Curriculum Mapping in an Age of Competency-based Education
Curriculum mapping is now an established practice in education, and over the last few years the tools available to assist in the process are growing in number and becoming more robust and effective. One of the keys to effective mapping is understanding the educational framework against which you are creating your map. Many schools are now struggling with how to implement new competency-based educational frameworks and how to make sense of our curriculum in light of these new approaches.
This session will help to illustrate some of the ways the Ilios curriculum management tool allows for the capture of both traditional curricular information (e.g. Topics, Learning Modalities, Keywords) and its interrelationship with competencies to provide a deeper understanding of how to:
- create a shared vocabulary and understanding of curriculum in the health professions community.
- Utilize an evidence-based approach to teaching and quality improvement.
- clearly and consistently identify curricular gaps and redundancies.
- provide flexibility in connecting emerging curricular models and adapting to the ever shifting landscape facing medical education.
Use of Curriculum Mapping Tools to Identify Learning Opportunities and Deficiencies II: Knowledge Map
This session will cover use of informatics tools in preclinical and clinical education. KnowledgeMap is a natural language processing (NLP)-based curriculum management system that allows faculty to search uploaded content. We will discuss how curriculum can be tracked and revised based on NLP technology, as well as briefly discuss copyright concerns for the continuously-available curriculum. We will then discuss a clinical portfolio from, among other sources, all the clinical notes written by trainees in the electronic health record. We have used this to facilitate mentor-mentee feedback, to evaluate and track exposures to common clinical problems using NLP, and to send targeted interventions to students. Finally, we will discuss how these systems how allowed us to measure required work-hour changes to residency training.
International Virtual Medical School (IVIMEDS): An Idea Ahead of Its Time?
This webinar will look at the International Virtual Medical School (IVIMEDS), an ambitious collaboration in medical education, which launched in 2002 but that ultimately did not realise its ambition. Ten years on some of those ambitions are now being met by new initiatives made possible by new technologies and perhaps IVIMEDS was an idea ahead of it time.
Medical schools from around the world joined forces to form IVIMEDS, a partnership aimed at sharing online medical education learning resources. IVIMEDS also aspired to potentially deliver elements of the early years of medical curriculum online. However, limited numbers of resources were shared between the members and the IVIMEDS vision wasn’t realised due to barriers around sharing, the level of member participation and the available technologies.
In 2013 massive open online courses (MOOCs) have become the buzzword in higher education as US universities have established Coursera, Udacity and EdX. Medical Schools are beginning to offer MOOCs in different areas of medicine and it’s likely that others will follow suit. Alongside MOOCs medical schools are also sharing open educational resources (OERs) via repositories such as MedEdPortal. The use of social media is also making the creation and sharing of online medical education easier and the free open access medical education (FOAMed) movement is attracting a growing audience. Social media tools such as blogs and Twitter and sites such as YouTube and Vimeo make content creation and sharing ever easier and a new level of online participatory medical education is emerging.
Using Multimedia and Education Technology to Enhance Teaching
- Identify theoretical basis for multimedia and e-learning to enhance teaching
- Provide framework for development, presentation, dissemination and organization of novel classroom content
- Demonstrate practical application of commonly available education technologies
- Review impact of technology on current generation of medical trainees
Successful classroom teaching is based on excellent content, not on the latest, fastest, fanciest or shiniest new technology. Multimedia and education technology are simply tools in the toolbox of today’s medical educators which when utilized appropriately can improve both the delivery of content and enhancement of learning. Our current generation of learners is more apt to be familiar with technology, assume its presence and demand its use by faculty.
Medical educators can utilize education technology in many ways, including the development of novel content, creation of new modes of presentation, design of interaction and evaluation strategies, and the dissemination of content far beyond the walls of any given classroom. There are also tools to assist educators with organization and efficiency in the work of these teaching domains.
This session is designed to provide a framework and rationale for harnessing the power of modern education technology and to provide examples of representative technologies.
References and additional reading
Ruiz JG, et al. The impact of e-learning in medical education. Academic Medicine 2006; 81:207-12.
Cook DA, et al. What do we mean by web-based learning? Medical Education 2010:44;765-774.
Issa N, et al. Applying multimedia design principles enhances learning in medical education. Medical Education 2011;45:818-26.
Using Technology to Promote and Assess Active Learning
This session will look at how to incorporate technology tools to engage today’s students and support hybrid learning. We will look at tips and tricks to effectively mix online and face-to-face learning, including wikis, blogs, discussion boards, online quizzing and content from asset repositories like MedEd Portal, HEAL, MERLOT and various discipline-specific resources. This session will focus on ways that faculty could use students’ independent study time to efficiently convey factual content while using face to face time to reinforce higher-order skills like interpretation, analysis and synthesize.