1. Curriculum Mapping: Flipped, Automated, and Easy
Educause – 9/30/2014
Gerald Thrush, PhD & Scott Helf, DO, MSIT
Western University of Health Sciences
College of Osteopathic Medicine of the Pacific
Terence P. Ma, PhD
Albert Einstein College of Medicine

2. Learning Objectives
Examine the context and application of curriculum mapping.
Realize how automated curriculum mapping is achieved through a simple technical solution.
Apply this understanding at your own institutions.

3. Presentation Organization
Curriculum mapping history and context (Ma)
Setting the technical stage (Helf)
Community buy-in and demonstration (Helf)
Analytics demonstration (Helf)

4. Presentation Organization
Curriculum mapping history and context (Ma)
Setting the technical stage (Helf)
Community buy-in and demonstration (Helf)
Analytics demonstration (Helf)

5. Curriculum Development Process
State of New South Wales, Department of Education and Communities, 2011

6. Process Cycle
TOOL to gather evidence
is Curriculum Mapping

7. Curriculum Structures
ALIGNMENT
PACING
MAPPING
Modified from Heath, 2001
Virginia Department of Education

8. Developers of Curriculum Mapping
Pioneered by Fenwick English in late 1970s and early 1980s.
Focused and what and when
Evolved from concept that:
Quantity of instructional time affects student achievement
Curricular decisions should be based on accurate information, not opinions
Fenwick W. English
Association for Supervision and Curriculum Development, 2001

9. Developers of Curriculum Mapping
Broadened by Heidi Hayes Jacobs in late 1990s and 2000s
Use calendar to “map” a curriculum into chunks that describe content, skills, and assessments that describe learning in a classroom.
Map vertical (grade-to-grade) and horizontal (across courses in a grade) integration
Heidi Hayes Jacobs
Association for Supervision and Curriculum Development, 2001

10. Purposes of Curriculum Mapping
Allows educators to review the curriculum to check for unnecessary redundancies, inconsistencies, misalignments, weaknesses, and gaps;
Documents the relationships between the required components of the curriculum and the intended student learning outcomes;
Helps identify opportunities for integration among disciplines;
Provides a review of assessment methods; and
Identifies what students have learned, allowing educators to focus on building on previous knowledge
Education World, 2013

11. Submission Agree on Data Collection -Ontology -Taxonomy -Vocabulary
Analyze &
Disseminate
-Ontology
-Taxonomy
-Vocabulary
Agree on Data

12. The Framework Understanding the Buzzwords
Desires (institutional)
Mission/Goals
Objectives
What is desired
How measured
Timeframe
Action (learner)
Competencies
Entrustable Professional Activities (EPAs)
Milestones
Outcomes
Measured result
Effective data collection
Timeframe

13. How Do We Know What We Want to Know?
Measurable
How do you know if the student has achieved the outcome?
Cognitive (know)
Affective (think or care about)
Behavioral (able to do)
Meaningful
Does it, and why, does it matter if the student has achieved the outcome?
Manageable
How detailed are you going to get?
Map-able
When does it occur and how is it related to other expectations?

14. Tensions in Medical Education
Need to teach more
Need to teach effectively
Need to teach clinically-relevant information
Teach in less time
Teach for understanding
Teach foundations for clinical understanding

15. The Allopathic Experiment
Curriculum Inventory and Reports Project (CIR) is to serve as benchmarking and reporting tool on content, structure, delivery, and assessment of medical school curricula across allopathic medical schools.

16. The MedBiquitous CI Schema
MedBiquitous Curriculum Inventory Schema
Objective is to provide a data structure to represent a health professions curriculum in a standard format

17. From CIR Developer’s Workshop I,
AAMC, December 2013

18. MUST HAVE A COMMON LANGUAGE
The Tower of Babel, Pieter Bruegel the Elder, 1563

19. Common AAMC Selected Terminology
Academic Level/Phase
“year of curriculum”
Sequence Block
Course, unit, block, clerkship
Event (Instructional or Assessment Session)
Lecture, lab, discussion, assessment
Expectations
Competency, objective, milestone, EPA

20. Everything Is Linked to an Event and Expectations for the Event
MedBiquitous Curriculum
Inventory Specifications
February, 2013

21. REVIEW: Events Have Title Duration Description Keywords Expectations
Instructional or Assessment Method(s)
Resources

22. Keywords: Ensure Correct Concept Choice
Medical Subject Headings (MeSH)
Controlled vocabulary from NLM used for indexing, cataloging, and searching biomedical and health-related information and documents.
2014 edition
Contains 27,149 descriptors
Unified Medical Language System (UMLS)
2013AB Release
Contains 8,547,943 English concept names
Contains 11,399,743 total concept names from 21 different languages

23. Basic MedBiquitous Terms
AACOM/AODME 2013

24. Competency Framework Based on EXPECTATIONS
From CIR Curriculum Dean’s Workshop,
AAMC, December 2013

25. From CIR Developer’s Workshop II,
AAMC, December 2013

26. National Competency Domains
ACGME Core Competencies
Physician Competency Reference Set
Patient Care
Medical Knowledge
Knowledge for Practice
Practice-Based Learning and Improvement
Interpersonal Skills and Communication
Interpersonal and Communication Skills
Professionalism
Systems-Based Practice
Interprofessional Collaboration
Personal and Professional Development

27. Presentation Organization
Curriculum mapping history and context (Ma)
Setting the technical stage (Helf)
Community buy-in and demonstration (Helf)
Analytics demonstration (Helf)

28. Architecting vs. Mapping

29. Curriculum “Mapping”

34. The Technical Stage

35. What are we trying to achieve?

36. Reality
…as close as we can get

37. Em[power]ment

38. Make it work.

39. Make less work.

40. How?

41. Submit Agree on Data Collect -Ontology -Taxonomy -Vocabulary Analyze &
Disseminate
-Ontology
-Taxonomy
-Vocabulary
Agree on Data

43. LMS CMS + Curriculum Calendar =

44. Presentation Organization
Curriculum mapping history and context (Ma)
Setting the technical stage (Helf)
Community buy-in and demonstration (Helf)
Analytics demonstration (Helf)

45. Stakeholders
Students
Staff
Faculty
Administration

46. Curriculum Mapping Goals
100% posting of the curriculum material
Accurate “tagging” of each learner activity
Ability to report to stakeholders

47. Perspectives: We want: Everyone wants:
our students to become competent, patient-centered osteopathic physicians
Everyone wants:
new processes to make the “job” easier.
generate longitudinal
data for curricular improvement

48. Were we responsive to our stakeholders?

49. COMP curriculum calendar http://mydocs.westernu.edu

54. How can faculty use the calendars?

55. Faculty can use the search function to find:
their documents.
other related learning activities
e.g. What is taught about carbohydrates during introductory biochemistry lectures?
tagging (e.g. MeSH) allows this!!

58. Entering Learning Activities into the Calendar

64. Names entered here allow editing of the activity

65. Autocomplete of MeSH terms
Agreement on a common language
MeSH
Medical Subject Headings

66. Autocomplete of MeSH terms

67. ILOs

68. PLOs

69. Subject Domains (NBOME)

70. Saving the Calendar Item

74. Presentation Organization
Curriculum mapping history and context (Ma)
Setting the technical stage (Helf)
Community buy-in and demonstration (Helf)
Analytics demonstration (Helf)

75. (Real Time) Analysis

76. Easy Export (And / or Persistent Live Data Connection)

79. Demonstration

80. How can you do the same?

81. Vocabulary Classification Input Output Export Visualize Pivot
Standardize
Vocabulary
Classification
Design Interface
Input
Output
Export
Map
Visualize
Pivot
Drill Down

82. Discussion
Thank You!
Terence “Tere” Ma, PhD:
Gerald “Jerry” Thrush, PhD:
Scott Helf, DO, MSIT: