2018-1-SK01-KA203-046318

Disclaimer: "The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein."

Methodological and technical step-by-step

manual on curriculum innovations in medical and

healthcare study fields

28.11.2019

Brno, Czechia

2018-1-SK01-KA203-046318

Goals

• Compilation of recommendations and best practices to improve a platform for medical and healthcare curriculum management as well as optimise curriculum innovations and mapping processes.

• The activity will depend on output of needs analysis that will be used in combination with expertise of partner institutions to compile optimal methodological material acceptable not only for curricula in medical education

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Data collection: mixed method literature review• Narrative state-of-the-art review

• Systematic search of PubMed/Medline in 5 years

• Local collection of best practices at partner institutions

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Included studies: overview# Study Country Curriculum Mapping System

1Aldrich P, 2015 USA [name not given]

2Al-Eyd G et al., 2018 USA medtrics

3Balzer F et al., 2016 Germany LOOOP

4Behrends et al., 2017 Germany MERLIN

5Canning C et al., 2017 Singapore CLUE

6Changiz T et al., 2019 n/a [Review] n/a [Review]

7Cottrell S et al., 2016 USA One45/SOLE

8Ellaway R et al., 2014 Canada/USA n/a [Standard]

9Fritze O et al., 2018 Germany MERLIN

10Jarvis-Selinger S et al., 2018 Canada Excel/Entrada

11Komenda M et al., 2015 Czechia OPTIMED

12Komenda M et al., 2015 Czechia OPTIMED

13Komenda M et al., 2015 Czechia OPTIMED

14Komenda M et al., 2017 Czechia OPTIMED

15Komenda M et al., 2018 Czechia OPTIMED

16Lammerding-Koeppel M et al., 2017 Germany MERLIN

17Rawle F et al., 2017 n/a [Review] n/a [Review]

18Schneider G et al., 2014 USA Electronic Thematic Map

19Spreckelsen C et al., 2013 Germany ACLO-Web

20Steketee C et al., 2015 Australia Prudentia

21Vaitsis C et al., 2014 Sweden [name not given]

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Thematic content analysis

1. Available online

2. Visual overview of curriculum

3. Integration of different user roles

4. Export of curricula by course, study field, department, faculty

5. Visual relations between various components of curriculum

6. Possibilities to search by keywords

7. Integration of international recommendations

8. Possibility to modify reports and outputs according to the institutional requirements

9. Evaluation of learning objectives

10. Identification of redundancies in learning objectives

11. Outcome-based education compatibility

12. Complex reporting based on available curriculum building blocks

Needs analysis

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A. Visualisations

• Curriculum maps presented as … graphs• Nodes: learning units, description of medical disciplines in curriculum, keywords

from terminologies, learning objectives

• Connections: similarities, prerequisites, success rate

• Recommended reading: Komenda et al., 2015b (PLOS One)

• … interactive „business” diagrams• Bar, balloon, pie, doughnut charts with filter options

• Dimensions: semesters, departments, frequency, attained level of competency

• Recommended reading: Fritze et al., 2018

• … coloured tables and panels• Parallel columns show learning expectations at different levels: Program vs Course

• Recommended reading: Al-Eyd et al., 2018

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B. Text-based analytic functions

• Curriculum description through ten Harden’s windows (Harden, 2001)• Windows: categories in curriculum description

• Some authors recommend to reduce: Learning Expectations, Scheduling, Pedagogy, Assessment

• Recommended reading: Baltzer et al., 2016

• Use of terminologies and ontologies in curriculum mapping• Make the computer understand the data. Inferences about synonyms, generalizations, etc.

• Examples in use: MeSH, ICD10, SNOMED, UMLS, RDF, OWL

• Recommended reading: Komenda et al., 2015a (Comput. Biol. Med.)

• Measures of similarity and curriculum coherence • Jaccard coefficient, centrality measures (closeness, betweenness or eigenvector), critical path length

• Recommended reading: Aldrich, 2015

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C. Outcome-based approach

• Compliance with outcome-/competency-based medical education frameworks• Important to reach levels of abilities, learner centeredness, de-emphasizing time

• Examples: NKLM (Germany), CanMeds, CODA (Dentistry), Polish Ministry of Health Standards, LCMS Level 7

• Recommended reading: Schneider et al. 2014

• The art of writing and managing learning objectives in the curriculum• Bloom’s taxonomy, automatic alignment with action verbs

• Database of up to 7000 learning objectives in one curriculum

• Recommended reading: Balzer et al. 2016

• Curriculum audit and comparisons • MedBiquitous Curriculum Inventory; Competency Object; Competency Framework

• Technical curriculum mapping data exchange formats

• Recommended reading: Ellaway et al. 2014

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D. Adaptability

• Different roles in curriculum mapping with specific needs• Global administrator, local administrators, curriculum guarantors, mappers, faculty, students

• Central vs decentralized data entry in the curriculum mapping system

• Recommended reading: Cottrell et al. 2016

• Importance of site-specific features• Local languages and jargon, site-specific terminologies, folksonomies, protected data sets, patient availability

• Need for support structures: workshops/faculty development, info hotline

• Recommended reading: Spreckelsen et al. 2013

• Computer-aided data entry• Prefilled session mapping templates, autocompletion, selection of elements by check-boxes or expanded lists

• Access to curriculum mapping software via a plain web-browser

• Recommended reading: Fritze et al., 2018

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A concept map instead of a summary

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Where to download?

• Manual available in six languages at the BCIME site: • Czech, English, German, Polish, Romanian and Slovak

• https://www.upjs.sk/en/faculty-of-medicine/bcime/io-2

https://www.upjs.sk/en/faculty-of-medicine/bcime/io-2

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References

• Al-Eyd G, Achike F, Agarwal M, Atamna H, Atapattu DN, Castro L, Estrada J, Ettarh R, Hassan S, Lakhan SE, et al. 2018. Curriculum mapping as a tool to facilitate curriculum development: A new School of Medicine experience. BMC Med Educ. 18:1–8.

• Aldrich PR. 2015. The curriculum prerequisite network: Modeling the curriculum as a complex system. Biochem Mol Biol Educ. 43:168–180.

• Balzer F, Hautz WE, Spies C, Bietenbeck A, Dittmar M, Sugiharto F, Lehmann L, Eisenmann D, Bubser F, Stieg M, et al. 2016. Development and alignment of undergraduate medical curricula in a web-based, dynamic Learning Opportunities, Objectives and Outcome Platform (LOOOP). Med Teach. 38:369–377.

• Cottrell S, Hedrick JS, Lama A, Chen B, West CA, Graham L, Kiefer C, Hogg J, Wright M. 2016. Curriculum Mapping: A Comparative Analysis of Two Medical School Models. Med Sci Educ. 26:169–174.

• Ellaway RH, Albright S, Smothers V, Cameron T, Willett T. 2014. Curriculum inventory: Modeling, sharing and comparing medical education programs. Med Teach. 36:208–15.

• Fritze O, Lammerding-Koeppel M, Boeker M, Narciss E, Wosnik A, Zipfel S, Griewatz J. 2018. Boosting competence-orientation in undergraduate medical education - A web-based tool linking curricular mapping and visual analytics. Med Teach.:1–11.

• Komenda M, Schwarz D, Svancara J, Vaitsis C, Zary N, Dusek L. 2015. Practical use of medical terminology in curriculum mapping. Comput BiolMed. 63:74–82.

• Komenda M, Víta M, Vaitsis C, Schwarz D, Pokorná A, Zary N, Dusek L. 2015. Curriculum Mapping with Academic Analytics in Medical and Healthcare Education. PLoS One. 10:1–18.

• Schneider GB, Cunningham-Ford MA, Johnsen DC, Eckert ML, Mulder M. 2014. Outcomes mapping: a method for dental schools to coordinate learning and assessment based on desired characteristics of a graduate. J Dent Educ. 78:1268–1278.

• Spreckelsen C, Finsterer S, Cremer J, Schenkat H. 2013. Can social semantic web techniques foster collaborative curriculum mapping in medicine? J Med Internet Res. 15:e169.