1. Curriculum Inventory Administrators’ Group October 14, 2015 Terri Cameron, MA, Director, Curriculum Programs

2. Audio:  You will hear the audio through your computer speakers. Please make sure your computer speakers are on and the sound is turned up.  If you still have no sound once the webinar starts, please click on the audio broadcast icon ( ) located in the Participants Panel on the right hand side of your screen. Housekeeping  Please use the Q&A panel located on the right hand side of your screen to submit your questions throughout the webinar. Send to All Panelists. If you experience any technical or audio issues during the webinar, please send a message through the Chat panel to AAMC Meetings. Questions :

3. Please use the Chat panel located on the right hand side of your screen to submit your questions. Send to All Panelists. Questions

4. CI 2014-2015 Upload Update September CI in Context: Academies of Medical Educators October CI in Context: Flipping the Curriculum Inventory – In Vivo Analysis of Professionalism Featured Report Medical Schools with AQ Personnel for Monitoring Ongoing Compliance with LCME … MedBiq CI Working Group Update Clerkship Definition (how are they distinguished from Clinical Electives) Including School Names with Data (checkbox on School Portal?) Best Practices Documentation CI 2014-2015 Upload Report / Verification Report Explanations Documenting Clerkships (including multi-site and multiple rotations) Curriculum Mapping Analyses – Survey results Curriculum Mapping Initiatives at AMEE (Association for Medical Education in Europe) CI at AAMC Medical Education Meeting and Learn Serve Lead Medical School Highlight: Washington University, Carolyn Dufault Next meeting: Wednesday, November 11, 1 pm ET Agenda

5. CI 2014-2015 Upload Report As of October 14: Verified: 111 In Process: 29 Goal: 130

6. CI in Context: September Faculty Academies at US Medical Schools Giulia Bonaminio, PhD University of Kansas School of Medicine

7. CI in Context: October Flipping the Curriculum Inventory – In Vivo Analysis of Professionalism Gerald Wickham, EdD University of Illinois College of Medicine at Peoria

8. Featured CI Report

9. MedBiq CI Working Group Update: Clerkship Definition How are Clerkships distinguished from Clinical Electives? From the ECFMG (emphasis added): Medical Students participate in clerkships in various clinical departments and medical and surgical specialties. During these clerkships or rotations, they continue to function primarily as students, but their role is more applied to real time patient care. This becomes even more hands-on during the fourth year of medical school during subinternships. From MeSH: Undergraduate education programs for second-, third-, and fourth-year students in health sciences in which the students receive clinical training and experience in teaching hospitals or affiliated health centers. It seems that the criteria for a clerkship are 1) clinical training/patient care (but not as much as a sub-internship), and 2) done with faculty in teaching hospitals (but not a preceptorship which is similar activities but with non- faculty members of the profession).

10. MedBiq CI Working Group Update: Clerkship Definition CI Standardized Vocabulary Group: Clerkship/Preceptorship: Undergraduate education programs in which the students receive clinical training and experience and participate in patient care in ambulatory and in-patient settings. Clerkships may occur anywhere in the curriculum, vary in length and may be specialty-based and/or longitudinal and/or integrated. A preceptorship, in which a student works primarily with a single physician or medical group to gain practical experience in medical and health-related services, may be incorporated into the clerkship, or the entire clerkship may be a preceptorship. Merriam Webster (adapted): Clerkship: a course of clinical medical training in a specialty (as pediatrics, internal medicine, or psychiatry) that usually lasts a minimum of several weeks and takes place during the third or fourth year of medical school.

11. MedBiq CI Working Group Update: Clerkship Definition From the literature: Integrated: "the organization of teaching matter to interrelate or unify subjects frequently taught in separate academic courses or department." Harden RM, Sowden Susette, Dunn WR. Some educational strategies in curriculum development: The SPICES model. Med Educ 1984; 18:284±97. From the literature: Rotation: a clinical assignment for students in a specific clinical area. Miller-Keane Encyclopedia and Dictionary of Medicine, Nursing, and Allied Health, Seventh Edition. © 2003

12. MedBiq CI Working Group Update: Clerkship Definition Student involvement: Clerkship*: Undergraduate education programs for second-, third-, and fourth-year students in health sciences in which the students receive clinical training and experience in teaching hospitals or affiliated health centers. [MeSH for “clinical clerkship’] preceptorship: Practical experience in medical and health-related services that occurs as part of an educational program wherein the professionally-trained student works outside the academic environment under the supervision of an established professional in the particular field. [MeSH for “preceptorship”] observership: [Clinical Observership]: An educational experience by a medical person who goes to another institution, often in another country, to watch how “they” practice medicine. Observerships usually last a week to a month, but can be longer. The observer usually is not licensed to practice in the host institution, and can only watch, not make medical decisions. From Emergency Medicine News: 02 February 2012 - Volume 34 - Issue 02 - [no page #] doi: 10.1097/01.EEM.0000412292.42561.6402 February 2012 - Volume 34 - Issue 02 - [no page #] shadowing: Physician shadowing is a process wherein a student or a trainee observes a physician conducting his or her daily work. Also known as a “structured observership” 1 or an “observational experience,” 2 shadowing is a common activity among students contemplating careers in medicine. [From Acad Med http://journals.lww.com/academicmedicine/Fulltext/2013/01000/Physician_Shadowing__ _A_Review_of_the_Literature.31.aspx ] 1 2 http://journals.lww.com/academicmedicine/Fulltext/2013/01000/Physician_Shadowing__ _A_Review_of_the_Literature.31.aspx

13. MedBiq CI Working Group Update: Clerkship Definition Curricular function: elective: Courses from which students may select on the basis of personal preference (ERIC) selective core (core curriculum): Studies, activities, or courses that meet the common needs of students (ERIC) required*(required courses)s: Courses required by an institution or administrative body for certification, admission, graduation, etc (ERIC) Instructional format: longitudinal* integrated* (integrated curriculum): Systematic organization of curriculum content and parts into a meaningful pattern (ERIC) rotation* Note: items marked with * are terms used in the current Curriculum Inventory specification.

14. MedBiq CI Working Group Update: Including School Names Including School Names with Data Decision from CIWG: Not appropriate as part of the MedBiq CI Data Exchange Standard, since it is an AAMC ‘use’ Recommendation: Checkbox on School Portal Determining timeline May require an interim ‘kluge’

15. Best Practices Documentation CI 2014-2015 Upload Report / Verification Report Explanations Assessment Events Effect on Assessment Table Documenting Clerkships (including multi-site and multiple rotations) No restriction on how much data is uploaded Several options for reporting: Explain in footnote Exclude ‘outliers’ Use queries to create ranges of data

16. LCME Terminology Crosswalk LCME CI Lecture LabLaboratory Small groupsDiscussion, Small Group Problem-Based Learning Team-Based Learning Patient contactClinical Experience (both Ambulatory and In-Patient) Preceptorship Service Learning Activity Ward Rounds

17. LCME Terminology Crosswalk LCMECI Courses Table Clerkship table Internal examsExam - Institutionally Developed, Written/ Computer- based Exam - Institutionally Developed, Oral YN Internal written examsExam - Institutionally Developed, Written/ Computer- based NY Lab or practical examsPractical (Lab)YY NBME subject examsExam - Nationally Normed/Standardized, SubjectYY Faculty/ resident ratingClinical Documentation Review Clinical Performance Rating/Checklist Feedback Multisource Assessment Narrative Assessment Participation Stimulated Recall YY OSCE/SP examExam - Institutionally Developed, Clinical Performance YY Paper or oral pres.Oral Patient Presentation Portfolio-based Assessment Research or Project Assessment YN Oral Exam or Pres.Exam - Institutionally Developed, Oral Oral Patient Presentation NY

18. Curriculum Mapping Analyses 1. How did you develop your Curriculum Mapping terminology set? (e.g., Faculty Committee, Curriculum Committee (as a whole), Curriculum Administrators, External List(s), Student Committee, Other (what) 2. How many terms/concepts does your Curriculum Mapping terminology set include (e.g., Less than 100, 100-200, 200-300, More than 300) 3. How long did it take you to develop your Curriculum Mapping terminology set? (e.g., Less than a Year; One Year, Greater than One Year) 4. How often do you review your Curriculum Mapping terminology set? (e.g., Annually, Bi-Annually, Other (what)) 5. Do you have reports that reference your Curriculum Mapping terminology set? Yes / No a)If yes, how often do you review reports that reference your Curriculum Mapping terminology set? (e.g., Annually, Bi-Annually, Other (what))

19. Curriculum Mapping Initiatives at AMEE (Association for Medical Education in Europe) Multiple Curriculum Mapping Sessions David Stokes, Memorial University, Newfoundland Carolyn Dufault, Washington University in St. Louis Patricia Camberos and Gerald Thrush, Western University of Health Sciences UK, Germany Curriculum Mapping Special Interest Group being formed AMEE Guide No. 21: Curriculum mapping: a tool for transparent and authentic teaching and learning (http://www.ncbi.nlm.nih.gov/pubmed/11371288)http://www.ncbi.nlm.nih.gov/pubmed/11371288 Webinar (MedEdWorld: https://www.amee.org/amee- initiatives/mededworld/webinars/forthcoming-webinars)https://www.amee.org/amee- initiatives/mededworld/webinars/forthcoming-webinars

20. CI at AAMC Medical Education Meeting and Learn Serve Lead Sunday, November 8, 2:30 pm (20 minutes): Exhibit Hall Presentation: MedAPS 101: Overview of Curriculum Inventory, Curriculum Reports, and ASSET Monday, November 9, 9:45 am (20 minutes): Exhibit Hall Presentation: MedAPS Curriculum Inventory: Curriculum Reports Wednesday, November 11, 11:25 am (20 minutes): Exhibit Hall Presentation: MedAPS 101: Overview of Curriculum Inventory, Curriculum Reports, and ASSET Wednesday, November 11, 2:45 pm (20 minutes): Exhibit Hall Presentation: MedAPS Curriculum Inventory: Curriculum Mapping Wednesday, November 11, 4:15 pm (20 minutes): Exhibit Hall Presentation: MedAPS Curriculum Inventory: Curriculum Reports Thursday, November 12, 11 am (30 minutes): MedAPS: ASSET Thursday, November 12, 2:45 pm (30 minutes): MedAPS: Curriculum Inventory One on one sessions can be scheduledscheduled

21. Effective Curriculum Mapping Using a Staged, Faculty-Centered Approach Carolyn Dufault, PhD, Michael Awad, MD, PhD, Dorothy Andriole, MD, Heather Hageman, MBA, Kelly Noll, Alison Whelan, MD 10-14-15CI Administrator’s Group

22. Staged Curriculum Mapping Stage 1: A high-level review of content and assessment in relation to our program-level objectives. Stage 2: Mapping course- to program-level objectives. Stage 3: Mapping session- to course-level objectives, and mapping an internally developed shortlist of keywords to sessions.

23. Faculty-Centered Curriculum Mapping Tailored faculty development at each stage ensured uniformity of mapping approaches across thirty-four courses/clerkships. Faculty Development Approaches : Small-group, hands-on mapping workshops at curriculum committee meetings Take-home Excel-based mapping workbooks On-demand mapping instructions via Podcast videos One-on-one meetings between faculty and Office of Education mapping coordinators

24. Stage1: A high-level review of content and assessment in relation to our program-level objectives:

27. Stage 2: Mapping course- to program-level objectives

28. Program Objectives mapped to Course Objectives: Totals Competency# of Course Objectives MK297 PC196 ICS103 PROF130 SBP71 PBLI68

30. Course Objectives Session Objectives Stage 3 Mapping course- to session-level objectives

31. Course Objectives Session Objectives Stage 3 Mapping course- to session-level objectives

32. Stage 3 Mapping keywords to sessions

34. Curriculum Map Searching in OASIS

36. Search: Results:

37. Faculty-Centered Curriculum Mapping Conclusions: A faculty-centered approach to curriculum mapping can be successful when implemented in stages of progressive complexity. Stage-specific group and individualized faculty development ensured sustainable skill development among course directors for ongoing mapping.

38. Carolyn Dufault, Ph.D. Assistant Dean for Education Washington University School of Medicine dufaultc@wusm.wustl.edu http://wusmeducation.wusm.wustl.edu/Pages/Welcome.aspx For more information…

39. 2012-2013 Spring 2014Fall 2014 Map CBLOs to Course and Clerkship Objectives 1. Development of CBLOs, (Start Fall 2012, completed by Spring 2013.) 2. Inventory of overall course content to CBLOs, and inventory of assessment methods to CBLOs across all required courses and clerkships. (Completed spring 2013 – 2 CME Retreats with review and recommendations) 3. Mapping of all course and clerkship objectives to final CBLOs. (Completed January 2014.) Map Session Objectives to Course and Clerkship Objectives Map Sessions to LCME Topics 1. Mapping of all course and clerkship objectives to session objectives (Completed May 2014.) 2. Mapping of all session and instructional content to LCME ED-10 and other “hot” topics. (Completed May 2014.) 3. June 2014 CME retreat with review and discussion of mapping results. Map Course Objectives to Assessment Methods Map Sessions to Instructional Methods and other Keywords 1. Mapping of all course objectives to standardized vocabulary of assessment methods (Completed Fall 2014). 2. Mapping of all session and instructional content to searchable keywords. (Completed Fall 2014) CBLO Mapping Project Timeline: Fall 2012 – Fall 2014

40. Qualitative Review of Objectives and Mapped CBLOs – MK-5 example:

42. Use ‘Chat’ to tell us what’s going on with you! Other updates from participants

43. Wednesday, November 11, 1 pm ET (Second Wednesday of each month, 1 pm ET) Registration Link: https://www.aamc.org/external/423276?url=https://aamc1.web ex.com/aamc1/onstage/g.php?MTID=e96fbe6b3b13c7c4871a 073ebbb59af89 Please send agenda items to tcameron@aamc.orgtcameron@aamc.org Next meeting: