Creation of a novel simple heat mapping method for curriculum mapping, using pathology teaching as the exemplar

Background The undergraduate five-year MBChB programme at the University of Glasgow has a high volume of pathology teaching integrated into the course. The ability to better understand what pathology is taught and when, so as to build a picture of the types and depth of pathology topics covered across the programme stages is crucial, especially in a spiral curriculum. A novel method of curriculum mapping, known as curriculum heat mapping, was developed as a way to visualise where and when topics are taught, in an easier to understand format. Methods This method involved comparing the Glasgow curriculum to a pre-determined standard of what should be taught. In this case, The Royal College of Pathologists’ ‘Pathology Undergraduate Curriculum’ was used as a comparison of what a graduating doctor should know about pathology. Results Following the developed template, heat maps showcasing the range of pathology topics covered, and where they are covered, were developed for local use. These heat maps provided a clear visual representation of where and when topics are taught, and how they cluster. Conclusions Heat mapping is a novel low-cost, high-input method of curriculum mapping. It requires a person to input the data which can take a long time for large curricula. There are no other upfront financial costs. It can be used in any area with a curriculum and an external or internal comparator. Examples of gold standard external comparators include validated national or international curricula. Heat mapping can help integrated, spiral curriculum programmes to identify where core topics are taught throughout their course. The heat maps themselves successfully demonstrate the required information and are easy to interpret. The process of mapping, as well as the final heat map, can yield important information. This includes information about trends within the curriculum, areas for potential improvement in sessional design and a clearer understanding of the depth to which each topic is covered in each lecture. Overall, it is a viable novel method, which has been successful locally and is easily transferable to other areas such as pharmacology.

INTRODUCTION OF CASE BASED LEARNING IN UNDERGRADUATE PATHOLOGY TEACHING.

Pathology is a subject which bridges the basic medical sciences with clinical sciences in medical education. The undergraduate pathology classes in our Medical Colleges usually include didactic lectures, conventional practical and tutorial classes. The subject of Pathology can be made more interesting for the students by developing in them a proper understanding of the pathologic basis of disease at the 2nd MBBS level with clinical co-relation. One of the innovative method which can be used in this regard is case-based learning. I undertook this project to introduce case-based learning in undergraduate pathology teaching at Jorhat Medical College and Hospital, Jorhat for the second MBBS students. Both student's and teacher’s feedback were evaluated concerning their perceptions towards the method, its conduct and the various aspects of CBL.

Exploration of the Teaching Reform of Integrating Pathology Classroom Into “Course Ideology and Politics”

Pathology is an important bridge between basic medicine and clinical medicine, and it plays an irreplaceable role in medical professional courses. With the continuous development of society, there are more requirements for medical students. In addition to solid basic theoretical knowledge and practical skills, students should also have good professional ethics and correct ideological values. Therefore, Teachers need to integrate “curriculum ideological and political” education in pathology classrooms, and use this to reform and optimize pathology teaching, thereby comprehensively improving the quality of pathology teaching in my country and training more high-quality professional medical talents.

Development of a Novel Simple Heat Mapping Method for Curriculum Mapping, Using Pathology Teaching as the Exemplar

Background The undergraduate five-year MBChB programme at the University of Glasgow has a high volume of pathology teaching integrated into the course. The ability to better understand what pathology is taught and when, so as to build a picture of the types and depth of pathology topics covered across the programme stages is crucial, especially in a spiral curriculum. A novel method of curriculum mapping, known as curriculum heat mapping, was developed as a way to visualise where and when topics are taught, in an easier to understand format.Methods This method involved comparing the Glasgow curriculum to a pre-determined standard of what should be taught. In this case, The Royal College of Pathologists’ ‘Pathology Undergraduate Curriculum’ was used as a comparison of what a graduating doctor should know about pathology. Results Following the developed template, heat maps showcasing the range of pathology topics covered, and where they are covered, were developed for local use. These heat maps provided a clear visual representation of where and when topics are taught, and how they cluster.Conclusions Heat mapping is a novel low-cost, high-input method of curriculum mapping. It requires a person to input the data which can take a long time for large curricula. There are no other upfront financial costs. It can be used in any area with a curriculum and an external or internal comparator. Examples of gold standard external comparators include validated national or international curricula.Heat mapping can help integrated, spiral curriculum programmes to identify where core topics are taught throughout their course. The heat maps themselves successfully demonstrate the required information and are easy to interpret. The process of mapping, as well as the final heat map, can yield important information. This includes information about trends within the curriculum, areas for potential improvement in sessional design and a clearer understanding of the depth to which each topic is covered in each lecture.Overall, it is a viable novel method, which has been successful locally and is easily transferable to other areas such as pharmacology.