1. Terri Cameron, MA Director of Curriculum Programs June 21, 2017
Curriculum Mapping Workshop
Terri Cameron, MA Director of Curriculum Programs
June 21, 2017

2. We will cover: Curriculum Data Necessary for a Successful CI Upload
Curriculum Blueprinting vs Curriculum Mapping
Mapping Terminology Options
Best Practices for Curriculum Documentation
Curriculum Administration Issues

3. Preparing for 2014-2015 CI School Portal Opens August 1
Closes September 30
Staging (for testing uploads) available now
Vendors automatically have access
Available to school developers by request
Webinars/Virtual Focus Groups:
Three-part Developer Series
Curriculum Deans and Administrators
Curriculum Mapping Workshop

4. 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’

5. CI Verification Report
Purpose:
Confirm that data from CMS uploaded to CI as expected
Review how data will be displayed in key LCME tables

6. CI Verification Report Enhancements
Glossary / Consistent Terminology across Tables
New Summary Tables:
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’

7. CI Verification Report
Institution (Program Information)
All Academic Levels (Dates)
All Sequence Blocks
Expectations / Expectation Mapping (if provided)
All Events
Expectation Mapping (if available)
Instructional Methods
Primary Instructional Methods
Assessments
Events with Assessment Method(s) only

9. CI Verification Report

10. CI Verification Report

11. CI Verification Report

12. CI Verification Report

13. CI Verification Report

14. CI Verification Report

15. CI Verification Report

16. Curriculum Data Necessary for a Successful CI Upload
Program Expectations
Competencies
Learning Objectives
Outcome Objectives
Milestones
EPAs
Mapped to PCRS

17. Curriculum Data Necessary for a Successful CI Upload
Sequence Blocks
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)
Organ Systems
Integrated Clerkships / Longitudinal Clerkships
Selectives
Integration Blocks (Optional)
Themes
Vertical Integration / Horizontal Integration

18. Curriculum Data Necessary for a Successful CI Upload
Events
Duration in hours and / or minutes
Instructional Methods
Can have multiple IMs but one must be designated Primary
Assessment Methods
Summative vs Formative
Assessment Events
Resources (Optional, but recommended)
Expectations (Learning Objectives / Outcome Objectives / Competencies)
Keywords
(School-generated, LCME “Hot Topics,” curriculum content terms for LCME documentation, USMLE Content Outline, MESH, UMLS, etc.)

19. Mapping Requirements for CI Upload
Program Expectations to PCRS
Optional:
Sequence Block Expectations
SB Expectations mapped to Program Expectations
Event Expectations
Event Expectations maped to Sequence Block OR Program Expectations OR both
Keywords

20. Curriculum Inventory Standardized Vocabulary

21. Curriculum Inventory: Standardized Vocabulary

23. Curriculum Blueprinting vs. Curriculum Mapping
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

24. Curriculum Blueprinting vs. 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

25. Mapping Options: Expectations
Developed centrally, often available as drop-down 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

26. Mapping Options: Keywords
Developed centrally by Curriculum Administration or Curriculum Committee
Nationally-developed terminology
MeSH / UMLS / SnoMed
Licensure Exam Content Outline
Clinical Conditions / Presenting Situations
Combination of multiple terminology sets
Accreditation content areas
Continuum content areas (GME, CME)

27. USMLE Content Outline General Principles of Foundational Science
Immune System
Blood & Lymphoreticular System
Behavioral Health
Nervous System & Special Senses
Skin & Subcutaneous Tissue
Musculoskeletal System
Cardiovascular System
Respiratory System
Gastrointestinal System
Renal & Urinary System
Pregnancy, Childbirth, & the Puerperium
Female Reproductive System & Breast
Male Reproductive System
Endocrine System
Multisystem Processes & Disorders
Biostatistics, Epidemiology/Population Health, & Interpretation of the Medical Literature
Social Sciences

28. 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.

29. 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.

30. 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 faculty-generated terms
Faculty generated, with or without standardization

31. Keywords Documented in the CI
Schools
Occurrences
Epidemiology 32
607
Nutrition 20
382
Geriatrics 30
281
Diagnostic Imaging
379
Pathology 29
1509
Ethics
241
Pharmacology 28
1302
Diabetes Mellitus
225
Obesity
213
Liver
210
Anatomy 26
1325
Anemia
192
Neurology 25
695
Pregnancy
169
Genetics
569
Abdominal Pain
162
Patient Safety
322
Dermatology
Hypertension
277
Diarrhea
144
Biostatistics
242
Palliative Care
134
Radiology 24
518
Inflammation
131
Physiology 23
1122
Microbiology 19
677
Pediatrics
655
Respiratory System
318
Histology
493
Emergency Medicine
286
Pain Management
186
Metabolism
222
Pain
116
Musculoskeletal System
219
Biochemistry 22
659
Lung
181
Psychiatry
484
Heart
Evidence-Based Medicine
399
Dyspnea
150
Asthma
164
Pneumonia
141
Physical Examination 21
902
Jaundice
117
Headache
102
Edema
105
Communication
867
Osteoporosis 85
Spleen 80

32. 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

33. 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

34. 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

35. 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
Mapping Fatique

36. Curriculum Administration Issues
Using Curriculum Data to Support Curriculum Committees
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

37. Curriculum Administration Issues
Using Curriculum Data to Support Faculty
Provide snapshot of where specific content is covered across curriculum
Vertical integration for topic – collaborate with colleagues in other departments / academic level
Course Reviews
Gaps and Redundancies
Continuous Quality Improvement
Benchmarking for Grants
Research Projects
Data for Presentations / Publications

38. Open Q&A What questions do you have that have not been discussed?
What information/assistance do you need?

39. Questions?
Valerie and Terri