Creation of a novel simple heat mapping method for curriculum mapping, using pathology teaching as the exemplar
Abstract Background The undergraduate five-year MBChB programme at the University of Glasgow has a high volume of pathology teaching integrated into the course. The ability to better understand what pathology is taught and when, so as to build a picture of the types and depth of pathology topics cov...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2021-07-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-021-02808-3 |
| _version_ | 1819156780159074304 |
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| author | Ryan Clark Sarah Bell Jennifer Roccisana Karin A. Oien Sharon F. Sneddon |
| author_facet | Ryan Clark Sarah Bell Jennifer Roccisana Karin A. Oien Sharon F. Sneddon |
| author_sort | Ryan Clark |
| collection | DOAJ |
| description | Abstract Background The undergraduate five-year MBChB programme at the University of Glasgow has a high volume of pathology teaching integrated into the course. The ability to better understand what pathology is taught and when, so as to build a picture of the types and depth of pathology topics covered across the programme stages is crucial, especially in a spiral curriculum. A novel method of curriculum mapping, known as curriculum heat mapping, was developed as a way to visualise where and when topics are taught, in an easier to understand format. Methods This method involved comparing the Glasgow curriculum to a pre-determined standard of what should be taught. In this case, The Royal College of Pathologists’ ‘Pathology Undergraduate Curriculum’ was used as a comparison of what a graduating doctor should know about pathology. Results Following the developed template, heat maps showcasing the range of pathology topics covered, and where they are covered, were developed for local use. These heat maps provided a clear visual representation of where and when topics are taught, and how they cluster. Conclusions Heat mapping is a novel low-cost, high-input method of curriculum mapping. It requires a person to input the data which can take a long time for large curricula. There are no other upfront financial costs. It can be used in any area with a curriculum and an external or internal comparator. Examples of gold standard external comparators include validated national or international curricula. Heat mapping can help integrated, spiral curriculum programmes to identify where core topics are taught throughout their course. The heat maps themselves successfully demonstrate the required information and are easy to interpret. The process of mapping, as well as the final heat map, can yield important information. This includes information about trends within the curriculum, areas for potential improvement in sessional design and a clearer understanding of the depth to which each topic is covered in each lecture. Overall, it is a viable novel method, which has been successful locally and is easily transferable to other areas such as pharmacology. |
| first_indexed | 2024-12-22T15:58:18Z |
| format | Article |
| id | doaj.art-bb9ddcdc816a4a259873c533eba89d94 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-12-22T15:58:18Z |
| publishDate | 2021-07-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-bb9ddcdc816a4a259873c533eba89d942022-12-21T18:20:45ZengBMCBMC Medical Education1472-69202021-07-012111910.1186/s12909-021-02808-3Creation of a novel simple heat mapping method for curriculum mapping, using pathology teaching as the exemplarRyan Clark0Sarah Bell1Jennifer Roccisana2Karin A. Oien3Sharon F. Sneddon4School of Medicine Dentistry and Nursing, College of Medical Veterinary and Life Sciences, University of GlasgowPathology Department, Queen Elizabeth University HospitalInstitute of Cancer Sciences, College of Medical Veterinary and Life Sciences, University of GlasgowPathology Department, Queen Elizabeth University HospitalSchool of Medicine Dentistry and Nursing, College of Medical Veterinary and Life Sciences, University of GlasgowAbstract Background The undergraduate five-year MBChB programme at the University of Glasgow has a high volume of pathology teaching integrated into the course. The ability to better understand what pathology is taught and when, so as to build a picture of the types and depth of pathology topics covered across the programme stages is crucial, especially in a spiral curriculum. A novel method of curriculum mapping, known as curriculum heat mapping, was developed as a way to visualise where and when topics are taught, in an easier to understand format. Methods This method involved comparing the Glasgow curriculum to a pre-determined standard of what should be taught. In this case, The Royal College of Pathologists’ ‘Pathology Undergraduate Curriculum’ was used as a comparison of what a graduating doctor should know about pathology. Results Following the developed template, heat maps showcasing the range of pathology topics covered, and where they are covered, were developed for local use. These heat maps provided a clear visual representation of where and when topics are taught, and how they cluster. Conclusions Heat mapping is a novel low-cost, high-input method of curriculum mapping. It requires a person to input the data which can take a long time for large curricula. There are no other upfront financial costs. It can be used in any area with a curriculum and an external or internal comparator. Examples of gold standard external comparators include validated national or international curricula. Heat mapping can help integrated, spiral curriculum programmes to identify where core topics are taught throughout their course. The heat maps themselves successfully demonstrate the required information and are easy to interpret. The process of mapping, as well as the final heat map, can yield important information. This includes information about trends within the curriculum, areas for potential improvement in sessional design and a clearer understanding of the depth to which each topic is covered in each lecture. Overall, it is a viable novel method, which has been successful locally and is easily transferable to other areas such as pharmacology.https://doi.org/10.1186/s12909-021-02808-3Curriculum mappingPathologyCurriculumHeat mapsUndergraduate medical education |
| spellingShingle | Ryan Clark Sarah Bell Jennifer Roccisana Karin A. Oien Sharon F. Sneddon Creation of a novel simple heat mapping method for curriculum mapping, using pathology teaching as the exemplar BMC Medical Education Curriculum mapping Pathology Curriculum Heat maps Undergraduate medical education |
| title | Creation of a novel simple heat mapping method for curriculum mapping, using pathology teaching as the exemplar |
| title_full | Creation of a novel simple heat mapping method for curriculum mapping, using pathology teaching as the exemplar |
| title_fullStr | Creation of a novel simple heat mapping method for curriculum mapping, using pathology teaching as the exemplar |
| title_full_unstemmed | Creation of a novel simple heat mapping method for curriculum mapping, using pathology teaching as the exemplar |
| title_short | Creation of a novel simple heat mapping method for curriculum mapping, using pathology teaching as the exemplar |
| title_sort | creation of a novel simple heat mapping method for curriculum mapping using pathology teaching as the exemplar |
| topic | Curriculum mapping Pathology Curriculum Heat maps Undergraduate medical education |
| url | https://doi.org/10.1186/s12909-021-02808-3 |
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