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. 2018 Aug 6;18(1):185.
doi: 10.1186/s12909-018-1289-9.

Curriculum Mapping as a Tool to Facilitate Curriculum Development: A New School of Medicine Experience

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Free PMC article

Curriculum Mapping as a Tool to Facilitate Curriculum Development: A New School of Medicine Experience

Ghaith Al-Eyd et al. BMC Med Educ. .
Free PMC article

Abstract

Background: Every curriculum needs to be reviewed, implemented and evaluated; it must also comply with the regulatory standards. This report demonstrates the value of curriculum mapping (CM), which shows the spatial relationships of a curriculum, in developing and managing an integrated medical curriculum.

Methods: A new medical school developed a clinical presentation driven integrated curriculum that incorporates the active-learning pedagogical practices of many educational institutions worldwide while adhering to the mandated requirements of the accreditation bodies. A centralized CM process was run in parallel as the curriculum was being developed. A searchable database, created after the CM data was uploaded into an electronic curriculum management system, was used to ensure placing, integrating, evaluating and revising the curricular content appropriately.

Results: CM facilitated in a) appraising the content integration, b) identifying gaps and redundancies, c) linking learning outcomes across all educational levels (i.e. session to course to program), c) organizing the teaching schedules, instruction methods, and assessment tools and d) documenting compliance with accreditation standards.

Conclusions: CM is an essential tool to develop, review, improve and refine any integrated curriculum however complex. Our experience, with appropriate modifications, should help other medical schools efficiently manage their curricula and fulfill the accreditation requirements at the same time.

Keywords: Accreditation; Curriculum; Curriculum development; Curriculum management; Curriculum mapping.

Conflict of interest statement

This study was approved by the Department of Medical Education, School of Medicine, California University of Science and Medicine. The study did not include any human subject and therefore it was exempted from IRB approval. This exemption complies with national guidelines, please see the following link for criteria 45 CFR 46.101(b)(1)–(6), Department of Health and Human Services, Office of Human Research Protections that address IRB review exemption: https://www.hhs.gov/ohrp/regulations-and-policy/regulations/45-cfr-46/index.html#46.101.

All authors listed in this manuscript were informed about their participation and their roles in this project and the consent was both verbal and written (through their data input/analysis and manuscript writing/review/editing). Since Curriculum Mapping is a requirement that all faculty need to meet, the completion of this project was also considered implied consent to participate.

Not applicable.

The authors declare that they have no competing interests.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Figures

Fig. 1
Fig. 1
The mapping process
Fig. 2
Fig. 2
The session mapping template
Fig. 3
Fig. 3
An example of the search results for specific content “cultural competency” in the curriculum database
Fig. 4
Fig. 4
An example of the mapping of CLOs to PLOs

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