scholarly journals Does digital curriculum mapping improve curriculum alignment?

2018 ◽  
Vol 434 ◽  
pp. 012303
Author(s):  
I Khoerunnisa ◽  
I Widiaty ◽  
A G Abdullah ◽  
I Kuntadi
Keyword(s):  
Curriculum Alignment ◽  
Curriculum Mapping ◽  
Digital Curriculum

scholarly journals 2. The Map to Curriculum Alignment and Improvement

2011 ◽  
Vol 1 ◽  
pp. 8 ◽  
Author(s):  
Karen Kopera-Frye ◽  
John Mahaffy ◽  
Gloria Messick Svare
Keyword(s):  
Curriculum Alignment ◽  
Curriculum Mapping ◽  
Program Outcomes ◽  
Mapping Process ◽  
Academic Units

Curriculum mapping is a versatile process tool that can help faculty discern whether different curriculum components align; and if not, what adjustments can be made. Through this process faculty create a graphic portrayal of the program outcomes, the courses that comprise the program, and their relationship to the program’s purpose. This article describes both the curriculum mapping process and resulting map, highlighting the versatility of this approach by sharing examples of how it has been used by several academic units.

scholarly journals A collaborative process for a program redesign for education in evidence-based health care

2019 ◽  
Vol 33 (1) ◽  
pp. 40-48
Author(s):  
Stephney Whillier ◽  
Natalie Spence ◽  
Rosemary Giuriato
Keyword(s):  
Teaching Staff ◽  
Curriculum Alignment ◽  
Evidence Based ◽  
Curriculum Mapping ◽  
Collaborative Process ◽  
Learning And Teaching ◽  
Department Director ◽  
Flow Of Information ◽  
Evidence Based Health Care ◽  
Ongoing Monitoring

Objective: We outline the framework of a collaborative process to redesign an existing 5-year health education program, which may prove useful to other similar institutions. The aim was to strengthen evidence-based practice and curriculum alignment. Methods: A whole-of-program approach was used to restructure the existing courses into 3 “streams”: professional practice, clinical research, and clinical science. The process incorporated a series of facilitated workshops organized by the department director of learning and teaching and the faculty facilitation team, and it was inclusive of all available members of the department, a clinic supervisor, a sessional (casual teaching) staff member, and a recent graduate of the program. Results: Unit content and assessments were restructured to progress the program learning outcomes from year to year. The undergraduate program was redesigned to create a more logical learning pathway for students. Consolidation of subject topics in the postgraduate program allowed for the development of stand-alone research-only units. Conclusion: The mechanism of curriculum mapping allowed for discussion about the flow of information from year to year and how evidenced knowledge and understanding can be developed. It is necessary that everyone participates and understands the importance of program goals as developed by the process. Because drift in curriculum can occur incrementally over the years, to be effective, the program requires ongoing monitoring and regular collaboration to continue improvements.

scholarly journals A new model for organizing curriculum alignment initiatives

2020 ◽  
Vol 44 (4) ◽  
pp. 658-663 ◽  
Author(s):  
Chris Shaltry
Keyword(s):  
Teaching And Learning ◽  
Learning Activities ◽  
Curriculum Alignment ◽  
Curriculum Mapping ◽  
Cognitive Level ◽  
The Core ◽  
Resultant Data ◽  
Mapping System ◽  
Core Concepts ◽  
Internal And External Factors

The author discusses the benefits of curriculum alignment and the development of a new database system called e-CMS (electronic curriculum mapping system) for organizing curriculum alignment initiatives. Fundamental to the systematic organization of curriculum is understanding the interplay between three alignment factors present in all courses: assessments, TLAs (teaching and learning activities), and objectives, also known as the triadic model of alignment. Also important to this process is the inclusion of external alignment factors, such as cognitive level, professional skills, and the core concepts of physiology. When organized properly, alignment of internal and external factors provides a common language for discussing and comparing courses across departments and institutions. Databases such as e-CMS not only help organize curriculum, but also offer almost unlimited ways to combine, analyze, and share resultant data. This could provide value to students and their future employers by communicating with confidence the evidence-based knowledge, skills, and abilities gained in a course or program. The next phase of the alignment initiative that produced e-CMS is to develop a distributed online database for housing and sharing aligned assessments.

scholarly journals Evaluation of software tools supporting outcomes-based continuous program improvement processes: Part 2

2015 ◽  
Author(s):  
Jake Kaupp ◽  
Brian Frank
Keyword(s):  
Student Outcomes ◽  
Software Tools ◽  
Development Project ◽  
Program Improvement ◽  
Curriculum Planning ◽  
Management Systems ◽  
Curriculum Mapping ◽  
E Learning ◽  
Data Informed ◽  
Compare And Contrast

The Canadian engineering accreditationboard (CEAB) mandate tasked each engineering programto assess student outcomes in the form of graduateattributes and develop a data-informed continuousprogram improvement stemming from those assessments.Administering, collecting and organizing the breadthassessment data is an extensive process, typicallycentralized through the use of software tools such aslearning management systems (LMS), contentmanagement systems (CMS), Assessment Platforms (AP)and Curriculum Planning & Mapping tools. Thesesystems serve a variety of roles, ranging from coursecontent delivery, e-learning, distance education, learningoutcomes assessment, outcomes data management andlearning outcomes analytics. Vendors have beendeveloping various solutions to accommodate the shifttowards outcomes based assessment as part of acontinuous improvement process.This paper will continue where the original paperpresented at CEEA 2013 left off. It will introduce the newclassifications of tools, how well each tool aligns with theEGAD (Engineering Graduate Attribute Development)project 5-step process and compare and contrast softwaretools supporting outcomes based assessment as part of acontinuous improvement process such as Chalk & Wire,Atlas Curriculum Mapping, Entrada, CoursePeer andother systems.

Curriculum Mapping as a Strategy for Supporting Teachers in the Articulation of Learning Goals

2017 ◽  
Vol 28 (4) ◽  
pp. 347-366
Author(s):  
Michael Giamellaro ◽  
Ming-Chih Lan ◽  
Maria Araceli Ruiz-Primo ◽  
Min Li ◽  
Tammy Tasker
Keyword(s):  
Learning Goals ◽  
Curriculum Mapping ◽  
Supporting Teachers

scholarly journals Education on prescribing for older patients in the Netherlands: a curriculum mapping

2015 ◽  
Vol 71 (5) ◽  
pp. 603-609 ◽  
Author(s):  
Carolina J. P. W. Keijsers ◽  
Johanna E. de Wit ◽  
Jelle Tichelaar ◽  
Jacobus R. B. J. Brouwers ◽  
Dick J. de Wildt ◽  
...  
Keyword(s):  
The Netherlands ◽  
Older Patients ◽  
Curriculum Mapping

scholarly journals Adaptive doctors: preparing tomorrows doctors for practice in the Anthropocene Epoch

2021 ◽  
Author(s):  
Claudia Slimings ◽  
Emily Sisson ◽  
Connor Larson ◽  
Devin Bowles ◽  
Rafat Hussain
Keyword(s):  
Medical Students ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Learning Activities ◽  
Curriculum Mapping ◽  
Learning Approaches ◽  
Future Health ◽  
Work Activity ◽  
Planetary Health ◽  
E Learning

Background: The future health workforce needs to be equipped with the knowledge, skills, and motivation to deliver sustainable healthcare and promote planetary health. The aim of this study was to design, implement and evaluate a new suite of planetary health learning activities piloted by medical students for a range of medical professionals. Methods: The study consisted of three components: curriculum mapping, development of learning activities and evaluation. Curriculum mapping involved searching program learning outcomes using relevant search terms. Two learning activities were co-developed with medical students comprising of an e-learning component and an inquiry-based small group workshop presented to 99 2nd year students. Evaluation consisted of pre- and post-learning knowledge quizzes and a student feedback survey. Results: A total of 30 learning outcomes were identified with the majority located in the first two years of the four-year program. The overall evaluation response rate was 49.5%, and 19% completed the feedback survey. The mean pre- and post-lesson scores, respectively, were 7.09 (SD=1.84) and 9.53 (SD=1.69) out of a possible score of 12, increasing by 2.37 points on average (95% confidence interval [CI] 1.66-3.09). Overall, the new activities were rated as excellent/good by 84.2% of respondents. The e-learning module rated more highly as a meaningful learning experience than the workshop (89% v. 63.2%). The most common criticism was the length of time it took to complete the e-learning. Conclusion: Students already had a good understanding of planetary health facts and the e-learning lesson served to confirm, review and update their knowledge. Students embraced the opportunity to engage in interactive learning through the problem-solving group work activity. There is very little vertical alignment of environmental and climate issues across all four years of the medical program in our institution and a variety of learning approaches should be considered when revising the curriculum.

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