Curriculum Inventory Administrators’ GroupOctober 14, 2015

Terri Cameron, MA, Director, Curriculum Programs

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:

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

Questions

• 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

CI 2014-2015 Upload Report• As of October 14:

• Verified: 111• In Process: 29• Goal: 130

CI in Context: September

• Faculty Academies at US Medical Schools• Giulia Bonaminio, PhD

University of Kansas School of Medicine

CI in Context: October

• Flipping the Curriculum Inventory – In Vivo Analysis of Professionalism• Gerald Wickham, EdD

University of Illinois College of Medicine at Peoria

Featured CI Report

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).

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.

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

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.0000412292.42561.64

• 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 ]

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.

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’

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

LCME Terminology Crosswalk

LCME CI

Lecture LectureLab LaboratorySmall groups Discussion, Small Group

Problem-Based LearningTeam-Based Learning

Patient contact Clinical Experience (both Ambulatory and In-Patient)PreceptorshipService Learning ActivityWard Rounds

LCME Terminology CrosswalkLCME CI

Courses Table

Clerkship table

Internal exams Exam - Institutionally Developed, Written/ Computer-basedExam - Institutionally Developed, Oral

Y N

Internal written exams Exam - Institutionally Developed, Written/ Computer-based

N Y

Lab or practical exams Practical (Lab) Y YNBME subject exams Exam - Nationally Normed/Standardized, Subject Y YFaculty/ resident rating Clinical Documentation Review

Clinical Performance Rating/ChecklistFeedbackMultisource AssessmentNarrative AssessmentParticipationStimulated Recall

Y Y

OSCE/SP exam Exam - Institutionally Developed, Clinical Performance

Y Y

Paper or oral pres. Oral Patient PresentationPortfolio-based AssessmentResearch or Project Assessment

Y N

Oral Exam or Pres. Exam - Institutionally Developed, OralOral Patient Presentation

N Y

Curriculum Mapping Analyses1. 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))

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)

• Webinar (MedEdWorld: https://www.amee.org/amee-initiatives/mededworld/webinars/forthcoming-webinars)

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 scheduled

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

10-14-15 CI Administrator’s Group

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.

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

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

Stage 2: Mapping course- to program-level objectives

Program Objectives mapped to Course Objectives: Totals

Competency # of Course Objectives

MK 297

PC 196

ICS 103

PROF 130

SBP 71

PBLI 68

Course Objectives

Session Objectives

Stage 3 Mapping course- to session-level objectives

Course Objectives

Session Objectives

Stage 3 Mapping course- to session-level objectives

Stage 3 Mapping keywords to sessions

Stage 3 Mapping keywords to sessions

Curriculum Map Searching in OASIS

Curriculum Map Searching in OASIS

Curriculum Map Searching in OASIS

Search:

Results:

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.

Carolyn Dufault, Ph.D.Assistant Dean for EducationWashington University School of Medicinedufaultc@wusm.wustl.eduhttp://wusmeducation.wusm.wustl.edu/Pages/Welcome.aspx

For more information…

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 ObjectivesMap 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 Keywords1. 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

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

Use ‘Chat’ to tell us what’s going on with you!

Other updates from participants

• 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.webex.com/aamc1/onstage/g.php?MTID=e96fbe6b3b13c7c4871a073ebbb59af89

• Please send agenda items to tcameron@aamc.org

Next meeting: