1. AAMC Building Better Curriculum Webinar Series
Welcome to the
AAMC Building Better Curriculum Webinar Series
We will begin our presentation shortly.
The moderator for this call is Angela Blood,
Director, Curricular Resources.
PLEASE NOTE: All users will be muted during the webinar but should use the chat feature to send questions to the moderator. We will try to answer as many questions as possible at the end of the presentation.
Presentation title goes here Subtitle of Presentation

2. CURRICULUM MAPPING The what, Why & how
FACULTY DEVELOPMENT SESSION 1 (FD1/5)
CURRICULUM MAPPING
The what, Why & how
GHAITH AL-EYD MD, MSc, PhD, MIAC
ASSOCIATE PROFESSOR OF PATHOLOGY
ASSISTANT DEAN OF ASSESSMENT

3. Inspiring Quotes About ORGANIZING!
Simplicity is the ultimate sophistication. ~ Leonardo DaVinci
For every minute spent organizing, an hour is earned. ~ Benjamin Franklin

4. COPY RIGHT NOTICE
IN ADDITION TO THE SESSION TUTOR’S WORK, THIS PRESENTATION CONTAINS SOME REFERENCED INFORMATION FROM DIFFERENT RESOURCES. THIS PRESENTATION IS INTENDED FOR EDUCATIOANL PURPOSES ONLY AND CANNOT BE USED FOR ANY COMMERCIAL USE.

5. Acknowledgement:
I want to acknowledge and thank Prof. Ronald M. Harden for all of his work in medical education and especially his AIMEE GUIDE 21: Curriculum mapping: a tool for transparent and authentic teaching and learning. Medical Teacher, Vol. 23, No. 2, 2001
That guide provided a tremendous resource information and greatly helped to direct all of my work in Curriculum Mapping including this session.

6. Learning Objectives:
Define the term “Curriculum Mapping” and explain its concept.
Describe the role of curriculum mapping in planning, developing and implementing the curriculum.
Outline the AAMC & LCME requirements of curriculum mapping.
Explain the process of curriculum mapping using an MD Curriculum as an example.

7. FD2 FD3 FD1 FD4 The Key to an Effective Learning:
Integrating all major elements of a course is vital to maximize and enhance the learning process to meet the learning expectations:
FD2
FD3
FD1
FD4
FD: FACULTY DEVELOPMENT SESSION

8. The Key to an Effective Learning:
FD5
FD: FACULTY DEVELOPMENT SESSION

9. Introduction Curriculum Mapping …….. What is it?
Curriculum Mapping is an information organization and management process that incorporates two singular attributes of any curriculum: Communicability and Transparency.
Communication & Transparency of the curriculum are often overshadowed by other aspects of the curriculum such as content, pedagogy of engagement, and assessment!

10. Introduction Curriculum Mapping …….. What is it?
To effectively manage a curriculum, we need to answer questions such as:
How do both the faculty & leaners know what is covered in the curriculum & where it is addressed?
What learning opportunities are available to the learners?
How are the assessment and program learning outcomes related?
What are the available resources to support different parts of the curriculum?
R.M. Harden, 2001

11. Introduction Curriculum Mapping …….. What is it?
CURRICULUM MAPPING CAN HELP TO ANSWER THESE QUESTIONS


12. Curriculum Mapping …….. What is it?
WHAT IS TAUGHT?
CURRICULUM MAPPING
CONTENT & LEARNING OUTCOMES
TIME TABLE
ASSESSMENT & EVALUATION
LEARNING RESOURCES & OPPORTUNITIES
WHEN IT IS TAUGHT?
HOW IT IS TAUGHT?
QUANTIFYING PERFORMANCE & DETERMINING WHETHER THE LEARNER HAS ACHIEVED THE LEARNING OUTCOMES & HOW WELL

13. Curriculum Mapping …….. What is it?
“A curriculum is a program of study where the whole is greater than the sum of individual parts”
Harden et al., 1997

14. “THE WHOLE IS GREATER THAN THE SUM OF INDIVIDUAL PARTS”
“A curriculum is a program of study where the whole is greater than the sum of individual parts”

15. “THE WHOLE IS GREATER THAN THE SUM OF INDIVIDUAL PARTS”
“A curriculum is a program of study where the whole is greater than the sum of individual parts”

16. Curriculum Mapping …….. Why?
The curriculum map has two key functions:
It makes the curriculum more clear and transparent to curriculum developers, students, and faculty. It assists them to check for gaps and redundancies (intended and unintended).
It shows and highlight the links between the different elements and sections of the curriculum e.g. learning outcomes & assessment, and between parts within one section/element e.g. between different learning outcomes (PLOs, CLOs, SLOs).

17. Curriculum Mapping …….. Why?
The most efficient and effective curriculum is the curriculum that has minimum differences between what is declared, what is taught, and what is assessed.
The curriculum map makes the implied curriculum clear and helps to ensure that what is assessed is in line with the declared & taught curriculum.
The Learned Curriculum
(What students actually learn)
The Taught Curriculum
(The curriculum that is presented)
The Declared Curriculum (What is assumed the students are learning)
Fenwick W. English, 1978
(Fictional Curriculum)
R.M. Harden, 2001

18. Curriculum Mapping …….. Why? THE AAMC!
AAMC Goals for using a Curriculum Database:
Map the PLOs with PCRS and the CLOs with PLOs for assessment
Searchable Database – to look for intentional overlap and for missing topics
Engage the faculty in curriculum assessment and development
All faculty, staff and students have access to the database
Theme/Course Leader and Clerkship Directors were trained and provided data – one main person enters the data with back up
Identify both horizontal and vertical integration
Learn – Serve – Lead: The AAMC 2013 Annual Meeting

19. Curriculum Mapping …….. Why? THE AAMC!

20. Curriculum Mapping …….. Why? THE LCME!
STANDARD 7: CURRICULAR CONTENT: Elements : Biomedical, Behavioral, and Social Sciences, Societal Problems, Critical Thinking, Problem Solving Skills, Research, IPE….etc.
STANDARD 8: CURRICULAR MANAGEMENT, EVALUATION, AND ENHANCEMENT: Element 8.2: Use of Medical Educational Program Objectives. Element 8.3: Curricular Design, Review, Revision/Content Monitoring.
The faculty of a medical school ensure that the medical curriculum provides content of sufficient breadth and depth to prepare medical students for entry into any residency program and for the subsequent contemporary practice of medicine.
Biomedical behavioral and social sciences
Organ system, life cycle, primary care …
Scientific methods, clinical/translational research
Critical thinking, problem solving skills
Societal problems, cultural competencies and health disparities
Medical ethics, communication skills
IPE

21. Curriculum Mapping …….. Why? THE LCME!
Example of LCME Questions to answer:
Are the course/clerkship learning objectives linked to the medical educational program objectives?
Is there a searchable curriculum database?
Describe the formal curriculum review process.
How do you monitor the curricular content (e.g. gaps & redundancies)?
What about horizontal & vertical integration?
How do you find a specific topic/session, e.g. societal problems?
The faculty of a medical school ensure that the medical curriculum provides content of sufficient breadth and depth to prepare medical students for entry into any residency program and for the subsequent contemporary practice of medicine.
Biomedical behavioral and social sciences
Organ system, life cycle, primary care …
Scientific methods, clinical/translational research
Critical thinking, problem solving skills
Societal problems, cultural competencies and health disparities
Medical ethics, communication skills
IPE

22. Curriculum Mapping …….. How?
The Curriculum is a sophisticated blend of information that need to be organized, transparent, and easily visualized.
Within the curriculum map, curriculum elements are grouped into categories “windows*”. The map demonstrates how these elements are linked within one window or within different windows.
*R.M. Harden, 2001

23. Curriculum Mapping …….. How?
The windows through which the curriculum map can be explored:
The learning expectations (objectives/outcomes)
Curriculum content (representative searchable keywords)
Assessment methods
Learning opportunities (includes teaching methods and learning resources)
Location: lecture hall, small group rooms, college rooms, labs, library, skills lab, hospital ward, outpatient, other hospitals, community…..etc.
Resources: books, journal articles, online, videos, printed notes, voice over ppt, models, simulators, Standardized patients…etc.
Timetable: Program calendar, weekly calendar/time table/topic sequence…etc.
Staff: faculty, technicians, admins.
Curriculum management: curriculum committee members, course/clerkship directors, office curriculum mapping…etc.
Students: Not always, but sometimes details like stage of the study previous level of achievement and progression through the curriculum, attendance, portfolio,
Medical Teacher, Vol. 23, No. 2, 2001

24. Curriculum Mapping …….. How?
The windows through which the curriculum map can be explored:
The learning expectations (objectives/outcomes)
Curriculum content (representative searchable keywords)
Assessment methods
Learning opportunities (includes teaching methods and learning resources)
Learning location
Timetable
Faculty/Staff involved in the learning process
Students: Year of the curriculum (M1-M4), attendance, portfolio…etc.
Location: lecture hall, small group rooms, college rooms, labs, library, skills lab, hospital ward, outpatient, other hospitals, community…..etc.
Resources: books, journal articles, online, videos, printed notes, voice over ppt, models, simulators, Standardized patients…etc.
Timetable: Program calendar, weekly calendar/time table/topic sequence…etc.
Staff: faculty, technicians, admins.
Curriculum management: curriculum committee members, course/clerkship directors, office curriculum mapping…etc.
Students: Not always, but sometimes details like stage of the study previous level of achievement and progression through the curriculum, attendance, portfolio,
Medical Teacher, Vol. 23, No. 2, 2001

25. Curriculum Mapping …….. How?
Decide the complexity of the curriculum map and the level of curriculum details displayed e.g. number of windows in the map and the details of each window.
Design the mapping form (Session Mapping Template “SMT”) that will be used to collect the data from course/clerkship directors and faculty. This form is designed, according to the level of complexity of the curriculum map, to collect the data required of each window/key area of the map.
Collect the data and feed the mapping system.

26. Curriculum Mapping …….. How?
Decide the access levels of the mapping system during development phase and after completion.
Familiarize the staff and faculty with the map.
Plan to evaluate and update the map regularly.

27. Curriculum Mapping …….. How?
Session Mapping Template (SMT) is a Vital Tool

28. Curriculum Mapping …….. How?

29. Al-Eyd et al. BMC Medical Education (2018) 18:185 https://doi. org/10

30. Learning Outcomes Window of the Curriculum Map:
PHYSICIAN COMPETENCY REFERENCE SET (PCRS)
PROGRAM LEARNING OUTCOMES (PLOs)
COURSE/CLERKSHIP LEARNING OUTCOMES (CLOs)
SESSION LEARNING OUTCOMES (SLOs)

31. CLO
PLO
SLOs
Al-Eyd et al. BMC Medical Education (2018) 18:185

32. Content Window* of the Curriculum Map:
*R.M. Harden, 2001
Urinary System
SKIN-MSK System
Foundations
GI System
Nervous System
Reproductive System
Urinary System
Hematology
Endocrine System
CVP System
Masters Colloquium
Endocrine System
Medical Skills
Masters Colloquium
Diabetes Mellitus
Societal Problem
Insulin Signaling
Blood Glucose Testing
Obesity
Substance Abuse
The searchable database functionality of the curriculum map is of great importance in identifying gaps and redundancies in the curriculum content

33. Assessment Window of the Curriculum Map:
Assessment is a fundamental factor in curriculum development and the learning process, it impacts what students learn and what faculty teach.
The assessment window of the curriculum map identifies the range of assessment tools used in the curriculum e.g. MCQ, OSCE, OSP..etc.. Using the AAMC Curriculum Inventory Standardized Vocabulary.
Assessment area is usually linked to other areas of the curriculum maps most importantly, the learning outcomes area.

34. Assessment Window of the Curriculum Map:
Assessment is a fundamental factor in curriculum development and the learning process, it impacts what students learn and what faculty teach.
The assessment window of the curriculum map identifies the range of assessment tools used in the curriculum e.g. MCQ, OSCE, OSP..etc.. Using the AAMC Curriculum Inventory Standardized Vocabulary.
Assessment area is usually linked to other areas of the curriculum maps most importantly, the learning outcomes area.
The Test Sampling: the amount of weight given to the different subject matter areas on the test should match the relative importance of each of the course objectives as well as the emphasis given to each subject area during instruction (Table of Specifications).

35. Example Exam Table of Specifications

37. Analyzing the curriculum map to identify representative courses/clerkships for each PLO based on:
The number of Course Learning Objectives (CLOs) mapped to each PLO, and
The teaching emphasis of the course related to that PLO

38. Year-1 Courses Linked to PLO-1 in the Curriculum Map
Curriculum Mapping Facilitates Program Evaluation:
AN EXAMPLE OF DETAILED ANYALYSIS & EVALUATOIN OF ACHIEVMENT RATING OF ONE PLO
PLO-1: Competency: Patient Care (PC)
Sub-competencies: PC1: Clinical History Taking; PC2: Patient Examination; PC3: Medical Notes; PC4: Oral Presentations; PC5: Medical Skills; PC6: Patient Care Teams; PC7: Patient Management; PC8: Cost Effective Comparison in Treatment
Course
≥70% of Class Scored a Grade of “P”
Progress
Indicator
No. of CLOs Mapped to PLO-1
% of CLOs Mapped to PLO-1
Notes
COM601-2 
I/PE
6/9 67
“Medical Skills-1”; Emphasized
COM611-12
6/7 86
“Master Colloquium-1”; Emphasized
COM501
1/9 11
“Foundations” Partially (Clinical Lectures; Clinical Cases)
COM526
1/6 17
“Heme” Partially (Clinical Lectures; Clinical Cases)
COM511
“SMSK” Partially (Clinical Lectures; Clinical Cases)
COM551
“Neuro” Partially (Clinical Lectures; Clinical Cases)
COM531
“CVP” Partially (Clinical Lectures; Clinical Cases)
Year-1 Courses Linked to PLO-1 in the Curriculum Map
Al-Eyd, G. 2018

39. Curriculum Mapping Facilitates Program Evaluation:
Patient care
Medical & Scientific Knowledge
Communication & Interpersonal Skills
Professionalism
Healthcare System
Reflective Practice and Personal Development
Al-Eyd, G. 2018

40. CNUCOM FAIR ASSESSMENT:
Example of a Course Summative Exam Item Analysis Showing the link to the CLOs
Al-Eyd, G. 2018

41. Learning Opportunities Window of the Curriculum Map:
This window shows which learning opportunities available to the students e.g. formal lecture, large/small group sessions, lab session, clinical skills session, …etc., using Curriculum Inventory Standardized Vocabulary.
“The learning opportunities window” may be linked to “the learning location window” (if included in the map), to “students window”, and to “learning outcome windows”.
The learning opportunities may be linked to the ‘learning location’ window to ensure appropriate accommodation has been booked, to students’ to identify which students are scheduled to participate in a teaching session, and to ‘learning outcomes’ to identify how the learning opportunity addresses the course learning outcomes.

42. Al-Eyd et al. BMC Medical Education (2018) 18:185 https://doi. org/10

43. Curriculum Mapping Work Shared!
1- AAMC Learn, Serve, Lead 2016 & 2018, Presentations in a Focused Discussion::
2- Curriculum Mapping Published Article in BMC Medical Education:

44. References:
Harden RM. AMEE guide no. 21: Curriculum mapping: A tool for transparent and authentic teaching and learning. Medical Teacher. 2001; 23:
Al-Eyd, G., Achike, F., Agarwal, M., Atamna, H., Atapattu, D. N., Castro, L., Estrada, J., Ettarh, R., Hassan, S., Lakhan, S. E., Nausheen, F., Seki, T., Stegeman, M., Suskind, R., Velji, A., Yakub, M., … Tenore, A. (2018). Curriculum mapping as a tool to facilitate curriculum development: a new School of Medicine experience. BMC medical education, 18 (1), 185. doi: /s
Liaison Committee on Medical Education (LCME), Functions & Structure of a Medical School, Standards for Accreditation of Medical Education Programs Leading to the M.D. Degree. Available from Last Accessed January 7, 2019
Association of American Medical Colleges. Curriculum Inventory and Reports (CIR). Available from: Last Accessed January 7, 2019
MedBiquitous Curriculum Inventory Working Group Standardized Vocabulary Subcommittee. 2016; Curriculum Inventory standardized instructional and assessment methods and resource types (March 2016 version). Washington, DC: Association of American Medical Colleges

45. Inspiring Quotes About ORGANIZING!
You will never be completely ready. Start from wherever you are. ~ C.J. Hayden
Time is a created thing. To say ‘I don’t have time’ is to say ‘I don’t want to’.~Lao Tzu