Olaf Fritze1, Maria Lammerding-Koeppel1, Martin Boeker2,3, Elisabeth Narciss4, Annette Wosnik5, Stephan Zipfel5, Jan Griewatz1. 1. a Competence Centre for University Teaching in Medicine Baden-Wuerttemberg, Faculty of Medicine , University of Tuebingen , Tuebingen , Germany. 2. b Competence Centre for Evaluation of Teaching in Medicine , Faculty of Medicine, University of Freiburg , Freiburg im Breisgau , Germany. 3. c Institute of Medical Biometry and Statistics, Faculty of Medicine and Medical Centre, University of Freiburg , Freiburg im Breisgau , Germany. 4. d Competence Centre of Final Year, Medical Faculty Mannheim, University of Heidelberg , Heidelberg , Germany. 5. e Dean's Office of Student Affairs, Faculty of Medicine, University of Tuebingen , Tuebingen , Germany.
Abstract
Objectives: Transition to competency-based medical education is a highly challenging endeavor. Students, teachers and institutions need curricular transparency for understanding the build-up of competencies in terms of coverage, sequence and consistence of learning objectives and assessment. The project aim was to develop and implement a web-based interactive platform for curriculum mapping, diagnostics, and development. The tool should be transferable to other faculties and allow description and visualization of medical curricula in comparison to given national competency-based standards. Methods: In a design-based multi-center approach, four German medical faculties cooperated and developed a standardized, common mapping tool (MERlin database). Implemented are techniques for big data handling and visual analytics. Results: The platform profile is adapted closely to user needs. Intuitive data entry and comfortable quality maintenance support teacher engagement. Individual navigation for curricular diagnostics is guided by practice-oriented questions. Sophisticated, easy-understandable visualizations show curricular strengths and weaknesses. Transparency in contributing departments facilitates goal-oriented dialogs. Currently, 14 of 38 German faculties use the platform. Conclusions: In view of huge amounts of data and complex curricular structures, the MERlin database facilitates effective curriculum mapping, goal-oriented curriculum development, comparison to national competency-based standards, effective data sharing and benchmarking across faculties with different curriculum management systems.
Objectives: Transition to competency-based medical education is a highly challenging endeavor. Students, teachers and institutions need curricular transparency for understanding the build-up of competencies in terms of coverage, sequence and consistence of learning objectives and assessment. The project aim was to develop and implement a web-based interactive platform for curriculum mapping, diagnostics, and development. The tool should be transferable to other faculties and allow description and visualization of medical curricula in comparison to given national competency-based standards. Methods: In a design-based multi-center approach, four German medical faculties cooperated and developed a standardized, common mapping tool (MERlin database). Implemented are techniques for big data handling and visual analytics. Results: The platform profile is adapted closely to user needs. Intuitive data entry and comfortable quality maintenance support teacher engagement. Individual navigation for curricular diagnostics is guided by practice-oriented questions. Sophisticated, easy-understandable visualizations show curricular strengths and weaknesses. Transparency in contributing departments facilitates goal-oriented dialogs. Currently, 14 of 38 German faculties use the platform. Conclusions: In view of huge amounts of data and complex curricular structures, the MERlin database facilitates effective curriculum mapping, goal-oriented curriculum development, comparison to national competency-based standards, effective data sharing and benchmarking across faculties with different curriculum management systems.
Authors: Anja Mayer; Vital Da Silva Domingues; Inga Hege; Andrzej A Kononowicz; Marcos Larrosa; Begoña Martínez-Jarreta; Daloha Rodriguez-Molina; Bernardo Sousa-Pinto; Małgorzata Sudacka; Luc Morin Journal: Int J Environ Res Public Health Date: 2022-05-19 Impact factor: 4.614
Authors: Nils-Hendrik Benning; Martin Haag; Petra Knaup; Dagmar Krefting; Otto Rienhoff; Markus Suhr; Inga Hege; Daniel Tolks Journal: GMS J Med Educ Date: 2020-11-16