1. Mapping Learning Objectives across the HMS Curriculum
GoaLS & project plan
Office Educational Quality Improvement
Harvard Medical School
December 2017

2. Why map learning goals?
Provides a focusing moment for Course/Clerkship Directors to revisit and update their course-level learning goals
Fosters alignment between HMS-wide and course-level learning goals
Supports x-site, x-Society comparability of learning goals and assessment metrics
The map will serve as a foundation on which to build CQI efforts
Fulfills an LCME requirement

3. What types of information are we mapping?
Clerkship-Level Objectives
6-15 per Clerkship
Examples:
Foundations/CLO2: Develop a framework for understanding the relevant risk factors for disease that are relevant to prevention; apply the understanding of each discipline as it pertains to the diagnosis and treatment of disease.
Essentials I/CLO4: Become grounded in the ethical principles that underlie clinical care, research, and professionalism generally, with the facility to recognize and analyze ethical issues in practice.
Transition to the PCE/CLO5: Communicate effectively with fellow students and faculty with respect to medical and scientific information; articulate clearly one's thinking in the discussion of pathophysiologic processes; and work effectively as a member of a group.
HMS Program Level Objectives
4 per Competency, 24 total
Examples:
1-2) Apply their understanding of biomedical, clinical, social, behavioral, and population science to problems in clinical medicine
3-4) Work effectively as part of an interprofessional team to ensure safe and appropriate patient care
5-4) Demonstrate the interpersonal skills required to be an effective contributor or leader on a healthcare or other professional team
Assessment Metrics
Narratives
EPA’s
OSCE’s
Shelf
STEP 1 & 2
Grades
Match
Career Trajectory
HMS Competencies
Fund of Knowledge
Critical Thinking
Patient Care
Professionalism
Interpersonal and Communication Skills
Organizational and Social Determinants of Health Care
Educational Quality Improvement

4. What will we gain from... The Mapping Process
Illustrate what is taught where
Illuminate gaps /redundancies across our curriculum
Match specific assessment methods with each Clerkship Objective / Program Level Objective
Refresh knowledge of Competencies & Program Level Objectives
Reflect/update Clerkship Objectives
Align Clerkship Objectives
/Program Level Objectives
Inform teaching priorities
Plan for how best to assess student progress
The Mapping Process
Review of the Completed Map
Tracking Student Progress Against Learning Objectives in the Map
Illuminate leading and lagging learning outcomes
Enable benchmarking (by site, Society, etc.)
Inform decisions about where to invest in curriculum reform and faculty development
Identify students who might benefit from additional support

5. Key Groups of Courses at HMS
that require Mapping
= Clinical
PDW’s
Transition to the PCE
= Campus-based
Pre-Clerkship HST
Core Clerkships:
(8 + PCE)
Medicine
Primary Care
Pediatrics
OB/GYN
Surgery
Radiology
Neurology
Psychiatry
PCE
AISC’s:
(students
take 2)
8 courses offered
Essentials II
Core Sub-I’s:
(students
take 1 or 2)
Medicine
Advanced Pediatrics
Scholarly Project
Capstone
Pre-Clerkship Pathways: (9 courses)
ITP
Foundations
IDD
Essentials
Homeostasis I
Homeostasis II
MBB
REQUIRED
POM (4 elements)
PDR (fall = core faculty on campus; spring = 11 sessions at sites with preceptors)
FCC (15 sessions with primary care preceptors)
ICS (13 sessions with preceptors)
TDP (11 sessions with preceptors 10: 2)
ELECTIVE
Clinical Electives:
(students take 3+)
~ 230 courses offered
Non-clinical Electives
Year 1
Year 2
Year 3
Year 4

6. Mapping the Core Clerkships and Sub-I’s: Process
Introductory Screen--
Educational Quality Improvement

7. PLO Mapping Screen –
*Note: Each Clerkship Objective will be pre-populated as displayed here.

8. EPA Mapping Screen–

9. Checklist items, and Assessment Tool Mapping Screen --