WHAT ARE THE PRACTICALITIES OF MAPPING MINOR CURRICULUM?
AbstractBackground: Many under graduate medical colleges are in the process of mapping their curriculum. This process was investigated in three typical medical schools of Pakistan by semi-structured interviews of the senior faculty members. Conclusions were made and discussed. Methods: Semi-structured interviews were conducted with the senior faculty curriculum managers concerned with mapping Human Nutrition in three medical schools in Khyber Pakhtunkhwa (KPK) province of Pakistan. Issues relating to the principles and processes used in mapping minor curriculum themes were explored, and the costs and benefits were identified. Results: It was reported that fixed curricular criteria were published by the Pakistan Medical and Dental Council (PMDC) and therefore curriculum mapping was not necessary, with an intention to map minor curriculum themes eventually. Learning outcomes of curriculum themes were not recognized or described. There is no consensus by curriculum managers, evaluating authorities, implementing authorities or senior faculty members about the principles and process of curriculum mapping. Public pressure may cause resistance to any change in the curricula. Action was limited by lack of resources. Conclusion: Lack of awareness of the significance of curriculum mapping, as a tool for quality assurance, evaluation and management is prevalent and is the main factor in limiting this technique. Further research is required to establish what has been done in other medical colleges of Pakistan regarding mapping of curriculum themes and what the difficulties are. This analysis will lead to a strategy for improvement, and collaboration of all medical colleges in Pakistan.
Wong AK. Curriculum development in anesthesia: basic theoretical principles. Canad J 2006;53(9):950–60.
Harden RM. AMEE Guide No. 21: Curriculum mapping: a tool for transparent and authentic teaching and learning. Med Teach 2001;23(2):123–37.
Hege I, Nowak D, Kolb S, Fischer MR, Radon K. Developing and analysing a curriculum map in Occupational-and Environmental Medicine. BMC Med Educat 2010;10(1):60.
Willett TG. Current status of curriculum mapping in Canada and the UK. Med Educ 2008;42(8):786–93.
Ellaway R, Evans P, McKillop J, Cameron H, Morrison J, McKenzie H, et al. Cross-referencing the Scottish Doctor and Tomorrow's Doctors learning outcome frameworks. Med Teach 2007;29(7):630-5.
Prideaux D. ABC of learning and teaching in medicine. Curriculum design. BMJ 2003;326(7383):268-70.
Harden R, Europe AfMEi. Curriculum mapping: a tool for transparent and authentic teaching and learning: Association for Medical Education in Europe Dundee;2001.
Denny JC, Smithers JD, Armstrong B, Spickard A, 3rd. "Where do we teach what?" Finding broad concepts in the medical school curriculum. J Gen Inter Med 2005;20(10):943–6.
Sherborne T. Mapping the curriculum: How concept maps can improve the effectiveness of course development. Knowledge Cartography: Springer; 2014. p. 193–208.
Kies SM. Curriculum Mapping: Knowing Where You are Going and How You are Going to Get There. Medical Science Educator (previously JIAMSE) 2010;20(2).
Wong RY, Roberts JM. Real time curriculum map for internal medicine residency. BMC Med Educ 2007;7(1):42.
Simpson JG, Furnace J, Crosby J, Cumming AD, Evans PA, Friedman Ben David M, et al. The Scottish doctor--learning outcomes for the medical undergraduate in Scotland: a foundation for competent and reflective practitioners. Med Teach 2002;24(2):136–43.
EVANS P, SUZUKI Y. Beyond Competence", Why Should Outcomes be Adopted in Favour of Competences? Medical Education (Japan) 2008:39 (2):87–91.
MacCarrick GR. A practical guide to using the World Federation for Medical Education (WFME) standards. WFME 1: Mission and objectives. Irish J Med Sci 2010;179(4):483–7.
Brady D, Welborn-Brown P, Smith D, Giddens J, Harris J, Wright M, et al. Staying afloat: surviving curriculum change. Nurse Educ 2008;33(5):198–201.
Journal of Ayub Medical College, Abbottabad is an OPEN ACCESS JOURNAL which means that all content is FREELY available without charge to all users whether registered with the journal or not. The work published by J Ayub Med Coll Abbottabad is licensed and distributed under the creative commons License CC BY ND Attribution-NoDerivs. Material printed in this journal is OPEN to access, and are FREE for use in academic and research work with proper citation. J Ayub Med Coll Abbottabad accepts only original material for publication with the understanding that except for abstracts, no part of the data has been published or will be submitted for publication elsewhere before appearing in J Ayub Med Coll Abbottabad. The Editorial Board of J Ayub Med Coll Abbottabad makes every effort to ensure the accuracy and authenticity of material printed in J Ayub Med Coll Abbottabad. However, conclusions and statements expressed are views of the authors and do not reflect the opinion/policy of J Ayub Med Coll Abbottabad or the Editorial Board.
USERS are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author. This is in accordance with the BOAI definition of open access.
AUTHORS retain the rights of free downloading/unlimited e-print of full text and sharing/disseminating the article without any restriction, by any means including twitter, scholarly collaboration networks such as ResearchGate, Academia.eu, and social media sites such as Twitter, LinkedIn, Google Scholar and any other professional or academic networking site.