1. Curriculum Mapping Workshop Terri Cameron, MA Director of Curriculum Programs July 15, 2015

2. We will cover: Curriculum Data Necessary for a Successful CI Upload Curriculum Blueprinting vs Curriculum Mapping Mapping Terminology Options Best Practices for Curriculum Documentation Curriculum Administration Issues www.aamc.org/medaps

3. Preparing for 2014-2015 CI School Portal Opens August 1 Closes September 30 Staging (for testing uploads) available now Vendors automatically have access Available to school developers by request Webinars/Virtual Focus Groups: Three-part Developer Series Curriculum Deans and Administrators Curriculum Mapping Workshop www.aamc.org/medaps

4. CI Process Validate XML against MedBiq CI Standard Upload to CI Successful submission results in ‘Submitted Status’ Log into School Portal Download and Review Verification Report Download results in ‘Review Status’ Reject or Verify Data Rejection returns Status to ‘No Response’ Verification results in ‘Verified Status’ www.aamc.org/medaps

5. CI Verification Report Purpose: Confirm that data from CMS uploaded to CI as expected Review how data will be displayed in key LCME tables www.aamc.org/medaps

6. CI Verification Report Enhancements Glossary / Consistent Terminology across Tables New Summary Tables: Program Expectations to PCRS Table All Instructional Methods with number of events for each All Assessment Methods with number of events for each Program Expectations mapped to Assessment Methods PCRS column removed from both the Sequence Block and Event Tables Use of ID numbers where appropriate to reduce amount of text in cells Margin Reductions / Rotated Column Headings Will re-evaluate ‘LCME Tables’ www.aamc.org/medaps

7. CI Verification Report Institution (Program Information) All Academic Levels (Dates) All Sequence Blocks Expectations / Expectation Mapping (if provided) All Events Expectation Mapping (if available) Instructional Methods Primary Instructional Methods Assessments Events with Assessment Method(s) only www.aamc.org/medaps

9. CI Verification Report www.aamc.org/medaps

10. CI Verification Report www.aamc.org/medaps

11. CI Verification Report www.aamc.org/medaps

12. CI Verification Report www.aamc.org/medaps

13. CI Verification Report www.aamc.org/medaps

14. CI Verification Report www.aamc.org/medaps

15. CI Verification Report www.aamc.org/medaps

16. Curriculum Data Necessary for a Successful CI Upload Program Expectations Competencies Learning Objectives Outcome Objectives Milestones EPAs Mapped to PCRS www.aamc.org/medaps

17. Sequence Blocks ALL Sequence Blocks: Courses, Clerkships, Electives Duration in Days AND / OR Begin / End Dates Clerkships in Days AND Begin / End Dates Days for single iteration Begin / End Dates for Iteration Period Expectations (Learning Objectives / Outcome Objectives / Competencies) Academic Level Nested Sequence Blocks (Optional) Organ Systems Integrated Clerkships / Longitudinal Clerkships Selectives Integration Blocks (Optional) Themes Vertical Integration / Horizontal Integration www.aamc.org/medaps Curriculum Data Necessary for a Successful CI Upload

18. Events Duration in hours and / or minutes Instructional Methods Can have multiple IMs but one must be designated Primary Assessment Methods Summative vs Formative Assessment Events Resources (Optional, but recommended) Expectations (Learning Objectives / Outcome Objectives / Competencies) Keywords (School-generated, LCME “Hot Topics,” curriculum content terms for LCME documentation, USMLE Content Outline, MESH, UMLS, etc.) www.aamc.org/medaps

19. Mapping Requirements for CI Upload Program Expectations to PCRS Optional: Sequence Block Expectations SB Expectations mapped to Program Expectations Event Expectations Event Expectations maped to Sequence Block OR Program Expectations OR both Keywords

20. http://medbiq.org/curriculum/vocabularies.pdf Curriculum Inventory Standardized Vocabulary www.aamc.org/medaps

23. Curriculum Blueprinting vs. Curriculum Mapping Curriculum Blueprinting Planning for a new or revised curriculum Begin with Program Expectations and plan curriculum to meet those expectations Course and Event Expectations Keywords Vertical Integration Horizontal Integration Integration Themes Course Directors and Teaching Faculty build content based on Blueprint www.aamc.org/medaps

24. Curriculum Blueprinting vs. Curriculum Mapping Curriculum Mapping Document existing curriculum Develop mechanism to find where content and competencies are covered Course and Event Expectations Keywords Vertical Integration Horizontal Integration Integration Themes Course Directors and Teaching Faculty assist in documenting mapping www.aamc.org/medaps

25. Mapping Options: Expectations Developed centrally, often available as drop- down menus as faculty/staff document curricula Pool of non-hierarchical expectations that faculty/staff choose from Hierarchy of expectations Developed by different entities and may or may not be hierarchical or set up to be mapped Program: Curriculum Committee Course: Course Directors Events: Teaching Faculty www.aamc.org/medaps

26. Mapping Options: Keywords Developed centrally by Curriculum Administration or Curriculum Committee Nationally-developed terminology MeSH / UMLS / SnoMed http://www.usmle.org/pdfs/usmlecontentou tline.pdf http://www.usmle.org/pdfs/usmlecontentou tline.pdf http://www.nlm.nih.gov/research/umls/ http://www.nlm.nih.gov/research/umls/quic kstart.html http://www.nlm.nih.gov/research/umls/quic kstart.html Licensure Exam Content Outline Clinical Conditions / Presenting Situations Combination of multiple terminology sets Accreditation content areas Continuum content areas (GME, CME) www.aamc.org/medaps

27. USMLE Content Outline General Principles of Foundational Science Immune System Blood & Lymphoreticular System Behavioral Health Nervous System & Special Senses Skin & Subcutaneous Tissue Musculoskeletal System Cardiovascular System Respiratory System Gastrointestinal System Renal & Urinary System Pregnancy, Childbirth, & the Puerperium Female Reproductive System & Breast Male Reproductive System Endocrine System Multisystem Processes & Disorders Biostatistics, Epidemiology/Population Health, & Interpretation of the Medical Literature Social Sciences

28. Unified Medical Language System (UMLS) What is the UMLS? The UMLS, or Unified Medical Language System, is a set of files and software that brings together many health and biomedical vocabularies and standards to enable interoperability between computer systems. You can use the UMLS to enhance or develop applications, such as electronic health records, classification tools, dictionaries and language translators.

29. SNOMED The Systematized Nomenclature of Medicine (SNOMED) is a systematic, computer-processable collection of medical terms, in human and veterinary medicine, to provide codes, terms, synonyms and definitions which cover anatomy, diseases, findings, procedures, microorganisms, substances, etc.

30. Mapping Options: Keywords Developed centrally by Curriculum Administration or Curriculum Committee Locally-developed terminology Centrally-developed list of terms based on Program Expectations, School Mission, Government Regulations, and other faculty- generated terms Faculty generated, with or without standardization www.aamc.org/medaps

31. Best Practices for Curriculum Documentation Centralized Review syllabi and educational materials Interview faculty Distribute worksheets to faculty Provide an online tool for faculty Hire medical students Search software Natural language processing www.aamc.org/medaps

32. Best Practices for Curriculum Documentation Distributed Faculty document as educational materials are uploaded to LMS Faculty provide course coordinators with mapping terminology Course Directors collect and document all mapping terminology for their courses www.aamc.org/medaps

33. Curriculum Administration Issues Vendor System Challenges/Solutions Training Expectation options Keyword options Data Entry Reporting Data Entry Issues Alignment of CMS fields to CI fields Tedious vs Batch Mapping Time www.aamc.org/medaps

34. Curriculum Administration Issues Data Collection Issues Busy faculty – Faculty Development to come to common understanding Faculty and staff time to document Lack of administrative support -- too many other issues www.aamc.org/medaps

35. Curriculum Administration Issues Using Curriculum Data to Support Curriculum Committees) Annual Review of coverage of Program Expectations Annual Review of coverage of Mapped Content USMLE Reports Graduation Questionnaire Instructional / Assessment Methods Vertical / Horizontal Integration Course Reviews Content Initiatives Continuous Quality Improvement www.aamc.org/medaps

36. Open Q&A What questions do you have that have not been discussed? What information/assistance do you need?

37. Questions? www.aamc.org/medaps

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