Curriculum Mapping: A Comparative Analysis of Two Medical School Models

被引：0

作者：

Cottrell S. ^{[1
]}

Hedrick J.S. ^{[1
]}

Lama A. ^{[1
]}

Chen B. ^{[2
]}

West C.A. ^{[3
,4
]}

Graham L. ^{[3
,4
]}

Kiefer C. ^{[2
,5
]}

Hogg J. ^{[2
,6
]}

Wright M. ^{[2
,7
]}

机构：

[1] Department of Medical Education, West Virginia University School of Medicine, PO Box 9111, Morgantown, 26505, WV

[2] West Virginia University School of Medicine, PO Box 9007, Morgantown, 26505, WV

[3] Office of Medical Education, Texas A&M Health Science Center College of Medicine, 8447 TX-47, Bryan, 77807, TX

[4] Department of Internal Medicine, Texas A&M Health Science Center College of Medicine, 8447 TX-47, Bryan, 77807, TX

[5] Department of Emergency Medicine, West Virginia University School of Medicine, PO Box 9007, Morgantown, 26505, WV

[6] Department of Radiology, West Virginia University School of Medicine, PO Box 9007, Morgantown, 26505, WV

[7] Department of Pediatrics, West Virginia University School of Medicine, PO Box 9007, Morgantown, 26505, WV

来源：

Medical Science Educator | 2016年 / 26卷 / 1期

关键词：

Curriculum; Mapping;

D O I：

10.1007/s40670-016-0225-z

中图分类号：

学科分类号：

摘要：

Purpose: Curriculum mapping is integral to the curriculum oversight process. The purpose of this monograph is to describe two models for implementing curriculum mapping, which educators may adapt or adopt. Practical Implementation: The West Virginia University School of Medicine model is characteristic of a decentralized model. Individual course and clerkship directors are responsible for detailing curriculum data. In contrast, Texas A&M utilizes an external software system to centrally manage the curriculum mapping process. Discussion: Both models are viable strategies to map the medical school curriculum. The databases can provide fundamental information, which can be shared in national databases and leveraged to make informed curriculum changes. © 2016, International Association of Medical Science Educators.

引用

页码：169 / 174

页数：5

共 13 条

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