1. Opportunities to Use the Curriculum Inventory for Research and Scholarship
Carolyn Dufault PhD, Washington University in St. Louis
Jeanne Farnan MD, University of Chicago
Brian Mavis PhD, Michigan State University
Terri Cameron MA, AAMC
Walter Fitz-William MPP, AAMC

2. Objectives:
At the conclusion of this session, participants will be able to:
Review Curriculum Inventory Data
Discuss medical education research projects the CI can / cannot support
Develop medical education research ideas
Collaborate with potential partners on medical education research projects

3. Discussion Questions:
What types of research projects do schools need to support their curriculum efforts?
What types of research projects can the CI support?
Is there additional data that the CI should collect?

4. Curriculum Inventory and Educational Research
Research related to curriculum content, pedagogy, structure, and competencies has been conducted via surveys, literature reviews, and small studies at selected schools.
Large scale research has been difficult due to survey return rates, limited literature, and the logistics for multi-institutional projects.
The AAMC Curriculum Inventory is a new resource:
Three years of data
Uploaded between August 1 and September 30 each year
Current participation rate for US schools is 92 percent
New opportunity for large-scale projects

5. Curriculum Inventory Terminology
Previous Academic Year
Academic Level
Sequence Block (Courses or Clerkships)
Nested Sequence Block
Event
Pedagogy
Integration Block
Track
LCME Definition

6. CI in Context: Resources for Learning Anatomy
Prepared by Matt Mintz MD FACP, Assistant Dean for Pre-Clinical Education, GW
Evaluated in the context of trends toward curriculum reform/shortening pre-clinical education
Consideration of the continued use of cadaveric dissection
Cost/access to human cadavers
Potential safety issues
Available at:

7. CI in Context: Resources for Learning Anatomy
Prior work has shown slight advantage cadaveric dissection > pro-section
Little had been known about U.S. UME strategies
CI data
132/136 (97.1%) US schools use cadavers in Gross Anatomy
Other areas of the curriculum examined
Available at:

9. CI in Context: Resources for Learning Anatomy
Despite perceived trend, moving away from dissection
Most schools have reverted back to cadaveric dissection
Pro-section common strategy coupled with dissection
Recent rise in use of other instructional strategies including simulators and virtual/tech-based tools
Available at:

10. CI in Context: Curriculum Change is in the Air
Many calls for medical education reform
Medical schools continually revise, realign, reimagine curricula
Accreditation requirements “evolve”
Health care system changes
Technological advances
Advances in diagnosis and treatment
Population shifts
Available at:

11. Curriculum Change: Intentions
In , N=127 of 136 Schools

12. Curriculum Change: Location of Change
In , N=121 of 127 Schools

13. Curriculum Change: Types of Change
In , N=127 of 127 Schools

14. Curriculum Change is in the Air
Where does curriculum change occur?
How are curricula organized?
Does curriculum matter?
Do we need a new medical education lexicon?
Available at:

15. CI Content Search Example: Medical Marijuana
Study motivation and background
28 U.S. States and the District of Columbia have legalized marijuana for medicinal purposes
To obtain medical marijuana, users must have a documented recommendation (a “prescription”) from their physician
Limited evidence that physicians-in-training are prepared to prescribe medical marijuana

16. CI Content Search Example: Medical Marijuana
Study Methods – Three Converging Approaches:
Survey of curriculum deans all U.S. medical schools – asked about training and preparation of students with prescribing medical marijuana
Survey of residents and fellows at WUSM – asked same questions about training and preparation
Requested custom Curriculum Inventory Report to determine the number of schools who documented medical marijuana content in their curriculum

17. CI Content Search Example: Medical Marijuana
Preparation to Answer Questions
Preparation to Prescribe
Preparation to Answer Questions
Preparation to Answer Questions

18. CI Content Search Example: Medical Marijuana
Curriculum Inventory Report
9.0% (13) of the 127 U.S. Medical Schools included in the AAMC Curriculum Inventory documented medical marijuana education in their submitted content
CI Report results align with dean and resident/fellow findings
Taken together, these results suggest physicians are not adequately trained to prescribe and answer questions about medical marijuana

19. Discussion Questions:
What types of research projects do schools need to support their curriculum efforts?
What types of research projects can the CI support?
Is there additional data that the CI should collect?

20. Resources for Conducting Medical Education Research
Skills
MESRE
Medical Education Scholarship Research and Evaluation (MESRE) Section (
MERC Program
Medical Education Research Certificate (
SDRME
Society of Director of Research in Medical Education (
Funding
GEA Regional Mini-Grants Award (Each region at
GEA National Grant Award (
Institutional Grants

21. Questions: