Current status of curriculum mapping in Canada and the UK

Willett, Timothy

doi:10.1111/j.1365-2923.2008.03093.x

Cited by 60 publications

(65 citation statements)

References 15 publications

(21 reference statements)

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“…The curriculum mapping process, provides a picture of the curriculum and demonstrates how content, outcomes, assessments and learning activities are connected and integrated (Harden, 2001). We are aware that the use of curriculum mapping is an effective tool for curriculum design (Willett, 2008). We are not suggesting it should be replaced by the use of concept mapping nor that one method is superior to the other.…”

Section: Theoretical Underpinningsmentioning

confidence: 99%

Using Concept Maps to Create Meaningful Learning in Medical Education

Daley¹,

Durning²,

Torre³

2016

MedEdPublish

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After defining concept maps, we will present the historical development and theoretical foundations of concept maps derived from disciplines outside of medical education. With this foundation and based on the scoping review conducted, the major focus of this article will shift to the application of concept mapping in medical education. We have selected instructional strategies and sample maps for three contemporary challenges facing medical education to illustrate the portability and broad application of concept maps: 1. linking basic sciences and clinical practice, 2. developing clinical reasoning, and, 3. interprofessional and group learning. Finally, future research studies in concept mapping are suggested.

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Section: Theoretical Underpinningsmentioning

confidence: 99%

Using Concept Maps to Create Meaningful Learning in Medical Education

Daley¹,

Durning²,

Torre³

2016

MedEdPublish

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“…Documenting current aspects of a program was a critical part of quality assurance. It provided evidence to ensure that students have the opportunity to learn what is important in a program (Spencer et al, 2012;Willett, 2008).…”

Section: J P C O E N E T a R T I C L E A M O D E L T O B U I L D C mentioning

confidence: 99%

“…For example, Veltri et al (2011) investigated the intended curriculum (learning outcomes), designed curriculum (core courses plus two or three program-specifi c electives), communicated curriculum (analyzing syllabi to see what is conveyed to students), and enacted curriculum (the extent to which program-level learning outcomes were emphasized in each course). As noted by Willett (2008), in medical curriculum the mapping process may involve articulating and aligning a wide variety of factors relating to curriculum, such as logistics (location, dates, times, instructors), student assessments, learning experiences, learning outcomes, and content. When conceptualizing the mapping process, decisions need to be made about what to map, so that the resulting data are informative in addressing critical questions about the curriculum.…”

Section: Curriculum Reviews In Higher Educationmentioning

confidence: 99%

“…CR in higher education can be envisioned and conducted in diff erent ways that relate to the purpose of the review (Willett, 2008). In this paper, CR is defi ned as an academic staff -led critical examination of each undergraduate and course-based master's program for the purpose of optimizing the learning outcomes of that program.…”

Section: Curriculum Reviews In Higher Educationmentioning

confidence: 99%

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A Model to Build Capacity through a Multi-Program Curriculum Review Process

Dyjur

Lock

2016

JPCOE

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Curriculum reviews are becoming more prevalent in higher educational institutions as a means to address quality assurance and improve program off erings. However, the review process can be structured so that instructors experience professional learning benefi ts as they work with program-level learning outcomes, map their courses, and analyze curriculum data with their colleagues. This paper shares an approach that was used to conduct a 1-year, complex, multi-program curriculum review in a faculty's graduate unit. This approach enhanced the instructors' continuing growth and their ability to carry out a curriculum review. To illustrate the dynamic nature of the curriculum review process, RésuméComme réponse à l'assurance qualité et à l'amélioration de l'off re des programmes, les révisions de programmes deviennent de plus en plus communes dans les institutions d'enseignement supérieur. Toutefois, le processus de révision peut être structuré de façon à ce qu'il procure aux éducateurs des avantages liés au perfectionnement professionnel tandis qu'ils travaillent avec des résultats d'apprentissage liés au niveau du programme, qu'ils planifi ent leurs cours et analysent les données du programme avec leurs collègues. Ce document partage l'approche utilisée pour élaborer une révision de multiprogramme d'un an fort complexe au sein du cycle supé-rieur d'une faculté. Cette approche a amélioré la croissance continue des éducateurs, et 1 JPCOE JFPPEL J P C O E , V o l 2 . 1 , 2 0 1 6 J F P P E L , V o l 2 . 1 , 2 0 1 6 J P C O E . n e t

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“…Mapping is considered essential to curriculum planning and oversight, but by the mid-2000s, only 20% of surveyed medical schools in the United Kingdom and Canada had completed curriculum maps (Harden 2001;Willett 2008). The process of designing a curriculum via objectives is both 'top-down' and learner-centred, as described in Wiggins and McTighe's 'understanding by design' framework (2001).…”

Section: Introductionmentioning

confidence: 99%

Deliberative curriculum inquiry for integration in an MD curriculum: Dalhousie University's curriculum renewal process

et al. 2012

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Background: Dalhousie University's MD Programme faced a one-year timeline for renewal of its undergraduate curriculum. Aim: Key goals were renewed faculty engagement for ongoing quality improvement and increased collaboration across disciplines for an integrated curriculum, with the goal of preparing physicians for practice in the twenty-first century. Methods: We engaged approximately 600 faculty members, students, staff and stakeholders external to the faculty of medicine in a process described by Harris (1993) as 'deliberative curriculum inquiry'. Temporally overlapping and networked intraprofessional and interprofessional teams developed programme outcomes, completed environment scans of emerging content and best practices, and designed curricular units. Results: The resulting curriculum is the product of new collaborations among faculty and exemplifies distinct forms of integration. Innovations include content and cases shared by concurrent units, foundations courses at the beginning of each year and integrative experiences at the end, and an interprofessional community health mentors programme. Conclusion: The use of deliberative inquiry for pre-med curriculum renewal on a one-year time frame is feasible, in part through the use of technology. Ongoing structures for integration remain challenging. Although faculty collaboration fosters integration, a learner-centred lens must guide its design.

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Current status of curriculum mapping in Canada and the UK

Abstract: Given that these problems are common and their solutions are resource-intensive, there is a place for collaboration and a need for further research.

Cited by 60 publications

References 15 publications

Using Concept Maps to Create Meaningful Learning in Medical Education

Using Concept Maps to Create Meaningful Learning in Medical Education

A Model to Build Capacity through a Multi-Program Curriculum Review Process

Deliberative curriculum inquiry for integration in an MD curriculum: Dalhousie University's curriculum renewal process

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