1. Curriculum Inventory Administrators’ Group March 14, 2018
Anne Farmakidis, MPS Senior Director Medical Education Digital Resources and Scholarship

2. Agenda
a presentation from Gail March Cohen, PhD, MFA, Assistant Dean for Undergraduate Medical Education at the University of Massachusetts Medical School. They are in the process of implementing a different curriculum management system and will discuss their experience of mapping their curriculum,
and an introduction from the new Director of the Curriculum Resources, Angela D. Blood, MPH, MBA.

3. Developing New Curriculum Mapping for 3rd and 4th Years
Gail March Cohen, Ph.D.
Assistant Dean, Office of Undergraduate Medical Education
University of Massachusetts Medical School
March 14, 2018
Hello everyone. My name is Gail March Cohen and I am the assistant dean in the office of undergraduate medical education for the University of Massachusetts Medical School.
Today, I would like to describe the method we are using to map the curriculum for our 3rd and 4th year courses.

4. University of Massachusetts Medical School (UMMS)
School of Medicine
532 MD Students
33 MD/PhD Students
4,049 Alumni
Faculty
290 Basic science full- and part-time faculty
2,919 Clinical full- and part-time faculty
168 Nursing faculty
The University of Massachusetts Medical School is just about in the middle of the state in the city of Worcester (don’t pronounce the “R”). UMASS Medical School is the only state medical school and has about 565 students. It is described as a world-class institution with a collaborative spirit.
Although we are in central Massachusetts, we place our students everywhere from Nantucket to Pittsfield and take full advantage of the state.
In fact, we have a brand new regional campus in Springfield for our “Population Based Urban and Rural Community Health Track or PURCH track.
Developing New Curriculum Mapping for 3rd & 4th Years
March 14, 2018

5. Why do we need curriculum mapping?
Identify any redundancies, gaps, or need for new content, different instructional or assessment method
Support to faculty and learners
Report to UMMS Curriculum Committees, AAMC Curriculum Inventory, LCME (accreditation), and data for medical education research studies
Provide the opportunity to develop more interprofessional activities across our three schools – Graduate School of Nursing, Graduate School of Biomedical Sciences and School of Medicine
The reasons for mapping our curriculum data into a database is for quality improvement.
By searching the Oasis database, we can identify redundancies, gaps, and the need for new content.
The curriculum database provides a framework to support faculty in their teaching and to improve the courses for the students.
The Oasis database can export directly to the AAMC Curriculum Inventory to contribute to the reports, generate the data for the LCME self-study, and provide data for medical education research studies.
Curriculum mapping will also provide opportunities to develop more inter-professional activities across our three schools – Graduate School of Nursing, Graduate School of Biomedical Sciences and School of Medicine.

6. Curriculum Mapping for 3rd & 4th Years
UMMS Learner-centered Integrated Curriculum (LInC) Framework has:
Foundations of Medicine (YRs 1 & 2)
Core Clinical Experience
Advanced Studies
Our Vision is that the UMMS educational experience will inspire our future physicians to excel in patient care, innovation, discovery, leadership and service.
The University of Massachusetts School of Medicine curriculum is learner-centered Integrated Curriculum or Linc. The framework has three major interrelated components, the Foundational Curriculum (Foundations of Medicine or FOM 1 and 2), Core Clinical Experiences (CCE) and Advanced Studies (AS). 
Curriculum Mapping for 3rd & 4th Years
March 14, 2018

7. Curriculum Mapping for 3rd & 4th Years
UMMS Curriculum has:
Integrated courses
Learning Communities Houses
Longitudinal scholarship course (Capstone Course)
Longitudinal Preceptor Program
Doctoring & Clinical Skills
Interstitial Curriculum
Integrated Case Exercises
Flexible Clinical Experiences
Simulation sessions
Interprofessional Education
Optional Enrichment Electives (OEE)
Transition to 3rd year Clerkships
Integrated and longitudinal shared clerkship thematic sessions
Transition to Internship
The UMMS LInC curriculum began in 2010 and includes:
Students in learning community houses with mentors for all four years
Integrated courses and cases
Longitudinal scholarship and preceptor programs
Interstitial curriculum on special emerging topics
Doctoring and Clinical skills
Flexible clinical experiences
Simulation sessions
Inter-professional education
Transition to clerkships and internship courses
Longitudinal and integrated shared thematic clerkship sessions
Although we have all these active learning and innovative sessions, we are beginning to renovate our curriculum as part of quality improvement. We need to search, analyze, and report what we already have in our curriculum and capture all the details. The first step was to implement a new curriculum database for scheduling and reporting.
UMMS is now beginning a curriculum renovation starting with implementing a new curriculum database
Curriculum Mapping for 3rd & 4th Years
March 14, 2018
March 14, 2018

8. Our New Curriculum Management System
UMMS chose an existing curriculum management system called OASIS – Online Access to Student Information and Scheduling OASIS is customized to the UMMS Curriculum and learning needs.
UMMS chose the OASIS –Online Access to Student Information and Scheduling – as our new curriculum management system.
OASIS Curriculum Management and Student Scheduling System has a global search function so that faculty, administrators, and students can search and report on anything imported into the database across all three UMMS schools.
AY 1 & 2 students can download their schedules to their smart phones and the calendar contains event information.
The curriculum. data is reported to the AAMC Curriculum Inventory.
Curriculum Mapping for 3rd & 4th Years
March14, 2018

9. The Challenge: How best to map 3rd & 4th Years
Minimal 3rd & 4th YR data previously collected New calendar-driven curriculum management system Content based mainly based on clinical experiences Different dates/times per block Different instructors/sites Very busy, dedicated Clinical Educators and Course Administrators
As with most schools, the 3rd and 4th year data is limited being that most of the learning activity is on the wards at different sites and building event learning objectives. Our new curriculum management systems is calendar driven and it is challenging to have a single calendar for any of the core 7 clerkship rotations and advance studies in biomedical science, emergency medicine, and sub-internships.
Our 3rd & 4th year course leaders are very dedicated and also very busy with little time to populate a new curriculum database.

10. Developing Curriculum Mapping for 3rd & 4th Years
Our Solution
Use OASIS Bulk Events Import function to report 3rd & 4th Year courses to AAMC CI
Bulk events capture multiple instances of the same learning activity for AAMC CI Reports without being calendar-driven.
OASIS provides the import function of Bulk Events that capture multiple instances of the same learning activity such as at different clinical sites for reporting in the AAMC CI report. The bulk events do not appear in the student calendar and are not needed since individual block schedules appear in the BBL learning management system. This solves the challenge of multiple sites with multiple dates and times and multiple instructors.
By providing pre-populated interactive import forms, course leaders can see their session components quickly and edit or update as needed. Course Leaders were very engaged with this form and able to complete their reviews despite busy schedules.
All course leaders are asked to meet with me to review and confirm their import data. This gives them a one-on-one chance to ask questions and discuss their curriculum design.
March14, 2018
Developing Curriculum Mapping for 3rd & 4th Years

11. Developing Curriculum Mapping for 3rd & 4th Years
Our Solution
Use OASIS Bulk Events Import function to report 3rd & 4th Year courses to AAMC CI Prepare pre-populated interactive import forms for busy course leaders and administrators to easily review
Bulk events capture multiple instances of the same learning activity for AAMC CI Reports without being calendar-driven. Course leaders and administrators were very happy with the pre- populated form because it gave them a snapshot of their courses and an exercise in checks and balances.
OASIS provides the import function of Bulk Events that capture multiple instances of the same learning activity such as at different clinical sites for reporting in the AAMC CI report. The bulk events do not appear in the student calendar and are not needed since individual block schedules appear in the BBL learning management system. This solves the challenge of multiple sites with multiple dates and times and multiple instructors.
By providing pre-populated interactive import forms, course leaders can see their session components quickly and edit or update as needed. Course Leaders were very engaged with this form and able to complete their reviews despite busy schedules.
All course leaders are asked to meet with me to review and confirm their import data. This gives them a one-on-one chance to ask questions and discuss their curriculum design.
March14, 2018
Developing Curriculum Mapping for 3rd & 4th Years

12. Developing Curriculum Mapping for 3rd & 4th Years
Our Solution
Use OASIS Bulk Events Import function to report 3rd & 4th Year courses to AAMC CI Prepare pre-populated interactive import forms for busy course leaders and administrators to easily review Meet individually with course leaders for quality improvement of the curriculum
Bulk events capture multiple instances of the same learning activity for AAMC CI Reports without being calendar-driven. Course leaders and administrators were very happy with the pre- populated form because it gave them a snapshot of their courses and an exercise in checks and balances. While reviewing the import form, course leaders ask questions about curriculum design and make quality updates.
OASIS provides the import function of Bulk Events that capture multiple instances of the same learning activity such as at different clinical sites for reporting in the AAMC CI report. The bulk events do not appear in the student calendar and are not needed since individual block schedules appear in the BBL learning management system. This solves the challenge of multiple sites with multiple dates and times and multiple instructors.
By providing pre-populated interactive import forms, course leaders can see their session components quickly and edit or update as needed. Course Leaders were very engaged with this form and able to complete their reviews despite busy schedules.
All course leaders are asked to meet with me to review and confirm their import data. This gives them a one-on-one chance to ask questions and discuss their curriculum design.
March14, 2018
Developing Curriculum Mapping for 3rd & 4th Years

13. Curriculum Mapping Tools
Provides course templates to gather data for AAMC CI Report
Provides Course ID & Title, Date/Time, Primary Instructional Method, Student Enrollment and Faculty
Our curriculum mapping tools begin with Oracle’s PeopleSoft. The data from PeopleSoft about the courses, their schedule, instructional method, student enrollment and faculty populates in OASIS Curriculum Management and Scheduling Program.
OASIS provides all the necessary excel template to import the calendar and mapping data.

14. Curriculum Mapping Tools
Adobe InDesign
Provides course templates to gather data for AAMC CI Report
Generate interactive pdf and collect data
Provides Course ID & Title, Date/Time, Primary Instructional Method, Student Enrollment and Faculty
Import Form
The OASIS Event import form as an interactive pdf was generated in Adobe InDesign and is populated with event data from Blackboard Learn.

15. Curriculum Mapping Tools
Adobe InDesign
Provides course templates to gather data for AAMC CI Report
Generate interactive pdf and collect data
Provides Course ID & Title, Date/Time, Primary Instructional Method, Student Enrollment and Faculty
Data Import
Excel Table
Import Form
The data from the Event Import form is entered into 3 different Excel sheets for each event and imported into the OASIS program.

16. Curriculum Mapping Faculty Development
Pre-populated interactive pdfs:
Contains previous AY Blackboard Learn information
Presents a snapshot of their course
Provides an easy way for course leaders to review, edit, and update
By pre-populating the import forms as interactive pdfs with previous AY Blackboard Learn information, the course leaders see a snapshot of their course and can easily review, edit and update.
Some may think this is a redundant step, but it actually worked out very well. It would have been very difficult for busy course leaders and administrators to search for the data and complete the 3 excel sheets for each event. In this way, they are reviewing, editing and updating as necessary.

17. Interactive PDF Import Form – Pages 1 & 2
Entrustable Professional Activities (EPAs)
Calendar & Scheduling Data
Event Learning Objectives
Medications
UMMS Keywords emphasized in the event
Examples: wellness, social determinants of health, pediatrics, critical thinking and problem-solving
LCME Topics
Instructional Methods from AAMC CI Standard List
Taking a closer look at the Import form: Pages 1 & 2 of the Event Import form captures first the calendar and scheduling data and the event learning objective. Next, course leaders are asked to select LCME topics and Entrustable Professional Activities (EPAs that are included in the event). Another keyword textbox is to identify Medications and other keywords emphasized in the event such as wellness, social determinants of health, critical thinking, and problem-solving.
From the AAMC Curriculum Inventory standard list, the course leaders select the instructional methods used in the event.

18. Interactive PDF Import Form – Page 3
Learner Assessment Methods from AAMC CI Standard List
AAMC CI Standard Resources
Course Leaders found this an important exercise in checking their course
1.Course Learning Objective
2. Course Learning Objective
3. Course Learning Objective
4. Course Learning Objective
5. Course Learning Objective
6. Course Learning
Mapping Event Learning Objectives to Course Objectives
2|4
Copy and paste Event Learning Objective from 1st page and match course learning obj #
Page 3 has the course leaders selecting the learner assessment methods from the AAMC Standard List and identifying it as formative or summative.
The course learning objectives are listed on the left and the event learning objectives are listed on the right. The course leaders are asked to map the course objective number(s) to the event objective in the middle mapping textbox.
The course leaders remarked that this was an excellent exercise to check their courses. The course learning objectives were written awhile ago and the events changed and developed over time. This was a good way to check that the event objectives achieved the course objectives.

19. Quality Improvement from Curriculum Mapping
Meetings with Clerkship Directors, Advanced Studies Leaders & Course Administrators:
Describe importance of database fields
Review learning objectives
Elicit keywords
Suggest alternative instructional methods and assessment methods
Clarify resources
Confirm for importing into OASIS
Begin discussion of curriculum renovation
Finalized data is ready for import into curriculum database
After the course leaders complete their import forms, they meet individually with me to review the data. I am fairly new to UMMS, so this gives me an opportunity to meet the course leaders and discuss possible quality improvement ideas as I review the data. Also, this gives me a chance to talk about the upcoming curriculum renovation.

20. UMMS School Competencies
Physician as… #
Competency
Categories
# Sub-competencies 1
Professional
Professional Values
Ethical Standards
Effective Member of Interprofessional Team
Standards of Care & Practice
Self-assessment & Ongoing Learning 21 2
Scientist
Acquisition of Core Biomedical Knowledge
Understanding of Scientific Method 10 3
Communicator
Doctor-Patient Communication
Communication with Patients from Diverse Backgrounds
Communication with Healthcare Team 12 4
Clinical Problem-Solver
Patient-centered Care
Information Gathering
Differential Diagnosis & Management
Technical Skills
Systems of Care 26 5
Patient & Community Advocate
Patient & Community Advocacy
Service 7 6
Person
Self-awareness
Well-being
Relation and Connections to Others
The UMMS Competencies were developed internally around the same time as the ACGME competencies. The “Person” competency was unique at the time and is the only difference and other schools have also added this as wellness and mindfulness. Our Educational Policy Committee has decided not to change the main competencies and only update the sub-competencies.

21. The SOM Mapping Import Physician Competency Reference Set (PCRS)
School Objectives
FOM1 Course Objs
FOM2 Course Objs
AS Course Objs
CCE Course Objs
The SOM Mapping upload begins with matching in OASIS the revised UMMS school objectives to the Physician Competency Reference Set or PCRS that is required for the AAMC Curriculum Inventory Report.
Next the course objectives are mapped to the school objectives.
Physician Competency Reference Set (PCRS)
For AAMC Curriculum Inventory Report

22. + + + + The SOM Mapping Import Event Data Event Data Event Data
FOM1 Event Objs
Event Data +
School Objectives
FOM1 Course Objs
FOM2 Course Objs
AS Course Objs
CCE Course Objs
CCE Event Objs
Event Data +
FOM2 Event Objs
Event Data +
AS Event Objs
Event Data +
This is followed by the Event data and objectives mapped to the course objectives.
Physician Competency Reference Set (PCRS)
For AAMC Curriculum Inventory Report

23. Developing New Curriculum Mapping for 3rd & 4th Years
Lessons Learned
Encourage excitement about the new curriculum database and the opportunity to search, analyze, and report on the curriculum
Best practices are to encourage excitement about a new curriculum database and communicate clearly to all the course stakeholders the advantages of being able to search, analyze and report on the curriculum. Show them some examples about what they can find out once the data is imported. Starting to populate a curriculum database can be tedious, so you need to promote a positive culture around it.
For some clinical experience courses that do not have specific didactic sessions for topics, it is a challenge to write the event learning objectives. Especially in the sub-internships, we turned to the expected milestones for the course and composed the event learning objectives to import as bulk events.
We are still thinking about how best to import data from integrated and longitudinal shared course sessions. If you have some suggestions, please contact me.
It is important to remain flexible while building a curriculum database. Oftentimes, the process changes because it is a work in progress. Aim for the best even though it requires redoing some areas.
Our IT staff is working very hard with the OASIS staff to customized our curriculum database. It is very important to meet regularly with the IT staff and appreciate all their efforts while explaining the needs of the 3rd & 4th years.
Developing New Curriculum Mapping for 3rd & 4th Years
March 14, 2018

24. Developing New Curriculum Mapping for 3rd & 4th Years
Lessons Learned
Encourage excitement about the new curriculum database and the opportunity to search, analyze, and report on the curriculum
Compose event learning objectives for clinical experiences and longitudinal courses from expected milestones
Best practices are to encourage excitement about a new curriculum database and communicate clearly to all the course stakeholders the advantages of being able to search, analyze and report on the curriculum. Show them some examples about what they can find out once the data is imported. Starting to populate a curriculum database can be tedious, so you need to promote a positive culture around it.
For some clinical experience courses that do not have specific didactic sessions for topics, it is a challenge to write the event learning objectives. Especially in the sub-internships, we turned to the expected milestones for the course and composed the event learning objectives to import as bulk events.
We are still thinking about how best to import data from integrated and longitudinal shared course sessions. If you have some suggestions, please contact me.
It is important to remain flexible while building a curriculum database. Oftentimes, the process changes because it is a work in progress. Aim for the best even though it requires redoing some areas.
Our IT staff is working very hard with the OASIS staff to customized our curriculum database. It is very important to meet regularly with the IT staff and appreciate all their efforts while explaining the needs of the 3rd & 4th years.
Developing New Curriculum Mapping for 3rd & 4th Years
March 14, 2018

25. Developing New Curriculum Mapping for 3rd & 4th Years
Lessons Learned
Encourage excitement about the new curriculum database and the opportunity to search, analyze, and report on the curriculum
Compose event learning objectives for clinical experiences and longitudinal courses from expected milestones
Think outside the box for importing data on clerkship integrated and longitudinal shared sessions
Best practices are to encourage excitement about a new curriculum database and communicate clearly to all the course stakeholders the advantages of being able to search, analyze and report on the curriculum. Show them some examples about what they can find out once the data is imported. Starting to populate a curriculum database can be tedious, so you need to promote a positive culture around it.
For some clinical experience courses that do not have specific didactic sessions for topics, it is a challenge to write the event learning objectives. Especially in the sub-internships, we turned to the expected milestones for the course and composed the event learning objectives to import as bulk events.
We are still thinking about how best to import data from integrated and longitudinal shared course sessions. If you have some suggestions, please contact me.
It is important to remain flexible while building a curriculum database. Oftentimes, the process changes because it is a work in progress. Aim for the best even though it requires redoing some areas.
Our IT staff is working very hard with the OASIS staff to customized our curriculum database. It is very important to meet regularly with the IT staff and appreciate all their efforts while explaining the needs of the 3rd & 4th years.
Developing New Curriculum Mapping for 3rd & 4th Years
March 14, 2018

26. Developing New Curriculum Mapping for 3rd & 4th Years
Lessons Learned
Encourage excitement about the new curriculum database and the opportunity to search, analyze, and report on the curriculum
Compose event learning objectives for clinical experiences and longitudinal courses from expected milestones
Think outside the box for importing data on clerkship integrated and longitudinal shared sessions
Remain flexible as new curriculum database develops and import formats change – this is a work in progress
Best practices are to encourage excitement about a new curriculum database and communicate clearly to all the course stakeholders the advantages of being able to search, analyze and report on the curriculum. Show them some examples about what they can find out once the data is imported. Starting to populate a curriculum database can be tedious, so you need to promote a positive culture around it.
For some clinical experience courses that do not have specific didactic sessions for topics, it is a challenge to write the event learning objectives. Especially in the sub-internships, we turned to the expected milestones for the course and composed the event learning objectives to import as bulk events.
We are still thinking about how best to import data from integrated and longitudinal shared course sessions. If you have some suggestions, please contact me.
It is important to remain flexible while building a curriculum database. Oftentimes, the process changes because it is a work in progress. Aim for the best even though it requires redoing some areas.
Our IT staff is working very hard with the OASIS staff to customized our curriculum database. It is very important to meet regularly with the IT staff and appreciate all their efforts while explaining the needs of the 3rd & 4th years.
Developing New Curriculum Mapping for 3rd & 4th Years
March 14, 2018

27. Developing New Curriculum Mapping for 3rd & 4th Years
Lessons Learned
Encourage excitement about the new curriculum database and the opportunity to search, analyze, and report on the curriculum
Compose event learning objectives for clinical experiences and longitudinal courses from expected milestones
Think outside the box for importing data on clerkship integrated and longitudinal shared sessions
Remain flexible as new curriculum database develops and import formats change – this is a work in progress
Bond with the IT staff so they can best understand the 3rd & 4th Years curriculum needs
Best practices are to encourage excitement about a new curriculum database and communicate clearly to all the course stakeholders the advantages of being able to search, analyze and report on the curriculum. Show them some examples about what they can find out once the data is imported. Starting to populate a curriculum database can be tedious, so you need to promote a positive culture around it.
For some clinical experience courses that do not have specific didactic sessions for topics, it is a challenge to write the event learning objectives. Especially in the sub-internships, we turned to the expected milestones for the course and composed the event learning objectives to import as bulk events.
We are still thinking about how best to import data from integrated and longitudinal shared course sessions. If you have some suggestions, please contact me.
It is important to remain flexible while building a curriculum database. Oftentimes, the process changes because it is a work in progress. Aim for the best even though it requires redoing some areas.
Our IT staff is working very hard with the OASIS staff to customized our curriculum database. It is very important to meet regularly with the IT staff and appreciate all their efforts while explaining the needs of the 3rd & 4th years.
Developing New Curriculum Mapping for 3rd & 4th Years
March 14, 2018

28. Anything you would like to discuss about this presentation?
Please me at:
If there’s anything you would like to discuss about this presentation, please contact me by at this address.
Thank you.

29. Director of the Curriculum Resources
Angela D. Blood, MPH, MBA
Director of the Curriculum Resources

30. Next Meeting
Wednesday, April 11, 1pm ET