Timothy G Willett1. 1. Centre for Medical Education, University of Dundee, Dundee, UK. tim.willett@criedunet.org
Abstract
CONTEXT: As part of curriculum evaluation, management and quality assurance strategies, many undergraduate medical schools are in the process of constructing computer-based curriculum maps. METHODS: A survey was distributed to Canadian and UK medical schools to determine the current status, characteristics, and challenging and successful aspects of their efforts in curriculum mapping. Quantitative and qualitative analyses were performed. RESULTS: The majority of schools are in the process of building maps and about 20% of schools have completed maps but continue to upgrade them. The software used to construct the maps and the educational elements included in them vary among schools. A variety of educational outcome frameworks are employed for curriculum evaluation. Current major challenges include human resource demands, the use of medical ontologies, faculty development and interface design. CONCLUSIONS: Given that these problems are common and their solutions are resource-intensive, there is a place for collaboration and a need for further research.
CONTEXT: As part of curriculum evaluation, management and quality assurance strategies, many undergraduate medical schools are in the process of constructing computer-based curriculum maps. METHODS: A survey was distributed to Canadian and UK medical schools to determine the current status, characteristics, and challenging and successful aspects of their efforts in curriculum mapping. Quantitative and qualitative analyses were performed. RESULTS: The majority of schools are in the process of building maps and about 20% of schools have completed maps but continue to upgrade them. The software used to construct the maps and the educational elements included in them vary among schools. A variety of educational outcome frameworks are employed for curriculum evaluation. Current major challenges include human resource demands, the use of medical ontologies, faculty development and interface design. CONCLUSIONS: Given that these problems are common and their solutions are resource-intensive, there is a place for collaboration and a need for further research.