Search

Background: The overall objective of any health professional curriculum is to ensure that the knowledge, skills and attitudes of the students are influenced by the curriculum and to instil these attributes into the students, to help them become capable, compassionate and inquisitive health professionals. Therefore, there is the need for medical educators to align their learning objectives with the core competencies needed to achieve this. Currently, in interprofessional education, it is not always clear which activities may be used to facilitate the development of interprofessional core competencies. However, if health professional students are exposed to the interprofessional core competencies effectively, it may result in health care professionals who have an improved understanding of interprofessional practices, thus improving these practices within their specific professions. The objective of this study was to identify teaching strategies and activities that aim to develop interprofessional competencies in undergraduate health care students at the University of the Western Cape, South Africa. Methods: In this study the Delphi method was used to reach a consensus on the most appropriate activities and assessment methods to use in an interprofessional curriculum that would assist in instilling interprofessional core competencies in undergraduate health care students. Results: 19 experts out of 69 invited participants took part in this Delphi study. The activities highlighted were case studies, joint clinical placements, simulations, role plays and workshops/discussions. The assessment forms highlighted by participants were portfolios, reflection and rubrics. Conclusion: It was evident from this study that such activities can be used to instil more than one core competency in undergraduate health care students.

Undergraduate students balance course requirements for the university, college, school, and major. Each set of requirements, including degree-specific curriculum, is intended to promote synergistic interaction of competence, skills, and knowledge, beyond serving as a collection of individual courses. Understanding of curriculum is important for program recruitment as undergraduate students are more informed when deciding between bachelor's degrees options. Among cohorted programs, this understanding is also helpful in communicating and promoting common intellectual experiences. Comprehension of curriculum is especially important for persistence when students are better able to articulate the connections between course and competencies needed to advance in coursework. To improve universal design for learning within program advising, visual curriculum maps were created as infographics to support student understanding of Bachelor of Arts in Public Health degree requirements and specific capstone course pathways. This map is printed as a small booklet and has been pilot tested among prospective students with positive feedback, then implemented in routine advising sessions. Visual maps of capstone requirements were well-received in concept, however constructive student feedback during pilot testing necessitated further revision. Student feedback also encouraged the application of culturally appropriate visuals and analogies to celebrate student diversity. Visual aids such as these may improve access to information among students through universal design, and also improve recruitment, retention efforts, and student buy-in to degree curricula.

Interdisciplinary programmes have become common in universities and research groups' curricula. This study conducted a network analysis on a Korean university's undergraduate curriculum and used several visualisation tools to assess keywords across courses and departments, revealing epistemological distances between the courses/departments and their concepts of study. This data-driven methodology defined the characteristics of close or neighbouring departments, making it possible to implement narrow interdisciplinarity through common subjects within the courses. Interestingly, a further projected network could determine the implicit relations between departments that are not considered close, which would make it possible to implement a wide interdisciplinary curriculum. The datadriven network analysis conducted in this study contributes to searching for new programmes for specific levels of interdisciplinarity on an empirical basis. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal for the Scholarship of Teaching & Learning is the property of Society for Teaching & Learning in Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

十二年國民基本教育重視「素養」的學習，在歷史課程中可以透過「歷史思考」的學習加以實踐。臺灣的高中歷史課程關注「歷史思考」已有多年，但十二年國民基本教育才在課程結構上首度提供了具體的實踐機會。推動歷史思考的教學依然需要涵蓋歷史事實，毋須二分切割，但著重歷史思考，更能落實民主社會的理想，培育良好的人與公民。高中生的認知心智發展已經達到形式運思階段，因此學習歷史思考是沒有問題的，真正的挑戰在於教師如何提供適切可行的課程設計，關鍵即在於通盤衡量十二年國民基本教育歷史課程的學分數和學習重點，才有可能讓歷史思考的學習目標實現。 The twelve-year basic education launched in 2019 centers on forging students’ literacy and competencies can be developed and harnessed with the teaching of historical thinking. Historical thinking has long been envisioned in history learning in senior high schools, but the twelve-year curriculum framework makes the implementation of teaching senior high school students historical thinking become something possible and practical. Only when our youngsters are educated with historical thinking together with historical facts can they be shaped into citizens with humanities. The challenge of teaching historical thinking, however, lies not in senior high school students’ cognitive development when they already reach the stage of formal operational, but instead in how history teachers do their curriculum designs. Every curriculum needs to be reviewed, implemented and evaluated. Once the hours of history classes and students’ learning outcomes are addressed in making curriculum mapping complying with the twelve-year curriculum framework, the success of the implementation of historical thinking in history classes can be foreseen in nowaday Taiwan educational context.

Abstract Background The objective of this study was to evaluate the existing Bachelor of Science in Pharmacy [BSc (Pharm)] curriculum at Qatar University College of Pharmacy (QU CPH), for addressing international prescribing competencies. Methods The Australian National Prescribing Service (NPS MedicineWise) Competencies Required to Prescribe Medicines framework (the Prescribing Competencies Framework) was used in the BSc (Pharm) curriculum mapping process. The NPS MedicineWise Prescribing Competencies Framework outlines seven competency areas that are essential for pharmacist prescribing. The first mapping activity assessed the learning outcomes (LOs) of 62 courses within the BSc (Pharm) curriculum for covering and addressing the NPS MedicineWise competencies. The second mapping activity involved matching the LOs identified to address the NPS MedicineWise prescribing competencies, to the 2017 Association of Faculties of Pharmacy of Canada (AFPC) educational outcomes, on which the QU CPH BSc (Pharm) program is based. The AFPC educational outcomes address seven key program-level learning outcomes. Results The QU CPH BSc (Pharm) curriculum addresses most of the prescribing competencies listed in the NPS MedicineWise Prescribing Competencies Framework. However, gaps were identified in the curricular content and in the LOs that were related, but not restricted, to the following: electronic prescribing, physical examinations/preparing patients for investigations, and policies/procedures and quality assurace related to prescribing. Other gaps identified include legislative and workplace requirements for obtaining consent to access confidential patient's health information. Conclusion The curriculum mapping exercise provided evidence that, for the most part, the existing BSc (Pharm) curriculum at QU CPH prepares pharmacy graduates for prescribing. However, there are areas that need better alignment between the taught curriculum and training on prescribing in practice. The results of this study are important to consider if pharmacist prescribing is to be implemented in Qatar.

Aim: Competency frameworks are essential for analyzing capabilities of Schools of Public Health to adequately prepare public health (PH) professionals to address contemporary challenges. This study maps the competency profiles of PH training programs in Israel using a novel curriculum mapping tool., Methods: This study assessed all five Israeli Health Education Institutions (HEIs) offering MPH or Bachelors in Public Health (BPH) degrees across 57 competencies in six domains to determine the extent to which competencies were addressed in the curriculum. The competencies list was based on the Association of Schools of Public Health in the European Region (ASPHER) List of Core Competences for the Public Health Professional, adapted for Israeli HEIs., Results: The core curricula in the four MPH programs addressed 45-84% of all competencies. The BPH program addressed 79% of competencies. In MPH programs, the core curricula addressed most or all competencies in the Methods and the Socioeconomic Determinants of Health domains. Competencies in the domains of Environmental Determinants of Health, Health Policy, Economics & Organization, and Health Promotion and Prevention were less comprehensively addressed in most core curricula. Students' opportunities to broaden their exposure to competencies outside the core curricula were context dependent., Discussion: The curriculum competencies mapping tool that was developed served to assess both strengths and shortcomings in PH education in Israel. The findings demonstrate a highly variable array of PH curriculum models in Israeli HEIs, as well as overall shortcomings in the Environmental, Health Policy Economics and Organization, and Health Promotion and Prevention domains. This analysis has already led to reassessment of the curriculum, and will continue to guide the next steps to increase the harmonization of PH training curricula and to better meet PH challenges in Israel., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2024 Neumark, Hannink Attal, Shapiro, MacLeod, Harrington, Barach, de Nooijer, Dopelt, Duplaga, Leighton, Levine, Mor, Otok, Paillard-Borg, Tulchinsky, Zelber-Sagi and Malowany.)

Research on the use of modeling and mapping tools in curriculum management is thriving, often focusing on the perspectives of the faculty alone. However, scholarly works that also incorporate the students’ curriculum concerns are rare. A recurring theme in students’ curriculum concerns is the perceived overlap among courses, usually expressed at the level of common concepts across courses. This common “concept” emphasis imposes a challenge for modelers, who often focus on the course-level comparisons because they usually lack tools with subcourse (concept)-level granularity. This article investigates how to model and represent curriculum information to help in reconciling the gap between instructors’ and students’ views of cross-course overlap. The proposed approach involves the design and development of a digital environment to model a curriculum via linked data through an ontology representing concept-level granularity, offer instructors aid in populating course content, and facilitate the visualization and manipulation of data. The visualization tools are designed to offer functions for perceived common concept overlap identification and rectification. This digital environment was deployed and evaluated in the context of a curriculum review process, in which 25 course instructors employed the visualization tools to address a perceived course overlap problem. The preliminary results demonstrate, first, the usefulness of the approach in reconciling the views of instructors and students regarding perceived course overlap. Second, the results highlight that the approach contributes to transforming course overlap from a fuzzy notion to a more concrete and actionable construct defined as either repetition or reinforcement. [ABSTRACT FROM AUTHOR]

Curriculum refers to the complete range of student experiences to which they will be exposed in the educational process. For any curriculum, communicability and transparency have been regarded as the crucial aspects. An extensive search of all materials related to the topic was carried out in the PubMed search engine, and a total of six articles were selected based upon the suitability with the current review objectives and analyzed. Curriculum mapping has been identified as the method to ensure communicability and transparency, but it also plays an important role in bridging the gaps between the declared, taught, and tested curriculum. The mapping helps establish a relationship between various components of the curriculum and is the key strategy to ascertain the accomplishment of learning objectives or outcomes formulated for any curriculum. In conclusion, the process of curriculum mapping in the field of medical education has been acknowledged as an effective strategy to facilitate evaluation, rapid improvement, and evolution of the curriculum and thus improve the educational outcomes.

Curriculum mapping is a procedure for documenting and visualizing student learning at the programmatic level. The process allows libraries the opportunity to record where information literacy skills are taught across the curriculum in order to locate gaps and redundancies within a library instruction program. It also allows for alignment of the library's learning outcomes with the learning outcomes important to the institution. This paper presents a review of the history of curriculum mapping, followed by a case study of how Loyola Marymount University (LMU) used the process to support information literacy in a new core curriculum. [ABSTRACT FROM AUTHOR]

Background: The undergraduate five-year MBChB programme at the University of Glasgow has a high volume of pathology teaching integrated into the course. The ability to better understand what pathology is taught and when, so as to build a picture of the types and depth of pathology topics covered across the programme stages is crucial, especially in a spiral curriculum. A novel method of curriculum mapping, known as curriculum heat mapping, was developed as a way to visualise where and when topics are taught, in an easier to understand format. Methods: This method involved comparing the Glasgow curriculum to a pre-determined standard of what should be taught. In this case, The Royal College of Pathologists' 'Pathology Undergraduate Curriculum' was used as a comparison of what a graduating doctor should know about pathology. Results: Following the developed template, heat maps showcasing the range of pathology topics covered, and where they are covered, were developed for local use. These heat maps provided a clear visual representation of where and when topics are taught, and how they cluster. Conclusions: Heat mapping is a novel low-cost, high-input method of curriculum mapping. It requires a person to input the data which can take a long time for large curricula. There are no other upfront financial costs. It can be used in any area with a curriculum and an external or internal comparator. Examples of gold standard external comparators include validated national or international curricula. Heat mapping can help integrated, spiral curriculum programmes to identify where core topics are taught throughout their course. The heat maps themselves successfully demonstrate the required information and are easy to interpret. The process of mapping, as well as the final heat map, can yield important information. This includes information about trends within the curriculum, areas for potential improvement in sessional design and a clearer understanding of the depth to which each topic is covered in each lecture. Overall, it is a viable novel method, which has been successful locally and is easily transferable to other areas such as pharmacology. [ABSTRACT FROM AUTHOR]

Background: In Australia, Initial Teacher Education Institutions (ITEIs) provide undergraduate Health and Physical (HPE) programmes that meet a number of regulatory requirements, including those of the Australian Institute for Teaching and School Leadership (AITSL) and the Tertiary Education Quality and Standards Agency (TEQSA). In addition, ITEIs must also ensure programme alignment with state/territory-based jurisdictional requirements. While historically varied philosophies and practices have shaped HPE teacher education nationally, ITEIs are thus operating in an increasingly regulated environment. Purpose: The purpose of this paper is to report research that has critically examined the structure and content of ITEI undergraduate programmes in Australia that prepare teachers for HPE in secondary schools. Analysis at programme and unit levels was undertaken to explore programme variance, ITEI priorities and consideration of the implications that programme structure and content has for graduate secondary HPE teachers and their employers. The paper seeks to contribute to wider debates about the role of teacher education in shaping HPE curriculum futures and the challenges faced by ITEIs to navigate increasing government regulation. Methods: An audit and document analysis of 15 Australian ITEIs identified programme structures and specific units of study for the preparation of secondary HPE teachers. These programme structures were compared to those of an ITEI in Western Australia (WA), similarly preparing secondary teachers of HPE, and undertaking internal programme renewal. The WA ITEI's programme nomenclature and elements therefore provided the reference point for analysis of variation across programmes nationally. Findings: Findings show that graduate secondary HPE teachers in Australia are variously prepared, with ITEI programme structures ranging in nomenclature, breadth of content, positioning of units and the amount and placement of school-based practicums. ITEIs variously meet state, territory and federal accountability and accreditation requirements in preparing secondary HPE teachers. Programme variations may mean that graduate secondary HPE teachers have differing perspectives on HPE curriculum and pedagogy. Schools employing graduate teachers cannot assume all graduate teachers have a common outlook on or backgrounds in HPE, while meeting the graduate standards. Conclusions: The significant variation between programme structure and content at the 15 ITEIs preparing teachers for HPE in secondary schools indicates that in a heavily regulated sector, ITEIs in Australia remain critical players in shaping HPE practices across Australian schools. Further research is needed to appropriately ascertain the impact of ITEI programme variation on HPE teachers' values and professional practice. [ABSTRACT FROM AUTHOR]

This invited essay continues the conversation on the International Association of Jesuit Universities’ (IAJU) white paper entitled “An Inspirational Paradigm for Jesuit Business Education.” Mr. Rodolfo P. Ang, one of the members of the Task Force that developed the white paper, talks about his experience of leading the Ateneo de Manila University Graduate School of Business toward the actualization of the paradigm. [ABSTRACT FROM AUTHOR]

Given the growth of nonprofit management education (NME), there is a need to assess the fulfillment of undergraduate NME programs in comparison to NACC Curricular Guidelines and, further, to compare curriculum to views of former graduates and current nonprofit leaders. This study meets that objective through a multimethod case study of the undergraduate NME program at Arizona State University. Results indicate that former students highly valued leadership skills including ethics and values; leadership and management; finance and fundraising; managing staff and volunteers; and assessment, evaluation, and decision making. Similarly, nonprofit managers reported that areas specific to their roles in management were most important, including human resources management, financial management, assessment and evaluation for decision making, and management theory. A comparison to course syllabi reveals potential gaps in curriculum. Results also lead to practical recommendations including expansion of NACC Undergraduate Curricular Guidelines, increased use of case studies, and integrated curriculum. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic highlights the need for improving public confidence in vaccines. Academic gaps and redundancies on vaccinations must be identified to revise the medical curriculum for up-to-date training of medical students. This cross-sectional survey assessed the status of vaccine-related teaching in general and specific to COVID-19 in medical schools across Germany. A total of 4313 medical students completed a questionnaire comprising items on national learning goals and perceived needs for teaching on vaccinations. Mixed methods were used to analyse data quantitatively for relative frequencies (%) and correlations between teaching items and semesters (Spearman’s rho), and qualitatively (content analysis). Our findings showed that 38.92% of the students were dissatisfied with teaching on vaccine-preventable diseases, but the perceived satisfaction increased in later semesters (r = 0.46, p < 0.001). Moreover, 75.84% and 68.15% of the students were dissatisfied with teaching related to vaccine scepticism and vaccine-related communication strategies, respectively. Furthermore, 63.79% reported dissatisfaction with teaching on COVID-19 disease and 72.93% with teaching on COVID-19 vaccines. A total of 79.12% stated they educated others on COVID-19 and its vaccines and 75.14% felt responsible to do so. A majority of the medical students were dissatisfied with teaching on dealing with vaccine scepticism, communication strategies and COVID-19 vaccines. We recommend practice-oriented vaccine education, especially for teaching communication skills to medical students.

Curriculum mapping plays an increasing role in the design and implementation of competency-based medical education. We present an exemplary mapping of an institutional undergraduate medical curriculum to a national competency-based outcome framework to compare approaches to mapping procedures in their capacity to depict the relative coverage. The mapping process was performed by a small working group that continuously reconciled its findings. In step 1, we mapped the course objectives of our programme (Charité Berlin, Germany) to the National Competency-Based Catalogue of Learning Outcomes Medicine (NKLM). In step 2, we employed three primarily quantitative approaches (single, multiple, and subordinate match) and one primarily qualitative approach (content comparison) to derive the degree of NKLM coverage. In step 1, we mapped a total of 4400 programme objectives to 2105 NKLM objectives. In step 2, the quantitative approaches provided a general overview of the pattern of coverage, while the qualitative approach required more effort but provided a better representation of the scope and depth of coverage. The mapping approach chosen markedly impacts on the results how of well an institutional curriculum covers a national standard. This study highlights the need for more rigour in the methodology and reporting of curriculum mapping. [ABSTRACT FROM AUTHOR]

The University of North Dakota (UND) School of Medicine & Health Sciences (SMHS) Medical Curriculum Committee (MCC) created the Curriculum Evaluation and Management Subcommittee (CEMS) in 2018. The committee was created to facilitate medical education curriculum content review and revision as discussed in Standard 8.3 of the Liaison Committee on Medical Education (LCME) accreditation standards. The subcommittee consisted of librarians, instructional designers, academic faculty, curriculum team leaders, and a curriculum database manager. The purpose of the group was to recommend policies and best practices to guide writing of learning objectives. The secondary goal for the group was to create a framework for mapping learning objectives within the curriculum and promote detailed mapping of curricular objectives for assessment and continued program accreditation. From the subcommittee's inception, medical librarians advised the group to develop a controlled vocabulary to make curriculum mapping more efficient and led the group in developing one that matched the school's mission and programming. [ABSTRACT FROM AUTHOR]

This study incorporates curriculum mapping as a method to assess the effectiveness of approval plans supporting undergraduate psychology courses offered at a large research university. Usage data is aggregated over a nine-year period for 2,917 monographs acquired between 2011 and 2017. Results show that curriculum mapping is effective for examining usage at a more granular level than using broad Library of Congress classification breakdowns. Analysis by content level and publisher provided insights into unused or low-usage monographs allowing for more precise profile adjustments. Though psychology profile adjustment decisions are discussed, this study can serve as a model for other subject areas. [ABSTRACT FROM AUTHOR]

Business subjects in higher education are critical for solving today's global business challenges, but the curricula of such subjects must be designed with a focus on constructive alignment. This study aimed to introduce the application of constructive alignment in business subjects. The study provides a lens for understanding the various opportunities to achieve constructive alignment in a subject in order to ensure the curriculum meets the quality standards of institutions. [ABSTRACT FROM AUTHOR]

Preparing graduates to practice safely in today's increasingly complex veterinary workplaces is a key aim for veterinary educators. This requires embedding veterinary patient safety concepts into already full curricula. This teaching tip explores the benefits of incorporating human factors and systems-thinking principles into the design and delivery of veterinary patient safety education, showing how these can inform both what is taught and how. We explore what taking a human factors approach to veterinary patient safety education means, inviting educators to rethink not just curricular content but the whole approach to delivery. Advocating for the adoption of a systems-thinking-informed approach to curriculum design, we present a two-stage curriculum mapping process to support educators to embed core human factors principles as a way of thinking and doing for learners and faculty alike. Learning theories and educational design that align with human factors principles promote participatory methods and encourage collaborative experiential learning, critical thinking, and authentic application of knowledge and skills. Educators should explore opportunities presented by interprofessional education and workplace-based learning for practical application of these principles. Barriers to an integrated human factors-based patient safety curriculum include inconsistent terminology and understanding, significant faculty development requirements, and assessment challenges associated with existing regulatory and licensing requirements. Practical approaches to addressing these barriers are discussed. The recommendations outlined for the design and delivery of veterinary patient safety curricula will help ensure that institutions develop graduates that are effectively prepared for the complexity they will meet in the veterinary workplace, leading to improved patient safety and overall workplace well-being.

Switzerland recently introduced PROFILES, a revised version of its national outcomes reference framework for the undergraduate medical curriculum. PROFILES is based on a set of competencies adapted from the CanMEDS framework and nine entrustable professional activities (EPAs) that students have to be able to perform autonomously in the context of a predefined list of clinical situations. The nationwide implementation of such a competency- and EPA-based approach to medical education is a complex process that represents an important change to the organisation of undergraduate training in the various medical schools. At the same time, the concepts underlying PROFILES also have to be reflected at the level of the Federal Licencing Examination (FLE) and the national accreditation process. The vice-deans for education mandated a Swiss Working Group for PROFILES Implementation (SWGPI) to elaborate a guide presenting the principles and best practices based on the current scientific literature, to ensure the coherence between the future developments of the medical curricula and the evolution of the FLE, and to propose a coordinated research agenda to evaluate the implementation process. On the basis of the literature and analysis of our national context, we determined the key elements important for a successful implementation. They can be grouped into several areas including curricular design and governance, the assessment system and entrustment process, faculty development and change management. We also identified two dimensions that will be of particular importance to create synergies and facilitate exchange between the medical schools: a systematic approach to curriculum mapping and the longitudinal integration of an e-portfolio to support the student learning process. The nationwide collaborative approach to define strategies and conditions for the implementation of a new reference framework has allowed to develop a shared understanding of the implications of PROFILES, to promote the establishment of Swiss mapping and e-portfolio communities, and to establish the conditions necessary for ensuring the continuous alignment of the FLE with the evolving medical curricula.

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.

The Ohio State University Libraries has been working on affordability issues related to course materials for some time. This article details some of those efforts, going into detail about moving from reactive methods of dealing with course materials via instructor-initiated reserve requests to more proactive methods of a general education textbook project and curriculum mapping to provide information about ebooks and streaming media as course content. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Curriculum Studies / Kecheng Yanjiu is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: The objective of this study was to evaluate the existing Bachelor of Science in Pharmacy [BSc (Pharm)] curriculum at Qatar University College of Pharmacy (QU CPH), for addressing international prescribing competencies. Methods: The Australian National Prescribing Service (NPS MedicineWise) Competencies Required to Prescribe Medicines framework (the Prescribing Competencies Framework) was used in the BSc (Pharm) curriculum mapping process. The NPS MedicineWise Prescribing Competencies Framework outlines seven competency areas that are essential for pharmacist prescribing. The first mapping activity assessed the learning outcomes (LOs) of 62 courses within the BSc (Pharm) curriculum for covering and addressing the NPS MedicineWise competencies. The second mapping activity involved matching the LOs identified to address the NPS MedicineWise prescribing competencies, to the 2017 Association of Faculties of Pharmacy of Canada (AFPC) educational outcomes, on which the QU CPH BSc (Pharm) program is based. The AFPC educational outcomes address seven key program-level learning outcomes. Results: The QU CPH BSc (Pharm) curriculum addresses most of the prescribing competencies listed in the NPS MedicineWise Prescribing Competencies Framework. However, gaps were identified in the curricular content and in the LOs that were related, but not restricted, to the following: electronic prescribing, physical examinations/preparing patients for investigations, and policies/procedures and quality assurace related to prescribing. Other gaps identified include legislative and workplace requirements for obtaining consent to access confidential patient's health information. Conclusion: The curriculum mapping exercise provided evidence that, for the most part, the existing BSc (Pharm) curriculum at QU CPH prepares pharmacy graduates for prescribing. However, there are areas that need better alignment between the taught curriculum and training on prescribing in practice. The results of this study are important to consider if pharmacist prescribing is to be implemented in Qatar. [ABSTRACT FROM AUTHOR]

Introduction: Curriculum mapping provides a clear picture of curriculum content, learning opportunities and assessment methods employed to measure the achievement of learning outcomes with their interrelationships. It facilitates educators and teachers to examine the extent to which the curricular components are linked and hence to find out gaps in the curriculum. The objective of the study was, therefore, to evaluate the physiology curriculum of Bachelor of Dental Surgery (BDS) programme through curriculum mapping. Materials and Methods: In this study, mapping of the physiology curriculum of three batches of BDS programme was conducted retrospectively. The components of the curriculum used for mapping were expected learning outcomes, curriculum content, learning opportunities, assessments and learning resources. The data were gathered by reviewing office records. Results: Descriptive analysis of the data revealed reasonable alignment between the curriculum content and questions asked in examinations for all three batches. It was found that all the expected learning outcomes were addressed in the curriculum and assessed in different assessments. Moreover, the study revealed that the physiology curriculum was contributing to majority of the programme outcomes. Nevertheless, the study could identify some gaps in the curriculum, as well. Conclusion: This study revealed that majority of the components of the curriculum were linked and contributed to attaining the expected learning outcomes. It also showed that curriculum mapping was feasible and could be used as a tool to evaluate the curriculum. [ABSTRACT FROM AUTHOR]

Curriculum mapping is the process of designing a multidimensional model of an educational programme for a complete, more transparent and better-integrated learning experience. Many universities worldwide are building or expanding their technical infrastructure to manage their curricula. Our aim was to deliver a synopsis of current practices and describe the focus of research interest in implementing curriculum mapping tools for medical education. As part of the Building Curriculum Infrastructure in Medical Education (BCIME) project, we conducted a state-of-the-art narrative review of the literature. A systematised search of the PubMed/MEDLINE database for the years 2013–2019 resulted in 352 abstracts, from which 23 full-text papers were included in the final review. From these, we extracted guidance on 12 key characteristics of curriculum mapping tools. The collected experiences formed four thematic categories: visualisations, text descriptions and analysis, the outcome-based approach and adaptability in curriculum mapping. As result of the review, we summarised topics regarding ways of: implementating new competency-based catalogues (like NKLM) in curriculum mapping software (e. g., using dynamic checklists), methods of streamlining the authoring process (e. g., by automatic detection and alignment of action verbs in learning objectives descriptions) and graphical forms of presenting curriculum data (e. g., network visualisations using automatic clustering of related parts of a curriculum based on similarities between textual descriptions). We expect further developments in text-mining methods and visual/learning analytics in curriculum mapping. The collected data informed the design of a new curriculum management system called EduPortfolio, which is currently being implemented by the BCIME project. [ABSTRACT FROM AUTHOR]

Medical and healthcare education address the need for integration of systematic technological standards into various virtual learning environments, which systematically support modern pedagogical trends and approaches. The integration of various systems for curriculum management helps to make study programmes more transparent and easier to track, while being better understood by students, teachers, curriculum designers, guarantors and academic institution management. There are several standardised frameworks implemented in medicine and other health professions, but which one is the most stable, robust and up-to-date support for medical and healthcare education? This paper introduces the MEDCIN project and the use of existing technical standards (the MedBiquitous Curriculum Inventory and Competency Frameworks) into a real medical education context. The MEDCIN web-based platform offers storing the curriculum in the form of standardised set of building blocks, sharing among the academic community and analysing basic attributes as well as doing more complex analyses and visualisation. [ABSTRACT FROM AUTHOR]

Background: The Collaborator, Health Advocate and Leader/Manager roles are highly relevant for safe patient management and optimization of healthcare system in rehabilitation and prevention. They are defined in competency-based frameworks and incorporate competencies empowering physicians to master typical daily tasks in interdisciplinary, interprofessional and institutional collaboration. However, appropriate implementation of roles remains difficult in undergraduate medical education (UME) and needs to be closely monitored. The aim of this cross-institutional mapping study was to examine for the roles of Collaborator, Health Advocate and Leader/Manager: (1) To what extent do German UME programs explicitly meet the given standards after 5 years of study? (2) Which information may be obtained from multi-site mapping data for evidence-based reflection on curricula and framework? Methods: In a joint project of eight German UME programs, 80 to 100% of courses were mapped from teachers' perspective against given national standards: (sub-)competency coverage, competency level attainment and assessment. All faculties used a common tool and consented procedures for data collection and processing. The roles' representation was characterized by the curricular weighting of each role content expressed by the percentage of courses referring to it (citations). Data were visualized in a benchmarking approach related to a general mean of the intrinsic roles as reference line. Results: (Sub-)competencies of the Health Advocate are consistently well-integrated in curricula with a wide range of generally high curricular weightings. The Collaborator reveals average curricular representation, but also signs of ongoing curricular development in relevant parts and clear weaknesses regarding assessment and achieved outcomes. The Leader/Manager displays consistently lowest curricular weightings with several substantial deficiencies in curricular representation, constructive alignment and/or outcome level. Our data allow identifying challenges to be considered by local curriculum developers or framework reviewers (e.g. non-achievement of competency levels, potential underrepresentation, lacking constructive alignment). Conclusion: Our non-normative, process-related benchmarking approach provides a differentiated crosscut snapshot to compare programs in the field of others, thus revealing shortcomings in role implementation, especially for Leader/Manager and Collaborator. The synopsis of multi-site data may serve as an external reference for program self-assessment and goal-oriented curriculum development. It may also provide practical data for framework review. [ABSTRACT FROM AUTHOR]

There is a growing worldwide awareness in the field of health professions education and research that a successful implementation of competency-based medical education (CBME) requires embracing all stages of professional development (from undergraduate, through residency to continuing education). However, despite increased levels of cognizance and even enthusiasm about the importance of the entire continuum for the ultimate goal of improved healthcare, much work still remains as CBME principles are not widely adopted in continuing professional development (CPD). Much has been written about the process of competency-based curriculum development (e.g., the formation and development of meaningful and measurable outcomes) in undergraduate studies and postgraduate training, but not in CPD. If we expect a CPD curriculum to integrate CBME, competencies must be developed and clearly specified how they will fit into a coherent and implementable curriculum structure. In this article, we describe existing practices some educational institutions have, including our experiences in the Office of CPD at the University of Ottawa, Canada, in designing a competency-based curriculum and provide 12 tips for those who begin their journey of organizing, developing, and implementing such curricula. We conclude that in order to translate a competency-based approach into CPD, educational programs will have to refine curricula across health professionals' education using curriculum mapping as an important tool of curriculum development and evaluation.

This study explored how Australian music technology courses teach employability skills. A curriculum mapping of 63 undergraduate courses was conducted with course learning outcomes aligned against two benchmarks. The first benchmark was the Ten Skills for the Future Workforce which identifies key employability skills graduates will require in the coming decade. The second benchmark was the Australian Qualifications Framework Specification for the Bachelor Degree which defines the generic skills graduates must obtain through Australian Bachelor Degrees. This curriculum mapping reveals that Australian music technology courses teach Novel and Adaptive Thinking, Computational Thinking, New Media Literacy, and Design Mindsets universally. However, this curriculum mapping also reveals a deficit in employability skills related to Cross-Cultural Competency, Transdisciplinarity, Virtual Collaboration, and Collaboration more generally. The implications of this mapping is that Australian music technology educators seem to be prioritizing specific technical and creative skills over higher-order applications of skills and knowledge which are contextualized in their broader social and cultural contexts. Finally, this article shows how curriculum mapping can be implemented to embed employability skills progressively across a program sequence using a case study from the School of Music, University of Queensland. [ABSTRACT FROM AUTHOR]

Curricular revision is an ongoing process. This article reports on curricular redesign process that facilitates transition from associate degree in nursing (ADN) to bachelor of science in nursing (BSN) education. Revisions were based on; course mapping to meet the American Association of Colleges of Nursing Essentials of Baccalaureate Education, review of ADN content duplication, and consideration of student feedback. This article adds to the body of knowledge on registered nurse (RN)-to-BSN curriculum content, revision methods, and support of the seamless transition of students to meet challenges posed by the Institute of Medicine report. [ABSTRACT FROM AUTHOR]

Purpose: To identify synergies and gaps in knowledge, skills, and attributes identified by health policy leaders and create a summary measure of congruence with the Health Policy Leadership Fellowship Program curriculum.Methods: We mapped the Health Policy Leadership Fellowship Program curriculum to the most highly ranked knowledge, skills, and attributes identified through the Health Policy Leaders' Training Needs Assessment survey.Results: Overall, the Health Policy curricular elements had the highest percentage of congruence with the needs assessment Knowledge elements (>60%). The lowest levels of congruence (<30%) occurred most frequently within the Attribute elements.Conclusions: Mapping an existing program's content and elements to needs perceptions from professionals practicing in the field may help to both inform and evaluate an existing program's ability to attract and meet the needs of target learners. While needs assessments have traditionally been used to help develop programs, this study also demonstrates their application as a process evaluation tool when mapped to existing programs' curricular elements. [ABSTRACT FROM AUTHOR]

The number of Americans ages 65 and older is projected to more than double over the next four decades and to equal nearly one-fourth of the entire population by 2060. Recognizing that the health care workforce in the United States is not sufficiently prepared to meet the care needs of this growing population, the National Academy of Medicine has recommended curricular enhancements for health professional educational programs. To meet this challenge, the University of South Florida College of Nursing applied curriculum mapping principles and concepts to examine and align Family Nurse Practitioner and Adult-Gerontology Primary Care Nurse Practitioner program curricula for congruence with Partnership for Health in Aging multidisciplinary geriatric competencies. Through this process, we developed a geriatric-specific curriculum map and threaded geriatric-specific content, learning experiences, and learning assessment strategies to promote attainment of all 23 competencies. Given the growing role that nurse practitioners are projected to play in the delivery of primary care for older adults in the future, it is imperative that colleges and schools of nursing provide students with learning experiences to support attainment of the knowledge and skills graduates will need to care for older adults in practice. The techniques and strategies described here represent our approach. • The health care workforce in the United States is not sufficiently prepared to meet the needs of a growing older adult population. • Nurse practitioners will play a key role in meeting the care needs of older adults over the next four decades; Schools and colleges of nursing must prepare graduates with the knowledge and skills required. • Curriculum mapping can be used to evaluate and promote vertical and horizontal integration of geriatric content, learning experiences, and learning assessments in nurse practitioner curricula. [ABSTRACT FROM AUTHOR]