Aligning Medical Student Curriculum with Practice Quality Goals: Impacts on Quality Metrics and Practice Capacity for Students

Shaheen, Amy W.; Fedoriw, Kelly Bossenbroek; Khachaturyan, Susanna; Steiner, Beat; Golding, Julie; Byerley, Julie S.; Dallaghan, Gary L. Beck

doi:10.1016/j.amjmed.2019.08.011

Cited by 4 publications

(4 citation statements)

References 10 publications

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“…With comprehensive curriculum mapping, it will be possible to sequence the courses properly so that building student competencies through proper reinforcement of CLOs throughout the curriculum is achieved. 8,18,35 Going through the process of curriculum alignment and mapping was a necessary exercise for our medical schools. Multiple benefits were gained including, identifying, and rectifying deficiencies and redundancies in term of content, improving CLOs to be more comprehensive and clearer, and alignment of the assessment methods properly with the course content.…”

Section: Discussionmentioning

confidence: 99%

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Practical Guide to Undergraduate Medical Curriculum Alignment and Mapping

Mahzari,

AlNahedh,

Ahmed

et al. 2023

AMEP

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Curriculum development and reviews are of paramount importance for academic programs curriculum management. Medical curricula need proper construction and frequent updates to suits learning outcomes considering their integrative nature and rapid scientific advancement. Curriculum alignment and mapping are fundamental for proper integration and planning of medical curriculum. This process is beneficial in detecting gaps and redundancies, and ensuring proper instruction, integration, and transparency. However, there is a paucity in the literature of a practical guidance to such process. Hence, this manuscript provides a practical guidance that was adopted in our institutes. Methods: A detailed description of twelve step-by-step guidance to curriculum alignment and mapping was provided. The process needed for each step and the flow chart of work was detailed. Results: This guide was developed and implemented successfully. Among many benefits encountered, many gaps in the contents, learning outcomes and assessment methods were detected and rectified. Additionally, better curriculum integration has been achieved. The current mapping will make any future curriculum reviews easier. Conclusion: This guide could be utilized by newly developed and existing programs for curriculum alignment and mapping. It fills a gap in academic literature through stepwise workflow which has been tested and implemented.

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Section: Discussionmentioning

confidence: 99%

“…A welldocumented curriculum, including its alignment and mapping of programs and courses, is a hallmark of good practice and a guarantee of efficient management. 18,19 In the last three decades, one of the most significant changes has been the rise of outcome-based education.…”

Section: Introductionmentioning

confidence: 99%

Practical Guide to Undergraduate Medical Curriculum Alignment and Mapping

Mahzari,

AlNahedh,

Ahmed

et al. 2023

AMEP

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“…The former university classroom is increasingly focusing on practice-oriented teaching, and the reform of practice-oriented teaching can improve students' participation and reflect the students' main position and the development of practice-oriented teaching can effectively promote the improvement of teaching quality and students' learning effect. Colleges and universities to further explore the ways and means of practice-oriented teaching and the development mode for the university classroom alive students move up is of great significance [4].…”

Section: Introductionmentioning

confidence: 99%

Practical Teaching and Intellectualization of University Courses Based on the Maximum Information Entropy Model

Huang

2024

Applied Mathematics and Nonlinear Sciences

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Traditional teaching has become a thing of the past, the integration of technology and the classroom has brought about significant changes in education, and the role of information entropy in teaching has gradually manifested itself. In this paper, the behavioral time occupancy of the teaching process of university courses is viewed as a probability distribution event combined with the Lagrange multiplier method to solve the maximum entropy value in the distribution of practical teaching behavior. The practice depth value of classroom behavior can be calculated using the interaction behavior coefficient and interaction behavior entropy. Apply the information entropy to the practical teaching analysis of university courses, verify the practical effect of university courses from different sides, and carry out intelligent course construction according to the current situation of students’ learning behavior. The results show that the average score of class 3 in the practical analysis ability assessment is 4.021, which indicates that the practical analysis ability of students in the class meets the standard, and the students’ practical execution should be mainly cultivated in the later practical teaching. 67.1% of students believe that the intelligent classroom has improved their performance over the traditional classroom according to the intelligent course model.

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“…In recent years, many US medical schools have embraced a new 3-pillar model of medical education, one that integrates the basic and clinical sciences with health systems science (HSS). [1][2][3][4][5] The HSS pillar includes areas such as population health, health care policy, high-value care, interprofessional teamwork, quality improvement, and systems thinking. 6 To determine program effectiveness, medical schools will need methods to assess the performance of learners who experience new HSS curricula.…”

Section: Introductionmentioning

confidence: 99%

Assessing the Transition of Training in Health Systems Science From Undergraduate to Graduate Medical Education

Santen

Hamstra

Yamazaki

et al. 2021

Journal of Graduate Medical Education

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Background The American Medical Association Accelerating Change in Medical Education (AMA-ACE) consortium proposes that medical schools include a new 3-pillar model incorporating health systems science (HSS) and basic and clinical sciences. One of the goals of AMA-ACE was to support HSS curricular innovation to improve residency preparation. Objective This study evaluates the effectiveness of HSS curricula by using a large dataset to link medical school graduates to internship Milestones through collaboration with the Accreditation Council for Graduate Medical Education (ACGME). Methods ACGME subcompetencies related to the schools' HSS curricula were identified for internal medicine, emergency medicine, family medicine, obstetrics and gynecology (OB/GYN), pediatrics, and surgery. Analysis compared Milestone ratings of ACE school graduates to non-ACE graduates at 6 and 12 months using generalized estimating equation models. Results At 6 months both groups demonstrated similar HSS-related levels of Milestone performance on the selected ACGME competencies. At 1 year, ACE graduates in OB/GYN scored minimally higher on 2 systems-based practice (SBP) subcompetencies compared to non-ACE school graduates: SBP01 (1.96 vs 1.82, 95% CI 0.03-0.24) and SBP02 (1.87 vs 1.79, 95% CI 0.01-0.16). In internal medicine, ACE graduates scored minimally higher on 3 HSS-related subcompetencies: SBP01 (2.19 vs 2.05, 95% CI 0.04-0.26), PBLI01 (2.13 vs 2.01; 95% CI 0.01-0.24), and PBLI04 (2.05 vs 1.93; 95% CI 0.03-0.21). For the other specialties examined, there were no significant differences between groups. Conclusions Graduates from schools with training in HSS had similar Milestone ratings for most subcompetencies and very small differences in Milestone ratings for only 5 subcompetencies across 6 specialties at 1 year, compared to graduates from non-ACE schools. These differences are likely not educationally meaningful.

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Aligning Medical Student Curriculum with Practice Quality Goals: Impacts on Quality Metrics and Practice Capacity for Students

Cited by 4 publications

References 10 publications

Practical Guide to Undergraduate Medical Curriculum Alignment and Mapping

Practical Guide to Undergraduate Medical Curriculum Alignment and Mapping

Practical Teaching and Intellectualization of University Courses Based on the Maximum Information Entropy Model

Assessing the Transition of Training in Health Systems Science From Undergraduate to Graduate Medical Education

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