J 2020

Technical infrastructure for curriculum mapping in medical education: a narrative review

KONONOWICZ, Andrzej A., Lukasz BALCERZAK, Anna KOCUREK, Agata STALMACH-PRZYGODA, Ioan-Adrian CIUREANU et. al.

Basic information

Original name

Technical infrastructure for curriculum mapping in medical education: a narrative review

Authors

KONONOWICZ, Andrzej A. (616 Poland, guarantor), Lukasz BALCERZAK (616 Poland), Anna KOCUREK (616 Poland), Agata STALMACH-PRZYGODA (616 Poland), Ioan-Adrian CIUREANU (642 Romania), Inga HEGE (276 Germany), Martin KOMENDA (203 Czech Republic, belonging to the institution) and Jaroslav MAJERNIK (703 Slovakia)

Edition

BIO-ALGORITHMS AND MED-SYSTEMS, BERLIN, WALTER DE GRUYTER GMBH, 2020, 1895-9091

Other information

Language

English

Type of outcome

Článek v odborném periodiku

Field of Study

10201 Computer sciences, information science, bioinformatics

Country of publisher

Germany

Confidentiality degree

není předmětem státního či obchodního tajemství

References:

RIV identification code

RIV/00216224:14110/20:00116255

Organization unit

Faculty of Medicine

DOI

UT WoS

000556179100005

Keywords in English

curriculum management; curriculum mapping; outcome-based education; state-of-the-art review

Tags

Tags

International impact, Reviewed
Změněno: 20/8/2020 12:35, Mgr. Tereza Miškechová

Abstract

V originále

Curriculum mapping is the process of designing a multidimensional model of an educational programme for a complete, more transparent and better-integrated learning experience. Many universities worldwide are building or expanding their technical infrastructure to manage their curricula. Our aim was to deliver a synopsis of current practices and describe the focus of research interest in implementing curriculum mapping tools for medical education. As part of the Building Curriculum Infrastructure in Medical Education (BCIME) project, we conducted a state-of-the-art narrative review of the literature. A systematised search of the PubMed/MEDLINE database for the years 2013-2019 resulted in 352 abstracts, from which 23 full-text papers were included in the final review. From these, we extracted guidance on 12 key characteristics of curriculum mapping tools. The collected experiences formed four thematic categories: visualisations, text descriptions and analysis, the outcome-based approach and adaptability in curriculum mapping. As result of the review, we summarised topics regarding ways of: implementating new competency-based catalogues (like NKLM) in curriculum mapping software (e. g., using dynamic checklists), methods of streamlining the authoring process (e. g., by automatic detection and alignment of action verbs in learning objectives descriptions) and graphical forms of presenting curriculum data (e. g., network visualisations using automatic clustering of related parts of a curriculum based on similarities between textual descriptions). We expect further developments in text-mining methods and visual/learning analytics in curriculum mapping. The collected data informed the design of a new curriculum management system called EduPortfolio, which is currently being implemented by the BCIME project.