APP that map! Curriculum mapping in family medicine

Abstract

Curriculum mapping is a method designed to evaluate the strengths, gaps and learning opportunities in course topics, in addition to ensuring that a programme achieves its learning outcomes. This is especially relevant for distributed programmes where accreditation requires standardisation and comparability of curriculum across all sites. The University of British Columbia Family Medicine Residency Program trains residents at 23 sites, with diversity in experiential learning opportunities due to regional differences. Curriculum mapping in our programme is crucial to determine whether all sites are still able to meet learning outcomes, despite the diversity in experiences. Our original process of curriculum mapping consisted of each individual site using 27 domain-specific Excel spreadsheets that mapped to a total of 478 learning objectives. The Excel method was fraught with challenges including the inordinate amount of labour and time to complete the process, resulting in a lack of engagement and completion of the task. Visually aggregating and translating the data for curriculum trends and gaps was also not possible.

We interviewed curriculum leads and conducted a literature review on curriculum mapping and learned that the process and tools used vary.¹ Our first phase involved revising our 27 domains and 478 learning objectives to nine domains and 42 core learning outcomes (CLOs). Our second phase consisted of developing a tech-enabled curriculum mapping app using Oracle Apex, as a suitable technological alternative did not exist. To develop an app in Oracle Apex, an understanding of basic SQL is required, and our digital solutions team supported the project with their technical expertise. The app enables sites to input data pertaining to residents' academic and clinical experience, where CLOs are assessed. This standardises the entry and reporting process for all sites. Comment fields allowed for the addition of qualitative input. The app aggregates and visualises this data to provide sites and the central programme the ability to easily identify curriculum trends.

We learned that the app was instrumental in facilitating the timely completion of the curriculum map, visualising and interpreting large data sets, meeting accreditation standards and making informed decisions about resource allocation. Within 7 months of the app's deployment, all sites completed the process compared to <50% using Excel spreadsheets. Focus groups conducted with curriculum leads indicated that the app was effective in increasing engagement while driving site and programmatic change. Central administration is now able to collate and visualise map data to easily identify trends and prioritise resources to develop new curriculum. Limitations of the app include the continual training of faculty on its use and the quantity of data needed for completion. Given we changed the platform and simplified the data entry process, limitations on the granularity of data exists. As medical education and technology evolves, the mapping process and the data generated are key in making evidence-based decisions on residents' learning journey. The balancing act between ensuring simplicity of process and having robust data will require continuous evaluation and revision.

Meera Anand: Conceptualization; writing – review and editing; writing – original draft; investigation; methodology; software; supervision; visualization. Jacqueline Ashby: Conceptualization; writing – review and editing; writing – original draft; methodology; software; investigation; formal analysis; data curation.

There are no conflicts of interest to disclose for both authors.