Abstract
Purpose
Curriculum mapping is integral to the curriculum oversight process. The purpose of this monograph is to describe two models for implementing curriculum mapping, which educators may adapt or adopt.
Practical Implementation
The West Virginia University School of Medicine model is characteristic of a decentralized model. Individual course and clerkship directors are responsible for detailing curriculum data. In contrast, Texas A&M utilizes an external software system to centrally manage the curriculum mapping process.
Discussion
Both models are viable strategies to map the medical school curriculum. The databases can provide fundamental information, which can be shared in national databases and leveraged to make informed curriculum changes.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Hardin, R.M. AMEE Guide No. 21: Curriculum mapping: a tool for transparent and authentic teaching and learning. http://www.al-aarifin.com/images/2001_AMEE_Guide_-_Curriculum_mapping.pdf. Accessed August 10, 2015.
Calloway, C. Curriculum mapping: a shared leadership model. Curriculum Inventory in Context, 2(1), 2015.
Masters, S. Competency mapping across the medical student curriculum. Curriculum Inventory in Context, 2(6), 2015
Daley BB, DM T. Concept maps in medical education: an analytic literature review. Med Educ. 2010;44:440–8.
Thistlethwaite JE, Forman D, Matthews LR, Rogers GD, Steketee C, Yassine T. Competencies and frameworks in interprofessional education: a comparative analysis. Acad Med. 2014;89(6):869–75.
Interprofessional Education Collaborative Expert Panel. Core competencies for interprofessional collaborative practice: report of an expert panel. Washington, D.C. 2011.
Pediatrics Milestone Working Group. The Pediatrics Milestone Project. 2012. http://www.acgme.org/acgmeweb/Portals/0/PFAssets/ProgramResources/320_PedsMilestonesProject.pdf. Accessed December 6, 2012.
Association of American Medical Colleges Drafting Panel. Core entrustable physician activities for entering residency (UPDATED). http://www.mededportal.org/icollaborative/resource/887. Accessed August 8 2014.
MedBiquitous Curriculum Inventory Working Group Standardized Vocabulary Subcommittee. Curriculum inventory standardized instructional and assessment methods and resource types (September 2012 version). Washington, DC: Association of American Medical Colleges; 2012.
Hassan S. Concepts of vertical and horizontal integration as an approach to integrated curriculum. Education in Medicine Journal [serial online]. December 2013:e1, e5. Available from: Academic Search Complete, Ipswich, MA. Accessed August 28, 2015
Walsh K. When I say … triangulation. Med Educ. 2013;47:866.
Komenda, Martin, Daniel Schwartz, Jan Švancara, Christos Vaitsis, Nabil Zary and Ladislav DuŠek. Computers in biology and medicine (impact factor: 1.48). 08/2015; 63:74–82. doi:10.1016/j.compbiomed.2015.05.006.
Weiss LB, Levison SP. Tools for integrating women’s health into medical education: clinical cases and concept mapping. Acad Med. 2000;75(11):1081–6.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Cottrell, S., Hedrick, J.S., Lama, A. et al. Curriculum Mapping: A Comparative Analysis of Two Medical School Models. Med.Sci.Educ. 26, 169–174 (2016). https://doi.org/10.1007/s40670-016-0225-z
Published:
Issue Date:
DOI: https://doi.org/10.1007/s40670-016-0225-z