It's about TIME: a general-purpose taxonomy of subjects in medical education

Willett, Timothy; Marshall, K.C.; Broudo, Marc; Clarke, Michael

doi:10.1111/j.1365-2923.2008.03012.x

Cited by 13 publications

(9 citation statements)

References 10 publications

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“…For a full discussion of this, see Haig and Dozier (2003). In the same way, the creation of a taxonomy of topics for indexing medical education by Willett et al (2008) has the potential to be a valuable resource for BEME reviews. This ongoing collaborative project can be accessed at http://www.genereauxconsulting.ca/TIMEITEM/application/ index.jsp…”

Section: Conducting a Best Evidence Systematic Reviewmentioning

confidence: 99%

Conducting a best evidence systematic review. Part 1: From idea to data coding. BEME Guide No. 13

Hammick¹,

Dornan²,

Steinert³

2010

Medical Teacher

183

155

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This paper outlines the essential aspects of conducting a systematic review of an educational topic beginning with the work needed once an initial idea for a review topic has been suggested through to the stage when all data from the selected primary studies has been coded. It draws extensively on the wisdom and experience of those who have undertaken systematic reviews of professional education, including Best Evidence Medical Education systematic reviews. Material from completed reviews is used to illustrate the practical application of the review processes discussed. The paper provides practical help to new review groups and contributes to the debate about ways of obtaining evidence (and what sort of evidence) to inform policy and practice in education.

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Section: Conducting a Best Evidence Systematic Reviewmentioning

confidence: 99%

Conducting a best evidence systematic review. Part 1: From idea to data coding. BEME Guide No. 13

Hammick¹,

Dornan²,

Steinert³

2010

Medical Teacher

183

155

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show abstract

“…7 Finally, curriculum mapping can be used to analyze alignments between an intended and "learned" curriculum. 4,8 As described by Harden, curriculum mapping can have numerous functions. 9 For teaching faculty members, a curriculum map can demonstrate how their course relates to other courses and the overall curriculum.…”

Section: Introductionmentioning

confidence: 99%

“…3,4,9 It can measure how well the intended curriculum aligns with the learned one, and by extension, its impact on student learning and performance, and ultimately, their professional practice. 4,8,10 Curriculum mapping can be a complex process. Effective collaboration is essential, with pharmacy experts providing the content and context and education experts guiding and validating the process.…”

Section: Introductionmentioning

confidence: 99%

Using Curriculum Mapping to Engage Faculty Members in the Analysis of a Pharmacy Program

Zelenitsky

Vercaigne

Davies

et al. 2014

American Journal of Pharmaceutical Education

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Objective. To develop a curriculum mapping process that supports continuous analysis and evidencebased decisions in a pharmacy program. Design. A curriculum map based on the national educational outcomes for pharmacy programs was created using conceptual frameworks grounded in cognitive learning and skill acquisition. Assessment. The curriculum map was used to align the intended curriculum with the national educational outcomes and licensing examination blueprint. The leveling and sequencing of content showed longitudinal progression of student learning and performance. There was good concordance between the intended and learned curricula as validated by survey responses from employers and graduating students. Conclusion. The curriculum mapping process was efficient and effective in providing an evidencebased approach to the continuous quality improvement of a pharmacy program.

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“…The various aspects of a curriculum can be organised in an integrated curriculum map (Harden 2001;Willett et al 2008). This map displays the relationship between these aspects and leads to greater transparency for all involved stakeholders.…”

Section: What We Didmentioning

confidence: 99%

How we avoid patient shortage with an integrated analysis of learning objectives and clinical data during development of undergraduate medical curricula

et al. 2014

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Access to patients is a crucial factor for student-centred medical education. However, increasing numbers of students, teacher shortage, a patient spectrum consisting of rarer diseases, and quicker discharges limit this necessary access, and therefore pose a challenge for curriculum designers. The herein presented algorithm improves access to patients in four steps by using routinely available electronic patient data already during curriculum development. Step I: Learning objectives are mapped to appropriate ICD-10 (International Statistical Classification of Diseases) codes. Step II: It is determined which learning opportunities need to be considered first for patient allocation in order to maximise overall benefit. Step III: Hospital's departments with the highest expertise on respective learning objectives are assessed and selected for teaching. Step IV: Patients of the chosen department that present the best match for a given learning opportunity are assigned to participation. This integrated analysis of learning objectives and existing clinical data during curriculum development is a well-structured method to maximise access to patients. Furthermore, this algorithm identifies learning objectives of a curriculum that do not correspond well to the spectrum of patients of the respective teaching hospital and which should therefore be taught in learning formats without patient contact.

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It's about TIME: a general-purpose taxonomy of subjects in medical education

Cited by 13 publications

References 10 publications

Conducting a best evidence systematic review. Part 1: From idea to data coding. BEME Guide No. 13

Conducting a best evidence systematic review. Part 1: From idea to data coding. BEME Guide No. 13

Using Curriculum Mapping to Engage Faculty Members in the Analysis of a Pharmacy Program

How we avoid patient shortage with an integrated analysis of learning objectives and clinical data during development of undergraduate medical curricula

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