Curriculum Inventory Administrators’ GroupSeptember 9, 2015

Terri Cameron, MA, Director, Curriculum Programs

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Questions

• CI 2014-2015 Upload Report / Verification Report Explanations

• September CI in Context: Flipping the Curriculum Inventory – In Vivo Analysis of Professionalism

• Featured Reports• Number of Medical Schools Using Selected Grading Systems in Pre-Clerkship

Courses• Number of Medical Schools Using Selected Grading Systems in Clerkships

• Curriculum Design Software

• 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: East Tennessee State University Quillen School of Medicine

• Other updates from participants

• Next meeting:  Wednesday, October 14, 1 pm ET

Agenda

CI 2014-2015 Upload Report• As of September 9:

• Verified: 16• In Process: 39• Goal: 130

CI in Context: September

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

University of Illinois College of Medicine at Peoria

Featured CI Report

Featured CI Report

Curriculum Design Software• Software used to organize concepts as curriculum is planned

• Can curriculum management systems be used for the same effect using visualization tools?

• What other types of software are schools using?

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 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) • Curriculum Administrators• Curriculum Committee (as a whole)• External List(s)• Other

• We use several resources to create the terminology set including external lists and curriculum administrator expertise, but ultimately our curriculum committee has ownership/oversight over the terms.

• In our first pass of mapping, we used our competencies and objectives and the USMLE content outline

• Terms for instructional and assessment methods, and resources, for example, were those suggested by Medbiquitous. If you are referring to Keywords, then MeSH.

• We used a combination committee which included Faculty, Medical Librarians, and Curriculum Administrators and utilized external lists.

• Every word in all our sessions is part of the terminology set

Curriculum Mapping Analyses2. How many terms/concepts does your Curriculum Mapping terminology set include?

• Less than 100 (4)• More than 300 (6)

Curriculum Mapping Analyses3. How long did it take you to develop your Curriculum Mapping terminology set?

• Less than One Year (8)• One Year (1)• More than One Year (1)

Curriculum Mapping Analyses4. How often do you review your Curriculum Mapping terminology set?

• Annual (5)• Bi-Annually (1)• Other (4)

• We don't review them• We need to develop a set of more granular terms - the USLMLE content

outline was not granular enough for our purposes.• We are in the process of streamlining our initial set. The new set will be

implemented over the next year, and then we plan to incorporate it into regularly scheduled course and curriculum review.

• We had been reviewing it annually until we began a curriculum redesign process.

• As each aspect of the curriculum is delivered, the terminology set is reviewed and updated.

Curriculum Mapping Analyses5. Do you have reports that reference your Curriculum Mapping terminology set?

• No (7)• Yes (3)

• If "Yes", how often do you review reports that reference your Curriculum Mapping terminology set?• Monthly, through course reviews, objectives-based reviews, evaluation

data, etc.• We have a set calendar that our curriculum committee follows for

review of our curriculum and the mapping is a part of that scheduled review.

• Monthly based on Assessment reviews that use the blueprint ID numbers that map to assessment questions.

Curriculum Mapping Analyses6. Comments:

• It is a struggle to maintain a curriculum terminology set that is both completely accurate and evolves as our curriculum does, and also create some stability so that faculty and other users can become familiar with the terms and recognize them over time.

• This was our first attempt at mapping, so we kept it simple by mapping only to our competencies and the USMLE content outline. We realize that we need an additional terminology set and will work this year to incorporate one into our mapping.

• This has been an on-going effort for more than 13 years and still doesn't see a final solution. There are so many variables, including whether to map the planned curriculum vs. mapping the perceived curriculum, how much of the mapping is truly valuable, and to whom, and how much faculty wishes to be involved in the mapping process.

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

Curriculum Integration AAMC Curriculum Inventory Group

September 9, 2015

Ken Olive, M.D., MACPExecutive Associate Dean

for Academic & Faculty Affairs

M1 Cadaver Case Presentations

• Starts Block I of first year [Anatomy lab]• Cadavers are the students’ ‘First Patient’• A ‘patient chart’ is used as a guide for

each group to record normal / abnormal findings related to the disease process of each organ system.

M1 Cadaver Case Presentations

• Introduction to building basic skills prior to the M3 Clerkships – Profession of Medicine– Intro to Physical Exam Skills

– Preceptorship Program / Community Clinics– Case Oriented Learning [COL]

• Cadaver Case Presentations

M1 Cadaver Case Presentations

• Students develop their own learning objectives as an outline for the formal case presentation at the end of first-year [COL]

• Examples Include:– Investigation, fact-finding, and analysis– Development of case presentation skills– Establishes introduction of skills needed for second-year and

for M1/M2 Integrated Grand Rounds

Cadaver Case Presentations

• Student Assessment– Formal 15‐minute oral presentation followed

by a 5‐minute question and answer session from students and faculty

– Core faculty provide summative feedback to groups.

– Rubric for structure / grading of presentations

M1 / M2 Integrated Grand Rounds (IGR)

M1 / M2 Integrated Grand Rounds (IGR)

• Core Faculty Working Group– Co-Chaired by M.D. and Ph.D.– Mix of Ph.D. and M.D. Faculty

• Four Sessions per year– Two per semester / three hours each

M1 / M2 Integrated Grand Rounds (IGR)

• Clinical case presentation– Patient History and Physical Exam– Three 10 minute basic science segments [vary based on case

learning objectives]– Interspersed with Small Group Discussions– Data (lab values, imaging studies, etc.)– Differential Diagnosis, Assessment and Plan

IGR Core Components

• Communication Skills• Patient Centered / Team Based Care• Consideration of costs• Patient education (e.g.)

– Advance Directive planning– Transplant Ethics– Community Resources

IGR Content Threads

• Rehabilitation• Interprofessional Education

– Varying Roles of Team Members

• Nutritional Needs Assessment• Evidence-Based Medicine• Clinical Reasoning Skills

IGR Mentors

• M3 / M4 Students as Mentors– Small Group Facilitators

• Revisit / highlight basic science content • Foundational skills for M3/M4 students

– Preparation for ‘Residents as Teachers’– Mentoring Skills– Facilitation Skills

Initiative Highlights

Cadaver Cases

• First Patient• Clinical relevance of basic science

content• Intro for investigation skills

development• Presentation Skills• Self-Directed Learning

Integrated Grand Rounds

• Clinical relevance of basic science foundational content

• Building clinical skills prior to M3 year

• M3/M4 Mentors

Curriculum Integration

• Horizontal [across blocks / courses]• Vertical [across years]• Addresses and integrates content threads• Revisits basic science content

Kenneth E. Olive, MD MACPExecutive Associate Dean

for Academic and Faculty AffairsQuillen College of Medicine

East Tennessee State University

Curriculum Contact: Cindy Lybrand, M.Ed.

Email: Lybrand@etsu.eduOffice: (423) 439-6756

Q & A

Further Development of Projects:• Faculty Development / Junior Faculty Roles• Assessment of M1/M2 beyond Pre/Post Test

– Formative feedback to M1/M2 groups

– Possibly via portfolio

• Assessment of Mentors– Beyond observation– Use of Rubric

• Longitudinal program tracking of outcomes

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

Other updates from participants

CI Portal closes September 30!• CI Portal Manual available at https://

www.aamc.org/download/385682/data/cischoolportaluserguide.pdf

• Submit early to allow time for review of Verification Report• No changes to Portal or VR• Focus on summary tables – use detail to review potential

discrepancies in summary tables

• Wednesday, October 14, 1 pm ET• (Second Wednesday of each month, 1 pm ET)• Registration Link:

https://www.aamc.org/external/423274?url=https://aamc1.webex.com/aamc1/onstage/g.php?MTID=ee70ed7f451941030923b6e7105347a44

• Please send agenda items to tcameron@aamc.org

Next meeting: