Curriculum mapping – a purposeful journey rather than a destination

Ashe, D. and Boo, T. W. and Dunne, F. and Geoghegan, R. and Flynn, S. and Flaherty, G. and Kropmans, T. and Malone, C. and McDonald, C. and Boland, J. (2013) Curriculum mapping – a purposeful journey rather than a destination. In: 6th scientific meeting of the Irish Network of Medical Educators (INMED), 21st February to Friday 22nd February 2013, University College Dublin, Dublin, Ireland.

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Abstract

Curriculum mapping is about representing spatially the different components of the curriculum so that the whole picture and the relationships and connections between the parts of the map are easily seen’ (Harden 2001, p 123). We report on the early stages of a curriculum mapping Rand D project in the School of Medicine, NUI Galway. Outlined are the rationale, strategy, vision and report of the process, challenges and progress to date. The process of mapping makes the curriculum transparent and accessible to key internal and external stakeholders while providing important information to students and academics. Curriculum mapping involves, initially, documenting a complex curriculum in a consistent and navigable way. The process of blueprinting learning outcomes with assessment enhances validity and constructive alignment. It also promotes a programmatic approach to assessment planning. The process of mapping module outcomes against the programmatic outcomes mandated by the Medical Council serves as a potentially powerful tool for collaborative curriculum development and review. Mapping brings particular benefits for a medical curriculum which is characterised by a systems-based approach and involves interdisciplinary learning, with domains such as professionalism embedded throughout the students’ learning experience. Mapping has significant implications for how we conceive of, develop and offer a learner-centred curriculum that meets the changing needs of learners and medicine. It challenges all of us to critically examine the way our learners experience the curriculum. Software and Web 2.0 technologies have revolutionised how curriculum maps can be represented, enabling the building of a dynamic and interactive map which links learning events and objects with outcomes, across modules and through the years. The rapidly developing landscape of technology-enhanced learning and social media offers an imperative as well as opportunities for a mapping process that places student engagement and learning as at the centre. The process involves significant commitment of time and resources in challenging times, requiring creative responses. We invite collaboration from other medical schools in advancing on this journey in the interest of achieving the best outcome for medical education in Ireland. A journey shared is a journey halved.

Item Type: Conference or Workshop Item (Paper)
Depositing User: Colin Lowry
Date Deposited: 29 Nov 2015 16:08
Last Modified: 29 Nov 2015 16:09
URI: http://eprints.teachingandlearning.ie/id/eprint/1726

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