1. MedAPS Medical Academic Performance Services
Curriculum Inventory
Terri Cameron, MA
Director, Curriculum Programs
Walter Fitz-William, MPP Senior Program Operations Specialist

2. Support for Continuous Quality Improvement
Issues with the vendor have resulted in discontinuance of ASSET.
Because there is no longer a ‘Suite of Services,’ the term MedAPS will no longer be used.
MedAPS resources applied to strengthening support and expansion of Curriculum Inventory.
Commitment to supporting school documentation for continuous quality improvement and other documentation remains high priority.

3. Curriculum Inventory Participation
90 Schools
120 Schools (82 of 90 retained; 28 new schools)
135 Schools (114 retained; 21 new schools)
9 Schools that participated in either or did not participate in due to changes in curriculum management systems, changes in administration, and/or accreditation preparation.
US Medical Schools 85
115
128
Canadian Medical Schools 5
US Osteopathic Schools (Pilot)
n/a 3

4. Academic Level Distribution by Length (Month Increments)
Number of Schools
0_6 Months
7_12 Months
13_18 Months
19_24 Months
>24 Months 1
135 3%
89% 6% 1% 2
127
86% 9% 2% 3
112
72%
24% 0% 4 90
76%
14% 5
100% 6
Schools are less likely to report higher academic levels, 90 as opposed to 135, (even excusing the 6 newer schools) and this is looking like a trend (67% of participants provided AL 4 data in 2015, compared to 72% in 2014 and 73% in 2013, and 83% provided AL 3 data, compared with 87% and 88% in 2015, 2014, and 2013 respectively).

5. Pre-Clerkship Academic Level Average Number of Sequence Blocks
Median Number of Sequence Blocks
Average Number of Events
Median Number of Events 1 13 11
568
548 2 12 10
473
435 3 4
178 29
We defined Pre-Clerkship as the “Clerkship Model” being left as NULL and the academic level as 3 or less. This table does not use the “Required” value as a separator.

6. Clerkships Academic Level Average Number of Sequence Blocks
Median Number of Sequence Blocks
Average Number of Events
Median Number of Events 1 25 17 2 8
242
195 3 9 7
287
159 4 21 5
110 40
127 6 33

7. Post-Clerkship Sequence Blocks (Courses)
Academic Level
Average Number of Sequence Blocks
Median Number of Sequence Blocks
Average Number of Events
Median Number of Events 4 27
120 53 5 9
117 6 2 35
We defined Post-Clerkship as the “Clerkship Model” being left as NULL and the academic level as 4 or above. This table does not use the “Required” value as a separator. The percent of participants reporting clerkships in each AL has been stable. However, the average number of clerkships reported in Academic Level 4 in particular has been on the rise.

8. Accomplishments this year:
Increased CI participation by 15 schools (12%).
Presented CI to Federation of Associations of Schools of the Health Professions (FASHP)
Implemented a pilot of Osteopathic schools.
Data analysis for anomalies and potential need for additional data checking / Business Rules occurs weekly.
Charts based on CI Data Statistics have been added to
A report request that produces detailed content reports (see CI Report Sample) has been added to
A Curriculum Inventory Task Force has been established to identify best ways to query and display CI data.
A CI Research Group has been established to review CI data create a set of research projects based on CI data.
Presented CI to Federation of Associations of Schools of the Health Professions (FASHP); interest in potential collaboration from most associations; currently in discussions with Osteopathic, Physician Assistant, and Physical Therapy schools.

9. Why participate in the CI?
The Curriculum Inventory is the culmination of a long history of the AAMC collecting information about medical education content, structure, and pedagogy to support:
Medical Education Research (medical school faculty and external researchers)
Continuous Quality Improvement / Benchmarking
Support of Curriculum Committees
Reporting on new trends
Responding to legislative inquiries or providing data when important issues are being discussed
Respond to media inquiries
The Curriculum Inventory is only effective when the data represents most, if not all, medical schools participate.
Only participating schools can request detailed Curriculum Inventory Reports.

10. How can the CI help my school?
Educational research
Trends in medical education
Benchmarking
Tracking competency based education
Graphical interpretations of aggregate and historical curriculum-related data
All schools
By healthcare profession
By country / geographical region
By level of training (UME / GME)

11. 60+ Reports –
Use search feature to find charts.
Detailed CI Reports are not included – they are only available to Participating Schools. A list will be posted at the top of this page – send requests to

12. Curriculum Inventory Reports are accessed over 1,250 times per month
Accessed over 1,000 times in 2015
Jan 2015
Feb 2015
Mar 2015
Apr 2015
May 2015
Jun 2015
202
102
149 92 84 70
Jul 2015
Aug 2015
Sep 2015
Oct 2015
Nov 2015
YTD Total 83 79 99 57 38
1055

13. Curriculum Inventory Content Reports
Drop-down includes ONLY participating schools
Options to include data from:
All Schools
US MD
CA MD
US DO

14. Curriculum Inventory Content Reports

15. CI in Context: April 2016
Use of Problem-Based Learning (PBL) in US and Canadian Medical Schools
Rob Whyte, MD, MEd, FRCPC, Michael G. DeGroote School of Medicine, McMaster University

16. Curriculum Inventory Standardized Vocabulary Update
Renamed
Renamed: Exam – Institutionally Developed, Laboratory Practical

17. New Curriculum Inventory Task Force Members
Meghan Burke Asik, Weill Cornell Medicine;
Jennifer Christner, Baylor College of Medicine;
Greg Hawkins, University of South Carolina School of Medicine Greenville;
Alan Lesse, Jacobs School of Medicine and Biomedical Sciences at the University at Buffalo;
Josev Lopez, Texas Tech University Health Sciences Center Paul L. Foster School of Medicine;
Cindy Lybrand, East Tennessee State University James H. Quillen College of Medicine;
Susan Masters, University of California, San Francisco, School of Medicine;
Beth Nelson, University of Texas at Austin Dell Medical School;
Michael Schwartz, Yale School of Medicine;
Santiago Toro-Posada, University of British Columbia Faculty of Medicine.

18. CI Research Group 10-member committee composed of:
Medical education researchers at our member medical schools
RIME, MESRE, and SDRME.
Charge:
Review data collected by the Curriculum Inventory to set a national medical school curriculum research agenda.
Research agenda will be used to determine:
are we collecting the appropriate data?
are we collecting data in a manner that supports the research agenda?
what should be considering for trend reporting?
what statistical questions users might have as they review CIR charts.
what annotations would make curriculum data clearer.
options for big data -- what types of peripheral data can be collected (and how should it be collected) to create a more complete view of curriculum data.

19. For more information www.aamc.org/cir Reports Webinars and training
Information about Curriculum Management System vendors
Tools for Developers
Curriculum Inventory School Portal