Curriculum Inventory Administrators’ GroupAugust 12, 2015

Terri Cameron, MA, Director, Curriculum Programs

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• CI 2014-2015 Upload Report

• Updated CI Website

• August CI in Context: Medical Schools Offering International Electives: Average Number of Medical Students in International Electives (Linda Gwinn and Irma Frank, Georgetown University)

• Featured Reports• Medical Schools Offering International Electives: Number of Schools • Medical Schools Offering International Electives: Curriculum Years of International Electives

• Curriculum Mapping Analyses

• CI Standardized Vocabulary Revision

• MedAPS Advisory Board Retreat

• Vendor Retreat

• CI at AAMC Medical Education Meeting and Learn Serve Lead

• Medical School Highlight: University of Texas Medical Branch – Galveston (Christine Ford)

• Other updates from participants

• Next meeting:  Wednesday, September 9, 1 pm ET

Agenda

CI 2014-2015 Upload Report• As of August 12:

• Verified: 3• University of North Carolina• George Washington University• University of Nebraska

• In Process: 18• Goal: 130

CI Website Update• New left side navigation

• Updated content• Updated Weekly

• Organized by User access:• Curriculum Administrators• System Developers

• Sign in to CI Portal still in upper right corner• View status updates• Download / Reject / Verify

Verification Report

CI Website Update• Alphabetical list of reports,

as well as category groupings• Use CTRL+F to quickly find a

report

• Content Report Request link to be added soon

• Use browser ‘Back’ option to return to previous view• Navigation to Report Category

no longer available

Curriculum Content

Curriculum Design and

Policies

Instruction and

Assessment

Programs and

Institutions

Alphabetical Listing of Reports

Request a Report

Curriculum Inventory & Reports (CIR) is comprised of graphical interpretations of both aggregate and historical curriculum-related data.

Reports are based on two sets of data:• The AAMC Curriculum Inventory, which includes detailed curriculum data

uploaded each year by US and Canadian medical schools. • The Liaison Committee on Medical Education (LCME) Annual Questionnaire,

Part II, which includes curriculum policy and structure data from all U.S. AAMC-member medical schools.

Reports are categorized into four categories, or may be viewed and searched as an alphabetical list.

Content Reports that include where and how specific content (e.g., Genetics, Geriatrics) is taught and assessed may be requested by clicking on the ‘Request a Report’ button. Summary results for searches will be sent to requestors within three business days.

Suggestions for additional CIR charts may be submitted to ciadmin@aamc.org.

Featured Report

CI in Context: August

• Average Number of Medical Students in International Electives• Linda Gwinn and

Irma Frank, Georgetown University)

Featured CI ReportRelated Reports

• Electives: Average Number of Weeks That Students in the Most Recent Graduating Class Spent Taking Electives at Another Institution

• Electives: Medical Schools Having a Policy About the Maximum Number of Weeks or Maximum Number of Elective Rotations a Medical Student can take at Another Institution

• Electives: Medical Schools Offering International Elective Courses

• Electives: The Maximum Number of Weeks and the Maximum Number of Elective Rotations a Medical Student Spend Taking Electives at Another Institution

Featured CI ReportRelated Reports

• Electives: Average Number of Weeks That Students in the Most Recent Graduating Class Spent Taking Electives at Another Institution

• Electives: Medical Schools Having a Policy About the Maximum Number of Weeks or Maximum Number of Elective Rotations a Medical Student can take at Another Institution

• Electives: Medical Schools Offering International Elective Courses

• Electives: The Maximum Number of Weeks and the Maximum Number of Elective Rotations a Medical Student Spend Taking Electives at Another Institution

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

6. How often do you review reports that reference your Curriculum Mapping terminology set? (e.g., Annually, Bi-Annually, Other (what))

Curriculum Mapping AnalysesThanks to:

• Robin Rivest, Oakland University (Beaumont)

for stimulating this conversation, and• Susan Masters, University of California – San Francisco• Tomo Ito, Oregon Health Sciences University• Cyndi Lybrand, Eastern Tennessee State University (Quillen)• John Mahoney, University of Pittsburgh• Kevin Krane, Tulane University

for providing data from their schools to help us begin this conversation and documentation.

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) • small group of curriculum leaders after a staff analyst went through the

sources – NBME score reports, LCME, GQ to pick out topics and then align them for overlap

• Curriculum Developers (since we have new curriculum) and LCME’s list• Curriculum Administrators drafted and Curriculum Committee approved

as a whole• Developed by faculty leaders of Curriculum Committee plus deans for

med-ed• We didn’t think about it well enough when we started, so we used terms

we traditionally used where we knew what terms meant but others may have defined things differently. We are now using the Medbiquitous definitions.

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

include (e.g., Less than 100, 100-200, 200-300, More than 300)• 69• Less than 100• 100-200 – current debate / discussion on adding four levels of USMLE

Content Outline• Just under 100, plus a set of SOM objectives, approximately 230• Have not counted them

Curriculum Mapping Analyses3. 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)• A few months• Less than a year• Less than a Year [initial version] ongoing CQI and seeking best practices

(how much is enough???)• Less than a year• Less than a year

Curriculum Mapping Analyses4. How often do you review your Curriculum Mapping terminology set? (e.g.,

Annually, Bi-Annually, Other (what))• We haven’t done it for a few years – will for our new curriculum• Have not reviewed them since they are brand new, but most likely

annually  moving forward• Other (driven by program level objectives (recent adoption of PCRS)

and other ‘system’ review of requirements [LCME Elements, DCI, AAMC GQ etc.) and our baseline on assessment tagging / framework)

• No defined schedule• Only as we prepare for uploads

Curriculum Mapping Analyses5./6. Do you have reports that reference your Curriculum Mapping terminology

set? Yes / No; How often do you review reports that reference your Curriculum Mapping terminology set? (e.g., Annually, Bi-Annually, Other)

• Yes; Each course gets it with their report. We haven’t done a huge review. Much more likely to use the topics to see where things are being taught.

• Yes; Moving forward, annually.• Yes; Working to get Vendor to include within summary reporting [use

across multiple reporting needs. Review reports at multiple levels within the systematic review / component within Program Evaluation / Continuous Quality Improvement mechanisms, especially important to close the loop at / with the assessment level

• Yes; Annually and as needed• No; We have not gone back to review until recently when we went with

the Medbiquitous terms which will affect things for the future.

• Animation• Audience Response

System • Audio • Cadaver • Clinical Case• Clinical Correlation • Distance Learning -

Asynchronous • Distance Learning -

Synchronous • Educational Technology • Electronic Health /

Medical Record (EHR/EMR)

CI Standardized Vocabulary Revision: Resources

• Film/Video • Key Feature • Mannequin • Medical Images• Mobile Application• Patient – Receiving

Clinical Care• Patient - Teaching• Plastinated Specimens • Printed Materials (or

Digital Equivalent) (see Written or Visual Media)

• Real Patient (see ‘Patient’)

• Scenario• Searchable Electronic

Database • Standardized/Simulated

Patient (SP) • Task Trainer • Ultrasound• Virtual Patient • Virtual Reality• Virtual/Computerized

Laboratory • Wet Laboratory• Written or Visual Media

CI Standardized Vocabulary Revision: Resources• Will be posted to iCollaborative for comment (September ?)

• Will be presented/discussed at fall meetings

• Should be used for 2015-2016 upload (too many changes to implement this year)

• Updated CI Standardized Vocabulary (with ID’s for resources) will be released in Fall 2015 for required implementation with 2015-2016 CI Upload.

MedAPS Advisory Board Annual RetreatBoard Updates:• Thank you to Christopher Candler, University of Oklahoma, for four years

of service to the Board

• Welcome to Giulia Bonaminio, Kansas University Medical Center, who begins her term with the October meeting of the Board

MedAPS Advisory Board Annual RetreatFocus Groups:• ASSET (Colleen Growchoski)• Curriculum Inventory (Hugh

Stoddard)• CI to ASSET Pre-population

(Jennifer Christner)• ASSET OMI (Heather Hageman)• CI: GME (Kevin Krane)• CI Reports (John Mahoney)• NBME Collaboration (Maryellen

Gusic)

• CI Standardized Vocabulary (Susan Masters)

• CI: IPE (Heather Hageman)• PCRS (Paul Standley)• Documenting Clerkship and

Electives (Nancy Hueppchen)• CI ‘Sticky Issues’: Primary

Instructional Method, Formative / Summative Assessment, and Documentation of Multiple Rotations / Sites (Hugh Stoddard)

Vendor RetreatDiscussion Issues:

• Competency mapping at the ‘top’ level (e.g., PCRS to CanMEDS, AACOM, ACGME

• Potential changes to the CI Data Exchange Standard

• Mapping, uploading, and reporting on Resources

• ASSET Processes

• CI to ASSET pre-population

• Potential new keyword lists

• Documenting clerkships and small groups

• Linking curriculum data to assessment data

• Collection of GME data

CI at AAMC Medical Education Meeting and Learn Serve Lead

• 30-Minute MedAPS Session• Date/time not yet announced

• One-on-one sessions (Registration form at www.aamc.org/cir)

• Exhibit Hall Focus Groups• Dates/times not yet announced

Curriculum MappingCurriculum Inventory Administrators Group Webinar

University of Texas Medical Branch

Christine Ford, Medical Educator Specialist

August 12, 2015

School of Medicine

Curriculum Mapping Process

2School of Medicine

When we started mapping

• 2013, completely from scratch

Where our map data comes from

• Course/clerkship directors

• Syllabi

• Blackboard

• Annual update process

How that data gets in the map

• New Innovations

• Direct entry by me, checked by directors

Curriculum Mapping Process Cont.

What data goes in the map

• All required courses and clerkships, minimester

• Electives/selectives; optional clerkship

• Varying level of detail: < for courses/clerkships, > for electives

• Objectives: PCRS Program Course

• Events: Instructional method, assessment method, keywords, resources

• Files: lecture objectives, PBL PowerPoints, etc

27School of Medicine

Interface demonstration – Course overview

Basic structure: Course Events & Objectives

28School of Medicine

Interface demonstration – Objective linking

Linking program objectives to course objectives

29School of Medicine

Interface demonstration – Event components

30School of Medicine

Objectives, Instructional Methods, Assessment Methods

Interface demonstration – Event components

31School of Medicine

Attachments, Resources, and Keywords

How We Use Our Map

LCME Visit

• Answering questions from committee about where certain topics/objectives are covered

• New Innovations helped us generate reports quickly during the visit

• LCME “Hot Topics” List: already had these keywords in map before visit, helped us identify areas they might ask about and prepare

32School of Medicine

How We Use Our Map Cont.

Gaps & Redundancies Committee

• Subcommittee of Curriculum Committee

• Map is consulted as part of determining where we have gaps/redundancies

• Monthly topic surveys to course directors part of our regular process

Course Planning

• Where do we teach X?

• At what level?

33School of Medicine

Challenges

Keywords

• MeSH terms: preloaded in New Innovations, too many to be practical

• Need for subject matter expertise

• What topic lists are other schools using?

34School of Medicine

Questions?

35School of Medicine

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

Other updates from participants

CI Portal opens August 1• 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, September 9, 1 pm ET• (Second Wednesday of each month, 1 pm ET)• Registration Link:

https://www.aamc.org/external/423272?url=https://aamc1.webex.com/aamc1/onstage/g.php?MTID=eeed77e162271126720d6d8406a097f54

• Please send agenda items to tcameron@aamc.org

Next meeting: