Questions:
What are Best Practices for the types of data that should be collected?
What are Best Practices for collecting curriculum data?
What are Best Practices for using curriculum data to support Curriculum Committees, Administrators, Faculty, Students, and Staff?
What are Best Practices for using curriculum data to support benchmarking, CQI, curriculum review/renewal, and accreditation?
What features are necessary in a Curriculum Management System to support these Best Practices?

25. Questions / Take-home Message