Using the Intended–Enacted–Experienced Curriculum Model to Map the Vision and Change Core Competencies in Undergraduate Biology Programs and Courses

This study applies the intended-enacted-experienced curriculum model to map the Vision and Change core competencies across undergraduate biology courses. A five-department pilot of a curriculum mapping survey is followed by a deep dive of 10 courses to provide a rich snapshot of current core competency teaching and assessment practices.

Mapping climate change and health into the medical curriculum: co-development of a "planetary health - organ system map" for graduate medical education

Purpose — Within the context of a review of a Doctor of Medicine graduate curriculum, medical students partnered with faculty staff to co-develop a novel curriculum resource exemplifying the integration of planetary determinants of health into existing medical curricula. Method — We undertook qualitative methodologies involving a planetary health literature review and curriculum mapping exercise in three parts between April 2018 — May 2021. In part one, a student focus group sought students' perceptions on opportunities for climate-change related teaching. Part two involved two 5-hour workshops that mapped planetary health principles to classical organ systems-based teaching areas. Part three consisted of curriculum mapping expert review. Results — Participatory workshops involved 26 students and positioned students as leaders and partners in curriculum development alongside academics and clinicians. Final synthesis produced a comprehensive infographic rich document covering seven organ systems plus healthcare's ecological footprint, the role of medical students and opportunities for applied skills and behaviours. Conclusions — The student—staff co-production method adopted here promotes higher order relational and extended abstract reasoning by students, the ultimate task of any higher education. This approach, and the open access resource generated, provides an integrated and novel planetary health framework, supporting students to be leaders for a sustainable future.

Framing and Painting the Library

Moravian’s seminary liaison librarian utilizes existing frames and standards to map to the seminary’s curriculum and existing services in order to paint a complete picture of all the library offers. Using lessons learned from mapping the curriculum of the MATS program to the Framework for Information Literacy for Higher Education, the current curriculum mapping iteration has expanded to focus on courses required across degree programs. The curriculum mapping across degree programs not only provides ideas on how to scaffold library instruction, but it also serves as a stepping stone for mapping instruction and library services to the ATS and Middle States standards. Aligning the library’s projects, resources, and services to standards that matter to seminary administration and faculty can generate awareness of the important role the library serves.

Curriculum Mapping of Undergraduate Medical Programmes: Recommendations for Future Directions

Background: Medical schools are expected to churn out all-rounded healthcare professionals who are competent in the prerequisite knowledge and skills necessary to address the everchanging health needs of the society. This is usually made possible through innovation and strategy, one of which involves the continuous review and renewal of all the components of existing teaching and learning plans through a blueprinting process called curriculum mapping. This blueprint allows for curriculum goals development, together with management, reviewing and organizing its contents. As curriculum mapping of medical programmes was in its infancy stage at the time of this research, this study focusses on reporting the perspectives of the curriculum leaders on future directions for curriculum mapping of undergraduate medical programmes in South Africa. Method: Purposive sampling was used in a qualitative study among fourteen academics involved in medical curricula at all eight medical schools. Semi-structured interviews were used for data collection, and analysis was done by thematic analysis. Results: Curriculum planners have specific expectations of curriculum mapping of undergraduate programmes as a possible future strategy to drive curriculum review and renewal in the country. Although some agreement exists about the characteristic features, any mapping platform created should meet the specific institutional requirements that will address their challenges. Conclusion: Finally, a national mandate from the authorities will be required to achieve curriculum benchmarking and collaboration amongst the medical schools to standardize undergraduate medical programme outcomes.

P.118 Curriculum mapping can facilitate transition to Competence by Design

Background: Curriculum maps outline the content of an educational program identifying links between targeted outcomes, educational opportunities, and assessments. The transition to Competence by Design (CBD) in Canadian specialty residency programs requires thoughtful reorganization of educational programming. A curriculum map may assist with understanding the existing curriculum and thereby facilitate planning for CBD. Methods: A map of the pediatric neurology residency curriculum at the University of Calgary was constructed by linking objectives with related learning activities and assessments. Qualitative line-by-line analysis was then conducted to identify gaps in the existing curriculum. The map was used as a framework to plot CBD outcomes and curricular structure as these were established. Results: Generating the traditional curriculum map was time-consuming, requiring 48 hours. Careful review identified several objectives that did not link to formal learning activities or assessments. Many such gaps were recognized to link to non-clinical activities. Using the scaffold of the traditional curriculum reduced the time required for mapping the planned CBD curriculum to 4 hours. Conclusions: The creation of a curriculum map prior to transition to CBD improved understanding of the existing curriculum and will facilitate transition to CBD. Ongoing evaluation of the fit of our predicted CBD map will support effective implementation.

Mapping eHealth Education: Review of eHealth Content in Health and Medical Degrees at a Metropolitan Tertiary Institute in Australia

Background With the increasing use of digital technology in society, there is a greater need for health professionals to engage in eHealth-enabled clinical practice. For this, higher education institutions need to suitably prepare graduates of health professional degrees with the capabilities required to practice in eHealth contexts. Objective This study aims to understand how eHealth is taught at a major Australian university and the challenges and suggestions for integrating eHealth into allied health, nursing, and medical university curricula. Methods Cross-disciplinary subject unit outlines (N=77) were reviewed for eHealth-related content, and interviews and focus groups were conducted with the corresponding subject unit coordinators (n=26). Content analysis was used to identify themes around challenges and opportunities for embedding eHealth in teaching. Results There was no evidence of a standardized approach to eHealth teaching across any of the health degrees at the university. Where eHealth content existed, it tended to focus on clinical applications rather than systems and policies, data analysis and knowledge creation, or system and technology implementation. Despite identifying numerous challenges to embedding eHealth in their subjects, unit coordinators expressed enthusiasm for eHealth teaching and were keen to adjust content and learning activities. Conclusions Explicit strategies are required to address how eHealth capabilities can be embedded across clinical health degrees. Unit coordinators require support, including access to relevant information, teaching resources, and curriculum mapping, which clearly articulates eHealth capabilities for students across their degrees. Degree-wide conversations and collaboration are required between professional bodes, clinical practice, and universities to overcome the practical and perceived challenges of integrating eHealth in health curricula.