Automated and Easy Gerald Thrush PhD amp Scott Helf DO MSIT Western University of Health Sciences College of Osteopathic Medicine of the Pacific Terence P Ma PhD Albert Einstein College of Medicine ID: 1034236
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1. Curriculum Mapping: Flipped, Automated, and EasyGerald Thrush, PhD & Scott Helf, DO, MSITWestern University of Health SciencesCollege of Osteopathic Medicine of the PacificTerence P. Ma, PhDAlbert Einstein College of MedicineEducause – 9/30/2014
2. Learning Objectives Examine the context and application of curriculum mapping. Realize how automated curriculum mapping is achieved through a simple technical solution. Apply this understanding at your own institutions.
3. Presentation OrganizationCurriculum mapping history and context (Ma) Setting the technical stage (Helf)Community buy-in and demonstration (Helf)Analytics demonstration (Helf)
4. Presentation OrganizationCurriculum mapping history and context (Ma) Setting the technical stage (Helf)Community buy-in and demonstration (Helf)Analytics demonstration (Helf)
5. Curriculum Development Process5State of New South Wales, Department of Education and Communities, 2011
6. Process Cycle6TOOL to gather evidenceis Curriculum Mapping
7. Curriculum Structures7PACINGMAPPINGALIGNMENTModified from Heath, 2001Virginia Department of Education
8. Developers of Curriculum MappingPioneered by Fenwick English in late 1970s and early 1980s.Focused and what and whenEvolved from concept that:Quantity of instructional time affects student achievementCurricular decisions should be based on accurate information, not opinions8Fenwick W. EnglishAssociation for Supervision and Curriculum Development, 2001
9. Developers of Curriculum MappingBroadened by Heidi Hayes Jacobs in late 1990s and 2000sUse calendar to “map” a curriculum into chunks that describe content, skills, and assessments that describe learning in a classroom.Map vertical (grade-to-grade) and horizontal (across courses in a grade) integration9Heidi Hayes JacobsAssociation for Supervision and Curriculum Development, 2001
10. Purposes of Curriculum MappingAllows educators to review the curriculum to check for unnecessary redundancies, inconsistencies, misalignments, weaknesses, and gaps;Documents the relationships between the required components of the curriculum and the intended student learning outcomes;Helps identify opportunities for integration among disciplines;Provides a review of assessment methods; andIdentifies what students have learned, allowing educators to focus on building on previous knowledge10Education World, 2013
11. 11SubmissionCollectionAnalyze &Disseminate-Ontology-Taxonomy-VocabularyAgree on Data
12. The FrameworkUnderstanding the BuzzwordsDesires (institutional)Mission/GoalsObjectivesWhat is desiredHow measuredTimeframeAction (learner)CompetenciesEntrustable Professional Activities (EPAs)MilestonesOutcomesMeasured resultEffective data collectionTimeframe12
13. How Do We KnowWhat We Want to Know?MeasurableHow do you know if the student has achieved the outcome?Cognitive (know)Affective (think or care about)Behavioral (able to do)MeaningfulDoes it, and why, does it matter if the student has achieved the outcome?ManageableHow detailed are you going to get?Map-ableWhen does it occur and how is it related to other expectations?13
14. Tensions in Medical EducationNeed to teach moreNeed to teach effectivelyNeed to teach clinically-relevant informationTeach in less timeTeach for understandingTeach foundations for clinical understanding14
15. The Allopathic Experiment15Curriculum Inventory and Reports Project (CIR) is to serve as benchmarking and reporting tool on content, structure, delivery, and assessment of medical school curricula across allopathic medical schools.
16. The MedBiquitous CI SchemaMedBiquitous Curriculum Inventory Schema Objective is to provide a data structure to represent a health professions curriculum in a standard format16
17. 17From CIR Developer’s Workshop I,AAMC, December 2013
18. 18MUST HAVE A COMMON LANGUAGEThe Tower of Babel, Pieter Bruegel the Elder, 1563
19. Common AAMC Selected TerminologyAcademic Level/Phase“year of curriculum”Sequence BlockCourse, unit, block, clerkshipEvent (Instructional or Assessment Session)Lecture, lab, discussion, assessmentExpectationsCompetency, objective, milestone, EPA19
20. Everything Is Linked to an Event and Expectations for the Event20MedBiquitous CurriculumInventory SpecificationsFebruary, 2013
21. REVIEW: Events HaveTitleDurationDescriptionKeywordsExpectationsInstructional or Assessment Method(s)Resources21
22. Keywords: Ensure Correct Concept ChoiceMedical Subject Headings (MeSH)Controlled vocabulary from NLM used for indexing, cataloging, and searching biomedical and health-related information and documents.2014 editionContains 27,149 descriptorsUnified Medical Language System (UMLS)2013AB ReleaseContains 8,547,943 English concept namesContains 11,399,743 total concept names from 21 different languages22
23. AACOM/AODME 201323Basic MedBiquitous Terms
24. Competency Framework Based onEXPECTATIONS24From CIR Curriculum Dean’s Workshop,AAMC, December 2013
25. 25From CIR Developer’s Workshop II,AAMC, December 2013
26. National Competency DomainsACGME Core CompetenciesPhysician Competency Reference SetPatient CarePatient CareMedical KnowledgeKnowledge for PracticePractice-Based Learning and ImprovementPractice-Based Learning and ImprovementInterpersonal Skills and CommunicationInterpersonal and Communication SkillsProfessionalismProfessionalismSystems-Based PracticeSystems-Based PracticeInterprofessional CollaborationPersonal and Professional Development26
27. Presentation OrganizationCurriculum mapping history and context (Ma) Setting the technical stage (Helf)Community buy-in and demonstration (Helf)Analytics demonstration (Helf)
28. Architecting vs. Mapping
29. Curriculum “Mapping”29
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33.
34. The Technical Stage
35. What are we trying to achieve?
36. Reality…as close as we can get
37. Em[power]ment
38. Make it work.
39. Make less work.
40. How?
41. SubmitCollectAnalyze &Disseminate-Ontology-Taxonomy-VocabularyAgree on Data
42.
43. LMS CMS + Curriculum Calendar=
44. Presentation OrganizationCurriculum mapping history and context (Ma) Setting the technical stage (Helf)Community buy-in and demonstration (Helf)Analytics demonstration (Helf)
45. StakeholdersStudentsStaffFacultyAdministration
46. Curriculum Mapping Goals100% posting of the curriculum materialAccurate “tagging” of each learner activityAbility to report to stakeholders
47. Perspectives:We want:our students to become competent, patient-centered osteopathic physiciansEveryone wants: new processes to make the “job” easier.generate longitudinal data for curricular improvement
48. Were we responsive to our stakeholders?
49. COMP curriculum calendarhttp://mydocs.westernu.edu
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53.
54. How can faculty use the calendars?
55. Faculty can use the search function to find:their documents.other related learning activities e.g. What is taught about carbohydrates during introductory biochemistry lectures?tagging (e.g. MeSH) allows this!!
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57.
58. Entering Learning Activities into the Calendar
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63.
64. Names entered here allow editing of the activity
65. Autocomplete of MeSH termsAgreement on a common languageMeSHMedical Subject Headings
66. Autocomplete of MeSH terms
67. ILOs
68. PLOs
69. Subject Domains (NBOME)
70. Saving the Calendar Item
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74. Presentation OrganizationCurriculum mapping history and context (Ma) Setting the technical stage (Helf)Community buy-in and demonstration (Helf)Analytics demonstration (Helf)
75. (Real Time) Analysis
76. Easy Export(And / or Persistent Live Data Connection)
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78.
79. Demonstration
80. Overall Hours
81.
82.
83. By Specific Activity
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87. By Specific Learning Outcome
88.
89. By MeSH Term
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92. By Professor
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95. Relative Frequency
96. 96Overall
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99. 99
100. How can you do the same?
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102. DiscussionThank You!Terence “Tere” Ma, PhD: Terence.Ma@einstein.yu.eduScott Helf, DO, MSIT: shelf@westernu.eduGerald “Jerry” Thrush, PhD: gthrush@westernu.edu