1. Curriculum Mapping Nuts and Bolts  Leslie Wimsatt, PhD, Associate Dean for Academic Assessment, Quality and Development Des Moines University College of Osteopathic Medicine  Scott Helf, DO, MSIT, Chief Technology Officer and Assistant Dean, Academic Informatics College of Osteopathic Medicine of the Pacific, Western University of Health Sciences  Maria Danzie, Director of Assessment & Curriculum Delivery Alabama College of Osteopathic Medicine  Terri Cameron, MA, Director, Curriculum Programs Association of American Medical Colleges

2. AACOM 2016: A Focus on Resilience Disclosures  None of the session faculty have anything to disclose…

3. AACOM 2016: A Focus on Resilience Learning Objectives:  By attending this session, attendees will be able to:  Describe how curriculum mapping can be used to identify explicit connections between curricular content, skills and assessment measures.  Critically assess institutional capacity for successful implementation of a curriculum mapping initiative, including the preparatory steps and resources required.  Apply curriculum mapping outcomes to institutional benchmarking, continuous quality improvement, and professional development planning.

4. AACOM 2016: A Focus on Resilience Format of Activities:  Introduction of Panel Discussion Issues by speakers (10 minutes)  Large group discussion of session questions (10 minutes)  What are the best practices for choosing a curriculum management system? What criteria should be considered?  What terminology sets are being used and/or considered for mapping curricula? What are the pros and cons of each?  How can/should faculty be engaged in the curriculum documentation process?  What are other challenges that curriculum leaders face in documenting their curricula in curriculum management systems for local and benchmarking needs?  Questions/Wrap-up/summary (10 minutes)

5. AACOM 2016: A Focus on Resilience Challenges and perspectives:  Developing a curriculum that will have the most impact on the health of the nation in today’s healthcare system;  Determining how to document innovative curricula so that it is captured in systems that report aggregate data;  Defining terminology to map throughout curricula for vertical and horizontal integration, benchmarking, and accreditation;  Deciding what pedagogy should be used to document instructional and assessment methods;  Documenting innovative curriculum efforts in a manner that can be aggregated in an international benchmarking system.

6. AACOM 2016: A Focus on Resilience Curriculum Management Systems:  Must match the needs of the medical school for ‘local’ curriculum administration, reporting, and CQI.  Must meet the needs of administrators, faculty, and students.  Must support major initiatives such as continuous quality improvement, curriculum renewal, accreditation, support of curriculum committees, reporting, accreditation, and medical education research.  Must have options for reports that provide appropriate data for faculty decisions.  Must be able to report local level to national database to facilitate benchmarking and contribute to national and international discourse on medical education trends and research, and how medical schools are preparing future physicians to function in the ever-changing health care environment.  Using the system efficiently often requires dedicated staff, standardized terminology, and faculty engagement.

7. AACOM 2016: A Focus on Resilience Multiple Perspectives:  Curriculum leaders assist faculty and curriculum committees in keeping up with current literature, trends and best practices in medical education, accreditation policies and procedures and developing innovations to implement curriculum change;  Curriculum staff work with faculty to develop best practices for organizing and documenting curricula and developing reports that will provide the best impact, both at the local level where faculty review the data as they make decisions, and for how those decisions impact graduates, and, ultimately, patients of those graduates.  Faculty use curriculum management system data to find peers covering similar content to coordinate appropriate redundancy and scaffolding, to make informed decisions at curriculum committee meetings, and to conduct research.

8. AACOM 2016: A Focus on Resilience From Local Data to National Impacts / Outcomes

9. AACOM 2016: A Focus on Resilience From Local Data to National Impacts / Outcomes

10. AACOM 2016: A Focus on Resilience  Leslie Wimsatt, PhD Associate Dean for Academic Assessment, Quality and Development Des Moines University College of Osteopathic Medicine

11. AACOM 2016: A Focus on Resilience Organizational Readiness/Mapping Process Steps  Leadership  Vision, conceptual foundation  Capacity assessment (“context matters”)  Leadership/management  Training  Budget  Politics  Other  Process Steps – Preparatory & Ongoing  Leadership  Vision, conceptual foundation  Education, training  Resource allocation (time, facilities, IT, staff, faculty, other)  Coalition-building; piloting targets

12. AACOM 2016: A Focus on Resilience Approaches and Timelines – Variable! Example 1 Phase 1 (mid-cycle) Professional development Software acquisition Pilot (calendar, courses) Phase 2 (full year) Professional development Committee work Templating course materials & reporting Individualized assistance Pilot (calendar, courses, workload) Phase 3 (full year) Ongoing professional development Committee work Refinements: course materials/reporting Individualized assistance Initial mapping calendar/courses/workload, instruction/assessment types, sub-competencies + CI upload Example 2 Phase 1 (full year) Professional development Committee work Timeline, rubric development, template modify Consultations + Individualized Assistance Faculty, depts., course directors, staff, IT, registrar Software acquisition Initial mapping calendar/workload, course objectives, sub- competencies, instruction/ assessment types + CI upload Phase 2 (full year - planned) Ongoing professional development Committee work Gap analysis (internal/external benchmarking) Ongoing timeline & rubric development Curriculum refinements Individualized assistance Mapping calendar/workload, course objectives, sub- competencies, instruction/ assessment types, content/test item keywords + CI upload AACOM 2016: A Focus on Resilience

13. Software Selection: Developing a Checklist Sample ComponentsSample CriteriaCompany 1Company 2Company 3 Presentation-system capabilities re: technology functions System capabilities-easy/friendly user interface -data entry (singular, nested, batch upload, etc.) -reporting (output formats, search functionality, graphic interfaces) -data export options Proof of concept-track record with other schools / references -compatibility / experience with CI Support capabilities-staff expertise + availability -timeline / implementation -training (short-, long-term) Costs / fees-licensing (short-, long-term + upgrades) -training (short-, long-term) -system vs. modular options; within LMS vs. external Host implications-required data sources / API considerations -data ownership -cross-unit demands -short- vs. long-term growth potential

14. AACOM 2016: A Focus on Resilience Shared Tips … and Identified Challenges Things to Remember Ground planning within your local context Set realistic expectations Ensure usefulness at multiple levels Relevance Goal-setting Benchmarking Strive for “eventual” perfection Respect the organic nature of the process to sustain momentum Consider unintended consequences Pitfalls to Avoid Over-estimating the shared vision Setting unrealistic timelines Under-estimating workload complexity Failing to manage complexity Standardized terminology Variables Coders Ignoring the role of team and team learning Failing to act AACOM 2016: A Focus on Resilience

15. Why care about mapping?  Useful tool w/ multiple applications  Formative learning and assessment  Outcomes attainment, curricular integration, benchmarking, team- building, workload policy refinement, etc.  Documentation  Standard of practice (curriculum planning)  CQI  Strategic planning “The rate at which our world is changing is increasing, but our ability to keep up with it is not.” (Kotter, 2009)

16. AACOM 2016: A Focus on Resilience  Maria Danzie Director of Assessment & Curriculum Delivery Alabama College of Osteopathic Medicine

17. AACOM 2016: A Focus on Resilience Me Initial Course Import LMS Them LMS CMS CAL Event Mapping CI

18. AACOM 2016: A Focus on Resilience “ Wait…What Are We Mapping?”

19. AACOM 2016: A Focus on Resilience Clearly Defined Visual Graduate Characteristics Program Level Program Outcomes Program Level Course Objectives Course Level Event Objectives Event Level Core Problems Event Level NBOME Dim. 2 Event Level AOA Competencies Program Level EPA's Program Level

20. AACOM 2016: A Focus on Resilience

21. SAMPLE Faculty Input  Session Objectives  Core Problems  Course Objectives  NBOME Easy Out  AOA  EPA  Methodology

22. AACOM 2016: A Focus on Resilience One and DONE

23. AACOM 2016: A Focus on Resilience The Possibilities… NOT REAL DATA!

24. AACOM 2016: A Focus on Resilience

26. Methodology vs. NBOME Physiology

27. AACOM 2016: A Focus on Resilience Lessons Learned  Start small  Get faculty involved early  Diversify the pilot group  Standardized process  Clear simple instructions  Make it meaningful / manageable / sustainable

28. AACOM 2016: A Focus on Resilience CI = 6w + A Matthew Gerber, PhD Director, Knowledge Management UCF, College of Medicine Scott Helf, DO, MSIT CTO, Asst. Dean, Academic Informatics shelf@westernu.edu Inkal Nakrani, BS Senior Programmer WesternU/ COMP

29. AACOM 2016: A Focus on Resilience  Understand how existing assets can be used to submit to the CI  Realize how to do so efficiently, economically, and potentially quickly Objectives

30. AACOM 2016: A Focus on Resilience CI

31. AACOM 2016: A Focus on Resilience CI

32. AACOM 2016: A Focus on Resilience LMS CMS + Curriculum Calendar =

33. AACOM 2016: A Focus on Resilience Standardize MeSH and Medbiquitous Interface SharePoint Transform XML

34. AACOM 2016: A Focus on Resilience

35. Controlled Vocabulary Checkbox Drop-down Autocomplete

36. AACOM 2016: A Focus on Resilience MedBiq

37. AACOM 2016: A Focus on Resilience MeSH Autocomplete

38. AACOM 2016: A Focus on Resilience SharePointDatabaseXML  CI

39. AACOM 2016: A Focus on Resilience Thank You shelf@westernu.edu

40. AACOM 2016: A Focus on Resilience Discussion Questions: 30 Minutes: 7 Mins per Question; 2 Min Wrap-Up  What are the best practices for choosing a curriculum management system? What criteria should be considered?  What terminology sets are being used and/or considered for mapping curricula? What are the pros and cons of each?  How can/should faculty be engaged in the curriculum documentation process?  What are other challenges that curriculum leaders face in documenting their curricula in curriculum management systems for local and benchmarking needs?

41. AACOM 2016: A Focus on Resilience Session Wrap-Up  What are some ‘take-home’ messages from this session?  What action items will you take back to your institution?  What resources do you need to assist you with this process?  What colleagues have you just met who could work with you to implement new strategies or help you with resources?